Thesis (Ph. D. in Religion)--Vanderbilt University, Dec. 2006. / Title from title screen. Includes bibliographical references.

Thesis (D. Min.)--Dallas Theological Seminary, 2006. / Includes bibliographical references (leaves [129]-139).

Schools are rich and intense social environments where young people constantly interact with one another, negotiate social relationships and construct their identities. The school context also influences how young people experience and relate to their bodies. Physical education can be especially influential here – an environment where young people learn about the body and through the body within a highly visible setting. Research has investigated how bodily meanings and power relations are constructed within schools and physical education but these processes are ever evolving. For example, the ingraining of online social interaction within young people’s lives currently adds new dimensions to how young people learn, interact and perceive themselves and their bodies. This thesis presents findings from a year-long ethnographic study located within a Scottish secondary school. Participant observation and qualitative interviews were used to explain the contemporary bodily culture amongst young people and to investigate how engagements with online social spaces were shaping young people’s bodily perceptions and practices. Findings evidenced three overarching tenets of informal pupil culture. These were: the centrality and importance of the body within social life; the omnipresence of online social spaces and online social interaction; and the development of a celebrity-esque culture amongst the pupil population. Accordingly, pupils constructed and negotiated hyper-risky social environments where the body and the self were hyper-visible, hyper-scrutinised and hyper-controlled. Working within a critical realist framework, theoretical insights from Erving Goffman, Michel Foucault and Pierre Bourdieu were utilised to suggest that the online environment represented a very important and attractive medium for identity construction where young people had opportunities, and felt pressure, to create idealised images of themselves. Online self-presentation also had offline implications for how pupils behaved, viewed themselves and for how they perceived and treated others. Physical education therefore became an especially risky social space as it was characterised by a lack of control over bodily identity, which juxtaposed sharply with the intense control over self-presentation afforded online. The online realm was also a highly influential context for learning about health and the body and a space where looking ‘healthy’ was very fashionable. Accordingly, this thesis suggests that socially safe and critical environments should be constructed in physical education. The thesis also concludes by arguing that physical education has unique potential to contribute positively to young people’s lives through practical, experiential learning. Physical education can foster and create a refreshing culture, contrasting and challenging superficial dimensions of contemporary bodily culture. It can become a space that diminishes the significance of outward experiences: a space where young people positively experience their bodies and the world around them; where they can reflect and marvel upon such experiences; and learn to respect their own and each other’s bodies in a very intrinsic and deep sense.

abstract: This dissertation consists of two essays. The first measures the degree to which schooling accounts for differences in industry value added per worker. Using a sample of 107 economies and seven industries, the paper considers the patterns in the education levels of various industries and their relative value added per worker. Agriculture has notably less schooling and is less productive than other sectors, while a group of services including financial services, education and health care has higher rates of schooling and higher value added per worker. The essay finds that in the case of these specific industries education is important in explaining sector differences, and the role of education all other industries are less defined. The second essay provides theory to investigate the relationship between agriculture and schooling. During structural transformation, workers shift from the agriculture sector with relatively low schooling to other sectors which have more schooling. This essay explores to what extent changes in the costs of acquiring schooling drive structural transformation using a multi-sector growth model which includes a schooling choice. The model is disciplined using cross country data on sector of employment and schooling constructed from the IPUM International census collection. Counterfactual exercises are used to determine how much structural transformation is accounted for by changes in the cost of acquiring schooling. These changes account for small shares of structural transformation in all economies with a median near zero. / Dissertation/Thesis / Ph.D. Economics 2011

