La relation affective entre le maître et l’élève n’est pas une notion évidente à considérer et à mettre en pratique dans la relation d’enseignement en France. De nombreuses études étrangères, pourtant, montrent les bénéfices d’une telle relation lorsqu’elle est de qualité et éclairée par les principes fondamentaux de la théorie de l’attachement (Bowlby, 1978). L’objectif de cette étude, est d’observer, en utilisant la méthode éthologique, les affects et la relation affective qui se met en place entre l’enfant et l’enseignant au cours d’interactions pédagogiques en grande section de maternelle, dans les quartiers très défavorisés. Nous utilisons la théorie de l’attachement afin de constater si l’attachement développé par l’enfant a un impact sur les diverses actions pédagogiques et de soutien de l’enseignant au cours de la réalisation (attention conjointe) d’une tâche-problème : en quoi l’attitude enseignante est susceptible de favoriser l’entrée de l’enfant de maternelle dans les apprentissages ? Les résultats nous montrent qu’un des éléments primordial de l’attitude enseignante serait la capacité d’adaptation au comportement de l’enfant, la flexibilité de l’enseignant face à de jeunes enfants présentant des difficultés sociales et scolaires. Bien qu’il s’agisse d’une étude, s’appuyant sur peu de sujets (19 enfants), il est possible d’observer que l’engagement relationnel et pédagogique de l’enseignant peut sécuriser des enfants jusque-là très en difficulté et les amener à une réussite positive au cours d’une tâche-problème. / The affective relationship between teacher and child is not an obvious notion to consider and put into practice in the teaching relationship, in France. Many foreign studies, however, reap the benefits of such a relationship when it is of high quality and enlightened by the fundamental principles of Attachment Theory (Bowlby, 1978). The objective of this research is to observe, using the ethological method, the affects and the affective relationship that develops between the child and the teacher during pedagogical interactions in the last year of prescool, in a disadvantaged area. We use the Attachment Theory in order to ascertain whether the attachment developed by the child has an impact on the various pedagogical actions and support of the teacher during the realization (joint attention) of a task-problem: in what way the teaching attitude is likely to favor the entry of the preschool child into teaching relationship. The results show that one of the essential elements of the teacher's attitude would be the ability to adapt to the child's behavior, the teacher's flexibility in dealing with young children with social and academic difficulties. Although it is a qualitative study, relying on few subjects (19 children), it is possible to observe that the relational and pedagogical commitment of the teacher can secure children until then very difficult and bring them to a positive success, during a problem-solving-operation.

Du primaire au secondaire, les enfants d’enseignant(s) obtiennent les meilleurs résultats scolaires. Pour autant, rares sont les recherches qui interrogent les processus familiaux par lesquels cette singulière réussite se construit. Fondée sur la démonstration du lien entre « réaliser les meilleures performances scolaires » et « être enfant de parents dont l’un au moins est enseignant », cette étude vise à établir les facteurs familiaux et notamment les pratiques éducatives parentales que recouvre ce significatif « effet enseignant ». De l’analyse économétrique de l’enquête du Panel 95, ressort, d’une part, que les enfants d’enseignant(s) sont les plus nombreux à bénéficier des pratiques de socialisation et d’accompagnement de la scolarité les plus profitables au succès scolaire et, d’autre part, qu’un « effet enseignant » « résiduel », non expliqué par les pratiques étudiées, persiste en influant positivement la réussite scolaire. L’exploitation descriptive de l’enquête « Education et Famille 2003 » de l’Insee, complète l’analyse et met en évidence trois spécificités du modèle éducatif de ces familles : la construction d’un être complet par l’éclectisme et la maximisation des pratiques culturelles, la construction d’un être équilibré par le travail de perspectives éducatives aux objectifs a priori opposés et la gestion experte de la carrière scolaire de l’enfant par l’installation d’une grande continuité éducative, la constitution puis la valorisation d’informations scolaires non génériques et le contrôle de l’offre pédagogique de l’établissement fréquenté. L’étude se conclut sur le remarquable travail de transmission éducative qu’opèrent les familles d’enseignant(s). / From primary to secondary school, teachers’ children get the best results. However, very little research has looked in to the family processes on which this singular success is built. Based on the demonstration of the link between "achieve the best school performance" and "being a child of whom at least one parent is a teacher", this study aims to establish family factors, in particular parental educational practices, that explain this significant "teacher effect". From econometric analysis of the Panel 95 survey, it transpires that, on the one hand, teachers’ children are the most likely to benefit from the best practices of socialization and support at school and, on the other hand, that a "residual" "teacher effect" unexplained by the practices studied, still has a positive influence on school success . The descriptive use of INSEE survey " Education and Family 2003" completes the analysis and highlights three specific educational models of these families: the construction of a complete human being by eclecticism and maximizing cultural practices, the construction of a balanced being by the work on educational opportunities with a priori opposed objectives, and an expert management of the child’s school career by establishing a significant continuity of education, building up then placing a value on non-generic educational information and assessing the institution’s educational work. The study concludes with the remarkable educational transmission work performed by teachers’ families.

