A presente tese trata-se de um estudo de caso, no qual valemo-nos de pesquisas bibliográfica, documental e de campo. Tendo como objeto de estudo as disciplinas filosóficas do Curso de Licenciatura em Geografia do Instituto Federal de Educação, Ciência e Tecnologia de São Paulo - campus São Paulo (IFSP-SP), objetivamos analisar o papel exercido por estas disciplinas no interior desta Licenciatura para avaliar em que medida elas contribuem no processo formativo de seus estudantes. Para exame dos dados colhidos no IFSP-SP, utilizamos a abordagem qualitativa e a análise de conteúdo dos questionários aplicados junto a um grupo de professores e estudantes deste Curso. Acreditamos que as disciplinas filosóficas propiciam o desenvolvimento não somente de uma cultura geral, que serve de base para a formação específica do professor de Geografia, mas também uma visão totalizante e o rigor metodológico necessário à compreensão do mundo, do papel do professor de Geografia na Educação Básica e o sentido formativo da Educação, a qual deve promover a humanização, a autonomia e a emancipação, recuperando, portanto, a concepção de uma educação política. Embora tenhamos visto que o Projeto de Curso de Licenciatura em Geografia, a matriz curricular e as disciplinas filosóficas contemplam o que é esperado para uma formação docente de qualidade, verificamos que há um comprometimento da finalidade do Curso em função da grande distância entre o Projeto Pedagógico e o Curso em exercício, o que obstaculariza as contribuições das disciplinas filosóficas, impedindo-as de exercer seu papel no processo formativo dos estudantes. / This thesis is a case study, using bibliographic, documentary and field research, which focuses on the philosophical disciplines in the Geography education program at Instituto Federal de Educação, Ciência e Tecnologia de São Paulo - São Paulo campus (IFSP-SP) and aims to analyze the role played by these disciplines within the teacher licensing program in order to assess the extent to which they contribute to the formation of the students. For examination of the data collected at IFSP-SP, we used a qualitative approach and content analysis of questionnaires completed by a group of professors and students in the Geography education course. We believe that the philosophical disciplines favor the development, not only of a general culture that underlies the specific formation of geography teachers, but also of an overall vision and the methodological rigor necessary for an understanding of the world, the role of the geography teacher in primary and secondary education and the formative role of education, which should promote humanization, autonomy and emancipation, thus recovering the concept of a political education. Although in the plan of for the Geography Education Course, the curriculum and the philosophical disciplines include what is expected for quality teacher formation, it appears that there is an impairment of the purpose of the course due to the great distance between plan for the course and the course as it is actually carried out, a fact which creates obstacles for the contributions of then philosophical disciplines, preventing them from performing their role in the formative process of the students.

