Esta tese, que se insere na área de História e Historiografia da Educação, busca compreender os processos de construção do tempo das escolas primárias em São Paulo, entre os anos de 1846 e 1890, num momento em que os sistemas públicos primários de ensino emergiam no âmbito mundial. Particularmente, procura-se entender como as discussões que antecedem a criação das escolas graduadas (1893), corroboram o delineamento de um tempo próprio da escola. As fontes da legislação, dos relatórios de inspeção e dos professores além de outras fontes manuscritas como mapas de freqüência, livros de matrícula, circulares, ofícios, encontrados no Arquivo do Estado trazem elementos significativos acerca do que se entendia quanto a tempo escolar, quais as categorias que se faziam presentes, os desafios da construção de um tempo próprio da escola num momento em que a escola primária ainda não era considerada como responsável ou legítima para educar as crianças. Os conceitos de estratégias (Certeau), representações e apropriações (Chartier) sustentam o exame das fontes. Este trabalho evidencia a transição de um tempo da infância regulado por outras referências sociais para um tempo regulado também pela escola. Embora comporte diversas possibilidades analíticas, a expressão \"estudo sobre o tempo das escolas públicas primárias\" designa o conjunto de medidas e discussões tanto administrativo-organizacionais referentes ao calendário (dias letivos ou não, interrupções das aulas, feriados, férias, matrícula, exames); aos marcos como a idade e os horários e a quantidade de horas de permanência na escola; e à organização do tempo didático (Chevallard e Mercier). O que se chama de tempo didático integra a duração do ensino primário, a definição e ordenação dos conteúdos a serem desenvolvidos com as crianças, os modos de ensinar e aprender e o emprego do tempo. É visível, a partir de meados do século XIX, que cada um desses elementos da estrutura temporal da escola vai sendo arquitetado para integrar pouco a pouco uma temporalidade identitária da instituição escolar. Nesse processo, instalaram-se novos tempos para os professores, para os alunos, mas também para a sociedade em geral, e, de modo particular, para as famílias que tinham crianças nas escolas primárias. Ao situar-se num momento histórico que antecede o que há alguns anos foi consagrado pela literatura tradicional de História da Educação como o \"período áureo da educação brasileira\", de modo particular os anos 1890 e 1920, este estudo colabora com as discussões já iniciadas sobre a construção das escolas públicas primárias em São Paulo, mediante a ênfase no aspecto temporal. / This thesis, in the field of Education History and Historiography, aims to understand the processes by which time was constructed in elementary schools in São Paulo, between the years of 1846 and 1890. That was a period when public elementary systems of schooling arose in a worldwide set. It is of special interest to understand how the debates that occurred before the creation of graduated schools (1893), contributed to the definition of school times. This analysis has to consider the specific context of the society (slavery, monarchy, rural economy), its institutions dedicated to the education of childhood (as family and Church) and the school existent in the period. Through this analysis it is possible to contibute to the understanding of the specificities of school culture, considering that it is builted from a specific context in the intersection of social ends (Julia). This concept is also apprehended as the combination of influences from the norms, from those who act in teaching and scholar theories (Escolano). Considering that the school culture and form of the graduate school come from earlier periods (Julia, Vincent) we integrate to this text histories of time in other countries and the cultural influences of other periods and institutions. The documentary sources are the legislation, inspectors\' and teachers\' reports, as well as other manuscripts as freqüency maps, enrollment books and deliberations on everyday business found in the State Archive. These documents express strategies (Certeau), representations and appropriations (Chartier) and bring significant elements on what was understood as school time, what were the categories used and the challenges of the construction of a specific school time when the elementary school wasn\'t still perceived as the main and legitimate institution for the education of the children. In this sense, this research shows the transition of an infant time ruled by other social references to a time that is also regulated by the school. The generic expression \"study on the time of public elementary schools\" contemplates several analytical possibilities, however it refers here to a set of administrative and legal measures, as well as the debates. This set concerns the calendar (school days, hollydays, vacations, enrollment, tests); the milestones as proper school age as well as the distribution and total amount of hours students had to remain in school; also the organization of the didactic time (Chevallard e Mercier) that is a part of elementary schooling, the definition and organization of the contents to be taught to the children, ways of teaching and learning - all of that concerning to the employment of time. It is noticeable, since the middle of the XIXth. Century, that each and every one of these elements of school temporal structure was being planned to integrate progressively a temporality that is central to the identity of this institution. During this process, new times were imposed on teachers and students, but also on the general society and particularly on the families that had children in elementary schools. This analysis contributes to the debates on the construction of public elementary schools in São Paulo because it points out processes that emerged before the period that is traditionally considered by the History of Education as the \"golden ages\" of schooling in the country (especially the years of 1890 and 1920).

