Submitted by Bruna Rodrigues (bruna92rodrigues@yahoo.com.br) on 2016-10-11T14:03:41Z No. of bitstreams: 1 DissAC.pdf: 2496170 bytes, checksum: 32f8b5919ad1990e81e27a5f0efb24d4 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-21T13:47:05Z (GMT) No. of bitstreams: 1 DissAC.pdf: 2496170 bytes, checksum: 32f8b5919ad1990e81e27a5f0efb24d4 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-21T13:47:11Z (GMT) No. of bitstreams: 1 DissAC.pdf: 2496170 bytes, checksum: 32f8b5919ad1990e81e27a5f0efb24d4 (MD5) / Made available in DSpace on 2016-10-21T13:47:17Z (GMT). No. of bitstreams: 1 DissAC.pdf: 2496170 bytes, checksum: 32f8b5919ad1990e81e27a5f0efb24d4 (MD5) Previous issue date: 2016-08-16 / Não recebi financiamento / The guidelines that establish the Basic Education in Brazil are the same to public and private schools, however, the education developed with students from both groups can have different directions. The relation between the different socioeconomic contexts, normally existent, can cause different perceptions regarding the opportunities that these students will have during the construction of their life projects and their future perspectives. In this context, this research sought to discuss the relationship between the consumption and the life project under the view of young students from a public school and a private one, trying to understand how these elements make us rethink the education in a critical way. To reach the proposed goal, it was chosen two schools in São Paulo’s countryside, where the researcher works as Geography and History teacher. High school students, mainly seniors, participated in this research. The methodology used was initially based on a quiz given in these schools and, later on, semistructured interviews were developed. This way, general data was collected in order to find out the socioeconomic profile of the groups, apart from trying to identify the relation with the consumption, the school and the life projects of these students. It was possible to conclude that the life projects of these students tend to be individualists and oriented many times by the power of consumption as, between the interviewed, there was no student that showed concerns on social or environmental context. It was presented as proposals to improve these issues, the increase of educational public policies, besides the projects that can be developed in the schools, in order to favor the development of a emancipatory education about current society. In this context, themes and directions about how to make these discussions were suggested, in order to evolve the role of the different classes in the maintenance of social structures, rethinking the origin of inequality, racial, historical, school and family issues. If the life project is uncritical, these individuals may not be clear of what really happens in the society, in respect of having or not. Their projects can summarize in acquisition of a determined social status to make their consumption dream. / As diretrizes que estabelecem a Educação Básica no Brasil são as mesmas tanto para a escola pública, quanto para a escola privada, entretanto, a educação desenvolvida, com os estudantes de ambos os grupos pode ter direcionamentos distintos. As diferenças entre os contextos socioeconômicos, normalmente existentes, pode provocar percepções distintas em relação às oportunidades que esses estudantes venham a ter durante a construção de seus projetos de vida e de suas perspectivas futuras. Nesse âmbito, esta pesquisa procurou discutir as relações entre o consumo e o projeto de vida na visão de jovens estudantes de uma escola pública e outra privada, na tentativa de entender como esses elementos nos fazem repensar a educação de forma crítica. Para atingir o objetivo proposto, escolheu-se duas escolas do interior do Estado de São Paulo, onde o pesquisador atua como docente nas disciplinas de geografia e história. Participaram desta pesquisa estudantes do Ensino Médio, principalmente do 3º ano. A metodologia utilizada baseou-se inicialmente na aplicação de um questionário aplicado nas escolas, e, posteriormente, foram desenvolvidas entrevistas semiestruturadas. Dessa maneira, dados gerais foram coletados a fim de realizar um levantamento do perfil socioeconômico dos grupos, além de tentar identificar relações com o consumo, com a escola e com o projeto de vida desses estudantes. Foi possível concluir que os projetos de vida desses estudantes tendem a ser individualistas e orientados muitas vezes pelo poder de consumo, já que, entre os entrevistados, não se identificou nenhum estudante que demonstrasse preocupações no âmbito social ou ambiental. Foram apresentadas como propostas, para a melhoria destas questões, o aumento de políticas públicas educacionais, além de projetos que poderão ser desenvolvidos nas escolas, na perspectiva de favorecer o desenvolvimento de uma educação emancipadora sobre a sociedade atual. Nesse contexto, foram sugeridos temas e direcionamentos sobre como realizar essas discussões, de forma a envolver o papel das diferentes classes na manutenção das estruturas sociais, repensando a origem das desigualdades, das questões raciais, históricas, escolares e familiares. Se o projeto de vida for acrítico, esses indivíduos podem não ter clareza do que realmente acontece na sociedade, na relação do ter e não ter. Seus projetos podem se resumir apenas à aquisição de um determinado status social para realizarem seu sonho de consumo.

