Made available in DSpace on 2015-05-07T15:08:20Z (GMT). No. of bitstreams: 1 parte1.pdf: 4836829 bytes, checksum: f8a75e4875467166df9e898918a569f7 (MD5) Previous issue date: 2011-11-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This thesis presents a research-intervention in the process of continuing education of Physical Education (PE) teachers from the Public Education Schools in Fortaleza, Ceará State, subsidized by/based on the Eco-Relational Perspective (PER). The research presents evidences about the need to rethink the usual education programs in Physical Education/ PE. We have noticed in recent years, the increase in continuing education programs within the Physical Education/PE, in order to improve teachers' pedagogical action in school. However, these programs are still designed according to the classical perspective, even if some elements inclusions that indicate changes can be observed, in a critical and reflective perspective. Thus, with the aim of contributing to a continuing education in tune with the critical do-act-feelthink in establishing a proposal in partnership with the teachers and also considering their needs, from the reflection and reframing of the pedagogical practices, which aims to 'Relational Continuing Education' as a possibility. The paper analyzes the contributions that the Eco-Relational Perspective provides to the continuing education of Physical Education/PE teachers, considering the improvement of pedagogical practice. It also sought to describe the course of experienced training; verify the changes resulting from the process, outline the pedagogical practice of Physical Education (PE) teachers, linked to research, during and after this training, and reveal the impact that it offers and its consequences for pedagogic practice in Physical Education/PE. The main theoretical contributions came from Freire s proposal, together with Figueiredo s Eco-Relational Perspective studies. We believe that the permanent training presents favorable results to improve the professional and personal teachers practice, guided by critical reflection, the partner relationship, the dialogue, affection, experience, as opposed to the classical logic of continuing education. The prime methodological approach was developed along the lines of Critical-Collaborative Action Research. The researchintervention was performed by the project: "Teacher Training and Qualification: knowledge in weaving movement for the teaching of Physical Education," with a proposal for an extension course, with a learner group composed by 50 Physical Education teachers. The course had a workload of 200 hours. We used questionnaires, interviews, audio and video of the courses, written records and photographic materials produced by the teachers as instruments for data collection. We also worked this data, especially through the content analysis. We elaborated for the results exposition of the four analysis categories: the concepts of continuing education; the reflexivity in the path of relational continuing education; the experience in relational continuing education; the characterization of teachers pedagogical practice and the contributions of continuing education in the way of change. The Eco- Relational perspective, wherein the Relational Continuing Education enhanced the teaching qualification and contributed to meaningful changes in Physical Education teaching practice. We conclude that this continuing education carries a set of principles, values and procedures that take into account the priority attention relations and pedagogical practices of teacher and reflection on the training route, points to the foundational aspects of collaborative learning in relational dynamics via formation of the learner group, which makes group-author-partner in the way of changes that lay beyond the pedagogical practices. / Esta tese apresenta uma pesquisa-intervenção no processo de formação permanente de professores(as) de Educação Física (EF) da Rede Oficial de Ensino do Município de Fortaleza, do estado do Ceará, subsidiado pela Perspectiva Eco-Relacional (PER). A investigação apresenta indícios da necessidade de repensar os modelos de formação usuais na EF. Percebemos, nos últimos anos, o aumento dos programas de formação continuada (FC) no âmbito da EF, com o intuito de melhorar a ação pedagógica de professores(as) na escola. No entanto, estes programas ainda estão delineados segundo a perspectiva clássica, mesmo que já se observem inclusões de elementos que indicam mudanças numa perspectiva críticoreflexiva. Assim, com o propósito de contribuir para uma formação permanente em sintonia com o fazer-agir-sentir-pensar crítico na constituição de uma proposta parceira com os(as) professores(as) e que considere suas necessidades, a partir da reflexão e ressignificação das práticas pedagógicas, é que apontamos a Formação Permanente Relacional como possibilidade. A pesquisa objetivou analisar as contribuições que a PER oferece a formação permanente de professores(as) de EF escolar, considerando a melhoria da prática pedagógica. Buscou descrever o percurso da formação vivenciada; verificar as mudanças advindas do processo; delinear a prática pedagógica de professores(as) de EF escolar, vinculados a