Orientador: Prof. Dr. Federico Bernardino Morante Trigoso / Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Energia, 2014. / Esta dissertação procura demonstrar as contribuições que a tecnologia fotovoltaica trouxe à educação rural nas comunidades isoladas. Para chegar ao resultado foram feitas pesquisas de campo que incluíam 3 escolas rurais onde a energia elétrica derivava de um gerador fotovoltaico, uma escola com gerador a diesel para servir de comparação, 4 professores que lecionavam nessas escolas, e 11 alunos e 6 pais de alunos que moravam nas comunidades atendidas por essas escolas. As comunidades pesquisadas situam-se nos municípios de Ilhabela e Cananéia, localizadas no litoral sul e norte do Estado de São Paulo. Foi realizada também uma pesquisa on-line com 6 professores que lecionam em escolas rurais nos Estados do Pará, Maranhão e Goiás, que se encontram respectivamente nas regiões norte, nordeste e centro-oeste do Brasil. Foram realizadas entrevistas com os professores, alunos e pais de alunos e preenchimento de um questionário para identificar a importância e a relação que existe entre a geração fotovoltaica e a educação desses alunos. Foram dois os questionários utilizados, um com perguntas direcionadas aos professores e outras direcionado aos alunos. O questionário on-line foi elaborado e hospedado no Google Docs e encaminhado às Delegacias Regionais de ensino e sindicatos para posterior encaminhamento aos professores alvo da pesquisa. Através da metodologia empregada foi possível verificar quais foram os benefícios e impactos que os módulos fotovoltaicos proporcionaram à educação desses alunos, quais as melhorias que eles ocasionaram nas aulas dessas escolas e quais são as limitações e problemas encontrados na utilização do sistema fotovoltaico nessas escolas. / This essay aim to demonstrate the contributions of the photovoltaic technology brought rural education in isolated communities. To obtain the results of field surveys were made which included three rural schools where electricity derived from a PV array, a school with diesel generator to serve as a comparison, four teachers who taught in these schools, and 11 students and 6 parents of students living in the communities served by these schools. The communities studied are located in the municipalities of Cananéia and Ilhabela, seaside towns south and north of the State of São Paulo. We also carried out a survey online with six teachers who teach in rural schools in the states of Pará, Maranhão and Goiás, which are respectively in the northern, northeastern and central-western Brasil. Interviews were conducted with teachers, students and parents and fill a questionnaire to determine the importance and relationship observed existed between the PV generation and the education of these students. There were two questionnaires, with questions addressed to teachers and other targeted students. The online questionnaire was developed and hosted on Google Docs and directed the regional teaching unions and teachers in order to forward the researched. Through the methodology was verified what were the benefits and impacts of photovoltaic modules provided the education of these students, what improvements they resulted in classes of these schools and what are the limitations and problems encountered in the use of photovoltaic system at these schools.