Made available in DSpace on 2014-12-17T14:36:04Z (GMT). No. of bitstreams: 1 HerickaKAMW.pdf: 324479 bytes, checksum: d246fa36ec4115d7ea723f57ec68e446 (MD5) Previous issue date: 2005-10-10 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The present work, based on the methodological principles of the Comprehensive Discourse Analysis, aimed, through the speech of twelve newly arrived students at the Pedagogy course of the Federal University of Rio Grande do Norte, to understand the moment students start university. It also aimed to analyze the relationship between the schools they were coming from and university entrance as well as the relationship between university and their new students. In the first part of the work, which focused on school knowledge, a comprehensive listening of the speeches of the students led primarily to a distinction, established by the students, between public and private schools, a distinction especially based on the view of superiority of private schools against public ones. The abovementioned interpretation is found in the discussion of the structural duality of Brazilian education which, historically, offers different pedagogical appliances among students of more priviledged social classes and those who come from lower levels of society. The overcome of this duality, aspired by the Brazilian Constitution of 1988, was stopped by the advent of a new economic model neoliberalism, which reinforced the differences between public and private when it prioritized the market on the economic, political and social relations, including educational projects. Impoverishment of public institutions and pauperization of the work of professors affected also the relationship between teachers and studens at the current institution. This is how the teacher becomes the greatest villain at the public management system. All of these references concerning differences in the quality of teaching at public and private schools, expressed by the students interviewed, however, were centered in the preparation for the entrance exam, called vestibular, thus showing a view that the relationship between the student and the school he came from is of a propedeutic kind and even so, reduced to a preparation for an entrance exam. In the second part of the work, which analyzed the relationship between newly arrived students and their university, it was noticed that the latter represents a whole new world. This world is seen as the change at the student?s social statute for now he is grown, takes more responsibilities and is socially respected. This change of attitude established by society and the discovery of a new world which requires more independence from the students, creates in them feelings of pride and fear and they feel insecure when it comes to making decision in the campus because now their decisions deliver a greater load of responsibility. This is when students understand they need to develop autonomy, which is seen, in this work, as the capacity to make conscious decisions. Nevertheless students expressed an understanding of autonomy as something that comes as a gift for those who enter university and not as a process that is constructed from social experiences. For these students, the need to be autonomous refers to the relationships with their teachers and the search for information. This search, however, is also related, according to interviews, to public school financial cuts, which penalize university, and to the lack of employers / O presente trabalho objetivou, seguindo os pressupostos metodol?gicos da An?lise Compreensiva do Discurso, compreender o momento de entrada na universidade a partir das falas de doze estudantes rec?m-ingressos no curso de Pedagogia da Universidade Federal do Rio Grande do Norte. Objetivou, ainda, analisar a rela??o entre a escola de origem e a entrada na universidade e a rela??o entre a universidade e o novo aluno universit?rio. Na primeira parte do trabalho, a escuta compreensiva das falas dos alunos conduziu ? distin??o dos alunos entre a escola p?blica e a escola privada, distin??o esta baseada, principalmente, numa vis?o de superioridade da escola privada em rela??o ? escola p?blica. Tal interpreta??o insere-se na discuss?o da dualidade estrutural da educa??o brasileira, que, historicamente, oferece aparatos pedag?gicos diferentes entre os alunos de classes mais privilegiadas e os alunos oriundos de classes populares. A supera??o desta dualidade, aspirada pela Constitui??o Brasileira de 1988, esbarrou no advento de um novo modelo econ?mico o neoliberalismo, que aprofundou as diferen?as entre o p?blico e o privado, atrav?s da prioriza??o do mercado nas rela??es econ?micas, pol?ticas e sociais, incluindo, desta forma, os projetos educacionais. O sucateamento da escola p?blica e a precariza??o do trabalho docente afetaram tamb?m a rela??o entre professores e alunos nesta institui??o. Assim, o professor