This study sought to determine if community college baccalaureate programs in Florida were fulfilling the goals that were set forth in the legislation that created them. The study examined whether the baccalaureate level education programs at three community colleges in Florida were increasing access to baccalaureate education. The study investigated enrollment trends at all public institutions in Florida, reasons why students chose the community colleges for their upper division education, alternative plans students may have had if these programs did not exist, whether the limited number of baccalaureate programs at the community colleges impacted students' choice of major, and how the schoolwork habits of students in the community college baccalaureate programs compared with their counterparts at other four-year institutions in the state. The data included enrollment data, responses from a survey instrument that i created, and data from the national survey of student engagement's (nsse) data warehouse. The enrollment data included the upper division enrollment in education programs at public institutions in florida. The survey instrument used open-ended questions and likert-scale items from the nsse. The survey's respondents were juniors and seniors (n=140) from baccalaureate education programs at the three community colleges. Most students chose the community colleges for their upper division education because of location and cost. Almost three-fourths of the students who participated in this study reported that they would have attended another institution for their baccalaureate studies if the upper divisions at the community colleges did not exist. One-fifth of the respondents said that they would not have been able to earn a baccalaureate degree without the community college baccalaureate programs. The overwhelming majority of participants chose to major in education for a traditional reason. Finally, the students from the community college baccalaureate programs seemed to have better schoolwork habits and were more engaged than their counterparts at other four-year institutions in the state. The results of this study suggest that the baccalaureate level teacher education programs at community colleges in Florida are increasing access to baccalaureate education.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-02T12:57:01Z No. of bitstreams: 1 andreiavazsilva.pdf: 2359683 bytes, checksum: 0f6dd388f2fde58fe3c1330e1e1ec8a6 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-02-02T13:54:52Z (GMT) No. of bitstreams: 1 andreiavazsilva.pdf: 2359683 bytes, checksum: 0f6dd388f2fde58fe3c1330e1e1ec8a6 (MD5) / Made available in DSpace on 2016-02-02T13:54:52Z (GMT). No. of bitstreams: 1 andreiavazsilva.pdf: 2359683 bytes, checksum: 0f6dd388f2fde58fe3c1330e1e1ec8a6 (MD5) Previous issue date: 2014-08-22 / Esta dissertação apresenta dois objetivos principais que se inter-relacionam. O primeiro pretende analisar o processo de elaboração da versão preliminar da proposta curricular para os anos iniciais do ensino fundamental na Rede Pública Municipal de Limeira (SP), durante o ano de 2013, revelando o histórico desta rede, os atores, programas, teorias e ações, que influenciaram na construção da política curricular, culminando na produção do texto que também será analisado. O segundo, de caráter propositivo, traz um Plano de Ação Educacional, que tem como finalidade a implementação monitorada da proposta curricular, por meio da participação docente. Para a efetivação dos objetivos, realizaram-se pesquisas documentais, entrevistas com Agentes de Desenvolvimento Educacional, Coordenadores de Área, responsáveis pela elaboração da versão preliminar do currículo, representantes dos sindicatos ligados ao magistério e que atuam no município, grupo focal com diretores de cinco escolas municipais e questionário aplicado aos professores dessas mesmas unidades escolares. Os dados coletados foram confrontados com a literatura disponível, que auxiliou na análise da realidade local, a partir da compreensão do papel dos diferentes atores, das motivações pelas quais uma política entra na agenda de governo e de como os ciclos de uma política se articulam para dar sentido às ações. Observou-se que a equipe técnica da Secretaria Municipal de Educação foi responsável pela elaboração da versão preliminar da proposta curricular, amplamente influenciada pelos antecedentes históricos vivenciados entre os anos de 1998 e 2012, na Rede Pública Municipal de Educação de Limeira e pela atuação de outros atores como: comunidades epistêmicas e disciplinares. Soma-se a isso o contexto político existente em 2013, que reorganizou a estrutura organizacional da Prefeitura Municipal e suas Secretarias e trouxe para o município uma nova orientação pedagógica, a Pedagogia Histórico-Crítica. Com a análise da produção do texto da política, pode-se verificar a necessidade de elaboração de textos, que sirvam como apoio, bem como ações focadas na formação docente e sua participação na revisão da proposta, a fim de que o currículo prescrito se consolide no município, propiciando uma educação de qualidade. / This work has two main goals which are interrelated. The first intends to analyze the process of preparing the elaborating process of preliminary version of the proposed curriculum for the early years of elementary education in municipal public schools in Limeira (SP) during 2013, revealing the history of itself, actors, programs, theories and actions that influenced the construction of curriculum policy, culminating in the text production which will be also analyzed. The second, having a provocative nature, brings an Educational Action Plan, which aims the monitoring and implementation of the proposed curriculum, through teacher participation. For accomplishing the goals, documentary researches were made and , interviews with Educational Development agents, Area Coordinators, responsible for preparing the preliminary curriculum version , representatives of trade unions linked to teaching and who work in the city, a focus group with five municipal school principals and a school questionnaire applied to teachers from those school units. The collected data were compared with the available literature, which helped in the local reality analysis, from the understanding of different actors roles, the motivation for which a policy start in a government agenda and how policy cycles articulate to give meaning to the actions. It was observed that the Municipal Department of Education Secretary team was responsible for preparing the proposed curriculum version, heavily influenced by the historical antecedents lived between 1998 and 2012, in the Municipal Public Education in Limeira and the performance of other actors as epistemic and disciplinary communities. We add to this, the political environment existing in 2013, which the organizational structure of the Municipality and its Departments were reorganized and brought to the county a new tutoring, historical and critical Pedagogy. With the analysis of the policy text production, one can see the need to produce texts that serve as support as well as actions focused on teacher education and their participation in the review of the proposal so that the prescribed curriculum to consolidate in the county, providing a quality education.

