This master thesis deals with leisure activities and their possibilites at work with cross-senctional themes at the first stage of primary school. This thesis is aimed to determine attitudes of teachers to integrate cross-sectional themes to education and creating a five-day program. Section defines theoretical basis of literature on the concept of leisure activities and is characterized by cross-senctional themes. It suggests procedures for integrating cross-senctional themes in education and outlines the possibility of of cross-senctional themes intersection with leisure activities. In the practical part is used the questionnaire method to investigated attitude of teachers to integrate cross-senctional themes into teaching in primary schools. The main point of this master thesis is a five day program focusing on environmental education.

This thesis deals with the teaching of media education at the upper primary school from the perspective of the future teacher of civic education. The first section defines some of the topics that are part of media education and media literacy, they provide the reader basic information about this issue. The practical part contains my own research, whose aim is to identify and compare the development of media education in different schools from the perspective of both pupils of the 9th class and the future teacher of civic education. Part of this practice section are results of the research whose aim was to investigate if teachers systematically and purposefully work with the cross-cutting theme of media education and how they integrate it into education. For the research there was used direct observation in the lessons and questionnaires for pupils of the 9th forms of primary school.

Diploma thesis deals with cross-curricular themes at middle school level. In theoretical part the cross-curricular themes are described, as included in the general curriculum for basic education. Further attention is dedicated to {\clqq}Multicultural education``. Practical part includes the survey of teachers at elementary schools in reference to their work on the school curriculum for basic education and cross-curricular themes. Diploma thesis also includes suggestion of several lessons which can be used for multicultural education.

The thesis is written about the possibilities of leisure-time activities at work with cross-sectional themes at the first stage of a primary school. The thesis is aimed to capture the experience of teachers in integrating cross-sectional themes and making up a five-day program. Teoretical part is defined basic terms of the general educational program and cross-sectional themes and are characterized by leisure-time activities. Outlines the procedures how cross-sectional themes are adapated into the school educational programs. Joining between cross-sectional themes and leisure-time activities, pointing out possibilities of leasure-time activities offering goals for fulfilling the content cross-sectional themes issues in education. The practical part is find out the situation of the integration of cross-sectional themes helped by questionnaire methods at primary schools. The focus of this thesis is to prepare a five-day program of leisure activities with a focus on multicultural education.