passa a ser considerado o grande vil?o do sistema p?blico. No entanto, todas estas refer?ncias ?s diferen?as da qualidade de ensino entre a escola p?blica e a escola privada feitas pelos estudantes entrevistados centraram-se no preparo para o vestibular, externando uma vis?o de que a rela??o do estudante com a escola de origem reduz-se a uma rela??o proped?utica e, ainda assim, reduzida ao preparo para o vestibular, e n?o para a entrada na universidade. Na segunda parte do trabalho, observou-se que, para os alunos, a universidade representa um mundo novo. Esse mundo oportuniza a mudan?a no estatuto social do estudante, visto que o aluno passa a ser tratado como adulto, ? mais cobrado e respeitado socialmente.Essa mudan?a de atitude por parte da sociedade e a descoberta de um mundo novo que exige mais independ?ncia dos alunos geram sentimentos de orgulho e medo nesses alunos, que se sentem inseguros nas tomadas de decis?o na universidade, visto que agora suas decis?es acarretam numa maior carga de responsabilidade. Sendo assim, os alunos compreendem que precisam desenvolver autonomia, entendida como uma capacidade de tomar decis?es conscientes. No entanto, os alunos expressaram uma compreens?o de autonomia enquanto dom natural de quem ingressa na universidade, e n?o enquanto processo que se desenvolve a partir de experi?ncias sociais. A necessidade de ser aut?nomo, para esses estudantes, refere-se ao relacionamento com os professores e ? busca de informa??es. Essa ?ltima, entretanto, tamb?m est? relacionada, de acordo com as entrevistas, ?s redu??es de financiamento da educa??o p?blica que penalizam universidade

Pourquoi et comment, en France, près d’un élève sur quatre change d’établissement scolaire pendant le seul cursus collégien ? À partir d’une enquête menée dans un collège et de la construction d’un modèle d’analyse des déplacements scolaires, ce travail complète les résultats des récentes recherches de sociologie focalisées sur les placements scolaires. L’analyse est d’abord centrée sur l’offre locale de scolarisation en collège. En proposant une description de la genèse, de la structure de l’espace local des collèges, des conditions de sa reproduction et de sa transformation, il montre d’abord comment la structure hiérarchisée de l’espace local des collèges tend à se reproduire sans trop se transformer. Il invite également à repenser les distinctions souvent opérées entre établissements publics et privés ainsi que les questions relatives aux « ségrégations scolaires ». L’analyse est ensuite focalisée sur l’utilisation faite de cette offre par les familles et les personnels des établissements. En mettant en évidence que les mobilités scolaires répondent à une logique de réajustement entre les dispositions sociales et scolaires des élèves et celles majoritairement observées dans leurs collèges successifs, ce travail permet de constater la tension qui existe entre le droit qui encadre et tend à réguler les placements scolaires et les droits des familles à placer leurs enfants dans des établissements scolaires conformes aux attentes qu’elles ont envers l’École. En rendant compte des flux d’élèves au sein d’un espace local de collèges, elle met également en exergue l’homogénéité sociale et scolaire croissante des élèves regroupés dans les classes et les établissements entre l’entrée en sixième et la fin de l’année de troisième. / Why is it that in France almost one out of every four pupils changes schools during his/her secondary school years ? Based on a survey done in a secondary school and on a framework designed to analyse school placements, this study completes the findings of recent sociological research focusing on school placements. First of all, this analysis focuses on the range of schools in a particular area. A description of the basic structure of the schools shows how infrequently these models are changed. This study encourages a reflection on the distinction between the practices of the public schools and private schools concerning under privilèges populations. The research then concentrates on the choices which best benefit both the families and the school staff. Through this study emerges an existing tension between the legislation which created this framework governing educational placements and the rights families have to send their children tout the schools of their choice in accordance with their expectations of what a school should provide. The pupils' mobility is the logical consequence of having to readjust to the various social and educative dispositions of the pupils and those already in place in their successive schools. Taking into account the flow from one local secondary school to another, this report also brings to the forefront an increasing homogeneity of groups of pupils from a similar social background in both the classroom and in the school from the beginning and the end of secondary school years.

