Este estudo teve como objetivo compreender as relações tramadas pelos sujeitos a partir da escola, bem como seus efeitos no processo de escolarização e na constituição da profissão docente no século XIX. Por meio de um jogo de escalas (REVEL, 1998), articulando o local e o global, procurei analisar as diferentes maneiras dos professores e das famílias dos alunos das escolas públicas no município da Corte operarem na dinâmica da sociedade, ao lançarem mão de um jogo de estratégias sociais que mostram suas condições e recursos, mas que também os constituem num permanente processo de negociações, mediações e redefinições das próprias posições no espaço social. Para compreender as tramas enredadas pelos atores escolares, selecionei um fio para alinhavar a análise: a longa trajetória do professor público primário Candido Matheus de Faria Pardal. Seu nome constituiu uma bússola, aos moldes de Ginzburg (1991), que contribuiu para definir caminhos e estratégias de pesquisa, análise e escrita. Nesse sentido, o recorte temporal foi delineado considerando o percurso de vida e de profissão de um decano dos professores públicos, partindo da década de 1830 e se estendendo até a última década do Império. As fontes utilizadas formam um conjunto variado de materiais como relatórios, documentos manuscritos e periódicos da época. O estudo está organizado em quatro movimentos. No primeiro, busco analisar as relações com o governo e as agências operadas pelos professores da Corte que atuaram no mesmo período que Pardal. No segundo, procurei analisar as múltiplas redes estabelecidas a partir dos sujeitos escolares, atrelada à dinâmica local em que a escola estava inscrita, dando relevo às relações e agências constituídas entre professor, alunos e habitantes. No terceiro, pretendi compreender a inserção dos professores no movimento da cidade por meio de suas instituições sociais, culturais e políticas que permitiram o exercício de um protagonismo docente. No quarto, almejei refletir sob a perspectiva de histórias conectadas, buscando apreender a interlocução dos professores com saberes, sujeitos ou experiências provenientes de outros lugares, mais especificamente, em conexão com a França, por meio do professor Pardal. Dessa forma, procuro incialmente focalizar questões em torno do território do ofício docente na Corte. Em seguida, detenho-me na escala de uma escola e de sua localidade, para então me deslocar para a atuação dos sujeitos em um cenário mais alargado e perceber suas conexões com outros espaços, e, assim, alinhavar os fios que compõem a urdidura do magistério primário, a trama de um professor da Corte e os lugares da docência na cidade. / This study aimed at understanding the relationships established by the subjects from the school, as well as their effects on the schooling process and the constitution of the teaching profession in the nineteenth century. Through a game of scales (REVEL, 1998), linking local and global levels, I tried to analyze the different ways of teachers and students families, from public schools in the city of the Imperial Court, operating in dynamic society, when they employ of social strategies that show their conditions and resources, but also constitute themselves in a permanent process of negotiation, mediation and redefinitions of their positions in the social space. To understand the webs established by school actors, I selected a \"thread\" to guide the analysis: the long trajectory of one public primary teacher, Candido Matheus de Faria Pardal. His name constituted a compass, in the molds of Ginzburg (1991), which helped to define ways and strategies of research, analysis and writing. In this sense, the time frame was designed considering the path of life and profession of a \"doyen of public school teachers\", starting from the 1830s and extending to the last decade of the Empire. The sources used are a diverse group of materials such as reports, manuscripts documents and journals of the time. The study is organized in four movements. In the first chapter, I try to analyze the relationships with the government and agencies operated by teachers of the Court who acted with Pardal in the same period. In the second, I tried to analyze the multiple networks established from school subjects, linked to the local dynamics in which the school was located with the emphasis on relationships and agencies formed between teacher, students and residents. In the third, I intended to understand the teachers in the movement of the city through social, cultural and political institutions that allowed the exercise of teacher protagonism. In the last chapter, I aimed at reflecting in the perspective of \"connected histories\" to understand the teachers dialogue with knowledge, subjects or experiences from other places, specifically in connection with France, by Professor Pardal. Thereby, I intended initially to focus on questions around the territory of the teaching profession in the Court. Then I focus on the scale of one school and its location, and then I move the analysis to the activities of the subjects in a broader scenario and understand their connections with other spaces, and so connecting the threads that make the weaving of primary teaching, the story of a teacher of the Court and the places of teaching in the city.