本研究旨在探究臺灣、韓國、加拿大、芬蘭在家庭資源、課後學習與閱讀素養之現況，並分析其關係，進而建構與驗證家庭資源、課後學習對閱讀素養影響之模式，最後依據研究結果提出建議。首先，針對家庭資源、課後學習與閱讀素養進行文獻探討，俾做為研究立論基礎與分析之依據；其次，透過PISA 2009資料庫中學生問卷資料與評量結果進行分析，以了解現況並驗證理論模式；最後，依據研究結果進行綜合討論，以形成結論與建議。茲將本研究之主要結論與建議歸納如下： 壹、各國學生在家庭資源、課後學習與閱讀素養有顯著差異 一、不同國家學生在家庭資源的多寡有顯著差異：加拿大學生所擁有的財富資產、教育資源最為豐富，而在文化資產方面，則以韓國學生為最高。 二、不同國家學生在課後學習的情形有顯著差異：韓國學生參加語文補救課程的比例最高，臺灣學生則在語文加強課程以及學習技巧課程的參加比例最高。 三、不同國家學生在閱讀素養的表現有顯著差異：整體而言，以韓國學生表現最好，芬蘭學生次之，接著為加拿大學生，而以臺灣學生表現為最低。 貳、各國學生在家庭資源、課後學習對閱讀素養影響模式之檢定結果 一、經適配度檢定結果顯示：本研究模式在整體適配度指標、比較適配度指標、精簡適配度指標、基本適配度指標與內在適配度指標皆佳。 二、家庭資源愈豐富，閱讀素養愈高：家庭資源對閱讀素養有顯著的正向影響，亦即各國學生所擁有的家庭資源愈多，則閱讀素養越高。 三、課後課程的學習不必然能提升閱讀素養：臺灣、加拿大、芬蘭學生在課後學習對閱讀素養呈現負向影響，然韓國學生在課後學習對閱讀素養則呈現正向影響。 　　最後，本研究依據研究結果，提出相關建議，俾供主管教育行政機關、學校教育人員及後續研究之參考。 / The main purpose of this research was to investigate the influences of home possessions and out-of-school-time lessons on reading literacy in Taiwan, South Korea, Canada, and Finland. The research methods included literature review and data analysis from PISA 2009 database. First, the literature review was the basis of argument and for the development of the model. Secondly, the statistical analysis was conducted by using descriptive statistics, analysis of variance, correlation, and structural eduation modeling. Finally, the comprehensive discussion was based on the research findings, and to draw the conclusions which were summarized as follows: A.The path leading from home possessions to reading literacy was positive in Taiwan, South Korea, Canada, and Finland. That is, home possessions have significant influences on reading literacy in this four countries. B.The path leading from out-of-school-time lessons to reading literacy was positive in South Korea. That is, out-of-school-time lessons have significant and positive influences on reading literacy in South Korea. However, the path leading from out-of-school-time lessons to reading literacy was negative in Taiwan, Canada, and Finland. In other words, out-of-school-time lessons have significant and negative influences on reading literacy in Taiwan, Canada, and Finland. In the end, based on the research results, the researcher proposed some suggestions for educational administrative agencies, school personnel, and future research, attempting to benefit the development of secondary school education in the future.

