The percentage of male teachers is at its lowest number in 40 years. The problem is that fewer males are choosing elementary teaching as a career choice. As a result, many elementary students rarely see a male teacher during their formative education years. This issue is a concern for superintendents, college of education deans, recruiters, school administrators, and parents whose children are not being exposed to a diverse teacher workforce that includes male elementary teachers. The purpose of this study was to better define and understand the unique experiences of male elementary teachers in today's classroom. The conceptual framework for the study incorporated Levinson's adult male development theory, Palmer's teaching landscape, and Mezirow's transformative learning theory. This qualitative study investigated the experience of 6 male elementary teachers in 3 different school districts in a southeastern state. This study followed Moustakas's phenomenological method utilizing criterion sampling. Data were collected, analyzed, and coded for preliminary categories and themes. Four themes emerged: (1) male role modeling, (2) readying students, (3) establishing mentoring relationships, and (4) mattering. The findings show that male elementary teachers are a crucial voice for some students, and they fulfill a needed role in the elementary school. This study addresses positive social change by providing a voice for the male elementary teacher, a diminishing but important teaching population, while also illustrating how the male elementary teacher's presence in the classroom can serve as a positive role model, mentor, and diverse elementary learning experience for the children.

Thesis (Ph.D.)--James Madison University, 2010. / Includes bibliographical references.

Made available in DSpace on 2015-07-22T20:50:31Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-08-26. Added 1 bitstream(s) on 2015-08-11T03:26:11Z : No. of bitstreams: 1 Publico-12755.pdf: 1284523 bytes, checksum: 672e63a88d9a1415ba3b8db7d4c9b783 (MD5) / INTRODUÇÃO: O processo de avaliação e reestruturação do ensino superior no Brasil a partir da implantação das novas Diretrizes Curriculares Nacionais preconiza a importância da pesquisa e dos cenários da prática na formação do profissional. O foco da discussão tem se pautado nas características de profissional que se quer e que se precisa para a realidade brasileira. Nas Universidades torna-se pauta a discussão sobre a importância da prática ser reconhecida como eixo, a partir do qual se identifica, questiona, teoriza e investiga os problemas emergentes no cotidiano da formação, congregando estrutura curricular, conteúdos e estratégias de ensino-aprendizagem que possibilitem que a construção do conhecimento ocorra de forma contextualizada. OBJETIVO: Analisar a partir das concepções de docentes e alunos de cursos de psicologia do município de Santos / SP, a contribuição que os cenários da prática relacionados à saúde e vivenciados na graduação oferecem à formação do profissional, no contexto das Novas Diretrizes Curriculares. PROCEDIMENTOS METODOLÓGICOS: Para Produção dos dados considerou-se a metodologia qualitativa numa perspectiva sócio-histórica utilizando-se como instrumentos, a entrevista de tipo semi-estruturada e aplicação de grupos focais. Foram realizadas treze entrevistas com professores e coordenadores de curso, bem como realizados dois grupos focais com participação total de quatorze alunos e mais quatro entrevistas individuais. Os dados foram produzidos nos meses de junho a dezembro de 2008. RESULTADOS: Os participantes da pesquisa consideram positivas algumas mudanças nas diretrizes curriculares para o curso de psicologia, dentre elas, a inserção dos alunos em cenários da prática a partir dos primeiros anos do curso e a possibilidade de cada instituição poder escolher as ênfases que serão oferecidas pelos cursos. Sugerem também a necessidade do aprofundamento da discussão acerca de uma formação mais generalista, bem como de uma prática psicológica mais pautada nos princípios do SUS. CONSIDERAÇÕES FINAIS: Os resultados, bem como dados da literatura, evidenciam que a maioria das universidades ainda está em processo de adaptação de seus currículos para estar em conformidade com o que preconiza as novas diretrizes curriculares. Apesar de todas as controvérsias que permearam o processo de construção das novas diretrizes curriculares para o curso de psicologia, elas se configuram enquanto um significativo avanço, no sentido de que aspiram à mudança do paradigma na formação do psicólogo. / INTRODUCTION: The process of evaluation and restructuring of higher education in Brazil from the deployment of the new National Curriculum Guidelines advocates the importance of research and the scenarios in the practice of professional training. The focus of the discussion has been based on the characteristics of professional you want to and that you need for the Brazilian reality. In universities it is a staff discussion on the importance of practice is recognized as the axis, from which we identify, question, theory and investigates the problems emerging in the daily training, bringing together curriculum structure, contents and strategies of teaching and learning that allow the construction of knowledge occurs in a context. OBJECTIVE: To analyze from the conceptions of teachers and students of psychology courses in the city of Santos / SP, the contribution that the scenarios of practice relating to health and experienced in providing the training of graduate training, in the context of the new curricular. METHODOLOGICAL PROCEDURES: For the production data was considered the qualitative methodology in socio-historical perspective by using as instruments, the interview kind of semi-structured and application of focus groups. Thirteen interviews were conducted with teachers and course coordinators, and two focus groups conducted with the total of fourteen students and four individual interviews. The data were produced in the months June to December of 2008. RESULTS: The participants of the research consider some positive changes in the curriculum guidelines for the course in psychology, including the integration of students in the practice scenarios from the early years of the course and scope of each institution to choose the emphases will be offered by courses. Also suggest the need for further discussion about a more general training, as well as a more psychological practice based on the principles of the SUS. CONCLUSION: The results and data from literature, show that most universities are still in the process of adapting their curricula to comply with the calling the new curriculum guidelines. Despite all the controversy that permeated the process of construction of the new curriculum guidelines for the course in psychology, as they constitute a significant advance in that aspire to change the paradigm in the training of psychologists. / TEDE / BV UNIFESP: Teses e dissertações

No description available.

