Made available in DSpace on 2014-12-17T14:36:47Z (GMT). No. of bitstreams: 1 DanielaCT_DISSERT.pdf: 820450 bytes, checksum: 54c20ec40c5da26d39bd463ef3602f93 (MD5) Previous issue date: 2012-07-06 / Analyze the work of the school manager who now faces the changes experienced in school management for the last two decades. We propose that there have been changes in school management that have generated a larger number of activities to be developed by managers, causing both the intensification of work and a greater involvement of professionals in the financial-administrative dimension of their work in opposition to the political and pedagogical dimension. This study has a historic-critic approach. That is why we performed semi-structured interviews with school managers of the city schools in Natal RN, BR as a methodological procedure. We also analyzed the literature as well as the documentation relevant to this subject. From the study it was possible to conclude that changes in the field of school management and also teaching have led to an intensification of work of school managers and that such changes have not been followed by corresponding improvement in working conditions and teaching career of these professionals. They, as a rule, are considered by controlling agencies and by the school community as the primarily responsible for the school condition and for creating actions or projects that may improve the institutional objectives and results, including even the maintenance of the institution. Moreover, the growing number of administrative activities represents for obvious reasons extra work for these managers, who, when trying to cope with the growing bureaucratic situations, end up misplacing other political and educational aspects of school work, which may undermine the final purpose of school itself. We stress that we must broaden the discussions on the functions of the school manager, so that this worker can actualize a pedagogical project more committed to an emancipatory nature, despite all the challenge in keeping the school running in often-precarious conditions / Analisa o trabalho do gestor escolar frente ?s mudan?as vivenciadas na gest?o escolar ao curso das duas ?ltimas d?cadas. Parte do pressuposto de que t?m ocorrido mudan?as na gest?o escolar que geram uma demanda maior de atividades a serem desenvolvidas pelos gestores, ocasionando tanto a intensifica??o do trabalho quanto um envolvimento maior desses profissionais na dimens?o financeiro-administrativa de seu trabalho em detrimento da dimens?o pol?tico-pedag?gica. O estudo foi realizado em uma abordagem hist?rico-cr?tica. A metodologia utilizada foi a realiza??o de entrevistas semiestruturadas com gestores escolares da rede municipal de ensino do munic?pio de Natal/RN, bem como a an?lise da literatura pertinente ? tem?tica e an?lise documental. Conclui que as mudan?as ocorridas no campo da gest?o escolar e do trabalho docente t?m induzido a intensifica??o do trabalho dos gestores escolares e que tais mudan?as n?o t?m sido acompanhadas de correspondente melhoria nas condi??es de trabalho e na carreira docente destes profissionais. Estes, via de regra, s?o considerados pelos ?rg?os gestores e comunidade escolar os principais respons?veis pela escola e pela implementa??o de medidas ou projetos que busquem a melhoria dos objetivos e resultados institucionais, incluindo-se a pr?pria manuten??o da institui??o. Outrossim, a crescente demanda de atividades consideradas administrativas acaba por implicar sobrecarga de trabalho para estes profissionais gestores, os quais, ao buscarem o cumprimento das crescentes demandas burocr?ticas, acabam por secundarizar outros aspectos pol?ticos e pedag?gicos do trabalho escolar, o que pode comprometer a realiza??o da atividade fim da escola. Destaca que ? preciso ampliar o debate em rela??o ao trabalho do gestor escolar, afim de que este profissional possa efetivar uma atua??o mais comprometida com um projeto pol?tico pedag?gico de cunho emancipat?rio, a despeito do desafio de manter a escola funcionando em condi??es muitas vezes prec?rias

The use of information and communication technologies, including computer graphics, in teaching chemistry is one of the frequent issues of contemporary chemistry didactics. Current publications are mainly focused on displaying structure of chemical compounds and symbolic form of chemical reactions. This thesis offers a more complex view on the computer graphics and other means of information and communication technologies - their possibilities and limits of use in teaching. The goal of the thesis is to provide an overview of selected computer-graphics technologies and to discuss their role during current curricular reform, based on current problems identified by students attending chemistry-teacher training courses and chemistry teachers. Usability of selected elements in pre-teaching and teaching phases was checked. Innovations of contemporary teaching methods were proposed using computer graphics. The thesis is focused on the area of visualization of educational content with use of computer graphics, computer-assisted innovation of methods and educational content, computer games and the role of computer graphics in didactic transformation. Two textbooks for lower-secondary and upper-secondary schools were created. These textbooks contain newly developed parts using computer graphics. According to...