En ökad mängd interventioner av fysisk aktivitet och rörelse under skoltiden, har positiva effekter på elevernas hälsa och skolresultat, samt minskar tiden som utgörs av stillasittande aktiviteter. Fysisk aktivitet är dessutom en friskfaktor för att minska risken att drabbas av vanliga folksjukdomar och skapar goda förutsättningar för folkhälsan. Stillasittande beteende ökar generellt i samhället och är riskfaktor till uppkomst av kroniska sjukdomar och vidare förtidig död. Samtidigt minskar tiden som individer är fysiskt aktiva, både vardagliga och planerade aktiviteter. Skolan är en lämplig arena för att öka den fysiska aktiviteten, där en bred målgrupp nås utifrån samma förutsättningar på skolan. Syftet var att studera högstadielärares attityder kring fysisk aktivitet och rörelse under skoltiden för elever i årskurs sju till nio, som en hälsofrämjande insats för folkhälsan. Empirin samlades in via enskilda intervjuer och en avslutande fokusgruppsintervju med samma deltagare. Vidare genomfördes en induktiv kvalitativ innehållsanalys. I resultatet framkom att deltagarna var medvetna om att fysisk aktivitet har positiva effekter på elevernas hälsa, men att den enskilda läraren inte var ansvarig för att implementera mer fysisk aktivitet på skoltid. Fysisk aktivitet kopplades med pulshöjande aktiviteter som var schemalagda eller som skulle ske utanför lektionerna, som på rasterna och förslagsvis struktureras av till exempel en fritidspedagog. Ansvaret för att eleverna skulle vara mindre stillasittande och mer fysiskt aktiva under skoldagen, ansågs vara andra aktörer än lärarna själv. Lärarna uttryckte ett behov av djupare förståelse och ökade kunskaper kring fysisk aktivitet och hur de vidare kunde implementera det för att förbättra förutsättningarna för eleverna. Ökad implementering av fysisk aktivitet i skolan med lärarna som resurs, kan komma att ha stor betydelse för vidare folkhälsoarbetet och individers hälsa. Resultatet i studien kan öka medvetenheten om vilka hälsofrämjande interventioner som kan vara lämpliga i skolverksamheter för att förbättra folkhälsan. / More interventions with physical activity and movement during school time, have positive effects on the students health and performance in class, and reduces the time spent on sedentary activities. Physical activity is a health-promoting activity which decreases the risk of becoming ill in common public diseases and creates good opportunities for the public health. Sedentary lifestyle increases in the society and is a risk factor for developing chronic diseases and further to early death. physically active decreases, regarding both everyday- and intentional activities. The school is a suitable arena for increasing the physical activity, since it contains a wide target group and can offer equal conditions. The aim was to study secondary teachers attitudes to physical activity and movements during the school time for students in age 13-16, as a health-promoting intervention for a good public health. The empirical data was collected through individual interviews and a final focus group interview with the same participants. Further an inductive qualitative content analysis was conducted. The result showed that the participants were aware of the positive effects of physical activity on the students health, but the individual teacher wasn't responsible to implement more physical activity at school time. physical activity was connected to pulse-raising activities, which should be scheduled or should take place outside the lessons, suggested during the breaks and be arranged by a leisure teacher. The responsibility for the students to be less sedentary and more physically active during the school day, lays on other actors than the teachers themselves. The teachers expressed a need to gain deeper understanding and increased knowledge of physical activity and how they could continue with implementation of it to improve the conditions for the students. Increased implementation of physical activity in school with the teachers as a resource, may be of great importance to further public health interventions and individuals health. The result from the study can increase awareness of health promoting interventions, which could be applied in schools for a better public health.

Esta tese, que se insere na área de História e Historiografia da Educação, busca compreender os processos de construção do tempo das escolas primárias em São Paulo, entre os anos de 1846 e 1890, num momento em que os sistemas públicos primários de ensino emergiam no âmbito mundial. Particularmente, procura-se entender como as discussões que antecedem a criação das escolas graduadas (1893), corroboram o delineamento de um tempo próprio da escola. As fontes da legislação, dos relatórios de inspeção e dos professores além de outras fontes manuscritas como mapas de freqüência, livros de matrícula, circulares, ofícios, encontrados no Arquivo do Estado trazem elementos significativos acerca do que se entendia quanto a tempo escolar, quais as categorias que se faziam presentes, os desafios da construção de um tempo próprio da escola num momento em que a escola primária ainda não era considerada como responsável ou legítima para educar as crianças. Os conceitos de estratégias (Certeau), representações e apropriações (Chartier) sustentam o exame das fontes. Este trabalho evidencia a transição de um tempo da infância regulado por outras referências sociais para um tempo regulado também pela escola. Embora comporte diversas possibilidades analíticas, a expressão \"estudo sobre o tempo das escolas públicas primárias\" designa o conjunto de medidas e discussões tanto administrativo-organizacionais referentes ao calendário (dias letivos ou não, interrupções das aulas, feriados, férias, matrícula, exames); aos marcos como a idade e os horários e a quantidade de horas de permanência na escola; e à organização do tempo didático (Chevallard e Mercier). O que se chama de tempo didático integra a duração do ensino primário, a definição e ordenação dos conteúdos a serem desenvolvidos com as crianças, os modos de ensinar e aprender e o