Made available in DSpace on 2016-08-18T18:53:56Z (GMT). No. of bitstreams: 1 Tese_RAMON LUIS DE SANTANA ALCANTARA.pdf: 1834282 bytes, checksum: fe5ee141dfd3aed03337887766ed9bc3 (MD5) Previous issue date: 2015-03-23 / This thesis discusses the challenges for the training of teachers for diversity in the context of Grajaú. It aims to understand what are the challenges for the Federal University of Maranhão (UFMA) in teacher training, considering the local scene of Grajaú and speeches about "education for diversity" produced by the state. It examines diversity in its multidimensional character, as a process of differentiation in social relations. To understand the process of inferiority of certain social groups, this paper triggers the notion of coloniality, noting that there is a colonial die of prejudice. The data were based on an action research experience, as proposed by Boaventura Sousa Santos, through ethnographic observation, document analysis and a curriculum subject experience with two undergraduate classes on the campus of UFMA in Grajaú. Were carried out, also, interviews and informal conversations with students and campus teachers and grajauenses in general. As a result, this thesis points out that the state takes an ambiguous stance when it comes to defending a national project and understand the cultural plurality of the country. Educational policies are marked by an absence or a discipline of diversity. This attitude is reflected in the pedagogical projects and on curricular outlines of UFMA courses in Grajaú where nothing refers to the local diversity. Concomitant to this silencing, subjects produce speeches pointing to a school setting in municipality characterized by racism, by the indigenous invisibility, homophobia, sexism and by the inferiority of other minority groups such as the disabled and from the rural area. As a conclusion, the context Grajaú, marked by the colonial die of prejudice, presents numerous challenges regarding the training of teachers for diversity. / Esta tese problematiza os desafios para a formação de professores para a diversidade no contexto de Grajaú. Busca entender quais são os desafios para a Universidade Federal do Maranhão (UFMA) na formação de professores, considerando o cenário local de Grajaú e os discursos acerca da educação para a diversidade produzidos pelo Estado. Analisa diversidade, em seu caráter multidimensional, como um processo de relações de diferenciações. Para entender o processo de inferiorização de determinados grupos sociais, aciona a noção de colonialidade, apontando que existe uma matriz colonial do preconceito. Os dados foram construídos com base em uma experiência de pesquisa-ação, como proposta por Boaventura Sousa Santos, através da observação etnográfica, de análise de documentos e de uma experiência de disciplina curricular com duas turmas de licenciaturas no campus da UFMA em Grajaú. Foram realizadas, também, entrevistas e conversas informais com alunos e professores do campus, bem como grajauenses em geral. Aponta que o Estado assume uma postura ambígua quando se trata de defender um projeto nacional e compreender a pluralidade cultural do país. As políticas educacionais são marcadas por uma ausência ou por um disciplinamento da diversidade. Essa postura se reflete nos projetos pedagógicos e nas matrizes curriculares dos cursos da UFMA em Grajaú, onde nada se refere à diversidade local. Concomitante a esse silenciamento, os sujeitos produzem discursos que apontam para um cenário escolar no munícipio caracterizado pelo racismo, pela invisibilidade indígena, pela homofobia, pelo machismo e pela inferiorização de outros grupos minoritários, como as pessoas com deficiência e oriundos da zona rural. Conclui que o contexto de Grajaú, marcado pela matriz colonial do preconceito, apresenta inúmeros desafios no que tange a formação de professores para a diversidade.