A pergunta que intitula este trabalho motivou visitas, nos fins de semana, pelo período de todo o ano de 2007 a dez escolas estaduais na cidade de São Paulo (SP) para o acompanhamento do Programa Escola da Família. Descobriu-se um universo paralelo à escola formal, vivo e dinâmico, preso a valores pós-modernos, cujo resultado é uma educação para o exercício da cidadania que, de tão fragmentária e livre de critérios mais rigorosos de execução, acaba por educar, mas não a ponto de formar cidadãos. Trata-se, nesse sentido, do que chamamos de uma ponte educacional construída pela metade ou interrompida no meio. Donde este estudo conduziu a uma segunda pergunta: É possível, então, complementá-la e levá-la ao fim a que se destina: formar a comunidade escolar para o exercício crítico e consciente da cidadania? Com base em significativa coleta de dados pela via presencial, documental e testemunhal, ressaltamos os pontos negativos e positivos desse programa, buscando oferecer também sugestões viáveis para responder a essa outra questão, no que se salienta a importância do programa como espaço para a educação informal, com potencial de alterar para melhor o clima organizacional da escola, o seu currículo oculto. Tudo procurando não perder de vista, na dissertação, o tom poético que o acontecimento educacional num ambiente rústico, como o do programa, inspira. / The question question that entitles this paper (Programa Escola da Familia Is it possible to educate to the citizenship?) motivated visits, on weekends, throughout the year 2007, to ten public schools of the São Paulo State, in the capital city São Paulo, to observe the School of Family Program (Programa Escola da Família PEF). A lively and dynamic parallel universe to formal school was discovered, chained to post modern values, whose consequence is an education for the practice of citizenship which, for being so fragmentary and free of more severe execution criteria, ends up to educate, but not on the point of forming real citizens. Thus, this education for citizenship practice deals with what we called an educational bridge built halfway on interrupted in the middle. This idea has led to a second question: Is it possible, then, to complement and conduct it to the purpose to which it was destined: to form a school community aiming at the critical and conscious practice of citizenship? Basing on significant data collecting, from attendance, papers and testimonies, both the positive and negative aspects of this Program have been emphasized. It was also attempted to offer viable suggestions to answer this second question, in what the importance of the Program, as an opportunitty to the informal education, is pointed out, with potential to change the organizational climate of shool (its invisible curriculum) for the better. And everything, in the dissertation, was done trying not to lose sight of the poetic tone that, the educational happening in a rough environment, as that of the Program, inspires.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-11-01T11:26:46Z No. of bitstreams: 1 Brisa Bejarano Campos.pdf: 1475765 bytes, checksum: a2f3e1bf0240cef0b3f765581e4f92e5 (MD5) / Made available in DSpace on 2016-11-01T11:26:46Z (GMT). No. of bitstreams: 1 Brisa Bejarano Campos.pdf: 1475765 bytes, checksum: a2f3e1bf0240cef0b3f765581e4f92e5 (MD5) Previous issue date: 2016-09-12 / Pontifícia Universidade Católica de São Paulo / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This study is the result of a qualitative research, and to analyze the subjective dimension of school-community relationship and, therefore, reveal the significations produced by this dialectic pair. We use the Aguiar meaning core and Ozella (2006) for analysis and interpretation, whose procedure enabled the scope of the data in its historicity, which is consistent with the socio-historical perspective of Vygotsky, Luria and Leontiev. Two state public schools were investigated and their communities, accounting for sixteen subjects participating in "conversational dynamics" (Rey, 2010) individual and group. We selected three managers and a group that best corresponded to the research objectives. We found that the knowledge generated through the conversational dynamic individual and the group, allowed a better understanding of the movements and produced significations about this relationship. Our analysis showed, among many elements, ideologized visions of family, poverty, social movements and students, compromising school-community relationship of significations / O presente trabalho é resultado de uma pesquisa qualitativa, tendo como objetivo analisar a dimensão subjetiva da relação escola-comunidade e, para tanto, revelar as significações produzidas por este par dialético. Empregamos o procedimento núcleos de significação de Aguiar e Ozella (2006), para análise e interpretação, o qual possibilitou o alcance dos dados na sua historicidade, sendo este coerente com a perspectiva sócio-histórica de Vigotski, Luria e Leontiev. Foram investigadas duas escolas públicas estaduais e suas comunidades, contabilizando dezesseis sujeitos participantes das “dinâmicas conversacionais” (REY, 2010) individuais e em grupo. Foram selecionados três gestores e um grupo que melhor correspondeu aos objetivos da pesquisa. Verificamos que o conhecimento produzido por meio das dinâmicas conversacionais, tanto individuais como no grupo, permitiu uma melhor compreensão dos movimentos e das significações produzidas sobre essa relação. Nossa análise mostrou, entre muitos elementos, visões ideologizadas de família, pobreza, movimentos sociais e alunos, comprometendo as significações da relação escola-comunidade