pesquisa, durante e após esta formação; e desvelar o impacto que esta oferece e seus desdobramentos para a prática pedagógica em EF escolar. Os principais aportes teóricos advieram da proposta de Freire, bem como dos estudos da PER, de Figueiredo. Acreditamos que a formação permanente pautada pela reflexão crítica, pelas relações parceiras, a dialógica, a afetividade, a experiência, em contraposição à lógica clássica de FC, apresenta resultados favoráveis para melhoria da prática profissional e pessoal de professores(as). A perspectiva metodológica privilegiada foi desenvolvida nos moldes da pesquisa-ação-crítica-colaborativa. A pesquisa-intervenção foi realizada através do projeto: FormAção e QualificAção Docente: tecendo saberes em movimento para o ensino da EF , com uma proposta de um curso de extensão, com um grupo-aprendente constituído por 50 professores(as) de EF. O curso teve uma carga horária de 200 horas. Utilizamos como instrumentos para coleta de informações os questionários, entrevistas, gravações em áudio e vídeo dos módulos do curso, registros escritos e fotográficos, materiais produzidos pelos(as) professores(as). Trabalhamos os dados, principalmente, por meio da análise de conteúdo. Elaboramos para exposição dos resultados quatro categorias de análise: as concepções de FC; a reflexividade no percurso da formação permanente relacional; a experiência na formação permanente relacional; a caracterização da prática pedagógica de professores(as) e as contribuições da formação permanente relacional no caminho das mudanças. A PER, geradora da Formação Permanente Relacional, potencializou a qualificação docente e contribuiu para mudanças significativas na prática pedagógica da EF escolar. Concluímos que esta formação carrega um conjunto de princípios, valores e procedimentos que levam em conta a atenção prioritária as relações e práticas pedagógicas dos(as) professores(as) e a reflexão sobre o percurso formativo, aponta como aspectos fundantes a aprendizagem colaborativa na dinâmica relacional via constituição do grupo-aprendente, que se faz grupo-autor(a)-parceiro no caminho das mudanças que se estabelecem para além das práticas pedagógicas

Syftet var att undersöka vilka strategier lärare har för att skapa goda pedagogiska relationer med elever. Undersökningen genomfördes med fokusgruppsamtal som metod, vilket genererade data för en fenomenografisk analys utifrån ett relationellt perspektiv. Sammanlagt deltog tretton lärare i undersökningen och resultatet visar att det finns ett spektrum av olika strategier hos lärare i syfte att bygga pedagogiska relationer i med fokus på att stärka elevernas studiemotivation. / The aim of this study was to investigate teacher’s strategies to promote good pedagogical relations with their students. The method was dialog in focus groups that contributed data for fenomenographic analyses with a relational perspective as a theoretical framework. In total, thirteen teachers participated in the study and the result exposed that there is a substantial variety of strategies to promote good pedagogical relations for motivational purposes.

The study examines the factors that cause school absenteeism and how the high school/upper secondary can work to prevent school absenteeism and promote school attendance. The overall purpose of the study was to investigate what the high school/upper secondary school students describe as absenteeism prevention and promote attendance. The theoretical framework for the study consists of a socio-cultural perspective, a relational perspective, and the theory of KASAM. The study approach is qualitative and the study data were collected through mixed methods where semi-structured interviews were supplemented with a survey of the high school/upper secondary school students in grades 2 and 3. Based on the students' descriptions, the school's work on preventing absence and promoting attendance can be seen as complex. The students show, as in previous research, that many different factors influence the students' attendance and absence and that the causal factors can vary from student to student. The result further shows that there are a variety of factors related to the school's learning environments that can prevent absenteeism and promote attendance. The conclusion of the study highlights the importance of high school/upper secondary school working to strengthen students' motivation, participation, security, health, wellness and well-being. Highschool/upper secondary school should also work actively to ensure that the learning environment in the school is varied and that the teaching is adapted to the diversity of pupils' needs and conditions. Based on the results, it is determined that a broad repertoire of strategies and methods is needed in the school's absence prevention and attendance promotion work. The special pedagogical relevance of the study is made visible by the study showing that the school's attendance promotion and absence prevention work is strengthened by the school working to identify and map obstacles and opportunities in the school's educational, social and physical learning environments and based on the development of the school's learning environments at both individual and organizational levels.