emprego do tempo. É visível, a partir de meados do século XIX, que cada um desses elementos da estrutura temporal da escola vai sendo arquitetado para integrar pouco a pouco uma temporalidade identitária da instituição escolar. Nesse processo, instalaram-se novos tempos para os professores, para os alunos, mas também para a sociedade em geral, e, de modo particular, para as famílias que tinham crianças nas escolas primárias. Ao situar-se num momento histórico que antecede o que há alguns anos foi consagrado pela literatura tradicional de História da Educação como o \"período áureo da educação brasileira\", de modo particular os anos 1890 e 1920, este estudo colabora com as discussões já iniciadas sobre a construção das escolas públicas primárias em São Paulo, mediante a ênfase no aspecto temporal. / This thesis, in the field of Education History and Historiography, aims to understand the processes by which time was constructed in elementary schools in São Paulo, between the years of 1846 and 1890. That was a period when public elementary systems of schooling arose in a worldwide set. It is of special interest to understand how the debates that occurred before the creation of graduated schools (1893), contributed to the definition of school times. This analysis has to consider the specific context of the society (slavery, monarchy, rural economy), its institutions dedicated to the education of childhood (as family and Church) and the school existent in the period. Through this analysis it is possible to contibute to the understanding of the specificities of school culture, considering that it is builted from a specific context in the intersection of social ends (Julia). This concept is also apprehended as the combination of influences from the norms, from those who act in teaching and scholar theories (Escolano). Considering that the school culture and form of the graduate school come from earlier periods (Julia, Vincent) we integrate to this text histories of time in other countries and the cultural influences of other periods and institutions. The documentary sources are the legislation, inspectors\' and teachers\' reports, as well as other manuscripts as freqüency maps, enrollment books and deliberations on everyday business found in the State Archive. These documents express strategies (Certeau), representations and appropriations (Chartier) and bring significant elements on what was understood as school time, what were the categories used and the challenges of the construction of a specific school time when the elementary school wasn\'t still perceived as the main and legitimate institution for the education of the children. In this sense, this research shows the transition of an infant time ruled by other social references to a time that is also regulated by the school. The generic expression \"study on the time of public elementary schools\" contemplates several analytical possibilities, however it refers here to a set of administrative and legal measures, as well as the debates. This set concerns the calendar (school days, hollydays, vacations, enrollment, tests); the milestones as proper school age as well as the distribution and total amount of hours students had to remain in school; also the organization of the didactic time (Chevallard e Mercier) that is a part of elementary schooling, the definition and organization of the contents to be taught to the children, ways of teaching and learning - all of that concerning to the employment of time. It is noticeable, since the middle of the XIXth. Century, that each and every one of these elements of school temporal structure was being planned to integrate progressively a temporality that is central to the identity of this institution. During this process, new times were imposed on teachers and students, but also on the general society and particularly on the families that had children in elementary schools. This analysis contributes to the debates on the construction of public elementary schools in São Paulo because it points out processes that emerged before the period that is traditionally considered by the History of Education as the \"golden ages\" of schooling in the country (especially the years of 1890 and 1920).

Abstract This study explored mathematical identity work by drawing on the cases of Finnish and Slovenian pre-service elementary teachers. All cases reported having had negative experiences with mathematics during their school years. These experiences were shown to have a central meaning for pre-service teachers’ mathematical identities. However, identity also extends to the future. For this reason, pre-service teachers’ anticipations of the future were also explored. The concepts of narrative identity (Ricoeur, 1992) and possible selves (Markus & Nurius, 1989) were applied in the context of mathematics education. The overall narrative perspective of the study enabled a psycho-social understanding of identity. The special interest of the study was confined to an understanding of the role that educational contexts play in pre-service teachers’ mathematical identity work. Narrative inquiry was applied as a research methodology. In-depth interviews invited pre-service teachers to construct narratives of their mathematics-related experiences. These narratives were analysed holistically and categorically, as well as in terms of content and form. The findings showed striking similarities in pre-service teachers’ school-time memories. The cases in question felt like victims of their own mathematical experiences. The anticipations of mathematics teaching were also underlined by the challenges rooted in their school-time experiences. However, a surprising finding was that the identity work in which the Finnish and Slovenian cases engaged during their teacher education differed substantially. The main reasons for the differences in identity work seemed to stem from different emphases and pedagogical practices in mathematics education courses within the Finnish and Slovenian teacher education settings. The study argued that identity work can be facilitated during teacher