No description available.

in English. Eddy Bruno Esien, Dissertation Thesis The purpose of this dissertation seeks to find out how young third country immigrants` transition from welfare to all types of work take place in Austria, Finland, and the Czech Republic and how is the role of their employment services in work-related activation programs implementation to smoothing this process. The thesis consists of an Introduction and sixteen included articles. The dissertation is based on a qualitative cross-national comparative fewer case study approach, in which both primary and secondary data were collected for analysis. The main research question was: How does young third country immigrants` transition from welfare to all types of work take place in Austria, Finland, and the Czech Republic and what is the role of their employment services in work-related activation programmes implementation to smoothing this process? In more detail research questions included: (a) the roles of the governments, public and private employment service agencies in the implementation of work-related activation program to enable young third country immigrant's transition from welfare to all types of work in Austria, Finland and the Czech Republic; (b) the relationships between the public and private employment service agencies and the Governments in...

La comparaison internationale sur laquelle repose la thèse vise à analyser la signification sociale que peut prendre la justice dans le cadre des études supérieures. Ce travail identifie les conceptions de justice, qui fondent la légitimité des inégalités dans l’enseignement supérieur, ainsi que les mécanismes sociaux qui mettent en acte cette recherche de justice en matière de formation, de financement des études, de sélection, et d’accès à l’emploi. Afin de souligner l’impact du contexte national sur la définition de la justice dans l’enseignement supérieur, cette thèse compare trois pays aux systèmes universitaires massifiés mais présentant des histoires et des structures variables : l’Angleterre, la Suède et la France. Fondée sur l’analyse d’enquêtes quantitatives (Eurostudent III et Reflex) et d’une soixantaine d’entretiens conduits auprès d’étudiants, ce travail témoigne de la cohérence des systèmes nationaux d’enseignement supérieur. Cette thèse explore ainsi, dans l’enseignement supérieur, les modèles d’action publique, traditionnellement analysés comme marchand en Angleterre, universaliste en Suède et académique en France. Elle met en lumière la façon dont les principes de justice (égalité, mérite, autonomie) sont articulés et interprétés, pour finalement consacrer un principe idéalisé dans chaque pays : l’autonomie individuelle en Angleterre, l’égalité sociale en Suède, la méritocratie scolaire en France. Ce travail permet ainsi de remettre en perspective la principale fonction sociale des études en France, à savoir faciliter l’insertion professionnelle, et de souligner la nature éminemment sociale de la caractérisation, comme justes ou injustes, des inégalités. / This thesis dissertation uses international comparison as an analytical tool for studying the very social meanings of justice in the context of higher studies. In doing so, it identifies the conceptions of justice that justify inequalities in higher education. It also explores the social mechanisms that implement the aim of greater justice on four issues of crucial importance to students: selection and admittance processes, transition to work, the pathways of studies and, finally, their financing. In an effort to underline the influence of national context on the definition of justice in higher education, the cases of three countries are considered: England, France and Sweden. All three have long-established mass-education systems; yet they present significant variance in terms of history and institutional structure. Combining quantitative analyses (Eurostudent III and Reflex) and the results of sixty or more interviews with students, this work confirms the consistency of national higher education systems. It explores, as for higher education, public action models traditionally described as marketised in England, universalistic in Sweden and academic in France. It shows how principles of justice (equality, merit, autonomy) are articulated and interpreted in a way that leads to the enshrinement of a particular idealised principle in each country: individual autonomy in England, social equality in Sweden, educational meritocracy in France. It also puts into perspective the main social function of higher studies in France, i.e. facilitating the transition to work, and highlights the eminently social nature of the characterisation, as just or unjust, of inequalities.

