Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2017-03-23T18:54:22Z No. of bitstreams: 2 Dissertação - Ana Carolina Giannini Silva - 2017.pdf: 2621742 bytes, checksum: 60becf969c406e872ea1400e7abf73ea (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-03-24T11:01:51Z (GMT) No. of bitstreams: 2 Dissertação - Ana Carolina Giannini Silva - 2017.pdf: 2621742 bytes, checksum: 60becf969c406e872ea1400e7abf73ea (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-03-24T11:01:51Z (GMT). No. of bitstreams: 2 Dissertação - Ana Carolina Giannini Silva - 2017.pdf: 2621742 bytes, checksum: 60becf969c406e872ea1400e7abf73ea (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-02-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The purpose of this research is to understand the world of work in Early Childhood Education and the basis of the work of children's education workers, based on the assumption that human relations are permeated with contradictions, and in the capitalist society these relations are characterized by alienation and fetishism, influencing the teaching practice in this stage of education. The research starts from the conceptualization of work in Marx and from an analysis of how the work is uncharacterized under the influence of capital. We seek to understand the relationship between education and work as a possibility to break with the ills of capital and to restore, through the school, the concept of work as an ontological constitution of the human being. We highlight the role of the teaching worker, specifically what happens in Early Childhood Education, revealing the fetishes that uncharacterize it and deprive it of its role. The method of research is the Dialectical and Historical Materialism. Such an approach is justified because the cognitive process that will serve to construct the new knowledge will privilege the relation between the subject and the object, being the object of study the teaching practice in Early Childhood Education. The research has an empirical character, since it used semi-structured interviews, questionnaires and observation of different moments of the practice of teachers, coordinators and principals. These empirical data were analyzed in order to perceive the contradictions and thus analyze the teaching practice in Early Childhood Education, understanding the different conceptions that permeate the work in this stage of education, such as: childhood, child, teaching, teacher, student, and how the workers' actions materialize. The research revealed that the teaching practice in children's education is strongly influenced by neoliberal ideals. Also, there is a pedagogical current that defends an anti-school pedagogy for Early Childhood Education, which has negative reflections on the teaching practice, causing a (de)professionalization of this worker, since work, as manifested in the capitalist society in which we live, makes work synonymous with employment and subsumes this individual into the exploitative ills of capital. This fact restricts this worker to a relationship with and in the labor market, as torture, suffering and exploitation. Thus, we perceive the necessity of the educational worker of the Early Childhood Education to have an education that provides them with the awareness about their existence, breaking with the alienation and the fetish produced by capitalist society. It is also worth recalling the role of the school as a privileged locus for the omnilateral formation of man, with emphasis on Early Childhood Education, having as reference the Historical-Critical Pedagogy that recovers the figure of the teacher as protagonist in the teaching-learning process. / Esta pesquisa tem como objetivo compreender o mundo do trabalho na Educação Infantil e em que se fundamentam o trabalho das trabalhadoras da Educação Infantil, partindo-se do pressuposto que as relações humanas são permeadas de contradições, e na sociedade do capital se configuram de forma alienada e fetichizada, influenciando o trabalho docente nesta etapa de educação. A pesquisa parte da conceituação de trabalho em Marx e de uma análise de como o trabalho se descaracteriza sob as influências do capital, buscando entender a relação entre educação e trabalho como possibilidade de romper com as mazelas do capital e restituir, por meio da escola, o conceito de trabalho como constituição ontológica do ser humano, destacando o papel do trabalhador docente, em específico o que ocorre na Educação Infantil, revelando os fetiches que o descaracterizam e o impedem de cumprir o seu papel. O método da pesquisa é o Materialismo Histórico Dialético. Tal abordagem se justifica pois o processo cognitivo que servirá para a construção do novo conhecimento privilegiará a relação entre o sujeito e o objeto, sendo o objeto de estudo o trabalho docente na Educação Infantil. A pesquisa tem um caráter empírico, pois utilizou a entrevista semi-estruturada, questionários e também observação de diferentes momentos da prática de professores, coordenadores e diretores. Estes dados empíricos foram analisados a fim de perceber as contradições e assim analisar o trabalho docente na Educação Infantil, compreendendo as diferentes concepções que permeiam o trabalho nesta etapa de educação, tais como: infância, criança, ensino, professor, aluno, e como as ações das trabalhadoras se materializam. A pesquisa revelou que o trabalho docente na educação infantil está sob forte influência dos ideais neoliberais e que existe uma corrente pedagógica que defende uma pedagogia anti-escolar para a educação infantil, o que tem refletido de forma negativa no trabalho docente, causando uma (des)profissionalização deste trabalhador, uma vez que o trabalho tal como se manifesta na sociedade capitalista em que vivemos, torna o trabalho sinônimo de emprego e subsumi este indivíduo as mazelas exploratórias do capital reduzindo-o a uma relação com e no mercado de trabalho, como tortura, sofrimento e exploração. Assim, percebemos a necessidade do trabalhador docente da Educação Infantil ter uma formação que propicie a consciência da sua existência, rompendo com a alienação e o fetiche produzidos pela sociedade do capital. E ainda resgatar o papel da escola como lócus privilegiado para a formação onilateral do homem, com destaque para a Educação Infantil, tendo como referencial a Pedagogia Histórico-Crítica que resgata a figura do professor como protagonista no processo de ensino-aprendizagem.

