Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O desenvolvimento sustentável se impõe aos tempos atuais como o único caminho capaz de reverter os graves problemas ambientais advindos em nome do crescimento econômico obtido a qualquer custo. Diante das previsões catastróficas, caso não se mude os rumos da conduta predatória em relação à natureza, as questões ambientais passaram a ser tratadas em âmbito global, gerando acordos e constituindo-se em orientação para as políticas públicas nos diversos países. Nesse contexto, a Educação Ambiental surge como uma das estratégias para a construção desse novo paradigma, que incorpore as dimensões social e ambiental como condição e indicativo de desenvolvimento. No Brasil, a defesa e a preservação do Meio Ambiente tornou-se dever constitucional por meio do Artigo 225 da Constituição Federal de 1988, gerando posteriormente a Política Nacional de Educação Ambiental, instituída pela Lei Federal 9.795/99. De acordo com a legislação, a Educação Ambiental deve estar presente em todos os níveis e modalidades de ensino, devendo fazer parte do currículo de todas as disciplinas, com abordagem interdisciplinar. Esse estudo teve por objetivo investigar a distância entre o proclamado na legislação educacional acerca da Educação Ambiental e o que de fato é contemplado no currículo das instituições de Ensino Fundamental da Rede Pública Estadual de Ensino, no Município de Boa Vista - Roraima, no período de 2010 a 2016. Para isso, além de pesquisa bibliográfica, foi realizada uma pesquisa documental em seis escolas, tendo como foco o currículo praticado, com análise de dados dentro da abordagem sóciohistórica, tendo como referencial teórico o materialismo histórico-dialético. A pesquisa documental nas seis escolas teve como objeto de investigação o projeto político pedagógico, planos de curso das cinco disciplinas com maior carga horária semanal, planos a serem desenvolvidos com recursos federais voltados para a sustentabilidade ambiental nas escolas e projetos institucionais interdisciplinares com a temática meio ambiente. O estudo revelou que o currículo das escolas pesquisadas não corresponde às diretrizes legais para o desenvolvimento da Educação Ambiental, sendo possível perceber a distância entre o proclamado e o realizado, encontrando-se referência às questões ambientais em apenas 35% dos planejamentos anuais dos professores. No primeiro capítulo fazemos um histórico da Educação Ambiental, o que necessariamente nos remete ao início das discussões sobre sustentabilidade no nível global; no segundo capítulo, abordamos as políticas públicas voltadas para o desenvolvimento da Educação Ambiental na educação formal, no que diz respeito aos instrumentos legais e às diretrizes nacionais e estaduais; no terceiro capítulo fazemos a exposição dos resultados e análise dos dados no âmbito da pesquisa, revelando as contradições entre os diversos níveis de planejamento; e, finalmente, no último capítulo, a partir das conclusões finais sobre os resultados encontrados, buscamos num contexto mais amplo a compreensão das aparentes falhas no que diz respeito ao desenvolvimento da Educação Ambiental, com base na relação dialética da parte com o todo, partindo do pressuposto de que toda objetividade possui uma infinidade de determinações.

This study was carried out in Lebow a Bantustan, situated in the Northern Transvaal Region of the Republic of South Africa. This study covered the period 1989 to 1992. This period was marked by considerable unrest and upheaval in Black education. The Black education crisis was compounded by a political climate created by the unbanning of political parties, release of political prisoners and the return of exiles in 1990, whereby several petitions for demands were handed over to the LED's Head Office and Circuit Offices, among others, by teachers (LED Annual Report, 1990: 20). The following factors were, inter alia, identified as having contributed to the educational crisis in Lebowa bantustan (LED Annual Report, 1990: 22): - * * * * * * * general campaign waged by some teachers for lawlessness, defiance and intimidation of authority; the influence of external organisations on the schools; backlogs in the provisioning of basic educational facilities; irrelevant school curriculum; teacher's low morale; lack of meaningful parental involvement in education; and limited participative decision-making and management in the schools. The mentioned factors aroused dissatisfaction and discontent among teachers. Furthermore, teachers considered education provided by the LED as perpetuating apartheid, characterised by vast disparities and uneven distribution of resources. The protesting teachers started to share this discontent. In the words of Jenkins and Perrow (1977: 250) when widespread and shared discontent increases, collective efforts to alleviate this state of affairs occur. In the case of protesting teachers the South African Democratic Teachers' Union was founded. The focus of this study, therefore, will be to describe and analyze the occurrences and effects of teacher protest activities in Lebowa for the period between 1989 and 1992. The more specific research questions will concern: * Socio-political, administrative, demographic, physical, financial and educational conditions existed, in which a teacher protest movement could take root. These factors aroused discontent and a resultant general belief among some teachers that the education received by blacks was inferior; * Transformation of collective beliefs into collective actions and mobilisation. * Teachers became convinced that movement participation was an effective way of redressing grievances. As such SADTU attempted to mobilise consensus among the protesting teachers. Consensus mobilisation was done through the aid of frame alignment processes (e.g. bridging, amplification and transformation) and four group processes (e.g. consciousness-raising, collective empowerment, polarisation and collective decision-making). The latter created a willingness to sacrifice personal welfare for a collective cause; and the impact of teacher protest activities on the Lebowa government, the LED's official duties, pupil/student performances and the parents. Not only did the disruptions and protests retard the learning process in schools, but also contributed towards the poor std 10 examination results. The LED officials were adversely affected by these actions. Some teachers and principals were intimidated and threatened (Case Register no's: 123/11/91 at Police stations and 48/10/92 at Gompies Police Station). Protesting teachers advocated for defiance campaigns against LED's authorities, inspectors and principals (TUATA, 1990: 26). Parents and community at large lost trust and confidence in the teachers for the education of their children. / Dissertation (MA)--University of Pretoria, 1995. / gm2014 / Humanities Education / unrestricted

