O Ginásio Salesiano Itajaí apareceu no cenário educativo da cidade de Itajaí em 1956. Tratase de uma escola secundária dirigida pelos padres da Sociedade São Francisco de Sales e voltada exclusivamente para o público masculino. Os padres salesianos se estabeleceram nessa cidade para assumir o então Ginásio Itajaí, administrado por uma sociedade anônima cujos fundadores e acionistas compunham parte da elite itajaiense. Quando os padres assumem a direção dessa instituição ela passou a se chamar Ginásio Salesiano Itajaí. Entendemos o ginásio como um dispositivo de poder. Ou seja, um corpo heterogêneo associado a práticas discursivas e não discursivas, que intercedem na economia da cidade, da população e dos indivíduos. Nesta perspectiva, o presente trabalho procura analisar e problematizar o processo de emergência desse dispositivo escolar, as relações estabelecidas com outras instituições sociais e as descontinuidades que se pretendeu instaurar com o estabelecimento deste ginásio católico. Intenta-se, também, compreender como o Ginásio Salesiano se constituiu, se legitimou e atuou na produção da cidade e daqueles que viriam compor o seu público escolar. Através da análise das fontes documentais busca-se perceber como as práticas constitutivas desse processo engendravam o ensino secundário masculino. / The Secondary School Salesian Itajaí appeared in the educational setting of the city of Itajaí in 1956. This is a school run by priests of the Society of St. Francis de Sales and dedicated exclusively to the male audience. The Salesians Fathers established themselves in the city to manage e coordinate Itajaí Secondary School, run by a corporation whose founders and investors made up the elite Itajaí. When the priests take the direction of this institution it became known as Salesian Itajaí. Understand the school as a power apparatus. That is, a body associated with heterogeneous discursive and non-discursive practices, who intercede on the city\'s economy, population and individuals. Accordingly, this paper seeks to analyze and discuss the process of emergence of school apparatus, the relationships established with other social institutions and the discontinuities introduced with the establishment of Catholic Secondary School. It seeks also to understand how the Salesian Secondary School is formed, legitimized and has produced the city and those who would compose the public school. Through the analysis of information sources to seek to understand how the practices constituting this process engendered secondary school male.

Swedish schools are required by law to conduct systematic quality work and it has a central position in the Swedish educational system. The work each school conduct is scrutinized by the Swedish Schools Inspectorate. The purpose of this study is to examine teachers´ experiences of systematic quality work at the upper secondary school and the advantages and disadvantages they identified when engaging in systematic quality work. The study used a qualitative method based on semi-structured interviews. The analytical framework used was hermeneutics. The main theories used as a foundation were organizational theory and learning organization-perspective. A total of five teachers from two different upper secondary schools partook in the study. Their statements were categorized in accordance to the study´s three questions. The analysis of the results showed that the structuring of development teams among teachers had an impact on the effectiveness of systematic quality work. The teachers also expressed a lack of time dedicated to quality work and a desire for a variated time when engaging with systematic quality work. The teachers perceived their role as a teacher essential when engaged in systematic quality work.

This study aims to investigate how students with dyslexia experience the teaching of social studies in upper secondary school, and how they actively participate on basis of democratic values. The research is based on a qualitative interview study that forms the basis of the empirical material. The term democratic capacity is used as an analytical tool in the study. The results shows that students with dyslexia experience challenges in reading, conceptual understanding and an uncertainty regarding participation in discussions in the subject of social studies. Furthermore, it shows that dyslexics experience anxiety and inferior self-confidence to participate in some areas of the social studies. This results in a lesser degree of democratic capacity.

The aim of my diploma thesis is to capture the history of secondary education and, at the same time, to link this historical development to a particular secondary school - Bohumil Hrabal Gymnasium in Nymburk. The introductory part describes the beginnings of the formation of grammar schools in our state territory. It focuses on education reforms during the Enlightenment. The second part describes the events of the 20th century. It also includes the establishment of a secondary school in Nymburk, periods of the First and Second World Wars, Prague Spring 1968, normalization period and events after 1989. The final part focuses on contemporary life in school, celebrating the establishment of the school, an overview of famous graduates and circumstances of changing the name of the school. The work also contains the testimony of witnesses - graduates and teachers.