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No. of bitstreams: 2 Dissertação - Rosiane Correa Guimarães - 2015.pdf: 5283383 bytes, checksum: 0a0ac82d1ae4d2919cc7f38b1f884e9e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-03-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The environmental issue is the theme in almost all discussions, forums and events, given that the current environmental crisis is the result of a development model based on overexploitation of natural resources and a highly consumerist society, which ultimately stimulate this degradation. Therefore, the Environmental Education (EE) appears as a tool to raise awareness, stimulate the change of habits and values, as well as collaborate in the transformation of people in critical subjects, active and engaged in their living place. Given the above, the research aims to understand the role of geography in the EE‟s practice from the proposal of the National Curricular Parameters (NCP) for cross-cutting themes, emphasizing the 5th year of primary school, in two schools, in Catalão (GO), a rural and an urban. In that case a bibliographic review was carried out on the use and appropriation of nature by man, to understand the emergence of environmental problems, in addition to the documentary research in order to reflect on the importance of EE in the teaching and learning process and how the NCP have on the subject. It was held a field research in schools chosen in order to know the reality of EE in these spaces, applying interview scripts for teachers and implementation of practical activity with students. Such activity was to ask students to represent in design, what they regard as environment. In total, 36 students participated in the activity, and, through drawings we found them have a naturalistic vision of environment, which does not take into account the presence and activity of man. This idea comes from the very teacher training that replicates the knowledge in a fragmented manner and it doesn‟t contribute to students develop their holistic thinking. The EE encourages change in behavior and attitudes toward environmental issues. In addition, EE is the development of new attitudes and critical capacity to analyze the role of society in relation to the challenges of building a healthy collective environment for present and future generations. / A questão ambiental é tema presente em quase todas as discussões, fóruns e eventos, haja vista que a crise atual é resultado de um modelo de desenvolvimento pautado na exploração exagerada dos recursos naturais e numa sociedade extremamente consumista, que acaba por estimular essa degradação. Diante disso, a Educação Ambiental (EA) surge como instrumento para sensibilizar, estimular a mudança de hábitos e valores, bem como colaborar na transformação das pessoas em sujeitos críticos, ativos e atuantes em seu lugar de vivência. Diante do exposto, a pesquisa tem como objetivo principal compreender o papel da Geografia na prática da EA a partir da proposta dos Parâmetros Curriculares Nacionais (PCN) para Temas Transversais, com ênfase no 5º ano do Ensino Fundamental, em duas escolas do município de Catalão (GO), uma rural e outra urbana. Para isso, foi realizada revisão bibliográfica sobre o uso e apropriação da natureza pelo homem, para compreender o surgimento dos problemas ambientais, além da pesquisa documental, a fim de refletir sobre a importância da EA no processo de ensino e aprendizagem e como os PCN dispõem sobre o tema. Foi realizada ainda, pesquisa de campo nas escolas escolhidas a fim de conhecer a realidade da EA nesses espaços, com aplicação de roteiros de entrevista para os professores e execução da atividade prática com os alunos. Tal atividade consistia em solicitar aos alunos que representassem, em desenho, aquilo que eles consideram como ambiente. No total, participaram da atividade 36 alunos, e através dos desenhos pôde-se constatar que os mesmos têm uma visão naturalista de ambiente, que não leva em conta a presença e atuação do ser humano. Essa ideia decorre da própria formação dos professores que reproduzem o conhecimento de forma fragmentada e contribui para que os alunos não construam o pensamento holístico. Mais do que ações simplistas sobre ambiente, a EA incentiva a mudança de comportamentos e atitudes ante a problemática ambiental. Ademais, a EA é o desenvolvimento de novas posturas e da capacidade crítica para analisar o papel da sociedade em relação aos desafios de se construir um ambiente coletivo saudável para as atuais e futuras gerações.

