Thesis (Ph. D.)--University of Wisconsin--Madison, 1989. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 254-270).

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves [152-159]).

Thesis (M.Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves [152]-[159]). Also available in print.

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1990. / Vita. Abstract. Includes bibliographical references (leaves 315-323). Also available via the Internet.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Vita. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.A.)--University of Wisconsin--Madison, 1981. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 85-88).

Thesis (Ph.D.)--Cleveland State University, 2009. / Abstract. Title from PDF t.p. (viewed on Sept. 28, 2009). Includes bibliographical references (p. 194-203). Available online via the OhioLINK ETD Center and also available in print.

L'intégration des Technologies de l'Information et de la Communication appliquée à l'Enseignement (TICE) dans le système éducatif nécessite d'accompagner les enseignants par des dispositifs de formation. Malheureusement au Gabon ce n'est pas toujours le cas. Cette intégration qui dépend largement des facteurs technologiques, pédagogiques et humains entraine des changements dans les pratiques des enseignants. Tout changement de pratiques suppose d'apprécier l'impact que ces technologies ont sur les pratiques à travers les acteurs principaux que sont les enseignants. Ma thèse s'est donc intéressée à ce que pensent les enseignants de l'apport de l'usage des TICE dans leurs pratiques. Pour cela j'ai procédé à une analyse quantitative des données recueillies auprès de 50 enseignants. Cette analyse permet de faire ressortir les différents usages des enseignants dans les établissements étudiés mais aussi leurs représentations concernant ces usages. Les résultats montrent qu'il existe effectivement dans ces établissements certains usages des TIC par les enseignants. Toutefois, il n'existe pas encore de véritables programmes de formation des enseignants mettant l'accent sur les compétences technologiques liées aux programmes scolaires ou aux disciplines enseignées. Les enseignants reçoivent plutôt une formation axée sur la maîtrise des outils informatiques et de certaines applications informatiques. / The integration of information technology and the applied communication to teaching in the educative system needs to accompany teachers by strategies of training. Unfortunately in Gabon it is not always the same. This integration which largely depends on technological, pedagogical and human factors brings changes in the uses of teachers. My thesis was focused on what teachers think about the advantages of the Information and Communication Technology for Teaching usage in their practices. For this reason, I made a quantitative analysis of received schemas towards fifty teachers. This analysis allows to find out different uses of teachers in the studied schools but also their representatives concerning these uses. Not only this analysis allows to find out different uses of teachers in the studied schools, but also their representatives concerning these uses. The results show that there are in these schools certain uses of Information and Communication Technology by teachers. In addition, there hasn't been mere programs of teachers training putting amphasis on technological competences linked to the school curricula or taught disciplines yet. The teachers receive rather a training focused on the mastering of computers tools and certain computers practices.

