Made available in DSpace on 2014-12-17T14:36:13Z (GMT). No. of bitstreams: 1 MarcioAA_TESE.pdf: 2394645 bytes, checksum: dde098295c26fcbd69ef2bb0c15e0cdb (MD5) Previous issue date: 2010-10-09 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / This work aims at developing an evaluation of the implementation of the Program Escola Ativa as a public policy for rural schools with combined grade classrooms in Jardim do Serid? RN (1998 2009) focusing on the following dimensions: school s physical environment, training, follow up, and didactic usage of the methodology. In order to develop this research we refer to the literature that analyzes the cycle of policies (FREY, 2000). In this approach, evaluation represents an important step in the process of analyzing the implementation of public policies, as a way of measuring up their performance, as well as a guide for realignments and redefinitions (PRESSMAN; WILDAVSKY, 1998). In order to accomplish this function, the evaluator of policies must be acquainted with scientific concepts and methods that consist of describing, interpreting and analyzing the policies in the governmental sphere (MENY; THOENIG, 1992; LIMA J?NIOR, 1978). In this perspective, we intend to investigate whether in its proposition of minimizing the blanks in the Brazilian educational system, the implementation of the Program would be contributing to the improvement of the political-pedagogical practices in the rural schools with combined grade classrooms in Jardim do Serid? RN. In order to do this research, we have developed a theoretical-methodological matrix made of analysis dimensions, variables, indicators and instruments, such as literary revision, documental analysis, semi-structured interviews with four teachers and three supervisors that work and/or have worked in Escola Ativa in that town in the period comprised among 1998 2009, besides notes taken from field observation and photographs from four rural schools with combined grade classrooms. With this research we have identified that the Program, at a national level, has gone through different phases in its implementation process, for the town was not ready to fully take the responsibilities of the autonomous expansion, in 2002. From that period on, the execution of Escola Ativa has suffered several discontinuities, such as the lack of professional training and supervising. It is also noted that the methodology contributes to the dynamization of the didactic-pedagogical activities and promotes the cooperation and autonomy of the students in the organization and the applicability of the components of the curriculum, especially of Governo Estudantil and Cantinhos de Aprendizagem. Although the directions of the Program (BRASIL, 2005) point out that Escola Ativa has among its principles social transformation, we identified that, isolated, the initiative is not capable of promoting the changes that the rural schools need, namely investments in the physical, material, pedagogical and technological infra-structure, besides the estimation and a career plan for the teachers. In a general draft of the results of this research, we realized that some aspects presented about the peculiarities of Escola Ativa in Jardim do Serid? as a governmental Program, reinforce the need for the public policies to be evaluated, in order to confront critic and operationally the planning with the practice, revising action, whenever necessary / O presente trabalho objetiva desenvolver uma avalia??o de implementa??o do Programa Escola Ativa como pol?tica p?blica para escolas do campo com turmas multisseriadas em Jardim do Serid?/RN (1998-2009), enfocando as dimens?es ambiente f?sico-escolar, forma??o, acompanhamento e aplica??o did?tica da metodologia. Para desenvolver a pesquisa tomamos como refer?ncia a literatura que analisa o ciclo das pol?ticas (FREY, 2000). Nessa abordagem, a avalia??o representa uma importante etapa no processo de an?lise de implementa??o das pol?ticas p?blicas, podendo aferir sobre o seu desenho, bem como orientar realinhamentos e redefini??es (PREESSMAN; WILDAVSKY, 1998). Para cumprir essa fun??o, o avaliador de pol?ticas deve se apropriar de conceitos e de m?todos cient?ficos que consistem em descrever, interpretar e analisar as pol?ticas na esfera governamental (MENY; THOENIG, 1992; LIMA J?NIOR, 1978). Nessa perspectiva, buscamos investigar se em sua proposi??o de minimizar uma lacuna no sistema educacional brasileiro, a implementa??o do Programa estaria contribuindo para a melhoria das pr?ticas pol?tico-pedag?gicas junto ?s escolas rurais com turmas multisseriadas em Jardim do Serid?