Made available in DSpace on 2016-04-27T16:32:46Z (GMT). No. of bitstreams: 1 REGIME DE CICLOS COM PROGRESSAO CONTINUADA NAS ESCOLAS PUBLICAS PAULISTAS.pdf: 1455470 bytes, checksum: f6ec07da71e6ba4b4653cd0896f3a892 (MD5) Previous issue date: 2005-01-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The aim of this study is to contribute to the comprehension of how the changes entailed in the educational reform work and are expressed. It was accomplished based on a research about the new set, relative to the scholar organization, created by the changes introduced with the implantation of Cycle Regime with Ongoing Progression at elementary education in public schools from São Paulo. The initial hypothesis was that the this implantation would modify, meaningfully, the school time organization, what would generate a direct impact with the cultural capital and habitus of the teachers. The research took place in 2003 in two public schools from São Paulo state net subordinated to the same Teaching Board. It was made through interviews to two teachers in each school who worked at the second cycle of elementary school, 5th to 8th grades, at a total of four, and to the pedagogic coordinators that were working at this duty since the implantation of the reform. It was also performed the collection and analysis of school documents which expressed the school time organization. This job used the Pierre Bourdieu theoretical corpus as reference, mainly the cultural capital, arbitrary cultural dominant, strategies and habitus, to verify the resulting impact of the reform quoted at the consolidated docent practices. It was testified that the initial hypothesis, concerning the school time, was not proved. Nevertheless, the direct impact on the teacher s cultural capital and habitus regarding to meritocracy, which prizes and settles an ideal student pattern, the pedagogic authority reduction on behalf of ongoing progression that makes impossible the power of the decision about the retention or approval of the pupils, and the valorization and defense of the transmission of scholar contents without which school becomes devoid of its leading duty, was evidenced. Finally the adoption of strategies such as the defense of the Grade Board strengthening and the reduction of the cycles duration from four two years aiming at overcoming these impacts and its effects that are considered damaging, by the docents, to public schools and the pupils future. / Este estudo tem a finalidade de contribuir para a compreensão de como operam e se expressam as mudanças envolvidas em reformas educacionais. Realizou-se a partir de uma pesquisa sobre o novo cenário, relativo à organização escolar, criado pelas alterações introduzidas com a implantação do Regime de Ciclos com Progressão Continuada no Ensino Fundamental das escolas públicas paulistas. Partiu-se da hipótese inicial de que a implantação da referida reforma alteraria significativamente a organização do tempo escolar o que geraria um impacto direto no capital cultural e habitus dos professores. A pesquisa foi realizada em 2003 em duas escolas públicas, da rede estadual paulista subordinadas à mesma Diretoria de Ensino, por meio de entrevistas com dois professores de cada escola, de segundo ciclo do Ensino Fundamental, 5ª à 8ª séries, num total de quatro, com os professores coordenadores pedagógicos de cada unidade escolar, que estivessem no exercício dessa função desde a implantação da referida reforma. Foi também, realizada a coleta e análise dos documentos escolares que expressam a organização do tempo escolar. Este trabalho tem como referência o corpo teórico de Pierre Bourdieu privilegiadamente os conceitos de capital cultural, arbitrário cultural dominante, estratégias e habitus para se verificar o impacto resultante da implantação da reforma em tela nas práticas docentes consolidadas. Constatou-se que a hipótese inicial, no que se refere à organização do tempo escolar, não se comprovou. No entanto, emergiu, ao longo da pesquisa, o impacto direto sobre o capital cultural e habitus dos professores referentes a meritocracia, que valoriza e estabelece um padrão de aluno ideal, a redução da autoridade pedagógica em função da progressão continuada que impossibilita o exercício do poder de decisão sobre a retenção ou aprovação do alunado e, a valorização e defesa da transmissão dos conteúdos escolares sem o que a escola fica esvaziada de sua função precípua. Finalmente a adoção de estratégias, como, por exemplo, a defesa do fortalecimento do Conselho de Série e da redução do período de duração dos ciclos de quatro para dois anos visando a superação desses impactos e seus efeitos que são considerados danosos, pelos docentes, à escola pública e ao futuro dos alunos.