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-02-19T14:17:37Z No. of bitstreams: 2 Eliane_Viana2017.pdf: 1183418 bytes, checksum: a88c9051d5984be682dbb76998b83d58 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-19T14:17:37Z (GMT). No. of bitstreams: 2 Eliane_Viana2017.pdf: 1183418 bytes, checksum: a88c9051d5984be682dbb76998b83d58 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-03-03 / The Historical-Critical Pedagogy, since its inception in 1979, represents an instrument of analysis, resistance and struggle within the framework of economic, political, social and educational relations. Because it is a counter-hegemonic pedagogy, it exerts a fundamental role in the current context, because the educational problems in the developing countries intensify the (re) structuring of the productive system, resulting in reforms and changes in the curricular guidelines for the Basic Education In Brazil since the 1990s, based on the pedagogies of the learning to learn, with views for the training of the worker and consumer required for the reproduction of the capital. Thus, there is an intensive cheapening of the school education aimed at the working class and the loss of its specificity, that is, of the centrality in the transmission-assimilation of the objective knowledge converted into scholarly knowledge, because this is fundamental for the means of the explication of the exploration relations and , thus, to the process of social transformation. In the face of the educational problematics, this Marxist pedagogy stands as a theoretical-methodological instrument, and, contradictorily, its foundations are present in official documents of education departments of some municipalities, mainly in Paraná and São Paulo, with the experience of Itaipulândia one of them. Therefore, our research has as general objective to explain the historical process of implantation, implementation and understanding of the Historical-Critical Pedagogy in the municipal education network of Itaipulândia / PR in the temporal cut from 2004 to 2016. It parts of the following problem: What is the specificity of the Historical-Critical Pedagogy in the Itaipulândia municipal teaching network regarding its implementation, implementation and understanding process? We start from the assumption that the curricular pedagogical proposal and the actions of the municipal education network of Itaipulândia / PR are based on the historical-critical perspective, obtaining from the documentary analysis the confirmation of the initial hypothesis. Therefore, in the theoretical aspect they contradict the national curricular guidelines. In the same way, the educational trajectory of this perspective in the municipality reveals that the actions with the finality of to effect its answer to the needs of each historical moment and are realized according to the material conditions they face, as well as, from the experiences in the the state and regional levels. This course in the municipality explains the class struggle and represents a fundamental historical accumulation for the analysis of those who defend the importance of the school education for the huma. development full of meaning, as well as, for the process of social transformation. / A Pedagogia Histórico-Crítica desde a sua origem, em 1979, firma-se como um instrumento teórico-metodológico e seus fundamentos estão presentes em documentos oficiais de secretarias de educação de alguns municípios, principalmente do Paraná e de São Paulo, sendo a experiência de Itaipulândia uma delas. Portanto, nossa pesquisa, de cunho bibliográfico e documental, tem como objetivo geral explicitar o processo histórico de implantação, implementação e compreensão da Pedagogia Histórico-Crítica na rede municipal de educação de Itaipulândia/PR no recorte temporal de 2004 a 2016. Parte da seguinte problemática: Qual é a especificidade da Pedagogia Histórico-Crítica na rede municipal de ensino de Itaipulândia? Como ocorre? Em que condições? Partimos do pressuposto de que a proposta pedagógica curricular e as ações da rede municipal de educação de Itaipulândia/PR estão fundamentadas na perspectiva histórico-crítica, obtendo a partir da análise documental a confirmação da hipótese inicial. Logo, no aspecto teórico, contradizem as orientações curriculares nacionais. Da mesma forma, a trajetória da Pedagogia Histórico-Crítica no município revela que as ações com finalidade de efetivá-la atendem às necessidades de cada momento histórico e são realizadas de acordo com as condições materiais com que se deparam, bem como, a partir das experiências no âmbito estadual e regional. Esse percurso no município explicita a luta de classe e representa um acúmulo histórico fundamental para a análise daqueles que defendem a importância da educação escolar para o desenvolvimento humano pleno de sentido, bem como, para o processo de transformação social. Apesar de apontar que a experiência itaipulandiense se desenvolve em meio a muitos limites, nossa pesquisa constata avanços fundamentais da mesma, tais como: conquista de momento de estudo para os docentes durante o horário de trabalho, elaboração coletiva de materiais didático-pedagógicos, ampliação do tempo de estudo para os alunos, além de convergência, a partir de 2005, entre as temáticas desenvolvidos na formação contínua de professores e os fundamentos basilares da Pedagogia Histórico-Crítica.

Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-02-21T13:25:29Z No. of bitstreams: 2 Helloysa_Moreira2016.pdf: 1279249 bytes, checksum: b63e996a485b607fd64d5e3ffa7e7751 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-21T13:25:29Z (GMT). No. of bitstreams: 2 Helloysa_Moreira2016.pdf: 1279249 bytes, checksum: b63e996a485b607fd64d5e3ffa7e7751 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-03-10 / This dissertation is the result of studies on the Historical-Critical Pedagogy (HCP), with the time delimitation the period 1995 to 2002. The issue of research starts from the assumption that Historical-Critical pedagogical theory was present in educational discussions of Paraná state during a consistent period, it started in the management of José Richa (1983-1987), having continuity in Álvaro Dias government (1988-1990) and ended in Roberto Requiao's administration (1991-1994). Thus, from the publication of the Currículo Básico para a Escola Pública do Estado do Paraná - CBEP (Basic Curriculum for Public School of Paraná) in 1990, the idea has spread that HCP was the pedagogical concept of this document and therefore theoretical foundation of the state's schools. Thereby, from the government Jaime Lerner, this concept would have been supplanted by other pedagogical proposals. From there, we question whether there was a movement against the HCP in the period in which the state of Paraná was governed by Jaime Lerner. In front of this problem, we try to verify how it developed, what features assumed the HCP in Parana during what is known as a major neoliberal governments that the state ever had. We emphasize first that from the research taken as a reference, it is possible to assert that the Historical-Critical Pedagogy is not expressed in the CBEP, and also not consolidated as pedagogical theory of the state. Still, with the publication of Curriculum Basic in 1990, Roberto Requião took office at the time of implementation of this proposal. However, Requião stimulated plurality of pedagogical concepts, educational innovations, school autonomy and the theory of citizen school thus, did not allow the continuation of discussions about HCP. What was evident is that there was a dislocation in CBEP organization process even at the time of preparation, which continued most acutely from Roberto Requiao government when it "shelved" the curriculum, and ended in government Jaime Lerner, by the implementation of an educational policy that distanced much of the historical-critical pedagogical theory. / A presente dissertação é resultado de estudos acerca da Pedagogia Histórico-Crítica (PHC), tendo como delimitação temporal o período de 1995 à 2002. A problemática da pesquisa partiu do pressuposto de que, a teoria pedagógica histórico-crítica esteve presente nas discussões educacionais do estado do Paraná durante um período consistente, iniciada na gestão de José Richa (1983-1987), tendo continuidade no governo Álvaro Dias (1988-1990) e encerrada no governo Roberto Requião (1991-1994). Nesse sentido, a partir da publicação do Currículo Básico para a Escola Pública do Estado do Paraná (1990) disseminou-se a ideia de que a PHC era a concepção pedagógica deste documento e, portanto, embasamento teórico das escolas paranaenses. Desse modo, a partir do governo Jaime Lerner, esta concepção teria sido suplantada por outras propostas pedagógicas. A partir daí, questionamos se ocorreu um movimento contrário à PHC no período em que o estado do Paraná foi governado por Jaime Lerner. Diante desta problemática, intentamos verificar como se desenvolveu e que características assumiu a PHC no Paraná durante aquele que é conhecido como um dos principais governos neoliberais que o Estado já teve. Mediante os estudos preconizados para responder a problemática inicialmente colocada, salientamos primeiramente que, a partir das pesquisas tomadas como referência, é possível afirmar que a Pedagogia Histórico-Crítica não é a concepção expressa no CBEP, e também não se consolidou enquanto teoria pedagógica do estado. Mesmo assim, com a publicação do Currículo Básico em 1990, Roberto Requião assumiu o governo no momento de implementação desta proposta. Todavia, Requião estimulou a pluralidade de concepções pedagógicas, inovações educacionais, autonomia da escola e a teoria da escola cidadã, assim, não possibilitou a continuidade das discussões acerca da PHC. O que foi evidenciado é que ocorreu uma desarticulação no processo de organização do CBEP ainda no momento de sua elaboração, que continuou de forma mais aguda a partir do governo Roberto Requião quando este “engavetou” o Currículo, e findou no governo Jaime Lerner, mediante a implementação de uma política educacional que se distanciava em muito da teoria pedagógica histórico-crítica.

