Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2016-09-09T20:17:38Z No. of bitstreams: 1 VERSÃO FINAL APROVADA 22-06-16.pdf: 2389998 bytes, checksum: ff06dcd643742e24a8c016b9fa748f47 (MD5) / Made available in DSpace on 2016-09-09T20:17:38Z (GMT). No. of bitstreams: 1 VERSÃO FINAL APROVADA 22-06-16.pdf: 2389998 bytes, checksum: ff06dcd643742e24a8c016b9fa748f47 (MD5) Previous issue date: 2016-03-31 / This investigation is part of a research line called “Educational institution: organization and management”, which includes investigations about social, cultural and political aspects envolved in operation and organization of educational institutions. The methodology of this research was qualitative, and featured as case study. The target of this research was school architecture and its relations with genre, focusing in João Francisco de Godoy School, known as “Navio”, in Presidente Prudente, in the years 1950’s, 1960’s and 1970’s. This period includes architecture transitions characterized by a construction of a new building and implementation of mixed classrooms in the school, as well as the preconization of the co-education ideas in the State of São Paulo, in opposed to imposition of authoritarianism and control that came with militar dictatorship. The main assumption is based in conception of architecture stiles anf shapes of scholl buildings that have had relation to social, cultural and linguistic constraints, and that have been constituted and constituent of experienced daily power relations. Thus, the objective was the investigation of how the school space and organization have been changed, and have been articulated in social and cultural bonds of power as a whole and particularly gender relations. The data were produced by empirical research to the collection of information from the school and governmental institutions, as well as reflective testimonials and interviews applied to former students. Analyzes were developed through Minayo’s data triangulation procedures, and supported by Certeau’s, Escolano’s and Viñao Frago’s theories. The bibliographic research adhered to the studiy of social, cultural and educational policy contexts, over that time period. Moreover, it also turned to issues of gender, power and school architecture. Between the main results, it is possible to point the understanding that a school building retains intangibles elements. Using thematic categories for analysis (classroom, patio and stairs), we reached the main results of which, allowing for its establishment as a place of learning, as government directions and pedagogical practices, which spaces represent everyday use, and reflect the ownership of the building by students boys and girls, by relations of power and transgression. / Este trabalho insere-se na linha de pesquisa “Instituição educacional: organização e gestão”, a qual abrange investigações sobre os aspectos sociais, culturais e políticos envolvidos no funcionamento e organização das instituições educacionais. A pesquisa, de natureza qualitativa e caracterizada como estudo de caso, teve como objeto de estudo a arquitetura escolar em suas interfaces com as relações de gênero, conforme estudo realizado na escola João Franco de Godoy, denominada "Navio", em Presidente Prudente, no recorte temporal entre 1950-1970. Trata-se de um momento que abrange transições caracterizadas pela construção de um novo edifício e a implementação de salas mistas na escola, bem como pela preconização do ideário da coeducação no Estado de São Paulo, em contraponto à instalação do autoritarismo e controle decorrentes da ditadura militar. O principal pressuposto se baseia na concepção de que os estilos e formas arquitetônicas das edificações escolares vincularam-se a condicionantes linguísticas e socioculturais, as quais são constituídas e constituintes das relações de poder cotidianamente vividas. O principal objetivo, portanto, foi a averiguação de como as modificações espaciais e organizacionais da escola se articularam nos liames sociais e culturais de poder como um todo e com as relações de gênero, em particular. Os dados foram produzidos pela via da pesquisa empírica, com a coleta de informações junto à escola e às instituições governamentais, paralelamente ao uso de depoimentos em entrevistas semiestruturadas e reflexivas, aplicadas a ex-alunos e ex-alunas. As análises foram desenvolvidas por meio dos procedimentos de triangulação dos dados de Minayo (2007) e sustentadas nas trilhas teóricas de Certeau (2012), Escolano (2001) e Viñao Frago (1995). A pesquisa bibliográfica se ateve, em grande parte, aos estudos dos contextos socioculturais e das políticas educacionais, no período. Também se voltaram para as pesquisas que relacionam gênero, poder e arquitetura escolar. Utilizando-se de categorias temáticas para a análise (Sala de aula, Pátio e Escada), chegou-se aos principais resultados, dos quais destacamos a compreensão de que um edifício escolar carrega em sua concretude elementos imateriais, os quais são de extrema significância para o seu efetivo uso, estabelecendo-se enquanto lugar do saber, conforme os direcionamentos governamentais e práticas pedagógicas, cujos espaços representam o uso cotidiano e refletem a sua apropriação por meninos e meninas, mediante relações de poder e transgressão.

