Esta tese apresenta dois focos principais de interesse: o ensino de Geografia no Ensino Fundamental e Médio (EFM) e a formação de professores de Geografia. Nos interessamos, particularmente, em saber como o movimento de renovação da Geografia, genericamente denominado Geografia Grítica (GC), chegou no EFM. Os objetivos principais desta tese foram averiguar como a efervescência e renovação da Geografia Acadêmica pós-1978 chegaram ao ensino de Geografia do EFM, qual a contribuição do movimento denominado GC na renovação do ensino desta disciplina e quais as concepções de Educação e de Geografia que os licenciados estão construindo com e para seus alunos do EFM. Para alcançar estes objetivos observamos dez licenciados em Geografia, nos anos de 2002 e 2003, que lecinavam no EFM, em treze escolas distinas nos turnos da manhã, tarde e noite, na cidade de Porto Alegre, estado do Rio Grande do Sul, perazendo um total de 154 (cento e cinqüenta e quatro) observações que totalizaram 212 (duzentas e doze) horas/aula. Constatamos a dificuldade de se renovar as práticas pedagógicas, bem como de se construir um bom embasamento teórico que promova um ensino de Geografia atual, dinâmico, plural, instigante, reflexivo e radicalmente democrático. Este trabalho nao teve a pretensão de ser prescritivo do "bem ensinar Geografia", mas desejou servir de pretexto para que a comunidade de professores discuta e questione os seus referenciais de ciência, de Educação e de Geografia para fomentar a busca de um ensino que auxilie o fortalecimento da autonomia intelectual do educando e a construção de uma noção de cidadania que priorize a luta coletiva pela democracia, pela liberadade e pela justiça social através da apropriação e da reflexão sobre o espaço geográfico e suas categorias de análise. Enfim, uma Geografia que pense a ontologia do ser humano a partir do espaço vivido. / This thesis has two mains focuses: Geography teaching at primary and secondary schools and training of Geography teacher. Particularly, we are interested in how the movement of renewal of Geography - generally called Critica Geography - has arrived to primary and secondary teaching. The main targets of the tehesis were to verify how the effervescence and renewal of post-1978 Academica Geography arrived to geography teaching at primary and secondary schools; the contribution of the so-called critical Geography movement to the renewal of that teaching, and the Education anda Geography conceptions that geographyu teaching graduates are building with and for their students at the primary anda secondary teaching. In order to reach those goals, we have observed ten such Geography graduates in 2002 and 2003. They taught at 13 distinct primary anda secondary schools at morning, afternoon and evening classes in the city of Porto Alegre, in the southern Brazilian State of Rio Grande do Sul, totaling 154 observation session anda 212 class-hours. We identified the difficulty to renew pedagogical practices as well as to build a good theoretical basis able to promote Geography teaching that is updates, dynamic, plural, encouraging, reflexive , anda radically democratic. This work did not intend to prescribe "good Geography teaching". It rather wanted to serva as a pretext for the teacher community to discuss and question its references about science, Education, and Geography, in order to foster the search for teaching that helps to strengthen the intellectual autonomy of the student and the construction of a notion of citizenship that focuses on collettive struggle for democracy, freedom and social justice through appropriation and reflection over the geographic space and its analytical categories. That is, geography that thinks human being´s ontology based on the lived space.

