Made available in DSpace on 2014-12-17T14:35:49Z (GMT). No. of bitstreams: 1 SergioCM.pdf: 2001392 bytes, checksum: b03591f9f0108eb98da39ab88aa05719 (MD5) Previous issue date: 2005-05-13 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This essay presents and discusses knowledge obtained through tradition taken as knowledge built along generations, transmitted from mouth to mouth and everyday experiences result of a non-scientific knowledge based on observation and hints given by more experient generations. The referred icon used to develop such a discussion in this essay is fishing. We point out the knoledge which enables the fishermen, among other dominions, to: find out the fish and other animals feeding habits; find their way through by astral influence during night navigation and learn the tide flowing based on the moon cycle. On what comes to fishing knowledge, the research was organized based on a bibliographic study about several ways of fishing in the Northern, Northeastern, Southern and Southestern regions of Brazil. In the Northern and Northeastern regions, the field research was also focused. Having interviews, photographs and films as reference, this part of the research was divided into two parts: the first one situated in the Amazonian Region in na area called Baixo-Tocantins, in the State of Par? where we worked with fishermen in the small towns of Abaetetuba and Igarap?-Miri; and the second one was held in the Northeastern region of Brazil, in the State of Rio Grande do Norte, where we worked with fishermen on the Piat? Lake, in the small city of Ass?. We tarted discussing based on a descriptive study of the fishing techniques used, aiming to identify them as an ordered activity, differed and classified by knoledge obtained through the years, based on the relationship between man and Nature. Creativity, stimulated by human curiosity, is also discussed and shown as a result of various fishing journeys. The myths, as a component of the fishing world, especially those which describe the relationship between men and waters, also have an outstanding place. At last, two fishing techniques belonging to the research field reference, are also described and analysed under the focus of construction and systematization of the knowledge related to fishing. The theory approach is based on reflection upon the tradition knowledge discussed by Almeida (2001), Balandier (1997), C?mara Cascudo (1957, 2000, 2002) and Claude L?vi-Strauss (1976, 1987 and 1991). The essay is an exercise of knowledge production which defends the "relink" of knowledge, as Edgar Morin suggests when dealing with the sciences of complexity / A tese apresenta e discute saberes pautados pela tradi??o compreendidos como saberes constru?dos ao longo das gera??es, transmitidos a partir da oralidade e das experi?ncias do cotidiano - frutos de um conhecimento n?o-cient?fico que tem por base a observa??o e as orienta??es das gera??es mais experientes. O ?cone de refer?ncia usado para tecer a discuss?o em tese ? a pesca. Ressaltamos os conhecimentos que permitem ao pescador, entre outros dom?nios: descobrir os h?bitos alimentares dos peixes e de outros animais; orientar-se atrav?s dos astros durante a navega??o noturna e conhecer o fluxo das mar?s orientadas pelo ciclo lunar. Em se tratando de saberes da pesca, a pesquisa foi organizada a partir de um levantamento bibliogr?fico sobre diversas formas de pescarias nas regi?es Norte, Nordeste, Sul e Sudeste. Nas regi?es Norte e Nordeste foi enfocada, tamb?m, a pesquisa de campo. Balizada por entrevistas, registros fotogr?ficos e filmagens, esta parte da pesquisa comp?s-se de duas etapas: a primeira situada na Amaz?nia - numa ?rea denominada Baixo-Tocantins - no Estado do Par?, onde trabalhamos com pescadores dos munic?pios de Abaetetuba e Igarap?-Miri; a segunda desenvolveu-se na regi?o Nordeste, no Estado do Rio Grande do Norte, onde desenvolvemos trabalhos com os pescadores da Lagoa do Piat?, no munic?pio de Ass?. Come?amos a discuss?o atrav?s de um levantamento descritivo das t?cnicas de pesca, a fim de identific?