This MA thesis deals with the influence of single-sex tourist groups on creating the identity of their members. The aim is to discover the effect of membership in such a non-coeducational tourist clubs on children, and also how this leisure activity affects children's identity and what impact it has on their development. The theoretical part discusses socializing, social environment, gender, gender socialization and gender stereotypes. Furthermore, it also deals with the influence of peers and peer groups for socialization of children and the issue of the high quality use of leisure time. For the purpose of this thesis, interviews were carried out with all parties involved in the functioning of these clubs, namely leaders, instructors, parents and of course also the current and former members of these clubs. For comparison of some statements, an interview with a leader of a very similar, but non-coeducational club was carried out. The results showed that non-coeducational clubs are beneficial for children because the children have the opportunity to access activities normally carried out by the members of the opposite sex, and to do so without gender-motivated social prejudices. Additionally, the approach and attitudes of the leaders have great influence on the running of the club, the nature...

Educating male and female students in separate learning environments has been a common practice since the early inception of educational programs. However, this practice was heavily debated in the 20th century for its perceived inequalities in the treatment of students based on their gender resulting in today's coeducational classroom structure. Recently, interest in single-sex classrooms returned as an alternative for educating America's youth. Political support for this educational approach was evident in modifications to the 2006, No Child Left Behind Act which in turn led to increased availability and popularity of this educational venue. Despite same-sex classrooms' acceptance, research results on the effectiveness of single-sex classrooms have been mixed contributing to inconclusive findings that do little to support the use of public funds for such initiatives. The purpose of this research is the analysis of data to clarify the outcomes of single-sex classroom environments and their effects on students. South Carolina Department of Education survey results (2008) were examined using ANOVA analysis to identify differences in the group means between the male and female students and regression analysis was used to test the influence of the control (independent) variables on the dependent variables. The statistical analysis did not find significant differences in how the single-sex classrooms impact males and females in terms of academic achievement. However, motivation and self-esteem were found to have significant differences for male and female students in single-sex classrooms. Notably the analysis results iv indicated 4th, 5th, and 6th grade levels demonstrated the greatest disparities between the genders. Regression results highlighted the inability of the independent (control) variables of grade level, gender, or ethnicity in explaining the variation in any of the dependent variables, failing to confirm the model used in analysis. Likewise, grade level was generally found to have a greater impact than gender or ethnicity on the academic achievement, motivation and selfesteem dependent variables. It is recommended that additional research be conducted to further consider these variables and their effects on students utilizing a wider range of control (independent) variables.

No description available.

This quantitative study compared achievement and attendance of fifth grade African American males and females attending same- gender classes and coeducational classes in two inner-city schools in Virginia. The population of the study was ninety African American students. Fifty-two students were in same-gender classes and thirty-eight students were in coeducational classes. The students were from very similar socio-economic neighborhoods. The lowa Test of Basic Skills (ITBS) and the students’ final grades in grades four and five were used to obtain quantitative data. Achievement and attendance information was reported in mean scores and percentages. Charts and tables were used where appropriate for purposes of comparison and clarification. Descriptive statistics were used for means, standard deviations, and percentages. A separate analysis of covariance (ANCOVA) test was performed for achievement grades in math, science, reading, and social studies and standardized test scores. An ANCOVA also was done on attendance. The fourth grade ITBS’s test scores in reading, math, science, and social studies served as covariates. A separate analysis of variance (ANOVA) test was run on each ANCOVA for the purpose of comparison. Significant main effects and interactions were analyzed. Number Cruncher Statistical System software was used for all computations. A probability level of .05 was selected as the level of significance. The analysis of the data for both groups revealed that students in the same-gender group showed higher achievement and improved attendance than the coeducational group. Grades for males and females were better in all subjects in same-gender classes. However, improved standardized test score results were divided. The results of this study can provide data to school districts interested in comparing same-gender schooling and coeducational schooling. It contributes to the growing body of research in same-gender schooling as an educational alternative. / Ed. D.