Made available in DSpace on 2016-12-23T14:01:42Z (GMT). No. of bitstreams: 1 Walkyria Barcelos Sperandio.pdf: 2830342 bytes, checksum: 867ceb11dd2916364cedb5283d7cd94e (MD5) Previous issue date: 2013-04-19 / Esta pesquisa, vinculada à Linha de Pesquisa Cultura, Currículo e Formação de Educadores, do Programa de Pós-Graduação em Educação da Universidade Federal do Espírito Santo, investiga a formação continuada de professores do ensino médio sob o viés discursivo dos docentes, com o objetivo de compreender como esse processo se desenvolve no contexto da escola pública do campo. O estudo está fundamentado na abordagem histórico-cultural e buscamos no pensamento de Bakhtin (2003, 2010, 2011) e Freire (1967, 1987, 1997, 2010) os conceitos de linguagem, dialogismo, inacabamento e educação; dialogamos com a ideia de cultura da escola discutida por Forquin (1993) e com Nóvoa (1995) que concebe os professores profissionais com autonomia para pensar sua formação e as mudanças cabíveis à realidade com quem estão comprometidos, dentre outros pesquisadores que nos ajudam a compreender os contornos e os desafios da formação continuada de professores do ensino médio. A pesquisa se deu por meio de um estudo de caso realizado com docentes em uma escola de ensino fundamental e médio da rede pública estadual de ensino do estado Espírito Santo, situada no município de São Roque do Canaã. Utilizamos como procedimentos para a produção de dados a observação, questionário, entrevista e ampliamos o percurso metodológico com a análise documental. O contexto investigado aponta que o processo de formação continuada dos professores do ensino médio envolve percursos formativos plurais, iniciados no processo de socialização humana, passando pela formação acadêmica, estendendo-se a cursos e situações reflexivas ocorridas nas relações estabelecidas na vida, nas interações no exercício da função docente, na dinâmica do trabalho escolar. Argumentamos que o professor de forma singular se constitui sujeito de sua formação ao reconhecer sua condição de inacabamento e necessidade de completude pelo(s) o(s) outro(s). Esse processo formativo se configura em iniciativas protagonizadas pelos docentes que se abrem à reflexão de suas experiências e práticas na escola à procura de significação de suas relações com o mundo social, cultural e profissional frente aos desafios vividos na escola média do campo / This research, linked to the Line of Research Culture, Curriculum and Training of Educators, of the PostGraduation Program in Education, of the Federal University of Espírito Santo, investigates the continuing education of high school teachers in discursive bias of teachers, with the purpose to understand how this process develops in the context of the countryside public school. The study is based on the historical-cultural approach seeks in the thoughts of Bakhtin (2003, 2010, 2011) and Freire (1967, 1987, 1997, 2010) concepts of language, dialogism, incompleteness and education; we dialogue with the idea of school culture discussed by Forquin (1993) and with Nóvoa (1995) that conceives professionals teachers with autonomy to think their continuing education and the applicable changes to the reality in which they are committed, among other researchers who help us to understand the contours and challenges of the continuing education of high school teachers. The research developed from the study of a particular case occurred by a case study accomplished with teachers in an elementary and high school in a public school on the state of Espírito Santo, located in the municipality of São Roque do Canaã. We used as procedures for the production of data the observation, the questionnaire, the interview and we expanded the methodological route with documentary analysis. The investigated context suggests that the process of continuing education for high school teachers involves education pathways that started in the human socialization process, through academic, extending up to the courses and reflexive situations that occurred in the relations established in life, in the interactions on exercise of the teaching function, in the dynamics of school work. We argue that the teacher singularly constitutes himself subject of his formation to recognize the condition of his incompleteness and his need for completeness by the other. This formation process is configured in initiatives protagonized by teachers who are open to reflect about their experiences and practices in the school seaching for meaning in their relations with the social, cultural and professional world in front of the challenges experienced in the countryside middle school

Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2018-03-27T12:43:53Z No. of bitstreams: 2 Dissertação - Vânia Ramos Rodrigues - 2018.pdf: 3173770 bytes, checksum: ac457f4da251f2498774ca715289713c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-03-27T14:27:39Z (GMT) No. of bitstreams: 2 Dissertação - Vânia Ramos Rodrigues - 2018.pdf: 3173770 bytes, checksum: ac457f4da251f2498774ca715289713c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-03-27T14:27:39Z (GMT). No. of bitstreams: 2 Dissertação - Vânia Ramos Rodrigues - 2018.pdf: 3173770 bytes, checksum: ac457f4da251f2498774ca715289713c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-01 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / The theme of this research concerns the configuration of the work of female educators who perform their activities in Early Childhood Education (ECE) in rural municipal schools in Jataí state of Goiás (GO). The objectives are: to understand how the teaching work has been constituted in the ECE, evidencing the relation of that female worker with the own work she does; to identify and to understand how mediations in the work of ECE educators impact on their daily practice with children; to know and to analyze the teaching work, identifying the educators, their training, performance and working conditions in the researched institutions. It is about an empirical research in which questionnaires and semi- structured interviews were used with 21 workers from the ECE in eight rural municipal institutions. We started from a critical perspective, referenced by the Historical-Dialectical Materialism. In this perspective there’s the possibility, through contradiction, of achieving the object of investigation in its specific nature, that is, the search to understand the totality of the work that is performed in the ECE. Therefore, we based our study on theoretical contributions, such as: Arce (2010); Arroyo, Caldart, Molina (2011); Lima (2010); Lukàcs (1979); Marx (1978); Mészáros (2008) among other scholars. The research contributes to the production of scientific knowledge in the area of Human Education and Fundamentals of Education. Individuals, who were researched when participating in researches on ECE teaching work in rural schools, contribute to the development of the studies; and the resulting analyses will provide debates in the area of Education, as well as in the knowledge of the relationship between education and work. Research results reveal the lack of specificity for the work in the ECE in rural schools of the municipality, such as inadequate infrastructure, the existence of mixed grade classrooms, lack of initial and continuing teacher formation focused on rural education, among others; facts which imply human formation and integral development in the education of children from four to five years of age in rural schools. / O tema deste trabalho diz respeito à configuração do trabalho de educadoras que atuam na área da Educação Infantil (EI) em escolas municipais rurais de Jataí - Goiás (GO). Os objetivos são: entender como se tem constituído o trabalho docente na EI, evidenciando a relação desta trabalhadora com o próprio trabalho que realiza; identificar e compreender como as mediações no trabalho das educadoras de EI repercutem na prática cotidiana que realizam com as crianças; conhecer e analisar o trabalho docente, identificando as educadoras, sua formação, atuação e condições de trabalho nas instituições pesquisadas. Trata-se de uma pesquisa de caráter empírico na qual foram utilizados questionários e entrevistas semiestruturadas com 21 trabalhadoras da área de EI em oito instituições municipais rurais. Partimos de uma perspectiva crítica, referendada pelo Materialismo Histórico-Dialético. Nesta perspectiva tem-se a possibilidade, por meio da contradição, da apreensão do objeto de investigação em sua natureza específica, ou seja, a busca da compreensão da totalidade do trabalho que se realiza na EI. Para tanto, fundamentamos nosso estudo em aportes teóricos, como: Arce (2010); Arroyo, Caldart, Molina (2011); Lima (2010); Lukàcs (1979); Marx (1978); Mészáros (2008) dentre outros estudiosos. A pesquisa contribui com a produção do conhecimento científico na área de Formação Humana e Fundamentos da Educação. Os sujeitos pesquisados, ao participarem das investigações sobre o trabalho docente na EI em escolas rurais, contribuem para o desenvolvimento dos estudos e as análises resultantes, proporcionarão debates para a área da Educação, bem como no conhecimento da relação entre educação e trabalho. Os resultados da pesquisa revelam a falta de uma especificidade para com o trabalho na EI nas escolas rurais do município, como infraestrutura inadequada, presença de salas multisseriadas, falta de formação inicial e continuada voltada a educação rural dentre outras, fatos esses que implicam na formação humana e desenvolvimento integral na educação de crianças de quatro a cinco anos de idade nas escolas do meio rural.