Este estudo teve como objetivo compreender os modos de interação de sujeitos com autismo, a partir de uma perspectiva autopoiética. A partir desta perspectiva, de autoproduzir-se, pensou-se mostrar as relações que constituíram os processos de escolarização dos sujeitos envolvidos. Nesta direção, esta pesquisa desenvolveu-se com um método fenomenológico se movimentando junto ao pensamento de Martin Heidegger, Maurice Merleau-Ponty e Humberto Maturana. Este estudo foi realizado em duas Escolas – uma de Educação Infantil e uma de Ensino Fundamental Regular – da Rede Municipal de Ensino (RME) de Porto Alegre-RS. O intuito foi se movimentar em todos os espaços que os sujeitos com autismo puderam estar a partir das atividades escolares, a fim de vivenciar as relações de seis sujeitos com autismo (quatro crianças e dois adolescentes). A estrutura metodológica desenhou-se com observações, num total de oitenta registros em diários de campo; conversas com profissionais e famílias; dois encontros com as representantes do setor da Educação Especial da Secretaria Municipal de Educação (SMED); duas entrevistas semiestruturadas: uma com a professora responsável pelo atendimento de Psicopedagogia Inicial (PI) na Escola de Educação Infantil e uma com a professora responsável pelo Atendimento Educacional Especializado (AEE) na Escola de Ensino Fundamental. Assim engendraram-se questões importantes sobre a escolarização dos sujeitos com autismo. No capítulo chamado “palavras vivas” duas formas foram possíveis: a primeira, sentidos no conhecer trouxe o contraste das relações no cotidiano; e a segunda, corpos misturados enfatizou a nitidez das relações em sobrevoos contínuos. Nas ações da área da Educação, enfatizando os sujeitos com autismo pode-se considerar um estar-junto (um ser-com) legitimado pelo respeito, considerando o quanto uma situação de inclusão escolar pode ser potencializadora para todos os sujeitos. Os diferentes processos mostraram, por exemplo, a comunicação como um viés a ser desenvolvido nas relações e mostraram que as ações dos profissionais da Educação em apostar nas trajetórias escolares de sujeitos com autismo são, ainda, pontos de muita tensão. A partir disso foi possível indicar quatro núcleos organizadores das educações de sujeitos com autismo: tempo, encontro, atenção e expressão. Estes podem ser considerados como uma possibilidade de desenho inicial para a formação de futuros professores numa perspectiva que prioriza as formas do conhecer, a fim de consolidar um movimento de reconhecer-se em uma área científica e ao mesmo tempo de manter o estranhamento sobre ela. Por fim, se considerou uma possível problematização da ideia de interação como condição ou possibilidade humana, levando em consideração os paradoxos estabelecidos pelos sujeitos que fazem as diferentes educações. / This study aimed to understand the modes of interaction of subject with autism, from an autopoietic perspective. From this perspective, self-produced is thought to show the relationships that were the subject of schooling processes involved. In this sense, this research developed a phenomenological method with moving with the thought of Martin Heidegger, Maurice Merleau-Ponty and Humberto Maturana. This study was conducted in two schools - an Early Childhood and Primary Education Regulate - the Municipal Education of Porto Alegre-RS. The intent was to move in all spaces that subjects with autism might be from the school activities, in order to experience the relationships of six subjects with autism (four children and two teenagers). The methodological framework designed with observations, a total of eighty records in field diaries, conversations with professionals and families; two meetings with representatives from the Special Education of the City Department of Education (CDE), two semi-structured interviews: one with the teacher responsible for the care of Psychology Home (PH) in the School of Early Childhood Education and a teacher responsible for Specialized Educational Resource Room (SERR) in the Elementary School. It was possible to engineer important questions about the education of subjects with autism. In the chapter called "living words" were two possible ways: first, the senses brought to know the contrast relations in everyday life, and the second mixed bodies emphasized the clarity of the relationships continuing overflights. Actions in the area of education, emphasizing the subjects with autism can be considered a stand-along (a being-with) legitimized by respect, considering how much a situation of school inclusion can be potentiating for all subjects. The processes shown, for example, communication as a form to be developed in relations and showed that the actions of professional Education in betting on the educational trajectories of individuals with autism are also many dots of tension. From this it was possible to appoint four core organizers of the educations of subjects with autism: time, date, attention and expression. These can be considered as a possible initial design for the formation of future teachers in a perspective that emphasizes the ways of knowing in order to consolidate a movement to recognize themselves in a scientific area and at the same time keep the strangeness about it. Finally, it was considered a possible questioning the idea of interaction as a condition or human possibility, taking into account the paradoxes that are established by the Education subject.