/RN. Para a realiza??o da pesquisa, desenvolvemos uma matriz te?rico-metodol?gica constitu?da por dimens?es de an?lises, vari?veis, indicadores e instrumentos, a saber: revis?o da literatura, an?lise documental, entrevistas semi-estruturadas com 04 professoras e 03 supervisoras que atuaram e/ou atuam no Escola Ativa naquele munic?pio no per?odo de 1998-2009, al?m de observa??es com produ??o de notas de campo e de fotografias em quatro escolas rurais com turmas multisseriadas. Com a pesquisa, identificamos que o Programa, em n?vel nacional, atravessou diferentes fases em seu processo de implementa??o, n?o estando o munic?pio preparado para assumir plenamente as responsabilidades da expans?o aut?noma, em 2002. A partir daquele per?odo a execu??o do Escola Ativa sofreu in?meras descontinuidades, como a falta de forma??o continuada e de acompanhamento. Vimos ainda que a metodologia contribui para dinamizar as atividades did?tico-pedag?gicas e promover a coopera??o e autonomia dos estudantes na organiza??o e aplicabilidade dos componentes curriculares, sobretudo do Governo Estudantil e dos Cantinhos de Aprendizagem. Embora as diretrizes do Programa (BRASIL, 2005) explicitem que o Escola Ativa tem como um dos princ?pios a transforma??o social, identificamos que, isoladamente, a iniciativa n?o ? capaz de promover as transforma??es que as escolas rurais necessitam, como os investimentos em infra-estrutura f?sica, materiais, pedag?gicas e tecnol?gicas, al?m de valoriza??o e carreira do trabalho docente. No esbo?o geral dos resultados da pesquisa, percebemos que alguns aspectos apresentados sobre a particularidade do Escola Ativa em Jardim do Serid? como um programa governamental, refor?am a necessidade de as pol?ticas p?blicas serem avaliadas, a fim de confrontar cr?tica e operacionalmente o planejamento com a pr?tica, revisando as a??es, quando necess?rio

Thesis (MEd (Education))--Cape Peninsula University of Technology, 2015. / The Western Cape Education Department could not reach their proposed pass percentage of 50% in Grades 3 and 6 for Afrikaans Huistaal/English Home Language and Mathematics in all schools since 2002. Rural primary schools in a Circuit in the region of the West Coast form part of these statistics. The main aim of this study is to identify and discuss the shortcomings and positive aspects in the management practice within this Circuit, draw conclusions and propose recommendations. With this aim the central focus resides within the ambit of the role and function of rural primary school principals as well as the impact of their management acts on learner performance. The accountability of principals comprises managing schools in such a way that learning by learners is a core priority. Several literary genres and philosophies based on professional judgment, views and opinions of experts as well as authorities were researched to find answers to how these approaches can be applied in order to answer the problem statement. To find further answers for the problem statement a combination of quantitative and qualitative research was used. This research process resides within an interpretive research paradigm and is exploratory and descriptive. Selfdesigned questionnaires as well as semi-structured questions for focus group interviews were developed to obtain information from participants, the primary sources. Using this design first-hand knowledge was obtained from participants through the responses in the questionnaires and comments from the interviews. Responses and comments were organised in order to formulate the findings. Both the shortcomings and positive aspects regarding school management in its total extent are highlighted and recommendations are suggested. This study attempts to make a meaningful contribution to the management and leadership accountability function of principals in rural primary schools in order to improve learner achievement.