Submitted by Wagner Junior (wagner.junior@unioeste.br) on 2018-07-11T14:56:11Z No. of bitstreams: 2 Susyane_Katlyn_Thum_de_Souza_2018.pdf: 1635002 bytes, checksum: 68b0e5e97f4e7a0263ac0a2807613f60 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-07-11T14:56:11Z (GMT). No. of bitstreams: 2 Susyane_Katlyn_Thum_de_Souza_2018.pdf: 1635002 bytes, checksum: 68b0e5e97f4e7a0263ac0a2807613f60 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-02-21 / The studies of Historical-Critical Pedagogy approach teaching as the guiding principle of Early Childhood Education, to promote integral development - from the perspective of Historical-Cultural Theory - and guarantee the educational rights of the young child. This study discusses the possibilities of accomplish this priority in front of the educational reality. The research was guided by the following problem: how can pedagogical practice with children of 2 and 3 years of age be able to overcome the predominant tendency of basic care and the application of punctual and non-systematized activities to an effective teaching practice that favors the integral development of the child? The study followed the objectives: Contribute to the understanding of teaching as the guiding principle of pedagogical work with young children; Identify potentialities and difficulties in the renewal of pedagogical practice in Early Childhood Education; To analyze the perceptions and practices, of Early Childhood professionals, in early childhood education. The course of this work consisted, initially, of carrying out a theoretical study on teaching in Early Childhood Education and converting its results into theoretical contents for a course of formation for teachers working in CMEIs in Foz do Iguaçu. The offer of this course was a methodological option to produce research data, through which it was tried to observe how the concepts and the guidelines studied would be understood and assimilated in practice by the teachers. The analysis consisted in verifying how the participants assimilated the contents, converted them into reflection to direct their plans and applied the planned practices. As well, analyzes the potentialities and difficulties of the pedagogical work with children from 2 to 3 years of age, ranging from the conception of adopted child development, to difficulties in organizing education, reaching issues such as education policies for Education And the need to rethink teacher training for this educational stage. / Os estudos da Pedagogia Histórico-Crítica abordam o ensino como eixo norteador da Educação Infantil, visando promover o desenvolvimento integral - na perspectiva da Teoria Histórico-Cultural - e garantir os direitos educacionais da criança pequena. Este estudo debate as possibilidades de efetivação dessa prioridade frente à realidade educacional. A pesquisa se guiou pela seguinte problemática: como a prática pedagógica com crianças de 2 e 3 anos de idade pode superar a tendência predominante de cuidado básico e da aplicação de atividades pontuais e não sistematizadas, para uma prática efetiva de ensino, que favoreça o desenvolvimento integral da criança? O estudo buscou atingir os seguintes objetivos: Contribuir para o entendimento do ensino como eixo norteador do trabalho pedagógico com crianças pequenas; Identificar potencialidades e dificuldades na renovação da prática pedagógica na Educação Infantil; Analisar as percepções e práticas dos profissionais da Educação Infantil em relação ao ensino na primeira infância. O percurso do trabalho consistiu, inicialmente, em realizar um estudo teórico sobre ensino na Educação Infantil e converter seus resultados em conteúdos teóricos para um curso de formação continuada para professoras, que trabalham em CMEIs de Foz do Iguaçu. A oferta desse curso foi opção metodológica para produzir dados da investigação, através da qual se tentou observar de que forma os conceitos e as diretrizes estudados seriam compreendidos e assimilados na prática pelas professoras. A análise efetivada consistiu em verificar como as participantes assimilaram os conteúdos, os converteram em reflexão para direcionar seus planejamentos e aplicaram as práticas planejadas. Assim como analisar as potencialidades e dificuldades do trabalho pedagógico com crianças de 2 a 3 anos de idade, que vão desde a concepção de desenvolvimento infantil adotada, passando pelas dificuldades em organizar o ensino, chegando às questões macro, como as políticas educacionais para a Educação Infantil e a necessidade de se repensar a formação de professores para essa etapa educacional.

