Made available in DSpace on 2016-06-02T19:39:27Z (GMT). No. of bitstreams: 1 4398.pdf: 5799087 bytes, checksum: bbcb24185a460682a7326a6c62692909 (MD5) Previous issue date: 2012-02-29 / This research has as its main aim a rural school in Araraquara, São Paulo. Since 2002, this city has a program named Rural School Program that covers three public schools: one in a county named Bueno de Andrada, another one in a rural settlement named Bela Vista and the last one in settlement, the Monte Alegre . The field research happened in the last school, at Monte Alegre . This program keeps working, once it was covered in the Municipal Plan of Education for the decade 2004-2013. When we entered into the Rural Primary School Maria de Lourdes da Silva Prado, we had the aim to discover if the education offered there is a real rural education or if is just an education in the rural area. For this, we ve realized some interviews, with the coordinator, teachers and workers. We ve tried to discover if for these people the education in this school is different or not of the one that is offered in the urban schools. We also tried to understand what this group think about rural education and how some of them believe that this should happen. We ve used some questionnaires with the students, to see if they think there s a difference between the rural school, where they study, and the school in the city, and also about the advantages and disadvantages that these students see in a rural school. What we realized is that even the Rural School Program keeps operating, it s not working as it should, since that in these ten years there re lots of changes in its elaboration. A lot of these changes are inside the municipal education secretary and others are inside the rural schools. / Esta dissertação de mestrado possui por objeto de pesquisa uma escola do campo localizada no município de Araraquara, São Paulo. Este município possui desde o ano de 2002 um programa denominado Programa Escola do Campo que abrange três escolas municipais: uma no distrito de Bueno de Andrada, uma no Assentamento Bela Vista e uma no Assentamento Monte Alegre, sendo que a pesquisa de campo desenvolveu-se nesta última escola. Este programa continua em vigência uma vez que no ano de 2004 foi contemplado no Plano Municipal de Educação para o decênio de 2004 a 2013. Ao adentrarmos na EMEF do Campo Maria de Lourdes da Silva Prado, tivemos por objetivo descobrir se a educação que ali se ministra é realmente uma educação do campo ou se na verdade trata-se de uma educação no campo. Para isso realizamos entrevistas com a coordenadora, com os professores e funcionários desta escola para descobrirmos se na opinião deles existe a necessidade de uma educação diferenciada e se existe, se é realizada uma educação diferente daquela realizada nas escolas urbanas. Buscamos entender também o que este grupo entende por educação do campo e como alguns acreditam que a mesma deva ocorrer. Também realizamos questionários com os alunos do nono ano desta escola, buscando compreender se na opinião deles existe diferença entre a escola do campo, onde estudam, e a escola urbana, além disso, também questionamos as vantagens e desvantagens que estes alunos vêem em estudar em uma escola do campo. O que percebemos é que por mais que o Programa Escola do Campo continue em vigência, sua realização não encontra-se em andamento, uma vez que dentro destes dez anos de sua elaboração, muitas são as mudanças e transformações ocorridas no interior da secretária municipal de educação e das próprias escolas do campo.

Thesis (MTech(Education))--Cape Peninsula University of Technology, 2009 / This dissertation researches the connection between the training of low literate child carers in a ruraI area to stimulate the language development of children from birth to 4 years, and school performance, Here it is argued that the problem of the low literacy performance of ruraI learners manifests within the first year of school and that the potential to solve the problem can be found in the first four years of a child's life. All the intervention strategies of the Department of Education failed to produce the expected results while the Department of Social development focuses on the physical needs of the young child. The literature study underlines the importance of the first four years and how interpersonal relationships influence children's emotional well being, their behaviour and ability to learn. The role of the child carer in the life of the child in relation to their language development is researched, because of the time they spend together during the day. Attention is focussed on the relationship between the educator and the child and the influence of the hidden curriculum on the development of attitudes and values of the child carer during training. Training was used by the researcher as a method to investigate the learning needs and problems of low literate child carers in order to stimulate the language development of children before the age of five. Existing training programmes for child carers were critically investigated to use for the training. The researcher came to the conclusion that this research can be the first phase of a project where different role players can cooperate. Educators and community developers can interact with communities to promote awareness

