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Text in Afrikaans / Private schooling is a very controversial topic. Those in favour of it focus on the fundamental rights of the individual in freedom of choice, association, religion and culture. On the other hand private schools are often regarded by the media and the man on the street as an expensive option whereby èlite is promoted. Private education, being an expensive option, is also a problem for the managers of private schools, who have to deal with the dilemma of insuffisient funds. This forms the background against which this study was undertaken. Since no official data base regarding Christian Afrikaans Private schools in Namibia existed, data had to be gathered by means of a questionnaire. This data formed the base for a second questionnaire regarding financial management and the role of the school principal in this regard. The second questionnaire was used in personal interviews with two principals from two private schools. Although the financing of private schools was looked into, the emphasis was on the principal acting as executive and financial manager. An attmept was made to suggest a financial strategy which could be used by a principal in school management. / Educational Studies / M. Ed. (Onderwysbestuur)

The lack of emotional intelligence can be linked to problem behaviour in adolescent boys between 14 and 18 years of age. The concepts of emotions, emotional intelligence, adolescents and adaptation formed the focal point of this research. Profiles were compiled from data obtained from the Q-metrics emotional intelligence questionnaire, the Sacks Sentence Completion Test, an unstructured interview and the projection media (Draw a person). Detailed information with regards to risk and protective factors for each adolescent boy were provided. The above techniques and measuring instruments provided a holistic picture of the adolescent's level of emotional functioning as well as hypotheses for future therapy. The importance of the father-son relationship in the adolescent years was stressed. Early identification of adolescent boys in a private school (with low levels of emotional development) enables the school to implement programmes aimed at developing emotional intelligence. / Educational Studies / M. Ed.

Ce mémoire porte sur les perceptions de l’université et des diplômes (universitaires) chez les lycéens guinéens du privé et du public en classe de terminale. L’atteinte de cet objectif exigeait une exploration de l’expérience scolaire et extrascolaire des élèves. La démarche privilégiée est qualitative et a consisté en des entrevues semi-dirigées auprès de 23 jeunes de deux lycées de la capitale, différents de par leur statut (privé/public) et l’origine sociale de leurs élèves. Les résultats de la recherche montrent que l’expérience scolaire et extrascolaire varie considérablement selon le type de lycée fréquenté. Si le parcours scolaire au privé s’est déroulé sans grands heurts, il est nettement plus chaotique parmi les élèves du public. Les premiers bénéficient d’un cadre d’apprentissage -tant au niveau infrastructurel que professoral- et d’un soutien familial clairement plus propices aux études que les seconds. Hors de l’école, si le temps est consacré aux loisirs pour les lycéens privés, il est marqué par une forte implication dans les activités économiques de survie pour les lycéens et lycéennes du public qui doivent tous se « battre » pour rester aux études. Les données révèlent en outre que la poursuite des études au-delà de la classe de terminale est perçue par les deux groupes de lycéens comme une suite logique de leur parcours scolaire. L’université attire et exerce une forme de « fascination » notamment pour le «bout de papier » qu’elle octroie. Le diplôme universitaire demeure perçu comme une marque distinctive et un symbole de prestige et, surtout dans des milieux populaires, comme un gage d’employabilité. Enfin, pour les jeunes filles du lycée privé, la poursuite des études est présentée comme un moyen d’acquérir une certaine indépendance même si, comme leurs homologues du public, la poursuite des études doit « coexister » avec le projet matrimonial. / This paper aims to analyze the perception of university education and university degree among senior high school students from public and private schools in Guinea. Using a qualitative analysis, the research explores the participants’ academic and nonacademic experience. Semi-directed interviews were conducted among 23 pupils from two high schools in the capital Conakry. The targeted schools differ by their statutes (private/public) and the social origin of their students. As illustrated by the analysis, the academic and nonacademic experiences vary notably depending on the type of high school attended. School trajectories of students from public institutions are more chaotic than those of students in public institutions. The first benefit from a better learning environment—equipment and teachers—and a more favorable familial context than the latter. Outside school, while students in private schools devote their spare time to leisure activities, their public counterparts spend most of their time involved in petty money-earning activities, ‘‘fighting’’ to pay their school fees. In addition, the data show that both private and public schools’ students perceive the pursuit of their studies beyond senior high school as a logical continuation of their academic journey. The university attracts and ‘‘fascinates’’ students, notably for the «piece of paper» it grants. The university degree remains a distinctive mark, a symbol of prestige and, especially among public schools’ pupils, a guarantee of employability. Finally, for girls in private schools, higher education is perceived as a way for future independence, even if they do not disconnect their schooling future from their marital plans.