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No. of bitstreams: 1 oliveira_am_dr_mar_par.pdf: 811395 bytes, checksum: 60aded530508055fe8c835cf34d21481 (MD5) Previous issue date: 2017-03-02 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Esta pesquisa teve por objetivo traduzir e adaptar culturalmente as provas de avaliação de leitura – PROLEC-SE R, bem como caracterizar o desempenho dos escolares do 6º ao 9º ano do Ensino Fundamental ciclo II e da 1ª a 3ª série do Ensino Médio nessas provas. Para atender ao objetivo, foi necessário organizar esta pesquisa em três estudos. No Estudo 1, foi realizada a tradução e a adaptação cultural do PROLEC-SE R respeitando-se os estágios de adaptação transcultural. O estudo piloto foi realizado em uma amostra de 70 escolares do Ensino Fundamental e Médio. O Estudo 2 foi realizado a partir da identificação da necessidade de se obter palavras de alta e de baixa frequência, próprias para o Brasil, que pudessem servir de estímulo linguístico para procedimentos de avaliação e intervenção em leitura nesta população. Para tanto, foi realizada uma pesquisa aplicada a partir das palavras (apenas substantivos) retiradas do material didático de língua Portuguesa, da rede de ensino do Estado de São Paulo. Para a classificação das frequências, utilizou-se os tercis da distribuição, frequência média e ponto de corte dos tercis. Nessa etapa, foram avaliados 224 alunos do Ensino Fundamental II (G1: 6º ano, n= 61; G2: 7º ano, n= 44; G3: 8º ano, n= 65 e G4: 9º ano, n= 54) e 134 do Ensino Médio (G5: 1ªsérie, n=44; G6: 2ª série, n= 44 e G7: 3ª série, n= 46). As palavras foram apresentadas aos escolares para leitura, em voz alta, em duas sessões. O banco de palavras do Ensino Fundamental II foi denominado E-LEITURA II e o do Ensino Médio E-LEITURA III, ambos constituídos por 1659 palavras. O Estudo 3 é um estudo de corte transversal cujo objetivo é caracterizar o desempenho dos escolares do Ensino Fundamental II e os do Ensino Médio nas provas do PROLEC–SE R. A adaptação brasileira do PROLEC-SE R foi aplicada em 436 escolares, sendo 221 do ensino público estadual (G1: 6º ano, n=30; G2: 7º ano, n=33; G3: 8º ano, n= 35; G4: 9º ano, n=31; G5: 1ª série, n=32; G6: 2ª série, n=30; G7: 3ª série, n=30) e 215 do ensino particular (G1: 8º ano, n=31; G9: 7º ano, n=31; G10: 8º ano, n=30; G11: 9º ano, n=31; G12: 1ª série, n=30; G13: 2ª série, n=31; G14: 3ª série, n= 31). O procedimento é composto de duas versões, uma coletiva e a outra individual (aplicadas em dias separados), cada versão contempla a avaliação de três processos de leitura: lexical, sintático e semântico. Foram utilizadas ferramentas de estatística descritiva e análise bivariada (α 5%). A partir da aplicação do PROLEC-SE R identificou-se que os processos de leitura não estão igualmente estabelecidos em todos os anos de ensino, em especial, no que diz respeito à compreensão de leitura. Verificou-se que a frequência de ocorrência das palavras afeta o desempenho dos escolares, que quanto maior a extensão das pseudopalavras maior a heterogeneidade e a diferença no número de acertos, que as palavras reais são lidas mais rapidamente do que as pseudopalavras, diminuição no número de acertos e aumento do tempo de leitura conforme a extensão nas palavras de baixa frequência de ocorrência e pseudopalavras, que as questões inferenciais geraram mais dificuldades do que as literais, que os escolares do ensino público e particular se diferenciam nas provas nas quais o uso da ortografia auxilia sua leitura e nas pseudopalavras longas, na qual a extensão aumenta o grau de dificuldade na leitura e, por fim, que há diferença entre os escolares do ensino público e particular nas provas do processo sintático e semântico, com desempenho superior dos escolares do ensino particular. A adaptação do PROLEC-SE R foi bem-sucedida, uma vez que refletiu a realidade brasileira no que diz respeito às lacunas e fragilidades do sistema educacional. Espera-se que a presente investigação abra possibilidades para novas pesquisas, no que se refere aos escolares do Ensino Fundamental II e do Médio, tanto para a caracterização do desempenho em leitura em escolares, considerados com bom desempenho acadêmico, como para os escolares com suspeita de dificuldades na aprendizagem ou com diagnóstico que interfere em seu aprendizado. / This study aimed to translate and culturally adapt the PROLEC-SE R reading assessment tests, and to characterize the performance of students of the 6th to 9th years of Basic Education cycle II, and of students of the 1st to 3rd years of Senior High School, in these tests. To achieve this objective, it was necessary to organize this research in three studies. In Study 1, the translation and cultural adaptation of the PROLEC-SE R was undertaken, respecting the stages of transcultural adaptation. The pilot study was undertaken in a sample of 70 students of Basic Education and Senior High School. Study 2 was undertaken based on the identification of the need to obtain words of high and low frequency, specific to Brazil, which could serve as linguistic encouragement for assessment and intervention procedures in reading in this population. To this end, applied