Trata-se de pesquisa exploratória realizada em escolas municipais de ensino fundamental da Coordenadoria de Educação de Itaquera, zona leste do Município de São Paulo. O trabalho procura levantar e analisar as relações existentes entre o capital social e dois indicadores específicos de desempenho de tais instituições educacionais: evasão escolar e reprovação. O material foi coletado em questionários respondidos por diretoras (es) e coordenadoras pedagógicas de 19 unidades escolares. As análises permitiram o levantamento da dimensão de capital social percebida pelas (os) participantes e o cruzamento desses dados com índices de evasão escolar e reprovação nas unidades escolares. Com base nas referências teóricas fornecidas por Bourdieu, Loury, Coleman, Putnam, Evans, entre outros, o trabalho aponta para indícios de que maiores dimensões de capital social, nos tópicos de informação e comunicação, confiança e solidariedade e coesão e inclusão social, podem estar relacionados, de forma não determinante, a melhores desempenhos nas unidades escolares. / The is an exploratory research report about basic education in mayor schools at Itaquera Educational Coordination, East zone of São Paulo City, in Brazil. This stuff analyzes the relations between the social capital, school drop out and reproval. Directors and pedagogical coordinators\' from 19 schools have answered the questionnaires. Then, we noticed that the social capital dimension was related to evasion schools and reprovals throughout evaluations. On the basis of the theoretical references supplied by Bourdieu, Loury, Coleman, Putnam, Evans, among others, the stuff indicates that bigger dimensions of social capital in topics like information and communication, confidence and solidarity, cohesion and social inclusion can be related (non determinative way) improving betters performances at school units.

Made available in DSpace on 2017-07-10T16:16:56Z (GMT). No. of bitstreams: 1 Catia Ronsani Castro.pdf: 1085342 bytes, checksum: 666b8a7f508a5b03ab77d59b56baa911 (MD5) Previous issue date: 2013-09-02 / This dissertation is the result of studies that developed about a problem that has disquieted in the professional workspace and union militancy: the extent of the actions of the military police to schools as a policy of Public Security of the State of Paraná. With the research presented elements that aim to understand why the police has constituted effectively as the main public policy of the State of Paraná to deal with violence in schools. We argue that the adoption of measures such as policing school, situated in the area of Public Security, is related to a broader movement of contemporary capitalist society, and expressed elements of Brazilian singularity. In the first chapter we explicit how the Criminal State is configured as an alternative to the crisis of the states of Welfare, especially as regards the implementation of a set of punitive policies in the area of Public Security, in exchange for social policies. In the second chapter, through an overview of the security situation in Brazil and the mistakes of the actions implemented by the State, since 1988, we outlined a framework of crisis Policy Public Safety. Crisis that establishes precisely the policies with contributions progressives have succumbed to the ruling military, inherited from the dictatorship period and also for the implications of the emergence of the Criminal State. In the last chapter, we present the Patrol School Community (PEC) and resumed elements of the first and second chapter to argue for this policy as Paraná is an expression of the crisis of the Brazilian Public Safety, in that it locally reproduces the movements that make the crisis nationwide: the failure of security policies with contributions and progressive expansion of policing and repression in order to address the demands of the social question. From these elements we have presented, we believe that a model of state facing social demands with the expansion of political repression and punishment, could not present this alternative way to address the problem of school violence / Esta dissertação é resultado de estudos que desenvolvemos acerca de um problema que tem nos inquietado no espaço de atuação profissional e na militância sindical: a extensão das ações da Polícia Militar às escolas como política de Segurança Pública do Estado do Paraná. Com a pesquisa apresentamos elementos que visam compreender porque a polícia tem se constituído efetivamente como a principal política pública do Estado do Paraná para o enfrentamento da violência em meio escolar. Argumentamos que a adoção de medidas como o policiamento escolar, situado na área da Segurança Pública, tem relação com um movimento mais amplo da sociedade capitalista contemporânea, bem como, expressa elementos da singularidade brasileira. No primeiro capítulo explicitamos como o Estado Penal se configurou como uma alternativa à crise dos Estados de Bem-Estar Social, principalmente no que diz respeito a implementação de um conjunto de políticas punitivas na área da Segurança Pública, em substituição às políticas sociais. No segundo capítulo, por meio de um panorama da situação da segurança no Brasil e dos desacertos das ações implementadas pelo Estado, a partir de 1988, delineamos um