Submitted by KLINGER TEODORO CIRÍACO null (klingerufms@hotmail.com) on 2016-06-17T23:37:29Z No. of bitstreams: 1 TESE Klinger Teodoro Ciríaco_Professoras iniciantes e o aprender a ensinar Matemática em um grupo colaborativo.pdf: 4599075 bytes, checksum: 2e39ea59aa6695874a41d075534f2c97 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-06-22T18:04:04Z (GMT) No. of bitstreams: 1 ciriaco_kt_dr_prud.pdf: 4599075 bytes, checksum: 2e39ea59aa6695874a41d075534f2c97 (MD5) / Made available in DSpace on 2016-06-22T18:04:04Z (GMT). No. of bitstreams: 1 ciriaco_kt_dr_prud.pdf: 4599075 bytes, checksum: 2e39ea59aa6695874a41d075534f2c97 (MD5) Previous issue date: 2016-05-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A tese de doutorado vincula-se à linha de pesquisa “Processos Formativos, Ensino e Aprendizagem” do Programa de Pós-Graduação em Educação da FCT/UNESP e teve como objetivo analisar o movimento do aprender a ensinar Matemática, de um grupo de professoras iniciantes, constituído por quatro docentes egressas do curso de Pedagogia e uma de licenciatura em Matemática, nos seus primeiros anos de carreira. Trata-se, de um estudo qualitativo de caráter descritivo-analítico desenvolvido na modalidade da pesquisa-ação estratégica a partir de experiências da trajetória de iniciação profissional, em escolas privadas e públicas municipais e/ou estaduais em Naviraí/MS. Para tal, foram analisados dados obtidos em entrevistas quadrimestrais e observações das interações do grupo colaborativo. Como eixo teórico norteador, utilizamos um referencial que contempla modelos de formação, base da docência e o processo de ensino-aprendizagem de conceitos, enfocando os conhecimentos do professor. Em referência ao eixo metodológico, adotamos a pesquisa-ação com o intuito de auxiliar/orientar as professoras a partir dos encontros com o grupo, na intenção de contribuir para o seu desenvolvimento profissional. Da análise dos dados, evidencia-se que: a) a fase de inserção na docência precisa ser encarada como um projeto coletivo, uma vez que as docentes partilharam um sentimento comum de desamparo e falta de acompanhamento; b) a vinculação e a participação efetiva neste grupo de trabalho colaborativo, permitiu uma maior autonomia crítico-reflexiva e possibilitou ressignificar os seus saberes matemáticos; c) em decorrência da prática coletiva, as professoras passaram a contextualizar a introdução dos conteúdos com os alunos, o qual permitiu um espaço para o diálogo nas aulas de Matemática; d) a iniciação profissional, mediada pela reflexão e atuação colaborativa auxiliou nos momentos difíceis da carreira e trouxe elementos para a permanência na profissão e) o processo de ensino e aprendizagem matemática revelou-se objeto de reflexão e a interação entre professoras de níveis de ensino distintos, trouxe a compreensão de que é preciso pensar a organização do trabalho pedagógico de forma que contribua para os anos escolares posteriores e; f) a experiência de interação entre professoras da área específica (Matemática) e da área pedagógica (Pedagogia) apontou a necessidade de aprofundar investigações que aproximem os docentes no seu ambiente de trabalho: a escola. Os resultados finais revelaram indícios da potencialidade do compartilhamento das práticas profissionais, como também das discussões coletivas para o processo do aprender a ensinar Matemática. Com a conclusão da pesquisa, é possível afirmar que o espaço coletivo enriqueceu a permanência na profissão e contribuiu, de uma forma significativa, para a aprendizagem da docência. / This dissertation is under the line of research “Process Formation, Teaching and Learning” in the Education Graduate Program at FCT/UNESP whose purpose was to investigate the movement of learning how to teach Mathematics, in a group of beginning teachers, consisting of four female graduates from the degree of Pedagogy and one from the teaching degree in Mathematics, in the early years of their careers. It is a qualitative study of descriptive and analytical nature pursued in the fashion of a strategic action-research based on the experiences of early transition to work, in private and public schools from the local/state systems in the city of Naviraí/MS. For such, the analysis included data from quarterly interviews and observation of interactions in the collaborative group. As theoretical framework, I have utilized references that comprehend models of formation, basis of teaching and the concept teaching-learning process, focusing the teacher´s skills. Concerning the methodology, I have adopted action-research with the intent of helping/guiding the teachers in group´s meetings, in order to contribute for their professional development. Data analysis demonstrated that: a) transition to work in teaching needs to be faced as a collective project, since participants shared a feeling of abandonment and lack