La situació problemàtica de la qual partim en aquesta tesi és la constatació de l'existència d'unes dinàmiques escolars negatives -expressades amb males notes reiterades- difícils de modificar, que determinats infants inicien i desenvolupen al llarg de la seva escolarització i que els condueix a una situació de fracàs escolar. Les males notes són el senyal que alerta pares i educadors de la presència de problemes escolars en els alumnes i constitueixen la causa explícita que motiva la cerca de solucions. Sovint es busquen solucions fora de l'escola, la qual cosa suggereix que, malgrat els esforços realitzats, l'escola i el sistema educatiu han tingut dificultats per a ajudar els infants a millorar globalment els seus resultats escolars. D'una banda, l'escola troba dificultats per a identificar el mes aviat possible quins infants seran mes susceptibles de desenvolupar unes dinàmiques escolars negatives que els puguin conduir a una situació de fracàs escolar. D'altra banda, també hi ha dificultats per trobar i aplicar estratègies preventives d'intervenció educativa a l'aula, que resultin adequades per a prevenir el desenvolupament de dinàmiques escolars negatives en alguns infants. Partint de la situació problemàtica descrita, la finalitat de la tesi es obtenir informació teòrica , empírica sobre algunes variables que puguin resultar rellevants per a articular, des de l'aula escolar, intervencions educatives destinades a prevenir el desenvolupament de les dinàmiques escolars negatives. Des de la perspectiva de la prevenció, la rellevància de les variables hauria d'establir-se en funció de la seva utilitat per a: A) Identificar des de l'aula escolar situacions de més perill -de més risc- de desenvolupar aquestes dinàmiques negatives i, consegüentment, arribar a la situació de fracàs escolar . Això implica, per tant, que les variables han de permetre la identificació abans que la situació de fracàs escolar es produeixi . B) Intervenir educativament des de l'escola; per tant, cal que siguin variables sobre les quals l'escola pugui incidir. La modificabilitat de les variables ha de permetre que es puguin emprendre accions educatives, des de la mateixa aula escolar. Variables que resultin suficientment importants de cara a disminuir el perill o evitar el desenvolupament de dinàmiques negatives. Es a dir, que la seva modificació contribueixi a evitar que els infants arribin a la situació de fracàs escolar. Per assolir aquesta finalitat es realitzen un segut de passes en funció de les quals s'ha estructurat la tesi en dues parts: Un marc teòric i un estudi de casos. EI Marc teòric té dos objectius: 1. Definir la situació problemàtica. En el capítol primer del marc teòric de la tesi, s'exposen les dimensions d'aquesta situació problemàtica. La revisió bibliogràfica entorn del tema del fracàs escolar ens ajuda a emmarcar la qüestió de les dinàmiques escolars en el fenomen complex del fracàs i l'èxit escolar, i del rendiment. Aquestes aportacions teòriques juntament amb les aportacions de la recerca educativa en relació a l'estabilitat del rendiment al llarg dels cursos són la base per a definir la situació problemàtica. 2. Delimitar, des d'un punt de vista teòric, algunes variables rellevants per a la prevenció del desenvolupament de dinàmiques escolars negatives, conduents a la situació de fracàs escolar. La primera passa per a dur a terme aquesta delimitació teòrica, que es presenta al segon capítol, ha estat revisar les aportacions de les investigacions sobre variables que incideixen en el rendiment escolar, les quals s'han analitzat en funció de la seva rellevància per a la prevenció. Aquesta revisió ha permès constatar un seguit de problemes de caire terminològic, metodològic i sobre la repercussió d'aquesta recerca en la practica educativa que afecten directament la utilitat de les aportacions d'aquestes investigacions de cara a identificar variables rellevants per a la prevenció. De l'anàlisi dels resultats d'aquestes recerques es desprèn que: a) Hi ha moltes variables associades al rendiment escolar, algunes difícilment modificables mitjançant la intervenció educativa escolar. b) EI fet que una variable estigui associada al rendiment no implica que sigui rellevant per a la prevenció c) S'obté poca informació sobre variables que contribueixin a disminuir la probabilitat de fracàs escolar. En base a aquests resultats es constata que cal buscar una perspectiva d'anàlisi de les variables mes adequades a l'enfocament preventiu, perspectiva que ha d'orientar-se a l'estudi del risc de fracàs escolar. La segona passa que es duu a terme per arribar a una delimitació teòrica de les variables rellevants es l'estudi del concepte