<p>Ämnet idrott och hälsa ger utmärkta möjligheter för elever med en funktionsnedsättning att vara fysiskt aktiv och leka tillsammans med sina kamrater, trots det verkar deltagandet inte vara en självklarhet i dagens skola. Syftet med denna studie är därför att undersöka några idrottslärares reflektioner och erfarenheter kring ett inkluderande arbetssätt i ämnet idrott och hälsa. Då studien handlar om mänskliga uppfattningar och erfarenheter har vi inspirerats av ett fenomenologiskt synsätt och använde därför intervju som datainsamlingsmetod. Intervjuerna genomfördes med sex idrottslärare i ett län i mellersta Sverige. Resultatet visade att trots att pedagogerna är positiva till inkludering så tror de att det är en lång väg att gå innan vi kan ha en skola för alla. De ser svårigheter med att bedriva en inkluderad idrott- och hälsaundervisning, vilket inte bara handlar om begränsade resurser i form av pengar, lokal och personal utan vissa av pedagogerna menar att det handlar om en attitydfråga överlag i samhället. Vi anser att det även är viktigt att man hela tiden som pedagog har elevens bästa i fokus, inkludering får inte ske bara för inkluderingens skull.</p> / <p>The subject of physical education and health provides an excellent opportunity for students with disabilities to be physically active and play together with their peers, despite the participation does not appear to be self-evident in today’s schools. The purpose of this study is to examine some sports teacher reflections and experiences on an inclusive approach to the subject of sport and health. When the study is about human perceptions and experiences, we have been inspired by a phenomenological approach and therefore used the interview data collection method. The interviews were conducted with six sports teacher in a county in central Sweden. The results showed that although teachers are in favor of inclusion they think that there is a long way to go before we can have a school for all. They see the difficulties of carrying out an included sports and health education, which not only deals with limited resources in terms of money, and local staff, but some educators believe that this is a question of attitudes in society in general. We believe that it is also important that all the time as a teacher has the student's best in focus, inclusion should not be just for the sake of inclusion.</p>

Ämnet idrott och hälsa ger utmärkta möjligheter för elever med en funktionsnedsättning att vara fysiskt aktiv och leka tillsammans med sina kamrater, trots det verkar deltagandet inte vara en självklarhet i dagens skola. Syftet med denna studie är därför att undersöka några idrottslärares reflektioner och erfarenheter kring ett inkluderande arbetssätt i ämnet idrott och hälsa. Då studien handlar om mänskliga uppfattningar och erfarenheter har vi inspirerats av ett fenomenologiskt synsätt och använde därför intervju som datainsamlingsmetod. Intervjuerna genomfördes med sex idrottslärare i ett län i mellersta Sverige. Resultatet visade att trots att pedagogerna är positiva till inkludering så tror de att det är en lång väg att gå innan vi kan ha en skola för alla. De ser svårigheter med att bedriva en inkluderad idrott- och hälsaundervisning, vilket inte bara handlar om begränsade resurser i form av pengar, lokal och personal utan vissa av pedagogerna menar att det handlar om en attitydfråga överlag i samhället. Vi anser att det även är viktigt att man hela tiden som pedagog har elevens bästa i fokus, inkludering får inte ske bara för inkluderingens skull. / The subject of physical education and health provides an excellent opportunity for students with disabilities to be physically active and play together with their peers, despite the participation does not appear to be self-evident in today’s schools. The purpose of this study is to examine some sports teacher reflections and experiences on an inclusive approach to the subject of sport and health. When the study is about human perceptions and experiences, we have been inspired by a phenomenological approach and therefore used the interview data collection method. The interviews were conducted with six sports teacher in a county in central Sweden. The results showed that although teachers are in favor of inclusion they think that there is a long way to go before we can have a school for all. They see the difficulties of carrying out an included sports and health education, which not only deals with limited resources in terms of money, and local staff, but some educators believe that this is a question of attitudes in society in general. We believe that it is also important that all the time as a teacher has the student's best in focus, inclusion should not be just for the sake of inclusion.