quadro de crise da Política de Segurança Pública. Crise que se estabelece justamente pelas políticas com aportes progressistas terem sucumbido ao ditame militar, herdado do período ditatorial e também pelas implicações da emergência do Estado Penal. No último capítulo, apresentamos a Patrulha Escolar Comunitária (PEC) e retomamos elementos do primeiro e do segundo capítulo para argumentar no sentido de como esta política paranaense é expressão da crise da Segurança Pública brasileira, na medida em que ela reproduz localmente os movimentos que conformam a crise em âmbito nacional: o fracasso das políticas de segurança com aportes progressistas e a ampliação do policiamento e da repressão como forma de enfrentar as demandas da questão social. A partir destes elementos que apresentamos, entendemos que um modelo de Estado que enfrenta suas demandas sociais com a ampliação da política de repressão e punição, não poderia apresentar alternativa diferente desta para enfrentar o problema da violência escolar

While the knowledge of disrepair in inner-city schools is fairly common, the impact that school facilities are having on students and faculty is not as widely known. More recently, the closing of inner city schools has greatly increased across the United States; Reduction in public school enrollment from 2006-2013: Detroit -63%, Cleveland -32%, Indianapolis -27%, D.C. -23%, L.A. -23%,etc. (Journey For Justice Alliance,2014). Due to budget cuts, threat of school closings from poor facility conditions, large class size, and pressure to raise test scores, inner city schools struggle to keep teachers (Journey For Justice Alliance,2014). Poor teacher retention along with a lack in care for educational facilities has created a toxic environment for inner-city students. Although there are many reasons that inner-city schools suffer, negativity within school culture seems to be a common denominator within many of these problems. With larger population percentages of minority, economically disadvantaged and disabled students, difficulties arise in communicating student-to-student and teacher-to-student (Bellwether Education Partner, 2016). The question becomes, how does one design a space to provide comfort, safety and communication in order to foster healthy relationships? This research will inform the design of a middle school that focuses on community and communication. The goal will be to design a school where flexibility and team work is made easier through furniture and layout solutions in order to foster growth and respect for students and teachers.

Abstract Faith-based school-family-community partnerships have been a federal mandate over the past decade, yet little has been written about the outcomes of these faith-based partnerships. A need exists to understand if the potential in these faith-based partnerships is indeed realized in positive outcomes for students and schools. The purpose of this study was to evaluate a faith-based school-family-community partnership, Just Love. Just Love is a faith-based school-family-community partnership between a large suburban church and a Title 1, urban elementary school, Charisma Elementary School (Charisma ES; pseudonym). It was implemented in what is considered a "failing school". Just Love's purpose was to have the volunteers from the church provide love, care, supportive adult relationships and service to the teachers, students, and parents of Charisma ES through a comprehensive, systemic program: Just Mentor (i.e., a school-based mentoring program), Just Connect (i.e., a classroom adoption program), and Just Rewards (i.e., a school wide student incentives/rewards and parent involvement program). The Bryan and Henry (2012) School-Family-Community Partnership Process Model was used in developing Just Love. The Model for Collaborative Evaluations (MCE) (Rodriguez-Campos, 2005) was used in this evaluation to actively engage stakeholders during the evaluation process and to answer the evaluation questions (Rodriguez-Campos & Rincones-Gomez, 2012). A mixed methods research design was used. Differences in student outcomes (i.e. academic, behavior and attendance) were examined between Charisma ES and another matching school without a faith-based school-family-community partnership were analyzed with descriptive statistics, paired T-tests, and mixed ANOVAs. Student outcomes were also investigated relevant to different aspects of the Just Love programs including adopted classrooms compared to non-adopted classrooms and mentored students compared to non-mentored students. In addition, this study gave 20 children (i.e., mentees) who had experienced all aspects of the Just Love programs an opportunity to share their perceived satisfactions, experiences, challenges and recommendations regarding Just Love through the method of photo elicitation including picture selection and interviews (DeMarie, 2010; Harper, 2002). The transcribed data from the interviews and the pictures used in the photo-elicitation process were analyzed using thematic analysis with a focus on capturing the voices of the students. Student outcome data were collected for three years from 2010-2013, with 2009 as a baseline year. The findings from the quantitative aspect of this study revealed that students in Charisma ES made