O presente trabalho busca elucidar aspectos da relação entre teoria e prática em Fernando Henrique Cardoso, desde o início de sua produção teórica até sua primeira candidatura presidencial, em 1994. Neste sentido, trabalha também com uma problemática mais ampla, a da relação entre teoria e prática em intelectuais que se querem transformadores da realidade. Esta análise contrasta com as interpretações que encontram nas formulações sobre dependência a origem determinada da trajetória política de Cardoso seja com um viés de continuidade, como se a teoria prévia houvesse determinado a prática, seja de ruptura, como se a prática fosse fruto de uma corte com a teoria original. Buscamos demonstrar o processo através do qual Fernando Henrique Cardoso caminhou, sem grandes rupturas, de um momento que chamamos de \"nacionalização do marxismo sui generis\" para um pragmatismo político que era marca de sua atuação em 1994. Encontraremos na confluência entre sua trajetória inicial, suas origens, as características de sua produção teórica mais importante e os elementos do contexto histórico, social e político do país durante a transição, as bases para as opções políticas seguidas por Cardoso. Mostraremos a existência de uma tensão em sua produção teórica, para explicar como esta foi se resolvendo na prática política, em especial entre sua candidatura ao Senado, apoiada pelo novo sindicalismo brasileiro, em 1978, e sua candidatura a prefeito de São Paulo em 1985, já desconectada de uma perspectiva de esquerda. Por fim, buscaremos mostrar como a definição de uma nova hegemonia no país no final dos anos 1980 criou as condições para a consolidação desse pragmatismo em Cardoso, que passa a justificar \"teoricamente\" suas ações a partir do retorno a uma dicotomia moderno versus arcaico que ele próprio ajudara a superar com a teoria da dependência. / This thesis seeks to elucidate aspects of the relationship between theory and practice in Fernando Henrique Cardoso, from the beginning of his theoretical production until his first presidential candidacy in 1994. In this sense, it also addresses a broader problem, that of the relation between theory and practice in intellectuals who intend to transform reality. This analysis contrasts with the interpretations that find in Cardoso\'s formulations about Dependence the determined origins of his political trajectory -whether with a continuity bias, as if the previous theory had determined the practice, whether with a rupture bias, as the practice was the result of a rupture with the original theory. We intend to demonstrate the process through which Fernando Henrique Cardoso evolved, without significative ruptures, from a moment we call a sui generis \"nationalization of Marxism towards a political pragmatism that was the hallmark of his political action in 1994. We find it at the confluence between his class origin, the characteristics of his most important theoretical production and the elements of the historical, social and political Brazilian context during the transition to democracy, the bases for the political choices made by Cardoso. We emphasize the existence of a tension in his theoretical production, and then explain how it was resolved in political practice, especially between his candidacy for the Senate, supported by the new Brazilian trade unionism in 1978, and his candidacy for mayor of São Paulo in 1985, at that moment already disconnected from a left perspective. Finally, we show how the definition of a new hegemony in the country at the end of the 1980s created the conditions for the consolidation of this pragmatism in Cardoso, which at that moment justified \"theoretically\" his actions based on a return to a modern versus archaic dichotomy that he himself had helped to overcome with dependency theory.

This research identifies the prevalent external forces that have been a catalyst to change in governance and management structures in UK universities. It reviews the effects of growing commercialisation against a backdrop of changing funding dynamics. The study included the political forces that have transformed higher education, alongside the proliferation of managerialism. It examines these effects against traditional welfarist and altruistic views of education, further investigating the differing management structures and archetypes that exist. In addition to this, the research reviews the effects of these forces against the more complex university typology of ancient, red brick. plate glass and new institutions. Utilising the pragmatic philosophical underpin the research employs mixedmethodological approaches of qualitative exploratory desk research, quantitative questionnaires and ultimately qualitative interviews. These entailed the analysis of data both inductively and deductively. Questionnaire and interview surveys were undertaken on UK universities on a range of staff groups within institutional hierarchies. These 'include senior management groups, teaching and research staff, and administrative staff to provide a diverse and reflective range of responses from all staff members. The research has identified changing notions of collegiality and traditional academic autonomy towards more managed and corporate focused management structures. It has further uncovered disparate approaches that exist against the various institutions as a factor of age of establishment rather than solely on type. It contributes to the current body of knowledge by amalgamating the different external forces and reviewing its effects on university management, further uncovering these management structures to exist as dominant-institutional and subsegmented or sub-structural forms alongside cultural permutations. The research further posits that the established dichotomy of traditional and new universities inaccurately reflects the complexity ofthe higher education sector within the UK.

