Cette étude cherche à développer un regard complexe et non technocratique sur l'Enseignement Secondaire Technique Professionnel (ESTP) au Chili, en l'analysant à partir des notions d'imaginaire social de Cornelius Castoriadis et du discours de Michel Foucault. Avec cet abordage nous prétendons élargir le débat autour des formes sociales et subjectives à la base de la politique éducative de l'ESTP ainsi qu’autour de l’imaginaire social qui l'institue. À cette fin, la méthodologie employée comprend des entretiens semi-structurés à des sujets liés à l’ESTP et à l’Enseignement Secondaire Général, ainsi que l'analyse de documents historiques et actuels relatifs à l’ESTP, à partir de la méthode proposée par Michel Foucault. Cette thèse montre que le ciment idéologique qui soutient l'ESTP n’est en aucun cas économique fonctionnel ; il s’agit plutôt d’un imaginaire social qui configure certaines stratégies d'administration des formes de subjectivation des jeunes des secteurs populaires. De la même manière, l’analyse des résultats met en évidence que la politique éducative de l'ESTP se base sur une forte division sexuelle du travail, face auquel cette politique est hautement conservatrice. / This research develops a complex view about the Vocational – Technical Education in Chile, from an approach that overcomes the technocratic analysis which dominates until now, questioning her from notions like social imaginary of Corneluis Castoriadis and discourse of Michel Foucault. This way of analysis pretends to open the discussion about the social and subjectives forms which are sustained across the educational politic of Vocational – Technical Education, and also the social imaginary that institutionalize her. For this goal, it develops a methodology that includes semi constructured interviews to subjects related with the Vocational – Technical and Humanistic Education and the analysis of historic and actual documents about the Vocational – Technical Education. The thesis shows that it is not the economic-functional vision which sustains the Vocational – Technical Education, like the educational politic trays to show her-self, but rather a neoliberal knowledge that configures certain administration strategies of the subjectivation forms of young people from vulnerable populations. They emerges inside the discourse and the social imaginary like subjects marked by the lack. They are the Others of the education towards whom goes Other educational politic. / La presente investigación busca desarrollar una mirada compleja respecto de la Enseñanza Media Técnico- Profesional (EMTP) en nuestro país, desde un enfoque que supera el análisis tecnocrático que ha primado hasta ahora, interrogándola desde las nociones de imaginario social de Cornelius Castoriadis y de discurso de Michel Foucault. Con este abordaje se pretende abrir la discusión, tanto en torno a las formas sociales y subjetivas que se sustentan a través de la política educativa de EMTP, como del imaginario social que la instituye. Para dicho fin, se desarrolla una metodología que incluye la realización de entrevistas semiestructuradas a sujetos relacionados con la modalidad EMTP y EMCH, y el análisis de documentos históricos y actuales referentes a EMTP. La tesis da cuenta que no es una visión económico-funcional la que sostiene a la EMTP, tal como la política educativa intenta mostrarse a sí misma, sino más bien, un saber neoliberal que configura ciertas estrategias de administración de las formas de subjetivación de los jóvenes de sectores populares, quienes emergen dentro del discurso y del imaginario social como sujetos marcados por la carencia. Son los Otros de la educación, hacia quienes se dirige Otra política educativa.

The purpose of this study was to determine the degree of importance of each of the curriculum competencies in the National Standards for Business Education (NBEA, 1995) for the successful performance of beginning secondary business teachers in Virginia as perceived by experienced and inexperienced business teachers. The standards consist of 102 competencies in the 11 subject areas of business education. The questionnaire used in the research study was an original survey instrument developed by the researcher after a review of the literature did not reveal an instrument that could be used with the NBEA document. The survey instrument was mailed to a sample of public high school business teachers in Virginia who were systematically selected from an available population. Results from the demographic question on the survey resulted in the identification of 161 experienced business teachers and 18 inexperienced business teachers. Means, standard deviations, and t-tests were used to describe the data. The competencies were rated with a five-point Likert scale. All competencies were rated as having either essential importance, above average importance, or average importance. Of the 102 competencies, experienced business teachers identified 11 as having essential importance, 86 as having more than average importance, and 5 as having average importance. Inexperienced business teachers rated 11 competencies as having essential importance, 87 as having more than average importance, and 4 as having average importance. When comparing the experienced and the inexperienced teachers' lists of rated competencies, 9 competencies rated as essential importance were the same for both groups, and 3 competencies rated as average were the same for both groups. When comparing the overall content areas, no significant differences existed between the perceptions of the experienced business teachers and the inexperienced business teachers. / Ph. D.

At a private for-profit hospitality college in Philadelphia, there are rising percentages of students not persisting to the sophomore year. The study was grounded by the theoretical framework of Tinto's model of student retention. The purpose of this causal comparative study was to examine the relationship between student persistence and the academic variables of major, vocational technical preparation, and provisional acceptance. The relationship was analyzed using a chi-square test of independence. The data collected for the study came from archival data based upon the sample of 162 full-time students enrolled during the August 2014 class start in the majors of Culinary Arts, Pastry Arts, Restaurant Management, and Hotel Management. The results displayed that persistence is dependent on the student major of choice and students who had vocational technical preparation. However, the results displayed that persistence was most likely independent of students who were provisionally accepted, suggesting that provisional acceptance had no influence on whether students persisted from freshmen to sophomore year or not. The implications for positive social change on the local level include providing research-based findings on variables associated with first-year student persistence to inform targeted student support services and ultimately improve student persistence at the institution studied. A professional development workshop has been created to educate faculty and staff at the college about the results of the study. The implications for positive social change outside of the institution include a higher number of students who are qualified to obtain jobs and positively help their communities grow and develop.