significantly greater gains in reading than students in Joseph ES following the implementation of the partnership. Further, number of disciplinary referrals decreased dramatically at Charisma ES in contrast to Joseph ES whose disciplinary referrals increased. Attendance rates differed significantly between the two schools with students in Joseph Elementary School having higher attendance rates than students in Charisma Elementary School. On average, both adopted and non-adopted classes made gains in reading in each of the three years although adopted classes appeared to have higher reading scores in 2011-2012 than non-adopted classes. The average number of disciplinary referrals per class was lower for adopted classes than for non-adopted classes in 2011-2012, one academic year after the Just Love partnership program was implemented. Concerning attendance, there were no significant differences in attendance rates between students in adopted and non-adopted classes at Charisma ES, Mentored students at Charisma made significant improvements in reading. They also had a dramatically lower average number of disciplinary referrals than non-mentored students in 2012-2013, just two years after the Just Love partnership was implemented. When compared to non-mentored students, mentored students had significantly higher attendance than non-mentored students in 2011-2012, just one year after the Just Love partnership began. Further, attendance appeared to have a positive relation to the number of years students were mentored. Findings from the qualitative aspect of this study were captured using thematic analysis of the children's perceived satisfactions, experiences, challenges and recommendations concerning Just Love. The six categories that emerged from the data were (a) perceptions of Just Love, (b) positive feelings, (c) positive relationships and connectedness, (d) classroom and school climate, (e) experiences, and (f) support and resources. Each of these categories comprised a number of themes that aligned with identified protective factors and developmental assets necessary for the resiliency of and successful outcomes for children. Taken together, the findings reveal that Just Love, a faith-based school-family-community partnership contributed to improved student outcomes in reading achievement, behavior and attendance and provided important protective factors and developmental assets for the children in Charisma ES. The Just Love partnership program presents a viable model for schools, school districts, and faith-based and community organizations that have a desire to foster resilience in children at-risk, generate positive academic, behavior, and attendance outcomes for children and decrease the chances of children growing up and developing risky behaviors. Implications for practice, training, evaluation, policy, and future research are discussed.

This study is an historical study of parent participation in school level decision making, particularly in curriculum issues, in relation to the Victorian Government policies of Devolution through the 1980s. It was conducted as a case study of one rural secondary school, examining how the role of parents in the school�s curriculum development and associated decision making structures may have changed during the decade from the early 1980s to the early 1990s. Three conceptual models were established, which served as analytical frameworks for the field data: a Theory model of how school level participation could operate, a Policies model deriving from the expectations of the major Government policies of the time, and an Historical model based on research and analyses of practice in Australia and overseas. The findings indicate that little effective parent participation developed or took place in the school over the period under study. Major contributing factors identified are the lack of policy direction and official mechanisms, especially in implementation of change, the definition of appropriate participant roles, the culture of traditional authorities in education (teacher in the classroom, principal in school processes and bureaucracy in administration), and the local factors of community attitudes and demographic profile. While the local factors are significant, it is concluded that the policies did not provide sufficient direction or mechanism to overcome the entrenched culture of traditional authorities in schooling. Changes in practice were directed more by the influence of specific personalities in single situations than any development of general attitude or institutional structure.

Integracijos tema aktuali, nes šiandien norima, kad specialiųjų poreikių turintys vaikai gyventų pilnavertį gyvenimą savo bendruomenėje, kad nesusidurtų su segregacija (atskyrimu), kad būtų lygiaverčiai su kitais bendrojo lavinimo mokyklos mokiniais. Darbe nagrinėjamas mokyklos bendruomenės požiūris į specialiųjų poreikių vaikų integraciją į bendrojo lavinimo mokyklą. / In my magistrate work I would like to analyse the problem and peculiarity of disabled children in the process of integration in general educational schools. The aim of the research: To research specific problems appearing while integrating children with special needs into general educational school in Shalchininkay town.