Made available in DSpace on 2016-01-26T18:49:39Z (GMT). No. of bitstreams: 1 DEIZE_PONCIANO_DISSERRACAO_3_05_2011.pdf: 799173 bytes, checksum: 606e6b1f383db16f0bddad01e85b7e21 (MD5) Previous issue date: 2011-04-14 / The black population in Brazil from the historical point of view has always been placed on the margins of society. The process of implementation of Law 10639/2003 and other laws make mandatory the teaching of History and Culture african-brazilian and african, as contents to be inserted in all disciplines of the school curriculum, as well as discussions related to education of ethno-racial relationship. This study aims to examine how the story developed and presented in african-brazilian Curriculum Course 6th to 9th grade History of the State of São Paulo, implemented from 2008. Is being performed a qualitative study which will involve documentary analysis of the Curriculum for teaching History from the 6th to 9th grades of elementary school official of the State of Sao Paulo published in 2009 by emphasizing issues: cultural diversity, appreciation, respect and racial prejudice. The analyses revealed that the Curriculum is not the current situation of Afro-Brazilian in our society, its importance in the construction of the Brazilian History and Culture and provides a consistent debate on cultural diversity, prejudice and racism / A população negra no Brasil sob o ponto de vista histórico, sempre foi colocada à margem da sociedade. O processo de implementação da Lei 10.639/2003 e outros dispositivos legais tornam obrigatórios o ensino da História e Cultura afro-brasileira e africana, como conteúdos a serem inseridos em todas as disciplinas do currículo escolar, bem como discussões pertinentes à educação das relações étnico-raciais. Este estudo se propôs a analisar como é desenvolvida e apresentada a História e Cultura afro-brasileira no Currículo do 6º ao 9ª anos de História do Estado de São Paulo, implementado a partir de 2008. A metodologia da pesquisa configurou-se como pesquisa qualitativa, centrada na análise documental do Currículo para ensino de História dos 6º ao 9° anos do ensino fundamental da rede oficial do Estado de São Paulo, publicada em 2009, dando ênfase às questões: diversidade cultural, valorização, respeito e preconceito racial. As análises revelaram que o Currículo não remete à atual situação do afro-brasileiro em nossa sociedade, sua importância na construção da História e Cultura brasileiras e, não propicia um debate consistente sobre a diversidade cultural, o preconceito e o racismo

Made available in DSpace on 2016-07-18T17:54:13Z (GMT). No. of bitstreams: 1 DEIZE_PONCIANO_DISSERRACAO_3_05_2011.pdf: 799173 bytes, checksum: 606e6b1f383db16f0bddad01e85b7e21 (MD5) Previous issue date: 2011-04-14 / The black population in Brazil from the historical point of view has always been placed on the margins of society. The process of implementation of Law 10639/2003 and other laws make mandatory the teaching of History and Culture african-brazilian and african, as contents to be inserted in all disciplines of the school curriculum, as well as discussions related to education of ethno-racial relationship. This study aims to examine how the story developed and presented in african-brazilian Curriculum Course 6th to 9th grade History of the State of São Paulo, implemented from 2008. Is being performed a qualitative study which will involve documentary analysis of the Curriculum for teaching History from the 6th to 9th grades of elementary school official of the State of Sao Paulo published in 2009 by emphasizing issues: cultural diversity, appreciation, respect and racial prejudice. The analyses revealed that the Curriculum is not the current situation of Afro-Brazilian in our society, its importance in the construction of the Brazilian History and Culture and provides a consistent debate on cultural diversity, prejudice and racism / A população negra no Brasil sob o ponto de vista histórico, sempre foi colocada à margem da sociedade. O processo de implementação da Lei 10.639/2003 e outros dispositivos legais tornam obrigatórios o ensino da História e Cultura afro-brasileira e africana, como conteúdos a serem inseridos em todas as disciplinas do currículo escolar, bem como discussões pertinentes à educação das relações étnico-raciais. Este estudo se propôs a analisar como é desenvolvida e apresentada a História e Cultura afro-brasileira no Currículo do 6º ao 9ª anos de História do Estado de São Paulo, implementado a partir de 2008. A metodologia da pesquisa configurou-se como pesquisa qualitativa, centrada na análise documental do Currículo para ensino de História dos 6º ao 9° anos do ensino fundamental da rede oficial do Estado de São Paulo, publicada em 2009, dando ênfase às questões: diversidade cultural, valorização, respeito e preconceito racial. As análises revelaram que o Currículo não remete à atual situação do afro-brasileiro em nossa sociedade, sua importância na construção da História e Cultura brasileiras e, não propicia um debate consistente sobre a diversidade cultural, o preconceito e o racismo