Syftet med denna studie var att öka kunskapen om vilka förhållningssätt som förskollärare väljer att använda i sitt relationsskapande med barnen på förskolan. Våra frågeställningar i studien var: Hur ser förskollärarna på deras relationella närvaro tillsammans med barnen på förskolan? Vilka aspekter påverkar förskollärares olika förhållningssätt till hur de prioriterar sin egen närvaro med barnen på förskolan? Studien är uppbyggd som en kvalitativ undersökning. Den datainsamlingsmetod som vi nyttjat oss av utgörs av två fokusgrupper med totalt sex stycken verksamma förskollärare från två olika förskolor i södra Sverige. Det empiriska underlaget har vi analyserat utifrån Martin Bubers dialogfilosofiska teori ur ett relationellt perspektiv. Resultatet tyder på att relationell pedagogik kan uppmärksammas på olika sätt av förskollärare. Samtliga förskollärarna i studien var av den gemensamma uppfattningen att relationsskapandet i första hand grundar sig i att barnen känner tillit och trygghet både till verksamheten och till pedagogerna för att kunna upprätthålla goda relationer. Vidare visar studiens resultat att förskollärarna i studien hade förhållningsätt som strävar till att vara en närvarande pedagog som ser barnen och lyssnar på dem där dialogen ses som ett lärande. Det framkom att det fanns hinder i verksamheten för deras närvaro exempelvis tidsbrist, planeringstid, dokumentation. Förskollärarnas förhållningssätt i samspelet och närvaron påverkas av både inre som yttre faktorer i deras relationsskapande med barnen. Slutsatsen blir att studien visar på vikten av att ha tid för trygga relationer som skapar tillit vilket utgör en grundsten i närvaro.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-03-21T12:47:33Z No. of bitstreams: 1 Gisele Aparecida Rodrigues Mano.pdf: 3198843 bytes, checksum: fc45be26c895ff3bd7dfa80e78c52c7f (MD5) / Made available in DSpace on 2017-03-21T12:47:33Z (GMT). No. of bitstreams: 1 Gisele Aparecida Rodrigues Mano.pdf: 3198843 bytes, checksum: fc45be26c895ff3bd7dfa80e78c52c7f (MD5) Previous issue date: 2017-02-13 / The aim of this work was to analyze the view of students from the high school first year of a state public school about issues regarding the school context. In a natural situation of a Portuguese class, the students were asked to answer the following questionnaire: What would be an ideal school to you? What would be an ideal teacher to you? What would be an ideal student to you? What would be an ideal classmate to you? Further the questionnaire, the students were asked to write a note to a teacher that, for any reason, was remembered by them at that moment. The questions offered have intended to bring the students to consider the present pathways and the possibilities of changing. On the other hand, talking about ideals enables not only the values exposition but also the reflection about them. The theoretical background, that supports the questions approach and analysis, is the Henri Wallon’s Psicogenetics, with emphasis on the puberty/adolescent phase – in which period find the research subjects and one become aware of the continuity, transitory and the constant change of the temporal flux. The environment plays an important role in the Wallonian theory and it is valid for any development stage. There is a need to comprehend the Wallon understanding which says that it is not only the environment where the child lives, but also its dreams environment (imagination, idealization), that deeply marks the person development. The questions offered here allowed the subjects to undergo, in the imaginary, others environments that are different from the concrete ones where they live. Giving a voice to the students, by asking them to manifest their ideals, brought important indicators about their dreams regarding the school environment, and provided subsidies to teachers and managers in order to better understand the students and the school. This research showed that the affective dimension plays an essential role during the scholar time, which is made evident in the answers to the questions as well as in the notes wrote. Furthermore, it revealed that the students desires include not only the improvement in the relationships quality between the one involved in the learning process, but also they wish improvement in the school infrastructure, presence of actors – teachers and students – committed to the learning and teaching process, presence of technology resources and differentiated practices / O presente trabalho tem por objetivo analisar a visão de alunos do 1º ano do Ensino Médio de uma Escola Pública Estadual sobre questões referentes ao contexto escolar. Em situação natural de uma aula de Língua Portuguesa, aos alunos foi solicitado que respondessem ao seguinte questionário: O que