-las como uma atividade ordenada, diferenciada e classificada mediante um conhecimento constru?do ao longo dos anos, permeada pela rela??o entre homem e natureza. A criatividade, agu?ada pela curiosidade humana, ? tamb?m discutida e exemplificada a partir de v?rias pescarias. Os mitos, enquanto parte integrante do mundo da pesca, preferencialmente os que tratam da rela??o entre homens e ?guas, tamb?m recebem destaque. Por fim, duas t?cnicas de pesca pertencentes ao referencial da pesquisa de campo s?o descritas e analisadas sob o foco da constru??o e sistematiza??o dos saberes que envolvem a pesca. A abordagem te?rica tem como base uma reflex?o sobre os saberes da tradi??o referenciados por Almeida (2001), Balandier (1997), C?mara Cascudo (1957, 2000, 2002) e Claude L?vi-Strauss (1976, 1987 e 1991). A tese se constitui num exerc?cio de produ??o do conhecimento que propugna pela religa??o dos saberes, como sugere Edgar Morin no ?mbito das ci?ncias da complexidade

Esta pesquisa toma como objeto de investigação a formação inicial de professores em sua relação com a sociedade midiática atual, que exige novas habilidades dos professores para o trabalho com crianças nascidas e criadas na era tecnológica, onde a escola não é mais o único espaço de aprendizagem e socialização. Por considerar que a sociedade atual passa por transformações constantes e aceleradas, que impactam não somente a tecnologia, mas também a forma de se produzir cultura e se relacionar socialmente, tem-se como pressuposto que a escola, os professores e os alunos vem sendo impactados por estas transformações, o que coloca novas dificuldades para o processo de ensino e aprendizagem.A pesquisa tem como objetivo analisar a formação de professores em sua relação com as questões comunicacionais midiáticas e quanto ao preparo para um trabalho com mídias nas escolas. Em sua dimensão empírica, de base qualitativa, analisou os quadros curriculares de seis cursos de Pedagogia da cidade de Santos, na interface entre educação e comunicação. Também foram analisados questionários aplicados a professores de oito escolas de ensino fundamental I da rede pública municipal de Santos, que avaliaram suas percepções a respeito de suas práticas pedagógicas, em especial no que tange ao trabalho com novas mídias em suas aulas. Os resultados contribuíram para sustentar a tese apresentada sobre a necessidade de se reorientar a formação inicial de professores, em decorrência de novas demandas sociais, educacionais e culturais, uma vez que se têm cursos de formação que não estão preparando os futuros professores para um trabalho com alunos que vivem em sociedades midiáticas, com novas formas de aprendizagem e socialização. As conclusões apontam na direção de que a escola e os professores precisam se assumir como produtores sociais de comunicação, estreitando o diálogo entre as áreas de comunicação e educação. / This research has the objective of investigating the initial education of professors in relation to today´s mediatic society that demands new skills from them for the work with kids born and raised in this era of technology, where school is no longer the only place for learning and socializing. For considering that today´s society is undergoing constant and quick transformation, that impact not only technology, but also the way of producing culture and social relations, presupposes that the school, teachers and students are being impacted by these transformations, which brings new challenges for the process of teaching and learning. The research brings to analysis the formation of teachers in relation to the mediatic communication questions and the preparation of work with media in the schools. In its empirical dimension, qualitative base, it´s been analyzed the curriculum of six Pedagogical courses in the city of Santos, in the interface between education and communication. It has also been analyzed the questionnaires applied to teachers in eight pre and junior high schools from the public system that evaluated their perceptions regarding their pedagogical practices, in special to the work with new media in their classrooms. The results contributed to sustain the present thesis about the need to reorient the initial education of professors, in regards to the new social, educational and cultural demands, once there are courses that are not preparing future professors to work with students who live in mediatic societies, with new ways of learning and socializing. The conclusions point to the direction in which schools and professors need to assume themselves as social communication producers, narrowing the dialog between the communication and education areas.