The dissertation explores teacher professional development as a strategy for improving school performance. The theoretical part defines school quality, teacher quality, and instruction quality. It further talks about teacher professional development, specifically strategies that involve teacher's reflective practices and teacher collaboration. The practical part of the dissertation examines the characteristics and impact of a five year support model of school based teacher professional development. The process was closely observed through case studies of four subjects in a particular school. The findings reveal that the implemented model contributed to the changes in the principal's leadership style, school culture and climate the most. KEYWORDS Teacher professional development, school quality, teacher quality, instruction quality, teacher collaboration, teacher coach, team teaching.

The thesis is divided in two parts. The first theoretical part defines the term cooperation and deals with the question of cooperation and individualism in school environment. It also reflects the documents where cooperation is explicitly mentioned. It shows the influence of school culture and climate on the development of cooperation, and it studies the climate of teacher-staff, and the role of the leadership in teachers' cooperation. The thesis further tries to map the reasons for refusing cooperation and define the environment that would encourage and support cooperation among teachers. At the same time, it identifies obstacles that prevent cooperation. It is aimed at mapping the areas and forms of cooperation used in school systems and various levels in which the teachers are wiling to cooperate. The practical part contains an exploratory study aimed at discovering the actual situation in teachers' cooperation in Primary/Lower Secondary Schools in the capital city Prague and a good practice examples that present options of cooperation among teachers in a Primary and Lower Secondary School in Prague 2.

O presente trabalho tem como propósito pesquisar e analisar a organização e instalação da primeira instituição pública, de caráter oficial, para formação de professores primários, em 1930, na cidade de Caxias do Sul. Escola Complementar de Caxias, posteriormente denominada Escola Normal Duque de Caxias. O estudo assentou-se na possibilidade de produzir um olhar sobre a instituição, através do inventário das práticas produzidas e produtoras dos sujeitos que vivenciaram a mesma e contribuíram para a construção das culturas escolares. Os sujeitos envolvidos no processo escolar são historicamente (re)lembrados, visto que eles se constituíram nas práticas e nos discursos. Como referencial teórico, recorre-se aos postulados da História Cultural e à tríade conceitual proposta por Roger Chartier, apropriação, representação e prática. A análise documental se deu pela interpretação dos documentos produzidos pela instituição, pelos relatórios da Intendência e pelo acervo do Arquivo Histórico Municipal João Spadari Adami. O texto está organizado em três capítulos, iniciando com as considerações acerca da cidade de Caxias, abordando aspectos históricos, desde a chegada dos primeiros imigrantes até a criação e instalação da Escola em 1930, contemplando ainda a história da educação escolarizada na cidade. Na sequência, analiso os sujeitos envolvidos no processo escolar, enfatizando o papel dos diretores (as), professores (as), e alunos (as). E, por fim, focalizam-se elementos das culturas escolares, sobretudo as práticas permeadas pelos saberes e discursos implicados no processo escolar. As práticas escolares, inicialmente, denotam características dos discursos escolanovista e médico, a partir de 1939, indicam forte influência do discurso de cunho nacionalista. A expansão e afirmação da escola pública na região se deu com maior vigor a partir da crescente qualificação do processo de formação de professores, sobretudo com a instalação da Escola Complementar de Caxias como um marco significativo da profissionalização docente na cidade e na região evidenciando assim, a feminização do magistério. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-06-03T16:37:18Z No. of bitstreams: 1 Dissertacao Roseli Maria Bergozza.pdf: 1987759 bytes, checksum: ec3fee041bce55a01ac53fa48a982d21 (MD5) / Made available in DSpace on 2014-06-03T16:37:18Z (GMT). No. of bitstreams: 1 Dissertacao Roseli Maria Bergozza.pdf: 1987759 bytes, checksum: ec3fee041bce55a01ac53fa48a982d21 (MD5) / The present work aims at researching and analyzing the organization and installation of the first public official institution devoted to primary teachers´ formation in 1930 in Caxias do Sul, by that time named Escola Complementar de Caxias, and later renamed Escola Normal Duque de Caxias. The study relied on the possibility of having a look at the institution, through the inventory of the practices from both teachers and students who have experienced the school and have cooperated to the construction of the school culture. The individuals involved in the whole process are historically considered, since they are constituted by practices and discourses. The theoretical support is based on the postulates of the Cultural History and on the conceptual triad proposed by Roger Chartier: appropriation, representation and practice. The documental analysis has been done through the interpretation of the documents produced by the institution, the reports from the stewardship and also the files from Arquivo Histórico Municipal João Spadari Adami. The text is organized into three chapters: it starts with some points on the city of Caxias do Sul, taking historical aspects into consideration, since the arrival of the first immigrants until the creation and installation of the school in 1930 and contemplating the history of education in the city. After that, I examine the people involved in the schooling process, giving emphasis to the role of principals, teachers and students. Finally, it has been focused on the elements of school culture, mainly the practices related to knowledge and discourses implied in the schooling process. Initially, the school practices have demonstrated traits of the new school and medical discourses, and then, from 1939 on, they have indicated the strong influence of the nationalist discourse. The expansion and affirmation of the public school in the region has happened vigorously due to the empowerment and qualification on the teacher´s formation and, above all, the installation of Escola Complementar de Caxias as a turning point to teacher´s professionalization both in the city and the region, showing, this way, the feminization of the teaching