A pergunta que intitula este trabalho motivou visitas, nos fins de semana, pelo período de todo o ano de 2007 a dez escolas estaduais na cidade de São Paulo (SP) para o acompanhamento do Programa Escola da Família. Descobriu-se um universo paralelo à escola formal, vivo e dinâmico, preso a valores pós-modernos, cujo resultado é uma educação para o exercício da cidadania que, de tão fragmentária e livre de critérios mais rigorosos de execução, acaba por educar, mas não a ponto de formar cidadãos. Trata-se, nesse sentido, do que chamamos de uma ponte educacional construída pela metade ou interrompida no meio. Donde este estudo conduziu a uma segunda pergunta: É possível, então, complementá-la e levá-la ao fim a que se destina: formar a comunidade escolar para o exercício crítico e consciente da cidadania? Com base em significativa coleta de dados pela via presencial, documental e testemunhal, ressaltamos os pontos negativos e positivos desse programa, buscando oferecer também sugestões viáveis para responder a essa outra questão, no que se salienta a importância do programa como espaço para a educação informal, com potencial de alterar para melhor o clima organizacional da escola, o seu currículo oculto. Tudo procurando não perder de vista, na dissertação, o tom poético que o acontecimento educacional num ambiente rústico, como o do programa, inspira. / The question question that entitles this paper (Programa Escola da Familia Is it possible to educate to the citizenship?) motivated visits, on weekends, throughout the year 2007, to ten public schools of the São Paulo State, in the capital city São Paulo, to observe the School of Family Program (Programa Escola da Família PEF). A lively and dynamic parallel universe to formal school was discovered, chained to post modern values, whose consequence is an education for the practice of citizenship which, for being so fragmentary and free of more severe execution criteria, ends up to educate, but not on the point of forming real citizens. Thus, this education for citizenship practice deals with what we called an educational bridge built halfway on interrupted in the middle. This idea has led to a second question: Is it possible, then, to complement and conduct it to the purpose to which it was destined: to form a school community aiming at the critical and conscious practice of citizenship? Basing on significant data collecting, from attendance, papers and testimonies, both the positive and negative aspects of this Program have been emphasized. It was also attempted to offer viable suggestions to answer this second question, in what the importance of the Program, as an opportunitty to the informal education, is pointed out, with potential to change the organizational climate of shool (its invisible curriculum) for the better. And everything, in the dissertation, was done trying not to lose sight of the poetic tone that, the educational happening in a rough environment, as that of the Program, inspires.

Made available in DSpace on 2016-04-27T14:30:29Z (GMT). No. of bitstreams: 1 Rosana de Sousa Pereira Lopes.pdf: 852482 bytes, checksum: 0bf8293101cf110d4458acba0aa4c678 (MD5) Previous issue date: 2010-10-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims at analyzing how the school community recognizes the educational project and identifying how power relations are built on among members of the school community and educational project. These goals emerged from conducting field research in six schools of the state of Parana education involving teachers, students, parents, principals, teachers and staff. For the development of research, we adopted a qualitative approach, having as methodological parameter the content analysis. Seeking to achieve the proposed objectives and considering the evidence present in the information collected in the field, the research shows reflections on the pedagogical project, curriculum and collective construction, from power relations. We noticed that school communities express, through their beliefs, contributions, needs and achievements, a comprehension of teaching as a collective project and understand the school as a collective good; nevertheless, it should be emphasized that the concept of a collective expressed by the communities is permeated by ideologies, values and power relations which makes impossible recognize the