As escolas de música são espaços de reconhecida importância como instâncias de formação e atuação profissional em música no Brasil. Com o objetivo de compreender a escola de música em suas singularidades, esta tese parte da perspectiva da sociologia das instituições escolares, e de um estudo de caso realizado numa escola de música particular na cidade de Porto Alegre, RS, Brasil. As técnicas de coleta de dados utilizadas foram entrevistas e observações. Apoiado em autores como Estevão (1998), Castanho (2007) e Derouet (2000), o estudo mostra que a escola é vista, sobretudo, como um lugar para aprender e ensinar música, dotado de permanência, com missões próprias e sustentado por valores; com procedimentos próprios e com recursos instrumentais pertinentes. Estudar a escola de música enquanto instituição educativa, pode trazer para a área a consciência dos diferentes aspectos constituintes da escola, fazendo deles pontos de partida para a discussão da escola de música como campo de atuação profissional e de formação musical. / Music schools are places of acknowledged importance as venues for music education and professional performance in Brazil. In order to understand the music school in its singularities, this study adopts the perspective of the sociology of educational institutions, and of a case study conducted in a private music school in Porto Alegre, RS, Brazil. The techniques of data collection used were interviews and observations. Supported by authors such as Estevão (1998), Castanho (2007), and Derouet (2000), the study shows that the school is seen mainly as a place to learn and teach music, characterized by permanence, with its own missions and supported by values; with its own procedures and pertinent instrumental resources. Studying the music school as an educational institution can bring to this area the awareness of the various aspects that constitute the school, making them the starting points for the discussion of the music school as a field of professional performance and music education.

Orientador: Sérgio Eduardo Montes Castanho / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-18T08:54:45Z (GMT). No. of bitstreams: 1 Salgado_IsabelaCristina_M.pdf: 3140138 bytes, checksum: db8deb49f937bed8baafaa447ffc970a (MD5) Previous issue date: 2011 / Resumo: A presente dissertação teve como objetivo analisar a história da educação feminina em um colégio confessional católico, ministrada por irmãs calvarianas francesas, instalado em 1909 na cidade de Campinas, no Estado de São Paulo, o Colégio Sagrado Coração de Jesus. O Coração de Jesus iniciou suas atividades educando as meninas da elite da cidade e região, na forma de internato, semi-internato e externato, e completou 100 anos em 2009. O trabalho buscou compreender principalmente duas questões fundamentais ao percorrer a história da Instituição no período da Primeira República brasileira, entre 1909 e 1930: 1) A necessidade de instalação do colégio na cidade, que atendeu aos anseios da Igreja Católica, que principalmente através das congregações religiosas femininas e masculinas européias, fortaleceu o movimento de romanização da Igreja no Brasil. Também denominado de ultramontanismo, este movimento que pretendia recristianizar a sociedade foi praticado no Brasil aproximadamente entre meados do século XIX e 1960, marcado pela adequação da Igreja Católica brasileira a Roma, pelo fechamento da instituição sobre si mesma, a necessidade de afastar os jovens do ensino leigo e do mundo moderno, e de preparar as mulheres para exercer o papel de mães exemplares e professoras dedicadas; 2) A singularidade da instalação da Instituição na cidade, que no momento já contava com outras instituições de ensino, públicas e privadas, e assim perceber o sentido dessa instalação no contexto educacional do Estado de São Paulo, articulado com o contexto sociopolítico-econômico da cidade de Campinas. / Abstract: The following dissertation had as the objective the historical analysis of the Colégio Sagrado Coração de Jesus, a traditional women's catholic college in the city of Campinas in 1909 within the state of Sao Paulo. The school, which was ministered by the French Calvarian sisters, initiated its activities in educating the women of Campinas' top social class in the form of internship, semi-boarding schools and boarding, and completed 100 years in 2009. The work aimed at understanding mainly two fundamental questions to the history of the Institution in the first period of the Brazilian Republic, between 1909 and 1930: 1) The need for the installation of the college in the city, which took into account the concerns of the Catholic Church, which mainly through the religious congregational communities, strengthened the movement of Romanization of the Church in Brazil. Also known as Ultramontanismo, the movement that wanted to re-Christianize society was practiced in Brazil, approximately between middle of the 19th Century and the 1960s, and marked the adaptation of the Brazilian Catholic Church to Rome, by the closing of the institution itself, the need to remove the young people of the teaching layman and that of the modern world, and to prepare the women to perform the role of dedicated mothers and teachers. The uniqueness of the installation of the Institution in the city, which at the time already had other educational institutions, private and public understood the meaning of that installation in the educational context of the State of São Paulo, articulated with the political-economic context of the city of Campinas. / Mestrado / Filosofia e História da Educação / Mestre em Educação