O presente estudo tem por objetivo analisar as teses de doutorado produzidas na FEUSP, na área de pesquisa Filosofia e Educação; esclarecer como a filosofia da educação, enquanto campo de investigação, relaciona teoria e prática; identificar seus objetos de estudo e as formas de abordagem dos problemas pesquisados nas teses. A hipótese da qual partimos defende que teoria e prática são complementares e igualmente relevantes na formação dos profissionais de educação. Como metodologia, fizemos uma pesquisa empírica, por meio da realização do inventário das teses de doutorado da referida área, posteriormente, procedemos à análise destas, procurando nos aproximar de uma abordagem terapêutica no sentido wittgensteiniano. Para isso, buscamos o conceito de jogo de linguagem utilizado por Wittgenstein e levantamos as semelhanças entre as teses e as regras seguidas pelos pesquisadores para desenvolvê-las. / The purpose of the present thesis is the analysis of doctoral thesis produced at FEUSP, inside the Philosophy and Education research field; clarify how Philosophy of Education, as a discipline, relates theory and practice; identify thesis purposes and ways of approach used by their researchers while solving their thesis main problems. The initial hypothesis, which defends that theory and practice are complementary to each other and equally relevant for educators qualification. The methodology employed was empirical research, by the listing and posterior analysis of doctoral thesis from the referred area, seeking for a therapeutic approach in the wittgensteinian sense. To achieve the referred purpose, we resorted to the concept of languagegames used by Wittgenstein and we surveyed the similarities between the present thesis and the rules followed by the researchers to develop them.