pedagogical project as a tool and power of community yet. We still emphasize the fact that the educational project as a collective is not understood as a displacement process of power to the community, strategy for enhancement of people's right to decide about their lives / A pesquisa tem o objetivo analisar como a comunidade escolar reconhece o projeto pedagógico e identificar como são construídas as relações de poder entre os membros da comunidade escolar e o projeto pedagógico. Estes objetivos surgiram a partir da realização de uma pesquisa de campo em seis escolas da rede estadual de educação do Paraná, envolvendo professores, alunos, pais, diretores, pedagogos e funcionários. Para o desenvolvimento da pesquisa, adotamos a abordagem qualitativa, tendo como parâmetro metodológico a análise de conteúdo. Em busca de atingir os objetivos propostos e considerando os indícios presentes nas informações colhidas no campo, a pesquisa apresenta reflexões sobre o projeto pedagógico, construção coletiva e currículo, a partir das relações de poder. Constatou-se que as comunidades escolares expressam, por meio de suas crenças, contribuições, necessidades e conquistas, o entendimento de projeto pedagógico como construção coletiva e compreendem a escola como um bem coletivo; todavia, é necessário ressaltar que o conceito de construção coletiva expresso pelas comunidades está permeado de ideologias, valores e relações de poder que ainda não possibilitam reconhecer o projeto pedagógico como instrumento e poder da comunidade. Destaca-se, ainda, o fato de o projeto pedagógico como construção coletiva não ser entendido como processo de deslocamento do poder à comunidade, estratégia de valorização do direito do povo de decidir sobre suas vidas

Researchers have found low online course completion rates to be a complex problem in higher education. Meanwhile, theory on adult learners' online persistence highlights the importance of a sense of school community. At the small, rural focus community college (FCC) for this study, general education online course completion rates are lower than the national average. FCC has not addressed the low online course completion rates. Using Rovais' composite persistence model as the conceptual framework, this instrumental case study examined how students' experiences and perceptions of a sense of school community contribute to their ability to complete online general education courses. Semistructured interview data were gathered with a purposeful, criterion-based, sample of 9 adult online students taking online general education courses. The inductive data analysis utilized case and cross-case analysis, marking, cutting, and sorting of text until 4 themes emerged: interaction, sense of belonging, support, and educational values. The results led to a white paper recommending an orientation and community space, asynchronous video technology, and an online curriculum instructional designer. This study contributes to positive social change by providing FCC with program and policy change recommendations that support the colleges' goals of increasing access and success. Increased educational access and success for the local adult population creates informed citizens, contributes to economic growth, and provides a higher quality of life for the community.

The historical perspective of schools in our democratic society provides a framework of tension between local parent and community control and professional and state control of public school decisions. Today, federal and state requirements demand increased student achievement. One school reform effort enlisted to help meet the challenges is the creation of site-based decision-making councils that involve school administrators, teachers and parents. The state of Utah requires each public school to have a School Community Council that is responsible for the development of plans for school improvement. Limited funds are provided to each School Community Council through the School LAND Trust Program. The funds are to be used to assist in the implementation of the developed plans for the purpose of increased student achievement. Three Utah Middle level SCCs participated in this qualitative strength-based process evaluation. Two of the SCCs were identified as exemplary, and the third SCC was just beginning to function as an SCC. Based on the three questions guiding the evaluation, the evaluation learned that SCCs identified as exemplary were compliant with the law, employed strategies identified in the literature for effective site-based decision-making, and implemented plans that were perceived to impact student achievement. In addition, themes emerged from the strength-based approach to learn what SCC processes influenced an effective balance between the professional expertise and the democratic involvement in decision-making. The emergent themes deal with processes related to membership and elections, sources of confidence, use of data to drive school improvement decision, and communication.

