Made available in DSpace on 2016-08-03T16:34:19Z (GMT). No. of bitstreams: 1 CINTIA PEREIRA DOS SANTOS VAZ.pdf: 999773 bytes, checksum: 1e0919f0a5137786bba42114f0f0d54c (MD5) Previous issue date: 2011-04-12 / This dissertation aims to evaluate the quality of life and mental health of 154 teachers from public elementary schools of São Bernardo do Campo. This is a descriptive cross-sectional and data were collected in schools where they teach at the times of HTPC. The instruments used were: WHOQOL-BREF, Questionnaire socio-demographic questionnaire assessing socio-economic Survey of Psychiatric Morbidity of adults - QMPA and SF-36. The results showed that the quality of life of teachers (WHOQOL-bref) tends to be regular, the SF-36 quality of life in functional ability, physical appearance and social aspects tend to be positive. But the indicators of the facets: pain, general health, emotional, mental health and vitality mostly tend to be negative. The data obtained in the survey of psychiatric morbidity reported psychiatric morbidity in 33% of teachers. The established correlations showed that the higher psychopathological indicators (QMPA) poorer quality of life (WHOQOL-BREF and SF-36). It was concluded in this study that a teacher with the quality of life and mental health is a teacher with a day's work not extensive, ensuring a time for rest and recreation. The older teachers who decreased their workload showed better quality of life and absence of psychiatric morbidity / A presente dissertação de mestrado teve como objetivo avaliar a qualidade de vida e a saúde mental de 154 professores do ensino fundamental da rede publica de São Bernardo do Campo. Trata-se de um estudo descritivo do tipo transversal e os dados foram coletados nas escolas onde lecionam nos horários de HTPC. Os instrumentos utilizados foram: WHOQOL-bref, Questionário sócio-demográfico, Questionário de avaliação de nível sócio-econômico, Questionário de Morbidade Psiquiátrica de adultos - QMPA e o SF-36. Os resultados obtidos mostraram que a qualidade de vida dos professores (WHOQOL-bref) tende a ser regular, no SF-36 a qualidade de vida na capacidade funcional, aspecto físico e aspectos sociais tendem a ser positivas. Mas, os indicadores das facetas: dor, estado geral de saúde, aspectos emocionais, saúde mental e principalmente vitalidade tendem a ser negativos. Os dados obtidos no questionário de morbidade psiquiátrica indicaram morbidade psiquiátrica em 33% dos professores. As correlações estabelecidas mostraram que quanto maior os indicadores psicopatológicos (QMPA) pior a qualidade de vida (WHOQOL-bref e SF-36). Concluiu-se nesse estudo que um professor com a qualidade de vida e com saúde mental é um professor com uma jornada de trabalho não extensa, que garanta um tempo para o descanso e momentos de lazer. Os professores mais velhos que diminuíram sua carga de trabalho apresentam melhor qualidade de vida e ausência de morbidade psiquiátrica

The thesis focuses on textile as a specific medium in arts lessons at the second grade of elementary schools. The theoretical part describes the role of textile in culture. It explores the utilisation of textile in arts and in historical context. It also tracks the work of important textile designers, graphic artists and pedagogues Karla Cikánová, Jana Skarlantová and Taťána Šteiglová. It emphasizes the advantages and the didactic aspects of utilising textile in arts and reflects on the possibilities and opportunities of using textile in art lessons in the Czech Republic. The practical part includes eight authorial lessons focusing on using textile as an educational element at the second grade of elementary school. A part of the thesis also reflects on how they were partially put in practice.