of follow-up/supervision; b) the link and effective participation in this collaborative work group allowed for greater critical/reflexive autonomy and made it possible t ore-signify their mathematical skills; c) as a result of the collective practice, teachers began to contextualize students when introducing contents, which allowed room for dialogue in the Mathematics classes; d) transition to work, mediated by reflection and collaborative activities was a good help in difficult moments of the career and brought elements to remain in the profession e) the process of teaching and learning mathematics turned out to be object of reflection and the interaction of teachers from different grades permitted to understand that it is necessary to organize the pedagogical work in a way that contributes for the following grades students will go through; and f) the experience of interaction between teachers in the specific area (Mathematics) and the pedagogical area (Pedagogy) revealed the need to look for in-depth investigation that may get teachers closer to the work environment: the school. Final results showed indications of potential to share professional practices as well as collective discussions involving the process of learning how to teach Mathematics. The study being completed, it is possible to say that the collective instance enriched the permanence in the profession and contributed significantly to the learning of teaching.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-06-01T19:11:39Z No. of bitstreams: 1 camilaverrimarassi.pdf: 887434 bytes, checksum: 8c503084c92821d9f522eb74db39da15 (MD5) / Rejected by Adriana Oliveira (adriana.oliveira@ufjf.edu.br), reason: Primeira letra de cada palavra chave deve ser maiúscula on 2016-07-02T13:03:22Z (GMT) / Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-04T10:10:04Z No. of bitstreams: 1 camilaverrimarassi.pdf: 887434 bytes, checksum: 8c503084c92821d9f522eb74db39da15 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T16:10:36Z (GMT) No. of bitstreams: 1 camilaverrimarassi.pdf: 887434 bytes, checksum: 8c503084c92821d9f522eb74db39da15 (MD5) / Made available in DSpace on 2016-07-13T16:10:36Z (GMT). No. of bitstreams: 1 camilaverrimarassi.pdf: 887434 bytes, checksum: 8c503084c92821d9f522eb74db39da15 (MD5) Previous issue date: 2012-05-29 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A dissertação focaliza de que forma a educação importa / contribui no processo de (re) produção das desigualdades sociais a partir da reflexão dos três eixos temáticos abordados nas Ciências Sociais: estratificação educacional, educação e entrada no mercado de trabalho e a relação entre educação e renda. São considerados os modelos explicativos e evidências empíricas relativas ao Brasil sobre as relações estabelecidas pela educação com os processos de estratificação social. / The dissertation focus on the way of education contributes to the social inequality (re) production process from the reflection on the three thematic issues that were dealt with Social Science: educational stratification, education and the access to the labour market and the relations between education and income. The explicably models and empiric evidences related to Brazil are considered about the relations between education with the social stratification process.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-06-28T16:58:10Z No. of bitstreams: 1 camilaverrimarassi.pdf: 887434 bytes, checksum: 8c503084c92821d9f522eb74db39da15 (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2016-07-05T14:31:16Z (GMT) No. of bitstreams: 1 camilaverrimarassi.pdf: 887434 bytes, checksum: 8c503084c92821d9f522eb74db39da15 (MD5) / Made available in DSpace on 2016-07-05T14:31:16Z (GMT). No. of bitstreams: 1 camilaverrimarassi.pdf: 887434 bytes, checksum: 8c503084c92821d9f522eb74db39da15 (MD5) Previous issue date: 2012-05-29 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A dissertação focaliza de que forma a educação importa / contribui no processo de (re) produção das desigualdades sociais a partir da reflexão dos três eixos temáticos abordados nas Ciências Sociais: estratificação educacional, educação e entrada no mercado de trabalho e a relação entre educação e renda. São considerados os modelos explicativos e evidências empíricas relativas ao Brasil sobre as relações estabelecidas pela educação com os processos de estratificação social. / The dissertation focus on the way of education contributes to the social inequality (re) production process from the reflection on the three thematic issues that were dealt with Social Science: educational stratification, education and the access to the labour market and the relations between education and income. The explicably models and empiric evidences related to Brazil are considered about the relations between education with the social stratification process.