education. To begin such a process, it would be central to focus on pre-service teachers’ biographical context through narrative pedagogical tools. The findings also showed that neglecting issues from school-time experiences might engender further challenges for pre-service teachers’ future mathematics teaching. Finally, the study argued for the need to openly address identity during teacher education. The significant theoretical contribution of the study is the conceptualisation of ‘mathematical identity work’. / Tiivistelmä Tutkimuksessa tarkasteltiin matemaattista identiteettityötä suomalaisten ja slovenialaisten luokanopettajaopiskelijoiden kokemusten kautta. Opiskelijoiden mukaan heillä oli ollut omana kouluaikanaan kielteisiä matematiikan opintoihin liittyviä kokemuksia, joilla osoitettiin olevan negatiivisia vaikutuksia opiskelijoiden matemaattisiin identiteetteihin. Koska tutkimuksessa korostuu identiteetin tulevaisuusaspekti, tarkastelun kohteina olivat opiskelijoiden tulevaisuuteen liittyvät toiveet ja odotukset. Tutkimuksessa sovellettiin narratiivisen identiteetin (Ricoeur, 1992) ja mahdollisten minuuksien (Markus & Nurius, 1989) käsitteitä matematiikan opetuksen kontekstissa. Identiteetin ymmärtämisen psyko-sosiaalisena ilmiönä mahdollisti narratiivinen näkökulma. Erityinen huomio kohdistettiin siihen, millainen merkitys kasvatuksellisilla konteksteilla on luokanopettajaopiskelijoiden matemaattisessa identiteettityössä. Tutkimusmetodologiana käytettiin narratiivista tutkimusta. Opiskelijat kertoivat syvähaastatteluissa matematiikkaan liittyvistä kokemuksistaan. Nämä narratiivit analysoitiin holistisesti ja kategorisesti ottaen huomioon myös niiden sisältö ja muoto. Tuloksista ilmenee merkittävää samankaltaisuutta luokanopettajaopiskelijoiden omaan kouluaikaan liittyvissä muistoissa. Monet esimerkiksi kuvailivat itsensä uhreiksi. Myös tulevaan matematiikan opetukseen liittyvät ennakko-odotukset olivat värittyneet opettajaopiskelijoiden omaan kouluaikaan liittyvien haasteellisten kokemusten kautta. Yllättävä tulos oli se, että suomalaisten ja slovenialaisten opiskelijoiden luokanopettajakoulutuksen aikainen identiteettityö erosi huomattavasti toisistaan. Erojen pääsyynä ovat nähtävästi erilaiset painotukset ja käytänteet opettajankoulutuksen matematiikan pedagogisissa opinnoissa. Tutkimus osoittaa, että identiteettityötä voidaan pyrkiä edistämään opettajankoulutuksen aikana. Prosessin aloittamiseksi olisi tärkeää kohdentaa huomio opettajaopiskelijoiden elämäkerrallisiin konteksteihin soveltamalla narratiivisia pedagogisia työkaluja. Sillä että omaan kouluaikaan liittyviä kokemuksia ei oteta huomioon, voi olla kielteisiä heijastuksia opettajaopiskelijoiden tulevaan matematiikan opetukseen. Tutkimuksen mukaan identiteetti on syytä ottaa avoimesti tarkasteluun opettajankoulutuksen aikana. Tutkimuksen teorian kannalta merkittävä anti on termin matemaattinen identiteettityö käsitteellistäminen.

Bakgrunden till studien bygger på önskan om att barn och unga ska få en tobaksfri uppväxt. Tobak orsakar mycket ohälsa i världen och för att minimera den tobaksrelaterade ohälsan är det i ett folkhälsovetenskapligt intresse att arbeta med förebyggande insatser på flera plan. Då barnen är vår framtid så är det extra angeläget att ge dem verktyg för att göra hälsoval som bidrar till en hälsosam livsstil. Att välja bort tobak och att få växa upp i en tobaksfri miljö ger goda förutsättningar för att barn och unga får en ökad hälsa. Syftet med studien var att undersöka gymnasieelevers tobaksvanor samt inställning till policyn Tobaksfri skoltid och tobaksanvändning. Metod som användes för att samla in material var en enkätundersökning som innehöll både öppna och slutna frågor. I enkätundersökningen deltog 216 elever från en gymnasieskola i Skåne som tillhandahåller yrkesprogram. Resultaten gav en indikation på att elevernas tobaksvanor inte skiljer sig nämnvärt från andra studiers resultat. Resultaten visade även att eleverna var medvetna om att det fanns skilda regler för elever och skolpersonal vad gäller tobaksanvändning i relation till skolan. Eleverna efterfrågade tydlighet och regler från de vuxna och resultatet visade att eleverna påverkas av de vuxnas inställning, norm och agerande kring tobaksfrågor men även av hur regler implementeras och efterföljs. Slutsatsen vi kan dra av studien är att eleverna på gymnasiet vill att de vuxna sätter gränser och regler till förmån för deras hälsa. En ökad kunskap om elevernas tobaksvanor och inställning till tobaksfrågorna kan vara till hjälp i det tobakspreventiva arbetet på skolan. / The background to the study is based on the wish that children and adolescents get a tobacco-free growth. Tobacco causes a great deal of illness in the world, and to minimize tobacco-related illness, it is in the public interest to work on preventive action at several levels. As the children are our future, it is important to provide them with tools that contributes to a healthy lifestyle. To not choosing tobacco and growing up in a tobacco-free environment provides good conditions for our children and adolescents to get an increased health. The purpose of the study was to investigate high school student’s tobacco habits and the attitude to the Tobacco-free schoolday policy and the use of tobacco. Method used to collect material was a survey that contained both open and closed questions. In the survey attended 216 students from a senior high school in Skane who provided vocational programs. The results indicated that the students' tobacco habits do not differs from the results of other studies. They also showed that the students were aware of the separate rules for students and school staff. As well as the students, not only being influenced by the adults' attitude, norm and action on tobacco issues, but also how rules are implemented and followed. The conclusion we can draw from the study is that students in senior high school want the adults to set limits and rules in favor of their health. Increased knowledge about students' tobacco habits and attitude to tobacco issues can be helpful in tobacco-preventive work at school.