Submitted by Leonardo Lima (leonardoperlim@gmail.com) on 2017-02-16T11:47:06Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) BRUM, Mara Lucia Teixeira.pdf: 1428459 bytes, checksum: dbcd6123cfcae92bbb254261efa34668 (MD5) / Approved for entry into archive by Simone Maisonave (simonemaisonave@hotmail.com) on 2017-02-16T23:25:57Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) BRUM, Mara Lucia Teixeira.pdf: 1428459 bytes, checksum: dbcd6123cfcae92bbb254261efa34668 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-02-24T20:03:04Z (GMT) No. of bitstreams: 2 BRUM, Mara Lucia Teixeira.pdf: 1428459 bytes, checksum: dbcd6123cfcae92bbb254261efa34668 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-02-24T20:03:23Z (GMT). No. of bitstreams: 2 BRUM, Mara Lucia Teixeira.pdf: 1428459 bytes, checksum: dbcd6123cfcae92bbb254261efa34668 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2014-09-29 / Sem bolsa / A dissertação apresenta a Pedagogia Social em Pestalozzi, sua teoria e prática pedagógica. A fim de cumprir tal intento, a pesquisa apresenta uma análise hermenêutica do conceito de Pedagogia Social a partir do ponto de vista da pedagogia pestalozziana. Para a realização da pesquisa sobre Johann Heinrich Pestalozzi, buscamos fontes teóricas nas obras básicas do autor e de seus comentadores. A análise traça a complexidade da Pedagogia Social, olhando para o seu contexto histórico, político, econômico, educacional e social e a importância de Johann Heinrich Pestalozzi no processo de gênese da educação social. Diversas obras de autores especializados auxiliaram a mostrar o panorama e os diferentes pontos de vista sobre a definição de Pedagogia Social. O aprofundamento da investigação sustenta-se no estudo teórico e apoia-se na metodologia filosófica hermenêutica para a interpretação dos dados. A dissertação está dividida em quatro capítulos, organizados da seguinte forma: no primeiro capítulo, o Delineamento da Pesquisa, que mostra a trajetória da pesquisadora, antecedentes históricos da investigação e a metodologia utilizada. O segundo apresenta a teoria de Pestalozzi como uma prática precursora da Pedagogia Social, mostrando o mundo em que viveu, seu método pedagógico, as bases teóricas a que se filiou e as implicações dessa filiação, no contexto da secularização, para a Pedagogia Social. No terceiro e no quarto capítulos, o legado de Pestalozzi com uma ascendência positiva no desenvolvimento da Pedagogia Social com seu método intuitivo e sua proposta da tríade a ser atingida pela formação (cabeça, coração e mãos) são descritos. Com o intuito de caracterizar tal influência, narramos a trajetória da educação no século XVIII, mostramos a concepção de educação social pestalozziana e demarcamos o nascimento da Pedagogia Social como teoria e prática. Por último, quando trazemos as palavras finais sobre a pesquisa, conclui-se que, com base na investigação realizada, o trabalho social/educação social/Pedagogia Social são frutos das ações pestalozzianas de unir educação e trabalho, com o fito de melhorar as condições de vida dos sujeitos na sociedade. Dentre outros resultados encontrados, é possível destacar que a Pedagogia Social encontra-se em busca de seu campo específico de atuação, utiliza-se da herança deixada por Pestalozzi que poderá ser uma forte aliada da educação formal no Programa Mais educação do Governo Federal, implantado em 2008, no Brasil, onde o modelo de educação pestalozziano aparece claramente como proposta de complementação para uma educação integral. / The dissertation introduces the Social Pedagogy in Pestalozzi, his theory and pedagogical practice. In order to purpose, the research presents a hermeneutic analysis of the Social Pedagogy concept , from the point of view of pestalozzian pedagogy. For the research on Johann Heinrich Pestalozzi, we sought for theoretical sources in basic works of the author and his commentators. The analysis traces the complexity of Social Pedagogy, looking at its historical, political, economical, educational and social context as well as the importance of Johann Heinrich Pestalozzi in the genesis of social education process. Several works of expert authors helped to show the panorama and the different views on definition of Social Pedagogy. The research’s background is sustained in theoretical study and holds up on hermeneutical philosophic methodology for data interpretations. The dissertation is divided into four chapters, organized as follows: in the first chapter, the Lineation Research, which shows the trajectory of the researcher, historical preceeding of investigation and the used methodology. The second introduces Pestalozzi’s theory as a forerunner practice of Social Pedagogy, showing the world he lived in, his pedagogical method, the theoretical foundations that joined his filiation and the implications, in secularization context, for Social Pedagogy. In the third chapter, Pestalozzi’s legacy with a positive ascendance in development of social pedagogy with his intuitive method and his triad proposed to be achieved by the formation (head, heart and hands) is described. In order to characterize such influence, we tell the history of education in the eighteenth century, we show pestalozzian social education concept and demarcate the birth of Social Pedagogy as theory and practice. Finally, we bring the final words about research: social work, social education, and social pedagogy are pestalozzians’ effect of actions to unite education and work, with the purpose of subjects better life conditions in the society. Among other results, it is possible to highlight that Social Pedagogy is looking for your particular field of work and we can realize that Pestalozzi’s legacy can be a strong ally of formal education of Federal Government’s Programa Mais Educação deployed in 2008, in Brazil, where pestalozzian model education clearly appears as a proposal to complement a comprehensive education.

