For a distinct portion of Canadian youth, completing a high school diploma with their same-age peers is not a reality. Fortunately, opportunities exist for these individuals to later return to educational institutions to continue their formal education, thereby increasing their job prospects, wages, and quality of life. Barriers faced by these so-called “non-traditional” learners are examined through the data gathered from an anonymous survey and from focus group interviews with students who currently attend a college in western Canada. The purpose of this thesis is to illuminate the experiences and beliefs of “non-traditional” students, including how they were able to enrol in post-secondary education without a high school diploma, what barriers they actually did, or continue to, face, and what strategies and supports have been, or would be, most helpful to them as they navigate the many challenges and transitions to find their path on their educational journey. / Graduate

Made available in DSpace on 2016-04-27T16:33:19Z (GMT). No. of bitstreams: 1 O Atheneu Sergipense (tese).pdf: 2678385 bytes, checksum: 389f65fbfac96c599d0149b021850e30 (MD5) Previous issue date: 2005-04-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Atheneu Sergipense, a public instituition created on October the 24th in 1870 with two courses a School of Humanities and a Normal School had the purpose of offering the youth the secondary instruction necessary to the admission in higher courses, as well as to the execution of many functions in society, and of capacitating professional elementary school teachers. During a certain period of time, the two courses coexisted simultaneously, but this mixed and fragmented function of one only institution was not profitable. Knowing this scenery, the history of Atheneu Sergipense during this period comprehended between the last three decades of the nineteenth century and the first of the twentieth century, investigating this formative space of figures who projected themselves on the social and political landscape, was the aim of this research. At first, my attention was concentrated in works produced in that period and about that period which could recreate the ambient of the city of Aracaju, revealing images of the foundation of Atheneu Sergipense. Focusing on this House of Literary Education, I decided to examine it according to its Plans of Studies (curriculum), making clear their purposes and detaching the elements to be analyzed: chairs (disciplines), time demarcation, textbooks, methodological orientations and systems of evaluation. The analyses were based on a varied repertoire of sources: legislation, reports of directors and governors of Sergipe, minutes of the congregation, sent and received mail, official corrspondence, journalistic texts, chronicles, topics of contest and examination, programs. This investigation could historicize the process of organization of the identity of the instituition, revealing it as a catalyzer of cultural production, of new pedagogical practices, an agglutinative and disseminative center of the cultural ethos , imposing itself as a fair motive of pride to the people of Sergipe / O Atheneu Sergipense, estabelecimento público criado a 24 de outubro de 1870 com dois cursos um de Humanidades e outro Normal tinha como finalidade proporcionar à mocidade a instrução secundária necessária para o acesso aos cursos superiores, bem como para o desempenho das variadas funções na sociedade, além de habilitar profissionalmente o magistério primário. Coexistiram no Atheneu Sergipense, por certo tempo, o curso de Humanidades e o Normal, mas a função mista e fragmentada de uma única instituição com dois cursos não foi profícua. Conhecer esse cenário, a história do Atheneu Sergipense no período compreendido entre as últimas três décadas do século XIX e a primeira do século XX, investigando o espaço formador de vultos que se projetaram no panorama político e social, foi a meta da pesquisa. Inicialmente, a atenção esteve voltada para obras produzidas à época e sobre a época que pudessem recriar o ambiente da cidade de Aracaju, revelando imagens do alicerce da criação do Atheneu Sergipense. Ao focalizar esta casa de educação literária, optei por examiná-la segundo os Planos de Estudos, evidenciando suas finalidades e destacando os elementos coligidos para análise, tais como as cadeiras ministradas, a demarcação temporal, os compêndios adotados, as orientações metodológicas propostas e o sistema de avaliação. As análises estiveram pautadas por um variado repertório de fontes documentais: legislações, relatórios de Diretores e de Governantes de Sergipe, atas da congregação, correspondências recebidas e expedidas, ofícios, textos jornalísticos, crônicas, pontos de concursos e exames, programas de ensino. A investigação permitiu historicizar o processo de organização de identidade da instituição, salientando-a como um catalisador das produções culturais, de novas práticas pedagógicas, um centro aglutinador e disseminador do ethos cultural, sabendo impor-se como justo motivo de ufania e orgulho para Sergipe