Esta pesquisa apresenta como objeto de estudo a prática profissional de psicólogos no Ensino Fundamental desenvolvida na rede privada de educação. Para tanto, teve por objetivo analisar modos de inserção de psicólogos que atuam em escolas particulares, tomando o materialismo histórico-dialético enquanto base interpretativa de análise. Compreendemos a prática profissional de psicólogos produzida em um sistema educacional que, ao se constituir na rede privada de ensino, expressa um conjunto de contradições, desafios e impasses para uma atuação ético-política da profissão, no campo da Educação Básica. Algumas questões orientaram a pesquisa: quais práticas psicológicas podem ser desenvolvidas em uma rede de ensino que vive as contradições do mercado para sua manutenção? Como as proposições da área de Psicologia Escolar, centradas em referenciais críticos e institucionais, comparecem nessas organizações de ensino? Quais desafios e entraves se defrontam psicólogos em sua prática profissional ao atuarem em escolas de educação privada? Assim, buscamos conhecer e analisar: a) condições de trabalho em que a atuação de psicólogos se desenvolve; b) modalidades de atuação/intervenção e teorias que embasam suas práticas; c) expectativas daqueles que contratam psicólogos no que tange ao trabalho a ser desenvolvido em escolas da rede privada de ensino; d) desafios e estratégias construídas para a superação das contradições apontadas em sua prática profissional. O campo de investigação contou com depoimentos de dez psicólogos, por meio de entrevistas em profundidade, e de cinco contratantes (duas coordenadoras pedagógicas e três diretores). Oito dos psicólogos são formados por instituições privadas de ensino superior, apenas um é do sexo masculino e a maioria apresenta entre quarenta e cinquenta anos, sendo que o tempo de trabalho varia de 30 a 5 anos. Organizamos os dados em dois eixos de análise: condições de trabalho e atividades profissionais desenvolvidas. No primeiro eixo, identificamos que a contratação de psicólogos para atuar nas escolas ocorre, preferencialmente, por indicação e que parte significativa dos entrevistados é contratada como orientador educacional. De maneira geral, as condições de trabalho são consideradas satisfatórias no que tange ao salário e à carga horária de trabalho, entre 30 e 40 horas semanais. Consideram como dificuldades o que denominam como sensação de falta de tempo para atuar como gostariam e o trabalho junto a professores ou família dos estudantes. Quanto ao segundo eixo, verificou-se que grande parte dos psicólogos ao atuar como orientador educacional, centra sua prática em atendimento aos estudantes, pais e professores, individualmente, utilizando referenciais da Psicanálise e da Psicologia Comportamental, pouco recorrendo ao conhecimento teórico-metodológico da Psicologia Escolar e Educacional e aos teóricos da Psicologia da Educação para atuarem. Os psicólogos afirmam não realizar atendimento clínico (avaliação/psicoterapia) nas escolas. Práticas que incluem discussões ou temáticas da Psicologia Escolar e Educacional foram mencionadas em relatos a respeito de aspectos institucionais e relacionais envolvidos nas práticas pedagógicas, de determinados diagnósticos de estudantes que são encaminhados aos profissionais, bem como em críticas ao processo de medicalização da aprendizagem. Uma atuação aos moldes tradicionais perpassa a expectativa dos contratantes à medida em que esperam de psicólogos auxílio na solução de problemas: buscando orientar os pais, o próprio aluno e realizando encaminhamento para profissionais especializados ou aulas de reforço/aulas particulares, em casos de dificuldade na aprendizagem. O trabalho em equipe é valorizado, o que compreendemos ser uma condição fundamental para educadores e psicólogo(s) trabalharem juntos os desafios que surgem. Adotamos por base o Documento Referências Técnicas para Atuação de Psicólogas(os) na Educação Básica que apresenta princípios ético-políticos para a atuação de psicólogos nacionalmente e princípios da abordagem da Psicologia Histórico-Cultural para propor determinadas condições para uma atuação em uma perspectiva histórico-crítica. Assim, defendemos a tese que o psicólogo ao adotar essa perspectiva estará se comprometendo com críticas ao caráter meramente adaptativo de estudantes e educadores à escola e promovendo ações na direção da transformação que se expressa por abrir possibilidades de superação e mudança nas ações/práticas para uma compreensão institucional de produção do conhecimento, visando garantir as finalidades da