Thesis (Ph. D.)--University of Canterbury, 2002. / Typescript (photocopy). "June 2002." Includes bibliographical references (leaves 325-340).. Also available via the World Wide Web.

Thesis (EdD)--Open University. BLDSC no. DXN095789.

Thesis (Ed. D.)--University of Toronto, 2006. / Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2118. Includes bibliographical references (leaves 162-171).

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 153-161).

This research intended to identify key elements that inserted in the social formation of Alagoas contributes dialectically to the phenomenon of the ideology of social devaluation of teachers who work in the early grades of public schools. Based mainly in the conception of society presented by historical materialism - dialectical Marx and Engels we focus especially on the concept of ideology taken over by Marx and later interpretations developed by classical Marxists, particularly Gramsci and Althusser. We assume the ideological view by Gramsci, ideology which involve a range of cultural events led us to seek to analyze the social, economic and political aspects that correspond to social structure of Alagoas, identifying aspects of the social formation of Alagoas which determine the appearance and maintenance of ideologies that contribute to the production and reproduction of the hegemony of the dominant group. The social devaluation of teachers in early grades of public schools in Alagoas is coated of elements that supported the feminization of teaching and in the production of school failure support a negative depiction of the fading practice of teaching and teacher performance and compromising historically their professional identity is essentially social. / FAPEAL - Fundação de Amparo à Pesquisa do Estado de Alagoas / Esta pesquisa buscou identificar os principais elementos que, inseridos historicamente na formação social alagoana, contribuem dialeticamente para o fenômeno da ideologia da desvalorização social dos professores que atuam nas séries iniciais das escolas públicas. Fundamentada essencialmente na concepção de sociedade apresentada pelo materialismo histórico-dialético de Marx e Engels, nos concentramos especialmente na concepção de ideologia apontada por Marx e nas interpretações desenvolvidas posteriormente por marxistas clássicos, em especial Gramsci e Althusser. Assumimos o entendimento de ideologia defendido por Gramsci, que por associar ideologia a um conjunto de manifestações culturais nos levou a buscar analisar os aspectos sociais, econômicos e políticos que correspondem à estrutura social alagoana, identificando aspectos da formação social alagoana que condicionam o surgimento e a manutenção de ideologias que contribuem para a produção e reprodução da hegemonia do grupo dominante. A desvalorização social dos professores das séries iniciais da escola pública em Alagoas se reveste de elementos materiais que, apoiados na ideologia da feminização do magistério e na reprodução do fracasso escolar, sustentam uma representação negativa do exercício do magistério, enfraquecendo a atuação do professor e comprometendo historicamente sua identidade profissional, que é essencialmente social.