This thesis consists of a study on the Pedagogy of Alternation as a pedagogical method incorporated to the principles of Field Education, and its contribution to the spreading of ecological agriculture practices, through what was experienced at Escola Família Agrícola de Ladeirinhas (EFAL), located in the town of Japoatã, state of Sergipe, Brazil. EFAL is engaged in the education of young children of rural workers, in different times and places: in social-occupational aspects (family, community, and work) and in educational aspects (students go to boarding schools and have technical education for professional development in farming). By means of a qualitative approach, elements of ethnography grounded in hermeneutical phenomenology were used as a way to interpret the day-to-day experiences observed. This research was categorized as a case study. Data were collected by means of various instruments, such as the observation of classes and practical activities, document analysis, field journal entries, photographic record, and semi-structured interviews with students, school monitors, and the families involved. EFAL is part of regional and national networks which articulate the different Family Centers of Education by Alternation and aim at providing and enhancing the mastering of the required knowledge through alternation, and makes up an educational alternative in rural areas. While analyzing the use of the Pedagogy of Alternation in the dissemination of sustainable principles and practices, it became understood that such method, adapted to the various realities of rural areas, enables individuals to have an integral education. Immersed in territories of inequity intensified by the agribusiness, and affected by policies which encourage the use of unsustainable technology resulting from green revolution packages, EFAs make use of principles and instruments that attempt to reinforce the dialogue between the school world and the life world, between theory and practice. The articulation of the data collected and their analysis made way for critical reflections on the times of school, family, the working of the land, and daily routines, and showed that despite the difficulties in the preparation of monitors and administrators for this differentiated pedagogical method, as well as the necessity of self-financing, there is great potential for it to become a method of integral education, based on the restoring of traditional rural worker knowledge. The articulation between such knowledge and that acquired at EFAL makes it possible for rural citizens to think and act towards sustainable rural development. / Essa dissertação consiste no estudo da Pedagogia da Alternância enquanto método pedagógico incorporado nos princípios da Educação do Campo e sua contribuição na difusão de práticas agrícolas de base ecológica, por meio da experiência da Escola Família Agrícola de Ladeirinhas - EFAL, localizada no município de Japoatã, estado de Sergipe. A EFAL atua na formação de jovens, filhos de camponeses, em diferentes tempos e espaços: meio socioprofissional (família, comunidade e trabalho) e meio escolar em regime de internato, na modalidade de educação profissional técnica de nível médio em agropecuária. Por meio de uma abordagem qualitativa, utilizamos elementos da etnografia ancorados na fenomenologia hermenêutica como uma forma de interpretar as experiências cotidianas observadas. Trata-se de uma pesquisa do tipo estudo de caso. Os dados foram coletados por meio de diversos instrumentos, como observações das aulas e experiências práticas, análise documental, anotações em diário de campo, entrevistas semiestruturadas com os estudantes, monitores e famílias envolvidas e registro fotográfico. A EFAL faz parte de redes regionais e nacionais que articulam os diferentes Centros Familiares de Formação por Alternância e que buscam, através da alternância, proporcionar e valorizar o domínio de saberes e se constitui como uma alternativa educacional para o campo. Ao analisar o uso da Pedagogia da Alternância na difusão de princípios e práticas sustentáveis, compreendemos que o método, adaptado as diferentes realidades no campo, possibilita a formação integral do sujeito. Imersos em territórios marcados pela desigualdade, intensificada pelo agronegócio e atingidos pelas políticas de incentivo ao uso das tecnologias insustentáveis advindas de pacotes da revolução verde, as EFAs munem-se de princípios e instrumentos que buscam reforçar o diálogo entre o mundo da escola e o mundo da vida, entre a teoria e prática. A articulação dos dados coletados e suas análises nos permitiram levantar reflexões críticas sobre os tempos escolares, familiares, de trabalhos com a terra e cotidianos, e nos mostraram que apesar das dificuldades na formação de monitores e gestores para esse método pedagógico diferenciado e do financiamento autônomo, existe uma grande capacidade de se tornar um método educativo de formação integral, respaldado no resgate dos conhecimentos tradicionais camponeses. A articulação desses conhecimentos com os aprendidos na EFAL possibilitam proporcionar aos sujeitos do campo a capacidade de refletir e agir para o desenvolvimento rural sustentável.