de risc i d'altres conceptes relacionats: signe de risc, marcador de risc, factor de risc, factor protector, població en risc, infant en situació de risc, així com la revisió d'estudis i recerques que s'han plantejat en aquesta línia. Aquest treball ha permès: a) Clarificar aquests conceptes i aplicar-los en l'àmbit educatiu, en referència al problema del fracàs escolar, estructurant un marc teòric en funció del qual plantejar una anàlisi de les variables associades al rendiment escolar. b) Concretar un model per a l'anàlisi, des de l'aula escolar, de les variables que incideixen en el risc de fracàs escolar. Aquest model, que es situa en la perspectiva de l'aula escolar i que pren en consideració el paper actiu que els estudiants tenen respecte al seu aprenentatge, consta de tres components: unes variables, les seves relacions i la funció que exerceixen en relació al risc de fracàs escolar. La conclusió a la qual s'arriba es que, des d'un punt de vista teòric, una variable serà rellevant per a articular intervencions educatives preventives des de l'escola si constitueix o bé un factor de risc, o be un factor protector o compensador del risc. La delimitació empírica de variables rellevants per a la prevenció del fracàs escolar -que constitueix l'objectiu de la segona part de la tesi- es duu a terme mitjançant un estudi de casos que es deriva del plantejament teòric elaborat. L'objectiu d'aquest estudi es identificar variables que han pogut constituir factors protectors en joves que es troben en situació de risc per circumstàncies sociofamiliars. Se seleccionen tres noies i dos nois que, malgrat trobar-se en situació de risc, han assolit un cert nivell d'èxit escolar. Basant-nos en el model s'ha recollit informació sobre característiques actitudinals dels estudiants, del seu procés d'autoaprenentatge i de l'ambient d'aprenentatge. S'utilitza un disseny qualitatiu d'estudi de casos, utilitzant entrevistes amb profunditat per a recollir informació, la qual s'analitza mitjançant tècniques d'anàlisi de continguts. L'estudi de cada un dels cinc casos i la seva posterior comparació ha permès identificar algunes variables que poden haver constituït factors protectors del risc de fracàs escolar. Entre elles podem citar 1. La consciència de la pròpia situació complexa i desfavorable que han viscut o estan vivint. 2. Tenir un projecte vital a mig o llarg termini, en el qual els estudis són concebuts com a una via per assolir-lo. 3. Ser autoresponsables dels aprenentatges.4. Haver identificat models a seguir en altres persones.Del treball realitzat tant des d'una perspectiva teòrica com empírica i les conclusions a les quals s'ha arribat se'n desprenen implicacions per a la practica educativa, per a la recerca i per a la formació professional dels educadors i educadores socials. Pel que fa a les implicacions per a la practica educativa, es proposa el model com a base per a la identificació de situacions de risc i per al disseny d'intervencions educatives amb l'objectiu de prevenir el fracàs escolar. En aquest sentit, i en funció dels resultats obtinguts a l'estudi de casos, es proposen unes línies d'intervenció preventiva en casos de risc similars als que han estat objecte d'estudi, línies que poden prendre en consideració tant els/les mestres com els educadors/es. Pel que fa a les implicacions per a la investigació educativa, es deriven quatre línies de recerca: investigació sobre factors de risc, investigació sobre factors protectors, investigació sobre el potencial preventiu d'intervencions educatives dissenyades en base a factors de risc i factors protectors, l'investigació sobre com potenciar des de diferents àmbits (escola i vida quotidiana) els fadors protectors. Quant a les implicacions per a la formació professional dels educadors/es socials, els resultats de l'estudi de casos com a possibles aspectes a treballar per part dels educadors/es impliquen un treball en el qual aquests professionals han d'haver rebut formació sobre: 1. La relació educativa com a recurs per a la intervenció educativa professional. 2. La necessitat d'un treball coordinat interdisciplinari com a estratègia de treball professional. 3. EI coneixement de programes coherents i estratègies d'intervenció sobre factors protectors. 4. L'elaboració de programes educatius, de manera que els educadors/es puguin adaptar les intervencions a les necessitats educatives dels subjectes. 