Baigiamajame bakalauro darbe išanalizuoti 1077 edukologijos terminai, išrinkti iš L. Jovaišos Enciklopedinio edukologijos žodyno (2007). Jų sandara, kilmė, daryba ir kirčiavimas iki šiol plačiau nenagrinėti. Edukologijos terminai sandaros atžvilgiu suskirstyti į vienažodžius ir sudėtinius (dvižodžius, trižodžius ir keturžodžius) terminus, nustatytos jų kirčiuotės. Dauguma edukologijos terminų yra vienažodžiai terminai – 655 (60,8 proc.), sudėtinių terminų rasta 422 (39,2 proc.). Daugiau nei pusė vienažodžių edukologijos terminų yra lietuviški žodžiai – 378 (57,7 proc.). Net 592 vienažodžiai terminai (90,4 proc.) yra pirmosios ir antrosios kirčiuočių – atitinkamai 363 ir 229. Trečiosios kirčiuotės rasti 35, o ketvirtosios – 26 terminai. Lietuviški vienažodžiai pirmosios kirčiuotės edukologijos terminai dažniausiai turi priesagą -imas (60), reiškiančią veiksmų pavadinimus. Tarp antrosios kirčiuotės lietuviškų edukologijos terminų daugiausia turinčių priesagas -umas (56), kuri reiškia ypatybių pavadinimus, ir -imas (47), reiškiančią įvairius veiksmus. Iš tarptautinių pirmosios kirčiuotės vienažodžių edukologijos terminų daugiausia yra su baigmeniu -ija (74), antrosios kirčiuotės – su baigmeniu -izmas (22). Iš sudėtinių edukologijos terminų daugiausia yra dvižodžių terminų – 355 (84,1 proc.). Tarp jų vyrauja terminai su prepoziciškai prijungtais dėmenimis. / The bachelor thesis analyzes 1077 terms of education which were selected from Encyclopaedic Dictionary of Education (Enciklopedinis edukologijos žodynas) by L. Jovaiša (2007). Their structure, origin, formation and accentuation have not been analyzed in detail yet. In regard to the structure, terms of education are divided into one-word and compound (consisting of two, three and four words) terms. Their accentuation classes have been determined. Most terms of education are one-word terms – 655 (60,8%), 422 (39,2%) compound terms have been found. More than a half of one-word terms of education are Lithuanian words – 378 (57,7%). 592 (90,4%) one-word terms, respectively 363 and 229 ones, are of the first and second accentuation classes. There have been found 35 terms of the third accentuation class and 26 ones – of the fourth accentuation class. Lithuanian one-word terms of education belonging to the first accentuation class often have the suffix -imas (60) which expresses the names of actions. Lithuanian terms of education belonging to the second accentuation class generally have the suffixes -umas (56) (expresses the names of characteristics) and -imas (47) (expresses various actions). International one-word terms of education belonging to the first accentuation class have the ending -ija (74), while the terms of the second accentuation class have the ending -izmas (22). A vast majority of compound terms of education are two-word terms – 355 (84,1%). Terms with... [to full text]

Este estudo trata-se de uma pesquisa-empírica, buscando verificar o olhar dos professores da rede municipal de ensino de São Paulo a respeito do movimento de inclusão escolar. Entendendo que o olhar refere-se a concepções e idéias que norteiam o processo, foram definidos os termos mais utilizados pela área educacional concernentes à inclusão e, a partir daí, verificou-se qual a compreensão dos professores acerca desses termos. Para a análise de tais termos, foram utilizadas as definições formuladas por Mazzotta. Outro aspecto observado na presente pesquisa foi o posicionamento dos professores em relação aos auxílios e encaminhamentos prestados aos alunos com necessidades educacionais especiais, tomando como base o tipo de formação e experiência desses professores. Tal observação partiu da premissa de que o conhecimento e domínio conceitual podem auxilia-los no entendimento e na avaliação das necessidades dos alunos. O trabalho demonstra a necessidade de ampliação da formação dos professores, para uma melhor compreensão dos termos, conceitos e propostas pedagógicas. Entretanto, nota-se que apenas a formação teórica não é suficiente para impulsionar mudanças na postura profissional. A formação deve possibilitar e impulsionar uma maior interação teoria/prática pedagógica, a partir da qual os professores poderão buscar novas soluções para problemas enfrentados no cotidiano da sala de aula. Além da formação ampliada, é necessário que os profissionais da educação tenham apoio, em termos de recursos materiais e humanos, para desenvolverem um trabalho satisfatório nas escolas, de modo a promover uma educação realmente inclusiva. De acordo com o estudo, os professores estão desestimulados e descrentes da proposta inclusiva, porque na maioria das vezes não têm apoio material e nem pedagógico para desenvolver tal proposta. Por outro lado, verificou-se que há disposição entre os professores para incluir os alunos com NEE nas classes comuns, acatando a diversidade. Optou-se, ainda, por realizar uma breve análise da legislação a respeito da educação especial e conhecer em que medida ela contempla os princípios da escola inclusiva. A expressão educação especial foi utilizada por ainda ser esse o termo empregado para indicar o campo privilegiado para as discussões em torno da integração e inclusão escolar. Como instrumento de coleta de dados, foi formulado um questionário a fim de obter as opiniões dos professores acerca da proposta inclusiva. O questionário também subsidiou o entendimento das atitudes dos professores em relação