The topic of this thesis is procrastination. Procrastination is "the illogical, but deliberate delaying of planned action, which is accompanied by a commitment to alternative activities." (Sliviaková 2010, p. 3). Occasional procrastination however mostly harmless is only a small step from procrastination chronic. Chronic procrastination already points at undesirable situation, the malfunction of a healthy lifestyle and self-control. That view is the starting point for the research work of the problem, which investigates the symptoms of procrastination among primary and secondary school pupils. Procrastination is usually being considered in relation to adults' behaviour. The question asked is whether it is relevant to consider procrastination also in relation to children at primary school. In the theoretical part, we therefore first gathered and compiled the available data about the topic from various Czech and foreign sources, mainly to define with necessary precision the object of the study (procrastination) and learned the wider context of the issue (time management, self- management). The survey is based on interviews with six parents and thirty pupils from 1st to 5th grade. The method of research used with pupils was author a story that allowed them to identify themselves with a certain type of...

A B S T R A C T The text deals with bullying from the prospective of personal and social education. Personal and social education as a complex theory offers basic and methodical background for working with bullying. It is able to provide good reflexion of the educational reality. The aim of the work is to describe how the topics of personal and social education are personified in the programs of prevention of bullying. It concerns pupils in fifth, sixth and seventh grade of the elementary schools (12-14 years old). The research was performed as a field research of the etnographic character. In the theoretical section the study defines personal and social education as a theoretical framework and it is the basis for the research. The definition of the term personification follows as it is crucial for the work within the personal and social education. The following chapter describes bullying and explains how this term was understood earlier and how it is perceived today. The experimental section describes the methodology of the research. It gives basic information about the pertinent research and explains its results. The results are summarized in four categories: what leads to personification, what the obstacles to personification are, the lecturer's ideas on personification and methodical notes.

Syftet med denna studie är att beskriva och problematisera hur so- lärare i årskurs 4-6 förhåller sig till såväl som adresserar att undervisa elever om demokrati, genom demokrati för att sedan kunna verka för demokrati. Metoden som används för att få svar på forskningsfrågorna är kvalitativa semistrukturerade intervjuer med ostrukturerade inslag där sex yrkesverksamma lärare från fem olika kommuner blivit intervjuade. Denna studie har eftersträvat att synliggöra hur so-lärare använder sitt demokratiuppdrag i klassrumsundervisning för att tillföra eleverna redskap i form av inflytande, delaktighet och ansvarstagande. Fyra teman med underordnade aspekter som utgjorde intervjuerna föreföll i resultatet. Resultatet påvisar att upplevelsebaserad undervisning genererar mer handgriplighet och lärande. Det kan ske genom att exempelvis utföra olika studiebesök, skriva insändare till en tidning med innehåll som har inverkan på eleverna, samt diverse rollspel. Resultatet visar även att när kommer till att bringa kunskap i ett klassrum med elever som har olika erfarenheter och bakgrund, behövs fostran för att förstå att olikheter är en fördel. Det är fördelaktigt att elever urskiljer fenomen på varierande sätt och uppdraget för lärare är att ge elever verktyg till att uppfatta det som något berikade, att alla behövs. / The purpose of this study is to describe and problematize how the teaching assignment is addressed as well as how social studies teachers in grades 4-6, who teach students about democracy through democracy in order to then work for democracy, treat it. The method used to answer the research questions are qualitative semi-structured interviews with unstructured elements, where six participants from five different municipalities have been interviewed. This study has sought to make visible how social studies teachers use their democratic mission in classroom teaching by providing students with tools in the form of influence, participation and responsibility. Four themes with subordinate Aspect that made up the interviews appeared in the results. The result shows that experiential teaching generates more tangibility and learning, by carrying out various study visits, writing submissions to a newspaper, content that has an impact on the students, as well as various role-plays. The result also shows that bringing knowledge into a classroom with students with different experiences and backgrounds requires education to understand that differences are an advantage. It is beneficial for students to distinguish phenomena in varying ways, and the task for teachers is to give students the tools to perceive it, as something enriching, that everyone is needed.