Made available in DSpace on 2016-07-27T13:44:56Z (GMT). No. of bitstreams: 1 VILMA RODRIGUES DE MORAES.pdf: 1452034 bytes, checksum: ce7d255eba65b5b20e2452b870bda205 (MD5) Previous issue date: 2014-08-28 / In this Thesis, which is included in the area of research Estado, Políticas e Instituições Educacionais, it was analyzed the implications of formation provided by Plano Nacional de Formação de Professores at the workplace and at the practice of primary and secondary teachers at public schools in Distrito Federal (DF) who graduated in the second class of Dance at Instituto Federal de Educação, Ciência e Tecnologia of Brasília (IFB). The empirical fieldwork is made up of the second graduating class in Dance at IFB from 03-01-2012 to 08- 31-2013. The research problem was stated by the following question: what are the implications of the training provided by the PARFOR n in the work of teachers of basic education in the public education system of DF? The specific objectives of this Thesis are: identifying, through the reading of the minutes of meetings from supporting permanent forums of teacher s training, provided by Capes from 2009-2013, which culminated on the implementation of strategic plans of States and the Federal District, teacher s demands from the public sector at DF enrolled at continuous teacher training courses at PARFOR; following the development of teacher enhancement courses, according to Plano Estratégico de Forum Permanente de Apoio a Formação Docente do DF; analyzing the implications at primary and secondary education of Teacher`s training course from the second Dance class at IFB in the public education sector in DF. The orientation axes of the theoretical framework are: higher education in its political and economic contexts beginning at the 1990`s, the initial and continuous formation of primary and secondary teachers and PARFOR. The methodology for this analysis was Dialectical-Historical Materialism. This research constituted itself with a qualitative approach with the participation of individuals through semi-structured questionnaires and their following analyses. The subjects of this research are six professors at the Dance Course at IFB. The categories that emerged from the analysis of empirical material consist of: the antagonism between legal demands ad pedagogical practices of attending teachers who are getting a second certification in Dance at IFB; 2) the non-compatibility between the formation course and practice; 3) positive and negative impacts of the Dance Course at Primary and Secondary education. We conclude that the teacher`s continuous formation implemented at DF is the result of political arrangements that do not meet the priority needs of public schools and the needs of teachers in the public schools of the Distrito Federal. This type of continuing education also hurts legal system devices. / Nesta tese, que se insere na linha de pesquisa Estado, Políticas e Instituições Educacionais, analisam-se as implicações da formação proporcionada pelo Plano Nacional de Formação de Professores no trabalho e na prática dos docentes da Educação Básica do sistema público de educação do Distrito Federal (DF) egressos do curso de segunda licenciatura em Dança do Instituto Federal de Educação, Ciência e Tecnologia de Brasília (IFB). O campo empírico compreende os egressos do curso de segunda licenciatura em Dança do IFB ministrado entre 1/3/2012 a 31/8/2013. O problema de pesquisa foi enunciado pelo seguinte questionamento: quais são as implicações da formação proporcionada pelo Plano Nacional de Formação de Professores no trabalho dos docentes da educação básica do sistema público de educação do DF egressos do curso de segunda licenciatura em Dança, curso presencial promovido pelo DF por meio do IFB? Os objetivos específicos consistem em: identificar, mediante a leitura das Atas de Reuniões dos Fóruns Permanentes de Apoio à Formação Docente, disponibilizadas pelas Capes, as políticas de formação dos profissionais de educação no período entre 2009- 2013 que culminaram na implementação de planos estratégicos estaduais e distrital; identificar a demanda dos professores da Secretaria de Educação do DF inscritos em curso de formação continuada do PARFOR; acompanhar o desenvolvimento dos cursos de formação continuada, conforme o Plano Estratégico do Fórum Permanente de Apoio à Formação Docente do DF; analisar as implicações na Educação Básica da formação de professores em segunda licenciatura no curso de Dança do IFB no sistema público de educação do DF. Os eixos orientadores do referencial teórico são: a Educação Superior no contexto político e econômico brasileiro a partir da década de 1990; Formação Inicial e Continuada de Professores da Educação Básica e a Política Nacional de Formação de Profissionais do Magistério da Educação Básica (PARFOR). O método de investigação é o materialismo histórico-dialético. A pesquisa consistiu em uma abordagem qualitativa na modalidade de pesquisa participante combinada com a utilização de questionários e análise de conteúdo. Os sujeitos da pesquisa compreendem seis professores cursistas egressos do curso de segunda licenciatura em Dança do IFB. As categorias de análise que emergiram do material empírico consistem em: Antagonismo entre exigência legal e a prática pedagógica do professor cursista da segunda licenciatura em Dança do IFB; 2) Incompatibilidade entre o curso de formação e a atuação; 3) Impactos positivos e negativos do curso de Dança na Educação Básica. Concluiuse que a formação continuada implementada no Distrito Federal é resultado de arranjos políticos que não atendem às necessidades prioritárias da escola básica pública e às necessidades dos professores da rede pública de ensino do Distrito Federal. Essa modalidade de formação continuada também fere dispositivos do ordenamento jurídico.

The following final thesis "Risky behaviour of lower and upper secondary school students on social networks and its prevention" introduces the topic of primary prevention of cyberbullying and security on social networks with regards to their current use by lower and upper secondary school students. Another aim of the thesis is to ascertain which forms of risky social behaviour the target groups currently encounter on social networks and to find out the ways in which these social networks are used (the most commonly used applications, the frequency of their use etc.). The thesis doesn't focus solely on social networks, it also addresses the subject matter of critical thinking since one of the problematic aspects of using social networks by young people is the fact that they use multiple sources of information without further verification. Following the results of the research, short-term activities of primary prevention for both target groups are proposed. They aim to encourage the development of critical thinking and media studies. The proposed activities can be further incorporated into long-term prevention programmes. They include recommendations for teacher lesson planning and self-study tips. The content of the activities is based on the study of both theoretical and methodological...

ABSTRACT Starting in September 1997, the Hong Kong Education Commission has adopted School Self-Evaluation as part of the framework of Quality Assurance Mechanism for promoting quality education culture in schools. Under a project initiated by the Chinese University of Hong Kong, some primary and secondary schools started to implement school self-evaluation in their school. The main purpose of this study was to investigate the effectiveness of this self-evaluation framework based on principals’ and teachers’ perception of these participating schools. The relationships among school self-evaluation, school cultural changes, teacher co-operative learning culture and principal leadership are also explored. Furthermore, this study examines whether other factors, such as school type, teacher gender, teacher ranking position, teachers’ year-of-teaching-career and Chinese cultural values, will affect the implementation of self-evaluation in schools. A mixed approach of methodology was adopted for this research work. The findings indicated that school self-evaluation can initiate teacher co-operative learning culture, which in turn effects cultural changes in these schools. Also, the above named components play specific roles in the school self-evaluation implementation – school cultural change process: teacher co-operative learning culture acts as mediator, school self-evaluation as moderator and principal leadership as change facilitator.