Made available in DSpace on 2017-07-21T20:31:41Z (GMT). No. of bitstreams: 1 VeraLuciaMazur.pdf: 527060 bytes, checksum: 9f24cc7b546d2c545009f2d9395cf229 (MD5) Previous issue date: 2008-12-08 / This study analyzed the reading practices that happen in the classes of Portuguese Language,specifically, with groups of 5th and 8th grades in three schools of the public education of the Ponta Grossa City, in Paraná State. In addition, it still looked for to understand the physical,material, pedagogic and human conditions existent in those schools that contribute to the effective development of reading practices. The field research involved the following strategies: observation of the school and of the classes of Portuguese Language, application of questionnaires to the responsible for the libraries, educators, teachers and students from the observed classes. The methodology used for the data collection was the qualitative research of the thnographic type and we analyzed the data in agreement with the approach of the qualitative researches. We organized the work in three discussion axes: a) education politics and the school context; b) educational practices: rituals and routines in the school quotidian; c) the reading practices in the school: the reading as cultural practice. The theoretical discussions are seated in authors that discuss the school, the reading and the cultural practices, like Bourdieu, Freire, Chartier, Smith, Foucambert, Solé and Silva and, also the ones who work with the education politics, such as: Paro, Frigotto, Sacristán and, still, the ones who have as axis the quotidian: Mclaren, Heller, Bourdieu, and others. The main conclusions are the following ones: a) the clients of the schools are formed by a very big economical and cultural diversity and, in that way, the school tries to homogenize and to ritualize the educational actions to impose an uniform posture; b) the schools sustain their practices centered in rituals and routines created in a long time; c) the relationships promoted at classroom are provocative of competitions between teachers and students. Those agents in the school context struggle amongst themselves, making agreements and negotiations trying to impose their values, faiths and habits; d) the teachers do not plan their classes, what results in fragmented and repetitive activities; e) the text book is the material most used by the teachers to work with the reading in classroom; f) into the schools there is a ready institutionalized speech that blames the media and the family institution for the students' indifference for the reading; l) the responsible professionals to mediate the reading in the schools - librarians, educators and teachers - affirmed that they are readers, however, eventually. As the teachers as the students recognize that the reading is important for the people life, they have notion of the role of the school in the formation of readers. / Este estudo analisou as práticas de leitura que ocorrem nas aulas de Língua Portuguesa, especificamente, com turmas de 5ª e 8ª séries em três escolas da rede pública do município de Ponta Grossa – Paraná. E, ainda, buscou-se compreender as condições físicas, materiais, pedagógicas e humanas existentes nessas escolas que contribuem para o desenvolvimento efetivo de práticas de leitura. A pesquisa de campo envolveu as seguintes estratégias: observação da escola e das aulas de Língua Portuguesa, aplicação de questionários aos responsáveis pelas bibliotecas, pedagogos, professores e alunos das classes observadas. A metodologia empregada para a coleta de dados foi a pesquisa qualitativa do tipo etnográfica e os dados foram analisados de acordo com a abordagem das pesquisas qualitativas. O trabalho está organizado em três eixos de discussão: a) políticas educacionais e o contexto escolar; b) práticas docentes: rituais e rotinas no cotidiano escolar; c) as práticas de leitura na escola: a leitura como prática cultural. As discussões teóricas estão assentadas em autores que discutem a escola, a leitura e as práticas culturais, como Bourdieu, Freire, Chartier, Smith, Foucambert, Solé e Silva e, também nos que trabalham com as políticas educacionais, como: Paro, Frigotto, Sacristán e, ainda, nos que têm como eixo o cotidiano: Mclaren, Heller, Bourdieu, e outros. As principais conclusões são as seguintes: a) a clientela das escolas é formada por uma diversidade econômica e cultural muito grande e, dessa forma, a escola tenta homogenizar e ritualizar as ações docentes para impor uma postura uniforme; b) as escolas sustentam suas práticas centradas em rituais e rotinas criadas há muito tempo; c) as relações promovidas em sala de aula são provocadoras de competições entre professores e alunos. Esses agentes no contexto escolar lutam entre si, fazendo acordos, negociações na tentativa de cada um, impor a seu modo os seus valores, crenças e hábitos; d) os professores não planejam suas aulas, o que resulta em atividades fragmentadas, repetitivas o que não estimula a participação dos alunos nas aulas; e) o livro didático é o material mais utilizado pelos professores para trabalhar a leitura em sala de aula; f) dentro das escolas existe um discurso pronto institucionalizado que culpa a mídia e a instituição familiar pelo desinteresse dos alunos pela leitura; g) os profissionais responsáveis por mediarem a leitura nas escolas – bibliotecários, pedagogos e professores – afirmaram que são leitores, porém, eventuais. Tanto os professores quanto os alunos reconhecem que a leitura é importante para a vida das pessoas, têm noção do papel da escola na formação de leitores.