Thesis (PhD)--Stellenbosch University, 2012. / Includes bibliography / ENGLISH ABSTRACT: The importance of global and local change and transformation is emphasised through initiatives such as the United Nations Millennium Development Goals (2012) and the Earth Charter Initiatives (2011) for constructing a just, sustainable and peaceful global society. In South Africa, the need for transformation has been underlined by the South African Department of Education in the Education White Paper of 1997 (DOE 1997). At Stellenbosch University, the Pedagogy of Hope (US) project aims to find concrete ways to reflect on historical influences and current SA society. Tremendous progress has been made in transformation regarding legislative policies, but personal transformation within people is proving to be slow. As a response to these realities, a module called Critical Citizenship was introduced for first-­‐ to third-­‐year Visual Communication Design students at the Visual Arts Department at Stellenbosch University. The aim of this research project was to explore the perceptions and attitudes of students, learners and lecturers regarding personal transformation through teaching and learning in the Critical Citizenship module. As a framework for the study, I emphasised the importance of giving consideration to the emotional dimensions of learning (Illeris 2007), meaning considering the learning being (Barnett 2009) as a thinking, feeling and acting person (Jarvis 2006). The objectives of the study were to identify such emotional reactions to the Critical Citizenship module and to establish what the emotional reactions revealed about the immediate and broader context of the teaching and learning context in which students, learners and lecturers learn and teach. I followed an interpretative approach and a case study research design that aimed at exploring and providing an in-­‐depth investigation of the Critical Citizenship module was used. The themes that surfaced from reflections written by students and learners and from group interviews, comprised feeling unprepared for this type of project; feelings of guilt and shame; resistance to this type of project; asymmetry and assimilation, but also feelings of hope. Other responses, suggesting feelings of empathy, privilege, humility, re-­‐ evaluation of priorities and values, sameness and difference, feeling out of a comfort zone and reflecting on blackness and whiteness were also interweaved with the main themes. The results of the research included that taking into consideration the emotional aspects in critical citizenship education is important because we are thinking, feeling and acting beings, but moving beyond emotional reactions toward rational actions is crucial. Critical citizenship cannot be taught in isolation because the context in which it exists plays a vital role and an inclusive critical citizenship curriculum within community interactions for the wider society is suggested. / AFRIKAANSE OPSOMMING: Die belangrikheid van globale en plaaslike verandering en transformasie word beklemtoon deur inisiatiewe soos die Verenigde Nasies se Millennium-­‐ ontwikkelingsdoelwitte (2012) en die Aardemanifes Inisiatiewe (2011) vir die daarstelling van ‘n regverdige, onderhoubare en vreedsame globale gemeenskap. In Suid-­‐Afrika is die behoefte aan transformasie deur die Suid-­‐Afrikaanse Departement van Onderwys deur die Onderwys Witskrif van 1997 (DvO 1997) onderstreep. By die Stellenbosch Universiteit beoog die Pedagogie van Hoop (US) projek om konkrete maniere te verkry om historiese invloede en die huidige SA gemeenskap te oordink. Geweldige vooruitgang in transformasie is reeds ten opsigte van wetgewende beleid bewerkstellig, maar dit blyk dat persoonlike transformasie binne-­‐in mense traag gebeur. ‘n Module genaamd Kritiese Burgerskap is as reaksie tot hierdie realiteit by die Visuele Kunste Departement te Stellenbosch Universiteit ingestel vir eerste-­‐ tot derdejaarstudente in Visuele Kommunikasie Ontwerp. Die doel van die huidige navorsingsprojek was om die persepsies en houdings van studente, leerders en dosente ten opsigte van persoonlike transformasie deur die onderrig en leer van die Kritiese Burgerskap module te ondersoek. As ‘n raamwerk vir die studie het ek beklemtoon dat dit belangrik is om die emotiewe dimensies van leer (Illeris 2007) in ag te neem, wat inagname van die lerende wese (Barnett 2009) as ‘n denkende, voelende en handelende persoon (Jarvis 2006) behels. Die doelwitte van die studie was om emotiewe reaksies op die Kritiese Burgerskap module te identifiseer en vas te stel wat deur sulke emotiewe reaksies ontbloot word ten opsigte van die onmiddellike en breër konteks van die onderrig en leer konteks waarbinne die studente, leerders en dosente leer en onderrig gee. Ek het met ‘n interpretatiewe benadering en lens te werk gegaan en ’n gevallestudie navorsingsontwerp is gebruik. Temas wat na vore gekom het uit refleksies wat deur studente en leerders geskryf is en uit