This work was developed in the Post - Graduate Education and fits within the Teacher Education Research: Knowledge and Skills, the Center for Postgraduate Education, Federal University of Sergipe - NPGED was a survey that was constituted from the need to investigate the public policy of teacher education in the city of Coronel João Sá Bahia, specifically through programs Learning Management School (Gestar II) and training Program for School Managers (Progestão). The question that guided the research was: what is the contribution of these programs for the training and practice of teachers working in the rural schools in the city of Coronel João Sá, Bahia? What is the meaning of this training for teaching practice from the rural context where they are inserted? The aim is to investigate the basis of the documents that support and practice place, the importance of these programs for training of teachers working in schools in the field in the city of Coronel João Sá-BA, in the years 2009 and 2010. This qualitative approach with studies from the reading of official documents and interviews. The analysis allowed us to infer that there is an urgent need for more specific public policies in the area of teacher training to ensure better working conditions and a field education that values and recognizes the ways of life in the field. / Este trabalho foi desenvolvido no Programa de Pós - Graduação em Educação e se insere na linha de Pesquisa Formação de Professores: Saberes e Competências, do Núcleo de Pós- Graduação em Educação da Universidade Federal de Sergipe NPGED, foi uma pesquisa que se constituiu a partir da necessidade de investigar as políticas públicas de formação de professores no município de Coronel João Sá Bahia, especificamente, através dos programas Gestão de Aprendizagem Escolar (Gestar II) e o Programa de Capacitação para Gestores Escolares (PROGESTÃO). A pergunta que norteou a pesquisa foi: qual a contribuição desses programas para a formação e prática dos professores que atuam nas escolas do campo no município de Coronel João Sá, Bahia? Qual o significado dessa formação para a prática docente a partir do contexto rural onde eles estão inseridos? O objetivo é investigar a partir dos documentos que os sustentam e da prática realizada, a importância desses programas para formação dos professores que trabalham nas escolas do campo no município de Coronel João Sá- BA, nos anos de 2009 e 2010. Trata de uma abordagem qualitativa com estudos a partir da leitura de documentos oficiais e entrevistas. A análise nos permitiu inferir que há uma urgente necessidade de políticas públicas mais específicas na área de formação de professores para garantir melhor condição de trabalho e uma educação do campo que valorize e reconheça os modos de vida no campo.

Submitted by Luis Ricardo Andrade da Silva (lrasilva@uefs.br) on 2016-02-26T21:58:36Z No. of bitstreams: 1 Disserta??o La?s - Impressa 22.02.2016.pdf: 2127759 bytes, checksum: 94d62039c940f8841f46e498e4d15ec3 (MD5) / Made available in DSpace on 2016-02-26T21:58:36Z (GMT). No. of bitstreams: 1 Disserta??o La?s - Impressa 22.02.2016.pdf: 2127759 bytes, checksum: 94d62039c940f8841f46e498e4d15ec3 (MD5) Previous issue date: 2015-09-25 / The study about multigrade rural schools based on the rural individuals is justified by the importance of the topic in the social, political and academic scope, since it is important to investigate, to know and to understand the problems of multigrade classes and its social educational peculiarities. Therefore, this research aims to analyze the meaning of multigrade rural schools for the individuals of the school community, in the context of S?o Gon?alo dos Campos, in the interior of Bahia. Anchored in the discussion about rural education, this study presents a qualitative research using case study. The places of study were two schools in the aforementioned county: an active school and another deactivated. The participants in this research were: one representative of the county educational administration, teachers of the multigrade rural schools and parents of students. The data collection instrument was a semi-structured interview and the data was analyzed based on content analysis. From the data produced, it has been identified that the parents find positive value in schools located the rural communities where they live regardless of pedagogical organization adopted by them. For them the multigrade rural schools are seen as a guarantee to the right to have an education, as spaces that belong to the community history, as responsible for school education and social education of the individual and as a ?vehicle? that allows them to have the long