The geographic landscape of this study is the Lao Peoples' Democratic Republic, also known by its French name Laos. Located in Southeast Asia, the Lao PDR is one of the six remaining socialist countries in the world. During my fieldwork in the Lao PDR, I facilitated a process of action research with a group of Lao INGO workers. I used qualitative research methods to capture the perceptions of the Lao development workers who collaborated with this study. This dissertation is primarily based on the data documented through interviews, participant observation, focus group discussion and reflective story writing. The core educational problem is to examine the historical reasons for the modest educational infrastructure in the Lao PDR and its impact on the growth of the development sector. The other related issues I explored include the limitations of mainstream development and educational models as well as the opportunities emerging as a result of the country's integration with the globalization process. Within the backdrop of the problem mentioned, the main purpose of this study is to explore an alternative strategy that has potential to facilitate the growth of local human resource capacity. The rationale for this exploratory endeavor is to generate functional knowledge that will potentially assist the policy makers and practitioners to develop an appropriate approach for the local human resource capacity building process. The research method I adapted in the field was a combination of action research and phenomenological inquiry. The key question that I pursued was “What is the process of collaborative capacity building that includes an alternative educational approach and model which have the potential to help Lao INGO staff to increase their capacity as development workers and, in the longer term, develop skills for self-management?”. I employed four techniques of data collection, which included interviewing 26 individuals, documenting action research process through the participant observation method, assisting Lao INGO staff to write reflective stories and conducting three focus group discussions. During the data analysis stage, I tried to incorporate the voices of the participants of the action research project to allow them constructing their way of knowing.

Thesis (M.Ed.)--University of Hong Kong, 1981. / Includes bibliographical references (leaf 137-143). Also available in print.

Thesis (M. A.(Afrikaans))-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (M. Ed.)--University of Hong Kong, 1981. / Includes bibliographical references (leaf 137-143).

Thesis (Ed. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 7, 2006. Dissertation Committee: Larry McNeal (chair), Kenneth Strand, Rodney Riegle, Joe Parks, Walter H. Warfield. Includes bibliographical references (leaves 98-103) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 8, 2006. Dissertation Committee: Dianne E. Ashby (chair), Paul J. Baker, Ronald S. Halinski, Donald S. Kachur, Max E. Pierson. Includes bibliographical references (leaves 127-133) and abstract. Also available in print.

Thesis (M.S.)--Eastern Connecticut State University, 2004. / Website for materials: http://www.geocities.com/bobbyn18/Thesis.html?1074876403923 (viewed 12-29-2005). Bibliography: leaves 93-97. Thesis also available via the World Wide Web.