groep onderhoude het die volgende behels: ‘n gevoel van onvoorbereidheid vir dié soort projek; gevoelens van skuld en skaamte; weerstand teen hierdie soort projek; asimmetrie en assimilasie, maar ook gevoelens van hoop. Ander reaksies wat ook met die hooftemas deurvleg was, was verteenwoordigend van gevoelens van empatie, bevoorregting, nederigheid, herevaluering van prioriteite en waardes, eendersheid en verskil, die gevoel van buite die gemaksone te wees en nadenke oor swartheid en witheid. Die resultate van die navorsing het behels dat dit belangrik is om die emotiewe aspekte by die onderrig van kritiese burgerskap in ag te neem omdat ons denkende, voelende en handelende wesens is, maar dat dit van kritieke belang is om verby emosionele reaksies na rasionele handeling te beweeg. Kritiese burgerskap kan nie geïsoleerd onderrig word nie omdat die konteks waarbinne dit bestaan ‘n deurslaggewende rol speel; ‘n inklusiewe kritiese burgerskap kurrikulum binne gemeenskapsinteraksies word vir die breër gemeenskap voorgestel.

This thesis is focused on the prevention of bullying through personality and social education courses Projekt Odyssea in elementary school. The goal of this work is to determine how pupils, educators and school leaders perceive the courses Projekt Odyssea and whether preventive courses have impact on collectives of individual classes. Data was obtained from interviews with pupils, teachers, school management and the questionnaire survey with pupils. Questionnaires detect the climate of individual classes, relationships between pupils in the classroom, or how students perceive community circles and classes Projekt Odyssea. The results of the research show a positive effect of classesProjekt Odyssea on the personality and social development of pupils. The effect of courses of personality and social education positively promotes good relationships between pupils themselves, between pupils and teachers and this is benefit to the overall school climate.

Os Centros Educacionais Unificados da cidade de São Paulo foram implantados em duas fases administrativas: na gestão da ex-prefeita Marta Suplicy foram construídos 21 CEUs (Fase vermelha) e na gestão do ex-prefeito José Serra, continuado pelo seu sucessor Gilberto Kassab foram construídos 24 CEUs (Fase azul). Estes complexos educacionais foram apresentados à população como inovação educacional com sua arquitetura escolar diferenciada e suscitaram as principais discussões ideológico-partidárias nos debates eleitorais ocorridos ao final do ano de 2004. Estiveram, desde a sua inauguração, com forte presença nos diferentes meios de comunicação, especialmente na mídia impressa. Podem ser denominados como praças de equipamentos sociais e apresentam um modelo de gestão pública idealizada para a participação popular através de suas instâncias administrativas, dentre eles o Conselho Gestor e o Colegiado de Integração. São regidos com base num documento denominado Regimento Padrão, que normatiza suas ações e estabelece as diretrizes para seu funcionamento, de forma que não haja sobreposição de regimentos entre os diferentes órgãos das diversas secretarias presentes nestes centros. Os atributos arquitetônicos, educacionais, sociais e políticos fazem com que os CEUs sejam submetidos a um fenômeno social denominado de amplificação pública, o que potencializa nestes espaços a Educação Social. O presente trabalho analisa múltiplos aspectos do funcionamento e implantação destes centros numa perspectiva comparada de gestão publica. / The Unified Education Centers (local acronym CEUs) in São Paulo were implanted into two administrative stages: in the administration of former Mayor Marta Suplicy were built 21 CEUs (red phase) and the management of ex-mayor Jose Serra, continued by his successor Gilberto Kassab were built 24 CEUs (blue phase).These educational complexes were presented as educational innovation with its distinct architecture school and created major ideological and political discussions in the electoral debates that happened at the end of 2004.Since its launching, they had a strong presence in different media, especially newspapers.They were named as social facilities squares (park schools) and were conceived as a model of public management open to people\'s participation through its administrative bodies, among them the Management Council and the Board of Integration.They are regulated based on a document called the Standard Rules, which regulates their actions and establishes guidelines for its operation, so there is no overlap between the different departments present at these centers.The architectural attributes, as well as its educational, social and political aspects turn these CEU-centers (Centro Educacional Unificado) into a social phenomenon called social amplification that leverage these spaces to an opportunity of Social Education. This paper examines various aspects of the functioning and deployment of these centers in a comparative basis of public management.