awaited ?social climbing?. The teachers see the multigrade rural schools as an important local institution because it allows the kids to study where they live, besides the fact that they are a space for the community to socialize and for the families to get together. Both the parents and teachers emphasize the poor conditions of the school infrastructure as a negative aspect, a factor that drives students away rather than attract them. For the county administration, the multigrade rural schools do not promote a learning environment for the students and for that reason they represent more of a problem than a challenge for the public educational work and investments. The study shows that the closing of the multigrade rural schools in the S?o Gon?alo dos Campos County has proved to be a phenomenon that causes many impacts on the community and routine of the families in the social, symbolic and emotional context. Such phenomenon, justified by the government as a strategy to improve the education in the rural areas of the county, is neither in line with the Rural Education Policy nor with the wishes and opinions of the individuals from the rural communities that participated in this research. The study also shows the need to prepare an educational plan for the S?o Gon?alo dos Campos County articulated with the debates about Rural Education and in line with the social-cultural demands of the rural individuals. / O estudo sobre as escolas rurais multisseriadas a partir dos sujeitos do campo, justifica-se pela import?ncia do tema no ?mbito social, pol?tico e acad?mico, visto que se faz premente investigar, conhecer e compreender a problem?tica da multisseria??o e suas peculiaridades socioeducacionais. Nesse sentido, a presente investiga??o tem com objetivo analisar o significado das escolas rurais multisseriadas para os sujeitos da comunidade escolar, no contexto do munic?pio de S?o Gon?alo dos Campos, no interior da Bahia. Ancorado no debate da Educa??o do Campo, o estudo apresenta uma pesquisa qualitativa, do tipo estudo de caso. O l?cus foram duas escolas da zona rural do referido munic?pio: uma escola em funcionamento e outra desativada. Os sujeitos participantes desta pesquisa foram: um representante da gest?o educacional do munic?pio, docentes de escolas rurais multisseriadas e pais/m?es de alunos. O instrumento de coleta de dados foi a entrevista semi-estruturada, e os dados foram analisados com base na an?lise de conte?do. A partir dos dados produzidos, foi identificado que os pais atribuem valor positivo ?s escolas localizadas nas comunidades rurais onde residem, independentemente da organiza??o pedag?gica adotada pelas mesmas. Para eles, as escolas rurais multisseriadas s?o vistas como a garantia do direito ? educa??o, sendo espa?os pertencentes ? hist?ria da comunidade, locais respons?veis pela forma??o escolar, pela forma??o social dos sujeitos, al?m de ser o ?ve?culo? de promo??o da t?o sonhada ?ascens?o social?. As professoras veem a escola rural multisseriada como uma importante institui??o local, pois possibilita ?s crian?as estudarem no lugar onde vivem, al?m de ser um espa?o de socializa??o comunit?ria e de aproxima??o com as fam?lias. Tanto os pais quanto as professoras ressaltam as condi??es prec?rias de infraestrutura das escolas como um aspecto negativo, um fator que mais expulsa os alunos do que os atrai. Para a gest?o municipal, as escolas rurais multisseriadas n?o promovem a aprendizagem dos alunos, e por isso representam mais um problema do que um desafio para o trabalho e investimento p?blico educacional. O estudo revela que o fechamento de escolas rurais multisseriadas nos ?ltimos anos, no munic?pio de S?o Gon?alo dos Campos, revelou-se como um fen?meno que causa diversos impactos nas comunidades e no cotidiano das fam?lias, seja na perspectiva social, simb?lica e/ou afetiva com o contexto. Tal fen?meno, justificado pelo poder p?blico como estrat?gia para melhorar a educa??o na zona rural do munic?pio, n?o est? em conson?ncia com a pol?tica nacional de Educa??o do Campo, nem com os anseios e opini?es dos sujeitos das comunidades rurais que participaram desta pesquisa. Esta investiga??o revela ainda a necessidade de elabora??o de uma proposta educativa no contexto do munic?pio de S?o Gon?alo dos Campos, articulada ao debate da Educa??o do Campo e em conson?ncia com as demandas socioculturais dos sujeitos do campo.

This project begins by examining living history, defining its scope, uses, and relationship to other fields. It further defines and articulates a second-person methodology for construction of living history educational projects, grounding it in historical, educational, and dramatic theory.