PAULA, Daniele Facundo de. Alfabetização estética: o aluno do curso de pedagogia da UFC e as possibilidades da arte na sua formação como educador. 2010. 96f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação, Fortaleza-CE, 2010. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-05T14:44:21Z No. of bitstreams: 1 2010_Dis_DFPAULA.pdf: 4131085 bytes, checksum: 51b3f04b475f202d9f659b99f714ee6b (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-09T11:47:29Z (GMT) No. of bitstreams: 1 2010_Dis_DFPAULA.pdf: 4131085 bytes, checksum: 51b3f04b475f202d9f659b99f714ee6b (MD5) / Made available in DSpace on 2012-07-09T11:47:29Z (GMT). No. of bitstreams: 1 2010_Dis_DFPAULA.pdf: 4131085 bytes, checksum: 51b3f04b475f202d9f659b99f714ee6b (MD5) Previous issue date: 2010 / In this search, I investigated the art contribution to the educator’s upbringing. I intended to enlarge the comprehension of human formation influenced by the variety of art manifestations or throughout the aesthetic literacy process. In this perspective, I described the educational art conception in schools and academic fields and also. I pointed out the UFC teachers’ conception of the matter, focusing on the teachers from the Pedagogy Course of this institution. Then, throughout a confrontation process, I analyzed the expectations of the students from the Pedagogy Course of UFC in terms of the artistic literacy proposed by the art disciplines and their respective teachers and I also took into consideration the possibilities of meaning construction through the art. I described the field experience and the methodological path taken into an ethnographic research. I debated in which terms the cultural capital can be an important analytical element in the distribution of the cultural goods of the formal education and its repercussion as a social reproduction tool, having in mind that media is a relevant vehicle to socialize some of these cultural goods. Taking the experiences and discoveries of two students who had applied the non compulsory discipline Seminar II Art and Education in Schools, I highlighted the educators’ formation process in these disciplines. At last, I established a parallel between the investigated students’ experiences and the syllabus of the course. I hope in this search to contribute to strengthen the educators’ perception of the art relevance in their formation, mainly the importance of the disciplines which deals with the aesthetic dimension of the educators. Moreover, I wish to unleash in the mentioned course new debates concerning the rightness of aesthetic issue in education and its possibilities to achieve a human formation. / Nesse trabalho, investiguei o papel da arte na formação do pedagogo. Busquei ampliar a compreensão do processo de formação humana por meio das possibilidades da arte ou processo de alfabetização estética. Nesta perspectiva, descrevi a concepção de arte na educação nos âmbitos escolar e acadêmica; a visão dos professores de arte do curso de Pedagogia da UFC. Em seguida, analisei entre as expectativas dos alunos do curso de Pedagogia à luz do processo de alfabetização estética proposta pelas disciplinas de arte e seus respectivos professores, buscando um confrontamento, e verificando as possibilidades de composição de sentidos através da arte. Descrevi também a experiência de campo e o método de investigação em decorrência do caráter etnográfico da pesquisa. Discuti como o capital cultural pode ser importante elemento de análise da distribuição dos bens culturais na educação formal institucionalizada e sua atuação como fator de reprodução social, tendo a mídia como um importante veículo de socialização de determinados bens culturais. Por conseguinte, relatei o processo de formação que se desenvolveu na disciplina Seminário II Arte e Educação na Escola, analisando as vivências e as descobertas de duas estudantes do curso em uma disciplina que não compõe a grade curricular obrigatória. Finalmente, relacionei a experiência das alunas investigadas e a proposta do curso. Espero contribuir para que os futuros educadores compreendam melhor o papel da arte em sua formação, especificamente, a importância das disciplinas que buscam trabalhar a dimensão estética do educador. Além disso, pretendo desencadear naquele curso novas discussões sobre a pertinência do estético na educação e suas possibilidades de uma humana formação.

This study presents insights on career management in the creative and cultural industries in Scotland with detailed exploration into practices and strategies employed by cultural workers. Following a phenomenological approach, the study has used subjective data of individual career experiences and interpreted them into objective patterns of career management. Using qualitative research interviews and thematic analysis, the doctoral study explored the career management experiences of thirty six cultural workers and identified particular strategies adopted in the self-management of precarious and unpredictable careers. Employment in the creative and cultural industries is with precarious which constitutes a specific environment for career management and career progression. Not enough is known about the ways in which cultural workers manage their careers in these circumstances. The aim of this study was to understand the realities of contemporary career management in the creative and cultural industries and to identify particular practices and strategies in which creative careers might be managed. Beyond the scholars in this field, this research is of interest to cultural workers, policy makers in the creative and cultural industries more broadly and higher education institutions preparing graduates for work in the creative and cultural industries. The empirical evidence gathered can better inform cultural workers of effective career management strategies and propose policy interventions that would facilitate effective career management and career management education. Key findings focus on the use of online / social media within creative careers and how such activity takes place; the development of a new harmony between art and economic logics and the application of development based career strategies in creative careers, with cultural workers being more managerial than they even recognise themselves. The findings from this study offers confirmation to what is already known about careers in the creative and cultural industries, greater depth and detail to what is already known and extend understanding about the relationship disconnect between individual career Career Management in the Creative and Cultural Industries Abstract management strategies and the policies designed to support cultural workers – policies which focus on growth and development of the industry but not those individuals who make up the industry. Exploration of the phenomenon of career management in the creative and cultural industries requires further research, which could include: alternative methodologies to elicit perceptions based on the findings from this study, deeper exploration into both the difference in career management within the creative and cultural industries and the emerging relationship between art and economic logic.