research was undertaken based on the words (nouns only), taken from the Portuguese language teaching material of the teaching network of the State of São Paulo. For the classification of the frequencies, the terciles of distribution, mean frequency and cutoff point of the terciles were used. In this stage, 224 students of Basic Education II were assessed (G1: 6th year, n= 61; G2: 7th year, n= 44; G3: 8th year, n= 65 and G4: 9th year, n= 54) and 134 from Senior High School (G5: 1st year, n=44; G6: 2nd year, n= 44 and G7: 3rd year, n= 46). The words were presented to the students for reading, out loud, in two sessions. The word bank for Basic Education II was termed E-LEITURA II and that of Senior High School, E-LEITURA III, both made up of 1,659 words. Study 3 is a cross-sectional study, whose objective is to characterize the performance of the students from Basic Education II and from Senior High School in the PROLEC–SE R tests. The Brazilian adaptation of the PROLEC-SE R was applied in 436 students, of whom 221 from the state school system (G1: 6th year, n=30; G2: 7th year, n=33; G3: 8th year, n= 35; G4: 9th year, n=31; G5: 1st year, n=32; G6: 2nd year, n=30; G7: 3rd year, n=30) and 215 from private schools (G1: 8th year, n=31; G9: 7th year, n=31; G10: 8th year, n=30; G11: 9th year, n=31; G12: 1st year, n=30; G13: 2nd year, n=31; G14: 3rd year, n= 31). The procedure is made up of two versions, one collective, and the other individual (applied on separate days). Each version covers the evaluation of three reading processes: lexical, syntactic, and semantic. Tools of descriptive and bivariate analysis statistics were used (α 5%). Based on the application of the PROLEC-SE R, it was identified that the reading processes are not equally established in all the years of education, in particular, in relation to reading comprehension. It was ascertained that the frequency of occurrence of the words affects the students’ performance, that the greater the length of the pseudo-words, the greater the heterogeneity and the difference in the number of correct answers, that the real words are read more rapidly than are the pseudo-words, that there was a reduction in the number of correct answers, and an increase in the time taken to read in accordance with the length in words of low frequency of occurrence and pseudowords, that inferential questions caused more difficulty than literal questions, that the students from state schools and private schools obtained different results in the tests in which the use of spelling helps their reading and in long pseudowords, in which the length increases the degree of difficulty in reading; and finally, that there is a difference between the students from state schools and private schools in the tests of the syntactic and semantic process, with superior performance from students in private education. The adaptation of the PROLEC-SE R was successful, as it reflected the Brazilian reality in relation to the gaps and weaknesses of the educational system. It is hoped that the present investigation may open possibilities for further studies, in relation to students of Basic Education II and Senior High School, both for the characterization of the performance in reading among students considered to have good academic performance and for students suspected of having learning difficulties or with a diagnosis that negatively influences their learning. / CNPq: 140363/2013-0

O Projeto Coração Roxo de Biomonitoramento e Educação Ambiental, realizado pelo Laboratório de Poluição Atmosférica Experimental da Faculdade de Medicina da USP em parceria com a Escola Estadual Prof. José da Costa em Cubatão, São Paulo, teve seu início em 2001 e foi desenvolvido até o ano de 2007, com a finalidade de contribuir no processo de formação crítica em relação à percepção ambiental dos alunos participantes. Esse projeto objetivou que os alunos fossem os atores de um processo de investigação e produção de conhecimento da realidade ambiental local, por meio do biomonitoramento do ar preparando-os para desenvolverem uma atitude crítica e participativa na sua comunidade. Para o biomonitoramento utilizou-se a técnica do bioensaio de quantificação de micronúcleos em células mães de pólen utilizando como bioindicador a planta Tradescantia pallida (TRAD-mcn). O presente estudo realizou uma análise qualitativa do Projeto Coração Roxo de Biomonitoramento e Educação Ambiental, na perspectiva da pesquisa-ação, de forma a identificar as concepções de Educação Ambiental presentes nas suas ações, buscando responder as seguintes questões: é possível uma proposta de Educação Ambiental na parceria escola-universidade? Quais as possibilidades e desafios para a escola e para a universidade? Que impactos a proposta realizada trouxe aos alunos envolvidos? Como essa proposta se articula com as discussões atuais no campo da Educação Ambiental? A análise da perspectiva de educação ambiental foi realizada, baseada em três concepções de educação ambiental: Educação Ambiental Conservadora, Educação Ambiental Pragmática e Educação Ambiental Crítica. Essa análise se restringiu a um recorte dessa intervenção, entre 2005 e 2007 por abarcar o período de permanência