"The problem with which this study is concerned is that of determining whether the implementation of a teacher-training curriculum providing the courses required for state certification of vocational-technical teachers employed in the North Texas public school systems is feasible and desirable at North Texas State University."--1.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-10-31T12:22:57Z No. of bitstreams: 1 Thais Antonia Pires Salla Trevisan.pdf: 2564623 bytes, checksum: 044f686a02087efd81e3e654ecf54fed (MD5) / Made available in DSpace on 2017-10-31T12:22:57Z (GMT). No. of bitstreams: 1 Thais Antonia Pires Salla Trevisan.pdf: 2564623 bytes, checksum: 044f686a02087efd81e3e654ecf54fed (MD5) Previous issue date: 2017-10-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The Vocational Technical Education is at the intersection point of two fundamental Brazilian rights: the Educational right and the Work right. A dynamic and autonomous character formation is attributed to Vocacional Technical Education, which may follow the all-time speed changes of the work around world. Furthermore, it is special modality of education that has been listed on political promises, and on television advertisements. Vocational Technical Education depicts an important goal in the National Plan of Education and keeps up with High School Reform Proposals. Target young people, from 18 to 24 years old, those are studing technical courses in the Health and Wellness field, this paper seeks to identify elements that point out the reasons and the expectations for the course choice. The research locus was a SENAC-SP´s school, in Jundiaí City. That time, eight students, equally divided among the following technical courses: Nursing, Aesthetics, Massotherapy and Podology were interviewed. As a research tool, we used the semi-structured interview, from which we seek to got the students' impressions about the proposed theme, valuing their qualitative issues. The interviews gave us the resources to study the material produced from the Content Analysis, a research tool that allowed us for the construction of three Analysis Categories: Reasons for the choice, Surprises on the way and The student project is held in the project. Life. In the first category, the possibility of nursering, as well as the pround of the Vocational Technical Education, and the pround of Health and Welness work fiels, were reasons to the course choice. For the last category, a form of Family gratitude is one of the expectations that the subjects reported to aim at the end of the course. And, an “at the middle” category, "between reasons and expectations" was constructed to express the students´surprises during the courses. The relations of constitution of the professional identity, allow us to more broadly access Vocational Technical Education porposes in the mission for the Citizens formation / A Educação Profissional Técnica de Nível Médio (EPTNM), está no ponto de intersecção de dois diretos fundamentais do cidadão brasileiro, o direto à Educação e o direito ao Trabalho. Atribui-se a ela, uma formação de caráter dinâmico e autônomo, a qual é capaz de acompanhar as constantes e velozes alterações do mundo do trabalho. Além disso, é uma modalidade de educação que tem figurado promessas políticas e propagandas televisivas, representa uma importante meta no Plano Nacional de Educação do país e acompanha as modificações propostas pela atual Reforma do Ensino Médio. Neste estudo, buscamos identificar elementos que apontem as razões e as expectativas da escolha pela EPTNM por jovens de 18 a 24 anos, especificamente, na área de Saúde e Bem-estar. Tendo como locus a unidade escolar da cidade de Jundiaí, pertencente a rede do SENAC SP, foram entrevistados oito alunos, igualmente divididos entre os seguintes cursos Técnicos: Enfermagem, Estética, Massoterapia e Podologia. Como ferramenta utilizamos a entrevista semiestruturada, a partir da qual buscamos reunir as impressões dos alunos sobre o tema proposto, valorizando seus critérios qualitativos. As entrevistas nos deram recursos para que estudássemos o material produzido a partir da Análise de Conteúdo, procedimento que nos permitiu construir três categorias de análise, a saber: Razões para a escolha, Surpresas no caminho da formação e Projeto de formação está contido no projeto de vida. Na primeira categoria, a possibilidade de ajudar e cuidar constituiu para os sujeitos, assim como a valorização da EPTNM e do trabalho na área da Saúde e Bem-estar motivos para a escolha dos cursos. Em relação à última categoria, a possibilidade de se formar como forma de gratidão à família ou para cuidar dos membros da família é uma das expectativas que os sujeitos referiram nutrir ao final do curso. E, por não representarem nem motivos que determinaram a escolha, nem expectativas em relação ao curso, uma categoria “entre as razões e as expectativas” foi construída para a expressão das surpresas vividas pelos alunos ao longo dos cursos. As relações de constituição da identidade profissional, entendida como uma constituição histórica, social e cultural dos sujeitos, e que nos são reveladas pelos motivos e expectativas em relação a escolha de um curso de formação profissional vão nos permitindo acessar mais amplamente a missão da formação de cidadãos, pela EPTNM, e nos mantém atentos em entender quais os seus propósitos