Made available in DSpace on 2016-07-27T14:22:14Z (GMT). No. of bitstreams: 1 Valeria de Jesus Lobo.pdf: 5631168 bytes, checksum: 6de38fdb11ff754c4ef5598f6e2edd4f (MD5) Previous issue date: 2011-09-09 / This study came from the matrix research entitled O Estudo do sistema socioeducacional para adolescentes autores de atos infracionais no estado de Goiás that was coordinated and financially supported by Secretaria Especial Direitos Humanos da Presidência da República (SEDH/PR). Were made interviews with the actors of the Rights Guarantee System by the relevance that each actor has in the execution process of the social educative measures. The present research had as study method the Vigotski s social historic psychology perspective. It had as objective to seize by means of the actors considerations of the Rights Guarantee System the process of execution of the freedom deprivation of social education measure. Has participated 25 subjects, among them, judges, prosecutors, police chiefs and law counsellors of Goias seven counties where exist youth detention centers that execute the freedom deprivation of social education measure. It was shown the poor childhood treatment politics in Brazil, since it´s colony period until nowadays. The execution of treatment politics to teenagers who committed infraction acts show advances and relevant shifts after ECA s term, mainly in the concern of constructing youth detention centers, offering a specific site for youth treatment. It was possible to realize, through the reports, a fragility in the accomplishment of freedom deprivation measures. In this way, the Estatuto da Criança e do Adolescente; The National Social Educative Treatment System and the Rights Guarantee System are tools that allow to qualify the treatment to the teenagers that committed infraction acts, as well guide the creation of a social educative proposal that can be executed in the context of each detention centers / Este estudo originou-se da pesquisa matriz O Estudo do sistema socioeducacional para adolescentes autores de atos infracionais no estado de Goiás que foi coordenada e financiada pela Secretaria de Direitos Humanos da Presidência da República (SDH/PR). Foram realizadas entrevistas com os atores do Sistema de Garantia de Direitos pela relevância que cada ator tem no processo de execução das medidas socioeducativas. A presente pesquisa teve como método de estudo a perspectiva da psicologia sócio-histórica de Vigotski. Teve como objetivo apreender por meio das considerações dos atores do Sistema de Garantia de Direitos acerca da execução da medida socioeducativa de privação de liberdade em Goiás. Participaram 25 sujeitos, dentre eles Juízes, Promotores, Delegados e Conselheiros de Direitos dos sete municípios goianos onde existem os Centros de Internação que executam a medida socioeducativa de privação de liberdade. Apresentou-se a política de atendimento à infância pobre do Brasil Colônia a atualidade. A execução da política de atendimento ao adolescente autor de atos infracionais apresenta avanços e mudanças significativas após a vigência do ECA, principalmente no que diz respeito à construção de centros de internação, proporcionando um espaço específico para o atendimento ao adolescente. Foi possível perceber, por meio dos relatos, uma fragilidade na execução das medidas privativas de liberdade. Nesse sentido, o Estatuto da Criança e do Adolescente como uma lei que busca assegurar as crianças e adolescentes como sujeitos de direitos; o Sistema Nacional de Atendimento Socioeducativo como norteador da política socioeducativa e o Sistema de Garantias de Direitos como ferramenta estratégica de alcance dos direitos fundamentais de crianças e adolescentes são ferramentas que permitem por meio de um trabalho em rede, parcerias poderão qualificar o atendimento ao adolescente autor de atos infracionais, bem como nortear tanto a elaboração de uma proposta socioeducativa que possa ser executada no contexto de cada unidade de internação.