The goal of the study was to determine whether there would be a significant improvement in preschool children’s emotional intelligence when a Gestalt intervention programme was implemented. The research was conducted according to the quantitative approach with a pre-test/post-test design. The Vineland Adaptive Behaviour Scales (2nd edition) was completed and returned by a sample of 30 parents (N=30) from a crèche in the Gauteng area. The Joseph Picture Self-Concept Scale was used to test a sample of 30 preschool children (N=30) from the same crèche. The representative sample of preschoolers aged 3 to 5 years was divided into an experimental (n=15) and control (n=15) group. A Gestalt play therapy intervention programme, the Wise child programme, was conducted with the experimental group. The results indicated that there was a significant improvement of the preschool children’s emotional intelligence in terms of intra- and interpersonal skills after the implementation of a Gestalt intervention programme. / Social Work / M. Diac. (Play Therapy)

The purpose of this essay is to find out if there is a general understanding of what the concept of ”a competent child” is in the writings of Maria Montessori, as well as in books written about Loris Malaguzzi. The essay then compares this with the answers from pre-school teachers in two Montessori and two Reggio Emilia pre-schools about their understanding of what a competent child is, how that shows in their behaviours and attitudes towards the children and in how they use this to arrange the pre-school physical environment. The essay also takes a look at how the teachers work with documentation, how they perceive their chosen pedagogy helps them in their work with the pre-school curriculum and with the requirement that the pre-school teachings should be grounded in the scientific method, and also explores what does the teachers think about their role as a teacher. The essay then tries to analyse why Reggio Emilia has grown to be the predominant pedagogy   in the Swedish pre-schools and why Montessori has not. The investigation is based on qualitative interviews as well as observations made by the author. The study is based on Vygotskijs socio-cultural theory, which could be summarised that we all learn in social relations.   The conclusion of the study is that there is a general understanding about the competent child in the books written by Maria Montessori and Loris Malaguzzi, as well as in the teacher’s answers to interview questions and in their acting in teaching situations. The study could see some differences in the design of the physical environments, theteachers’ views of their roles in their answers about the curriculum and that the pre-school should be based on the scientific method. These answers combined with the authors’ observations, the literature used for reference and the socio-cultural theory written by Vygotskij brings the author to the conclusion that Reggio Emilia could be seen as modern version of Montessori. Reggio Emilia is more up to date with a modern take on the role of teachers in advancing children’s learning and development, and the pedagogy also has the socio-cultural theory as a base for understanding how both adults and children learn. The Reggio Emilia pre-schools visited by the author also work with aesthetic expressions in a way that the pre- schools based in the Montessori pree-schools don´t. Reggio Emilia also ”gave” the Swedish pree-schools a tool for seeing the children, the teacher´s and the pree-school itself. It gave us pedagogic documentation.

This study of the feasibility of introducing certain economic concepts into secondary school industrial arts curricula reveals that most Americans understand economics poorly. The study divides economic concepts into seven major categories with which the responsible adult should be familiar. The study examines trends toward involving economics in contemporary industrial arts projects and presents selected such activities with an economic emphasis. The study concludes by distinguishing between suitable and unsuitable economic concepts for integration into industrial arts curricula.