Thesis submitted in fulfilment of the requirements for the degree Master of Education in the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2014 / Educationists and political leaders are concerned about the high dropout rates experienced in South African high schools. For the purposes of this research, “dropout” is defined as “one who has not graduated from high school”. Research indicates that the high school dropout rates, both in South Africa and globally, culminate in challenges for the school, the community and society. The multigrade primary school environment sees learners doing well academically, but when these learners move on to high school, the dropout rates increase for these learners. The purpose of this study is two-fold: to determine the reasons for dropout of learners who have ably and successfully completed their primary education within the multigrade system; and to propose a strategy to assist rural multigrade primary schools in reducing the foreseen dropout rates in high schools. A sequential explanatory mixed-method approach was designed in order to determine what strategy could assist rural multigrade schools in Circuit 2 of the West Coast Education District to prevent the dropout rate experienced in high schools. During the preliminary research a scrupulous literature study was done, to determine global trends and to determine which current intervention programmes exist. The quantitative phase of this study was conducted first and consisted of a content analysis of school documents to determine which learners did not complete high school. The qualitative phase followed and the data was collected through face-to-face interviews with principals of rural multigrade primary schools, and learners who had dropped out. This was done in order to determine the perceptions of the principals, and the former learners who had dropped out of the schooling system. This research elucidates the challenges – the inexorable odds – that these multigrade learners have had to overcome in order to complete Grade 12. In closing, it proposes pragmatic strategies which may decrease the high dropout rates that learners, from a multigrade primary setting, experience in future.

Esta tese tem o propósito de compartilhar algumas experimentações com tecnologias digitais, orientadas por uma metodologia dialógica, referenciada no dialogismo bakhtiniano, a partir do Projeto Civitas, vinculado ao Laboratório de Estudos em Linguagem Interação Cognição-Criação – LELIC - da Universidade Federal do Rio Grande do Sul. O contexto da pesquisa envolve os acontecimentos vivenciados por uma turma de terceiro ano do segundo ciclo, de uma Escola Estadual de Ensino Fundamental, situada na zona rural de um município do Rio Grande do Sul, na Região do Vale do Rio Pardo. O problema que produziu os trajetos que percorremos ao desenvolver esta tese teve origem em nossa intenção de analisar os efeitos que uma metodologia dialógica poderia produzir no processo de (re)significar o ensinar e aprender, aliado ao uso das tecnologias digitais e o Città, no contexto de uma escola de educação do campo. Buscamos no filósofo da linguagem, Mikhail Bakhtin, os entrelaçamentos possíveis, entre a teoria e o campo empírico, tanto nos diálogos realizados entre os protagonistas desta tese – a pesquisadora, a professora e as crianças – em nossas inserções no contexto investigado, quanto na organização da metodologia de pesquisa e formação de professores, seguindo os princípios do Civitas, pela implicação do pesquisador, numa perspectiva ético-estética e responsiva. Como desdobramentos destas experimentações podemos afirmar que, a partir de uma metodologia, que abre espaços, pela problematização do cotidiano, para a invenção e criação na sala de aula e na escola - promovendo o protagonismo de seus diferentes atores e produzindo relações dialógicas, sentidos e autoria, pela escuta e in(ter)venção -é possível (re)significarmos os processos de ensinar e aprender, no uso das tecnologias digitais, verificando seus efeitos nos contextos micro e macro da educação. / This thesis aims to share some experiments with digital technologies guided by a dialogical methodology, referenced in the Bakhtinian dialogism, from the Civitas Project, associated to the Laboratory of Studies in Language, Interaction and Cognition-Creation - Federal University of Rio Grande do Sul. The research context involves the events experienced by a third year class of the second cycle, of a State School of Elementary Education, located in a rural area of a municipality in the countryside of Rio Grande do Sul, in the region of Vale do Rio Pardo. The problem that led us to the development of this thesis was based on our intention to analyze the effects that a dialogic methodology could produce in the process of (re)signifying teaching and learning, combined with the use of digital technologies, in the context of rural education school. We seek in the language philosopher, Mikhail Bakhtin, the possible interweaves between theory and the empirical field, both in the dialogues between the protagonists of this thesis - the researcher, the teacher and the children - in our insertions in the investigated context, and in the organization of the research methodology and teacher formation, following the principles of Civitas, through the implication of the researcher, in an ethical-aesthetic and responsive perspective. As a result of these experiments, we can affirm that, from a methodology that opens spaces, by the problematization of everyday life, to invention and creation in the classroom and at school - promoting the protagonism of its different actors and producing dialogic relations, meanings and authorship, by listening and in(ter)vention -, it is possible to (re)signify the processes of teaching and learning, in the use of digital technologies, verifying their effects in the micro and macro contexts of education.