Linha de pesquisa: Educa??o, sociedade e cultura. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-06-14T20:35:35Z No. of bitstreams: 2 alessandra_geralda_soares_dias.pdf: 2469242 bytes, checksum: 425e40e1c0a51c508f9030a6f9d6139f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-06-22T13:13:17Z (GMT) No. of bitstreams: 2 alessandra_geralda_soares_dias.pdf: 2469242 bytes, checksum: 425e40e1c0a51c508f9030a6f9d6139f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-06-22T13:13:18Z (GMT). No. of bitstreams: 2 alessandra_geralda_soares_dias.pdf: 2469242 bytes, checksum: 425e40e1c0a51c508f9030a6f9d6139f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017 / Esta disserta??o tem como objetivo a investiga??o das pr?ticas de escrita por meio da an?lise dos di?rios produzidos, entre 1950 e 1962, por alunas normalistas da Escola Normal Regional Dom Joaquim Silv?rio de Souza, em Conselheiro Mata, zona rural de Diamantina (MG). A constru??o desta proposta est? baseada na an?lise documental dos di?rios manuscritos, documentos pertencentes ao acervo da escola, os quais s?o considerados como fonte e objeto desta pesquisa. Entende-se que a produ??o cotidiana dos di?rios manuscritos por alunas normalistas pode constituir uma rica fonte para os estudos acerca da hist?ria das Escolas Normais Rurais em Minas Gerais e, especificamente, da institui??o aqui investigada. Nesta pesquisa, s?o utilizados autores que j? tratam sobre as estrat?gias de ensino na referida escola, mas que n?o aprofundam na an?lise dos di?rios, e aqueles que abordam alguns conceitos necess?rios para esta disserta??o, tais como: a hist?ria cultural dentro de suas abordagens de representa??o para entender a cultura escolar, a cultura escrita e cultura pol?tica. Ser?o ainda analisados os princ?pios did?ticos propostos pela psic?loga e educadora russa Helena Antipoff, uma das idealizadoras das escolas normais rurais em Minas Gerais. A quest?o central deste trabalho ? o estudo da percep??o das normalistas sobre o cotidiano de uma escola normal rural por meio da escrita dos di?rios. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Ci?ncias Humanas, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / This Master's dissertation has the intention to research practices of writing through the diaries written by students between 1950 to 1962, of Regional Basic Teaching School Dom Joaquim Silv?rio de Souza in Conselheiro Mata, rural district of Diamantina, MG. The reason for this proposal was based on the documentary analysis of the manuscript diaries made between 1950 and 1962, documents belonging to acquis of the school, which is source and subject of this research. The daily development of manuscript source made by female students of the Teaching school researched, is understood by rich source of knowledge about the history of Basic Teaching School in rural area in Minas Gerais and, also the one analysed in this survey. On this research, authors that have already attended about education strategies in the mentioned school were used these authors did not deepen in there analysis of the diaries, however, some of them approach in some concepts used in this dissertation, like: The history approach to understand the culture of schools, the written culture and the political culture inside the institution. It was analysed the education resources proposed by a Russian psychologist and teacher Helena Antipoff, who was one of the Basic Teaching School in rural area in Minas Gerais?s idealizer. The issue that provide this research is the perception by the experienced of the students in the rural Basic Teaching School by the written diaries.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2015-11-20T10:19:20Z No. of bitstreams: 2 Dissertação - Maria Virginia Lopes Viana Esteves - 2015.pdf: 1155125 bytes, checksum: 8fbccc6bb69c62fcdfb7ed9faf0d5506 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-11-20T12:43:37Z (GMT) No. of bitstreams: 2 Dissertação - Maria Virginia Lopes Viana Esteves - 2015.pdf: 1155125 bytes, checksum: 8fbccc6bb69c62fcdfb7ed9faf0d5506 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-11-20T12:43:37Z (GMT). No. of bitstreams: 2 Dissertação - Maria Virginia Lopes Viana Esteves - 2015.pdf: 1155125 bytes, checksum: 8fbccc6bb69c62fcdfb7ed9faf0d5506 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-05-29 / This dissertation aims to reflect on the teaching understanding of the pedagogical work with oral genres, as well as observe and analyze the literacy practices that effectively take place in the classroom. Considers that a language concept based on social interaction can not neglect the development of oral literacy practices, constituted in different genres, guaranteed the relevance of research: what is the understanding that teachers have of these genres and need to develop these in room class? This content is provided in the reference curricula and go to the planning and didactic sequences? As the oral activities are linked with the linguistic analysis? What theoretical and methodological principles governing these practices? What relationship do teachers interviewed established between the development of oral genres and improving the oral proficiency of students? What genre would be most appropriate for each level of education? The theoretical framework was based on the theory of genres of Bakhtin (2003), reflections on literacy developed by Street (1995), Kleiman (1995), Rojo (2001) as well as the analysis of the links between oral and written by Marcuschi (2011), studies on teaching sequences Schneuwly and Dolz (2011) and other authors.This work is an ethnographic case study and was developed in six public schools of the state of Goiás. As a result of the study, we observed a binding concept of oral genre with the idea of oral participation. We also note that after nearly three decades of implementation of oral genres in official documents such as the National Curriculum Parameters, the teaching of these is not a pedagogical practice regularly targeted and sustained by the curricula. From the results obtained, it was possible to describe and reflect on the difficulties, confrontations and also on the successful practices of teachers. / Este trabalho tem como objetivo refletir sobre a compreensão docente acerca do trabalho pedagógico com gêneros orais, como também observar e analisar as práticas de letramento que efetivamente se realizam em sala de aula. Considerar que uma concepção de língua centrada na interação social não pode negligenciar o desenvolvimento de práticas de letramento oral, constituídas em diferentes gêneros, garantiu a relevância de se pesquisar: qual o entendimento que professores têm destes gêneros e da necessidade do desenvolvimento destes em sala de aula? Estes conteúdos estão previstos nos currículos de referência e vão para os planejamentos e sequências didáticas? Como as atividades orais se articulam com a análise linguística? Que princípios teórico-metodológicos orientam essas práticas? Que relação os professores entrevistados estabelecem entre o desenvolvimento de gêneros orais e a melhoria da proficiência oral dos alunos? Quais gêneros seriam mais indicados para cada nível de ensino?A fundamentação teórica teve como base a teoria dos gêneros discursivos de Bakhtin (2003), as reflexões sobre letramento desenvolvidas por Street (1995), Kleiman (1995), Rojo (2001) assim como a análise das relações estabelecidas entre oralidade e escrita por Marcuschi (2011), os estudos sobre sequências didáticas de Schneuwly e Dolz (2011) entre outros autores. Este trabalho é um estudo de caso de cunho etnográfico e foi desenvolvido em seis escolas públicas da rede estadual de Goiás. Como resultado, observamos uma vinculação do conceito de gênero oral com a ideia de participação oral. Constatamos também que depois de quase duas décadas de implantação dos gêneros orais em documentos oficiais como os Parâmetros Curriculares Nacionais, o ensino destes ainda não é uma prática pedagógica regularmente orientada e sustentada pelas grades curriculares. A partir dos resultados obtidos, foi possível descrever e refletir sobre as dificuldades, enfrentamentos e também sobre as práticas bem sucedidas dos docentes.

The theoretical part deals with the development of children's drawing as a basic understanding of the developmental stages of the child to better determine the workflow in creating a curriculum or project connecting art education and other subjects. It also deals with the embedding of art education in the framework educational program and cross-sectional topics. Various art exercises are proposed for presented topics. The didactic part is devoted to organizational forms of teaching and the definition of the concept of interdisciplinary teaching. In the practical part, two authorial and one adopted project are then analyzed - art education is used in those projects as a connecting element of teaching. In the Kafkomix project, art education is connected with the Czech language, specifically with work The Transformation by Franz Kafka. In the project The Road to Freedom, students are introduced to the history of communism in our country and to the events related to the Velvet Revolution through visual documentation. Part of this project is also an analysis of a questionnaire survey, which was done to determine the level of memorized material by students. ZE MĚ MY project, presents how the project can works across schools. KEY WORDS Interdisciplinary teaching, project teaching, interconnection of...