Submitted by Valquíria Barbieri (kikibarbi@hotmail.com) on 2018-04-13T21:29:33Z No. of bitstreams: 1 DISS_2014_Tamara Suellen Dudeck.pdf: 2242418 bytes, checksum: f5c6534cbb34dd6178612cc10bcb5581 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2018-04-27T17:05:00Z (GMT) No. of bitstreams: 1 DISS_2014_Tamara Suellen Dudeck.pdf: 2242418 bytes, checksum: f5c6534cbb34dd6178612cc10bcb5581 (MD5) / Made available in DSpace on 2018-04-27T17:05:00Z (GMT). No. of bitstreams: 1 DISS_2014_Tamara Suellen Dudeck.pdf: 2242418 bytes, checksum: f5c6534cbb34dd6178612cc10bcb5581 (MD5) Previous issue date: 2014-11-19 / O presente estudo tem como objetivo identificar quais e como são planejados e organizados os conhecimentos/ saberes da Educação Física para a Educação Infantil pelos professores que atuam no ensino superior na formação dos futuros professores de Educação Física para a educação básica que terão como um dos possíveis campos de atuação a Educação Infantil. Para tanto, realizamos um levantamento bibliográfico sobre os seguintes eixos: concepção de infância e Educação Infantil, formação de professores para a Educação Infantil, formação de professores para a Educação Infantil em cursos de Licenciatura em Educação Física e Educação Física na Educação Infantil. Do tipo descritivo com abordagem qualitativa, o estudo teve como universo 7 cursos de Licenciatura em Educação Física, localizados no estado de Mato Grosso. Os sujeitos foram 15 professores que atuam no ensino superior, em instituições de administração pública e privada, ministrando aulas em disciplinas que abordam de maneira específica a Educação Infantil, bem como 138 alunos em fase de conclusão do curso. Os instrumentos de coleta de dados foram a análise documental dos programas de disciplinas, a entrevista por pautas direcionada aos professores e o questionário com perguntas abertas e fechadas, direcionado aos alunos dos cursos superiores de Licenciatura em Educação Física do estado de Mato Grosso. Identificamos que dos 7 cursos, 6 apresentam duas disciplinas e, 1, uma disciplina que aborda de maneira específica a Educação Infantil, o que indica um avanço no que se refere ao pensar a Educação Infantil nos cursos de Licenciatura em Educação Física. Verificamos também, uma estreita relação entre a fala dos professores e os programas de disciplinas. Existe também, uma perspectiva de formação de professores mais ampliada considerando para tanto, um processo mais humanizador. Contudo, ao tratar das questões específicas da Educação Física para a Educação Infantil ainda observamos na maioria dos discursos, uma preocupação, digamos que mascarada, com os aspectos biológicos. Com relação as respostas dos alunos aos questionários, podemos afirmar que refletem o posicionamento dos professores e as proposições dos programas de disciplinas, pois a mesma ênfase nas questões biológicas, com a ressalva da presença da ludicidade e dos jogos e brincadeiras são apresentadas, sendo que demonstram ainda, bastante confusão ao falar das questões didático pedagógicas. Portanto, é essencial repensar e reorganizar os conhecimentos/ saberes da Educação Física para a Educação Infantil tanto nas propostas contidas nos documentos que orientam as disciplinas, quanto no entendimento dos professores sobre o papel da Educação Física nesse nível de ensino é fundamental, tendo em vista a realidade encontrada. / The objective of this study is to identify what and how they are planned and organized knowledge / wisdom of Physical Education for Child Education by teachers who work in Higher Education to develop future teachers of Physical Education to Basic Education in one of the possible fields of teaching activity, the Child Education. For this carried out a bibliographic survey on the following aspects: conception of Childhood and Child Education, School Teacher Training for Child Education, School Teacher Training for Child Education in courses of Degree in Physical Education and Physical Education in Child Education. The descriptive and qualitative study investigated 7 degree courses in Physical Education, located in the state of Mato Grosso. Participants were 15 teachers working in Higher Education in public and private management institutions, who teaching in disciplines that discuss specific way abouy Child Education, as well as 138 students being finalized of the course. Documentary analysis of disciplines programs, interview guidelines directed at teachers and a questionnaire with open and closed questions directed to the students the courses of Degree in Physical Education in the state of Mato Grosso were used to collect data. It was identified that 6 about 7 courses present two disciplines and in just one, there is a discipline that discuss a specific way to Child Education. This indicates an advance for the Child Education in courses of Degree in Physical Education. We also observed a close relationship between the speech of teachers and the disciplines programs and yet, some teachers who have demonstrated a more enlightened view of humanizing education. However, when considering the specific issues of Physical Education for Child Education noted a still concern, supposedly veiled, about the biological discourse in most aspects. Students' responses to the questionnaires reflect the positioning of teachers and the proposals of disciplines programs, because the same emphasis on biological issues, with the exception the presence of ludicity, games and plays are presented, but what predominates is a confusing point of view of the didactic and pedagogical aspects. So, is essential to rethink and reorganize the knowledge/ wisdow of Physical Education for Child Education in the proposals contained in the documents that guide the disciplines and the understanding of the role of teachers of Physical Education at this level of teaching, considering the reality found.