Esta tese aborda algumas questões que envolvem a formação e o trabalho de psicólogos em instituições públicas ao propor uma perspectiva de análise que privilegia a dimensão das relações intersubjetivas (grupo) como fundamentais à compreensão do campo institucional, a partir da referência teórica da Psicologia Social, de Pichon-Rivière; da Análise Transicional, de René Kaës e das contribuições de José Bleger. Apoia-se na Análise Institucional do Discurso (Guirado) para propor um recorte metodológico que toma o conceito de vínculo como unidade de análise dos fenômenos institucionais e como constituição do sujeito psíquico, nas várias dimensões de sua determinação: intrapsíquica, intersubjetiva (consciente e inconsciente) e transubjetiva, e nos processos psíquicos grupais e institucionais que se manifestam pelas suas malhas, amarrações, pactos, rupturas, enrijecimentos etc. Trabalha-se com a noção de sujeito do inconsciente enquanto sujeito do grupo (Kaës) para pensar as relações que ele estabelece no campo institucional para realização de sua tarefa na instituição. O campo de investigação constitui-se de relatórios elaborados por alunos graduação do IPUSP para a parte prática da disciplina Processos Grupais (visita a uma instituição pública). Como resultado de análise, evidencia-se promover uma formação em Psicologia centralizada no grupo e no âmbito do coletivo para a construção de uma postura de psicólogo pesquisador voltado ao campo institucional (como trabalhador ou consultor). Para isso, exige-se a ampliação das articulações entre instituições de formação e trabalho, no estabelecimento de espaços de troca pelos quais a formação do psicólogo realize-se entre ambos. O trabalho do psicólogo pesquisador nas instituições, orientado pela Análise Institucional do Vínculo e indissociavelmente realizado pelo dispositivo de grupo, estabelece-se no cumprimento da função de intermediário nas relações institucionais de forma a criar espaços de transicionalidade que contribuam no trabalho psíquico grupal, na superação de obstáculos, na geração de processos de transformação e mudança e no cumprimento da tarefa social da instituição / This thesis discusses some issues of the university education and the work of psychologists in public institutions by proposing a perspective of analyses which emphasizes the dimension of intersubjective relations (the group) as central in order to comprehend the institutional field. Its theoretical basis is the Social Psychology (Pichon-Rivière), the Transitional Analyses (René Kaës) and Blegers contributions. It is also supported from the contributions of the Institutional Analyses of the Discourse (Guirado), to propose a methodological frame which considers the concept of bond as a unity of analyses of institutional phenomena as well as in the constitution of the psychic subject, in the various dimensions of its determination such as: intrapsychic, intersubjective (conscious and unconscious) and transubjective; and also of the psychic grupal and institutional processes which are expressed by the meshes, moorings, pacts, stiffening, disruptions etc. It has been worked with the concept of subject of the unconcious as being subject of group for to think its relationships in the institutional field for the accomplishment of its institutional task. The field of investigation is composed by reports elaborated by students of degree at IPUSP for the discipline Processes Group (visiting a public institution). The main results of the analyses show the great importance of promoting a university education centralized in the group and the collective scope in order to organize a training of the psychologist as a researcher of institutional field (as worker or consultant). For so, it is required the work of promoting the links among university education and work institutions towards the creation of exchanges possibilities in which the university education could take place in both spaces. The work of psychologist researcher in the institutions, driven by the Institutional Analysis of the Bound and inextricably develloped by the group as a device, is developed when it assumes the function of the intermediary in the institutional relationships and generates transitional spaces that contribute to the grupal psychic work of surpassing barriers, in the process of change and transformation and the accomplishment of institution social task

Made available in DSpace on 2016-04-28T20:57:54Z (GMT). No. of bitstreams: 1 Airton Tadeu Barros Munhos.pdf: 1207048 bytes, checksum: 122b2128fd0ddf9456aeba3da87eaa21 (MD5) Previous issue date: 2009-05-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present study represents a bibliographic research regarding the topic of school inclusion of people with intellectuall disabilities, in thesis and dissertations, produced by the Psychology and Education Program (with focus on Psychology) in Brazil (2002 to 2006), available online at the CAPES database. This study attempts to answer the question of how the topic of school inclusion of people with intellectual disabilities have been treated in dissertations and thesis: number, institutions, how was the research conducted, theoretical references, which ideas are been adopted, and conclusions. A total of thirteen dissertations and one thesis about the topic of school inclusion of people with intellectual disabilities were mapped and analyzed. The subjects were many; therefore the majority of the work delves into the ideas and experience of the teachers