This research approached the closures of rural schools in Sergipe state from 2007 to 2015 and aimed to analyse the historical and social aspects that conducted this process. Our hypothesis is that there is an unequal dispute of development models that caused profound contradictions between the policies for rural development as a territory restricted to economic production and the Social Movements struggle for the construction of a new territory for life production in which education play a strategic role. In order to attain our objective, we sought to appropriate the historical and dialectical materialism method in order to elicit - in its own concreteness of this process - an analysis based on its totality in articulation with the singularity of the country development model with its contradictions, and the specificity encompassed in the closure of rural schools in Sergipe during period ranging. Our bibliographic study was accompanied by documentary research, statistical data from School Census (INEP) and interviews conducted by former municipal managers and leaders of peasant Social Movements in the state. Our results demonstrate evident withdrawal of the State’s role in relation to its offer with the closure of 404 rural schools, of which 296 were extinct and 108 were considered paralysed over the years in question. The closures were more evident in Sergipe’s High Sertão and Center South regions and the justification presented were: empty classrooms, lack of adequate structure at schools, pursuit for improvements in quality of education tied to the end of multigrades and a better financial management for municipal teachers’ payment. However, the peasant social movements’ analysis considers the closures as withdrawal of rights and as a way to empty the countryside. Our historical analysis enabled us to conjecture about this reality and to understand that economic policy on rural area are related to education policies and financing in it. In turn, they are guided by the overlapping of economic rationality over social demands of peasant population. Such comprehension enables us to assess that rural schools are territories in dispute and their closure is due to a policy that promotes the country as a territory restricted to economic production, opposed to the historical struggles for the construction of a counter-hegemonic peasant territory, where Rural Education is born and defended. / A presente pesquisa abordou o fechamento das escolas do campo no Estado de Sergipe entre os anos de 2007 a 2015 e objetivou analisar os aspectos históricos e sociais que conduzem este processo. Nossa hipótese foi a de que existe uma disputa desigual de modelos de desenvolvimento que provocam profundas contradições entre a política de promoção do campo como território apenas de produção econômica e a luta dos Movimentos Sociais pela construção de um novo território de produção da vida em que a educação tem um papel estratégico. Para alcançar nosso objetivo, procuramos nos apropriar do método do materialismo históricodialético, no intuito de trazer na própria concretude deste processo uma análise baseada na sua totalidade em articulação com a singularidade do modelo de desenvolvimento do campo com suas contradições, e a especificidade que se encerra no fechamento das escolas do campo em Sergipe no período estabelecido. Nosso estudo bibliográfico foi acompanhado de pesquisa documental, análise de dados estatísticos do Censo Escolar (INEP) e de entrevistas realizadas com ex-gestores municipais e lideranças de Movimentos Sociais camponeses do Estado. Nossos resultados demonstram a evidente retirada do papel do Estado em sua oferta com o fechamento de 404 escolas do campo, destas, 296 foram extintas e 108 se somaram ao status de paralisada ao longo dos nove anos em questão. Os fechamentos foram mais evidentes no Alto Sertão e no Centro Sul sergipano e as principais justificativas apresentadas foram: esvaziamento das turmas, falta de estrutura adequada nas escolas, a busca por melhorias na qualidade do ensino atrelada ao fim do multisseriado e a melhor gestão financeira para pagamentos dos professores municipais. A análise dos Movimentos Sociais camponeses entende os fechamentos como uma retirada de direitos e mais uma forma de esvaziar o campo. Nossa análise histórica nos permitiu estabelecer um olhar sobre esta realidade e compreender que a política econômica para o campo está em razão direta à condução das políticas e financiamento educacional para o mesmo. Estas, por sua vez, pautadas na sobreposição da racionalidade econômica às demandas sociais da população camponesa. Tal compreensão nos permite aferir que a escola do campo é um território em disputa e o seu fechamento se trata de um seguimento à política de promoção do campo como território apenas de produção econômica, oposta à histórica luta pela construção do território camponês contra-hegemônico, onde nasce e se defende a Educação do Campo. / São Cristóvão, SE