Submitted by Indira santana aragão favareto (indyra_sa12@hotmail.com) on 2017-11-17T16:15:56Z No. of bitstreams: 1 FAVARETO, I.A.S.A-DISSERTAÇÃO MESTRADO.pdf: 809962 bytes, checksum: 10fc19be757912e610c74c7272e8d392 (MD5) / Submitted by Indira santana aragão favareto (indyra_sa12@hotmail.com) on 2017-11-22T14:06:59Z No. of bitstreams: 1 FAVARETO, I.A.S.A-DISSERTAÇÃO MESTRADO.pdf: 809962 bytes, checksum: 10fc19be757912e610c74c7272e8d392 (MD5) / Submitted by Indira santana aragão favareto (indyra_sa12@hotmail.com) on 2017-11-22T18:09:14Z No. of bitstreams: 1 FAVARETO, I.A.S.A-DISSERTAÇÃO MESTRADO.pdf: 809962 bytes, checksum: 10fc19be757912e610c74c7272e8d392 (MD5) / Submitted by Indira santana aragão favareto (indyra_sa12@hotmail.com) on 2017-11-22T18:12:24Z No. of bitstreams: 1 FAVARETO, I.A.S.A-DISSERTAÇÃO MESTRADO.pdf: 809962 bytes, checksum: 10fc19be757912e610c74c7272e8d392 (MD5) / Submitted by Indira santana aragão favareto (indyra_sa12@hotmail.com) on 2017-11-22T19:44:22Z No. of bitstreams: 1 FAVARETO, I.A.S.A-DISSERTAÇÃO MESTRADO.pdf: 809962 bytes, checksum: 10fc19be757912e610c74c7272e8d392 (MD5) / Submitted by Indira santana aragão favareto (indyra_sa12@hotmail.com) on 2017-11-23T11:57:13Z No. of bitstreams: 1 FAVARETO, I.A.S.A-DISSERTAÇÃO MESTRADO.pdf: 809962 bytes, checksum: 10fc19be757912e610c74c7272e8d392 (MD5) / Submitted by Indira santana aragão favareto (indyra_sa12@hotmail.com) on 2017-11-23T12:57:55Z No. of bitstreams: 1 FAVARETO, I.A.S.A-DISSERTAÇÃO MESTRADO.pdf: 809962 bytes, checksum: 10fc19be757912e610c74c7272e8d392 (MD5) / Submitted by Indira santana aragão favareto (indyra_sa12@hotmail.com) on 2017-11-23T13:16:31Z No. of bitstreams: 1 FAVARETO, I.A.S.A-DISSERTAÇÃO MESTRADO.pdf: 809962 bytes, checksum: 10fc19be757912e610c74c7272e8d392 (MD5) / Submitted by Indira santana aragão favareto (indyra_sa12@hotmail.com) on 2017-11-23T13:34:43Z No. of bitstreams: 1 FAVARETO, I.A.S.A-DISSERTAÇÃO MESTRADO.pdf: 809962 bytes, checksum: 10fc19be757912e610c74c7272e8d392 (MD5) / Submitted by Indira santana aragão favareto (indyra_sa12@hotmail.com) on 2017-11-23T17:24:54Z No. of bitstreams: 1 FAVARETO, I.A.S.A-DISSERTAÇÃO MESTRADO.pdf: 809962 bytes, checksum: 10fc19be757912e610c74c7272e8d392 (MD5) / Submitted by Indira santana aragão favareto (indyra_sa12@hotmail.com) on 2017-11-23T17:29:01Z No. of bitstreams: 1 FAVARETO, I.A.S.A-DISSERTAÇÃO MESTRADO.pdf: 809962 bytes, checksum: 10fc19be757912e610c74c7272e8d392 (MD5) / Submitted by Indira santana aragão favareto (indyra_sa12@hotmail.com) on 2017-11-24T12:05:23Z No. of bitstreams: 1 FAVARETO, I.A.S.A-DISSERTAÇÃO MESTRADO.pdf: 809962 bytes, checksum: 10fc19be757912e610c74c7272e8d392 (MD5) / Submitted by Indira santana aragão favareto (indyra_sa12@hotmail.com) on 2017-11-24T12:39:43Z No. of bitstreams: 1 FAVARETO, I.A.S.A-DISSERTAÇÃO MESTRADO.pdf: 809962 bytes, checksum: 10fc19be757912e610c74c7272e8d392 (MD5) / Approved for entry into archive by ALESSANDRA KUBA OSHIRO null (alessandra@fct.unesp.br) on 2017-11-24T16:40:20Z (GMT) No. of bitstreams: 1 favareto_iasa_me_prud.pdf: 764569 bytes, checksum: 66c3eacfcda5275803b14dcdca215a98 (MD5) / Made available in DSpace on 2017-11-24T16:40:20Z (GMT). No. of bitstreams: 1 favareto_iasa_me_prud.pdf: 764569 bytes, checksum: 66c3eacfcda5275803b14dcdca215a98 (MD5) Previous issue date: 2017-10-05 / A presente investigação, vinculada à Linha de Pesquisa Processos Formativos, Infância e Juventude, do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia da UNESP, campus de Presidente Prudente, teve o objetivo geral de analisar as contribuições dos estudos de Hernández (1998) sobre os projetos de trabalho para a organização da prática pedagógica do professor da pré-escola. A pesquisa originou-se da inquietação sobre a tendência recorrente de os professores de pré-escola utilizarem o exemplo pedagógico do Ensino Fundamental como parâmetro de escolha para suas práticas pedagógicas. O problema da investigação se constituiu em questionar e responder como os projetos de trabalho