Made available in DSpace on 2016-04-27T16:33:30Z (GMT). No. of bitstreams: 1 Ana Carolina Colacioppo.pdf: 15891572 bytes, checksum: f3ece43d26e98f03d1aded0c87170399 (MD5) Previous issue date: 2008-02-19 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / In this study are presented the results and the trajectory of a research that questioned the low school performance in the writing in Portuguese Language of children of fourth series of the elementary school whose social origin seemed to favor the learning wellsucceeded. The central objective of the research was to search information to understand factors that delimit the school failure of children of fourth series in the writing and the strategies proposals for the professionals who work in the school (empirical field of the research) for the overcoming of the bad performance. The main theoretical references of the present study had been Bourdieu, that alert for the impossibility to only analyze the school inequalities only as products of the supposedly natural inequalities between the men, therefore in the educative system has an implicit process that generates differences; Charlot and Lahire, that emphasize the importance of the analysis of the school performances differentiated of the children of certain social classes, results that exceed the perspective statistics. Other authors had still brought diverse contributions to the analysis of the data. The collected data refer to study about pupils of groups who had frequented a private school situated in the city of São Paulo in 2006 and 2007, teachers of the rooms and mothers of selected pupils. The procedures for the collection of data had been interviews with teachers, mothers and pupils; analysis of productions of texts, use of activity-test to verify performance in reading and writing. The results had indicated that the evaluative process of the selected school is formative and the recovery is continuous, aspects that had not guaranteed the success of the pedagogical process for the totality of the group during the learning of determined contents valued in school subjects; some children had showed resulted below of the teaching expectations and the low school performance in the writing could not be considered as a unique phenomenon, but be constituted in the context of the experience of diverse circumstances by the pupils and influenced by configuration of the environment of middle class where the children live and justified by means of perspectives related to the characteristics from the trend to value the scientific concepts, or, supposedly scientific of the health in the education and to the admission of the expectations of the families / Neste estudo são apresentados os resultados e a trajetória de uma pesquisa que problematizou o baixo desempenho escolar na escrita em Língua Portuguesa de crianças de quarta série do ensino fundamental cuja origem social parecia favorecer a escolarização bem-sucedida. O objetivo central da pesquisa foi buscar informações para compreender fatores que delimitam o insucesso escolar de crianças de quarta série na escrita e as estratégias propostas pelos profissionais que trabalham na escola (campo empírico da pesquisa) para a superação do mau desempenho. Os principais referenciais teóricos do presente estudo foram Bourdieu, que alerta para a impossibilidade de analisar as desigualdades escolares apenas como produtos das desigualdades supostamente naturais entre os homens, pois no sistema educativo há um processo implícito que gera diferenças; Charlot e Lahire, que ressaltam a importância da análise dos desempenhos escolares marginais de crianças de determinadas classes sociais, resultados que ultrapassam a perspectiva estatística. Outros autores ainda trouxeram contribuições diversas à análise dos dados. Os dados coletados referem-se a estudo sobre alunos de turmas que freqüentaram uma escola privada situada na cidade de São Paulo em 2006 e 2007, professoras das salas e mães de alunos selecionados. Os procedimentos para a coleta de dados foram entrevistas com professoras, mães e alunos; análise de produções de textos, utilização de atividade-teste para verificar desempenho em leitura e escrita. Os resultados indicaram que o processo avaliativo da escola selecionada é formativo e a recuperação é contínua, aspectos que não garantiram o sucesso do processo pedagógico para a totalidade da turma durante a aprendizagem de determinados conteúdos valorizados nas disciplinas escolares; algumas crianças apresentaram resultados aquém das expectativas docentes e o baixo desempenho na escrita não pôde ser considerado como um fenômeno unívoco, mas constituído no contexto da vivência de diversas circunstâncias pelos alunos e influenciado pela configuração do ambiente de classe média em que as crianças vivem e justificado por meio de perspectivas relacionadas às características oriundas do cientificismo da saúde na educação e à admissão das expectativas das famílias