This diploma thesis compares (through the method of action research) the impact of using video tutorials with text manuals. The chosen content represented the programming by means of KODU Game Lab with text manuals and MINECRAFT Education Edition with the instructions in the form of video tutorials. At the end of each issue, students were assigned two tasks to work out. Their success rate results were subsequently evaluated. The influence of video tutorials was related to secondary school students: to those with special educational needs, long- term ill pupils and gifted athletes with extensive absence from school. The research in empirical part has proved that video tutorial is preferred learning tool rather than text materials; therefore, it should be considered as an important potential method for the individualization of teaching process. The implementation of video tutorials has obviously helped to make the learning outcomes of SEN students better. It can therefore be stated that video has a potential to serve as a prospective tool for the efficient inclusion of these pupils.

Previous research shows that truancy in upper secondary school positively correlates to the student’s future level of involvement in society. As such, in order to support an individual’s positive development, it is essential to work with early interventions to increase school attendance. One such preventive initiative is to employ full-time mentors who specifically hold the responsibility to monitor and follow-up student’s absence. This study focuses on full-time mentors working in upper-secondary school, and aims to examine a student’s perspective on the work of the full-time mentors. Collection of material has been done through the execution of eight semi-structured interviews with eight students in an upper secondary school in Stockholm, Sweden. The student’s statements have been interpreted and analyzed from the theoretical standpoint of social constructivism. As such, in this study, the work of the mentor as well as the student’s perception of the mentor’s role, is perceived as part of a social process and consequently dependent on its context. This means that components such as the distribution of power between student and mentor have been relevant to consider, in relation to interventions meant to increase student attendance. The study highlights the importance of using communicative tools, and mutual conversations, as well as building and maintaining well-functioning relationships between students and mentors. The result shows that the way that full-time mentors communicate with students, could be made more explicit, so that routines and expectations leading from that communication is clear to the student. In addition, the study’s result also indicate that full-time mentors could better adapt their way of communicating, in order to avoid an unbalanced power distribution between the full-time mentor and the student. The conclusion of the study is that communicative tools, such as relationship-creating and mutual conversations, when thoughtfully applied, can increase participation in school and as such, reduce absence.

In a world which continuously becomes more globalised, the need to adapt one's language depending on context becomes increasingly important. This is acknowledged in the Swedish syllabus for the upper-secondary school, which emphasises communicative competence and the need to adapt to situation and hearer. This study uses a foundation based on politeness theory, where the act of requesting is considered a threat to the notion of face. The concept of face that is being used is based on the work of Brown and Levinson (1987) and the idea is that everyone has a positive- and negative face where the former is the need for one’s self-image to be respected and the latter is the freedom to act without imposition from others. By role-playing different scenarios, the participants of the study, all students of the English 7 course, were asked to perform requests which varied in imposition and which targeted hearers of different statuses. The results were analysed using a qualitative approach, which leads to the conclusion that half of the six participants adapted their language appropriately to the communicative situation. Those three had managed to show an increase in face-saving acts where the imposition was greater, or the hearer was of a higher status. That only half of the participants managed to do this shows a lack of success in teaching the students the necessary pragmatic skills encoded in the syllabus and more focused studies in this area are recommended to address this issue. Due to the small number of participants, further studies are needed to fully confirm the results presented in this study.