[pt] Crimes na adolescência impõem custos não triviais para a sociedade, o que tornou seus determinantes e fatores dissuasivos cada vez mais sujeitos a estudo por economistas. Intervenções no nível da escola são comumente propostas com o objetivo de mitigar o surgimento de carreiras criminais e a perpetuação da violência. Entretanto, as direções e os canais pelos quais as escolas afetam crime podem variar. Esse artigo estuda um deles - os esfeitos de incapacitação - explorando um programa federal que aumentou as horas escolares em escolas públicas brasileiras. Usando variação quasiexperimental na probabilidade de aderir ao programa e dados georreferenciados de crime do estado de São Paulo, é possível estimar os feitos causais do programa em atividade criminal ao redor das escolas. Os resultados sugerem que incapacitação de fato previne jovens de cometerem crimes menos severos, com evidência mais forte para crimes relacionados a drogas e para escolas com alunos mais pobres. / [en] Juvenile crime imposes non-trivial costs to societies, which have made its determinants and deterrents increasingly subject of study by economists. School-based interventions are often proposed in order to mitigate the rise in criminal careers and the perpetuation of violence. However, the directions and channels through which schooling may affect crime vary. This paper studies one of them - namely the incapacitation effects - exploiting a federal program that extended school hours in Brazilian public schools. Using quasiexperimental variation in the probability of receiving the program and georeferenced crime data from the state of São Paulo, it is possible to estimate the causal effect of the program on criminal activity in the surroundings of the schools. Results suggest incapacitation does prevent juvelines from engaging in less offensive crimes, with stronger evidence for drug-related crimes and for schools with poorer students.

The thesis deals with problems of disabled pupils'education financing at secondary schools. Its aim is to create the integral survey about the disabled pupils'schooling, to compare and analyse normative financing of the most expanded educational specialization in accordance with regions. Theoretical part includes national educational concepts and programs directed at handicapped pupils. Besides detailed characterization of the health troubles'single types there are also described institutial schooling and normative financing of handicapped pupils. There are the analysed reports of MŠMT (Ministry of education and youth's psychical education) about handicapped pupils at the research part. Charts and graphs contain datas of pupils in the Czech republic according to health trouble's type, number of pupils at special classrooms and of integrated pupils during 2007-2012. The inseparable component of the research there is survey of pupils'schooling in accordance with the schools'promoters. Conclusion is devoted to detailed comparison of normative financing of the most expanded educational specialization 65-51-E/01 Stravovací a ubytovací služby (The board and accommodational service) in the first place for mental disabled pupils and pupils suffering with developmental disorders of learning and behaviour.