The dissertation involves an investigation into home schooling in South Africa as an alternative to institutionalised schooling. This is done by means of qualitative research techniques, whereby an ethnographic study of a single home-schooling family takes place. This study occurs against the background established by a comprehensive literature review of the context, nature, scope and current issues of the home-schooling movement, in selected international countries as well as in South Africa. The study investigates the modus operandi of a home school in an attempt to explore actual practice and to uncover primary data. Limited recommendations for home schooling on the basis of the literature study and the specific qualitative inquiry are made. / Educational Studies / M. Ed.(Comparative Education)

During a lifetime an individual is faced with the decision whether or not to pursue additional years of education, and one may ask if this will generate some sort of payoff, for example, if higher earnings is to be received later in life. The aim of this paper is to investigate how an individual’s earnings is affected by the amount of years one spends in school and also to see if gender and experience are contributing factors. We will investigate these relationships by first introducing the two theories “Human Capital” and “The Mincer Equation”. These build upon each other and are connected. Thereafter, modifications of the Standard Mincer equation will develop our four different regression equations. These regressions will be run on an American cross-sectional data set, by use of the Ordinary Least Squares (OLS). Our chosen explanatory variables do affect earnings and the specific data set shows that additional years of schooling do increase earnings. We also found a distinct difference in hourly earnings between men and women.

Submitted by SUELI IWASAWA null (su_su2005@hotmail.com) on 2016-10-26T12:24:25Z No. of bitstreams: 1 Dissertação de mestrado - SUELI IWASAWA - out. 2016 .pdf: 6263792 bytes, checksum: fdd647d5a70082f7c949e92fb6092938 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-11-01T15:12:09Z (GMT) No. of bitstreams: 1 iwasawa_s_me_rcla.pdf: 6263792 bytes, checksum: fdd647d5a70082f7c949e92fb6092938 (MD5) / Made available in DSpace on 2016-11-01T15:12:09Z (GMT). No. of bitstreams: 1 iwasawa_s_me_rcla.pdf: 6263792 bytes, checksum: fdd647d5a70082f7c949e92fb6092938 (MD5) Previous issue date: 2016-08-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Neste texto apresentam-se as etapas do desenvolvimento da pesquisa em nível de Mestrado do Programa de Pós-Graduação em Educação do Instituto de Biociências – campus de Rio Claro, da Universidade Estadual Paulista, linha de pesquisa Linguagem-Experiência-Memória-Formação. Como delimitação do problema temos as seguintes questões: que tipo de política pública o município de Rio Claro-SP adotou no momento de responsabilização pela EJA (em 1991) com relação a essa modalidade de ensino? Como as intenções políticas se traduzem nos documentos e nas “falas” dos sujeitos envolvidos? A pesquisa tem como objetivos: geral - compreender e contribuir com a história da EJA em Rio Claro-SP, especialmente por meio do Projeto Vésper, este no sentido da sua manutenção ou eliminação como instrumento político público de alfabetização de jovens e adultos no município (até 1990, quando da responsabilidade do governo federal por essa modalidade de ensino); e específicos - analisar por meio de um levantamento histórico como se deu a implantação e o desenvolvimento do Projeto Vésper no município de Rio Claro-SP; descrever e analisar as ações do Projeto Vésper no que se refere à EJA nesse município; além de compreender por meio da análise dos questionários como se deu a atuação dos professores nesse Projeto. Para o desenvolvimento da pesquisa com abordagem histórica proposta realizou-se pesquisa documental e bibliográfica, por meio dos procedimentos de localização, seleção e análise das fontes documentais e de leitura de bibliografia sobre a EJA, especialmente de abordagem histórica. Também foram aplicados questionários com professores que atuaram nessa modalidade de ensino, especialmente no Projeto Vésper, sob responsabilização municipal. Os documentos pesquisados, selecionados e utilizados foram dos tipos: oficiais (lei e decretos), como as atas da Câmara Municipal, também os jornais locais impressos do período de investigação, além dos questionários aplicados com os professores. Essas buscas e pesquisas todas realizadas em âmbito local, por diversos meios/fontes, se deram com o intuito de localizar documentos de tramitação a respeito da institucionalização da modalidade de ensino de educação em estudo, sob responsabilização do próprio município, a partir de 1991; no entanto, nenhum documento relativo a essa tramitação pôde ser localizado. Em relação à implantação e ativação do Projeto Vésper foi possível verificar referências