Made available in DSpace on 2016-04-27T14:30:35Z (GMT). No. of bitstreams: 1 Jose Carlos de Melo.pdf: 2914729 bytes, checksum: 873254d978ced498589f9e06a08e09c3 (MD5) Previous issue date: 2011-03-11 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This study aimed to give voice to teachers working in rural schools in three municipalities in the Jalapão region in the state of Tocantins (Mateiros, Ponte Alta do Tocantins and São Félix do Tocantins) in relation to the school curriculum and the introduction of the theme of environmental education within that curriculum. The study also sought to understand how public policies are being developed/designed for these schools through the voices of the municipal education secretaries and directors of education responsible for the rural schools of these municipalities. The micro-region of Jalapão is located in the eastern part of the state of Tocantins, on the border with the states of Maranhão, Piauí and Bahia. It is an area totaling 53,300 km2, and of this total 34,100 km2 lies within the state of Tocantins. In terms of data collection, questionnaires were sent to the teachers and a check-list was sent to the secretaries and directors of education working in the secretariats of municipal education. The research identified in the voices of teachers, all of whom work in rural schools and teach students of several levels together, the suffering caused by the lack of teaching material and infrastructure necessary to develop the issue of the environment - which in turn is not in the curricula proposals of these schools. It was also noted that there still does not exist a public policy to introduce this issue on the part of the local authorities, leaving it to the teachers to develop these activities, which often occurs in an individualistic manner. Thus, in dealing with the subject of the environment, the voices of teachers and the public authorities reveal that schools should consider social, economical and cultural human rights in relation to the environment and seek to establish goals for cultural development, quality of life and sustainable environmental balance especially in the case of rural schools / A presente investigação buscou conhecer as vozes do professores que atuam nas escolas rurais dos três municípios da região do Jalapão, no Estado do Tocantins (Mateiros, Ponte Alta do Tocantins e São Félix do Tocantins) com relação ao currículo escolar e à inserção da temática da Educação Ambiental dentro do mesmo. Também procurou saber como as políticas públicas estão sendo desenvolvidas/pensadas para essas escolas, através das vozes dos secretários municipais de educação e dos diretores de ensino, responsáveis pelas escolas rurais dos municípios, em tela. A microrregião do Jalapão está localizada na porção leste do Estado do Tocantins, na divisa com os Estados do Maranhão, Piauí e Bahia. Sua área compreende um total de 53,3 mil Km2, sendo que desse total 34,1 mil km2, encontram-se dentro do Estado do Tocantins. Como instrumentos de coleta de dados utilizaram-se questionários aplicados aos professores e chec-list aos secretários e diretores de ensino, que trabalham nas secretarias municipais de educação. A pesquisa identificou, nas vozes dos professores, que por trabalharem nas escolas rurais, e todas elas serem multisseriadas, o sofrimento causado pela falta de instrumentos pedagógicos e também de infraestrutura, para que possam desenvolver a temática ambiental - que por sua vez não estão nas propostas implantadas nos currículos dessas escolas. Observou-se também que não existe ainda uma política pública de implantação dessa temática por parte das autoridades locais, ficando a cargo dos professores o desenvolvimento dessas ações, que ocorrem muitas vezes de forma pontual. Portanto, tanto as vozes dos professores como as das autoridades públicas, ao tratarem do objeto da área ambiental, revelam que a escola deverá considerar as relações sociais, as econômicas e as culturais do ser humano com o ambiente e buscar estabelecer metas para o crescimento cultural, a qualidade de vida e o equilíbrio ambiental sustentável principalmente, em se tratando das escolas rurais