ABSTRACT Starting in September 1997, the Hong Kong Education Commission has adopted School Self-Evaluation as part of the framework of Quality Assurance Mechanism for promoting quality education culture in schools. Under a project initiated by the Chinese University of Hong Kong, some primary and secondary schools started to implement school self-evaluation in their school. The main purpose of this study was to investigate the effectiveness of this self-evaluation framework based on principals’ and teachers’ perception of these participating schools. The relationships among school self-evaluation, school cultural changes, teacher co-operative learning culture and principal leadership are also explored. Furthermore, this study examines whether other factors, such as school type, teacher gender, teacher ranking position, teachers’ year-of-teaching-career and Chinese cultural values, will affect the implementation of self-evaluation in schools. A mixed approach of methodology was adopted for this research work. The findings indicated that school self-evaluation can initiate teacher co-operative learning culture, which in turn effects cultural changes in these schools. Also, the above named components play specific roles in the school self-evaluation implementation – school cultural change process: teacher co-operative learning culture acts as mediator, school self-evaluation as moderator and principal leadership as change facilitator.

La situation des langues régionales pose aujourd’hui de nombreuses questions, et particulièrement dans des zones linguistiques charnières et transitoires, telles que le département de la Drôme. À l’épreuve du contact de deux domaines linguistiques gallo-romans, l’occitan et le francoprovençal mais également à celui du français, la Drôme est un territoire riche de sa pluralité, tant linguistique que culturelle. Pourtant, à l’heure où la transmission familiale et les pratiques de l’occitan deviennent sporadiques et isolées, il était nécessaire d’établir un état des lieux général de la langue au sein des institutions, scolaires notamment, mais également au sein de la communauté linguistique. Identifier les divers profils de locuteurs, estimer la vitalité des pratiques, évaluer le changement linguistique et faire émerger les représentations linguistiques ont ainsi permis d’exposer une image globale du département. À l’image du territoire, le visage linguistique de la Drôme est tout aussi complexe et pluriel : entre conflits d’identités, de langues et volontés de sauvegarde par l’enseignement. / Nowadays the situation of regional languages raises many questions and more particularly in border and transiting linguistic areas such as the Drôme area. Being in contact with two Gallo-Roman linguistic estates, the Occitan and the Franco-Provencal but also with the French language, Drôme territory is rich from its plurality, both linguistic and cultural. Though at a time when family transmission and use of Occitan has become sporadic and isolated, it is necessary to draw out an overall state of the art of the language within institutions, especially at schools, but also within the linguistic community. Identifying the speakers’ various profiles, measuring the liveliness of the language use, evaluating linguistic shifts and bringing out the linguistic representations did set out a holistic picture of the area. The linguistic representation of the Drôme area is just the same as the territory itself, as complex and manifold: with both an identity and language encounter and the desire to save it through teaching.

This study investigates the challenges experienced by teachers of music literacy in Zimbabwe, and is based on a case study of five primary schools in the city of Gweru. The research builds on a literature review of past studies on Zimbabwean music literacy teaching, and on a review of policy documents. Empirical data was collected through lesson observations, interviews with teachers and administrators, and the analysis of lesson plans. To validate the findings a method of triangulation was used. Results are presented in both narrative and tabular forms in this dissertation, and analysed inductively. Zoltan Kodály’s work informs the theoretical framework, as well as other African and Western music educators, including Dalcroze, Kwami, Nketia, and Suzuki. Consistent challenges recognized by all stakeholders include a lack of resources, inadequate teacher training, and the exclusion of music as an examination subject. Recommendations are provided by way of conclusion. / Art History, Visual Arts and Musicology / M. Mus.

This thesis deals with the bases of Ethics in comparison with the practice of Ethics in the Slovak and the Czech Republic. The first part describes and discusses the philosophical, pedagogical and psychological bases of teaching subject called Ethics. It presents a chronological overview of ethical theories and their comparison of the base of morality. It deals with the philosophy of education and dialogue as the principles of teaching. It represents Piaget's theory of moral development of the child, states stages of moral reasoning by Kohlberg and characterizes Frankl's logotherapy. The second part analyzes and compares the approaches to Ethics in primary and secondary education in the Slovak Republic and the Czech Republic due to the bases of ethics set out in the first part. It represents the Slovak koncept of Olivar's prosocial education, the activities of Ethical Forum Czech Republic and the programme Philosophy for children.