dos alunos incluídos no estudo em todas as etapas do projeto. Foi observado que embora as concepções conservadora e pragmática apareçam em algumas ações, a concepção crítica predominou, contribuindo na formação de uma postura crítica nos alunos participantes do projeto. O projeto Coração Roxo foi capaz de estabelecer uma parceria entre a universidade e a escola. No entanto esta se deu de forma parcial, uma vez que apenas o corpo discente envolveu-se em todo o processo. O mesmo não ocorreu com o corpo docente, que se manteve distante das ações do projeto. Para que projetos desse porte tenham pleno sucesso é necessário que estes sejam elaborados a partir das expectativas da comunidade escolar e que haja um profissional vinculado à universidade e responsável pela intermediação / The Purple Heart Project of Biomonitoring and Environmental Education, conducted by the Laboratory of Experimental Air Pollution of the University of São Paulo Faculty of Medical Sciences in partnership with the State School Professor Jose da Costa, in Cubatão, Sao Paulo, started in 2001 and was developed by the year 2007 aiming to contribute in the development of a critical environmental perception in the involved students. This project aimed that students were actors in a process of research and production of knowledge on local environmental reality by means of air biomonitoring, preparing them to develop a critical and participating attitude in their community. For the biomonitoring, the technique that was used was bioassay of micronuclei quantification in mother-cells of pollen using the Tradescantia pallida (TRAD-MCN) as bio-indicator. This survey held a qualitative analysis, under the action-research perspective, focused to answer the following questions: is it viable for a proposal for Environmental Education in a high school-university partnership? What are the opportunities and challenges for both the school and the university? What was the impact of the proposal on the students involved with the project? How does this proposal articulate with the current discussions in the field of environmental education? This study examined the Purple Heart Project of Biomonitoring and Environmental Education in order to identify the concepts of Environmental Education present in its actions. The analysis from the perspective of environmental education was conducted based on three of its concepts: Conservative Environmental Education, Pragmatic Environmental Education and Critical Environmental Education. The analysis was restricted to a period of that intervention, between 2005 and 2007, when the students enrolled in the study participated in all stages of the project. It was observed that although the conservative and pragmatic ideas appear in some actions, the critical design prevailed, helping in the formation of a critical attitude in students participating in the project. The project Purple Heart was capable of establishing a partnership between the university and the school. However it happened partially, because only the students were involved throughout the process. The same results have not been found with the faculty, that has remained distant of the project actions. For projects of that size to be fully successful, it is necessary that they be constructed from the expectations of the school community and to have a professional link to the university and the responsibility for brokering

Mental illness in the United States is a major public health problem. According to the Substance Abuse and Mental Health Services Administration, in 2017, 18.9% of adults in the United States had a mental illness. The purpose of this study was to gain insight into the perceptions held by community health workers (CHWs) regarding their integration into the behavioral health care system in Maryland. Using a social constructivism paradigm and phenomenological approach, a purposive sample of 11 CHWs who supported patients with behavioral health conditions in 17 counties in the state were interviewed. Howlett, McConnell, and Perl'€™s five stream confluence policy process theory and Lipsky's street level bureaucracy theory provided the foundation to explore the perceptions of the CHWs about their integration into the behavioral health care system; the problems, policies, processes, and programs that impacted their ability to be integrated into the behavioral health team; and their function as a street level bureaucrat to facilitate their integration. A deductive iterative coding approach was used, culminating in the identification of the following 6 themes: health system utilization of CHW behavioral health integration, official policy recognition of the CHW profession, accountability for CHW integration, CHW practice support, integrated health care team management of physical and mental health and behavior, and building the CHW profession. The social change implications of this study are that CHWs'€™ integration into the broadly defined, integrated, physical and mental behavioral health team can support having a more cost-effective way toward having healthy people and communities because they link the community to health and social services and advocate for quality care.