5. La intervenció educativa en famílies. / The present dissertation states the necessity of approaching the theme of the school failure and the school success from a preventive perspective. The reason is the confirming that, on one hand, there exists negative school dynamics that certain children show and develop alongside their schooling ¬dynamics hard to modify and expressed by repeated bad marks- and that, on the other, the school is in trouble when it tries to modify these dynamics. The aim of this dissertation is to obtain theoretical and empirical information about some variables that could be outstanding in order to articulate, from the classroom, educative interventions, intending to prevent the development of negative school dynamics. From the point of view of prevention, the significance of variables should be established by means of their usefulness in relation to: A) Identifying, from the classroom, the most dangerous situations- the situations with more risk- that could lead to develop those negative dynamics and, consequently, to the school failure. So, this implies that variables have to facilitate the identification of the school failure before this failure takes place. B) Intervening educatively from the school; so, it is necessary that the school be able to operate with and on theses variables. The modifiable nature of them has to provide elements to take on educative actions from the classroom. C) Decreasing the danger or avoiding the development of negative dynamics. That is to say that their modification could contribute to avoid children reaching the school failure situation. The dissertation contains two parts: a theoretical frame and a case study. The former one deals with the revision of researches already done about variables that influence school profit and it analyze them depending on the significance to the prevention. That revision had allowed us to confirm that there are methodological and terminological problems that have an effect to the usefulness of these researches to identify significant variables to prevention. It is seen the need of looking for a perspective of the analysis of variables more appropriate to the preventive focusing. The study of the concept of risk and some related concepts: sign of risk, risk factor, protective factor, at risk population, child in a risky situation and, also, the revision of studies and researches provide us this perspective. This study has allowed us to make concrete a model for the analysis of variables that concern in the school failure. This model consists of three components: some variables, their relationship with themselves and the role that they play in relation to the risk of school failure. It is reached the conclusion that, from a theoretical point of view, a variable will be outstanding to articulate educative interventions from the school if it is a risk factor or else a protective factor for the risk. The second part of the present dissertation consists of the empirical delimitation of significant variables for preventing school failure and it is done by means of a case study with the aim of indentifying variables that may have been protective factors in young people that are in a risky situation because of the sociofamiliar circumstances. We are based on the model in order to pick up information about five cases. The information has to do with students' attitudinal characteristics, their self-learning process and the learning environment. We used a quality design of case study with interview in depth for picking up information which is analyzed by means of a method of content analysis. The study of each case and the later comparison allow us to identify some variables that may have been protective factors of the risk of school failure. Among them, we enumerate: 1. The conscientiousness of the own situation complex and unfavorable that the teenagers have lived or are living. 2. To have a long-term living project or mid-tern1 project and the schooling is considered as a way to reach this project. 3. To be self-responsible for their own training. 4. To have identified some patterns to follow in other people. From the job done, not only from a theoretical perspective but also form empirical one, and from the conclusion we have reached, it follows implications for educational practice, for educational research and for the training of social educator professionals.

The aim of the thesis is to highlight the link between learning disabilities and school success. The theoretical part describes the specifics of the development of a child under school age, the learning process and its laws, specific learning disabilities, their various types and describes the conditions for success in education. The practical part is focused on research, processing, analysis and interpretation of results and subsequent recommendations for the general public and teaching, where there is contact with a child with dysorthography.