<p>Cilj istraživanja je da pokažem prisustvo<br />implicitne rodne diskriminacije u skrivenom<br />kurikulumu osnovne &scaron;kole tokom<br />komunikacije između nastavnica i učenika i<br />učenica u razredu na srpskom jeziku (u kojem<br />postoje jasni jezički znaci za obeležje roda) i na<br />mađarskom jeziku (koji ne poznaje kategoriju<br />roda u tipolo&scaron;kom sistemu jezika).<br />Teorijski okvir čini teorija iz rodnih studija o<br />vi&scaron;estrukim identitetima (Batler 2010 [1990],<br />2001 [1993] ) i &bdquo;činjenje roda&ldquo; (West,<br />Zimmerman 1987), u kojem se analiza diskursa<br />afirmi&scaron;e kao najpogodnija.<br />Hipoteza je da je implicitna rodna<br />diskriminacija deo skrivenog diskursa i<br />eksplicitne diskursne upotrebe jezika nastavnica<br />u razredu.<br />Korpus empirijskih podataka čine: 1.<br />razgovor u razredu (transkripti video i audio<br />zapisa dva &scaron;kolska časa maternjeg jezika u<br />srpskom i mađarskom odeljenju 8. razreda u<br />dve osnovne &scaron;kole u Subotici); 2. tekstovi<br />nastavnih programa i čitanki za isti razred<br />srpskog jezika (kao maternjeg i nematernjeg) i<br />mađarskog (kao maternjeg) 3. neverbalno i<br />verbalno pona&scaron;anje učenika i učenica na<br />&scaron;kolskoj priredbi (dva video zapisa snimljena<br />na Danu &scaron;kole u dvojezičnoj osnovnoj &scaron;koli sa<br />nastavom na srpskom i mađarskom jeziku).<br />Rezultati pokazuju da: 1. nastavni čas<br />strukturiraju i vode nastavnice - njima pripada<br />govoreni prostor u oba odeljenja, postoje<br />razlike u njihovim diskursnim strategijama<br />(oslovljavanju, prekidanjima, preklapanjima)<br />prema učenicima i učenicama. 2. Rodno<br />osteljiva analiza nastavnih planova i čitanki<br />nije konstatovala integraciju rodne<br />ravnopravnosti u udžbeničke koncepcije i<br />sadržaje, nego potvrđuje rodne stereotipe i<br />implicitnu i eksplicitnu diskriminaciju po<br />polu/rodu; 3. Analiza sadržaja i oblika</p><p>osnovno&scaron;kolskih godi&scaron;njih priredbi potvrđuje<br />da je koncepcija priredbi u funkciji razvijanja<br />multikulturalizma, ali dijalog kultura izostaje.<br />Hipoteza je potvrđena.<br />Zaključujem da razgovor u razredu utiče na<br />formiranje rodnih, jezičkih i kulturnih identiteta<br />učenika i učenica po rodu kao komponenti<br />njihovog identiteta. Zato u dvojezičnim<br />&scaron;kolama treba organizovani posebne oblike<br />nastavnih sadržaja, strukture časa, razgovornog<br />i pisanog materijala kojim bi se ove kategorije<br />vrednosti i pona&scaron;anja i jezički uobličavali za<br />potrebe rodnog identiteta. Preporuka je da oni<br />koji kreiraju obrazovne politike i kurikulume za<br />obrazovanje nastavničkog kadra kao i autori_ke<br />nacionalnih kurikuluma za &scaron;kole i udžbenika<br />podignu svest o važnosti neposredne interakcije<br />u razredu.</p> / <p>The aim of the research is to show the<br />existence of implicit gender discrimination in the<br />hidden curriculum in primary education that is<br />reflected in the interaction between the teachers<br />and the pupils in the classes taught in Serbian<br />(with clear grammar gender markers) and<br />Hungarian (which does not recognize the gender<br />categories).<br />The theoretical framework is based on the<br />theory of multiple identities in gender studies<br />(Batler 2010 [1990], 2001 [1993]) and &ldquo;doing<br />gender&rdquo; (West, Zimmerman 1987), where<br />discourse analysis is considered to be the most<br />suitable tool for investigation of this topic.<br />The paper starts from the hypothesis that the<br />implicit gender-based discrimination is part of<br />the hidden classroom discourse and the explicit<br />language used by teachers in the classroom<br />setting.<br />The corpus consists of: 1.a classroom talk<br />(the fine transcript of two video and audio<br />recordings of mother tongue lessons in Serbian<br />and Hungarian classes made in the eighth grade<br />in two primary schools in Subotica), 2. texts<br />taken from the curricula and the eighth grade<br />textbooks used in classes in Serbian (taught<br />either as a mother tongue or a second language)<br />and Hungarian (taught as mother tongue); 3.<br />nonverbal and verbal behaviour of pupils during<br />the school events (two video recordings made<br />during &ldquo;The School Day&rdquo; in a bilingual primary<br />school where teaching is conducted in both<br />Serbian and Hungarian).<br />The results of the empirical investigation are<br />as follows: 1. classes in both classrooms were<br />structured and led by teachers &ndash; classroom<br />interaction time was mostly taken by teachers.<br />Also, certain differences have been identified<br />concerning the teacher-pupil discourse strategies<br />in terms of addressing pupils, interruptions and<br />overlaps; 2. the gender sensitive analysis of curricula and textbooks has shown that gender<br />equality principle is not their integral part.<br />Instead, textbooks reflect gender bias and<br />discrimination by gender/sex; 3. the analysis of<br />the types and content of school events has shown<br />that although these events were aimed at<br />developing multiculturalism, the dialogue<br />between cultures was missing.<br />Therefore, the hypothesis has been<br />confirmed.<br />It has been concluded that classroom<br />interaction influences the formation of gender,<br />linguistic and cultural identities of both female<br />and male pupils. Hence, bilingual schools should<br />pay attention to class structure, devising specific<br />teaching contents, and creating spoken and<br />written materials which would help to develop<br />the aforementioned values and types of<br />behaviour. The general recommendation is that<br />educational policy makers as well as national<br />curriculum and textbook authors should make<br />effort to raise awareness about the importance of<br />immediate classroom interaction.</p>