Made available in DSpace on 2016-04-27T16:32:46Z (GMT). No. of bitstreams: 1 REGIME DE CICLOS COM PROGRESSAO CONTINUADA NAS ESCOLAS PUBLICAS PAULISTAS.pdf: 1455470 bytes, checksum: f6ec07da71e6ba4b4653cd0896f3a892 (MD5) Previous issue date: 2005-01-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The aim of this study is to contribute to the comprehension of how the changes entailed in the educational reform work and are expressed. It was accomplished based on a research about the new set, relative to the scholar organization, created by the changes introduced with the implantation of Cycle Regime with Ongoing Progression at elementary education in public schools from São Paulo. The initial hypothesis was that the this implantation would modify, meaningfully, the school time organization, what would generate a direct impact with the cultural capital and habitus of the teachers. The research took place in 2003 in two public schools from São Paulo state net subordinated to the same Teaching Board. It was made through interviews to two teachers in each school who worked at the second cycle of elementary school, 5th to 8th grades, at a total of four, and to the pedagogic coordinators that were working at this duty since the implantation of the reform. It was also performed the collection and analysis of school documents which expressed the school time organization. This job used the Pierre Bourdieu theoretical corpus as reference, mainly the cultural capital, arbitrary cultural dominant, strategies and habitus, to verify the resulting impact of the reform quoted at the consolidated docent practices. It was testified that the initial hypothesis, concerning the school time, was not proved. Nevertheless, the direct impact on the teacher s cultural capital and habitus regarding to meritocracy, which prizes and settles an ideal student pattern, the pedagogic authority reduction on behalf of ongoing progression that makes impossible the power of the decision about the retention or approval of the pupils, and the valorization and defense of the transmission of scholar contents without which school becomes devoid of its leading duty, was evidenced. Finally the adoption of strategies such as the defense of the Grade Board strengthening and the reduction of the cycles duration from four two years aiming at overcoming these impacts and its effects that are considered damaging, by the docents, to public schools and the pupils future. / Este estudo tem a finalidade de contribuir para a compreensão de como operam e se expressam as mudanças envolvidas em reformas educacionais. Realizou-se a partir de uma pesquisa sobre o novo cenário, relativo à organização escolar, criado pelas alterações introduzidas com a implantação do Regime de Ciclos com Progressão Continuada no Ensino Fundamental das escolas públicas paulistas. Partiu-se da hipótese inicial de que a implantação da referida reforma alteraria significativamente a organização do tempo escolar o que geraria um impacto direto no capital cultural e habitus dos professores. A pesquisa foi realizada em 2003 em duas escolas públicas, da rede estadual paulista subordinadas à mesma Diretoria de Ensino, por meio de entrevistas com dois professores de cada escola, de segundo ciclo do Ensino Fundamental, 5ª à 8ª séries, num total de quatro, com os professores coordenadores pedagógicos de cada unidade escolar, que estivessem no exercício dessa função desde a implantação da referida reforma. Foi também, realizada a coleta e análise dos documentos escolares que expressam a organização do tempo escolar. Este trabalho tem como referência o corpo teórico de Pierre Bourdieu privilegiadamente os conceitos de capital cultural, arbitrário cultural dominante, estratégias e habitus para se verificar o impacto resultante da implantação da reforma em tela nas práticas docentes consolidadas. Constatou-se que a hipótese inicial, no que se refere à organização do tempo escolar, não se comprovou. No entanto, emergiu, ao longo da pesquisa, o impacto direto sobre o capital cultural e habitus dos professores referentes a meritocracia, que valoriza e estabelece um padrão de aluno ideal, a redução da autoridade pedagógica em função da progressão continuada que impossibilita o exercício do poder de decisão sobre a retenção ou aprovação do alunado e, a valorização e defesa da transmissão dos conteúdos escolares sem o que a escola fica esvaziada de sua função precípua. Finalmente a adoção de estratégias, como, por exemplo, a defesa do fortalecimento do Conselho de Série e da redução do período de duração dos ciclos de quatro para dois anos visando a superação desses impactos e seus efeitos que são considerados danosos, pelos docentes, à escola pública e ao futuro dos alunos.

Notre thèse étudie les conditions favorables à l’autonomisation scolaire des élèves. L’étude empirique est menée en grande section de maternelle. Dans la plupart des situations de formation, les temps « d'autonomie » sont structurellement inévitables puisque le formateur ne peut être présent pour tous à chaque instant. Nous nous intéressons aux temps de classe au cours desquels l’enseignant n’intervient pas directement, soit parce qu’il n’est pas disponible, soit parce qu’il se retire volontairement de la situation. Nous les appelons temps faibles en raison de cette faible présence de l’enseignant : l’élève doit agir en fonction de ses propres forces, sans l’intervention directe du maître pour réguler l’apprentissage et les comportements. Il appert que les élèves n’y sont pas naturellement autonomes : laissées au hasard de capacités acquises hors l’école, les activités dites « en autonomie » contribuent à creuser les écarts entre les élèves face aux savoirs qui leurs sont proposés. L’autonomie ferait partie de ces comportements implicitement attendus et « davantage supposés ou requis par les enseignants que construits dans, avec et par l’école ». Comment penser le processus d’autonomisation scolaire et comment l’opérationnaliser en contexte ordinaire de classe ? Nous cherchons les outils, les leviers, les interactions et les dispositifs qui permettraient aux élèves, – à tous les