This study is an historical study of parent participation in school level decision making, particularly in curriculum issues, in relation to the Victorian Government policies of Devolution through the 1980s. It was conducted as a case study of one rural secondary school, examining how the role of parents in the school�s curriculum development and associated decision making structures may have changed during the decade from the early 1980s to the early 1990s. Three conceptual models were established, which served as analytical frameworks for the field data: a Theory model of how school level participation could operate, a Policies model deriving from the expectations of the major Government policies of the time, and an Historical model based on research and analyses of practice in Australia and overseas. The findings indicate that little effective parent participation developed or took place in the school over the period under study. Major contributing factors identified are the lack of policy direction and official mechanisms, especially in implementation of change, the definition of appropriate participant roles, the culture of traditional authorities in education (teacher in the classroom, principal in school processes and bureaucracy in administration), and the local factors of community attitudes and demographic profile. While the local factors are significant, it is concluded that the policies did not provide sufficient direction or mechanism to overcome the entrenched culture of traditional authorities in schooling. Changes in practice were directed more by the influence of specific personalities in single situations than any development of general attitude or institutional structure.

Linha de pesquisa: Educa??o, sujeitos, sociedade, hist?ria da educa??o e pol?ticas p?blicas educacionais. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-06-23T22:42:36Z No. of bitstreams: 2 dirce_efigenia_brito_lopes.pdf: 1198123 bytes, checksum: 6870d772b04f70ed0dfb2c8f6774c59a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-06-26T17:32:07Z (GMT) No. of bitstreams: 2 dirce_efigenia_brito_lopes.pdf: 1198123 bytes, checksum: 6870d772b04f70ed0dfb2c8f6774c59a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-06-26T17:32:08Z (GMT). No. of bitstreams: 2 dirce_efigenia_brito_lopes.pdf: 1198123 bytes, checksum: 6870d772b04f70ed0dfb2c8f6774c59a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016 / Este trabalho resulta de uma pesquisa sobre ?O funcionamento da Educa??o de Tempo Integral numa unidade de ensino Municipal de Montes Claros-MG: desafios e possibilidades?, ela insere-se na linha de pesquisa Educa??o, Sujeitos, Sociedade, Hist?ria da Educa??o e Pol?ticas P?blicas Educacionais do Mestrado em Educa??o da Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM). A quest?o norteadora desta pesquisa foi: quais os impactos e desafios da implanta??o e do funcionamento da Educa??o de Tempo Integral em uma unidade de ensino municipal? O objetivo principal foi compreender os impactos da implanta??o e o funcionamento da Educa??o de Tempo Integral (ETI) numa unidade de ensino, na zona urbana, do Sistema Educacional Municipal de Montes Claros-MG. Como objetivos espec?ficos, tem-se verificar as condi??es de infraestrutura administrativa e pedag?gica para o funcionamento da ETI numa unidade de ensino municipal de Montes Claros, no per?odo de 2013 a 2015; investigar os desafios encontrados pelos agentes educativos na execu??o das a??es da ETI; investigar as pr?ticas pedag?gicas dos profissionais envolvidos na ETI; identificar os impactos das pol?ticas p?blicas, em especial o Programa Mais Educa??o/Educa??o de Tempo Integral junto aos agentes educativos no per?odo de 2013-2015; analisarcomo ocorreu a interlocu??o escola /comunidade. O interesse pelo presente estudo surgiu quando estava na gest?o de uma unidade de ensino municipal e foi implantado o Programa Mais Educa??o/Educa??o de Tempo Integral no ano de 2010, instigando-me a estudar um pouco mais sobre a ETI. Utilizou-se a pesquisa de natureza qualitativa e quantitativa, estudo de campo e, como t?cnica, a an?lise de conte?do para os dados coletados a partir dos question?rios e das entrevistas semiestruturadas aplicadas aos treze envolvidos, sendo: dez oficineiros, um gestor e dois coordenadores da ETI. Os dados coletados foram analisados e alocados em seis categorias: funcionamento e infraestrutura; interlocu??o escola X comunidade; conhecimento de ETI e EI e suas bases legais; desafios; impactos e pr?ticas pedag?gicas. Ap?s serem analisados, percebeu-se que a Escola Municipal Pequeno Cientista (EMPC) precisa aperfei?oar seu funcionamento e, para tanto, ter? os seguintes desafios: melhorar a infraestrutura; capacitar os envolvidos na ETI; propor pr?ticas inovadoras e como possibilidades implantar um curr?culo diferenciado e firmar parcerias com a comunidade, ONGs, clubes e outros. Isso posto poder? gerar impactos tanto na vida dos alunos quanto na pr?pria comunidade. A pesquisa tem relev?ncia por apresentar indicadores sobre a ETI que a SME poder? utilizar no munic?pio de Montes Claros-MG e principalmente na EMPC em busca da melhoria da qualidade da educa??o. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016. / This work results from a survey on "The functioning of the Full-Time Education in Municipal teaching unit Claros-MG Montes: challenges and possibilities", it is part of the line education research subjects, Society, History of Education Policies public Education of Master of Education of the federal University of the Jequitinhonha and Mucuri- UFVJM. The main question of this research is: what are the impacts of the implementation and operation of Full-Time Education in a unit of municipal education. The main objective is to understand the impacts and challenges of the implementation and operation of Full-Time Education (FTE) in a teaching unit in the urban area, the municipal system Claros-MG Montes. The specific objectives, has to check and assess the conditions of administrative and educational infrastructure for the operation of the ETI in a municipal school unit of Montes Claros, in the period 2013 to 2015; investigate the challenges faced by educators in the implementation of ETI shares; investigate the pedagogical practices of the professionals involved in the ETI; identify the impact of public policies, especially the More Education Program / Full-Time Education with the teachers in the 2013-2015 period; analyze how occurred the dialogue school / community. The interest for this study came about when he was in the management of a municipal school unit and was deployed More Education Program / Full-Time Education in 2010 urging me to study a little more about the TSI. We used the research of qualitative and quantitative nature, field study and how technical, content analysis to the data collected from questionnaires and semi-structured interviews applied to thirteen involved being: Ten oficineiros, a manager and two coordinators of the ETI. The collected data were analyzed and allocated into six categories: operations and infrastructure; X interlocution school community; knowledge ETI and EI and its legal basis; challenges; impacts and pedagogical practices. After being analyzed, it was noticed that the Municipal School Little Scientist - EMPC needs to improve its functioning and to both have the following challenges: improving the infrastructure; train involved in the ETI; propose innovative practices and possibilities to implement differentiated curriculum and establish partnerships with the community, NGOs, clubs and others. This post may have an impact both in the lives of students and in the community. The research has relevance for providing the improvement of the ETI in the city of Montes Claros, Minas Gerais and especially in EMPC.

Trata-se de pesquisa exploratória realizada em escolas municipais de ensino fundamental da Coordenadoria de Educação de Itaquera, zona leste do Município de São Paulo. O trabalho procura levantar e analisar as relações existentes entre o capital social e dois indicadores específicos de desempenho de tais instituições educacionais: evasão escolar e reprovação. O material foi coletado em questionários respondidos por diretoras (es) e coordenadoras pedagógicas de 19 unidades escolares. As análises permitiram o levantamento da dimensão de capital social percebida pelas (os) participantes e o cruzamento desses dados com índices de evasão escolar e reprovação nas unidades escolares. Com base nas referências teóricas fornecidas por Bourdieu, Loury, Coleman, Putnam, Evans, entre outros, o trabalho aponta para indícios de que maiores dimensões de capital social, nos tópicos de informação e comunicação, confiança e solidariedade e coesão e inclusão social, podem estar relacionados, de forma não determinante, a melhores desempenhos nas unidades escolares. / The is an exploratory research report about basic education in mayor schools at Itaquera Educational Coordination, East zone of São Paulo City, in Brazil. This stuff analyzes the relations between the social capital, school drop out and reproval. Directors and pedagogical coordinators\' from 19 schools have answered the questionnaires. Then, we noticed that the social capital dimension was related to evasion schools and reprovals throughout evaluations. On the basis of the theoretical references supplied by Bourdieu, Loury, Coleman, Putnam, Evans, among others, the stuff indicates that bigger dimensions of social capital in topics like information and communication, confidence and solidarity, cohesion and social inclusion can be related (non determinative way) improving betters performances at school units.