Made available in DSpace on 2016-12-23T14:01:49Z (GMT). No. of bitstreams: 1 Ademar Miller Junior - Parte 1.pdf: 5156156 bytes, checksum: 2d4dde4e10b25e63da25e66d12103bb8 (MD5) Previous issue date: 2013-07-29 / Over the last years the Federal Government has been making progress in the definition and implementation of an educational policy for the deaf, creating laws and programs to put into action this policy. Thus, it is important to monitor the actions taken by the Department of Education at the municipal and state levels in order to discuss the contributions of the legislation for the education of the deaf and the challenges that cross the developed actions. This research aimed to investigate the inclusion of deaf students in secondary school in Espírito Santo, Brazil. In order to support the discussion on the education of the deaf, authors that discuss about this issue were used. For this study, a qualitative study was conducted, which focused on the narratives of young deaf people who attend or attended secondary school recently. The studied narratives showed the importance of discussing three aspects: the level of education of the young deaf before secondary school; the conditions of schooling in secondary school in regular schools; the choice of the profession and the professional practice in the life plans mentioned by these individuals. The narratives of deaf people tell us their life stories in regular schools with the inclusive policy in recent years. This study presents the problem of an education that does not value the experience of deaf people in the school. It also discusses the possibilities of deaf students learn in school for hearers, as well as the vision of each of these individuals about the school routine and their plans for the future. The research shows that the secondary school education did not provide the necessary basis for the deaf students think of their life projects more consistently. The study also reveals some problems that lead to failure the attempts of a better education for deaf people. As a conclusion, the present paper understands that it is urgent the necessity of a reorganization of the inclusive education policy for the deaf. It is important to comprehend that the focus should be neither deafness nor the development in the area, but the understanding of the deaf people, their identity and culture, as well as the implications that the deafness perspective brings on these people and their education / Nos últimos anos o Governo Federal tem avançado na definição e implementação de uma política educacional para os sujeitos surdos, criando leis e programas para implantar essa política. Assim, é importante acompanhar as ações desenvolvidas em nível estadual e municipal pelas secretarias de educação, de forma a discutir as contribuições da legislação para a educação de sujeitos surdos e os desafios que atravessam as ações desenvolvidas. A pesquisa teve por objetivo investigar a inclusão de alunos surdos no Ensino Médio no Espírito Santo. Para dar suporte à discussão sobre a educação de surdos, foram utilizados autores que discutem Ensino Médio e educação de surdos. Para este estudo foi realizada uma pesquisa do tipo qualitativa, que se voltou para as narrativas de nove sujeitos surdos que frequentam ou frequentaram o Ensino Médio recentemente. As narrativas dos sujeitos pesquisados mostraram a importância de discutir três aspectos: a escolarização dos jovens surdos antes do Ensino Médio; as condições de escolarização no Ensino Médio na escola regular; a escolha da profissão e a atuação profissional nos projetos de vida mencionados por esses sujeitos. As narrativas dos sujeitos surdos contam-nos suas histórias de vida na escola regular com as políticas inclusivas nos últimos anos. Apresentam o problema de uma educação que não valoriza a experiência do surdo na escola, que busca sua inclusão por meio da educação especial. Abordam as possibilidades de aprendizado desses surdos na escola de ouvintes, as visões de cada um desses sujeitos sobre o cotidiano da escola e seus projetos para o futuro. Mostram que a educação no Ensino Médio não proveu a base necessária para que eles pensem de forma mais consistente em seus projetos de vida, desvelam alguns problemas que levam ao fracasso na busca por uma educação de qualidade para sujeitos surdos. O estudo conclui que é urgente uma reorganização da política de educação inclusiva para os surdos. Há que se entender que o foco não deve ser a surdez e o desenvolvimento na área, mas sim entender o sujeito surdo, a identidade e a cultura surda, bem como as implicações que a perspectiva da surdez causa nesses sujeitos e em sua educação escolar

Este trabalho tem como tema de estudo a Resolução de Problemas no ensino e aprendizagem da Matemática na Educação Básica e insere-se no projeto Ensino de Matemática na Escola Elementar, no âmbito do programa Observatório da Educação (OBEDUC/CAPES), desenvolvido no IME-USP. Seu objetivo é investigar de que maneira as práticas de Resolução de Problemas podem ser implementadas na sala de aula e como essas práticas são vivenciadas pelos alunos. Para tanto, propôs-se desenvolver realizar e analisar uma experiência em Resolução de Problemas com alunos da 1a série do Ensino Médio de uma escola pública de São Paulo/SP, inspirada na competição internacional Rali Matemático. Em geral, durante a busca da solução de um problema em Matemática, as ideias precisam ser organizadas a partir da representação de objetos matemáticos e de relações entre eles. Com isso, entendendo que diferentes tipos de representações matemáticas são ferramentas úteis na atividade de resolução de problemas, buscamos analisar o papel de diversas representações semióticas nos processos de resolução dos alunos. A estratégia metodológica envolveu um estudo experimental de intervenção, organizado em três fases, cuja análise dos dados coletados foi de natureza qualitativa, à luz das pesquisas na área, bem como da teoria dos registros de representação semiótica de Raymond Duval. Os resultados mostraram que, mesmo sem obter respostas completas e corretas, grande parte dos grupos apresentou tentativas de representações dos tipos discutidos nas etapas iniciais do experimento, ou, ao menos, maneiras mais organizadas de tratar os dados e expor suas ideias. Conclui-se que a escolha do contexto do Rali Matemático foi validada, por ter facilitado a implementação das atividades baseadas na Resolução de Problemas, nas quais os alunos foram participantes ativos nos processos de resolução e reconheceram o importante papel das representações semióticas nesse tipo de situação. / The topic of this research is Problem Solving in teaching and learning Mathematics in primary education. It fits into the project Ensino de Matemática na Escola Elementar within the program Observatório da Educação (OBEDUC/CAPES), developed by IME-USP. The goal of this study is to investigate the way in which problem solving practices can be implemented in classroom and what are students experiences with them. For the purpose of this study, we propose to develop, realize and analyze a problem solving experience with 1st year students of a state-run secondary school in Sao Paulo/SP, based on international competition Mathematical Rally. In general, when solving a mathematical problem, ideas have to be organized from a representation of mathematical relations and objects. With this in mind, and understanding that different types of mathematical representations are useful tools in problem solving activities, this study investigates the role of different semiotic representations in students problem-solving processes. Therefore, the methodology used was involved a 3-phase experimental intervention study with qualitative data analysis based on research in this area, as well as on Raymond Duvals theory of semiotic representation registers. Even though the right answers were not found, the research points that most of groups tried to represent similarly of previous stage, or at least more organized ways to deal with data and expose their ideas. It can be concluded that the choice of \"Math Rally\" as context was validated as it facilitated the use of activities based on problem solving. The students actively participated of the solving process and understood the role of semiotic representations on similar kind of situations.