Made available in DSpace on 2017-07-21T20:32:02Z (GMT). No. of bitstreams: 1 Cristiane Danielle Wengzynski.pdf: 1060373 bytes, checksum: a81902a230fbc9ebbb0b1c2594d0d630 (MD5) Previous issue date: 2013-05-02 / This paper presents an analysis of continuing education in elementary school teachers' perception in municipal schools in Ponta Grossa City/PR. The investigation showed the following problem: How does continuing education contributes to teaching professionals? The research objectives were: a) analyze the continuing education contributions to teaching professionals, considering the historical, economic and social factors that underlie the construction of the teacher; b) Indicate the mean reasons that conduct early years elementary school teachers to search for continuing education; c) evidence, in perception of early years teachers the importance of continuing education for pedagogical practice; d) Indicate the relationship between theory and practice that its causes continuous preparation in pedagogical practice. Were used as theoretical the contributions of Imbernón (2009; 2010), Gimeno Sacristán, (1998; 1999), Nóvoa, (1995; 1999), Bourdieu (1991),Charlot (2006), Gauthier (1998), Marcelo Garcia (1992; 1999), Romanowski (2007), Romanowski and Martins (2010). The methodology privileged the qualitative approach. Information collection was conducted through a questionnaire answered by 27 teachers, semistructured interviews with five of these teachers and documentary analysis of Political Pedagogical Project Political documentary of five Basic education from municipal schools from Ponta Grossa city/PR, involved in the research.The data were organized according to content analysis, according Bardin (2011), and analyzed through the data triangulation proposed by Triviños (2008). The results of the research indicate that the continuing education, show contributions to the teachers pedagogical practices, however evidence the needs of a significant formation regarding to the school reality. They believe that the theory is unliked of the practices in classroom. Attach great value to school as locus of formation to promote reflection among peers. However, evident dissatisfaction to the way the teachers are selected by school and difficulties in perform this formations. They looking for continuing education as a condition for career advancement. / Este trabalho apresenta uma análise da formação continuada na percepção das professoras dos anos iniciais do Ensino Fundamental da rede municipal de ensino da cidade de Ponta Grossa/PR. A investigação apresentou a seguinte problemática: De que maneira a formação continuada contribui para a docência? Os objetivos da pesquisa foram: a) analisar as contribuições da formação continuada para a docência, considerando os aspectos históricos, econômicos e sociais que permeiam a construção do docente; b) apontar os principais motivos que levam os professores dos anos iniciais do Ensino Fundamental a buscar por formação continuada; c) evidenciar, na percepção das professoras dos anos iniciais, a importância da formação continuada para a prática pedagógica; d) apontar a relação teoria e prática que a formação continuada provoca na prática pedagógica; e) identificar junto aos docentes como os cursos de formação continuada contribuem para o exercício da docência. Utilizaram-se como fundamentação teórica as contribuições de Imbernón (2009; 2010), Gimeno Sacristán (1998;1999), Nóvoa (1995; 1999), Bourdieu (1991), Charlot (2006), Gauthier (1998), Marcelo Garcia (1992; 1999), Romanowski (2007), Romanowski e Martins (2010). A metodologia privilegiou a abordagem qualitativa. A coleta de dados foi realizada através de questionário respondido por 27 docentes, entrevista semi-estruturada com 5 destes docentes e análise documental do Projeto Político Pedagógico das cinco (5) escolas do Ensino Fundamental da rede municipal de ensino de Ponta Grossa/PR envolvidas na pesquisa. Os dados foram sistematizados de acordo com a Análise de Conteúdo, segundo Bardin (2011), e analisados a partir da Triangulação dos dados proposta por Triviños (2008). Os resultados da pesquisa indicam que a formação continuada apresenta contribuições para a prática pedagógica das professoras, entretanto evidenciam a necessidade de uma formação significativa em relação à realidade escolar. Acreditam que a teoria é desvinculada da prática de sala de aula. Atribuem grande valor a escola enquanto locus de formação ao propiciar a reflexão entre os pares. Contudo, evidenciam insatisfação ao modo como são selecionadas as professoras por escola e também as dificuldades em realizar a formação. Buscam por formação continuada, como condição para ascensão na carreira.

This thesis describes a practitioner led exploration carried out in two phases: Phase 1. A scoping (Delphi) study that explored the school-based provision in place to meet the needs of pupils experiencing special educational needs, the outcome of which guided the choice of focus of the second phase. The scoping (Delphi) study findings highlighted the importance of continuing professional development (CPD) suggesting that it will have an increasingly significant role to play in preparing schools for a future in which they will become increasingly responsible for identifying, assessing, meeting, monitoring and reviewing the needs of their pupils. Phase 2. An exploration (using a SENCo questionnaire and a senior management semi-structured interview schedule) of the CPD arrangements in place in primary schools in one local authority cluster. The thesis describes, in as much detail as the available resources and goodwill allowed, the CPD practices that existed within one local authority cluster and compares these with best CPD practices as described in the literature In addition to presenting a summary of best CPD practices, conclusions are drawn, and recommendations made, regarding: actions that schools in the sample cluster might wish to take to improve the efficacy of their CPD practices, actions that I can take to improve the efficacy of my own CPD practices, and actions that I can take to inform the CPD practices of those organisations, agencies and professionals with or for whom I work.

This study investigates the existence of duality in the Bruneian educational system. It highlights the efforts that have been made towards achieving ideal Islamic patterns of education through the implementation of the Integrated Education system from January 2004 to December 2005. The study found that the former Integrated Education system approximates the Al-Attas model of thought in education. Fieldwork research was conducted using a questionnaire and structured interview instruments to gather data. The questionnaire involved 113 general primary schools teachers and 234 parents of students at the primary six level. It was found that several factors led to the failure of the Integrated Education system such as misunderstanding and incorrect perceptions regarding the aims and curriculum structure of the system, lack of infrastructure and facilities, culture and attitudes and insufficient acknowledgement of the implementation of the system. The data findings also prove that majority of the general primary school teachers in Brunei Darussalam lack adequate knowledge on the issue of dualist education. Although Brunei currently runs the dual type of education, it is suggested that the implementation of Islamic elements across the curriculum should be continued and the Islamic Revealed Knowledge should be a compulsory subject up to the upper secondary level to all Muslim students.