about the school inclusion of students with mental disabilities (28 % of searches). Additionally there s a concern with children with intellectual disabilities inside the familiar and school contexts. The contribution and observations of other professionals within this subject was noted. The most frequent inquiry was the qualitative (84%). The most used tools were interviews and observation. The authors consulted with more frequency in the subject of intellectual disabilities were Vygotsky, Pessotti, Glat and Sassaki. For the topic of School Inclusion the most cited authors were Mantoan, Mazzotta, Stainback e Stainck, and Mrech. For the subject of intellectual disabilities the most used definition was AAMR (42%), followed by the reference of theory social-historical of Vygotsky (35%). The presence of the school inclusion topic during the research was diverse. Finally, the research proved that aside from the majority of subjects (teachers in general) it showed in favor of school inclusion. The results speak of the difficulties and needs that most be satisfied before effective school inclusion of people with intellectual disabilities can take place / O presente estudo constitui-se de uma pesquisa bibliográfica sobre a produção de pesquisas relativas ao tema da inclusão escolar de pessoas com deficiência intelectual no ensino regular, em teses e dissertações produzidas pelos programas de Psicologia e Educação (com concentração em Psicologia) no Brasil, entre os anos de 2002 a 2006, disponíveis, on-line, no Banco de Dados da CAPES. Procurou-se responder como a questão inclusão escolar das pessoas com deficiência intelectual está sendo tratada nas pesquisas sobre essa temática a partir da caracterização das pesquisas: número; instituição; como estão sendo realizadas essas pesquisas; os referenciais teóricos; as concepções e denominações de deficiência intelectual que estão sendo adotadas; conclusões a que se tem chegado. Como resultado chegou-se a treze dissertações e uma tese sobre o tema da inclusão escolar de pessoas com deficiência intelectual, que foram mapeadas e analisadas. Os temas pesquisados foram variados, porém a maioria dos trabalhos pesquisou as experiências e concepções do professor sobre a inclusão escolar e da deficiência intelectual (28% das pesquisas); houve também a preocupação com as crianças com deficiência intelectual dentro dos contextos familiar e escolar, observando-se a valorização da interação e a contribuição de outros profissionais nos temas pesquisados. A abordagem de pesquisa mais utilizada foi a qualitativa (84%); Os instrumentos mais utilizados foram a entrevista e observação. Para a conceituação da deficiência intelectual foram utilizados autores como Vygotsky, Pessotti, Glat, Sassaki; e para a conceituação de inclusão escolar os autores mais citados foram utilizados Mantoan, Mazzotta, Stainback e Stainck e Mrech. Para a conceituação da deficiência intelectual a definição da AAMR foi a mais utilizada (42%); seguindo-se de pesquisas em que recorreu-se ao referencial teórico da teoria sócio-histórica de Vygotsky (35%). A conceituação da inclusão escolar apresentou-se de forma diversificada, não se constatando concepções explícitas nas pesquisas. Por fim, analisando-se a forma como a inclusão escolar das pessoas com deficiência intelectual vem sendo tratada, as pesquisas mostraram que embora todos autores mostrem-se favoráveis à inclusão escolar, os resultados pautam-se pelas declarações sobre dificuldades e necessidades para a efetuação do processo inclusivo das pessoas com deficiência intelectual

Made available in DSpace on 2014-12-17T15:39:04Z (GMT). No. of bitstreams: 1 JoycePC_DISSERT.pdf: 1654452 bytes, checksum: 3d17fc8fd225829ff44c0704cb38ddf8 (MD5) Previous issue date: 2013-08-23 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The present research aimed to analyze the presence of national scientific production in undergraduate studies in Psychology of Rio Grande do Norte. Therefore, the bibliographical references contained in education plan of subjects linked to the common center of the courses, which were taught in 2011 in three Psychology courses of the state, were focused. The analysis of the material was based on bibliographical and contextual aspects of the production, such as year, nationality, type of material, authorship (including the link of authors to PPGs), structuring axis of the subject in which it was mentioned, among others. The results showed that the national production is predominant in all courses, and they are, mostly, originated from PPGs of Psychology. Among these, the publications resulted from programs in Southwest, with emphasis to PUC-SP, are recent (mostly from 2000s) and they are predominantly composed by books (organizations and full texts). Regarding the distribution of Psychology PPGs production by the structuring axes, it is observed that it surpasses the foreign production only in axis C (procedures of scientific investigation and professional practice) and axis F (professional practices). Accordingly, it is concluded that Psychology production is found in graduation, sharing space with foreign publications and from other areas of knowledge. On the one hand, this is positive, by taking into account the importance of several foreign works and from other fields to build the knowledge in Psychology; on the other hand, it shows that the production from this area is inserted in graduation in a less significant way than its growth, which points out the