Den här uppsatsen ämnade undersöka hur verksamma lärare arbetar med relationer och på vilket sätt det kan påverka enskild undervisning i musik. Detta för att bidra till ökad kunskap inom det pedagogiska fältet där lärares kompetens att bygga goda relationer de senaste decennierna fått ökad uppmärksamhet. Datainsamlingen skedde genom observationer och intervjuer av två lärare som i denna studie kommer att kallas Anna och Håkan. Materialet transkriberades tematiskt och med en fenomenografisk ansats. Resultatet visade att båda lärarna upplevde relationer som viktiga dels för att eleverna skulle vilja komma på lektionerna och dels för att de skulle känna trygghet att våga utföra utmanande övningar. Genom att titta på resultatet i ett relationellt perspektiv där relationer ses som ett oförutsägbart mellanmänskligt möte där det som sker här och nu avgör vilken riktning undervisningen tar. Det visade sig att lärarna lät undervisningen påverkas olika mycket av mötet med eleverna. Slutsatsen visar att relationer är viktiga för att elever ska kunna ges möjlighet att vara aktiva i undervisningen vilket leder till meningsfullhet och större potential att utvecklas. / This study intended to examine how teachers work with relationships and in which way that can affect the teaching in individual music teaching. This is a contribution to the pedagogical field where teachers’ competence to build good relationships in recent decades has received increased attention. The collection of data was made through observations and interviews of two teachers who in this study will be called Anna and Håkan. The material were transcribed thematically and with a phenomenographic approach. The results showed that both teachers perceived relationships as important partly because the students would like to come to the lessons and because they would feel safe to perform challenging exercises. By looking at the result in a relational perspective where relationships are seen as an unpredictable interpersonal meeting where what happens here and now determines which direction the teaching takes. It turned out that the teachers let the teaching be affected differently by the meeting with the students. The conclusion shows that relationships are important for students to be given the opportunity to be active in the teaching, which leads to meaningfulness and greater potential to develop.

Syftet med vår studie var att söka kunskap om hur specialpedagoger som arbetar mot förskola i en kommun i mellersta Sverige uppfattar det låga antalet specialpedagoger. För att besvara vårt syfte har följande frågeställning utformats; hur uppfattar specialpedagogerna det låga antalet specialpedagoger som arbetar mot förskola? Vi har använt oss av en kvalitativ metod innehållande semistrukturerade intervjuer med fyra specialpedagoger i en kommun i mellersta Sverige för att besvara frågeställningen. Intervjuerna genomfördes via länk på grund av rådande pandemi. De teoretiska utgångspunkterna i studien var den sociokulturella teorin samt det relationella och kategoriska perspektivet. Den sociokulturella teorin har använts med utgångspunkten att individer lär av varandra i en gemensam kontext samt att de relationella och kategoriska perspektiven ökar förståelsen för specialpedagogers arbetsmetoder. Vid genomförandet av studien har Vetenskapsrådets etiska rekommendationer följts. Vår dataanalys resulterade i en kategori med tre underliggande teman som besvarade vår forskningsfråga. I resultatet illustreras de tre teman som framkommit i analysen av citat från intervjuerna med specialpedagoger. Efter resultatavsnittet följer en diskussion angående metodval samt de teman som framkommit i relation till tidigare forskning. I studiens slutsats svarar vi mot studiens syfte utifrån två perspektiv samt att frågeställningen besvaras. Även vidare forskning kommer att beröras i studiens slutsatser.