This thesis investigated the provision and impact of Foundation degrees for teaching assistants by examining; teaching assistants on Foundation degrees, Foundation degree providers, Head teachers, and local authorities across four different areas of the Midlands. Findings confirmed that teaching assistants on Foundation degrees gain many personal and professional benefits from their course. These are determined by internal and external factors but include the support received during their Foundation degree course. In their workplace the teaching assistants are given additional responsibility but often this is not acknowledged through financial recompense or enhanced status, a consequence of which is that teaching assistants are very discouraged about the lack of recognition for their Foundation degree. This is exacerbated by the fact that whilst Foundation degrees are being promoted as having employer engagement, most head teachers lack knowledge and understanding about Foundation degrees for teaching assistants, nor do many teaching assistants feel supported by their employer. The implication of this thesis is that whilst accepting the many benefits to the individual and their workplace, Foundation degrees are contributing towards the creation of divisions and frustration levels of teaching assistants. In this case, the impact on pupils needs to be explored.

September 2012 English universities witnessed a near trebling of their tuition fees for full-time undergraduate courses to an average of £8,580 per year (UCAS, 2012). In the same period was the growing accountability for universities to publish and demonstrate their performance to students. The research was undertaken in 2012/13 allowing comparison of the students who began their studies on the increased tuition fees, and the students who had started their studies in the previous year and who continued to pay the lower rate of fees. The research was undertaken across two English institutions: one ‘post 1992’ University, and one Further Education (FE) college which offered degree awards. The research includes survey responses from nearly 700 students, 97 academics and five interviews with senior university staff. The study provides evidence that students choose to study to improve their future earnings, seen in the motivating factors on choosing their university. Students taking on the persona of consumers is reflected in the expected rises in standards and reported rises in institutional complaints. Both academics and students expect change within the higher education industry and in institutional cultures. In turn these have implications for developing policy and future research.

Module 3 presents the culmination of Module 1 and 2 research into learning environments modeled upon constructivist and self-determinist principles (authentic learning environments), the goal of which is to develop an understanding of factors that influence Japanese learners’ perceived values about learning environments and their propensity to engage in them. The study’s more specific goals are to ascertain the values learners assign to authentic learning environments (ALEs) and the reasons why they ascribe them; to ascertain the values these learners assign to instructor and peer relationships; to ascertain the relationships that exist between the values these learners assign to ALEs and the learners’propensity for engagement; and, to bring to light what potential such knowledge might hold for educators in Japan and beyond in the attempt to develop more functional curricula for learners. As the final installment of this modular dissertation, Module 3 will present the methodology used in the study, the results of the analyses of the collected data, a discussion of the findings and implications from those analyses, and recommendations for further research.

This thesis comprises of a critical literature review and case study. The literature review considers, in detail, the theory underpinning emotional intelligence and emotional literacy. It begins by detailing the shift in UK Education policy, between 2000 and 2010 and considering academic research into non-cognitive aspects of education. A critical evaluation of two theories of emotional intelligence (ability theory and trait theory) is then presented and these theories are subsequently contrasted with the theory of emotional literacy, as outlined by Claude Steiner. The paper concludes by considering how each of the three theories discussed may impact upon research practice. The case study, which was completed in a city suburban primary school, is made up of two embedded units, the first uses interview to examine staff perceptions of emotional literacy. The second employs collaborative action research to consider whether emotional literacy can be used to promote organisational change. Data was analysed using thematic analysis and is presented together with discussion regarding staff perceptions of emotional literacy. The collaborative action research resulted in four identified changes in the school: development of practice and policy at lunchtimes; the introduction of elements of the SEAL curriculum; the establishment of a student council and a staff collaboration project. The mechanisms supporting these developments are discussed.