existence of gaps in the development of some investigative domains from national Psychology / A presente pesquisa objetivou analisar a presen?a da produ??o cient?fica nacional em Psicologia na forma??o graduada de psic?logos no Rio Grande do Norte. Para tanto, focalizou-se as refer?ncias bibliogr?ficas contidas em planos de ensino de disciplinas ligadas ao n?cleo comum dos cursos, ministradas em 2011 em tr?s cursos de Psicologia do estado. A an?lise do material deteve-se em aspectos bibliogr?ficos e contextuais da produ??o, tais como ano, nacionalidade, tipo de material, vincula??o dos autores a Programas de P?s-Gradua??o (PPG), eixo estruturante da disciplina em que foi citado, dentre outros. Os resultados revelaram que a produ??o cient?fica nacional ? predominante em todos os cursos, sendo, em sua maioria, oriunda de PPGs de Psicologia. Dentre estas, prevalecem publica??es provenientes de programas localizados no Sudeste, com destaque para a PUC-SP; s?o recentes (maioria da primeira d?cada de 2000) e compostas, predominantemente, por livros (organiza??es e textos integrais). Quanto ? distribui??o da produ??o dos PPGs de Psicologia pelos eixos estruturantes, verifica-se que a mesma supera as publica??es estrangeiras somente nos eixos C (procedimentos de investiga??o cient?fica e pr?tica profissional) e eixo F (pr?ticas profissionais). Diante disso, conclui-se que a produ??o de Psicologia encontra-se, sim, na gradua??o, dividindo espa?o com publica??es estrangeiras e de outras ?reas do saber. Por um lado, isso se mostra positivo, tendo em vista a import?ncia de diversas obras estrangeiras e de outros campos para a constru??o do conhecimento em Psicologia; por outro, revela que a produ??o da ?rea entra na gradua??o de modo menos expressivo que o seu crescimento, indicando a exist?ncia de lacunas no desenvolvimento de alguns dom?nios investigativos da Psicologia nacional

This research examines problematic and taken for granted issues in Scottish Secondary Education, from a critical community psychological perspective. Young people are positioned as central to the research, in particular young people experiencing exclusion being the most disempowered group in education, and to fully understand problems they experience the thesis develops a standpoint with young people. Methodologically the research is grounded in a particular approach to praxis. Critical reflection, action and knowledge construction all influence one another cyclically in complex relationships, at times conflicting and at others developing together dialogically and these relationships are embraced and reflected upon carefully. Power and knowledge are viewed as being inextricably linked and knowledge, what is legitimated within a certain frame of reference as ‘truth’ or ‘reality’, is viewed as being constructed by dominant groups with the power to do so. Ethnography was carried out in three educational settings: a mainstream High School; a Special School in a city centre catering for young people experiencing exclusion; and a Youth Project where permanently excluded young people were on an alternative curriculum. Qualitative methods were used in a varied and tailored way for each setting and group of people and included Participatory Action Research and group work with young people, interview and group work with teachers, active participation in settings leading to fieldwork notes, and collection of textual information. Analysis involved careful examination of a wide variety of material, drawing on various methods of discourse analysis. The research material was analysed for the ways in which education made possible and placed limits on legislation, social practices, ways of speaking and ways of being. The assumption that adults must be in control of young people in education was found to be absolute and pervasive, stemming from societal ideas of young people, but also perpetuating them. This emerged throughout my research, from practices in mainstream school to ways of speaking available to adults and young people. Inclusion, while often spoken of in relation to equality and social justice, in practice is often conditional, and is re-positioned in this thesis as a form of control. School exclusion is often described in education as being expelled or suspended, but is repositioned in this research more generally as being excluded from learning and peers, and is argued as inherently problematic. Problematic, institutional, educational discourse is constructed as often placing limits on ways of speaking, such that critical reflection and action within secondary education becomes very difficult for adults and young people. Ways of speaking available to young people are examined and demonstrate that while education imposes particular ways of speaking and being, young people find opportunities to resist and reconstruct. Ways of being are examined, between adults and young people in educational settings, and an account of performance of resistance and compliance between young people and adults is developed. This research draws on a complex and multi disciplinary use of theory, literature, methodology and methods, and in doing so constructs an account of young people’s experiences in education that is based on a standpoint with young people. By grounding the research in the interests of young people, particularly those experiencing school exclusion, it challenges assumptions of dominance and control that have implications for education as a whole and all those operating within.