Made available in DSpace on 2016-08-17T13:54:31Z (GMT). No. of bitstreams: 1 DISSERTACAO SELMA ROMANA.pdf: 10599951 bytes, checksum: a095acf0f127e2a8310ce5ac2bae610b (MD5) Previous issue date: 2012-08-30 / This study aims to give visibility to the woman teacher as a subject of knowledge, highlighting its role in primary Maranhão between 1960 and 1964. It starts from the assumption that the devaluation of the activities and functions undertaken by women teachers in the pedagogical field is tied to the historical position of inferiority assigned to women in society and education. This study highlights the contributions of women's history and the history of education through the work of Almeida (2004), Amâncio (2001), Lopes (2003), Müller (1999) and Perrot (2007), for an understanding of how it came the relationship of women with knowledge over time and the meanings attributed to the increasing presence of women in teaching. By demonstrating the changes in brazilian elementary school through the first half of the twentieth century, presents the new expectations around the role of the woman teacher in a context of intense political initiatives, scientific and pedagogical who sought to extend the functions of social education and general level of said instruction, in particular during the study period. In Maranhão, the preparation of the Programme for Primary Schools of the State speech was not only political-educational renewal through which passed the primary school in the country, but also the different spaces and functions Maranhão won the women teachers within public administration education. In the performance of technical and pedagogical activity, women teachers turn their vision for the school Maranhão, and from scientific knowledge and teaching appropriate for them, lay the foundations for the organization of time and place of learning, as well as guidelines for the development of education to effectively fulfill its objectives. The experience of the group of primary teachers responsible for the development of the curriculum contributed to another representation of women in education, the scientific and technical-pedagogical, and gained new functions has overstepped the bounds of the classroom, to assert themselves as subject of knowledge. / Este estudo tem por objetivo dar visibilidade à mulher professora, enquanto sujeito do conhecimento, destacando sua atuação no ensino primário maranhense entre os anos de 1960 e 1964. Parte-se do pressuposto de que a desvalorização das atividades e funções assumidas pelas mulheres professoras no campo pedagógico está atrelada à histórica posição de inferioridade designada às mulheres na sociedade e na educação. Este estudo destaca as contribuições da história das mulheres e da história da educação através dos trabalhos de Almeida (2004), Amâncio (2001), Lopes (2003), Müller (1999) e Perrot (2007), para uma compreensão de como se deu a relação das mulheres com o saber ao longo dos tempos e dos significados atribuídos à crescente presença feminina no magistério. Ao demonstrar as mudanças ocorridas na escola primária brasileira ao longo da primeira metade do século XX, apresenta-se as novas expectativas em torno da atuação da mulher professora, em um contexto de intensas iniciativas políticas, científicas e pedagógicas que procuraram ampliar as funções sociais da educação de um modo geral e do referido nível de ensino, em especial, durante o período em estudo. No Maranhão, a elaboração do Programa para o Ensino Primário das Escolas do Estado foi expressão não somente da renovação político-educacional pela qual passava a escola primária no país, mas, também, dos diferentes espaços e funções conquistados pelas mulheres professoras maranhenses, no âmbito da administração pública educacional. No desempenho da atividade técnico-pedagógica, as mulheres professoras voltam sua visão para a escola primária maranhense, e a partir de conhecimentos científicos e pedagógicos por elas apropriados, lançam as bases para organização de tempos e espaços de aprendizagem, bem como as orientações para que o desenvolvimento do ensino cumprisse efetivamente com seus objetivos. A experiência do grupo de professoras primárias responsáveis pela elaboração do programa de ensino contribuiu para outra representação da mulher na educação, que pelo domínio científico e técnico-pedagógico, conquistou novas funções e extrapolou os limites da sala de aula, para afirmar-se enquanto sujeito do conhecimento.