La mixité à l’école est souvent considérée comme un moyen privilégié pour tendre vers une meilleure égalité entre les filles et les garçons. Si les différents dispositifs institutionnels encourageant sa mise en oeuvre ont contribué à une égalité de droits, ils n’ont pas abouti pour autant à une égalité dans les faits. La recherche analyse finement les formes concrètes que peut prendre la mixité dans l’éducation physique et sportive (EPS) dans le second degré où certaines inégalités entre les filles et les garçons sont encore souvent considérées comme « naturelles ». Allant à l’encontre de cette idée reçue, la thèse montre que si la mixité n’est pas, a priori, un obstacle à une meilleure égalité entre les sexes, les choix pédagogiques pouvant y être associés sont susceptibles de mettre en difficulté une partie des filles. Méthodologiquement, le travail s’appuie sur plusieurs dispositifs articulés entre eux : une observation ethnographique de 200 heures d’enseignement ; une vingtaine d’entretiens avec des professeurs d’EPS ; l’analyse secondaire de deux enquêtes nationales ayant permis d’interroger par questionnaire 1 954 élèves et 1 317 enseignants du second degré. La recherche montre, entre autres, que les formes de regroupements choisis, les contenus d’enseignement privilégiés (à forte connotation masculine), les interactions entre le professeur et les élèves sont autant d’éléments susceptibles d’entretenir une inégalité de traitement des filles et des garçons. En somme, le travail souligne que la mise en oeuvre de la mixité en EPS ne peut faire l’économie d’une réflexion approfondie permettant l’élaboration de dispositifs pédagogiques autorisant une réelle prise en considération des différences entre filles et garçons (que celles-ci soient d’ordre biologique ou culturel). / Coeducation is often considered an ideal way to foster equality between girls and boys. Although, in theory, various institutional initiatives encouraging coeducation have contributed to fostering equal rights, they do not always lead to equal opportunities in practice. This study focuses on the tangible aspects of coeducation at secondary school level in the specific fields of physical education (PE) and sport, where some inequality between girls and boys is still often considered ―normal‖. Countering this preconceived notion, the thesis demonstrates that whilst coeducation does not initially stand in the way of greater gender equality, the educational strategies that may be associated with it are likely to put some girls at a disadvantage. In terms of methodology, the research is based on a combination of several studies, including ethnographic observation of 200 teaching hours; some twenty interviews with PE and sports teachers; and secondary analysis of two national surveys based on questionnaires completed by 1,954 secondary school pupils and 1,317 secondary school teachers. The study shows, among other things, that the type of group activity and educational content chosen (which is often male-oriented), as well as the way teachers and pupils interact, are all factors that are likely to promote disparities in the way girls and boys are treated. Finally, the work underlines that teaching PE and sport in a coeducational environment cannot be done without careful consideration of the differences between girls and boys, and the development of educational strategies that take these differences into account (be they biological or cultural).

published_or_final_version / Education / Master / Master of Education

No description available.

Les deux dernières décennies du XIXe siècle amorcent l’essor rapide de la banlieue parisienne et le déploiement de l’Ecole d’Etat. Les lois Paul Bert, Ferry et Goblet fondent l’Ecole républicaine laïque et organisent un enseignement féminin public. Dans le sud-est parisien, urbanisation et scolarisation se développent conjointement. L’étude de l’enseignement féminin, tant à travers ses élèves que ses enseignantes, jusqu’à la mise en place de la mixité à la fin des années 1950, révèle alors l’élaboration des modèles éducatifs et des représentations du genre en banlieue. Elle souligne le rôle de l’Ecole dans la codification du rôle social des femmes et de la place qui leur est attribuée dans l’espace de la cité. Elle offre aussi une grille de lecture renouvelée des rapports entre la capitale et ses banlieues, car la différenciation de ces dernières se fonde sur un territoire ressenti aussi bien que construit et sur un imaginaire de l’espace urbain. A travers les représentations qu’il véhicule, l’enseignement féminin souligne la pluralité sociologique du sud-est parisien et ses mutations sociodémographiques. L’évolution des structures et de l’offre scolaire, les attentes des notables et des familles en font le révélateur des différents pouvoirs et acteurs qui structurent cet espace : initiatives et concurrences locales, divergences entre le local et les logiques d’unification départementale ou nationale. L’Ecole concentre les inégalités qui se développent entre Paris et sa banlieue, entre les banlieues. Cette histoire des femmes, de l’Ecole et des banlieues s’articule autour de trois périodes clefs: le tournant du XXe siècle et la politique de laïcisation, l’Entre-deux-guerres et une concurrence scolaire accrue entre les sexes, entre Paris et ses banlieues, les années 1950 lorsque la politique scolaire s’affirme comme un facteur de hiérarchisation urbaine. Entre pouvoirs et société civile, l’enseignement féminin apparaît comme un vecteur fondamental de l’organisation des banlieues sud-est, et de l’affirmation d’une identité banlieusarde. / In the last two decades of the 19th century came the fast development of Parisian suburbs and the beginnings of the state school system. Laws bearing the names of Paul Bert, Ferry and Goblet were the foundation of a republican, secular educational system, as well as they designed public education for women. In the south-west of Paris, urbanism and education followed a joint development. A study of female education through learners and teachers until the implementation of coeducation in the late 1950s reveals the evolution of educational models and gender representation in suburban areas. It highlights the part played by schools in the systematization of the social role of women and the place attributed to them within the city; it also allows for a better understanding of the relationship between the capital and its suburbs, the latter differentiated in the way they are experienced not less than in the way they are planned and built, as well as through representations of the urban space. With the representations it promotes, female education highlights the social diversity of the Parisian south-west, and its socio-demographical mutations. Through the evolution of school structures and educational offer, expectations from parents and the elite, it becomes an indicator of the powers and agents at play there – local competitions and initiatives, discrepancies between local efforts and regional or national policies. The school system focuses the inequalities between Paris and its suburbs, and from one suburb to another. This history of women, education and suburbs addresses three distinct eras : the turn of the 20th century and the beginnings of the secularization of the school system, the Interwar period and the growing competition between genders and between Paris and its suburbs, and the 1950s, when educational policies openly factors in urban hierarchical organization. Between political powers and civil society, female education appears as an essential vehicle for the organization of the south-east suburbs, and the creation of a suburban identity.