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-02-23T12:32:27Z No. of bitstreams: 1 thomazspartacusmartinsfonseca.pdf: 990239 bytes, checksum: 875466653906954f9225f1ac3220c2da (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-23T14:32:13Z (GMT) No. of bitstreams: 1 thomazspartacusmartinsfonseca.pdf: 990239 bytes, checksum: 875466653906954f9225f1ac3220c2da (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-23T14:32:31Z (GMT) No. of bitstreams: 1 thomazspartacusmartinsfonseca.pdf: 990239 bytes, checksum: 875466653906954f9225f1ac3220c2da (MD5) / Made available in DSpace on 2017-02-23T14:32:31Z (GMT). No. of bitstreams: 1 thomazspartacusmartinsfonseca.pdf: 990239 bytes, checksum: 875466653906954f9225f1ac3220c2da (MD5) Previous issue date: 2011-03-15 / Embasado nas reflexões de Michel Foucault, assumindo a perspectiva pós-estruturalista de forma a buscar mais questionamentos e apontamentos do que pretensas verdades, norteado pelos estudos sobre gênero, masculinidades, formação de professores, docência e identidades de autores como Guacira Lopes Louro, Stuart Hall, Tomaz Tadeu da Silva, Jorge Larrosa, Marília Pinto Carvalho, Elizabete Franco Cruz, Joan Scott, Sandra Corazza e Anderson Ferrari, entre outros; buscou-se conhecer quais os discuros e reperesentações de gênero e masculinidade surgem na escola a partir da presença do professor homem dos anos iniciais, e de que forma estes discuros contribuem para sua subjetivação. A dissertação apresenta as analises empreendidas a partir das narrativas de dois professores homens dos anos iniciais, bem como de gestoras e professoras que atuam diretamente com estes professores nos anos iniciais do Ensino Fundamental. O foco foram os discursos, as representações e as relações de gênero que se constituem quando há a presença de professores homens nos anos iniciais do Ensino Fundamental, segmento de domínio quase exclusivamente feminino. Acreditando que a linguagem é responsável, em parte, pela constituição dos sujeitos e que estes são subjetivados por ela, procura-se trazer à tona questões que problematizem estes discursos, representações e relações de gênero trazendo para debate campos como a formação de professores/as, o cuidar, a feminização do magistério, o poder disciplinar, as construções de identidades e das masculinidades. / Based on reflections of Michel Foucault, assuming the perspective Post-estructured in order to search more questions and notes the supposed truths and, guided by gender studies, masculinities, male and female teachers formation, instructorship and identities of authors such as Guacira Lopes Louro, Stuart Hall, Tomaz Tadeu Da Silva, Jorge Larrosa, Marília Pinto Carvalho, Elizabete Franco Cruz, Joan Scott, Sandra Corazza and Anderson Ferrari, among others; tried-knowing which the discuros and representations of gender and masculinity arise in the school from the presence of male teachers the initial years, and how these speeches contribute to their subjectivation. The dissertation presents analyzes undertaken from narratives Comings of two male teachers in the initial years, as well as managers and teachers who work directly with these teachers in the initial years of Fundamental Education. The focus were the speeches, the representations and gender relations that form when male teachers are present in the Initial Years of Basic Education, segment of domain almost exclusively feminine. Believing that the language is responsible, in part, for the constitution of individuals, and that these are influenced by it, demand-is bringing afloat Issues that make these speeches problematic, representations and gender relations bringing to debate areas such as the training of teachers, the care, the feminization of teaching, the disciplinary power, the constructions of identities and masculinities.

Orientador: Roseli Aparecida Cação Fontana / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-22T23:09:30Z (GMT). No. of bitstreams: 1 Scarazzatto_Juliana_M.pdf: 1146656 bytes, checksum: d43f90cfb6e5da1dcca3dd17b86861cb (MD5) Previous issue date: 2013 / Mestrado / Ensino e Práticas Culturais / Mestra em Educação

Orientador: Rogério Adolfo de Moura / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-20T19:30:45Z (GMT). No. of bitstreams: 1 Antolino_AlikSantos_M.pdf: 1333189 bytes, checksum: 124690c8461ad7df58451bb2e6fac5d1 (MD5) Previous issue date: 2012 / Resumo: A presente pesquisa tem como propósito estudar as oficinas de arte nas escolas de tempo integral e a formação de seus educadores nas escolas da rede pública estadual da região metropolitana de Campinas, interior de São Paulo. Este projeto viabilizado pela Secretaria Estadual da Educação de São Paulo implantado em 2006 pretende oportunizar aos educandos da rede pública diferentes experiências e conhecimentos por meio de sua maior permanência na escola Com o intuito de entender os procedimentos para a viabilização do projeto levantou-se por meio desta pesquisa documental a historia de diferentes experiências de educação em tempo integral já