seria, para você, uma escola ideal? O que seria, para você, um professor ideal? O que seria, para você, um aluno ideal? O que seria, para você, um colega ideal?. Posterior ao questionário, foi solicitada a escrita de um bilhete para um(a) professor(a) que por algum motivo fosse lembrado(a) por eles, naquele momento. As questões propostas tiveram a intenção de levar estes alunos a pensar nas direções presentes e nas possibilidades de mudanças. Por outro lado, falar dos ideais permite não só a exposição de valores como também a reflexão sobre eles. O referencial teórico que sustenta a proposição das questões e subsidia a análise é a Psicogenética de Henri Wallon, com destaque à fase da puberdade/adolescência – na qual se encontram os sujeitos desta pesquisa e se tem a tomada de consciência mais clara da continuidade, da transitoriedade e da mudança constante do fluxo temporal. O papel do meio é fundamental na Teoria Walloniana e válido para qualquer estágio de desenvolvimento. É preciso compreender o entendimento de Wallon de que não é só o meio no qual a criança vive, mas também o meio com os quais ela sonha (imagina, idealiza) e que, nesse processo, deixa marcas na constituição da pessoa. As questões propostas possibilitam que os sujeitos vivenciem, no imaginário, outros meios diferentes do meio concreto no qual vivem. Dar voz aos estudantes, ao pedir que manifestassem seus ideais, trouxe importantes indicadores de seus sonhos em relação ao ambiente escolar e ofereceu subsídios para que professores e gestores compreendam melhor os alunos e a escola. A pesquisa mostrou que a dimensão afetiva tem um papel importante para a vida escolar, evidenciada tanto nas respostas para as questões como na proposta de escrita do bilhete. E foi além, ao revelar que os anseios dos alunos passam não somente pela melhoria na qualidade das relações entre os envolvidos no processo educativo, mas também pela melhoria da infraestrutura da escola, pela presença de atores – professores e alunos – comprometidos com o processo de ensinar e de aprender e, pela disponibilidade de mais recursos tecnológicos e atividades diferenciadas

This master’s research has investigated a sample from the reality of the education in the state of Alagoas, through a case study carried out in a school located far from Maceió downtown. The objective was to question the role of the school when faced with manifestations of bullying, once within this context its presence is justified by using external factors such as the familiar institution, the personality of the person or the society. The theoretical reflections carried out have dialogued with the reflections brought about by Charlot (2000; Id., 2005; Id,2009), Dubet (1994; Id. 2003), Elias (1994; et. al. 2000), Goffman (2004, Id.,2014), Foucault (1996, Id.,2004; Id. 2007; Id. 2008), Eizirik & Comerlato (1995), Sacristan (2005), Arroyo (2013), Ramos do Ó (2007), among others. Together with the information obtained through observations of the daily life of the school and interviews in narrative mode with the teachers, it has been verified that the phenomenon of bullying is a mechanism which validates and naturalizes the logics which organized today‟s society. On the other hand, the school inserted in this society produces discontinuities which harm the development of educational processes which significantly contribute to the overcoming of the logics contained in the bullying practiced inside the school. / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A presente pesquisa de mestrado investigou um recorte da realidade da educação no estado de Alagoas através do estudo de caso realizado em uma escola na periferia da cidade de Maceió. O objetivo foi questionar o papel da escola diante das manifestações de bullying, uma vez que dentro deste contexto se justifica a presença do fenômeno utilizando fatores exteriores como a instituição familiar, a personalidade do indivíduo, ou a sociedade. As reflexões teóricas realizadas dialogaram com as reflexões trazidas por, Charlot (2000; Id., 2005; Id,2009), Dubet (1994; Id. 2003), Elias (1994; et. al. 2000), Goffman (2004, Id.,2014), Foucault (1996, Id.,2004; Id. 2007; Id. 2008), Eizirik & Comerlato (1995), Sacristan (2005), Arroyo (2013), Ramos do Ó (2007), entre outros. Conjuntamente às informações obtidas através de observações do cotidiano da escola e entrevistas na modalidade narrativa com professores e professoras verificou-se que o fenômeno bullying é um mecanismo que valida e naturaliza as lógicas que organizam a sociedade atual. Em contrapartida, a escola inserida nessa sociedade produz descontinuidades que prejudicam o desenvolvimento dos processos educativos que contribuem significativamente para a superação das lógicas contidas nas práticas de bullying dentro da escola.