Orientador: Maria Cristina Menezes / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T22:50:28Z (GMT). No. of bitstreams: 1 Cason_SilviaRegina_M.pdf: 5411150 bytes, checksum: dc04a847be0884269285a1ab94e879a8 (MD5) Previous issue date: 2014 / Resumo: Este trabalho teve como propósito investigar e traçar o perfil dos alunos do Grupo Escolar "Francisco Glicério", o primeiro grupo escolar de Campinas, no início do século XX, de forma a levantar informações sobre suas progressões escolares em suas passagens pela instituição. Dessa forma, buscou-se, inicialmente, apresentar, de forma breve um pouco da história da cidade, alicerçada em pesquisas já realizadas, a fim de contextualizar o local em que se deu a criação da escola em Campinas. Em seguida, a partir dos livros de matrículas, foram construídas amostragens com as quais são analisadas, ano a ano, as trajetórias de persistências e desistências daqueles meninos e meninas que não conseguiram concluir o ensino primário. Na sequência é dedicado um estudo sobre as trajetórias de sucesso dos alunos (meninas e meninos) que concluíram o curso no tempo determinado pela lei ¿ 4 anos, como também, aqueles que necessitaram de um pouco mais de tempo para chegar ao término. Por último, uma apreciação geral sobre o que foi investigado e os resultados encontrados / Abstract: This study aimed to investigate and profile of students of the School Group "Glicério Francisco", the first school group of Campinas, in the early twentieth century, in order to gather information on their school progressions in their tickets by the institution. Thus, we sought to initially present briefly some of the history of the city, based on previous studies in order to contextualize the place that did the development of the school in Campinas. Then, from the books of enrollments, with which samples are analyzed, year by year, the trajectories of dropouts and persistence of those boys and girls who did not finish primary school were built. Following is a dedicated study of the trajectories of success of students (girls and boys) who completed the course in time determined by law - 4 years, as well as, those who needed a little more time to reach the end. Finally, a general discussion about what was investigated and the results found / Mestrado / Filosofia e História da Educação / Mestra em Educação

Orientador: Elaine Prodócimo / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Física / Made available in DSpace on 2018-08-24T02:26:29Z (GMT). No. of bitstreams: 1 Oliveira_LucianaDiasde_M.pdf: 8143524 bytes, checksum: b2e0e79d66bffc74b782d23a5a0e24c6 (MD5) Previous issue date: 2013 / Resumo: Esta é uma pesquisa de caráter qualitativo com o objetivo de investigar como estão sendo integradas as crianças de seis anos no primeiro ano do ensino fundamental, e como o brincar vem sendo inserido nesse contexto; além de analisar a opinião de docentes sobre esta questão. A determinação legal para a "inclusão" das crianças de seis anos no ensino fundamental se deu por meio da lei 9.394, de 20 de dezembro de 1996, o prazo para esta implementação foi até o ano de 2010. A pesquisa foi realizada na cidade de Indaiatuba/SP, que aderiu a esta mudança no ano de 2009. No trabalho de campo foram realizadas entrevistas com docentes e coordenadores pedagógicos de escolas de ensino fundamental, acrescidas de observação de aula das turmas de primeiro ano. Os sujeitos escolhidos para participarem da pesquisa foram os professores de sala do primeiro e segundo ano do ensino fundamental; os professores de Artes e de Educação Física do primeiro ano do ensino fundamental, e os coordenadores pedagógicos. Duas escolas municipais fizeram parte do trabalho de pesquisa, somando o total de dez participantes entrevistados. As entrevistas foram semi-estruturadas, gravadas e transcritas na íntegra para posterior análise. Foram realizadas dez observações da rotina de duas turmas de primeiro ano, uma turma em cada escola pesquisada. As observações de aula foram base do diário de campo composto durante as mesmas. A análise do trabalho de campo foi feita com base na triangulação de dados, relacionando a coleta do campo com a bibliografia do tema referido. A análise dos dados do trabalho de campo nos guia a refletir sobre duas incidências que recaem ao brincar: a negligência e o equívoco. O brincar voluntário, partindo da própria criança é substituído pelo brincar dirigido. Em quase todo momento da rotina escolar, o brincar é postergado e subordinado ao conteúdo de aula; e o movimento das crianças é cerceado dentro da sala de aula. Mesmo assim, ele existe e se faz presente de forma relutante na voz das crianças (corporalmente), em momentos de liberdade ou libertação, quando a vigilância externa afrouxa ou a construção deste espaço é feita