Abstract Title: Comparative Study Between Private and State-owned Banks: Technology and Management Perspectives Author: Khan, Enamul Haque Supervisor: Catherine Lions   Background: Bangladesh is a lower developing country with limited resources and income. In Bangladesh, both private and state-owned banks operate side by side but under dissimilar conditions. State-owned banks are obviously overstaffed but secured by the government guarantee while private banks need to be competitive and profitable to survive. Two major competitive factors are technology innovation and good governance system. Private banks in Bangladesh are providing complete online solutions and function with a decentralized management while state-owned banks behave opposite due to government’s traditional attitude. Therefore it is relevant to explore what the state-owned bank can learn from the private bank so that the former can be more effective and profitable like private banks. Purpose: The purpose is to explore what the state-owned bank can learn from its private competitor. My first purpose is to analyze the functioning of technological improvements that, due to generation change, are vital for banks in developing countries. Secondly, since good governance is necessary for the organization to be efficient, I want to identify the main differences between state-owned and private banks that influence the performance. Finally, how to adapt these issues by state-owned banks to improve the performance is other purpose of this study. Method: Unstructured interviews with qualitative approach were carried by interviewing a private bank and a state-owned bank expertise. Primary data collected through telephone interviews helps to identify the practice in the different ownership systems and how growth factors work. Secondary data works as accelerator of the primary data. Conclusion: I have found that state-owned banks have three major problems are: Poor IT infrastructure, clumsy managerial governance working on regulatory bindings and political influence. To overcome these problems, state-owned banks should try to move towards decentralization of managerial activities and meet the technology standard requirements. Key words: Information Technology (IT), Private Bank, State-owned Bank, Developing Countries, Management, Ownership, Government, Regulation, Politics, Interview, Primary and Secondary Data.

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.