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Com essa motivação pessoal de alguém que tem suas raízes no campo é que este trabalho começa a ser desenvolvido, propondo-se a refletir sobre a vida de homens e mulheres do campo em meio a suas comunidades, focando o olhar para suas escolas. Sim, escolas do campo que precisam ter visibilidade num tempo de incertezas, de negação de direitos e de identidades. Nesse sentido, buscar e analisar as histórias que nos contam os registros documentais e as narrativas orais acerca das escolas rurais de Juiz de Fora foi a problemática que norteou essa pesquisa. Procuramos analisar esta questão a partir das memórias individuais, ou seja, a partir das impressões que a escola deixou na vida de quem fez parte dela direta ou indiretamente. O caminho metodológico percorrido teve como norte a Investigação Narrativa, onde a História Oral foi inserida como o principal instrumento da pesquisa. A análise documental utilizada no momento inicial da pesquisa foi fundamental para compreender o atual panorama das escolas rurais de Juiz de Fora, além de apontar caminhos para a segunda etapa: as entrevistas de História Oral. O objetivo geral consistiu em analisar o caminho percorrido pelas escolas e comunidades rurais de Juiz de Fora, contando essa história a partir das pessoas que vivem ou viveram nas comunidades de Torreões e Monte Verde e que estão ligadas à escola no passado ou no presente: alunos, professores e comunidade escolar, refletindo como essas histórias dialogam com as existentes nos registros oficiais. Tenho como interlocutores os entrevistados, que partilharam suas histórias e conhecimentos acerca da temática que norteia esse trabalho, além da contribuição de diversos autores que embasaram as reflexões. Alves Filho, Aníbal Quijano e Arturo Escobar nos ajudaram a compreender as raízes do estereótipo do camponês construído socialmente, cujas fontes remontam as bases do pensamento moderno ocidental. Michel de Certeau e Paulo Freire deram a tônica da discussão sobre o sujeito comum e seu cotidiano. Marlene Ribeiro, Miguel Arroyo, Mançano Fernandes e Roseli Caldart foram alguns dos autores que nos possibilitaram pensar a educação rural e do campo na realidade brasileira. Finalmente, Paul Thompson nos ajudou a pensar a história oral como metodologia para trabalhar a realidade a partir dos sujeitos que a compõem. Por fim, destacamos as descobertas acerca da história e histórias das escolas rurais do município de Juiz de Fora, preconizadas pelas pessoas que delas fizeram parte e os diálogos possíveis com a legislação e os documentos encontrados. Os resultados configuram uma narrativa que consideramos inédita sobre as escolas rurais e, pelo que constatamos, foram as primeiras escolas da rede municipal de ensino. / A life story that joins many others. With this personal motivation of someone who has its roots in the countryside is that this work begins to be developed, it is proposing to reflect on the life of men and women of the field in the midst of their communities, focusing the look to their schools. Yes, schools in the countryside that need visibility in a time of uncertainty, denial of rights and identities. In this sense, searching and analyzing the stories that tell us the documentary records and the oral narratives about rural schools in Juiz de Fora was the problem that guided this research trajectory. We seek to analyze this question from the individual memories, in other words, from the impressions that the school left on the lives of those who participated directly or indirectly. The methodological path to be followed have like guide the Narrative Investigation, where Oral History was inserted as the main instrument of the research. The documentary analysis used at the initial moment of the research was fundamental to understand the current panorama of the rural schools of Juiz de Fora, besides it pointing ways to the second stage: Oral History interviews. The general objective was to analyze the path taken by rural schools and communities in Juiz de Fora, telling this story from the people who live or lived in the communities of Torreões and Monte Verde and who are linked to the school in the past or present: students, teachers and the school community, reflecting how these stories dialogue with those in the official records. I have as interlocutors the interviewees, who shared their stories and knowledge about the theme that guides this work, in addition to the contribution of several authors who based the reflections. Alves Filho, Aníbal Quijano and Arturo Escobar helped us to understand the roots of the stereotype of the socially constructed peasant, whose sources go back to the bases of modern Western thought. Michel de Certeau and Paulo Freire gave the keynote of the discussion about the common subject and his daily life. Marlene Ribeiro, Miguel Arroyo, Mançano Fernandes and Roseli Caldart were some of the authors that enabled us to think rural and countryside education in the Brazilian reality. Finally, Paul Thompson has helped us to think of oral history as a methodology for working reality from the subjects that compose it. Finally, we highlight the findings about the history and stories of rural schools in the municipality of Juiz de Fora, advocated by the people who participated and possible dialogues with the legislation and documents found. The results constitute a narrative that we consider unprecedented about rural schools and, as we have seen, were the first schools of the municipal school network.