ao aluno com necessidades educacionais especiais, incluídos na sala regular. / The present work deals with empiric research in search of the view of teachers that work for the municipal school-system in São Paulo, concerning the movement of educational inclusion. Perceiving such view refers to conceptions and ideas that guide the process. The most widely used terms employed by the educational area regarding inclusion were defined, and starting from that definition, the teachers understanding concerning such terms were verified. Another aspect observed in this work was the teachers standpoint in relation to the assistance and consideration given to students with special educational needs, using the teachers formation and experience as basis. Such observation started with the premise that conceptual knowledge and command can help towards understanding and assessing the students needs. The present work demonstrates the need to widen the teachers formation so as to include better comprehension of pedagogical terms, concepts and proposals. However, it can be perceived that theoretical formation is not enough to bring forth changes in the professional stance. Such formation should enable and stimulate a greater pedagogical theoretical/practical interaction from which the teachers can pursue new solutions to problems encountered in the daily functions of the classroom. Besides expanding formation, it is necessary for professional educators to receive support concerning material and personal resources to develop satisfactory work at the schools, thus promoting real inclusive education. In accordance with the present study, the teachers are unstimulated and unbelieving concerning the inclusive proposal because for the most part they do not have material support or pedagogical support in order to develop such a proposal. On the other hand, it was seen that teachers are predisposed to include special needs students into general classes, hence complying with diversity. Furthermore, a brief analysis of the legislation concerning special education was done in order to understand what dimension it considers regarding the principles of inclusive education. The expression special education was employed because it still is the commonly used term that indicates the preferential field for discussions on educational integration and inclusion. A Questionnaire form was used to collect data in order to gather opinions of the teachers regarding the inclusion proposal. The questionnaire also aided to understand the teachers attitudes in relation to students with special educational needs that are included in regular classrooms.

Este estudo trata-se de uma pesquisa-empírica, buscando verificar o olhar dos professores da rede municipal de ensino de São Paulo a respeito do movimento de inclusão escolar. Entendendo que o olhar refere-se a concepções e idéias que norteiam o processo, foram definidos os termos mais utilizados pela área educacional concernentes à inclusão e, a partir daí, verificou-se qual a compreensão dos professores acerca desses termos. Para a análise de tais termos, foram utilizadas as definições formuladas por Mazzotta. Outro aspecto observado na presente pesquisa foi o posicionamento dos professores em relação aos auxílios e encaminhamentos prestados aos alunos com necessidades educacionais especiais, tomando como base o tipo de formação e experiência desses professores. Tal observação partiu da premissa de que o conhecimento e domínio conceitual podem auxilia-los no entendimento e na avaliação das necessidades dos alunos. O trabalho demonstra a necessidade de ampliação da formação dos professores, para uma melhor compreensão dos termos, conceitos e propostas pedagógicas. Entretanto, nota-se que apenas a formação teórica não é suficiente para impulsionar mudanças na postura profissional. A formação deve possibilitar e impulsionar uma maior interação teoria/prática pedagógica, a partir da qual os professores poderão buscar novas soluções para problemas enfrentados no cotidiano da sala de aula. Além da formação ampliada, é necessário que os profissionais da educação tenham apoio, em termos de recursos materiais e humanos, para desenvolverem um trabalho satisfatório nas escolas, de modo a promover uma educação realmente inclusiva. De acordo com o estudo, os professores estão desestimulados e descrentes da proposta inclusiva, porque na maioria das vezes não têm apoio material e nem pedagógico para desenvolver tal proposta. Por outro lado, verificou-se que há disposição entre os professores para incluir os alunos com NEE nas classes comuns, acatando a diversidade. Optou-se, ainda, por realizar uma breve análise da legislação a respeito da educação especial e conhecer em que medida ela contempla os princípios da escola inclusiva. A expressão educação especial foi utilizada por ainda ser esse o termo empregado para indicar o campo privilegiado para as discussões em torno da integração e inclusão escolar. Como instrumento de coleta de dados, foi formulado um questionário a fim de obter as opiniões dos professores acerca da proposta inclusiva. O questionário também subsidiou o entendimento das atitudes dos professores em relação ao aluno com necessidades educacionais especiais, incluídos na sala regular. / The present work deals with empiric research in search of the view of teachers that work for the municipal school-system in São Paulo, concerning the