élèves – de profiter des temps faibles au bénéfice de leurs apprentissages. Les données sont recueillies dans 14 classes sur 117 demi-journées d’observation directe, puis traitées à l’aide de l’analyse par les catégories conceptualisantes (Paillé, 2012). Dans la perspective (socio)constructiviste de l’apprentissage, pour construire un savoir nouveau, l’élève doit rencontrer un obstacle dans la réalisation de la tâche, l’apprentissage résultant du dépassement de celui-ci. Nous relevons des comportements différenciés face à l’obstacle dans les ateliers en autonomie : certains élèves entrent dans des conduites d’évitement, refusant d’affronter cet obstacle, s’en trouvant détournés en amont ou bien le contournant. D’autres, au contraire, entrent dans des conduites de ressources pour le dépasser et construire de nouvelles connaissances. En cours d’étude apparaissent des dynamiques remarquables : certains élèves, d’habitude « évitants », rejoignent ou se maintiennent parfois dans des conduites de ressources. L’étude de ces « exceptions notables » fait émerger les conditions favorables ayant permis leur dynamique particulière en termes d’outils, d’activités, d’interactions et de dispositifs. Ce qui aura pu fonctionner au bénéfice des exceptions notables pourrait être exploité comme levier pédagogique durable au bénéfice de tous. Ces conditions deviennent alors supposées favorables et sont réinvesties dans des dispositifs expérimentaux afin d’observer si elles produisent les effets attendus, dans quelle mesure et selon quelles limites (analyse des dispositifs expérimentaux par une adaptation du modèle systémique d’Engeström, 1987). Il apparait clairement que le processus d’autonomisation, en contexte scolaire de classe hétérogène et nombreuse, s’observe et se construit de façon privilégiée dans les temps faibles de la structuration pédagogique et leur articulation avec les temps forts, notamment les retours collectifs sur ateliers. Une pédagogie des temps faibles supposerait que soit accordé à ceux-ci un véritable statut pédagogique, en tant qu’étape et instrument essentiels au processus d’autonomisation scolaire. Une telle pédagogie supposerait également d’organiser avec soin les interventions de l’enseignant en mode opératoire indirect, au travers d’un dispositif de classe qui le relaie et dont les différentes dispositions (outils, règles, activités, interactions) peuvent « être appropriées » par l’élève comme instruments psychologiques pour agir sur lui-même, en première personne. ..... / This dissertation studies favorable conditions to empowerment of pupils. The empirical study was carried out in the final year of kindergarten. In most learning/teaching situations, "autonomy moments" are structurally inevitable since the teacher cannot be systematically available to everyone all the time. Interest is focused on moments during which the teacher does not directly intervene, either because he/she is not available or because he/she voluntarily withdraws from the learning situation. We call these moments "low times" because of the teacher's low presence: during these specific moments, each student responds according to his own strengths without the teacher's direct intervention to regulate both learning and behavior. It appears that students are not naturally autonomous: when left unattended, the so-called "autonomous" learning activities contribute to widening the knowledge gap between students in learning situations. Autonomy would be part of this implicitly expected behavior and is "all the more expected and required from teachers rather than being constructed in, with and by school". How can student empowerment be perceived and operationalized in an ordinary class context? Our goal is to identify tools, levers, interactions and devices which enable students to benefit from "low times" for their own learning. The data are collected in 14 classes in 117 half-days of direct observation. Socio-constructivist approach to learning suggests that in order to construct new knowledge, the student must encounter an obstacle in the course of accomplishing his task. Learning results from overcoming this obstacle. We highlight differentiated behaviors of students when facing obstacles in autonomy classroom workshops: some resort to avoidance strategies and refuse to deal with this obstacle by bypassing or circumventing it. Conversely, others draw on (their own) resources in order to overcome it and construct new knowledge. During the study period, remarkable dynamics appear: some students, with usually an "avoidant" attitude, join or maintain a "drawing on resource conduct". The study of the "notable exceptions" leads to the emergence of the favorable conditions which fostered this particular dynamic in terms of tools, activities, interactions and devices. What would have worked to the benefit of the notable exceptions could be further used as a sustainable and pedagogical lever to the benefit of all students. These conditions become then supposedly favorable and are reinvested in experimental devices in order to see if they produce the expected effects, to which extent and within what limits? Il clearly appears that the empowerment process, in classroom context of a large and heterogeneous class, is developed in a special way in "low times" of pedagogical structuration and their articulation with "strong times", notably collective feedbacks on workshops. A pedagogy of "low times" entails providing the teacher with substantial pedagogical status, which would be a crucial step as well as an instrument in the school empowerment process. Such pedagogy would also entail carefully organizing teacher's intervention in an indirect mode, through a class device which would relay it through its various dispositions (tools, rules, activities, interactions). The student would then internalize these dispositions as psychological instruments in referring to oneself in the first person. This pedagogy would finally entail a redefinition of teacher's role: his/her apparent "absence" from the situation which would paradoxically become, a teaching-learning tool to the benefit of school empowerment.