realizadas no Brasil. Além da análise documental foi utilizada a Legislação que rege as escolas de tempo integral no estado de São Paulo e os documentos advindos após está lei ser colocada em vigor pelos seus governantes. Entrevistas também foram realizadas com personagens que vivenciam esta prática como: três supervisores de ensino; uma PCOP (Professora Coordenadora Oficina Pedagógica) de arte, uma Coordenadora de Oficina Pedagógica de Diretoria de Ensino, uma Coordenadora pedagógica e três Professores atuantes nas oficinas de arte nas escolas de tempo integral. Os dados foram utilizados como referencia da implantação do projeto nas escolas de tempo integral. Na interpretação dos dados se percebe que, tanto para professores e coordenadores são trazidos, por meio das suas falas, os problemas da implementação das escolas de tempo integral como falta de infraestrutura, falta de material ou orientações técnicas. Estes e outros fatos inviabilizaram a concepção de uma escola de tempo integral de qualidade. É necessário debater inicialmente sobre a formação do professor uma vez que será este que atuará tanto na grade comum como nas oficinas. Também se faz necessário debater a concepção do ensino da arte e de oficinas que serão ministradas nestes espaços refletindo sobre a função do ensino da arte, não voltado somente para questões oficineiras, o fazer arte por fazer, mas para conhecimentos e aprendizagens que a arte pode proporcionar e auxiliar no processo educativo deste educando. / Abstract: This research aims to study the art workshops in schools full time and training of their teachers in schools of public schools in the metropolitan region of Campinas, São Paulo. This project made possible by the State Department of Education Sao Paulo implemented in 2006, aims to create opportunities for students from public different experiences and knowledge through their longer stay in school In order to understand the procedures for the feasibility of the project arose through this research documents the history of different experiences of full-time education has made in Brazil. Besides the document analysis was used Legislation governing full-time schools in the state of Sao Paulo and documents arising after the law is to be put in place by their governments. Interviews were also conducted with people who experience this practice as three educational supervisors; a PCOP (Teacher Pedagogical Workshop Coordinator) of art, a Coordinator of Pedagogical Workshop for Board of Education, an educational coordinator and three teachers working in the art workshops in school full time. The data were used as the reference implementation of the project in schools full time. When interpreting the data it is seen that for both teachers and coordinators are brought, through their speeches, the problems of implementing all-day schools as lack of infrastructure, lack of material or technical guidance. These and other facts made it impossible to design a school full-time quality. It is necessary to discuss first on the training of teachers since this will be to act in the grid so common as in the workshops. Also it is necessary to discuss the concept of art education and workshops to be held in these spaces reflecting on the role of art education, not only for back issues oficineiras, do art to make, but for knowledge and learning that art can provide and assist in the educational process of educating. / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestre em Educação

Orientador: Regina Maria de Souza / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-20T22:06:41Z (GMT). No. of bitstreams: 1 Souza_SibeleMariade_M.pdf: 1370892 bytes, checksum: 9c0b9201540fa1b2da4b59d8a13a14d3 (MD5) Previous issue date: 2012 / Resumo: O presente trabalho discute a formação de professor bilíngue. Os conceitos sobre surdos sempre estiveram atrelados à deficiência na história da educação especial. No entanto sempre encontramos movimentos surdos em debate contra um sistema que pensa a pessoa surda sob o paradigma de deficiência. As conquistas dos surdos na educação estão marcadas pelo reconhecimento da língua de sinais como a Lei, de 10.436, regulamentada em 24 de abril de 2002 e o Decreto nº 5.626, de 22 de dezembro de 2005 que vem traçar caminhos para conquista de uma educação bilingue na qual se prioriza a língua de sinais como a primeira língua na educação de crianças surdas. Apresento, também, neste trabalho, minha experiência em um projeto