nÃo hà / Esta pesquisa investiga a educaÃÃo integral do Programa Mais EducaÃÃo â PME, a partir de um estudo de caso realizado na EMEIF Herbert de Souza, uma das primeiras escolas da Rede Municipal de Ensino de Fortaleza a participar do PME, que foi instituÃdo pela Portaria Normativa Interministerial n 17 de 24 de abril de 2007. A EMEIF Herbert de Souza localiza-se no Bom Jardim, bairro de grande vulnerabilidade social da periferia da capital cearense, e desenvolveu, no Ãmbito do PME, vÃrias aÃÃes, no perÃodo de 2008 a 2012, que contribuÃram para a melhoria da educaÃÃo oferecida à comunidade. O objetivo principal dessa pesquisa à analisar o processo de implantaÃÃo e implementaÃÃo do PME na EMEIF Herbert de Souza. Foi realizada uma pesquisa bibliogrÃfica para entender os caminhos da educaÃÃo integral â propostas e realizaÃÃes â os quais se materializam no PME, que se insere no contexto das polÃticas educacionais pÃblicas recentes. Empreendeu-se, tambÃm, um estudo de registros referentes ao PME na EMEIF Herbert de Souza: documentos pedagÃgicos, relatÃrios do Programa, experiÃncias vivenciadas nas oficinas pedagÃgicas, relatos de sujeitos que participaram do processo e das minhas lembranÃas, na qualidade de vice-diretora dessa Escola. à luz desses conjuntos de contribuiÃÃes, foram analisados os conceitos de tempo, espaÃo e currÃculo escolares e as concepÃÃes que dessas dimensÃes emergiram, a partir da perspectiva dos atores pedagÃgicos envolvidos na implantaÃÃo e implementaÃÃo do PME na EMEIF Herbert de Souza. Constatou-se, ao final dessa investigaÃÃo, que o PME proporcionou a divulgaÃÃo do conceito de educaÃÃo integral em jornada ampliada na escola, por meio da realizaÃÃo de atividades socioeducativas no contraturno escolar, materializadas no espaÃo escolar e em outros espaÃos, conforme a concepÃÃo de territÃrios educativos difundida pelo PME. Espera-se que os resultados desta investigaÃÃo contribuam para a continuidade do debate sobre a educaÃÃo integral no Brasil e inspirem outros estudos sobre esse tema, merecedor de divulgaÃÃo, implantaÃÃo e ampliaÃÃo. / This research has as its central theme the comprehensive education and aims to understand the concept of integral education present the principles of Programa Mais EducaÃÃo - PME established by Normative Interministerial n 17 of April 24, 2007, from a study of event held at EMEIF Herbert de Souza, one of the first schools in the municipal schools from Fortaleza to participate in the Program. Located in a neighborhood of high social vulnerability on the outskirts of the capital of CearÃ, the EMEIF Herbert de Souza stood out as a relevant proposal for deployment by PME set of actions developed over the years that have contributed to improving the education provided to the community Bom Jardim neighborhood . Thus, I present the main objective to analyze the deployment process and implementation of the PME in this school unit from the study of educational documents, reports Program, records of experiences in teaching workshops, the reports of the subjects who participated in the process and contribute my experience as vice - principal of the school. This study is justified by the importance that the subject of comprehensive education has gained in the context of recent public education policy with consequent need for deeper on the subject. To achieve the proposed objectives, we conducted a literature search , which backed the considerations of the paths of integral education under the laws underlying the PME, the historical path that contributed to the construction of the proposed comprehensive education in Brazil. From the documentary studies and records impressions of the subject generated by the questionnaires, the concepts of time, space and school curriculum and the concepts which these dimensions emerged from the perspective of educational stakeholders have been analyzed in the process of implementing the SME in EMEIF Herbert de Souza. Observed at the end of this study that the program provided the dissemination of the concept of integral education in the school expanded through the realization of socio-educational activities after school, performed at school and in other spaces journey, as the design of educational territories scattered by PME. We believe that the ideas presented will contribute to the continuing debate on the issue and to raise other studies as a means to expand and promote the concept of the integral education in Brazil.

Dissertação(mestrado)-Universidade Federal do Rio Grande, Programa de Pós-Graduação em Geografia, Instituto de Ciências Humanas e da Informação, 2011. / Submitted by Caroline Silva (krol_bilhar@hotmail.com) on 2012-07-25T15:01:29Z No. of bitstreams: 1 dissertao cristiane.pdf: 719766 bytes, checksum: 76aabe0f33da8d94c81b81bc0a40e82e (MD5) / Approved for entry into archive by Bruna Vieira(bruninha_vieira@ibest.com.br) on 2012-08-03T22:15:59Z (GMT) No. of bitstreams: 1 dissertao cristiane.pdf: 719766 bytes, checksum: 76aabe0f33da8d94c81b81bc0a40e82e (MD5) / Made available in DSpace on 2012-08-03T22:15:59Z (GMT). No. of bitstreams: 1 dissertao cristiane.pdf: 719766 bytes, checksum: 76aabe0f33da8d94c81b81bc0a40e82e (MD5) Previous issue date: 2011 / Essa dissertação de mestrado analisa o distanciamento bem como a proximidade entre a formação de professores de geografia no curso de Licenciatura em Geografia da Universidade Federal de Pelotas e a realidade escolar de sua profissão ao lecionarem, vislumbrando se a academia contempla as exigências do âmbito escolar. Para tanto foi feita uma análise documental no currículo da Secretaria Municipal de Educação e Desporto de Pelotas comparando-a com o currículo do curso de Licenciatura em Geografia da referida universidade. Além disso, foram realizadas entrevistas com professores de geografia graduados em diferentes momentos pela graduação anteriormente citada, demonstrando uma preocupação pautada não somente na questão dos conteúdos programáticos específicos da disciplina de geografia, mas também em todos os outros saberes que permeiam o âmbito escolar e que são imprescindíveis na nossa prática docente, extrapolando a gama de conteúdos da nossa disciplina. Somado a isso, a pesquisa bibliográfica atrelados aos temas questionados também foi bastante pertinente nesse trabalho. / This dissertation analyzes the distance and the proximity between the training of teachers of geography in the Bachelor's Degree in Geography, Federal University of Pelotas and school reality of his profession in teaching, seeing that the academy considers the requirements of the school. For this purpose an analysis of documents in the curriculum of the Municipal Education and Sports of Pelotas comparing it with the curriculum of the Bachelor's Degree in Geography from the same university. In addition, interviews were conducted with teachers of geography graduates at different times by the above-mentioned degree, demonstrating a concern based not only on the issue of specific programmatic content of the discipline of geography but also in all other knowledge that permeate the school and are important in our teaching practice, beyond the range of content of our discipline. Added to this, the literature linked to issues questioned was also quite relevant in this work.