The need to establish communities grows as a reaction to the losses of human’s emotional and social safety. The transformation of the world invites to be not only under action but also be acting. Teachers, their colleagues, educatee and their parents develop a school community with joint efforts. This form of social organization meet natural need of a child to belong to a certain group, tries to maintain child’s individuality, positively influences his/her socialization and educational success. This paper analyses the realia and perspectives of community development as an index of democratic school change. Research object– the community of a school-kindergarden. The aim of the research is to analyse the attitude of the parents and teachers towards the realia and perspectives of school community development in order to create a favorable school for all the children. The following are the objectives of the research: 1. Find out the attitude of the parents towards a school-kindergarden community. 2. Find out the attitude of the teachers towards a school-kindergarden community. 3. Identify the attitude of the parents towards the perspectives of a school community development. 4. Identify the attitude of the teachers towards the perspectives of a school community development. The methods of the research are as follows: the analysis of the scientific references, document analysis, a question-based inquiry, statistical analysis of a question-based inquiry processed using SPSS... [to full text]

Darbe atlikta teorinė vaikų ir paauglių delinkventinio elgesio ir socialinių pedagogų veiklos turinio analizė. Iškelta hipotezė, kad bendruomenės nariai turi mažai informacijos apie vaikų delinkventinį elgesį ir socialinių pedagogų veiklos turinio metodus, struktūrą dirbant su delinkventinio elgesio vaikais. Anketinės apklausos būdu atliktas tyrimas, kurio tikslas - ištirti bendruomenės požiūrį į socialinių pedagogų veiklos turinį su delinkventinio elgesio vaikais bendruomenės narių nuomonės aspektu. Nagrinėjant ir analizuojant vaikų ir paauglių delinkventinio elgesio ir socialinių pedagogų veiklos turinį naudota mokslinės literatūros sisteminė, lyginamoji, loginė analizė ir sintezė. Tyrimo duomenys surinkti anketinės apklausos ir interviu metodais. Atliekant tyrimų duomenų analizę, taikyta respondentų nuomonės sisteminė, lyginamoji, loginė analizė ir sintezė, lentelių sudarymo ir grafinio vaizdavimo bei statistiniai metodai. Kiekybiniame tyrime dalyvavo 217 respondentų, mokyklose besimokančių vaikų tėvai ir 4 socialiniai pedagogai, dirbantys mokyklose, buvo apklausti interviu metodu. Svarbiausios empirinių tyrimų išvados: 1. Tyrimo metu vykdytoje apklausoje, nustatyta, kad besimokančių mokinių tėvai žino tik pagrindinius veiksnius lemiančius delinkventinio elgesio paplitimą. Neturi pakankamai informacijos apie šio elgesio reiškimosi motyvus, formas, aplinkybes ir kartais delinkventinis elgesys painiojamas su kriminaliniu, nusikalstamu elgesiu. 2. Apibendrinant galima teigti... [toliau žr. visą tekstą] / This thesis analyses delinquent behaviour of children and teenagers and the content of the activity of social pedagogues. The hypothesis proposed in this thesis is that the members of society have little information about delinquent behaviour of children and content methods of the activity of social pedagogues as well as the structure of their work with delinquent children. A questionnaire has been used, the purpose of which is to analyse community approach to the content of the activity of social pedagogues who work with delinquent children from the perspective of the community members. Analysis of delinquent behaviour of children and teenagers and the content of the activity of social pedagogues includes systemic, comparative and logical analysis and synthesis of scientific literature. The data of research is collected via questionnaires and interviews. When analysing the data, the opinion of respondents is analysed using systemic, comparative and logic analysis and synthesis, conclusion of tables and graphic representation as well as statistical methods. There were 217 participants in the quantitative research, parents of children attending school and 4 social pedagogues, who work in school and were questioned on the interview. The most important conclusions of empirical research: 1. The survey conducted during the research determined that parents of children who attend school know the main factors determining the prevalence of delinquent behaviour. They, however... [to full text]

This research involves the exploration of the potential, as well as the problems, of early adolescents’ relationships in the context of the school-and-home in a high-risk community in South Africa. Although researchers indicate that school performance and academic success is of key importance concerning positive youth development (You & Nguen, 2011), many South African adolescents are still part of the high incidence of repeating greades and drop-out statictics in this country (Louw, Bayat & Eigelaar-Meets, 2011). This study highlights one of the factors for school success, namely, the involvement of primary care givers in the school community. There is a need to explore adolescents’ perceptions of their primary care givers’ involvement in the school community, within the context of a high-risk South African community, since research within Positive Psychology also explores those resources which promote wellbeing and resilient coping. This study made use of the qualitative method and the results have been presented in an article format, as part of the dissertation. The aim of the article was to explore early adolescents’ perceptions of their primary care-givers’ involvement in the school community in a high-risk community. Participants (N=12) between the ages of twelve to fourteen years, from one school in the Delft Community, Cape Peninsula, were chosen in an un-biased fashion. The Delft community is one of the twenty identified high-risk communities in South Africa. Demographic information shows that the majority of the participants’ care-givers are not the biological parents. The findings indicate that early adolescents percieve their primary caregivers’ involvement in the school community, in a high-risk community, in the following ways: The meeting of basic needs, such as the provision of food, clothing and a home is essential for the adolescent’s school career; the emotional colour of the involvement of care givers is mostly negative, since school visitations involve the handling of problems, or the prevention of further problems; the