Orientador: Maurício Compiani / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociências / Made available in DSpace on 2018-08-25T17:23:17Z (GMT). No. of bitstreams: 1 Diniz_VanessaLessio_M.pdf: 4288714 bytes, checksum: 303a6c5c0a358a70b4a0c3f92736de62 (MD5) Previous issue date: 2014 / Resumo: A presente pesquisa teve como proposta a analise do trabalho iniciado no contexto do projeto Ribeirão Anhumas na Escola, realizado entre os anos de 2007 á 2010. Este se insere com o objetivo central de compreender como a formação inicial de professor ocorreu ao longo da execução do projeto e como a proposta de ensino baseada na Pedagogia Crítica do Lugar contribuiu para a formação da pesquisadora. Como um trabalho contextualizado no ensino fundamental ¿ Ciclo II pode contribuir para a construção de um currículo escolar regionalizado, levando o cotidiano do aluno para dentro da sala de aula, e trazendo novos modos de ensino praticado pelas escolas. Realizado na E.E. Adalberto Nascimento, o trabalho articulou conhecimentos e conteúdos da disciplina de Geografia com a realidade histórica do educando e com o local da escola na elaboração de conhecimentos escolares em bacia hidrográfica urbana. O local de estudo foi a uma sub bacia do Ribeirão Anhumas, a bacia do Ribeirão das Pedras, localizada no entorno da escola. Para a elaboração da pesquisa, utilizamos diferentes registros tecidos ao longo do projeto, principalmente os relatórios enviados às agências de fomento que apoiaram o mesmo (FAPESP e Petrobras), e as anotações realizadas durante a observação participante. Dividimos o trabalho em três capítulos, onde mostramos o contexto pra elaboração da pesquisa e sua trajetória, seus referenciais teóricos e metodológicos e as práticas docentes realizadas com alunos do 6º Ano D no ano de 2009 / Abstract: This present research had as a proposition the continuity of the work that began in the context of the project Ribeirão Anhumas in school, performed between the years of 2007 and 2010. It inserts itself with the main goal of understanding how the teacher¿s initial formation occurred along with the execution of the project and how the education proposal that was based on the Place¿s Critic Pedagogy has contributed for the researcher¿s instruction graduation. And how a work contextualized in the basic education ¿ Cicle II can contribute to the construction of a regionalized curriculum, taking the student¿s daily inside the classroom, and bringing new teaching forms practiced by schools. Realized at the Adalberto Nascimento state school, the work has articulated knowledge and contents of the Geography subject along with the educator¿s historical reality and within the school¿s place to elaborate urban watershed educational knowledge. The research place was Ribeirão Anhuma¿s low watershed, the Ribeirão das Pedras¿ watershed, located around the school. For the elaboration of the research, we used different material registration along the project, mainly the reports sent to the sponsoring agencies that supported the research (FAPESP and Petrobras), and the notes realized during the participating observation. We divided the work in three chapters, in which we presented the context to the elaboration of the research and its trajectory, its theoretical and methodological referential and the teaching practices realized with the students from the 6th year D from the year of 2009 / Mestrado / Ensino e Historia de Ciencias da Terra / Mestra em Ensino e História de Ciências da Terra

Abstract This doctoral thesis focuses on children’s participation in a Finnish reception centre. Using participatory action research (PAR) as the research methodology, the study engaged 12 unaccompanied asylum-seeking girls from Somalia, Angola and Democratic Republic of Congo to consider children’s participation during the asylum process, and to explore the ways in which the girls’ participation and wellbeing could be promoted. The research questions, which were formulated during the process in cooperation with the girls, were the following: How do the unaccompanied asylum-seeking girls view participation, its relevance and the possibilities for it during their asylum period? How does the liminality of their life situation promote or hinder their participation? How do the intersecting social categories affect their participation? Methodologically, the study focused on how PAR can be applied to promote children’s participation in institutional care in a culturally and gender-sensitive way. The conceptual framework consists mainly of critical pedagogy and intersectionality. Critical pedagogy made the foundations for the PAR, whereas intersectionality helped to comprehend the liminality of the