poderiam oferecer elementos para o professor de pré-escola (re)pensar a (re)organização da sua prática pedagógica com o objetivo dela se tornar um espaço de construção do conhecimento que respeita as necessidades das crianças, desenvolve sua autonomia e o significado sobre o mundo em que vivem sem prescindir a concepção de criança sujeito e cidadão de direitos. Desse modo, o objeto do estudo centrou-se em refletir sobre a prática pedagógica do professor de pré-escola. O objetivo específico da pesquisa se desdobrou em: identificar princípios intrínsecos aos projetos de trabalho que contribuíssem para a prática pedagógica do professor de pré-escola, de modo a destacar o respeito à identidade própria dessa etapa educativa e, com isso, ressaltar a complexidade das experiências das crianças na pré-escola; repensar as vivências recorrentes nessa primeira etapa da educação que declinam a intenção de a pré-escola ser um espaço de descobertas e experiências com sentido e significado para a criança. A concepção de criança protagonista de seu desenvolvimento e aprendizagem que produz culturas nas diversas formas de interagir com o mundo iluminou o estudo, assim como a visão do professor como mediador e desafiador que proporciona aprendizagens que ressignificam os conhecimentos das crianças e a função da pré- escola como um espaço coletivo de aprendizagem e a compreensão de prática pedagógica como as ações, reflexões e as relações que ocorrem no espaço escolar. O corpus de análise foram os projetos de trabalho, segundo Hernández (1998). Para atingir os objetivos propostos, foram observados os princípios da pesquisa qualitativa e da pesquisa bibliográfica, para o procedimento de análise dos dados utilizamos a análise documental segundo Bardin (2010). Os resultados decorrentes da análise do referencial teórico investigado permitiram construir princípios concernentes à prática pedagógica do professor de pré-escola: a criança no centro das decisões sobre as práticas pedagógicas na pré-escola; a prática pedagógica pautada na aprendizagem coletiva e autonomia do professor; a avaliação do percurso da aprendizagem da criança como procedimento de acompanhamento e reflexão sobre as práticas pedagógicas. Diante das discussões tecidas nesse percurso de investigação, os princípios apresentados inserem a criança no centro do processo educativo e indicam algumas possibilidades que contribuem para a reflexão e reorganização das práticas pedagógicas pelo professor, de forma a favorecer a superação da maneira disciplinadora, mecânica e repetitiva em que se pautam os processos de ensino e aprendizagem na pré-escola, e a valorizar a identidade própria da pré-escola. Nesse sentido, considera-se a especificidade das práticas pedagógicas na pré-escola ressalta a necessidade de garantir uma experiência educativa que supere a concepção de ensino individualista e preparatório para a escola de Ensino Fundamental, reorientando as situações de aprendizagem e tornando a pré-escola um espaço de construção do conhecimento pela criança e não para ela, que respeita as suas necessidades e busca ampliar seus saberes, considerando-a sujeito participativo e crítico, que constrói sentido sobre o mundo em que vive. / The present research, linked to the Research Processes, Childhood and Youth Line of the Graduate Program in Education of the Faculty of Sciences and Technology of UNESP, Campus of Presidente Prudente, had the general objective of analyzing the contributions of the studies of Hernández (1998) on the work projects for the organization of the pedagogical practice of the preschool teacher. The research originated from the concern about the recurrent tendency of preschool teachers to use the pedagogical example of Elementary School as a parameter of choice for their pedagogical practices. The research problem consisted in questioning and responding how the work projects could offer elements for the preschool teacher (re) to think about the (re) organization of their pedagogical practice in order to become