Syftet med studien var att öka kunskapen om förskollärares olika uppfattningar om inkludering av barn i behov av särskilt stöd i förskolan. Inom förskolan finns det olika utmaningar med att inkludera barn i behov av särskilt stöd. En av utmaningarna handlar om svårigheter med att definiera barn i behov av särskilt stöd. Andra utmaningar är att barngrupperna är för stora och att det finns för lite personal för att arbeta inkluderande. En kvalitativ studie med semistrukturerade intervjuer som datainsamlingsmetod har genomförts för att få reda på förskollärarnas egna uppfattningar om inkludering av barn i behov av särskilt stöd. Intervjuerna genomfördes med åtta legitimerade förskollärare. Det insamlade materialet analyserades utifrån en tematisk analys där teman och underteman framkom. Resultatet i studien visade för det första att förskollärarnadefinierade barn i behov av särskilt stöd utifrån barn med en diagnos, barns svårighet samt barn i behov av tillfälligt stöd. För det andra visade resultatet att några förskollärare uttryckte att inkluderande undervisning kan handla om att undervisa barnen i mindre grupper och låta barnen delta på sina villkor. Andra förskollärare ansågatt barn i behov av särskilt stöd behöver specialundervisning. För det tredje visaderesultatet att förskollärarna uttryckte individuella anpassningar som används för att inkludera barn i behov av särskilt stöd i miljön och undervisningen. Exempel på sådanaanpassningar var specialpedagogiska verktyg som TAKK och bildschema. Några förskollärare uttryckte att individuella anpassningar påverkar den övriga barngruppenoch inte bör genomföras.

AbstraktHansson, Jenny (2016)"Det komplexa samspelet mellan kunskap, lärande och sociala färdigheter" - Sex berättelser om före detta elevers skolgång på ett SkolveckohemSyftet med denna studie är att ur ett specialpedagogiskt perspektiv bidra med kunskap och öka förståelsen för hur före detta elever på ett Skolveckohem med integrerad skola, uppfattade sin skolgång. Syftet är vidare att få elevers egna berättelser om skolans arbetsmetoder och undervisning bidragit till deras eventuellt vidare studier.Metoden är kvalitativa intervjuer med en narrativ ansats där elevers livshistorier har varit i fokus. Sex djupintervjuer genomfördes med elever som har åtminstone tre terminers placering. Studien lutas dels på Vygotskijs sociokulturella teori där kunskap förstås i relation till sociala och kulturella verktyg. Men också på von Wright's tolkning av Mead's teori om hur "Me and I" utvecklas genom interaktion.De sex livshistorierna i studien visar att eleverna inte kunde leva upp till de förväntningar som skolan med dess lagstiftning hade på dem. Respondenternas berättelser visar en uppfattning av att uppleva sig själv som avvikande. Eleverna upplevde lärarens kroppsspråk som negativt, vilket i sin tur påverkade elevernas självkänsla och självbild negativt. Berättelserna visar också att eleverna upplevde ett motstånd mot sig själv, där de inte kunde acceptera sin diagnos. Det komplexa samspelet mellan lärande, kunskap och sociala färdigheter blev uppenbart vid Skolveckohemmet där skolan kom att vara i fokus och studenten fick växa genom kunskap och lärande, men också genom vikten av ett relationellt förhållningssätt. I analysen kan man se att begreppet tid är viktigt där tiden inte statisk och att eleverna utvecklas genom tid och där också individuella vändpunkter varit viktiga. Man kan också se problematik kring när två alltför olika världar möts.Nyckelord: HVB, livshistoria, NPF, relationellt perspektiv, skolveckohem, scaffoldning, självbild, självkänsla, specialundervisning, hemmasittare. / AbstractHansson, Jenny (2016) “The complex interaction between knowledge, learning and social skills”- The stories of six former pupils' experiences of residential care school placementsMaster degree in Special Education Faculty of Education and Society Malmo University The purpose of the study is from an educational perspective contribute with knowledge and increase peoples understanding, how six pupils´ experiences of residential care school placements perceive their schooling. Furthermore the purpose is to get the pupils´ own perception of good methods in the education (teaching situations) at the residential care school placement and see how they have been prepared for further education (studies). The method is qualitative interviews with a narrative approach where pupils´ life stories have been in focus. Six in-depth interviews were conducted with pupils who have at least three terms of placement.The study leans partly on Vygotskijs´s sociocultural theory where human knowledge and ideas are understood in relation to social and cultural tools. Also