Esta pesquisa de doutorado se propôs a investigar como a progressão continuada atua na produção do êxito e do fracasso escolar, tendo como pano de fundo outros dispositivos escolares. Para tanto, investigou-se, em uma cidade do interior de São Paulo, duas escolas, situadas na mesma região, que oferecem os anos iniciais do ensino fundamental, sendo uma estadual, que adota a progressão continuada, e outra, municipal, que mantém a reprovação por aproveitamento insuficiente entre as séries. Estas apresentam praticamente as mesmas taxas de aprovação, porém, a municipal teve um desempenho superior ao da estadual, em língua portuguesa e matemática na Prova Brasil 2009, em mais de 25 pontos. A teoria se baseia no diálogo entre as obras de Pierre Bourdieu, Norbert Elias e Bernard Lahire. A pesquisa caracterizou-se como um estudo de caso, de natureza qualitativa. Utilizou-se múltiplas fontes de dados, a saber: observações diretas em salas de aula; questionários referentes a diretores, coordenadores, professores, alunos e pais; entrevistas com diretores, coordenadores e professores; documentos relativos à vida escolar dos estudantes; e microdados da Prova Brasil e do Censo Escolar da Educação Básica. As questões orientadoras da investigação foram as seguintes: Quais são os principais dispositivos escolares que condicionam o êxito e o fracasso escolar? Qual o papel da progressão continuada quando inserida na trama formada por esses dispositivos? Buscou-se descrever tais dispositivos e analisá-los em função das suas repercussões nos processos de socialização e escolarização. As análises das configurações investigadas permitiram elaborar vários apontamentos interligados entre si, tais como enunciados a seguir: a produção do êxito e do fracasso escolar é um processo multicondicionado, o que inviabiliza responsabilizar, de maneira isolada ou preponderante, a progressão continuada pela baixa qualidade da educação. A composição das turmas tende a influenciar o desempenho dos alunos e, dependendo dos critérios adotados, a aumentar a desigualdade intraescolar. A autonomia, no âmbito pedagógico, pode facilitar a gestão da escola e favorecer o trabalho docente. As avaliações externas influenciam as práticas de gestores e docentes, com maior ou menor intensidade, dependendo do tipo de responsabilização que ensejam. Os simulados são utilizados para preparar os alunos para a realização de testes padronizados, no entanto, possibilitam também um uso diagnóstico e formativo das informações produzidas. A cultura da repetência ainda é expressiva, porém, no âmbito da escola, vem sendo influenciada pelos dispositivos da progressão continuada, tal como se vê na tensão entre a avaliação classificatória e a formativa. / This doctorate research had the purpose of investigating how continued progression acts on the production of school success and failure, the background being other school devices. For such, I have investigated in a city in the countryside of the state of São Paulo, Brazil, two schools located in the same area, which provide the first grades of elementary school; one of them is in the state education system and the other in the local education system, the former adopts continued progression and the latter, maintains repetition due to insufficient achievement in the grades. Both schools present virtually the same rates of approval, however the local school performance is higher than the state school´s results in Portuguese and Mathematics in the Prova Brasil (Brazil test) 2009, of over 25 points. The theory is based on the dialogue between the works Pierre Bourdieu, Norbert Elias, and Bernard Lahire. The research is characterized as a case study, of qualitative nature. Multiple data sources were utilized, including: direct observation of classrooms; questionnaires to principals, curriculum coordinators, teachers, students and parents; interviews with principals, curriculum coordinators and teachers; documents related to school records of the students; and micro-data from Prova Brasil and from the School Census. The guidelines of the investigation were the following: What are the major school devices that affect the school success and failure? What is the role of continued progression when is part of the plot formed by these devices? The objective was to describe such devices and analyze them according to their repercussions in the processes of socialization and schooling. The analyses of the configurations investigated allowed to build a number of interconnected annotations, outlined as follows. The production of school success and failure is multi-conditioned process, which makes it unfeasible to hold continued progression responsible in an isolated or prevailing way for the low quality of education. The composition of classrooms tends to influence a student´s performance and, depending on the criteria adopted, it also tends to increase intra-school inequality. Autonomy in the pedagogical sphere may facilitate school management and encourage the teaching work. The external assessments influence the practices of managers and teachers, with more or less intensity, depending on the type of accountability they give rise to. Sample exams are utilized to prepare students who will then sit for standardized tests, however, they can also be used for diagnostics and formative use of the information produced. The culture of repetition is still striking, but at the school level it has been influenced by devices of continued progression, as can be seen in the tension between classificatory and formative assessment.