ao projeto nos jornais locais, sobretudo por meio de propagandas/chamadas de inscrições, a partir da perspectiva da oportunidade de jovens e adultos analfabetos alfabetizarem-se. De modo legal pudemos observar também as leis e decretos referentes ao tema, não exatamente contemplando o momento de implantação do Projeto, mas seu período de ativação/existência. Por meio dos questionários aplicados com os professores que atuaram nesse Projeto também pudemos refletir e compreender aspectos como o da formação (inicial) e especialização; o da instrução para atuação na EJA; o tempo total de atuação como docentes nessa modalidade de educação; as condições objetivas (como espaços físicos) para ofertas desse ensino; o modo como esses docentes puderam se inserir na atuação nessa modalidade de ensino; os maiores desafios suscitados por essa educação, como as questões de materiais e métodos (questões pedagógicas), as dificuldades dos professores, principalmente com relação ao despreparo para atuação na prática; como os docentes viam a atuação da Secretaria Municipal de Educação em relação a essa modalidade e as formações na atuação prática desses professores. Os resultados da análise da pesquisa permitiram compreender como se deu o atendimento da EJA especificamente no município de Rio Claro-SP, especialmente com o Projeto Vésper. / In this paper we present the stages of research development at the level of master’s degree of the postgraduate program in Education of the Biosciences Institute - UNESP -campus Rio Claro, in the research line: Language-Experience-Memory-Formation. As a delimitation of the problem we have the following questions: what kind of public policy the municipality of Rio Claro adopted at the time of accountability for adult education (in 1991) with respect to this type of education? How the political intentions are expressed on the documents and on the "statements" of those involved? The research aims to: general - to understand and contribute to the history of the EJA (Young and Adults Education) in Rio Claro-SP, especially through the Vésper Project, towards the maintenance or elimination as a public policy instrument of youth and adult literacy in the municipality (until 1990, when the responsibility of the federal government for this type of education); and specific - to analyze through a historical survey how was the implementation and development of the Vésper Project in Rio Claro-SP; describe and analyze the actions of the Vésper Project in relation to adult education in this city; besides understanding through the analysis of questionnaires how was the performance of teachers in this Project. Towards the development of research with historical approach proposed, developed documentary research and bibliographic research, through the location procedures, selection and analysis of documentary sources; and reading of bibliography about the EJA, especially historical approach. Questionnaires were administered to teachers who have worked in this type of education, especially in the Vésper Project under municipal responsibility. The documents researched, selected and used were of the types: officials (law and decrees), minutes of the City Council, also printed local newspapers of the research period, in addition to the questionnaires drawn up and implemented with the teachers. These searches and research all performed at the local level by different means/sources were in order to locate processing of documents regarding the institutionalization of the type of education that education study, under responsibility of the municipality from 1991. However, no relation to that processing document could be located. Concerning the deployment and activation of the Vésper Project were possible to note aspects about in newspapers: whether through advertisements as opportunities for participation of young and adult illiterates. Legally, we also observe the laws/decrees on the subject, not exactly contemplating the Project implementation time, but in his period of activation/existence. Through questionnaires given to teachers who have worked on this Project, we could also reflect and understand aspects such as formation (initial) and specialization; instruction to act in adult education; full time work as teachers; objective conditions (such as physical spaces); as it was for the teachers to beginning the performance of this type of education; the greatest challenges caused by such education as the issues of materials and methods (teaching issues); the difficulties of teachers, mainly regarding the lack of preparation for action in practice; as teachers saw the performance of Municipal Secretary of Education (SME) in respect of such education and training in the practice of these EJA’s teachers. The results of the survey analysis propitiated understand how was the attending of that EJA, specifically in the city of Rio Claro-SP, especially with the Vésper Project.