Ce travail cherche à interroger les évolutions portées par les jeunes (14-25 ans) de deux mouvements de jeunesse d'Action catholique spécialisée en parallèle durant les années 1968 et au-delà. Si l'historiographie associe classiquement le changement social des enjeux du genre et de l'intime de cette période aux acteurs sociaux que furent les étudiants ainsi qu'au phénomène de la sécularisation, cette étude veut renouveler le champ en se penchant sur les jeunes de mouvements confessionnels, qui se pense de surcroît à destination des milieux populaires. Nées dans l'entre-deux-guerres sur une ligne intransigeante de reconquête morale et chrétienne des ouvriers, JOCF et JOC deviennent des acteurs paradoxaux mais réels des évolutions de genre dans la société française des Trente Glorieuses. Ils représentent une voie moyenne du changement social en cherchant un positionnement ecclésial et social original en accord à la double injonction chrétienne et militante de l'identité de leur mouvement. La mise en mixité en mouvement, les débats sur l'égalité entre les sexes à l'école, dans le travail ou dans la société de même que les questions d'émancipation sexuelle constituent un bon observatoire historique de l'évolution d'un genre militant ouvrier chrétien. Alors que le catholicisme abandonne progressivement comme forme prioritaire d'insertion dans la société un laïcat d'Action catholique spécialisée à partir des années 1970, cette histoire est aussi celle des conséquences de la sécularisation sur un mouvement confessionnel. L'éclatement du sens, l'aménagement d'un pluralisme pratique, la recherche d'une autonomie témoignent des tensions qui traversent le catholicisme français contemporain depuis les années 1980 sur les questions du genre et de l'intime dans le très contemporain. / This works aims to question the evolutions brought by young people aged 14 to 25 in two mouvements of Specialized Catholic Action in 1960s France. Historiography makes a link between social changements in gender or intimacy issues during this time and students as social actors and the phenomenon of secularization, however, this study would like to renew the field by focusing on the young people in a religious mouvements aimed at the working class. Born in the interwar period on a line of uncompromising moral and Christian reconquest of the workers, YWCs became unexpected but real actors of gender evolutions in French society of the postwar boom. The mouvements represent a middle way of social change by seeking an original ecclesial and social position in accordance with the double injunction of a Christian and social activist movement. The beginning of the coeducation, debates on gender equality in schools, at work or in society, as well as matters of sexual emancipation are a good historic observatory of the evolution on gender. While Catholicism gradually abandoned as a primary form insertion into society as a lay specialized Catholic Action from the 1970s, this history is also that of the consequences of secularization on a denominational movement. The bursting of meaning, the development of a practical pluralism, the search for autonomy reflect the tensions in contemporary French Catholicism since the 1980s on issues of gender and intimacy in the very contemporary.