No Estado de São Paulo têm sido implementadas políticas públicas em educação cujo objetivo é melhorar a qualidade do ensino nas escolas de séries iniciais. Porém, os dados de avaliações institucionais evidenciam que os alunos não conseguem se alfabetizar de modo satisfatório. O impacto sobre a vida dessas crianças é um percurso de insucesso escolar e até mesmo a exclusão do exercício da cidadania. Planejamos esta pesquisa para analisar e compreender quais são os pressupostos teóricos, crenças e valores dos educadores de séries iniciais com o intuito de identificar elementos que promovam o sucesso escolar dos alunos. A metodologia escolhida foi o estudo de caso com o uso de entrevistas semi-estruturadas realizadas com professoras e coordenadoras pedagógicas de três escolas de ensino fundamental da cidade de São Paulo. Realizamos inferências e observamos indicativos em seus discursos que apontassem as relações entre as teorias e as práticas. Definimos três eixos de análise dos conteúdos: visão de educação, família e aluno; visão de formação continuada na escola; e concepções dos educadores sobre a alfabetização. Ao final, evidenciaram-se alguns aspectos que, avaliamos, precisam ser continuamente revistos nas séries iniciais. Um deles é a importância de se rever certos mitos e equívocos que circulam nas escolas com relação à construção dos conhecimentos lingüísticos dos alunos e as abordagens pedagógicas progressistas, como é o caso do construtivismo. Nesse sentido, seria necessário haver uma aproximação maior entre o conhecimento produzido nos meios acadêmicos e as práticas educativas. Outro ponto levantado é a necessidade do diálogo no interior da escola sobre as responsabilidades com a educação das crianças, incluindo a parceria escola e família e o desenvolvimento de uma educação em valores, voltada para favorecer o convívio com a diversidade. Entre outros aspectos, destacamos também o investimento na formação continuada que efetive o exercício de reflexão dos professores sobre suas práticas com o apoio e mediação do coordenador pedagógico. Portanto, a despeito das deficiências conjunturais nas escolas públicas, observamos que há espaço para uma série de providências de caráter político, pedagógico e social que podem ser adotadas e contribuir para a melhora nas condições de ensino e aprendizagem e assim envolver os alunos em processos bem sucedidos de escolarização. / In the State of São Paulo, public policies have been implemented in the area of education with the purpose of improving the quality of education in early grade schools. However, institutional assessment data have showed that students cannot learn to read and write satisfactorily. The impact on the lives of these children is a path of school failure and even exclusion from the exercise of citizenship. We have planned this research to analyze and understand the indications, beliefs and values of early grade educators aiming at identifying elements that promote students success at school. The methodology chosen was the case study with the use of semi-structured interviews carried out with teachers and pedagogical coordinators from three elementary schools in the city of São Paulo. We have made inferences and observed indications in their speech that pointed out the relationships between theories and practices. We have defined three axes for the analysis of contents: vision of education, family, and student; vision of continued training at school; and conceptions of the educators on literacy. In the end, some aspects were observed which we believe need to be continuously reviewed in early grades. One of them is the importance of reviewing certain myths and mistakes that are present in schools with relation to the construction of linguistic knowledge of students and the progressive pedagogical approaches, which is the case of constructivism. In this sense, it would be necessary to have a grater approximation between the knowledge produced academically and educational practices. Another issue raised is the need to dialogue in the school about the responsibilities towards childrens education, including the school and family partnership and the development of an education with values, intended to favor the experience with diversity. Among other aspects, we also highlight the investment in continued training that carries out the exercise of teachers reflection on their practices with the support and mediation of the pedagogical coordinator. Therefore, despite the conjunctural deficiencies in public schools, we observe that there is room for a number of political, pedagogical and social actions that can be adopted and contribute for the improvement of teaching and learning conditions and, thus, involve students in successful schooling processes.