early adolescent’s understanding of school success greatly matches that of his/her primary care- givers and is seen mostly in terms of either “pass” or “fail”; and early adolescents’ school careers and primary care-givers’ involvement within the context of a high-risk community involve experiences such as the exposure to continued poverty with various implications such as hunger, walking to school in an unsafe environment, as well as gang-violence, crime and substance abuse. This study shows that, besides the challenges that are associated with the adolescent life-phase, early adolescents also have to deal with various other problems that emanate from a high-risk community. These problems are generally matters of survival, and it is clear that these risks further strain well-being and the development thereof. Poor involvement of primary caregivers in the school community is one of the realities which early adolescents in a high-risk community have to deal with, and this poor involvement is indicative of not providing life essentials, as well as personal interest and encouragement. It is further the experience of negative emotions, such as fear in general and the “scared-ness” indicates adolescents’ fear for their own safety, as well as that of their friends and family. The participants in this study have all been affected directly and/or indirectly by the trauma of gang violence and the untimely death of a family member. In the midst of these challenges, the primary caregivers are mostly uninvolved in these vulnerable adolescents’ lives. Primary care-givers visit the school community mainly when they are summoned to handle “problems”. Primary care-givers generally have a negative association with the school community. The less negative experience of emotions indicates the absence of serious problems, such as the not-completion of school work. The scarce occurrence of positive emotions, such as primary care-givers that show compassion with early adolescents when they experience disappointment, is actually part of the participants’ experiences. The primary care- givers’ active helping with the early adolescents’ school tasks is uncommon and it is mostly focused on the prevention of the repetition of school grades. The presence of a family member (extended family) with school meetings has great value for the early adolescents’ perception of family as a protective factor for the well-being of the young person. This study presents an important contribution to Positive Psychology, as valuable information is presented to understand the early adolescent’s well-being and the context thereof. The specific descriptions of early adolescents’ perceptions of the involvement of their primary care-givers in the school community provide a description of the potential which can be unlocked in school-and-life choices. Findings have implications for policies regarding the promotion of well-being. Recommendations for further study are given. Possibilities for application includes the importance of the ecological impact and of partnerships, so that problems and the development of well-being can be addressed by primary care givers, school communities, faith communities, NGOs and universities. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

The purpose of the study was to explore the experiences of the school community with regard to the outcomes of a school improvement program (SIP) on the effectiveness of Sidama Zone schools. It was primarily a qualitative study, which explored the experiences of the school community with regard to the outcomes of the SIP. Four schools were purposefully selected. The data were collected by means of interviews, focus-group discussions, observations and relevant documents, and analyzed focusing on thematic categories. The findings indicated that in schools where there existed a strong collaboration of the school community in the planning, decision-making, monitoring and evaluation processes, the improvement initiatives were owned by all in the school and the performance of the schools was enhanced. On the other hand, the lack of collaboration in the school community negatively affected the performance of those schools. Besides, in all the schools the CPD was challenged by the resistance of the teachers, the lack of resources and poor implementation strategies. It also became apparent that the teachers' commitment to support each other and their students, to implement active learning methods and continuous assessment contributed to the effectiveness of the better-performing schools. Findings further revealed that to the contrary, these actions were loosely implemented in the poorly-performing schools. Though the peer learning approach was implemented, it became evident that there were mixed views regarding its benefits. The availability of the necessary facilities created an environment conducive to learning in schools one and three. Although there were attempts to implement extra-curricular activities for the social and emotional development of the students, its implementation was negatively affected by a lack of coordination and resources in the schools. In the poorly-performing schools, the school environment was found not to be conducive to teaching and learning. In the better-performing schools, the feedback from the school community was used as an input to make adjustments to the improvement process, and this created a feeling of ownership that led to the effectiveness of the schools. The outcomes of the study indicated that the promotion-rate of the students to the following grade was considered as a measure of the effectiveness of the schools. Conversely, the lack of proper participation of the school community in the school’s affairs, the lack of proper leadership support, the teachers’ resistance to participate in CPD, the non-existence of training opportunities and workshops for the teachers, and the shortage of resources were reported as challenges. From the findings it has been concluded that the SIP has contributed to school effectiveness in the schools that have properly managed the change process as opposed to those schools which remained poorly performing due to low level of SIP implementation. Finally, monitoring the SIP cycles, building trust between the principals and the teachers, creating a link between the schools and other institutions, introducing recognition mechanisms, and providing support to the poorly-performing schools were indicated as strategies to enhance the effectiveness of the school. / Educational Leadership and Management / D. Ed. (Education Management)