escola, seja pública ou privada. No caso dos profissionais das escolas privadas, os desafios recaem mais fortemente sobre a modalidade de contratação que, ao retirar o caráter específico da Psicologia Escolar e Educacional, delimita um outro campo de atuação mais diretamente centrado em interpretações e práticas de cunho pedagógico e individual, historicamente presentes nas atribuições do orientador educacional / This research has its object of study the work of psychologists in primary education developed in the private education network. Therefore, it aimed to analyze psychologists modes of insertion who work in private schools, taking the historical and dialectical materialism as interpretative analysis base. We understand the work of psychologists, produced in a educational system constituted of private schools, expressed a set of contradictions, challenges and dilemmas for an ethical-political activity of the profession in the field of basic education. Some questions guided the research: which psychological practices can be developed in a school system that lives the contradictions of the market for its maintenance? How the propositions of School Psychology area, focusing on critical and institutional frameworks, attend these educational organizations? What challenges and obstacles face psychologists in their professional practice in private education schools? So, we seek to understand and analyze: a) working conditions in which practicing psychologists develops; b) modes of action / intervention and theories that support their practices; c) expectations of those which hire psychologists regarding the work to be developed in the private school system; d) challenges and strategies built to overcome the contradictions pointed out in their professional practice. The field investigation included in-depth interviews with ten psychologists, and five contractors (two pedagogical coordinators and three directors). Eight psychologists have been trained by private higher education institutions, only one is male and most was between forty and fifty years, and the working time varies from 30 to 5 years. Data was organized in two analysis axis: working conditions and developed professional activities. The first axis identified that psychologists hiring occur preferably by referral and that a significant proportion of respondents are hired as school counselors. In general, the working conditions are considered satisfactory with respect to wages and working hours, which are around 30 and 40 hours per week. The mentioned difficulties were a sense of lack of time to act as they would like and work with teachers or students family. In the second axis, it was found that most psychologists when acting as counselors, focus their practices on service to students, parents and teachers, individually, using references of Psychoanalysis and Behavioral Psychology, and using few theoretical and methodological knowledge of School and Educational Psychology and of Educational Psychology theorists when acting. Psychologists say they do not perform clinical care (assessment / psychotherapy) in schools. Practices that include discussions or issues of Educational and School Psychology were mentioned in reports of institutional and relational aspects involved in teaching practices of certain diagnoses of students who are referred to professionals as well as a critique of the process of the medicalization of learning. A performance to traditional mold permeates the expectation of contractors as they wait psychologists to aid in problem solving: trying to guide parents, students themselves and making referrals to practitioners or tutoring / private lessons, in cases of difficulty in learning. The teamwork is valued, what we understand to be a fundamental condition for educators and psychologist(s) work together the challenges that could arise. The document \"Technical References for Psychologists acting in Basic Education\" was our foundation since it presents ethical and political principles for psychologists work all around the country and principles of the Historic-Cultural Psychological approach to propose certain conditions for working with a historic-critical perspective. Thus, we defend the thesis that the psychologist in adopting this perspective, will be committing to making critiques of merely adaptive character of students and educators to school and promoting actions towards the transformation that is expressed by possibilities of overcoming and changing actions / practices for an institutional understanding of knowledge production, to ensure the school\'s purposes, whether be it public or private. In the case of professionals from private schools, the challenges fall more heavily on the type of contract that, by removing the specific character of Educational and School Psychology, marks another playing field more directly focused on interpretations and educational nature and individual practices, historically present in the tasks of the counselor