Ce mémoire porte sur les perceptions de l’université et des diplômes (universitaires) chez les lycéens guinéens du privé et du public en classe de terminale. L’atteinte de cet objectif exigeait une exploration de l’expérience scolaire et extrascolaire des élèves. La démarche privilégiée est qualitative et a consisté en des entrevues semi-dirigées auprès de 23 jeunes de deux lycées de la capitale, différents de par leur statut (privé/public) et l’origine sociale de leurs élèves. Les résultats de la recherche montrent que l’expérience scolaire et extrascolaire varie considérablement selon le type de lycée fréquenté. Si le parcours scolaire au privé s’est déroulé sans grands heurts, il est nettement plus chaotique parmi les élèves du public. Les premiers bénéficient d’un cadre d’apprentissage -tant au niveau infrastructurel que professoral- et d’un soutien familial clairement plus propices aux études que les seconds. Hors de l’école, si le temps est consacré aux loisirs pour les lycéens privés, il est marqué par une forte implication dans les activités économiques de survie pour les lycéens et lycéennes du public qui doivent tous se « battre » pour rester aux études. Les données révèlent en outre que la poursuite des études au-delà de la classe de terminale est perçue par les deux groupes de lycéens comme une suite logique de leur parcours scolaire. L’université attire et exerce une forme de « fascination » notamment pour le «bout de papier » qu’elle octroie. Le diplôme universitaire demeure perçu comme une marque distinctive et un symbole de prestige et, surtout dans des milieux populaires, comme un gage d’employabilité. Enfin, pour les jeunes filles du lycée privé, la poursuite des études est présentée comme un moyen d’acquérir une certaine indépendance même si, comme leurs homologues du public, la poursuite des études doit « coexister » avec le projet matrimonial. / This paper aims to analyze the perception of university education and university degree among senior high school students from public and private schools in Guinea. Using a qualitative analysis, the research explores the participants’ academic and nonacademic experience. Semi-directed interviews were conducted among 23 pupils from two high schools in the capital Conakry. The targeted schools differ by their statutes (private/public) and the social origin of their students. As illustrated by the analysis, the academic and nonacademic experiences vary notably depending on the type of high school attended. School trajectories of students from public institutions are more chaotic than those of students in public institutions. The first benefit from a better learning environment—equipment and teachers—and a more favorable familial context than the latter. Outside school, while students in private schools devote their spare time to leisure activities, their public counterparts spend most of their time involved in petty money-earning activities, ‘‘fighting’’ to pay their school fees. In addition, the data show that both private and public schools’ students perceive the pursuit of their studies beyond senior high school as a logical continuation of their academic journey. The university attracts and ‘‘fascinates’’ students, notably for the «piece of paper» it grants. The university degree remains a distinctive mark, a symbol of prestige and, especially among public schools’ pupils, a guarantee of employability. Finally, for girls in private schools, higher education is perceived as a way for future independence, even if they do not disconnect their schooling future from their marital plans.

The lack of emotional intelligence can be linked to problem behaviour in adolescent boys between 14 and 18 years of age. The concepts of emotions, emotional intelligence, adolescents and adaptation formed the focal point of this research. Profiles were compiled from data obtained from the Q-metrics emotional intelligence questionnaire, the Sacks Sentence Completion Test, an unstructured interview and the projection media (Draw a person). Detailed information with regards to risk and protective factors for each adolescent boy were provided. The above techniques and measuring instruments provided a holistic picture of the adolescent's level of emotional functioning as well as hypotheses for future therapy. The importance of the father-son relationship in the adolescent years was stressed. Early identification of adolescent boys in a private school (with low levels of emotional development) enables the school to implement programmes aimed at developing emotional intelligence. / Educational Studies / M. Ed.