Made available in DSpace on 2016-08-17T13:54:14Z (GMT). No. of bitstreams: 1 MAIRA TERESA GONCALVES ROCHA.pdf: 13885732 bytes, checksum: e150fcb54c08f140320f1cccc126f747 (MD5) Previous issue date: 2009-05-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Study about art and imagination in a school community called Nossa Senhora da Conceição School. It is located in Cidade Olímpica district in São Luís - Maranhão. The research subjects are seven members from the school art group called Pintando o sete ("Painting the Seven") which is composed by 10 teenagers from 10 to 15 years old. The group has as general goal to map the images (symbols) that permeate the artistic imagination of the school art group and to establish correlations between theoretical concepts, and its objectifications and functional features. The specific objectives are: the characterization of iconoclasmo process and the imaginary resistance in Western society and their implications to school education, the theoretical analysis of schools community and art in this kind of schools in some of its aspects; mapping images (symbols) in the school community and grasping the artistic imagination of the members from Pintando o sete group. This is a comparative study between artistic compositions made by research subjects in 2006, when they participated in an art workshop, in 2008 when they answered a questionnaire to carry out survey images. The approach is in symbolic perspective in order to reveal latent issues. We adopted as the main theoretical basis Gilbert Durand s studies with its isotopic classification and images Schemes and authors like Martine Joly (2005), Gilberto Dimenstein (2004), Ernst Gombrich (1995), Herder Lexikon (1990), Viktor Lowenfeld (1970) and Gastón Bachelard (1998) that supply basic orientations related to images. Through the survey and analysis of the graphics compositions mapped in research, we can notice that there is the dominance and relevance of daytime images, marked by the presence of a constellation of ascended images associated to art idea as a means to rise and having public visibility. / Estudo sobre arte e imaginário no espaço escolar comunitário. Tem como campo de trabalho o Colégio Nossa Senhora da Conceição, localizado no bairro Cidade Olímpica do município de São Luís do Maranhão. Os sujeitos da pesquisa são sete integrantes do grupo de arte Pintando o sete organizado por essa escola o qual é composto por 10 jovens com idade entre 10 a 15 anos. Tem como objetivo geral mapear as imagens (símbolos) que permeiam o imaginário artístico do referido grupo de arte da escola e estabelecer correlações entre concepções teóricas, suas objetivações e funcionalidades. Seus objetivos específicos são: a caracterização do processo de iconoclasmo e resistência do imaginário na sociedade ocidental e suas implicações para a educação escolar; a análise teórica das escolas comunitárias e da arte nesse tipo de escolas em alguns de seus aspectos; mapear imagens (símbolos) no espaço escolar comunitário e a apreender o imaginário artístico dos integrantes do grupo de arte Pintando o sete. Trata-se de um estudo comparativo entre composições artísticas apresentadas pelos sujeitos da pesquisa nos anos 2006, quando participaram de uma oficina de artes plásticas e, 2008 quando lhes foi aplicado um questionário para o levantamento de imagens. A abordagem da pesquisa é na perspectiva simbólica onde se busca revelar questões latentes. Adota-se como base teórica principal a fundamentação fornecida por Gilbert Durand com a sua classificação isotópica e Regimes de Imagens e autores como Martine Joly (2005), Gilberto Dimenstein (2004), Ernst Gombrich (1995), Herder Lexikon (1990), Viktor Lowenfeld (1970) e Gastón Bachelard (1998) que fornecem orientações básicas relativas a imagens. Através do levantamento e análise das composições gráficas mapeadas na pesquisa constata-se a predominância e pertinência de imagens diurnas, pela presença marcante de uma constelação de imagens ascensionais associada à idéia da arte como um meio de ascensão e visibilidade pública.