Cette thèse porte sur l'insertion professionnelle des étudiants. Ellesoulève en particulier deux questions : la question des possibilités objectivesd'insertion professionnelle pour les diplômés de l'enseignement supérieur, et apporteainsi une contribution au débat sur la dévalorisation des diplômes ; la question del'expérience de l'insertion professionnelle des jeunes dans le contexte institutionnelet social français marqué par la nécessité de s'établir professionnellement.Les figures de « l'intello précaire » ou de « l'ouvrier bachelier » incarnent lesdifficultés d'emploi d'une jeunesse qualifiée. Ce phénomène doit être relativisé : lesjeunes diplômés du supérieur ont des niveaux de chômage beaucoup plus faiblesque les non-diplômés. Les mesures habituelles de la rentabilité des diplômes sontrassurantes : une année d'études supérieures supplémentaire continue d'apporter unsurcroit de revenu de 8%. La dévalorisation des diplômes ne serait alors qu'un« mythe ». Ces constats optimistes reposent cependant sur des indicateurs trèsagrégés : les performances en termes d'insertion professionnelle sont appréciées enfonction du nombre d'années d'études ou du niveau de diplôme. On mesure parexemple les chances d'insertion professionnelle des bacheliers et des titulaires demaster et l'on compare les rentabilités relatives des diplômes. Les études sont donccomprises comme un ensemble homogène de savoirs : les parcours, les contextesd'enseignement, l'intensité du travail de chaque étudiant, et, surtout, la spécialité dediplôme poursuivie sont gommées dans la mesure traditionnelle de la rentabilité desdiplômes. Cette thèse, à partir d'une analyse secondaire de données quantitatives,cherche à préciser cette mesure en réintroduisant la spécialité de diplôme. Onobserve alors qu'à niveau de diplôme équivalent, il existe de fortes disparités entreles spécialités de formation dans la probabilité de s'insérer et dans la qualité desemplois occupés. La spécialité détermine autant que le niveau de formation l'accès àun emploi qualifié. Ainsi, ce travail conclut à l'existence d'effets d'inflation scolairelocaux, situés sur des spécialités de formation précises. / This thesis focuses on the transition to work of students. It raises especially twoquestions: the question of objective employability opportunities for graduates of higher education,and makes in this way a contribution to the debate on the devaluation of diplomas ; the questionof the experience of the professional integration of young people in the French institutional andsocial context marked by the need to establish professionally.Figures of "intello précaire" or "ouvrier bachelier" embody the employment difficulties ofskilled youth. This phenomenon must be relativized: young university graduates have much lowerlevels of unemployment than non-graduates. Standard measures of profitability diplomas shouldlead to optimism : an additional year of higher education continues to provide 8% additionalincome. The devaluation of diplomas seems to be a "myth." However, these optimisticconclusions are based on highly aggregated indicators : the performance in terms of professionalintegration are assessed according to the number of years of schooling or the level of education.One measures for example the chances of employability of baccalauréat graduates and of masterholders and compares the relative profitability of these diplomas. In this way, the studies areunderstood as a continuum of knowledge : educational contexts, work intensity of each student,and especially the field of education pursued are not considered in the traditional measure ofprofitability diplomas. This thesis, based on a secondary analysis of quantitative data, precisesthis traditional measure by reintroducing the field of education. One can notice that at the samelevel of degree, there are wide disparities between training specialties in the probability of findingskilled jobs. The field of education determines as much as the level of training access to a skilledjob. Thus, this work concludes at the existence of local overeducation effects, located on specifictraining specialties.

In this thesis we start from the position where it is important to provide a new mainstreamed training opportunity that allows people with disabilities to opt for a non-specific environment. These normalised settings should become a complement to methodologies that also provide inclusion into ordinary work environments, such as supported employment. Thus, this thesis focuses on the study in Transition to Work Plans (PTT) It aims to establish what are the elements that facilitate its adaptation to people with disabilities. To carry out this research, instruments for assessing programs designed by the author have been applied, following the comprehensive paradigm (Stake, 2006), choosing the collection of information through different pathways. One of the relevant sources of information in this research were students with disabilities. In order to improve the suitability of these programs a set of proposals for improvement are suggested for the research / Partint de la idea que és important oferir nous espais formatius normalitzats que permetin a les persones amb discapacitat optar per entorns no específics en els quals rebre una formació de caràcter laboral, entorns normalitzats que han d’esdevenir complementaris de metodologies que també faciliten la inclusió en entorns laborals ordinaris, com és el Treball amb Suport. Aquesta recerca es centra en els Plans de Transició al Treball (PTT) i té la finalitat d’establir quins són els elements que afavoreixen la seva adequació a les persones amb discapacitat. Per a la realització d’aquesta recerca s’apliquen instruments d’avaluació de programes dissenyats per l’autora que, seguint el paradigma comprensiu (Stake, 2006), opta per una recollida d’informació a partir de diferents vies. Una de les fonts d’informació rellevants en aquesta recerca han estat els alumnes amb discapacitat. Finalment, es presenten un conjunt de propostes de millora que s’extreuen de la recerca realitzada.