O presente trabalho tem como propósito pesquisar e analisar a organização e instalação da primeira instituição pública, de caráter oficial, para formação de professores primários, em 1930, na cidade de Caxias do Sul. Escola Complementar de Caxias, posteriormente denominada Escola Normal Duque de Caxias. O estudo assentou-se na possibilidade de produzir um olhar sobre a instituição, através do inventário das práticas produzidas e produtoras dos sujeitos que vivenciaram a mesma e contribuíram para a construção das culturas escolares. Os sujeitos envolvidos no processo escolar são historicamente (re)lembrados, visto que eles se constituíram nas práticas e nos discursos. Como referencial teórico, recorre-se aos postulados da História Cultural e à tríade conceitual proposta por Roger Chartier, apropriação, representação e prática. A análise documental se deu pela interpretação dos documentos produzidos pela instituição, pelos relatórios da Intendência e pelo acervo do Arquivo Histórico Municipal João Spadari Adami. O texto está organizado em três capítulos, iniciando com as considerações acerca da cidade de Caxias, abordando aspectos históricos, desde a chegada dos primeiros imigrantes até a criação e instalação da Escola em 1930, contemplando ainda a história da educação escolarizada na cidade. Na sequência, analiso os sujeitos envolvidos no processo escolar, enfatizando o papel dos diretores (as), professores (as), e alunos (as). E, por fim, focalizam-se elementos das culturas escolares, sobretudo as práticas permeadas pelos saberes e discursos implicados no processo escolar. As práticas escolares, inicialmente, denotam características dos discursos escolanovista e médico, a partir de 1939, indicam forte influência do discurso de cunho nacionalista. A expansão e afirmação da escola pública na região se deu com maior vigor a partir da crescente qualificação do processo de formação de professores, sobretudo com a instalação da Escola Complementar de Caxias como um marco significativo da profissionalização docente na cidade e na região evidenciando assim, a feminização do magistério. / The present work aims at researching and analyzing the organization and installation of the first public official institution devoted to primary teachers´ formation in 1930 in Caxias do Sul, by that time named Escola Complementar de Caxias, and later renamed Escola Normal Duque de Caxias. The study relied on the possibility of having a look at the institution, through the inventory of the practices from both teachers and students who have experienced the school and have cooperated to the construction of the school culture. The individuals involved in the whole process are historically considered, since they are constituted by practices and discourses. The theoretical support is based on the postulates of the Cultural History and on the conceptual triad proposed by Roger Chartier: appropriation, representation and practice. The documental analysis has been done through the interpretation of the documents produced by the institution, the reports from the stewardship and also the files from Arquivo Histórico Municipal João Spadari Adami. The text is organized into three chapters: it starts with some points on the city of Caxias do Sul, taking historical aspects into consideration, since the arrival of the first immigrants until the creation and installation of the school in 1930 and contemplating the history of education in the city. After that, I examine the people involved in the schooling process, giving emphasis to the role of principals, teachers and students. Finally, it has been focused on the elements of school culture, mainly the practices related to knowledge and discourses implied in the schooling process. Initially, the school practices have demonstrated traits of the new school and medical discourses, and then, from 1939 on, they have indicated the strong influence of the nationalist discourse. The expansion and affirmation of the public school in the region has happened vigorously due to the empowerment and qualification on the teacher´s formation and, above all, the installation of Escola Complementar de Caxias as a turning point to teacher´s professionalization both in the city and the region, showing, this way, the feminization of the teaching