Made available in DSpace on 2014-07-29T16:10:33Z (GMT). No. of bitstreams: 1 Flavia osorio.pdf: 1864864 bytes, checksum: c3ab8a1e36f090e4811b85f52d4dfa44 (MD5) Previous issue date: 2011-08-26 / This study is part of the research line State, Policy and History Educationa of the Program of Post- Graduation in Education from Faculdade de Educação, Universidade Federal de Goiás. Has as goal the extension of school time in the public schools of Goiás from 2006 to 2010. Using the literature and documentary, this study focuses on describing the trajectory of the implementation of the State School Full-Time (EETI) from 2006 until the year 2010, considering the actors involved, the characteristics of management, monitoring and financing of the proposal. The desk research was based on the literature documents that formed the Pilot School Full Time State of the State Secretariat of Education of Goiás (Seduc / GO), namely, sent letters, directives, operational guidelines and teaching, reports, plans action and an example of Political-Pedagogical Project of one of EETIs. Were also used as a basis for the search to educational legislation, national and state levels, with emphasis on elementary education; the legislative texts, research (theses and dissertations) and books. The EETIs in Goiás meet elementary school students over a period of ten hours daily. The financing of the proposal come from features Fundeb, a part of the appeal of the State Treasury is decentralized to the school and partly managed by the very Seduc / GO. The organization of school time is defined by the school unit, with the guidance of Seduc / GO offering students a permanent educational activities, such as computer labs, language and science and research activities, and activities: sports, cultural and social experience integrated into the core curriculum. Through analysis of reports Seduc / GO, it appears that the entire deployment process took place in a tumultuous, schools improvised the physical structure and material and human resources to initiate the operation full time. Considering the political moment, the immediacy found in the implementation of EETI can characterize this project as an electioneering action, subject of political debate in the elections. / Este estudo integra a linha de pesquisa Estado, Políticas e História da Educação do Programa de Pós-Graduação em Educação da Faculdade de Educação da Universidade Federal de Goiás. Possui como objeto a ampliação do tempo escolar na rede pública estadual de Goiás no período de 2006 a 2010. Utilizando da pesquisa bibliográfica e documental, este estudo preocupa-se em descrever e analisar a trajetória da implantação da Escola Estadual de Tempo Integral (EETI) no período de 2006 até o ano de 2010, considerando os atores envolvidos, as características de gestão, o acompanhamento e o financiamento da proposta. A pesquisa documental bibliográfica teve como base os documentos que compuseram o Projeto Piloto de Escola Estadual de Tempo Integral da Secretaria de Estado da Educação de Goiás (Seduc/GO), a saber: ofícios expedidos, portarias, diretrizes operacionais e pedagógicas, relatórios, planos de ação e um exemplo de Projeto Político-Pedagógico de uma das EETIs. Foram também utilizadas como embasamento para a pesquisa a legislação educacional, nacional e estadual, com ênfase na educação fundamental; os textos normativos, pesquisas (dissertações e teses) e livros publicados. As EETIs em Goiás atendem aos estudantes do ensino fundamental num período de dez horas diárias. O financiamento da proposta provêm de recursos do Fundeb, uma parte do recurso do Tesouro Estadual é descentralizado para a escola e outra parte gerido pela própria Seduc/GO. A organização do tempo escolar é definida pela unidade escolar, tendo como orientação da Seduc/GO o oferecimento aos alunos de atividades pedagógicas permanentes, tais como: laboratórios de informática, de línguas e de ciências e atividades de pesquisa; e de atividades: esportivas, culturais e de vivência social integradas ao currículo básico. Por meio de análise de relatórios da Seduc/GO, constata-se que todo o processo de implantação deu-se de forma tumultuada, as escolas improvisaram a estrutura física e os recursos materiais e humanos para iniciarem o funcionamento em tempo integral. Considerando o momento político, o imediatismo constatado na implementação da EETI, pode caracterizar este projeto como uma ação eleitoreira, tema dos debates políticos nas eleições.