This dissertation aimed to investigate the relation between the pedagogical practices of the teacher of a baby nursery in a Public School of Early Childhood Education in Santa Maria/RS, and the propositions of the National Curriculum Guidelines for Early Childhood Education (approved by CNE / CEB No. 20/09 and Resolution CNE / CEB No. 05/09) for the teaching of children that are younger than six years old. In this process we tried to (a) understand the implications and possibilities of implementation of these Guidelines in the school and the teacher‟s practice, (b) understand the movements that policies have to be effective in practice, (c) discuss the concept of education of babies expressed in legal document by the teacher. The methodology chosen to conduct the research was qualitative, having its basis in the approach of the policy cycle because we understand that for a policy to be implemented or not, it is necessary to consider all of its interfaces, since its production in the macro contexts until their interpretations and changes in micro contexts. The subjects of the study were the teacher of Baby Nursery II and the director of the School of Early Childhood Education, as a source of information, we used the field diary, participant observation and structured interview. For data analysis, we opted for the content analysis, in which by the different methodological tools, the information and narratives of education professionals were characterized. As a result, it is noteworthy that although there is still misinformation about the current policies of Early Childhood Education, the conception of the child / baby is related to the legal propositions, however the pedagogical practice is justified almost exclusively by the knowledge of caring and educating, considering the actions of caring by feeding and having hygiene practices, and educating by school practices, which do not consider the baby as the protagonist of the action of being in the world. / A dissertação ora apresentada teve como objetivo geral investigar a relação entre as práticas pedagógicas da professora de berçário de uma Escola Municipal de Educação Infantil de Santa Maria/RS e as proposições das Diretrizes Curriculares Nacionais para a Educação Infantil (aprovadas pelo CNE/CEB n°20/09 e Resolução CNE/CEB nº 05/09) para o exercício docente com a criança menor de seis anos. Neste processo buscou-se (a) conhecer as implicações e possibilidades de implementação dessas Diretrizes na escola e na prática da professora dos bebês; (b) entender os movimentos que as políticas fazem para se efetivar na prática; (c) problematizar a concepção de educação dos bebês expressa no documento legal e pela professora. A opção metodológica escolhida para realizar a pesquisa foi a qualitativa, tendo sua fundamentação na abordagem do ciclo de políticas por entender que para uma política ser ou não implementada é preciso considerar todas as suas interfaces, desde a sua produção no contexto macro até suas interpretações e modificações nos contextos micros. Participaram como sujeitos do estudo a professora do berçário II e a diretora da Escola Infantil, e como fonte de informações utilizou-se o diário de campo, a observação participante e a entrevista estruturada. Para análise dos dados, optou-se pela análise de conteúdo, em que pelos diferentes recursos metodológicos foram categorizadas as informações e narrativas dos profissionais da educação. Como resultados, destacam-se que embora haja ainda uma desinformação sobre as políticas atuais de Educação Infantil, a concepção de criança/bebê é correlata às proposições legais, porém a prática pedagógica fundamente-se quase que exclusivamente pelo entendimento restrito de educar e cuidar; entendendo o cuidar pelas ações de higiene e alimentação, e o educar por práticas escolarizantes que desconsideram o bebê como protagonista da ação de ser e estar no mundo.