Submitted by ANA MARIA MACIEL RINALDI null (amacielrinaldi@gmail.com) on 2017-01-10T16:20:26Z No. of bitstreams: 1 Dissertação O ensino de História na EJA.pdf: 3664284 bytes, checksum: 0fa450c9895cd08f295148b0aa44bc52 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2017-01-13T17:00:08Z (GMT) No. of bitstreams: 1 rinaldi_amm_me_bauru.pdf: 3664284 bytes, checksum: 0fa450c9895cd08f295148b0aa44bc52 (MD5) / Made available in DSpace on 2017-01-13T17:00:08Z (GMT). No. of bitstreams: 1 rinaldi_amm_me_bauru.pdf: 3664284 bytes, checksum: 0fa450c9895cd08f295148b0aa44bc52 (MD5) Previous issue date: 2016-11-30 / A pesquisa parte do pressuposto de que o direito à Educação é caminho para a garantia dos demais direitos, e tem como objetivos: historiar a negação da cidadania na sociedade brasileira; pensar a Educação de Jovens e Adultos (EJA) como direito e elaborar um guia de orientações para a formação da cidadania na EJA como instrumento efetivo para a conquista de outros direitos sociais negados para a maioria da população brasileira. Nesse sentido, por meio de um levantamento de dados junto aos educandos/as jovens e adultos de uma escola pública municipal de Ensino Fundamental, anos iniciais, do interior do estado de São Paulo, a pesquisa buscou descobrir quais as limitações foram impostas a esses educandos/as, pela falta da escolarização na infância, para acessar aos direitos sociais básicos do cidadão. E, a partir desse levantamento, compreender como a escola poderá contribuir para favorecer o acesso à cidadania a esses/as educandos/as da EJA. Devido à historicidade do tema da cidadania como Direito Humano, as aulas de História são o ambiente propício para a discussão e o conhecimento acerca do tema, especialmente nas salas de aula da EJA. A metodologia utilizada é abordagem qualitativa, realizada pela análise documental em legislações e por revisão bibliográfica, e levantamento da estrutura sócio-histórica do Brasil e da história de vida de um grupo de educandos/as da EJA. Esse estudo nos permitiu compreender a situação de exclusão a que estão expostos/as os/as educandos/as da EJA antes do processo de escolarização, situando o papel da escola como fator de superação dessa exclusão e favorecendo o acesso à cidadania, tendo em vista que a cidadania, por meio do acesso aos direitos, é o exercício da própria condição humana. Assim, entendendo o papel da escolarização no favorecimento ao processo de formação para a cidadania, organizamos e disponibilizamos um guia de orientações visando à formação para a cidadania na escola, e de modo especial, na Educação de Jovens e Adultos. / The research assumes that the right to Education is the way to the guarantee of other rights, and aims to: historicizing the denial of citizenship in Brazilian society; thinking of the Youth and Adult Education (YAE) as a right and drafting a guideline for the Citizenship Training in YAE as an effective instrument conquering other social rights denied to a majority of the Brazilian population. In this sense, by means of a data survey with young and adults students from a public school of Elementary Education, early years, interior of São Paulo, the research sought to discover which limitations were imposed to these students, for lack of schooling, on childhood, to access the basic social rights of the citizen. And from this survey, understanding how the school can contribute to favor the access of YAE students to the citizenship. Due to the historicity of the theme of citizenship as a Human Right, History classes are the environment for discussion and knowledge about the subject, especially at YAE classrooms. The methodology used is the qualitative approach, carried for document analysis in legislation and literature review, and survey of the sociohistorical structure of Brazil and the history of life of a group of YAE students. This study allowed us to understand the situation of exclusion to which the students of the YAE are exposed before the schooling process, placing the role of the school as a factor to overcome this exclusion and favoring access to citizenship, bearing in mind that citizenship, through the access to rights, is the exercise of the human condition itself. Thus, by understanding the role of schooling in favor of the process of formation for citizenship, we organize and make available a guide aimed to training for citizenship at school, and especially in Youth and Adult Education.