on von Wright´s interpretation of Mead´s theory on how ”I and me” evolve through interaction.The six life-stories show that the pupils´ was unable to live up to the expectations that the school and the legislation had on them. They point out social pressure as a factor, where the pupils compares themselves with their classmates and considered their self as deviant. Pupils´ experiencing teacher in the regular school body language as negative which affected the pupils´ self-esteem and self-image negatively. The student's experience was that the teacher thought he was a problem. The stories also show that students experience a resistance against theme-self, where they could not accept their diagnosis. The complex relationship between learning, knowledge and social skills became evident at the residential care school placement where the school came to be in focus and the student had to grow through knowledge and learning but also through the importance of relational approach. This led to a future and a sense of growing by successfully.The analysis from a narrative perspective can be seen that the concept of time is important when time is not static and that the students developed through time. It can also see problems around different worlds, such routines, residential or schools that meet.Keywords: HVB, life history, NPF, relational perspective, residential care school placement, scaffolding, self-image, self-esteem, special education, a stay at home pupil.

The purpose of the study is to elucidate preschool teachers' preceptions regarsing the youngest childrens's opportunities for participation and influence based on play. The study is qualitative, and we have utilized semi-structured interviews. The study has been analyzed through a relational perspective using the concepts of pedagogical approach and pedagogical meeting as well as chilperspective, and children's perspective. The result indicate that the participating preschool teachers perceive play as highly important for the youngest children in preschool, and that play can function as a tool for influence and participation. Preschool teachers also provide examples of how to support and challenge children in their play to strengthen and enhance their influence and participation as well as what challenges the preschool teachers feel there are in the work with participation and influence at the preschool. / studiens syfte är att synliggöra förskollärares uppfattningar kring de yngsta barenens möjligheter till delaktighet och inflytande med utgångspunkt i liken. Studien är kvalitativ och vi har använt oss ac semistrukturerade intervjuer. studien har analyserats genom ett relationellt perspektiv med hjälp av begreppen pedagogiskt tillvägagångsätt och pedagogiskt möte, samt med hjälp av barnperspektiv och barns perspektiv. i resultatet framkommer det att de förskollärarna som medverkade i studien uppfattar leken som mycket viktig förde yngsta barnen i förskolan samt att leken kan fungera som ett verktyg för inflytande och delaktighet. förskollärare ger också exempel på hur man kan stötta och utmana barnen i deras lel för att stärka och utveckla deras inflytande och delaktighet, samt vilka utmaningar som förskollärare upplever att det finns i arbetet med delaktighet och inflytande på förskolan.

The case of the National Liberation Army (NLA) in Macedonia, taking up arms against the state in 2001, is a largely underrepresented in the literature. Thus, basing this study on the theory of contingent events and a relational perspective, the purpose of this study is to examine the processes and motives behind individuals joining the National Liberation Army in Macedonia. This was done by conducting semi-structured interviews with former rebels and combatants from Macedonia and analysing the material qualitatively, using the constant comparative method through the lens of the theory. The study of civil wars and rebel participation and mobilisation have long been dominated by quantitative studies and rational choice theory, which is why this study instead is qualitative in nature and based on the personal and individual perspectives of former combatants. I found that the main reasoning behind joining the NLA was to increase the rights for Albanians in Macedonia. Further, rebel participation, as well as the development of the motives behind it, were the result of a process of experiencing discrimination and contingent events. The eruption of violence can be contributed to the relationship and interactions between the Albanians experiencing discrimination and the Macedonian state, having acted as an oppressor. Thus, the results include not only understanding why individuals joined the NLA, but also how.