na parceria professor-aluno / Abstract: This is a qualitative study aiming to investigate how children of six years are being integrated in the first year of elementary school, and as the play has been inserted in this context, and also examine the views of teachers on this issue. The legal determination for the "inclusion" of children of six years in elementary school was through the law 9394 of December 20, 1996, the deadline for this implementation was by the year 2010.The research was conducted in Indaiatuba / SP, which adhered to this change in 2009. During the fieldwork, interviews were conducted with teachers and coordinators of elementary schools, plus classroom observation of classes of the first year. The individuals chosen to participate in the research were the classroom teachers of the first and second year of elementary school, teachers of Arts and Physical Education of the first year of elementary school, and coordinators. Two public schools were part of the research, totaling the number of ten participants interviewed. The interviews were semi-structured, recorded and transcribed for later analysis. Ten observations of routine were made in two groups of first year, one class in each school surveyed. The observations in the classroom became the basis for the field diary. The analysis of the field work was based on the triangulation of data collected in the field plus the bibliography of related topics. The analysis of data from field work leads us to reflect on two incidents that fall under play: neglect and misunderstanding.The free play leaving of the child is replaced by play directed. Almost every moment of the school routine searched, the play is postponed and subordinated to the lesson content, and the movement of children is curtailed within the classroom. Nevertheless, it exists and is present of reluctant form in voice of children (bodily) in moments of freedom or liberation, where the external vigilance slackens or the construction of this space is made in the teacher-student partnership / Mestrado / Educação Fisica e Sociedade / Mestra em Educação Física

M.Ed. / Educators face the pressure of accountability from parents, employers, the state and the society. The success of teaching and learning at schools depends on the educator’s commitment and capabilities. The central question was : How can we describe the effectiveness of the developmental appraisal system at Thokoza primary schools and what are the reasons for a lack of commitment, capabilities and performance in the teaching staff? The focus of the study was a package of factors including the network of relationships in which educators are involved, which may be addressed to revitalize educators’ performances. The study was geographically confined to Thokoza Primary Schools in the East Rand. A convenient sample was chosen. Tools used were, questionnaires and interviews among educators and principals, and a critical review of the related literature. The project did not aim at generalization of the results but a sample, in depth understanding of the education situation concerning the developmental appraisal system at Thokoza Primary Schools.

The aim of this study is to increase the understanding of digitization in school. More specifically it investigates the use of digital tools implemented in teaching activities. The study also aims to find out what opportunities digital use gives rise to in the role of primary school teachers and how digital progress has influenced the professional role. The three formulated questions that characterize the study are; “How do primary school teachers use digital tools in their professional activities?”, “To what extent do primary school teachers use digital tools in their professional activities?”, “What possible and changed ways of working have digital tools given rise in the professional education of primary school teachers?”. The empirical study is based on 63 questionnaires completed by primary school teachers in Uppsala County, which is the selection for this study. The theoretical framework consists of Engeströms activity theory, which is based on the socio-cultural perspective of learning founded by Vygotskij. The study is also based on previous research concerning the digitization of schools, including the digital tools as aids and digital literacy.   The result shows that the digital tools characterize the profession as a primary school teacher and that these tools have come to play a major role in teaching. The digital tools are used to a very large extent every day and have brought in many opportunities and also contributed to changed working methods in school. The result also shows that the digital tools can have negative effects, but most of the digital tools are seen as an asset.