p. 1-69 / Submitted by Santiago Fabio (fabio.ssantiago@hotmail.com) on 2013-04-25T18:13:43Z No. of bitstreams: 1 22222222.pdf: 1052748 bytes, checksum: 2dcf6d59f993677b9156aec2d9c3ffb6 (MD5) / Approved for entry into archive by Maria Creuza Silva(mariakreuza@yahoo.com.br) on 2013-05-04T17:00:30Z (GMT) No. of bitstreams: 1 22222222.pdf: 1052748 bytes, checksum: 2dcf6d59f993677b9156aec2d9c3ffb6 (MD5) / Made available in DSpace on 2013-05-04T17:00:30Z (GMT). No. of bitstreams: 1 22222222.pdf: 1052748 bytes, checksum: 2dcf6d59f993677b9156aec2d9c3ffb6 (MD5) Previous issue date: 2010 / INTRODUÇÃO: Os mecanismos que mediam os fatores psicossociais do trabalho e os sintomas osteomusculares, em especial a dor musculoesquelética, ainda estão insuficientemente compreendidos. A categoria docente é muito afetada pela dor musculoesquelética em membros superiores (DMEMS). OBJETIVO: Investigar o efeito do controle sobre o trabalho na associação entre demandas psicológicas do trabalho e dor musculoesquelética nos membros superiores de professoras. MÉTODOS: Estudo de corte transversal, com professoras do ensino fundamental e médio do município de Vitória da Conquista, Bahia. Estudaram-se 677 docentes do sexo feminino, com atividades exclusivas em sala de aula e sem outras atividades remuneradas. Os aspectos psicossociais do trabalho (demanda psicológica e controle sobre o trabalho) foram avaliados pelo Job Content Questionnaire. Foram estimadas prevalências, razões de prevalência (RP) e intervalos de confiança de 95% (IC95%), brutas e ajustadas. Usaram-se técnicas de regressão logística. RESULTADOS: A prevalência geral de DMEMS foi de 66,0%. Professoras em situações de trabalho ativo (alta demanda e alto controle) (RP = 1,34; 1,16 – 1,56) e em alta exigência (alta demanda e baixo controle) (RP=1,28; 1,05 – 1,56) apresentaram prevalências de DMEMS mais elevadas, comparadas àquelas em baixa exigência (baixa demanda e alto controle), após ajuste por variáveis de confundimento. Professoras com alta demanda psicológica do trabalho apresentaram maior prevalência de DMEMS (RP=1,40; IC95% 1,07 – 1,84) que aquelas com baixa demanda. Entretanto, esta associação foi mais forte nas professoras com baixo controle (RP = 1,57; 1,08 – 2,29) do que naquelas com alto controle sobre seu trabalho (RP = 1,33; 1,09 -1,63), apesar de não haver diferença estatística entre os grupos, ajustando por faixa etária, escolaridade, número de turmas, número de horas/aula por semana, rede de ensino, carga doméstica, receber ajuda em casa e apoio social no trabalho. CONCLUSÕES: A prevalência de DMEMS em professoras associa-se mais à demanda psicológica do que ao controle sobre o trabalho. Baixo controle sobre o trabalho aumenta ligeiramente a associação entre a prevalência de DMEMS e demanda psicológica. / Salvador

Elever med utländsk bakgrund presterar generellt sämre i NO-ämnen än elever med svensk bakgrund. Det kan endast delvis förklaras med socioekonomiska faktorer och språksvårigheter. Det är däremot tänkbart att de försämrade resultaten för elever med utländsk bakgrund kan förklaras av normativ exkludering. Syftet med denna studie är att undersöka om läroplanens krav på alla elevers rätt till likvärdig undervisning uppfylls. De frågeställningar som ställs är om identifieringsmöjligheterna för elever med olika etnisk bakgrund har påverkats av kraven i Lpo94 och Lgr11, och om arbetet med skolans värdegrund återspeglar sig i förändringar av läroböckernas illustrationer. Studien är en kartläggning av förekomsten av synliggörande och normativ exkludering genom osynliggörande med fokus på elevernas förutsättningar inför högstadiet. Den består av en kvantitativ kartläggning av vilka som är avbildade i barn- och skollitteratur under 1750–2015 (utifrån etnicitet, kön och ålder). Den ska inte ses som en läromedelsanalys utan snarare som en analys av värderingar visade genom läromedels­inköp. Studien kan påvisa både långsiktiga trender och kortare fluktuationer i såväl andelen avbildade som graden av inkluderande avbildning. Ingen ökad grad av inkludering kunde detekteras under slutet av 1900-talet och under 2000-talet (förutom angående andelen barn i littera­tur för äldre barn). Märkbarapositiva effekter av Lpo94, Lgr11 och de senare årens värdegrundsarbete i skolan kan alltså inte detekteras. Det bör därför krävas nya typer av insatser för att kunna uppnå kravet på likvärdig undervisning för alla elever. / The purpose of this study is to examine if the Swedish ethnocentrism influences the education in biology in Swedish school: if students with different ethnical background have unequal opportunities to identification due to inequality in representation in Swedish school books, and of the current Swedish curriculum Lgr11 and the previous curriculum Lpo94 have had any effect on representation in Swedish school books. Students with non-Swedish ethnical background generally perform less well in science than students with Swedish ethnical background. It can only be partially explained by socio-economic factors or language skills. However, norm-based exclusion could be a major factor. This study focus on normative exclusion through invisibilizing. It reports an intersectional quantitative study of depiction of age, ethnicity, gender and national minorities in Swedish children and school books 1750–2015. It is not an analysis of text books as such but rather an analysis of values shown by purchases of educational material. The analyses revealed both long-term trends and shorter fluctuationsin the degree of depictions as well as in the degree of exclusion/inclusion. The study cannot find any detectable increase in ethnic or gender inclusion during the late 20thand the 21thcentury. Therefore, any significant positive effects of the national Swedish curricula Lpo94 and Lgr11 and the focus of core values (“värdegrund”) can be excluded.