Bakgrund och problem Många HR-funktioner har idag genomfört en Human Resource Transformation (HRT) genom att anta ett strategiskt, affärsinriktat och externt fokuserat arbetssätt i linje med verksamhetens mål, för att skapa ett större bidrag till organisatorisk framgång och överlevnad. Detta fenomen har främst studerats ur ett ledningsperspektiv, och medarbetarnas perspektiv har inom forskningen delvis försummats. Då medarbetare ofta beskrivs som organisationers viktigaste resurser, skulle deras perspektiv kunna bidra till att skapa ökad förståelse för HRT och dess relation till organisationers långsiktiga överlevnadsförmåga, en förmåga som ofta beskrivs som organisatorisk resiliens. Syfte och metod Studiens syfte är att skapa större förståelse för relationen mellan medarbetare och HRT, och hur detta kan förstås i relation till resiliens, genom att belysa fenomenet HRT ur ett medarbetarperspektiv. Då studien syftar till att skapa en ökad förståelse, har en kvalitativ forskningsmetod använts där det empiriska materialet hämtats genom nio semistrukturerade intervjuer. Respondenterna är från tre lokalt förankrade organisationer med olika branschtillhörighet. Resultat och slutsats Studiens empiriska material visar på att majoriteten av de intervjuade saknar ordentlig insikt i HR-funktionen och dess uppgifter. De flesta hade ingen relation till HR alls, och uttryckte ett lågt förtroende för funktionen. Det förekom en allmän önskan om ökad närvaro från HR för att skapa möjligheter till relationsbyggande, och för att HR skulle få större insyn i det operativa arbetet. För att besvara studiens problemformulering utgår analys och slutsats från dels ett systemteoretiskt perspektiv, dels ett relationellt perspektiv som skapats av studiens författare. Utifrån ett systemteoretiskt medarbetarperspektiv, är relationen mellan medarbetare och HR av begränsad betydelse och dess påverkan på resiliens är inte möjlig att göra uttalanden om. Utifrån ett relationellt medarbetarperspektiv är relationen av betydelse i egenskap av en av de resurser som påverkar organisationens medarbetarskap, som i sin tur kan ses som en av de sociala resurser som kan påverka resiliens. Därmed finns även större möjligheter att analysera och dra slutsatser om relationen mellan HRT och resiliens. / Background and problem Today, many HR functions have implemented an HRT by taking a strategic, businessoriented and externally focused approach in line with the business objectives, in order to create a greater contribution to organizational success and survival. This phenomenon has mainly been studied from a management perspective, and the employees' perspective has been partially neglected in research. As employees often are described as the most important resources of organizations, the employee perspective could contribute to creating an increased understanding of HRT and its relation to organizations' long-term survival ability, an ability that is often described as organizational resilience. Purpose and method The purpose of the study is to create a greater understanding of the relationship between employees and HRT, and how this can be understood in relation to resilience, by highlighting the phenomenon of HRT from an employee perspective. Since the study aims to create an increased understanding, a qualitative research method has been used in which the empirical material was obtained through nine semi-structured interviews. The respondents are from three locally based organizations with different industry affiliations. Results and conclusion The empirical material of the study shows that most of the interviewees lack proper insight into the HR function and its tasks. Most had no relation to HR at all and expressed a low confidence in the function. There was a general desire for increased presence from HR to create opportunities for building relationships, and to give HR greater insight into the operational work. To answer the problem formulation of the current study, both analysis and conclusion are based on a system-theoretical perspective as well as a relational perspective created by the authors of the current study. From a systemtheoretical perspective, the relationship between employees and HR is of limited importance and its impact on resilience is not possible to make statements about. From a relational employee perspective, the relationship is important as one of the resources that influences the organization’s followership, which in turn can be seen as one of the social resources that can affect resilience. Therefore, there are also greater opportunities to analyze and draw conclusions about the relationship between HRT and resilience.