Thesis (M.A.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 108-110).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1964. / Typescript. Abstracts in dissertation abstracts, v. 25 (1964) no. 6, p. 3440. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.A.)--University of Wisconsis (Madison, WI), 1943. / Typescript.

Thesis (M.A.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 108-110). Also available in print.

Thesis (Ph.D.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 405-410) Also available in print.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1982. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 171-186).

Texte remanié de: Th. Ph. D.--Social sciences--Faculty of social sciences, University of Indonesia, 1983. / Bibliogr. p. 300-313. Notes bibliogr. Glossaire. Index.

Dissertação (mestrado)—Universidade de Brasília, Faculdade de Educação, 2009. / Submitted by Allan Wanick Motta (allan_wanick@hotmail.com) on 2010-03-08T19:29:01Z No. of bitstreams: 1 2009_CatarinaMalheirosdaSilva.pdf: 2255021 bytes, checksum: aae2dc653a2adfa0651d5d4670bcef42 (MD5) / Approved for entry into archive by Lucila Saraiva(lucilasaraiva1@gmail.com) on 2010-04-15T17:37:12Z (GMT) No. of bitstreams: 1 2009_CatarinaMalheirosdaSilva.pdf: 2255021 bytes, checksum: aae2dc653a2adfa0651d5d4670bcef42 (MD5) / Made available in DSpace on 2010-04-15T17:37:12Z (GMT). No. of bitstreams: 1 2009_CatarinaMalheirosdaSilva.pdf: 2255021 bytes, checksum: aae2dc653a2adfa0651d5d4670bcef42 (MD5) Previous issue date: 2009 / As experiências dos jovens brasileiros são distintas e múltiplas, o que implica diversas maneiras de viver a juventude, a partir da labuta diária, dos projetos tecidos coletivamente, dos rituais de alegria e de dor, para além de um conceito calcado na homogeneidade. Considerando a centralidade da escola para a realização dos projetos individuais, este estudo buscou compreender e analisar o significado das experiências escolares para a formação de jovens que vivem no Sertão da Bahia. Procurou-se investigar ainda as vivências cotidianas e os projetos de futuro desses jovens. Realizou-se um trabalho de campo, no qual a observação participante, a etnografia e a realização de grupos de discussão constituíram os principais instrumentos de coleta de dados. Foram realizados 10 grupos de discussão com jovens do sexo masculino e feminino, matriculados nas últimas séries do ensino fundamental de uma escola em um Distrito rural, em município baiano. Os resultados apresentados aqui referem-se à análise de dois, grupos de discussão, cujos membros são oriundos de fazendas distintas, localizadas no referido distrito. A análise foi feita a partir do método documentário de interpretação desenvolvido por Karl Mannheim e adaptado para a pesquisa social empírica por Ralf Bohnsack. Os resultados da pesquisa desenvolvida apontam que a formulação de políticas públicas educativas deve estar articulada com um projeto de país e de campo que reconheça a existência do meio rural como lugar de vida, trabalho, cultura e lazer. Isso implica considerar outras especificidades dos contextos sociais dos/as jovens, a exemplo das relações de gênero estabelecidas, do pertencimento étnico, das práticas religiosas e das relações intergeracionais. A compreensão da relação estabelecida entre os jovens rurais e a escola, bem como do significado do cotidiano juvenil, a partir de uma perspectiva que ultrapasse a sua condição de estudante - concebendo-os como sujeitos que estudam e têm outras atividades - que constrói um trajeto escolar e profissional combinado com essas outras dimensões que compõem a vida de cada um, é de fundamental importância para o redimensionamento da educação do/no campo _________________________________________________________________________________________ ABSTRACT / The experiences of young Brazilians are multiple and distinct, resulting in many ways of living their youth, from the daily toil, projects woven collectively, rituals of pain and joy, to a concept based on homogeneity. Considering the central role of the school to the accomplishment of individual projects, this study has sought to understand and analyze the meaning of schooling experiences to the development of youngsters living in the backlands of the state of Bahia. Its aim was to investigate daily social interactions and future aspirations of those youngsters. A field survey took place, in which the participant observation, the ethnography and the formation of discussion groups constituted the main instruments for collecting data. Ten discussion groups were formed with both female and male youngsters, enrolled in the last classes of primary school at a rural district, in a municipality in Bahia. The results shown here refer to the analysis of two discussion groups, whose members hail from distinct farms, located in the abovementioned district. The analysis was conducted from the documentary method of interpretation developed by Ralf Bohnsack. The results of the research indicate that the formulation of public policies for education must be articulated to a project for the country and inlands that recognizes the existence of the rural realm as a place for life, culture and leisure. That implies the need to consider other specific features of the social contexts of youngsters, stemming from the gender relations that are established, the ethnic sense of belonging, religious practices and relations among generations. The comprehension of the relationship established among rural youngsters and their school, as well as the meaning of youth’s day-to-day life, from a perspective that surpasses their condition as students – seeing them as people Who study and have other activities – that build educational and professional trajectories combined with those other dimensions that make up each of their lives, is of crucial importance to the repositioning of education in and from the countryside.

Thesis (MAppSc)-- University of South Australia, 1995

Thesis (MAppSc)-- University of South Australia, 1995