de inclusão bilíngüe no Município de Campinas, que se baseia no respeito à língua de sinais, como primeira língua para surdos e propõe também o ensino desta como segunda língua para ouvintes na educação escolar. / Abstract: This paper discusses the education of a bilingual teacher. In the history of special education the concepts about deaf people has always been linked with the disability. However it is possible to find movements fighting against a system that considers deaf people under the paradigm of disability. The conquests in education are the acceptance of sign language by the Law 10.436, regulated in April 24, 2002 and the Decree n. 5.626 of December 22, 2005, both giving possibilities to the achievement of a bilingual education in which the priority is the Sign Language as the first language in education of deaf children. It is also presented my own experience in a project of bilingual inclusion in the city of Campinas. This project is based on respect to sign language as first language to deaf people and also suggests teaching it as a second language to listeners in scholar education. / Mestrado / Psicologia Educacional / Mestre em Educação

Made available in DSpace on 2014-08-20T13:48:27Z (GMT). No. of bitstreams: 1 Ana_Carolina_Nogueira_Oliveira_Dissertacao.pdf: 599362 bytes, checksum: d599a0a120592c1b5307e90533b3f01f (MD5) Previous issue date: 2011-02-23 / This work presents a discussion about the possibility of changing the concept of future teachers of the initial years of elementary school toward to Mathematics, when it is developed a different methodological approach to its teaching. We will go through a way that started with the observation of a group from the fourth semester of the Education Course Night of the Federal University of Pelotas in the time they enroll in the discipline of Educational Theory and Practice IV, with emphasis on Mathematics. We continue the methodological work in the discipline started in the 6th semester, when it was offered the discipline of Educational Theory and Practice VI. The developed experience was designed in order to expand the discussion on the Mathematics contents which are taught in the early years of the elementary school, based on the initial conceptions that students expressed in relation to this discipline. We aimed to challenge teachers to think and discuss the Mathematics in a different way which could include logic to their teaching and observe if this work would allow a change of concept of the future teachers towards mathematics. Through analysis of collected material was possible a theoretical reflection on the results and realize that a work that seeks a different relationship in the classrooms of this discipline, with teachers in training, could help them to have another conception in relation to mathematics, consequently have subsides to propose alternatives to the teaching of this subject. / Esse trabalho apresenta a discussão sobre as possibilidades de mudanças de concepções dos futuros(as) professores(as) dos anos iniciais do Ensino Fundamental têm em relação à Matemática quando com eles desenvolve-se uma proposta metodológica diferenciada para o ensino dessa disciplina. Percorremos um caminho que iniciou com a observação de uma turma do 4º semestre do Curso de Pedagogia Noturno da Universidade Federal de Pelotas no momento em que eles cursariam a disciplina de Teoria e Prática Pedagógica IV, com ênfase na Matemática. Prosseguimos o trabalho metodológico iniciado nessa disciplina no 6º semestre, quando foi oferecida a disciplina de Teoria e Prática Pedagógica VI. A experiência desenvolvida foi pensada na perspectiva de ampliar a discussão sobre os conteúdos da Matemática que são ensinados nos anos iniciais do Ensino Fundamental, a partir das concepções que os estudantes expressaram inicialmente em relação a essa disciplina. Procurou-se lançar um desafio de pensar e discutir a Matemática de outra forma que incluísse outra lógica para seu ensino e observar se esse trabalho possibilitaria uma mudança de concepção dos futuros professores em relação à Matemática. Através de análise do material coletado foi possível refletir teoricamente sobre os resultados e perceber que um trabalho que busque outro tipo de relação nas salas de aula dessa disciplina, com professores em formação, poderá ajudá-los a ter uma outra concepção em relação à Matemática e assim, fornecer subsídios para propor alternativas para o ensino dessa disciplina.