Made available in DSpace on 2014-06-11T19:27:46Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-07-07Bitstream added on 2014-06-13T20:56:50Z : No. of bitstreams: 1 tanaka_c_me_araca.pdf: 424175 bytes, checksum: 26d35bb3e4602131a28d49b7618ae8b2 (MD5) / A educação e a saúde são duas ciências de grande importância para o desenvolvimento humano. À educação escolar compete organizar o processo de aquisição de habilidades, atitudes e conhecimentos específicos. Neste contexto um de seus recursos é o material didático utilizado em todas as etapas da escolarização de um indivíduo. Dada a importância do livro escolar como parte do universo cultural das instituições educativas ao longo da história, o objetivo desta pesquisa foi avaliar nos livros didáticos e apostilas adotados pelas escolas de Ensino Fundamental de Araçatuba - SP, na disciplina de Ciências, a existência e abrangência de informações referentes à saúde bucal, no total das escolas particulares e públicas. Foram analisados materiais de 40 escolas, sendo 23 públicas e 17 privadas, somando um total de 251 exemplares, sendo que desses apenas 27 continham conteúdo de saúde bucal. Realizando-se uma análise de conteúdo seguindo a temática simples, as seguintes categorias foram observadas: A. Relação saúde geral/saúde bucal; B. Importância dos dentes/saúde bucal; C. Higiene Dental; D. Instrumentos de Higiene Dental; E. Visitas ao dentista; F..Dieta; G. Cárie; H. Tipos de dentes; I. Tipos de dentição; J. Uso do flúor. O assunto mais abordado foi a higiene dental (n=22), seguido pela cárie (n=16). Os menos comentados são a relação entre saúde geral e bucal (n=3), e o uso do flúor (n=4). Conclui-se que ainda são poucos os livros de Ciências que apresentam conteúdo sobre saúde bucal, e que este, em geral, se apresenta fragmentado. / Education and health are two sciences of great importance for the human development. The school education has the competence of organize the process of acquisition of abilities, attitudes and specific knowledge. In this context, one of its resources is the didactic material used in all stages of an individual's education. Due to the importance of the school book as part of the cultural universe of the educational institutions through the history, the aim of this research was to evaluate in the text books and emends adopted by the grade schools of Araçatuba - SP, in the discipline of Science, the existence and inclusion of oral health information, in all private and public schools. Materials of 40 schools were analyzed, being 23 public and 17 privates, summing a total of 251 copies, and only 27 of those presented oral health content. Through the content analysis by simple thematic, the following categories were observed: A. Relationship general health/ oral health; B. Importance of teeth/ oral health; C. Dental Hygiene; D. Instruments of oral hygiene; E. Dental surgeon attendance; F. Diet; G. Dental decay; H. Types of teeth; I. Types of dentition; J. Fluoride use. The subject more studied was dental hygiene (n=22), followed by dental decay (n=16). The subject less commented were the relationship between general and oral health (n=3), and the use of fluoride (n=4). It was concluded that there are still a few books of Science presenting oral health content, and this is, in many cases, fragmented.