Este estudo teve como objetivo compreender os modos de interação de sujeitos com autismo, a partir de uma perspectiva autopoiética. A partir desta perspectiva, de autoproduzir-se, pensou-se mostrar as relações que constituíram os processos de escolarização dos sujeitos envolvidos. Nesta direção, esta pesquisa desenvolveu-se com um método fenomenológico se movimentando junto ao pensamento de Martin Heidegger, Maurice Merleau-Ponty e Humberto Maturana. Este estudo foi realizado em duas Escolas – uma de Educação Infantil e uma de Ensino Fundamental Regular – da Rede Municipal de Ensino (RME) de Porto Alegre-RS. O intuito foi se movimentar em todos os espaços que os sujeitos com autismo puderam estar a partir das atividades escolares, a fim de vivenciar as relações de seis sujeitos com autismo (quatro crianças e dois adolescentes). A estrutura metodológica desenhou-se com observações, num total de oitenta registros em diários de campo; conversas com profissionais e famílias; dois encontros com as representantes do setor da Educação Especial da Secretaria Municipal de Educação (SMED); duas entrevistas semiestruturadas: uma com a professora responsável pelo atendimento de Psicopedagogia Inicial (PI) na Escola de Educação Infantil e uma com a professora responsável pelo Atendimento Educacional Especializado (AEE) na Escola de Ensino Fundamental. Assim engendraram-se questões importantes sobre a escolarização dos sujeitos com autismo. No capítulo chamado “palavras vivas” duas formas foram possíveis: a primeira, sentidos no conhecer trouxe o contraste das relações no cotidiano; e a segunda, corpos misturados enfatizou a nitidez das relações em sobrevoos contínuos. Nas ações da área da Educação, enfatizando os sujeitos com autismo pode-se considerar um estar-junto (um ser-com) legitimado pelo respeito, considerando o quanto uma situação de inclusão escolar pode ser potencializadora para todos os sujeitos. Os diferentes processos mostraram, por exemplo, a comunicação como um viés a ser desenvolvido nas relações e mostraram que as ações dos profissionais da Educação em apostar nas trajetórias escolares de sujeitos com autismo são, ainda, pontos de muita tensão. A partir disso foi possível indicar quatro núcleos organizadores das educações de sujeitos com autismo: tempo, encontro, atenção e expressão. Estes podem ser considerados como uma possibilidade de desenho inicial para a formação de futuros professores numa perspectiva que prioriza as formas do conhecer, a fim de consolidar um movimento de reconhecer-se em uma área científica e ao mesmo tempo de manter o estranhamento sobre ela. Por fim, se considerou uma possível problematização da ideia de interação como condição ou possibilidade humana, levando em consideração os paradoxos estabelecidos pelos sujeitos que fazem as diferentes educações. / This study aimed to understand the modes of interaction of subject with autism, from an autopoietic perspective. From this perspective, self-produced is thought to show the relationships that were the subject of schooling processes involved. In this sense, this research developed a phenomenological method with moving with the thought of Martin Heidegger, Maurice Merleau-Ponty and Humberto Maturana. This study was conducted in two schools - an Early Childhood and Primary Education Regulate - the Municipal Education of Porto Alegre-RS. The intent was to move in all spaces that subjects with autism might be from the school activities, in order to experience the relationships of six subjects with autism (four children and two teenagers). The methodological framework designed with observations, a total of eighty records in field diaries, conversations with professionals and families; two meetings with representatives from the Special Education of the City Department of Education (CDE), two semi-structured interviews: one with the teacher responsible for the care of Psychology Home (PH) in the School of Early Childhood Education and a teacher responsible for Specialized Educational Resource Room (SERR) in the Elementary School. It was possible to engineer important questions about the education of subjects with autism. In the chapter called "living words" were two possible ways: first, the senses brought to know the contrast relations in everyday life, and the second mixed bodies emphasized the clarity of the relationships continuing overflights. Actions in the area of education, emphasizing the subjects with autism can be considered a stand-along (a being-with) legitimized by respect, considering how much a situation of school inclusion can be potentiating for all subjects. The processes shown, for example, communication as a form to be developed in relations and showed that the actions of professional Education in betting on the educational trajectories of individuals with autism are also many dots of tension. From this it was possible to appoint four core organizers of the educations of subjects with autism: time, date, attention and expression. These can be considered as a possible initial design for the formation of future teachers in a perspective that emphasizes the ways of knowing in order to consolidate a movement to recognize themselves in a scientific area and at the same time keep the strangeness about it. Finally, it was considered a possible questioning the idea of interaction as a condition or human possibility, taking into account the paradoxes that are established by the Education subject.