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-11-22T16:47:38Z No. of bitstreams: 1 DANIELE LOPES OLIVEIRA.pdf: 24529292 bytes, checksum: d9c41e0a5aada92012622c569d8797d1 (MD5) / Made available in DSpace on 2017-11-22T16:47:38Z (GMT). No. of bitstreams: 1 DANIELE LOPES OLIVEIRA.pdf: 24529292 bytes, checksum: d9c41e0a5aada92012622c569d8797d1 (MD5) Previous issue date: 2017-09-12 / The significant increase in the number of lawsuits in which the school is a party motivated the formulation of this research. In order to analyze the phenomenon that leads the court to intervene in school to solve their problems and how this brings reflexes in school. We sought to analyze the role of the school today, without the authority and responsibility of the educator. And how the meddling of the judiciary in school contributes to the public world taking the place of the private. And how the process of political alienation unfolded, originating the sphere social that supplanted the other spheres. As well as the loss of language through the process of judicialization precarizes, even more, the role of the school. And how this meddling takes the place of thought, judgment, and action. The work of Arendt sheds light on the phenomenon of the judicialization of schoolchildren, as a public concern for private problems and the loss of interest in the common destiny of politics. The analysis of the de-structuring of the public and private spheres and the emergence of the social sphere can lead to possible answers to the difficulty of distinguishing at present what is specific to politics and what should be protected in the private sphere since the Judiciary proposes to offer political answers to social problems, which have neither public nor private characteristics, in the Arendtiana’s perspective. The Arendtiana lines of thought provide us with epistemological content that allows us to refer to the study on screen, with its critique of political alienation, and about science as an ideal of progress that aims to respond to all the evils of the world, the crisis of tradition, authority and responsibility, the mass society and the crisis in education that emerges in modern education as an instrument of politics. The appreciation of the current displacement of politics to the scope of the judiciary, problematizing the political and juridical process that has invaded the school field, shows that the judicialization occurs as an anomalous process and weakens the representative system of the school as a place of thought, reflection, action and the exercise of discourse. These propositions aimed at the construction of the thesis that carried out a bibliographical research documentary with the analysis of the works of Arendt with the use of the historical-legal method. / O aumento significativo do número de ações judiciais em que a escola é parte motivou a formulação dessa tese. A fim de analisar o fenômeno que leva a esfera judicial a intervir na escola e compreender quais os reflexos oriundos da judicialização, no âmbito escolar. Buscou-se examinar qual é o papel da escola hoje, desprovida da autoridade e responsabilidade. E de que forma a intromissão do judiciário na escola contribui para que o mundo público tome o lugar do privado, conduzindo ao processo de alienação política, originando a esfera do Social. Bem como a perda da linguagem por meio do processo de judicialização precariza, ainda mais, o papel da escola. E como essa intromissão tira o lugar do pensamento, do julgamento e da ação. A obra de Arendt, lança luz sobre o fenômeno da judicialização das escolares, enquanto preocupação pública com problemas privados e a perda do interesse pelo destino comum da política. A análise da desestruturação das esferas pública e privada, e o surgimento do social, podem verter em possíveis respostas para dificuldade de se distinguir, atualmente, aquilo que seja próprio da política e o que deve ser resguardado no âmbito privado, vez que o Poder Judiciário se propõe a oferecer respostas políticas a problemas sociais, que não têm características nem públicas nem privadas, na perspectiva arendtiana. As linhas de pensamento da autora nos fornecem conteúdo epistemológico que permite referendar o estudo em tela, com sua crítica sobre a alienação política, e sobre a ciência, enquanto ideal de progresso, que se propõe a dar resposta para todos males do mundo moderno. O fim da tradição, autoridade e responsabilidade, bem como a massificação da sociedade criam o ambiente propício para a crise da educação levando a educação moderna a se tornar um instrumento da política. Desta forma, a apreciação do deslocamento da política para o âmbito do judiciário, problematizando o processo político e jurídico que invadiram o campo escolar, demonstra que a judicialização ocorre enquanto um processo anômalo que enfraquece o sistema representativo da escola enquanto instância do pensamento e reflexão. Lugar da ação, do agir em conjunto e do exercício do discurso. Essas proposições objetivaram a construção da tese que realizou uma pesquisa bibliográfica documental realizando um estudo amparado nos conceitos obtidos nas obras de Arendt.