a space for the construction of knowledge which respects the needs of children, develops their autonomy and meaning over the world in which they live without dispensing with the conception of subject child and citizen rights. Thus, the object of the study focused on reflecting on the pedagogic practice of preschool teacher. The specific objective of the research were: to identify principles intrinsic to work projects that contributed to the pedagogical practice of the preschool teacher, in order to highlight the respect to the proper identity of this educational stage and, with that, to highlight the complexity of the children's experiences in preschool; to rethink the recurrent experiences in this first stage of education that decline the intention of the preschool to be a space of discoveries and experiences with meaning and meaning for the child. The conception of children as protagonists of their development and learning that produces cultures in the different ways of interacting with the world has illuminated the study, as well as the view of the teacher as mediator and challenger that provides learning that resignifices the knowledge of the children and the function of the pre- school as a collective space for learning and the understanding of pedagogical practice as the actions, reflections and relationships that occur in the school space. The corpus of analysis was the work projects, according to Hernández (1998). In order to reach the proposed objectives, the principles of qualitative research and bibliographical research were observed, for the data analysis procedure we used the documentary analysis according to Bardin (2010). The results of the analysis of the theoretical framework investigated allowed us to construct principles concerning the pedagogical practice of the preschool teacher: the child at the center of the decisions about the pedagogical practices in the preschool; pedagogical practice based on collective learning and teacher autonomy; the assessment of the child's learning path as a follow-up and reflection process on pedagogical practices. In view of the discussions in this research, the presented principles place the child at the center of the educational process and indicate some possibilities that contribute to the reflection and reorganization of pedagogical practices by the teacher, in order to favor the overcoming of the disciplinary, mechanical and repetitive way in which the processes of teaching and learning in the preschool are guided, and to value the proper identity of the preschool. In this sense, it is considered the specificity of pedagogical practices in preschool emphasizes the need to guarantee an educational experience that goes beyond the conception of individualistic and preparatory teaching for elementary school, reorienting learning situations and making preschool a space of construction of knowledge by the child and not for her, which respects her needs and seeks to broaden her knowledge, considering her participatory and critical subject, which builds meaning about the world in which she lives.

The thesis reacts on the contemporary schooling when there is the need of differentiation and individualisation of teaching in heterogeneous classrooms. However, the teachers are not prepared enough to differentiate and there is only a minimum of relevant literature and methodological support. The main aim of the thesis is to summarise the latest findings in this field, to detect possible strategies of differentiation and individualisation at the lower primary school and to design feasible steps for the teachers to follow. In the theoretical part there are summarised already familiar findings from the external literature. In the empirical part I am focusing on the differentiation methods of two sample teachers, who are important models for the students - future teachers. The methods used predominantly in the research are the in-depth interviews with the teachers and an analysis of a recording of observed lessons.