Esta tese aborda algumas questões que envolvem a formação e o trabalho de psicólogos em instituições públicas ao propor uma perspectiva de análise que privilegia a dimensão das relações intersubjetivas (grupo) como fundamentais à compreensão do campo institucional, a partir da referência teórica da Psicologia Social, de Pichon-Rivière; da Análise Transicional, de René Kaës e das contribuições de José Bleger. Apoia-se na Análise Institucional do Discurso (Guirado) para propor um recorte metodológico que toma o conceito de vínculo como unidade de análise dos fenômenos institucionais e como constituição do sujeito psíquico, nas várias dimensões de sua determinação: intrapsíquica, intersubjetiva (consciente e inconsciente) e transubjetiva, e nos processos psíquicos grupais e institucionais que se manifestam pelas suas malhas, amarrações, pactos, rupturas, enrijecimentos etc. Trabalha-se com a noção de sujeito do inconsciente enquanto sujeito do grupo (Kaës) para pensar as relações que ele estabelece no campo institucional para realização de sua tarefa na instituição. O campo de investigação constitui-se de relatórios elaborados por alunos graduação do IPUSP para a parte prática da disciplina Processos Grupais (visita a uma instituição pública). Como resultado de análise, evidencia-se promover uma formação em Psicologia centralizada no grupo e no âmbito do coletivo para a construção de uma postura de psicólogo pesquisador voltado ao campo institucional (como trabalhador ou consultor). Para isso, exige-se a ampliação das articulações entre instituições de formação e trabalho, no estabelecimento de espaços de troca pelos quais a formação do psicólogo realize-se entre ambos. O trabalho do psicólogo pesquisador nas instituições, orientado pela Análise Institucional do Vínculo e indissociavelmente realizado pelo dispositivo de grupo, estabelece-se no cumprimento da função de intermediário nas relações institucionais de forma a criar espaços de transicionalidade que contribuam no trabalho psíquico grupal, na superação de obstáculos, na geração de processos de transformação e mudança e no cumprimento da tarefa social da instituição / This thesis discusses some issues of the university education and the work of psychologists in public institutions by proposing a perspective of analyses which emphasizes the dimension of intersubjective relations (the group) as central in order to comprehend the institutional field. Its theoretical basis is the Social Psychology (Pichon-Rivière), the Transitional Analyses (René Kaës) and Blegers contributions. It is also supported from the contributions of the Institutional Analyses of the Discourse (Guirado), to propose a methodological frame which considers the concept of bond as a unity of analyses of institutional phenomena as well as in the constitution of the psychic subject, in the various dimensions of its determination such as: intrapsychic, intersubjective (conscious and unconscious) and transubjective; and also of the psychic grupal and institutional processes which are expressed by the meshes, moorings, pacts, stiffening, disruptions etc. It has been worked with the concept of subject of the unconcious as being subject of group for to think its relationships in the institutional field for the accomplishment of its institutional task. The field of investigation is composed by reports elaborated by students of degree at IPUSP for the discipline Processes Group (visiting a public institution). The main results of the analyses show the great importance of promoting a university education centralized in the group and the collective scope in order to organize a training of the psychologist as a researcher of institutional field (as worker or consultant). For so, it is required the work of promoting the links among university education and work institutions towards the creation of exchanges possibilities in which the university education could take place in both spaces. The work of psychologist researcher in the institutions, driven by the Institutional Analysis of the Bound and inextricably develloped by the group as a device, is developed when it assumes the function of the intermediary in the institutional relationships and generates transitional spaces that contribute to the grupal psychic work of surpassing barriers, in the process of change and transformation and the accomplishment of institution social task