This study was made: first, to determine the vocational opportunities for commercial graduates of Denton Senior High School as a basis for more effective guidance; second, to determine whether the commercial training program in the local high school is providing adequate vocational preparation for the principal commercial positions in Denton, Texas, third, to discover the chief commercial weaknesses of the present employees in Denton, Texas; fourth, to secure information necessary for appropriate commercial curriculum for the local high school. It is the further aim of this investigation to determine the social as well as the personal business needs of the average individuals." --leaf 1

The thesis is focused on differentiation in school curriculum at primary schools. Its aim is to describe the conditions and schemes of differentiation in school curriculum at selected primary schools in Prague and to confirm if and how they are fullfilled in the classes. It is focused mainly on care for the groups of children to whom differentiation is highly recommended. These are children with specific educational needs and talented children. The practical part of the thesis presents results of qualitative research in casuistries of selected Prague primary schools, their school curriculum and practical use of the differentiation of education in their classes. The casuistries contain descriptions of functional and tested models of individualization and differentiation at these schools. Of organizational structures (as they are described in theory) combinations of these are used most often: intrinsic differentiation (in common classes) - individually or in groups (sometimes with pedagogical assistant) and group extrinsic differentiation, that is formed as special care for children either with specific educational needs or talented children. Key words: differentiation, individualization, talented child, school curriculum, child with specific educational needs

Entre idas e vindas na história do currículo escolar desde o século XIX, a Sociologia como disciplina do ensino médio volta a ser debatida. Com o fim da ditadura militar no país e desde a promulgação da Lei de Diretrizes e Bases da Educação Nacional, em 1996, ganhou status diferente na legislação a cada mudança de governo. Na busca por compreender as especificidades da docência nesta área, objetivo central desta tese, foram adotados dados quantitativos e qualitativos, baseados em entrevistas com onze professores e dez professoras, em cargos efetivos de Sociologia no ensino médio da rede estadual paulista. Trajetórias, condições de trabalho e conteúdos e contornos que esta disciplina assumiu por meio dos professores foram os elementos verificados para apreender sua unicidade, no intervalo entre sua obrigatoriedade, em 2008, e a confusa condição de estudos e práticas, colocada pela reforma do ensino médio instituída em 2017. Os resultados mostram um cenário de equilíbrio numérico entre professores e professoras no quadro docente, um traço de sua singularidade. Sua incorporação recente ao currículo obrigatório se desdobra em ausência de referências comuns e condições de trabalho mais frágeis, com grande acúmulo de atividades e menores médias salariais. Entre ser uma escolha e uma possiblidade, as Ciências Sociais, como formação voltada à compreensão do mundo social, e a docência, como alternativa de inserção profissional, atraem professores e professoras com origem na classe trabalhadora, cujas biografias são permeadas pelas artes e pelo universo político, que se deslocam aos sentidos atribuídos à Sociologia no ensino médio. O cotidiano dos alunos é abordado como objeto de estudo pelos professores, numa tentantiva de conferir maior democratização do conhecimento escolar. É, também, lugar de fruição, em que a Sociologia é adotada como suporte para promover a vivência e a reflexão de relações sociais na escola. Alunos e alunas ganham protagonismo com o apoio dos professores de Sociologia, que entendem o fortalecimento das demandas estudantis como parte de seus trabalhos. Na combinação entre o movimento em torno de seu status na legislação educacional, e as falas dos professores e professoras de Sociologia, com seus medos e inquietações, tem-se uma fração relevante dos embates que circunscrevem a escola pública na história recente do país. / Looking back and forth through the history of school curriculum since the 19th century, Sociology as a high school subject is again debated. After the end of the military dictatorship in the country and since the National Education Basic Law and Guidelines were ratified, in 1996, it received a different status in the Law at each government change. Looking forward to understanding the specific features of the teaching in this area, a central objective of this thesis, quantitative and qualitative data were adopted, based on interviews with eleven male and ten female teachers, holding teaching positions in Sociology in São Paulo State High School network. Careers, work conditions and content and outlines that this subject assumed through the teachers were the elements checked to seize its uniqueness, in the meantime between its requirement, in 2008, and the confusing condition of studies and practices, stated by the High School reform constituted in 2017. The results show a scenario of numeric balance between male and female teachers in the teaching staff, a feature of its singularity. Its recent incorporation to the mandatory curriculum unfolds in the absence of common references and most frail work conditions, performing multiple activities and the lowest wage averages. Between a choice and a possibility, Social Sciences, as an education facing the understanding of the social world, and the teaching profession, as an alternative of employability, attracts male and female teachers coming from the working class, whose biographies are filled with arts and the political universe, which move towards the senses attributed to Sociology in High School. Teachers approach the daily routine of students as an object of study, in an attempt to have a more democratic school knowledge development. It is, furthermore, a place of fruition, where Sociology is adopted as a support to promote the experience and the reflection on social relations in school. Students, boys and girls, get center stage with the support of their Sociology teachers, who understand the empowerment of the demand of students as part of their tasks. In combining the movement around its status in educational law, and the speeches of Sociology teachers, with their fears and worries, we have a relevant share of clashes that restrain the public school in the recent history of the country.