The diploma thesis has a theoretically-empirical character with a focus on the empirical part. The starting point for the solution is the requirement of the primary teacher competence to work with the differentiated group of pupils, take into account different educational needs in the planning, implementation and reflection of teaching. The aim is to determine whether and how teachers fulfill the requirement of primary school in natural science lessons. Describe and evaluate the implementation of this requirement during the realization of specific thematic unit by several teachers. Methods of the content analysis, interviews and direct observation of teaching are used to fulfill the targets of the thesis. Keywords Individualization, differentiation, Social studies and Science, primary school teacher, instruction planning Powered by TCPDF (www.tcpdf.org)

The Risk of Burnout in Primary School Teachers This diploma thesis deals with the risk of burnout syndrome in primary school teachers. The theoretical part of the diploma thesis provides an overview of the theoretical concept of burnout in teachers and the effects of burnout on their job performance and their personal life. The empirical part of the thesis introduces a qualitative research of the risk of burnout in primary school teachers who study the combined form of the 5- year Master's study programme at the Faculty of Education of Charles University, while working full-time. I interviewed several teachers who have been at the greatest risk of burnout, based on a questionnaire survey, about the factors that affect their mental health, about their perceived form of support and about their coping skills. Up to two-thirds of teachers experience exhaustion during their studies. Chronic stress, which is at the highest level during last years of the 5-year study programme, negatively affects their well-being, their family life and their physical and mental health. Key protective factors are problem-focused coping skills and work-life balance. The supportive attitude of the primary school management, as well as the attitude of the Faculty of Education towards studying teachers, can be also of...

In this essay we have compared the after-school activities from the present day to how they were composed 15 years ago, as well as shedding light on some of the changes our profession has undergone in pace with a changing society. We observed that this subject has been brought up many times before, after reading multiple works, and the issue one would want to clarify is whether this change has been for the better or for the worse. Have these changes benefited the students, educators and the after-school activities or have they brought complications and deteriorations? The governing documents have been amended; the environment and pre-requisites have been transformed. We have disassembled the various governing documents and the pre-requisites as well as the significance of the relations that we, as after-school teachers, rely on on a day-to-day basis which we then need to relate ourselves to. The purpose of this essay is to analyze the development of the after-school activities on several levels and analyze the implications of these changes or lack thereof for everyone involved out of several aspects. Nanette portrays the conditions from fifteen years ago whereas Lena depicts present-day conditions. The issues being treated are as follows: What is the difference between Lena’s and Nanette´s professional roles based on both of their reports as well as the governing documents? What does the conception of “meaningful after-school activities” entail and which contributing factors can have an impact on it? Nanette´s report uses the terms children and parents whereas Lena´s report uses students and legal guardians. What implications does this change in the use of terms have and what is the purpose behind it? Out of which ethical perspectives can we interpret our actions in the reports? The changes that have been observed are found in the use of terms, resources as well as the varying amount of access to the premises, the view on children's free play and the educational level of employees, much of which can be connected to an interpretation of the curriculum's use of the term meaningful after-school activities. On the other hand, what we observed not to have changed is the ethical thought process and the ethical theories one relies on during decision-making as an educator. Whether these changes have led for better or worse has no unequivocal answer as of now due to the causal links being complex by other factors being at play, economy, as well as conditions varying between schools. Furthermore, we have noticed that, even though this has been a recurring subject to be brought up, we can still conclude that further reflection and research on this subject is needed.

This study aims to research the student assistant’s workplace situation at the after-school center, wherein we examine the various differences between how school leaders, parents and guardians aswell as student assistants handle their duties at the after-school center. These questions are as follows, ”What duties should the student assistant role encompass”, as well as”Which differences exist in the support which students with special needs receive during school hours respective to after-school hours”. This study derives its information from qualitative research and scripted and improvised interviews. Our results demonstrate a clear link that the student assistant plays a vital role with the work of supporting special needs children. Since it has been difficult acquiring prior research regarding the student assistant’s role at the afterschool center we’ve had to draw parallels between the small amount of existing research regarding the student assistant’s work during school hours.

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