The aim of this study is to investigate the probable adaptability problems Afrikaans speaking pupils experience in the international, multicultural, private schools of Botswana and how these problems concerning adaptability can have an influence on their academic success. Over the last forty years Botswana has made name for itself as the most stable country in Africa. Here is no dictators craving for power, no poverty because of mismanagement and no violent oppression or unconstitutional behavior visible. On the contrary, since the country became independent in 1966, it only knew the road to prosperity. When the country became independent there was only eight kilometers of tarred road found in the whole of Botswana. Today the main routes don’t have to stand back one step for those found in South Africa. The local currency, the Pula, is stronger than the rand and there is less crime as what is the case in South Africa as well as much less visible poverty. Al the facts mentioned above are only a few reasons why Botswana became an attractive refuge, close but still outside the borders of South Africa, for so many South African citizens. Approximately 80% of all the companies found in the capital, Gaborone have South African roots. Since 1990 the number of South Africans that relocated to Botswana has tripled. Education plays a very important role in the prosperity of Botswana and the country spends in the vicinity of 22% of its annual budget on education. Because of the huge influx of foreigners, especially over the last ten years, a number of international, English medium, private schools were founded. In the past, these English medium schools provided mostly education for foreign learners. The current tendency is however that more and more local learners start attending especially the secondary, private schools because of the international curriculums these schools offer. Afrikaans speaking learners coming from Afrikaans medium schools in South Africa are faced with definite problems concerning adapting when they visit the international, multicultural private schools of Botswana for the first time. The four most important concepts identified in the study were the international education environment of the multicultural, private schools in Botswana, multicultural education, and the concepts culture and milieu-handicapped. The problems concerning adaptability experienced by Afrikaans speaking pupils are mostly found on the social- and cultural domains as well as adapting to the new medium of education. There are several factors, internally as well as externally from the school environment identified which can play a leading role in the successful adaptation of these learners. The social- en psychological development of the child as well as the style of education portrayed by the parents can both play a leading role in the successful adaptation of these learners. Factors that can all contribute to a more or less extend to the successful social adaptation of Afrikaans speaking pupils include the role of the school, community, peer group, church and media. Concerning the successful cultural adaptation of Afrikaans speaking pupils several factors are identified. These include cultural differentiation, cultural integration, cultural continuity, cultural relativity, cultural pluralism, the philosophy of life concerning culture, the economic technical cultural domain, the social welfare cultural domain as well as the spiritual cultural domain. Lastly the study looked at the adaptation regarding the medium of education Afrikaans speaking pupils face. Factors which play a role here include the differences of the language spoken at school, in the home and in the community as well as the influence language and culture have. The successful social- and cultural adaptation and adaptation regarding the medium of education of Afrikaans speaking pupils can all contribute to the successful academic performance of these learners. A poor academic record, limited intellectual possibilities, unfavorable personality characteristics, inadequate study methods as well as school migration can contribute to the successful academic performance of Afrikaans speaking pupils. By means of a comprehensive study of literature the factors which can play a role in the adaptation of Afrikaans speaking pupils in the international, multicultural, private schools are in detail examined and discussed. An empiric investigation, where both the Afrikaans speaking pupils and their parents played a part, was done after the study of literature. The investigation proofs that Afrikaans speaking pupils do suffer from adaptation problems and are mostly experienced in the cultural domain. Continuing research in the field of adaptation problems of Afrikaans speaking pupils, not only in Botswana but globally, should be undertaken. With the huge number of South Africans leaving South Africa this research can be a source of information to both parents and learners alike. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2005. / Curriculum Studies / unrestricted