Made available in DSpace on 2017-07-10T16:17:18Z (GMT). No. of bitstreams: 1 marcia_blum.pdf: 1178912 bytes, checksum: 09225801a13a48b76bc19ef5518e2da9 (MD5) Previous issue date: 2011-03-18 / Our goal with this project was to analyze how the assessment has been made by PROEJA as Welfare politic in the State of Parana. We assumed that the implementation of this program is linked to the reform of the basic education in the 90 s. When we presented the hypothesis to joint PROEJA to all the reforms of the 1990s, our interest was to understand the extent to which an educational policy that results from the clash between competing interests for the articulation between high school and professional education and converges and/or diverges from the assumptions underlying the so-called centrality of basic education outlined in the 90 years of the 20th century. We studied, in particular, the assessment due to the strong emphasis on the control results in this decade and we try to check which aspects such assessment ,or diverges and converges with the assessments of the 1990s. The work was organized into four chapters. At first we present the political, economic, educational and organizational work on which PROEJA is formulated. In the second, in order to build theoretical basis analyzing the policy assessment PROEJA that has constituted the State of Paraná, we present a discussion about the assessment category. The third chapter is devoted to analyze the reform of basic education and secondary education and policy assessment implemented in the 1990s. The purpose of this chapter was to identify the main aspects that make up these reforms in order to feed the research about the possible convergence of PROEJA with which the present framework of guidance in the educational field in the 1990s. Finally, on the fourth chapter, we treat the evaluation process PROEJA in Parana State considering set out in the previous chapters. From these elements we found that the assessment of PROEJA converges with the evaluations had been implemented since the 1990s by focusing on results and be centered. Diverge, for example, the present concern with qualitative information related to the teaching-learning process and for not having the purpose of classifying the schools and students. / Nosso objetivo com o desenvolvimento deste trabalho foi analisar como vem sendo constituída a avaliação do PROEJA enquanto Política Pública no Estado do Paraná. Partimos do pressuposto de que a implementação desse Programa se articula à reforma da Educação Básica na década de 1990. Quando apresentamos a hipótese de articulação do PROEJA ao conjunto das reformas da década de 1990, nosso interesse foi compreender em que medida uma política educacional que resulta do embate entre interesses antagônicos para a articulação entre o Ensino Médio e a Educação Profissional converge e ou diverge dos pressupostos que orientam a chamada centralidade da Educação Básica delineada nos anos 90 do século XX. Estudamos, de modo particular, a avaliação em razão da forte ênfase atribuída ao controle de resultados nessa década e buscamos averiguar em quais aspectos essa avaliação diverge e ou converge com as avaliações da década de 1990. O trabalho foi organizado em quatro capítulos. No primeiro apresentamos o contexto político, econômico, educacional e de organização do trabalho em que é formulado o PROEJA. No segundo, tendo em vista a construção de subsídios teóricos para analisar a política de avaliação do PROEJA que vem se constituindo no Estado do Paraná, apresentamos uma discussão a respeito da categoria avaliação. O terceiro capítulo é dedicado à análise da reforma da Educação Básica e do Ensino Médio, bem como a política de avaliação implementada na década de 1990. O objetivo desse capítulo foi identificar os principais aspectos que constituem essas reformas a fim de alimentar a investigação a respeito das possíveis convergências do PROEJA com o quadro de orientações presentes no campo educacional na década de 1990. Finalmente, no quarto capitulo, tratamos do processo de avaliação do PROEJA no Estado do Paraná à luz das considerações estabelecidas nos capítulos anteriores. A partir desses elementos verificamos que a avaliação do PROEJA converge com as avaliações implementadas desde a década de 1990 por se focar nos resultados e ser centralizada. Diverge, por exemplo, ao apresentar preocupação com elementos qualitativos relacionados com o processo de ensino-aprendizagem e por não ter a finalidade de classificar as escolas e os alunos.