Text in Afrikaans / Private schooling is a very controversial topic. Those in favour of it focus on the fundamental rights of the individual in freedom of choice, association, religion and culture. On the other hand private schools are often regarded by the media and the man on the street as an expensive option whereby èlite is promoted. Private education, being an expensive option, is also a problem for the managers of private schools, who have to deal with the dilemma of insuffisient funds. This forms the background against which this study was undertaken. Since no official data base regarding Christian Afrikaans Private schools in Namibia existed, data had to be gathered by means of a questionnaire. This data formed the base for a second questionnaire regarding financial management and the role of the school principal in this regard. The second questionnaire was used in personal interviews with two principals from two private schools. Although the financing of private schools was looked into, the emphasis was on the principal acting as executive and financial manager. An attmept was made to suggest a financial strategy which could be used by a principal in school management. / Educational Studies / M. Ed. (Onderwysbestuur)

Este trabalho realiza a análise de práticas discursivas e modos de subjetivação no ensino médio particular, problematizando as finalidades desta etapa educacional. Os estudos de nível médio no Brasil têm sua constituição histórica marcada pela dualidade entre as finalidades profissionalizante e preparatória para o ensino superior. Parte-se do referencial foucaultiano que compreende a produção de subjetivação a partir dos regimes de saber disponíveis em uma sociedade. Assim, as práticas discursivas, ao produzirem objetos de saber, estruturam o campo de ação dos sujeitos, materializando-se em técnicas diversas, entre as quais situam-se os dispositivos pedagógicos. A fim de cumprir o objetivo deste estudo, foram realizadas entrevistas junto a dez professores de uma escola particular, cujos depoimentos foram submetidos à análise textual discursiva proposta por Moraes (2003) e à análise do discurso de orientação foucaultiana, subsidiada pelo trabalho de Willig (2001). A análise dos dados coletados demonstrou que a produção discursiva do ensino médio enfatiza sua finalidade preparatória para o ingresso no ensino superior, o que se concretiza em uma série de práticas pedagógicas. O acesso a um curso superior é tido como a forma de profissionalização dos egressos de ensino médio. Observa-se, igualmente, que a formação cidadã e a preparação para a vida são remetidas à escolha de um trabalho, relacionada, por sua vez, à constituição identitária. As práticas pedagógicas produzidas por este discurso promovem uma relação com o conhecimento pautada pelo consumo deste com vistas à ascensão social. Há pouco espaço, neste sistema de ensino, para o prazer de aprender, já que as aulas são especialmente conduzidas pelos professores e restringem-se à memorização de informações que caem no vestibular. Os sujeitos educacionais não podem lançar questões que lhes mobilizem, pois têm que atender aos requisitos do vestibular. Ao estruturar o campo de ação dos atores educacionais, os discursos que vinculam a escola média ao vestibular limitam o atendimento de outras finalidades educacionais. Acredita-se que o melhor a fazer no ensino médio é capacitar os estudantes para o trabalho. Assim, constituem-se projetos de vida individualizados, que tornam difícil a implicação dos sujeitos em aspectos da vida coletiva. Enfim, o ensino médio na escola particular porta traços elitistas, já que se ocupa especialmente de preparar seus estudantes para o ingresso no ensino superior. Além disso, evidencia-se a ação dos mecanismos disciplinares escolares que produzem individualização e docilização dos corpos, que submetem-se, deste modo, às demandas do sistema produtivo sem opor-lhes questionamentos. Ademais, a psicologização do saber escolar promove o governamento dos indivíduos, na medida em que controla suas condutas de forma muito sutil. Produz-se, diante disso, o questionamento acerca da possibilidade de que os saberes escolares problematizados favoreçam processos de invenção de si em detrimento de promover a moldagem dos sujeitos a preceitos produtivistas, desmobilizando-os politicamente. No entanto, é apenas fazendo mover os discursos produtores do ensino médio que se pode passar a imaginar outras possibilidades de subjetivação. Esta é a contribuição que o presente estudo apresenta, abrindo espaço para novas problematizações sobre cultura juvenil, políticas educacionais e de formação de professores. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-06-02T16:50:05Z No. of bitstreams: 1 Dissertacao Angela Garziera Gasperin.pdf: 1249566 bytes, checksum: 6412ae9b61d79a9d6a305d725d8bf69a (MD5) / Made available in DSpace on 2014-06-02T16:50:05Z (GMT). No. of bitstreams: 1 Dissertacao Angela Garziera Gasperin.pdf: 1249566 bytes, checksum: 6412ae9b61d79a9d6a305d725d8bf69a (MD5) / This work analyzes discursive practice and modes of subjectification in private high school, questioning the purposes of this stage of education. In Brazil, high school has had, over the years, distinct purposes, either preparing students for entrance examinations or providing them with profissional training. This analysis is done based on Foucault´s theoretical reference that production of subjectivity is made possible by knowledge available in our society. Discursive practice produces objects of knowledge, structuring individuals´ actions through various techniques, among which are pedagogical devices. In order to achieve the aim of this study, interviews were conducted with ten teachers from a private school, whose statements were submitted to textual discourse analysis proposed by Moraes (2003) and foucauldian discourse analysis supported by Willig (2001). This research has shown that the discursive production of high school emphasizes preparation for entrance examinations, which gives form to a series of educational practices. Access to university is seen as the professional project for high school graduates. Civic education and preparation for life in its cultural, political and social aspects are not considered as important as students´ training for entrance examinations. It is possible to infer, from the research findings, that it is largely believed that the formation of identity relies on labor. Pedagogical practice produced by this discourse promotes a relationship with knowledge that matches its consumption with social mobility. There is no room in this school system for the pleasure of learning, for the classes are conducted especially by teachers and are restricted to memorizing information required by entrance examinations. Individuals can not ask their own questions, giving rise to issues that mobilize them, because they have to meet the requirements of exams. By structuring pedagogical practices this way, this discourse prevents other purposes for high school education from arising. It is believed that the best thing to do in high school is to prepare students for their profession. Thus, school knowledge supports individual life projects, which impairs subjects´ involvement in collective life. Private high school has shown elitist traits, since it focuses specifically on preparing students to college. Moreover, it is clear that school disciplinary mechanisms produce individualization and docile bodies, undergoing subjects to the demands of the production system, which are never put into question. Besides, the psychologizing of school knowledge promotes the government of individuals, controlling their behavior in a very subtle way. A question that arises from this study is whether the problematization of school knowledge can promote the process of "self-invention" rather than molding subjects to productivity demands, undermining their political action. However, it is just by putting into question high school discursive production that there is a chance we think of other possibilities of subjectification. Therefore, this study contributes for the problematization on youth culture, education policy and teacher training.

Este trabalho realiza a análise de práticas discursivas e modos de subjetivação no ensino médio particular, problematizando as finalidades desta etapa educacional. Os estudos de nível médio no Brasil têm sua constituição histórica marcada pela dualidade entre as finalidades profissionalizante e preparatória para o ensino superior. Parte-se do referencial foucaultiano que compreende a produção de subjetivação a partir dos regimes de saber disponíveis em uma sociedade. Assim, as práticas discursivas, ao produzirem objetos de saber, estruturam o campo de ação dos sujeitos, materializando-se em técnicas diversas, entre as quais situam-se os dispositivos pedagógicos. A fim de cumprir o objetivo deste estudo, foram realizadas entrevistas junto a dez professores de uma escola particular, cujos depoimentos foram submetidos à análise textual discursiva proposta por Moraes (2003) e à análise do discurso de orientação foucaultiana, subsidiada pelo trabalho de Willig (2001). A análise dos dados coletados demonstrou que a produção discursiva do ensino médio enfatiza sua finalidade preparatória para o ingresso no ensino superior, o que se concretiza em uma série de práticas pedagógicas. O acesso a um curso superior é tido como a forma de profissionalização dos egressos de ensino médio. Observa-se, igualmente, que a formação cidadã e a preparação para a vida são remetidas à escolha de um trabalho, relacionada, por sua vez, à constituição identitária. As práticas pedagógicas produzidas por este discurso promovem uma relação com o conhecimento pautada pelo consumo deste com vistas à ascensão social. Há pouco espaço, neste sistema de ensino, para o