The under-representation of women in positions of leadership in primary schools is common in many developing countries, raising issues of equity, social justice and sustainable development. Studies on gender and leadership have revealed that a number of barriers existed for women seeking positions of educational leadership. This includes social-cultural factors, the expectations of the society, as well as women’s perceptions of themselves, and of leadership. This study was concerned with the representation of women in leadership positions in Kenya’s rural primary schools. In particular, it explored the educational leadership experiences of women working in schools in the rural areas within Kajiado County. It sought strategies to enhance the participation of women in leadership roles in rural primary schools. The data were primarily gathered by means of qualitative methods. Semi-structured interviews were conducted with fifteen female head teachers drawn from public primary schools. Unstructured observation was done during visits to the schools, and during the interviews, field-notes were taken. The women gave rich descriptions of the various aspects of their work-lives within the context of sharing the challenges and strengths experienced in their careers. Secondary data were gathered by means of research, where the researcher reviewed the existing literature on women and leadership. The data that were collected were analyzed, categorized, synthesized and interpreted. The findings were presented in rich descriptions, which also included anecdotes from the participants. The key findings revealed administrative challenges, which included the grievances of the parents, limited resources, issues with accountability, time-management and the handling of difficult teachers. Personal challenges included wavering self-confidence, problems with trying to balance work and social lives, as well as home-work conflicts. The findings revealed the participants’ inadequate preparation for their leadership roles, and society’s initial skepticism on women’s school leadership. The study also revealed women’s reluctance to take up leadership positions, as was evidenced by their reluctance in applying for the positions.The study found that the participation of women in primary school leadership positions could be enhanced by means of attractive remuneration, effective mentoring, positive role-models, programmes for the preparation for leadership, and the assurance of limited geographical movement on promotion. / Educational Studies / M. Ed. (Education Management)

MEd (Educational Management) / Department of Educational Management / See the attached abstract below

MEd (Educational Management) / Department of Educational Management / The aim of the study was to investigate management of safety concerns in rural primary schools of Maleboho West circuit in Capricorn District. In rural areas, management of safety at primary school level is not adequate. Safety issues such as the carrying of sharp objects to classrooms, lack of scholar patrols and security guards, vandalizing of school property, poor condition of school buildings do not receive special attention in order to secure quality teaching and learning. To achieve the above aim, the study employed the interpretive paradigm to understand safety concerns from participants’ perspectives. The study was guided by a comprehensive approach theory to school safety. The study population comprised principals, teachers, governance official, chairpersons of School Governing Bodies and security personnel in Maleboho West circuit. In line with the interpretive research paradigm, purposive sampling was used to choose 11 participants that formed the study sample. Data was collected through interviews and document analysis. Data was analysed thematically. The results show that poor management of safety concerns is real and compromises the quality of teaching and learning. Amongst other measures, the study recommends enforcing discipline amongst learners and teachers; abolishment of pit toilets; availability of scholar patrols and security guards and ensuring the general monitoring of the safety of learners and school property. / NRF

Thesis (M.A. (English Studies)) -- University of Limpopo, 2022 / In rural South Africa (SA), poor reading comprehension skills in English First Additional Language (EFAL) are still found to be the main cause of poor academic achievement. For learners to comprehend the target language they must master the basic reading skills. This remains to be a great challenge for the rural schools in Limpopo. Rural learners are barely exposed to the language of the school, and they hardly have access to the EFAL reading materials or other learning aids. This study aims to evaluate the challenges that are faced in teaching and learning reading comprehension in rural primary schools in SA. This research study was framed by Cognitive constructivism and Schema theory in teaching and learning reading comprehension. A qualitative case study research design was adopted in the study. The sampled participants (one educator and 10 learners) were purposively selected to give answers to the research questions. The following data gathering techniques were used; observational field notes to gather data from the classroom context during the reading lessons, focus group interviews were conducted with the grade 6 learners, lastly, one educator was interviewed. The results prove the educators and learners are still facing challenges in the teaching and learning of EFAL. The study recommends, that the Department of Education intervenes by conducting more training workshops for the educators and parental involvement is encouraged as well for parents to be part of their children's educational journey.