The purpose of this qualitative study was to give an in-depth description of the perceptions of students educated exclusively in rural, unit schools in East Tennessee. Specific areas addressed in the study included: (a) students’ perceptions and descriptions of their perspective schools; (b) feelings of satisfaction or dissatisfaction with the schooling experience; (c) relationships formed with students and adults; and (d) feelings of belonging or ownership; (e) students’ perceptions about the quality of education they have received; and (f) students’ comparisons of their school to other secondary schools. The data were gathered through the process of the long interview with open-ended questions with eighteen juniors who had been educated in rural, unit schools in East Tennessee for the entirety of their educational experiences. The intent of the analysis was to utilize the direct quotes of the students whenever possible to present a clear representation of the students’ individual perceptions or “life-world.” The findings of the study indicated some overall commonalities, specifically in students’ satisfaction with their schooling experiences, the strong relationships developed among the unit school family, a sense of belonging at the schools, and feelings of ownership. The students generally perceived that they had received a high quality education, but had recommendations for improvement. The students also perceived their schools as unique, in terms of the closeness, smallness, pride in their schools, the personal environment of the schools, and a family-like nature. The results of this study should prove pertinent in the field of education and particularly to individuals involved in small school research and unit schooling.

Thesis (MEd. (Language and Education)) -- University of Limpopo, 2014 / Combating Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome (HIV/AIDS) among young people has been one of the most difficult challenges in the small communities of rural Mafarana in South Africa, which is only one area surrounded by many other similar areas beset by similar problems. One of the major obstacles that hinder television (TV) health messages from reaching the targeted market is the communication barrier, little or no information, misinformation or misunderstanding are amid many other reasons. The objective of this study was to research the discourse analysis of high school learners’ interpretation of HIV/AIDS TV health messages. The study examined three objectives, aimed at providing a clear indication whether advertisers consider the need for using direct and clearly understood language to meet the required level of education of the targeted audience. Meeting these criteria would result in HIV/AIDS education having an impact on rural people’s knowledge and behaviour.

Though a primary purpose of K-12 education in the United States is to prepare students to meet the economic demands of the country, there is currently a major shortage of workers to fill the open positions in the fields of science, technology, engineering, and math (STEM). This shortage is only expected to grow in the coming decade unless a significant number of students choose to pursue STEM careers. Some authors have identified the approximately 1.5 million underserved rural, high-potential students as an untapped population representing future STEM workers. However, school counselors, who oversee most of the career development in K-12 education, currently lack a strong understanding of how to promote STEM college and career readiness with rural, gifted students. This paper shares the results of a study that examined whether factors such as academic potential, personal traits, or social engagement have an impact on the early career development of gifted students from under-served rural schools. Particularly, the study examined whether a STEM extra-curricular program – STEM Excellence and Leadership – influenced the career development of the rural, gifted middle school student participants. Results indicate that perceived social engagement had the most significant impact on the career development of rural, gifted middle school students, and that the extra-curricular program was helpful in developing their career expectations and goals. The final section of this paper shares important lessons for practicing school counselors and school counseling preparation programs.