Mozambique remains one of the poorest countries in the world and has one of the least functional basic education systems. Despite a rapid expansion in access to basic education, the vast majority of pupils fail to complete a full seven year cycle of primary school. This research aims to better understand the characteristics, causes and consequences of children dropping out of primary school among low income families in rural areas. The research is based upon a qualitative fieldwork study in Ribáué, a rural district in the northern province of Nampula. Theoretically orientated by the Capabilities Approach, giving a holistic conception of education and development, this research will analyse the findings using the Sustainable Rural Livelihoods (SRL) framework. Such a model enables the analysis to incorporate a diverse range of household, societal and exogenous aspects to give a rich interpretation of the situation. Given education’s prominence in many development discourses, particularly in relation to the Millennium Development Goals and the forthcoming post-2015 agenda, this research aims to contribute a deeper understanding of the role of education in such situations, what factors influence the dropout phenomenon, and the consequences of children failing to finish primary school. The results indicate that dropouts are characterised by situations of extreme income poverty interacting with exogenous factors which create vulnerable livelihoods and where the quality of education is considered low. The causes of dropouts generally relate to families’ lack of resilience to cope with socio-economic shocks and the paucity of post-school opportunities. The consequences are severe for the individuals, their families and Mozambique, resulting in limited capacity to create sustainable livelihoods. There is also a likely transgenerational effect, with future generations afflicted by persistent vulnerability due to a lack of capabilities and opportunities from not completing school.

English is an important language since the world is becoming more interconnected and it is central to motivate Swedish pupils to study language. The Swedish Agency for Education states that motivation and learning increase when pupils access a living language and that teacher therefore should use authentic material. Yet, teachers of the English subject still rely a lot on textbooks. The aim of this study is to highlight the use of literature in the EFL classroom for grades 4-6, and to investigate teachers’ attitudes to the use of literature and also examine how they use literature and what they want to achieve by that use. To answer those questions an empirical study was conducted through interviews and a questionnaire. The main findings of this study are that teachers have a positive attitude towards using literature with their pupils and wants to use it more than they currently do. The main reason teachers use literature is to increase the pupils’ vocabulary and help them learn grammatical patterns as well as increasing their motivation. The most commonly used method is reading aloud. However, there are some hindrances for using literature such as the poor availability of English literature in schools. / <p>Engelska</p>

Syftet med denna studie är att undersöka hur arbete med problemlösning, på lågstadiet, kan inverka på elevers motivation till att lära matematik. Denna studie undersöker hur lärare uppfattar och ser på hur elevers motivation till att lära matematik påverkas genom arbete med problemlösning.Som datainsamlingsmetod valdes kvalitativa intervjuer vilket skedde genom ett fysiskt möte eller via telefon, där ljudupptagningar användes. Motivationsteorierna tron på sin egen kapacitet och målorienteringsteorin användes för att konstruera intervjufrågor samt som analysverktyg. Även Skolverkets kvalitetsgranskning ”Lusten att lära-med fokus på matematik” användes som ett verktyg för att skapa intervjufrågor samt till att analysera resultatet. Urvalet i studien utgjordes av verksamma lärare på lågstadiet.I bearbetning av resultatet framkommer att arbete med problemlösning påverkar elevers motivation till att lära matematik, både positivt och negativt. I resultatet visas även hur elevers motivation påverkas av arbete med problemlösning och varför. / The purpose with this research study is to investigate how work with problem solving, in primary school, can impact on pupil’s motivation to learn mathematics. This study investigates how teachers perceive and their views on how pupil’s motivation to learn mathematics, effects by work with problem solving. As data collection method, elected qualitative interviews, which was performed by a physically meeting or by telephone, where phonogram was used. To create the questions in the interview and as a tool to analyse is the theory The believe in your capacity and The achievement goal theory. Even Skolverkets quality control “Lusten att lära-med fokus på matematik” were used as a tool to create the questions in the interview and to analyse the result. The selection that was made was to only interview active teachers in primary school.In the processing of the results reveals that work with problem solving effects pupils’ motivation to learn mathematics, positively and negatively. It also reveals how work with problem solving affect pupils motivation to learn mathematics and why.