Ferdinand Engelmüller 1867-1924 The subject of this thesis is monographic description of life and work of the painter Ferdinand Engelmüller. The author of this work focuses on cultural and historical context of the era at turn of the 20th century, in which she includes development of the landscape painting art and landscape painting school of Julius Mařák. Major part of this thesis is dealing with life, work and pedagogical activities of Engelmüller. It is subdivided into three stages defined by the important and breakthrough events of the painter's life and career. The work is largely based on the study of archival documents and written documents of Ferdinand Engelmüller. Thesis also includes list of works of Ferdinand Engelmüller introducing the works that are located in Czech public collections within local museums and galleries. Keywords Ferdinand Engelmüller, Julius Mařák's School, Czech Landscape Painting, Ferdinand Engellmüller Private School

The United States has shifted from a once agrarian, to a predominantly urban society (Riedel, 2006). Currently, less than 2% of the U.S. population live on farms. Coupled with urbanization, this has contributed to the decline of an agriculturally literate population (EPA, 2013; Kovar & Ball, 2013). One strategy to alter the public’s perception of agriculture and increase agricultural literacy is implementing an educational environment that promotes agricultural activities via experience (Blair, 2009). Experiential learning has been championed by prominent educational theorists John Dewey and David Kolb. Experiential learning is conceptualized as a process where relevant experiences are the foundation of learning and which allow for deeper connections between the learner and the subject. This study was a mixed methods design conducted at three private schools in Northeast Mississippi during the Spring of 2015. Tenth grade biology students were taught six (6) lessons contextualized in agriculture, with one group serving as a control group (no teaching), one group receiving direct instruction, and one group being provided with relevant experiences to agricultural topics. Results showed that distribution of post-test knowledge scores changed drastically by intervention groups. There were significant differences in post-test scores based on students’ involvement with experiential learning (p < .001). Further analysis of the data displayed that 67% of the variance in scores can be attributed to method of instruction received. In addition, focus groups were conducted to assess student knowledge gain and perceptions of agricultural production. Focus group responses were analyzed and grouped into the following themes: 1. The interesting and dynamic nature of agriculture and the lessons 2. Stereotypical preconceived notions of agriculture 3. Desire to learn more about agricultural topics 4. The role of experiential learning (and lack thereof) 5. Increase in knowledge, awareness, and appreciation of agriculture Results revealed that the participants who experienced the hands-on approach to the lessons had a more lasting and richer learning experience than those who did not participate in a hands-on approach. The results also indicated not only an increase in knowledge among students, but a willingness for future agricultural education opportunities and a deeper appreciation for agriculture.

The purposes of this study were (1) to identify the uses of computers in non-public school administration and (2) to determine what factors affect the usage of computers in non-public school administration. An eight per cent (1525 schools) sampling of all nonpublic secondary and elementary in the United States was sent questionnaires. Eight hundred and seventy two (57 per cent) were returned. Some major findings of this study were that 36 per cent of all non-public schools use computers for administrative purposes. Non-public secondary schools use computers significantly more for administration than do non-public elementary schools. Independent schools, those not associated with any religious body, use computers significantly more for administration than do Parochial schools, those affiliated with some religious body. Within the Parochial classification, there is no significant difference in administrative computer usage between Catholic and Other Parochial schools. Schools with an enrollment larger than 500 students use administrative computers more frequently than do smaller schools. Administrators not using administrative computers perceived that the expense of computers and the lack of trained computer personnel were the major reasons they were not using computers. Administrators using computers for administrative functions listed word processing, general accounting, payroll, grading, attendance monitering and budgeting as the most common uses of the computer. Administrators using computers for administrative purposes noticed more time for curriculum development tasks and for supervisory tasks. Additionally, these principals noticed that more office work was done faster with the aid of computers. Seventy-three per cent of the respondents noted that computers are important to administrators for administrative functions.