M.Ed. (Educational Management) / Any organisation, be it political, religious, commercial or educational has to strive towards the accomplishment of certain aims and objectives. Certain organisations realise their aims and objectives while others tend to be unsuccessful. In response to the fact that some schools are not able to achieve goals, Lane & Walberg (J 987:37) completed a research study comparing more effective schools to less effective ones. The community expects the school to achieve the aims it has been established for. Schools often fail to achieve their primary goals. Successful goal achievement depends to a large extent on the strategies and leadership styles of the managers in schools. This managerial position belongs to the headmaster. The interpersonal relationships between the headmaster and his staff is largely dependent on the management style used. This in tum influences the effective management which could in tum have a negative impact on the quality of teaching in a school. It would appear that the educational system of the Republic of South Africa is about to undergo drastic changes. The Various components of the education system are interwoven and hence changing one aspect must necessarily have an impact on all the other components. Amidst all these changes headmasters must still attempt to manage their schools and the various educational programmes in an effective .way. These changes are also likely to add to the already complicated management and leadership role which the headmaster has (Naidoo, 1991:1).

Doctor of Philosophy / Curriculum and Instruction Programs / Margaret G. Shroyer / This study was designed to investigate teaching practices of mathematics teachers in rural high schools in Kansas in the context of the NCTM Principles and Standards. National reports advocate for change in the mathematics classroom while state assessments force teachers to focus on test scores. This study investigated the extent to which teachers whose students experienced repeated success on state assessments integrated the NCTM Process and Content Standards into the mathematics classroom. Those data were then compared with the teaching practices in schools whose students repeatedly did poorly on state assessments. This two-phase study used both quantitative and qualitative data from four main sources: survey, interview, observation, and collection of artifacts. Phase I surveyed all mathematics teachers in high performing and low performing rural high schools throughout the state of Kansas. Data collected in Phase I were used to examine differences and similarities in teaching practices of teachers from high and low performing schools. During Phase II qualitative data were collected and analyzed to further explore any existing patterns among high performing and low performing schools. Results from teachers in high and low performing schools were compared and contrasted to determine if there were differences between the teaching practices that were demonstrated by each group of teachers. Results of surveys, interviews, observations, and artifacts revealed teachers in high performing schools used a variety of different representations to teach and assess a topic while those teachers from low performing schools used one or two representations. Students from high performing schools had more frequent opportunities to communicate with the teacher to gain additional assistance in learning the mathematics content. Teachers in high performing schools also used formal assessment strategies as part of the learning process more consistently than their counterparts from low performing schools. Results from interviews, observations, and artifacts reveal that teachers in high and low performing schools implement teaching practices aligned with the algebra content standards in a very similar manner.

D.Ed. (Psychology of Education) / The problem of high dropout rate or early school leaving is causing widespread concern amongst educators. This study is undertaken as part of a group project on school dropout or premature school leaving, which is undertaken by the Rand Afrikaans University of South Africa (RAU) and the Ben Gurion University of Israel. The purpose of this project is to identify the at-risk pupil, research the causes of school dropout, and identify the consequences of early school leaving in order to determine preventative measures. The following 4 factors have been studied in the profile of the school dropoutsocio- econornic factors social support political factors; and issues relating to the school itself In South Africa the high dropout rate in Black schools especially is a cause for concern. Under the new educational system, desegregation of schools is the ideal. This will, however, probably not be achieved overnight, and the problem of school dropout in Black schools will remain a problem for some time to come. Even if desegregation has been fully achieved, it can be argued that certain causes of dropout will always remain the same because not all causes are school-related. The cultural and home situation of potential dropouts will not necessarily improve on account oftheir being in desegregated schools. The focus of this study, therefore, will remain relevant.

M.Ed. (Educational Management) / A safe and secure environment is necessary for effective teaching and learning to take place. Such an environment is possible when learners are disciplined and there is mutual respect among stakeholders. However, research indicates that learner discipline is an emerging problem which renders many schools as ineffective centres of learning. To circumvent this problem, governing bodies are empowered by the Schools Act to design and implement the learner code of conduct after consultation with parents, learners and educators. This study revealed that governing bodies have challenges relating to the proper design and effective implementation of the learner code of conduct. Consequently, educators who must implement the code of conduct struggle to maintain discipline and tend to use punitive disciplinary methods. A basic or generic qualitative research design was used to understand the process of the design and implementation of the learner code of conduct. Focus group interviews were conducted with governing bodies to solicit their perspectives and experiences of the design and implementation of the code of conduct. Field notes were taken and documents such as discipline records of the participating schools were analysed. Data was analysed according to Tesch's method of open coding in order to identify themes and categories. One of the findings of the study is that there is a need for the adoption of preventative rather than punitive disciplinary strategies. In line with this finding, governing bodies are encouraged to enact their discipline policies according to the South African Constitution's value of human dignity, which bars schools from enacting rules and policies that are degrading and humiliating to learners. It is recommended that further studies should be undertaken about the impact of the implementation of the learner code of conduct on the maintenance of discipline.