This study investigated the educational practices and learning outcomes in rural and urban lower secondary school science classrooms of Kalimantan Selatan, Indonesia. Guided by six research questions, this study focused on curriculum implementation and its association with the existing working and learning environment, learning process and learning outcomes. The investigations were conducted in two stages and used two research methods. The classroom learning environment and school level environment were investigated at the first stage using the questionnaire survey as a research method. The questionnaires were developed and validated with a sample of 1188 Year 9 students and their teachers in 16 schools. Validation of the questionnaire confirmed that the Indonesian version of the modified WMIC is a valid and reliable instrument to measure the classroom learning environment in the Indonesian educational context. The results regarding the status of the classroom learning environment are summarised in four assertions. First, students tended to prefer a more favourable classroom learning environment than the one they actually experienced. Second, female students generally held slightly more positive perceptions of both actual and preferred learning environments. Third, students in rural schools experienced a less positive learning environment than did their counterparts in urban areas. Fourth, teachers’ perceptions were more favourable than their students on both the actual and preferred learning environment for all seven scales, except on Task Orientation in which their perceptions were matched. This study also confirmed that the Indonesian version of SLEQ, administered to relatively small number of respondents, has gained in merit as a good instrument. / Each scale of the Indonesian SLEQ has acceptable internal consistency reliability and was able to differentiate between the perceptions of teachers in different schools. Further analysis indicated differences between perceptions of school environments of biology and physics teachers and of rural and urban school teachers, particularly on Resources Adequacy. This study also indicated the differences between teachers’ views of the actual and preferred school environments in which the differences are not only statistically but also practically significant. It is suggested that research for improving school environments, by matching teachers’ actual and preferred perceptions, is noteworthy and more research needs to be conducted. The second stage of this study explored the existing science curriculum documents, teachers’ perceptions of the science curriculum, the implementation of science curriculum in the classrooms, and the students’ outcomes in school science. In lower secondary school, science is compulsory for all students of all Year levels, and is aimed to introduce the students to the basic concepts of scientific knowledge and to emphasize the use of tools and equipment during laboratory observations. Science in the lower secondary school consists of physics and biology subjects that were taught separately, but were given the same amount of classroom periods per week. The content was organized into themes or topics. Despite the content to be taught, the development of students’ process skills and students’ attitudes towards science and the environment were also emphasized. / The suggested teaching approaches included the conceptual approach, the problem-solving approach, the inductive-deductive approach and the environmental approach, whereas the suggested teaching methods in science classroom are the experimental method, the demonstration method, the discussion method, the excursion method and the lecturing method. The evaluation and assessment sections of the curriculum documents expected science teachers to systematically and continuously assess the students. Three techniques were suggested to conduct evaluation in the science classroom, which included paper and pencil tests, verbal evaluations, and practical tests. Science teachers and superintendents possessed different perceptions of the science curriculum as expressed in their preferences towards curriculum metaphors. The metaphor ‘Curriculum as Content or as Subject Matter’ was a view perceived by three teachers. ‘Curriculum as intended learning outcome’ was the second metaphor preferred by two teachers, who hold this view for different reasons. In contrast, two superintendents expressed their most preference on the metaphors ‘Curriculum as discrete task and concepts’ and ‘Curriculum as programme planned activity’, respectively. Investigation of the implementation of the science curriculum in the classrooms confirmed that science-teaching practices in urban lower secondary schools was in agreement with those suggested in the curriculum documents. / Science teachers in urban schools tended to use a variety of teaching methods, employed good questioning techniques, provided clear explanations and had high outcomes expectation, and maintained effective classroom management. On the other hand, to some extend science teaching practice in the rural lower secondary schools was not as expected in the curriculum document. Mostly, teachers in rural schools tended to use traditional chalk-and-talk teaching methods, employed a limited questioning techniques, had relatively unclear outcomes expectation, and performed less effective classroom management skills. With regard to students’ outcomes, this study showed less favourable results. Students’ attitudinal outcomes, which were measured by the Indonesian version of adapted TOSRA, were not maximised, and students’ cognitive outcomes are disappointing. The mean scores on the national wide examination, which is 5.46 out of possible maximum score of 10.00, indicated the poor performance of students in learning School Science. No statistically significantly differences were found on attitudinal outcomes between rural and urban and between male and female students’ perceptions. However, the study identified that students’ cognitive scores were statistically significantly different between rural and urban schools. Students in urban schools scored higher in the examination than did their counterparts in rural schools. The study found association between students’ outcomes and the status of classroom learning environments. Both simple analysis and multiple regression analysis procedures showed that all scales of the Indonesian WMIC were statistically significantly associated with two scales of the Indonesian adapted TOSRA and students’ cognitive scores.

Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.

An instrument measuring Perceived Vulnerability was administered to grades three through twelve across a rural school district. The background literature base for the concept and validity of the Perceived Vulnerability measurement is reviewed. A series of means is calculated for the above data and subjected to a simple analysis of variance. Resulting data support a relative unchanging level of Perceived Vulnerability with a possible rise in the fifth grade level only. It is concluded that an adequate control value for this rural school district is established which can be used to measure impact of teaching programs. The need for further research to investigate the fifth grade "window" is noted.Ball State UniversityMuncie, IN 47306