movement of educational inclusion. Perceiving such view refers to conceptions and ideas that guide the process. The most widely used terms employed by the educational area regarding inclusion were defined, and starting from that definition, the teachers understanding concerning such terms were verified. Another aspect observed in this work was the teachers standpoint in relation to the assistance and consideration given to students with special educational needs, using the teachers formation and experience as basis. Such observation started with the premise that conceptual knowledge and command can help towards understanding and assessing the students needs. The present work demonstrates the need to widen the teachers formation so as to include better comprehension of pedagogical terms, concepts and proposals. However, it can be perceived that theoretical formation is not enough to bring forth changes in the professional stance. Such formation should enable and stimulate a greater pedagogical theoretical/practical interaction from which the teachers can pursue new solutions to problems encountered in the daily functions of the classroom. Besides expanding formation, it is necessary for professional educators to receive support concerning material and personal resources to develop satisfactory work at the schools, thus promoting real inclusive education. In accordance with the present study, the teachers are unstimulated and unbelieving concerning the inclusive proposal because for the most part they do not have material support or pedagogical support in order to develop such a proposal. On the other hand, it was seen that teachers are predisposed to include special needs students into general classes, hence complying with diversity. Furthermore, a brief analysis of the legislation concerning special education was done in order to understand what dimension it considers regarding the principles of inclusive education. The expression special education was employed because it still is the commonly used term that indicates the preferential field for discussions on educational integration and inclusion. A Questionnaire form was used to collect data in order to gather opinions of the teachers regarding the inclusion proposal. The questionnaire also aided to understand the teachers attitudes in relation to students with special educational needs that are included in regular classrooms.

This work deal with a consumer protection in insurance in conditions of the Czech Republic. It specifies an insurance service and reasons leading to necessity of clients of insurance companies protection. The central theme of the work is delimitation of instruments serving to consumer protection in insurance. It treats of legislative acts, Czech National Bank as a supervisory authority in insurance, consumer associations, codes of ethics, financial education of consumers and institute of insurance arbiter or ombudsman, which is not still established in the Czech Republic. A proposal of European Commision to Insurance Guarantee Schemes is mentioned too. The work deal with an insurance terms as well, its transparency for clients of insurance companies and necessity to read it before signing a contract of insurance. In conclusion of the work the most important deficiencies of the particular instruments and the recommendations for improvement of situation are presented.

Abstract This dissertation is aimed at exploring the utilization of select works by children's book author Markéta Zinnerová in literary education. The selected texts all feature a child protagonist in a difficult life situation with regards to their immediate or wider family circle. The vantage point was primarily the ouvre of M. Zinnerová, particularly the titles Indiáni z Větrova ('The Indians from Větrov'), Tajemství proutěného košíku ('The Secret of the Woven Basket'), and Kde padají hvězdy ('Where Stars Fall'). The dissertation is divided into a theoretical and a practical part. The theoretical part contains first a description of the general characteristics of narrative prose from the life of children with an emphasis on the issues of personal and social education. Furthermore, it focuses in detail on the utilisation of prose in literary education in primary schools, the methodology and different types of literary analysis and the insertion of all these activities into the relevant curriculum. The practical part deals with concrete classical and activising methods of application with regards to select texts from M. Zinnerová's works. The aim of the dissertation was to create work sheets based on excerpts from the prose of this author and to test them in practice in the environment of an after-school care centre where primary school children were to engage with them. This part of the dissertation describes said work sheets as well as the procedural methodology and the reasoning behind their creation. The work sheets were used when working with 3rd -grade school children in an after-school care centre. The ways in which they cooperated with us and were captivated by the texts, as well as the precise way in which the activities involved in working with the proposed sheets proceeded are described in the following chapter of the practical part. The concluding reflection upon the utilisation of the work sheets proposes certain possible corrections, expansions or other possible uses of these work sheets.