The thesis is focused on integration of Health and Physical education in the junior high school curriculum.The main objective is to find out the teachers' experiences and their opinions on the Health and PT education . And on the basis of the obtain information design, in line with the expected outcomes of the Framework of Educational Program, propose a training program for improving the Health and PT class education. In the theoretical part was analysed the common outputs and goals from the Educational Program for Basic Education updated in 2016 for these groups. Was also describes the psychomotor development of student at junior high schools based on science studiies. It identifies the way in which teachers in the field of didactics cooperate, and whether this cooperation is supported by the current curriculum. The practical part documents the course and results of qualitative research in schools with a low number of pupils and teachers in Vlašim school district. Thesis reveals the most common problems associated with teaching of Health education class, methods how teachers cooperationand, and shows the importance of teaching Health and PT education from the perspective of the teachers. The output of this thesis is make proposal of the Educational program which will link Health and PT.

Philosophiae Doctor - PhD / This study is about the author, a primary school teacher, who as a teacher-researcher wanted to improve the awareness of HIV/AIDS that has become a major challenge globally and has been on the increase over the past two-and-a-half decades, especially so, in sub-Saharan Africa. This is in spite of an "overflow" of HIV/AIDS information. The thesis documents two action research projects. Both of them are based on an emancipatory action research methodology. It has long been recognised that the HIV/AIDS pandemic requires more than medical attention and that the way in which teachers deal with HIV/AIDS education, especially at primary school level, becomes critical. A fundamental assumption of this study is that teachers play a critical role and are often the main adults, other than family members, with whom young people interact on a daily basis. Teachers can and must play a vital role in the development of valuable behavioural guidelines about reproductive health amongst the youth. This study views teachers, and more so primary school teachers, as important role players in the struggle to come to terms with HIV/AIDS. In reflecting about the HIV/AIDS pandemic, I realised that my classroom practice was characterised by a "culture of silence" when it came to discussing sex and matters concerning sexuality. The study sets out to enhance behavioural change in the way learners think about sex and sexuality and includes a continuous process of self reflection, self-awareness, planning and appropriate action. In Chapter One, I have tried to locate what I would regard as the problem in my teaching. I became increasingly convinced that my classroom practices might well be contributing to a lack of interweaving HIV/AIDS education into curriculum activity, while at the same time, promoting a "culture of silence" when it comes to issues of sex and sexuality. I arrived at this particular point as a result of reflectively looking at my own teaching career, as well as my own historical and schooling background which I felt has impacted on the way I teach. In this chapter I also give a brief historical background of the school where I teach and where I conducted my research. Towards the end of the chapter, I emphasise that teachers, including myself, need to redefine their role so as to empower students by creating the opportunity for their "voices" to be heard. I also explain concepts used in this written account such as "culture of silence" and "transformative intellectuals". In Chapter Two, I address the HIV and AIDS pandemic debate in more detail. I look at the impact of HIV/AIDS on education and how the implementation of an outcomes - based curriculum (C2005) takes up the HIV/AIDS challenge. In addition to this, I attempt to unpack the Western Cape Education Department's plans and policy concerning HIV/AIDS, after which I focus on breaking the HIV/AIDS "culture of silence". Before I conclude the chapter, I critically engage with the idea of the teacher as a researcher and critical change agent in an HIV/AIDS challenged society. In Chapter Three I provide a brief historical background of the development of action research. I point out how Lewin (1948) and Stenhouse's (1975) idea of action research