prazer de aprender, já que as aulas são especialmente conduzidas pelos professores e restringem-se à memorização de informações que caem no vestibular. Os sujeitos educacionais não podem lançar questões que lhes mobilizem, pois têm que atender aos requisitos do vestibular. Ao estruturar o campo de ação dos atores educacionais, os discursos que vinculam a escola média ao vestibular limitam o atendimento de outras finalidades educacionais. Acredita-se que o melhor a fazer no ensino médio é capacitar os estudantes para o trabalho. Assim, constituem-se projetos de vida individualizados, que tornam difícil a implicação dos sujeitos em aspectos da vida coletiva. Enfim, o ensino médio na escola particular porta traços elitistas, já que se ocupa especialmente de preparar seus estudantes para o ingresso no ensino superior. Além disso, evidencia-se a ação dos mecanismos disciplinares escolares que produzem individualização e docilização dos corpos, que submetem-se, deste modo, às demandas do sistema produtivo sem opor-lhes questionamentos. Ademais, a psicologização do saber escolar promove o governamento dos indivíduos, na medida em que controla suas condutas de forma muito sutil. Produz-se, diante disso, o questionamento acerca da possibilidade de que os saberes escolares problematizados favoreçam processos de invenção de si em detrimento de promover a moldagem dos sujeitos a preceitos produtivistas, desmobilizando-os politicamente. No entanto, é apenas fazendo mover os discursos produtores do ensino médio que se pode passar a imaginar outras possibilidades de subjetivação. Esta é a contribuição que o presente estudo apresenta, abrindo espaço para novas problematizações sobre cultura juvenil, políticas educacionais e de formação de professores. / This work analyzes discursive practice and modes of subjectification in private high school, questioning the purposes of this stage of education. In Brazil, high school has had, over the years, distinct purposes, either preparing students for entrance examinations or providing them with profissional training. This analysis is done based on Foucault´s theoretical reference that production of subjectivity is made possible by knowledge available in our society. Discursive practice produces objects of knowledge, structuring individuals´ actions through various techniques, among which are pedagogical devices. In order to achieve the aim of this study, interviews were conducted with ten teachers from a private school, whose statements were submitted to textual discourse analysis proposed by Moraes (2003) and foucauldian discourse analysis supported by Willig (2001). This research has shown that the discursive production of high school emphasizes preparation for entrance examinations, which gives form to a series of educational practices. Access to university is seen as the professional project for high school graduates. Civic education and preparation for life in its cultural, political and social aspects are not considered as important as students´ training for entrance examinations. It is possible to infer, from the research findings, that it is largely believed that the formation of identity relies on labor. Pedagogical practice produced by this discourse promotes a relationship with knowledge that matches its consumption with social mobility. There is no room in this school system for the pleasure of learning, for the classes are conducted especially by teachers and are restricted to memorizing information required by entrance examinations. Individuals can not ask their own questions, giving rise to issues that mobilize them, because they have to meet the requirements of exams. By structuring pedagogical practices this way, this discourse prevents other purposes for high school education from arising. It is believed that the best thing to do in high school is to prepare students for their profession. Thus, school knowledge supports individual life projects, which impairs subjects´ involvement in collective life. Private high school has shown elitist traits, since it focuses specifically on preparing students to college. Moreover, it is clear that school disciplinary mechanisms produce individualization and docile bodies, undergoing subjects to the demands of the production system, which are never put into question. Besides, the psychologizing of school knowledge promotes the government of individuals, controlling their behavior in a very subtle way. A question that arises from this study is whether the problematization of school knowledge can promote the process of "self-invention" rather than molding subjects to productivity demands, undermining their political action. However, it is just by putting into question high school discursive production that there is a chance we think of other possibilities of subjectification. Therefore, this study contributes for the problematization on youth culture, education policy and teacher training.