M. Ed. (Education Management) / The main purpose of the current study was to investigate the effectiveness of training educators on implementing the Revised National Curriculum Statement (RNCS) in the Intersen (Grades 4-7) phases in Wattville primary schools. The problem is that there is lack of effective implementation of RNCS due to the lack of proper and adequate training received by educators in this area. The general research question is “What is the importance of implementing the Revised National Curriculum Statement (RNCS) in schools?” The aims of the current study are to provide educators with strategies and techniques on implementing RNCS, equip educators with skills and knowledge for the effective implementation of RNCS, to outline a theoretical description of the support needed subsequent the GDE training and to provide educators with staff development programmes for the effective implementation of RNCS. The objectives were to determine the strategies and techniques employed in schools in implementing RNCS and to determine the degree of knowledge and support the participants have received subsequent the GDE training. The study is based on qualitative research, since it sets out to develop an understanding of individuals and events in their natural state. The researcher employed observations, interviews and document analysis as methods of collecting data by personally interacting with the participants in their natural settings. Purposive sampling was employed, where only information-rich participants were chosen for the purpose of the study. The researcher selected participants who were knowledgeable and informative about RNCS so that the best information could be provided for the purpose of the research information. The findings indicated that there is lack of knowledge, skills and understanding on implementing RNCS; the training provided by the GDE was insufficient and inadequate; lack of parental involvement in their children’s learning; lack of Learner v and Teacher Support Materials; lack of educator support subsequent GDE training and finally, lack of staff development programmes in schools. To the findings arrived at, recommendations to the GDE were made as follows: • Intensive educator training by curriculum specialists on RNCS should be conducted. • More educators should be employed to address the issue of learner-educator ratio and overcrowded-ness, which impact negatively on RNCS implementation. • Hands-on training in the form of in-service training and workshops should be provided on continuous basis. • Staff development programmes should be drawn by all educators and conducted by the SMTs, to enhance effective RNCS implementation. / Mr. S.T. Hlongwane

M.Ed. / This research dissertation sought to discover how teachers have interacted with the New Curriculum, it is, the newly designed Curriculum 2005 (C2005) and the subsequent Revised New Curriculum Statement that featured in the educational realm in South Africa in recent years. It was an attempt at discovering both the mental and physical attributes that teachers conveyed whilst implementing the Curriculum. The qualitative research approach was used in the study, which allowed for an in-depth insight into the day to day successes or failures that both teachers and learners experienced in the classroom. With the use of the interview guide, responses that surfaced, gave the researcher the opportunity to divulge further into the weaknesses or strengths that the New Curriculum possesses. The researcher discovered through this study that there were many controversial issues that surrounded the implementation of the New Curriculum. Thus, the focus remained on the how the most important stakeholders, the teachers, expressed their views pertaining to the Curriculum. The study provided evidence that suggests that teachers need to and should be included in all curriculum planning processes. / Dr. M.C. van Loggerenberg

M.Ed.

The subject of the investigation is the impact of management of curriculum delivery as an aspect of learner performance in Grade 12. The investigation is limited to public secondary and combined schools in District Six (D-6) of the Gauteng province. Over the years, and even now, the Department of Education in D-6 is busy trying to find better methods of managing and empowering educators with the sole aim of improving the performance of learners in their Senior Certificate (Grade 12) Examinations. Some of the attempts by the Gauteng Department of Education in D-6 are indicated by the implementation of various intervention programmes and strategies in the public secondary and combined schools. The developmental workshops are continuously organized in order to improve the performance of learners in public schools. The literature indicated that educators are not yet sufficiently empowered to manage curriculum delivery in the public secondary and combined schools. The research project used a structured questionnaire to collect data on the opinions of the respondents in the 19 sample schools of D-6 in the Gauteng province. The questionnaire contained 60 items. The structured questionnaires were distributed to a convenient stratified sample of educators in all the 19 secondary and combined schools. Based on the information from the questionnaire, each item relevant to this particular research was analysed and discussed. After the factor analysis, the significance of the difference between factors mean scores of various groups, for each of the factors that make up the extent of effective management strategies on the enhancement of curriculum delivery, and the extent of effective assessment strategies on the enhancement of curriculum delivery, were analysed and explained. The data obtained indicates that the manner in which curriculum delivery is managed in schools has an impact on the learners’ performance in their Senior Certificate (Grade 12) Examinations. For that reason, the performance of learners in secondary and combined schools can only be improved by implementing effective management strategies and effective assessment strategies that could enhance curriculum delivery in secondary and combined schools. In order to achieve the desired outcome, all the stakeholders, especially the Department of Education, the parents of learners and educators should be committed in improving the management of curriculum delivery in secondary (iv) schools. Managers in their schools should ensure that the management of curriculum delivery is not overlooked and improperly managed. The Department of Education should at all times empower educators in order to avoid continuous decline in learners` performance, including in the schools where intervention programmes and strategies are being implemented. The intervention programmes and strategies could be a success, provided they are coupled with proper management strategies for effective curriculum delivery. / Prof. B.R. Grobler