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-05-03T13:50:56Z No. of bitstreams: 1 danielalimapereira.pdf: 1438776 bytes, checksum: 1a06e496b4032a0172e17c35fac99eb1 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-09-03T12:13:42Z (GMT) No. of bitstreams: 1 danielalimapereira.pdf: 1438776 bytes, checksum: 1a06e496b4032a0172e17c35fac99eb1 (MD5) / Made available in DSpace on 2018-09-03T12:13:43Z (GMT). No. of bitstreams: 1 danielalimapereira.pdf: 1438776 bytes, checksum: 1a06e496b4032a0172e17c35fac99eb1 (MD5) Previous issue date: 2018-01-26 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão estudado discute o sucesso escolar em uma escola de Ensino Médio na cidade de Manaus. Dessa forma, o estudo tem como questão norteadora: quais características escolares estão associadas ao bom desempenho dos estudantes da Escola Estadual de Tempo Integral Marcantonio Vilaça I? O objetivo geral é identificar quais fatores incidem sobre esse sucesso. Para isso, elencamos três eixos de análise: seleção de alunos e o seu impacto nos resultados escolares, as características da escola eficaz e educação de tempo integral e o sucesso escolar. Assumimos como hipótese a de que a prática pedagógica realizada na instituição e a educação integral sejam fortes elementos para os bons resultados alcançados. Para tanto, utilizamos como metodologia a pesquisa de base qualitativa e como instrumentos, a pesquisa documental e bibliográfica. Esta pesquisa fundamenta-se nos estudos de Perrenoud (2003), Travis York, Charles Gibson e Susan Rankin (2015), Peter Berger e Thomas Luckmann (1985) para refletirmos sobre as diferentes concepções de sucesso no meio acadêmico; nos postulados de Kolisnki e Carvalho (2015), Alicia Bonamino et al (2010), Jennifer Perroni e André Brandão (2009) e Zaia Brandão (2007), encontramos subsídios para pensarmos sobre os métodos de seleção de alunos e os processos de segregação; Heloisa Lück (2006, 2009, 2010), Jacobo Waiselfisz (2000), José Francisco Soares (2004) nos dão contribuições para ponderarmos acerca das práticas pedagógicas; sobre educação integral e suas possibilidades nos apoiamos nos estudos de Ana Maria Cavaliere (2007, 2010), Isa Guará (2006, 2009), Lígia Coelho (2002, 2009), Jaqueline Moll (2009). Os achados da pesquisa apontam que o trabalho da gestão pedagógica, por meio do desenvolvimento de projetos e oficinas, acompanhamento dos alunos e monitoramento da aprendizagem, articulados com a educação integral são fatores que podem ser associados ao desempenho apresentado pela instituição. As pesquisas mostraram também que há fortes indícios de uma cultura escolar, que pode ser estudada posteriormente. A partir da análise das práticas pedagógicas e da discussão teórica, foi elaborado um Plano de Ação Educacional, que tem como objetivo a socialização e divulgação das ações exitosas da escola, dirigida à Coordenadoria Distrital de Educação 6. / This dissertation is developed on the Professional Master in Management and Assessment of Education approach (PPGP) of the Public Policies Center and Education Assessment of the Federal University of Juiz de Fora (CAEd / UFJF).The management case study discusses school success at a high school in the city of Manaus. Thus, it has as a guiding question: which school characteristics are associated with the good performance of the students of the State School of Time Integral Marcantonio Vilaça I? Its general objective is to identify which factors about this success. For this, we have three axes of analysis: student selection and impact on school outcomes, the characteristics of effective school and time and school success. We assume as a hypothesis that the practice pedagogical work carried out in the institution and integral education are strong elements for the good results achieved. To do so, we use as methodology the basic research qualitative and as instruments, documentary and bibliographic research. This research is based on the studies of Perrenoud (2003), Travis York, Charles Gibson and Susan Rankin (2015), Peter Berger and Thomas Luckmann (1985) to reflect on the different conceptions of success in the academic world; the postulates of Kolisnki and Carvalho (2015), Alicia Bonamino et.al (2010), Jennifer Perroni and André Brandão (2009), Zaia Brandao (2007), we find subsidies to think about the student selection methods and segregation processes; in Heloisa Lück (2006, 2009, 2010), Jacobo Waiselfisz (2000), José Francisco Soares (2004), who contribute to pondering on pedagogical practices; about education integral and its possibilities, we support the studies of Ana Maria Cavaliere (2007, 2010), Isa Guará (2006, 2009), Lígia Coelho (2002, 2009), Jaqueline Moll (2009). The research findings point out that the work of pedagogical management, for through the development of projects and workshops, student monitoring of the learning by the pedagogical team, articulated with the integral education are factors that can be associated with the performance presented by the institution. They also showed that there is strong evidence of a school culture, which can be studied later. From the analysis of pedagogical practices and theoretical discussion, an Educational Action Plan was prepared with the objective of socialization and dissemination of the successful actions of the school, addressed to the Coordination District of Education 6.