was later taken up further and given a more critical perspective by writers such as Elliott (1985), Hopkins (1985), Walker (1985), Carr & Kemrnis (1986), Grundy (1987), Winter (1989), McKernan (2000), Meerkotter (2002) and McNiff & Whitehead (2006). I start with the defining (with due regard for the pitfalls of definitions) of action research and then focus on the nature and practices of an emancipatory action research approach. In this chapter I also elaborate on the reasons why I have decided on emancipatory action research as the main approach for this investigation. Chapter Four focuses on my first action research project where I set out to hear my students' "voice". And to contribute to the development of their voice to empower them with regard to sex and sexuality issues, a voice reflecting their increasing understanding of the seriousness of the HIV/AIDS pandemic and most of all a "critical voice" as purported by Freire (1972; 1980), Giroux (1988; 1991) and McLaren (1991; 2006). My second action research project "Checkmating HIV/AIDS", which is described in detail in Chapter Five, is a continuation of the first action research project where I tried to break down the "culture of silence" concerning HIV/AIDS and sex and sexuality in my classroom. On reflecting about the first project, I realized that awareness alone was not going to be enough to take up the HIV/AIDS prevention challenge. Infusing awareness with action was my next step, and sport, being a rallying point on our country's Transformation and Nation Building agenda became the ideal educational tool for this process. For successful prevention, individuals must be able to make decisions to protect themselves. In the second project I focus specifically on one code of sport, namely chess. In this second project, I set out to discuss the potential of using this code of sport to take up the HIV/AIDS challenge. Chapter Six is the concluding chapter. The question posed is: Can we ever win the battle against HIV/AIDS? Is it possible to change the way we think about sex and matters concerning sexuality? Thereafter the concept of change is interrogated and "clarified" in the context of my study. This is followed by looking at the two projects, and I specifically focus on whether these projects had been liberatory or transformative. I then address the issue concerning teachers as "transformative intellectuals" and teacher researchers and conclude by proposing emancipatory action research as a "vehicle" for change. Too often the response to the pandemic produces plans that list endless interventions. I strongly recommend that further research relating to the role of sport in education, with specific reference to HIV/AIDS, be prioritised. The argument being that sport, recreation and play are increasingly elements of development programmes around the world, contributing to the well-being, health and education of children and young people. If chess can contribute to checkmating HIV/AIDS and basketball to dunking HIV/AIDS then a big code such as soccer can definitely contribute to "dribbling" and "tackling" the HIV/AIDS pandemic. Especially, in view of the fact, that South Africa is hosting and showcasing the soccer world cup of 2010.

Summary: This thesis deals with the options of using traffic safety education in kindergarten. It investigates whether there is enough attention to traffic education given in preschool. The theoretical part is focused on basic concepts: education, preschool education, traffic education, all with regard to the issue of preschool age children. It describes the organization involved in the traffic education for preschool age children. It further analyzes the available methodological resources related to this issue due to Framework educational program for preschool education. The next section analyzes the traffic education program, which is assembled in the bachelor thesis. (Husáková 2012) Through analysis of educational programs of individual kindergartens in Decin, I found out, that there is not sufficient attention to traffic education given. Three kindergartens do not have the traffic education incorporated in their school curriculum at all, eleven kindergartens have it only within the school education programs, and only seven kindergartens pays attention to the traffic education in a separate annex. In the survey of methods and programs that I've implemented through the interviews and questionnaires, I found out, that the most common methods used within the traffic education in particular kindergartens...