Submitted by Joel de Lima Pereira Castro Junior (joelpcastro@uol.com.br) on 2016-07-08T20:23:41Z No. of bitstreams: 1 MileneCampos.pdf: 1717610 bytes, checksum: 11197fafabd47113c612dfe1ebaa5370 (MD5) / Approved for entry into archive by Biblioteca de Administração e Ciências Contábeis (bac@ndc.uff.br) on 2016-07-18T19:50:30Z (GMT) No. of bitstreams: 1 MileneCampos.pdf: 1717610 bytes, checksum: 11197fafabd47113c612dfe1ebaa5370 (MD5) / Made available in DSpace on 2016-07-18T19:50:30Z (GMT). No. of bitstreams: 1 MileneCampos.pdf: 1717610 bytes, checksum: 11197fafabd47113c612dfe1ebaa5370 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Universidade Federal Fluminense / A qualidade no processo educacional é objeto de busca do nosso país há muitos anos. Vários projetos e medidas governamentais foram inseridos e discutidos nas últimas décadas em vários níveis e nas inúmeras redes de ensino que compõem o Brasil. No entanto, uma das variáveis que compõe o processo de ensino dentro das unidades escolares vem ganhando destaque como elemento chave para o alcance desta qualidade na educação, sendo esta a Gestão Escolar. Neste trabalho foi desenvolvida uma análise de como o processo administrativo, encontra-se definido pelos autores especialistas, para o alcance do sucesso de suas Organizações e/ou Instituições e as implicações que este pode provocar de acordo com o modo que é desenvolvido e trabalhado dentro das Instituições. Esta pesquisa concentrou-se em duas escolas estaduais situadas no município de Niterói/RJ e para sua efetivação foi realizado um estudo de caso destas duas escolas com o objetivo de se investigar como seus processos de gestão acontecem e como este influencia na qualidade da educação, usando como parâmetro o avaliador externo- IDEB. Após estas análises foi realizado um comparativo entre as duas escolas, através das médias auferidas pelos questionários sobre várias linhas de investigação referentes ao processo administrativo desenvolvido na escola, além da percepção registrada no diário de campo do pesquisador de suas visitas e das entrevistas realizadas com alguns membros do corpo diretivo. Sendo então apontadas características que ocorrem durante o processo administrativo que podem estar influenciando no alcance das metas estabelecidas pelo IDEB. / The quality of the educational process is the object of pursuit of our country for many years. Several projects and government measures were entered and discussed in recent decades at various levels and in numerous school systems that make up Brazil. However, one of the variables that make up the teaching process within the school units is gaining prominence as a key element to achieve this quality in education, which is the School Management. In this work we developed an analysis of how this administrative process is defined by the authors experts, to achieve the success of their Organizations and /or Institutions and the implications that this may cause in accordance with how it is developed and worked within the Institutions. This research focused on two elementary schools located in Niterói/RJ and its implementation was carried out a case study of two schools with the aim of investigating how their management processes happen and how this influences the quality of education, using as parameter the external evaluator- IDEB. After these analyzes we performed a comparison between the two schools, as means of questionnaires received by several lines of inquiry relating to administrative procedure developed in school, beyond perception recorded in the researcher's field diary of his visits and interviews with some members of the governing body. Since then pointed out features occurring during the administrative procedure that may be influencing the achievement of targets set by IDEB.

The aim of this master thesis is to evaluate selected aspects of Romany culture, primary those which influence the school success of Romany children. Through qualitative survey, the information gained from reference books are compared with the information which were gained from Romany pupils attending special primary school in Prague. The thesis includes two parts, a theoretical and a practical one. The theoretical part is divided in two chapters. The first one deals with selected aspects of Romany culture which influence the education of Romany children. The aspects primary include the traditional Romany family and the upbringing of children, the specifics of Romany psyche and mentality and characteristic way of life. The second chapter is focused on education of Roma children and on the problems of these children in Czech schools. There are also mentioned some of the supportive measures which should help those children to overcome their problems and to integrate them in the mainstream society. The practical part of the thesis includes an analysis of the information resulting from interviews with ten Romany pupils who are attending special primary school.

This Master's thesis is focused on concept of a succsessful pupil at a primary school at inclusive education from the point of view of a teacher. Thesis is devided on a theoretic and practical part. First part of the thesis involves theoretical basis for concept of a successful student. Qualitative research was utilized to answer the research questions through interviews with a small group of respondents who were teachers from elementary school and were divided into two groups by teaching experience. The research was supplemented with questions about my self-reflection of developments regarding the concept of a successful student. It was found out how primary school teachers perceive a successful student and how strong the influence of the school environment on this conception. Keywords younger school age pupil, teacher, school success, school failure, inclusive education, inclusion