girls’ life worlds. Both theoretical perspectives contributed to understanding and implementing the participatory paradigm. The findings show that the unaccompanied girls’ experiences of participation cannot be explained only through the girls’ vulnerability or their resilience, as they clearly belong to both categories and move within them. The participation, which was meaningful for the girls, reflected their fluid positions in relation to their gender, age and status as asylum seekers. Participation meant both the right to voice opinions and the possibility to choose silence, as well as the opportunity to include ‘ordinary things’ into their lives. / Tiivistelmä Tämä väitöstutkimus keskittyy lasten osallisuuteen suomalaisessa vastaanottokeskuksessa. Yhteensä 12 yksin maahan tullutta turvapaikanhakijatyttöä Somaliasta, Angolasta ja Kongon demokraattisesta tasavallasta osallistui toimintatutkimuksen keinoin pohtimaan lasten osallisuutta turvapaikkaprosessin aikana, ja miettimään keinoja miten lasten osallisuutta ja hyvinvointia voisi edistää. Tutkimuskysymykset, jotka muotoiltiin prosessin edetessä yhdessä osallistujien kanssa olivat seuraavat: Miten yksin maahan tulleet turvapaikanhakijatytöt käsittävät osallisuuden merkityksen ja mahdollisuudet heidän turvapaikkaprosessinsa aikana? Miten elämäntilanteen liminaalisuus heikentää tai edistää heidän osallisuuttaan? Miten ristikkäiset sosiaaliset kategoriat vaikuttavat heidän osallisuuteensa? Tutkimus pureutuu myös siihen, miten osallistavaa toimintatutkimusta voidaan käyttää kodin ulkopuolella asuvien lasten osallisuuden tukemiseen kulttuuri- ja sukupuolisensitiivisellä tavalla. Tutkimuksen käsitteellinen viitekehys rakentuu pääosin kriittisen pedagogiikan ja intersektionaalisuuden teorioista. Toimintatutkimus pohjautuu kriittiselle pedagogiikalle, kun taas intersektionaalisuus auttaa ymmärtämään tutkimuksen tyttöjen elämäntilanteen liminaalisuuden. Molemmat teoreettiset näkökulmat auttoivat tulkitsemaan ja toteuttamaan osallistavaa paradigmaa. Tulokset osoittavat, että yksin maahan tulleiden turvapaikanhakijatyttöjen osallisuuden kokemukset ovat moninaisia ja muuttuvia. Turvapaikanhakijastatuksen mukanaan tuoma haavoittuvaisuus ei riitä selittämään tyttöjen kokemuksia, kuten ei myöskään heidän elämänkokemuksensa mukanaan tuoma sinnikkyys ja vahvuus. Tutkimuksen tytöt olivat sekä haavoittuvaisia että vahvoja, ja heidän asemansa näissä kategorioissa oli joustava. Merkitykselliseen osallisuuteen vaikuttivat myös tyttöjen muuttuvat positiot, jotka liittyivät heidän sukupuoleensa, ikäänsä ja turvapaikanhakija-asemaansa. Osallisuus tarkoitti tytöille sekä oikeutta ilmaista mielipiteensä että vaieta, kuten myös arkisten asioiden sisällyttämistä jokapäiväiseen elämään.

Philosophiae Doctor - PhD / The purpose of this qualitative study was to identify ways in which the University of the Western Cape (UWC) occupational therapy (OT) curriculum could be developed to prepare its graduates to advance occupational justice in community service practice. The background to the study is the development of occupational therapy practice and education within a policy context of health reform that gave momentum to the shift in emphasis from a bio-medical to a more socio-political approach to health in South Africa. Underpinning this study was the assumption that OT education informs professional practice and that uncovering new graduates’ practice experiences can inform the development of the UWC OT curriculum. The aim of the studyn was to examine how UWC OT graduates conceptualised occupational justice and how it manifested in their daily practice of community service in three provinces in South Africa. The study is framed within the theories of occupational justice and critical curriculum theory, in particular, critical pedagogy. A literature review pertaining to the application of occupational justice in OT practice and education is presented. This includes the background values that inform the practice of occupational justice, the application of occupational justice as it relates to OT practice and the relationship between OT education and occupational justice. The research design that was adopted is that of a single, interpretive case study. Through purposive sampling seven occupational therapy graduates from UWC who graduated in 2009, and who practiced in under-resourced, rural community service settings in 2010, were selected to participate in the study. The methods of data collection that were utilised were participant observation, a reflective journal, semi-structured paired or dyadic interviews and document review. The findings revealed that occupational justice held considerable value for the participants. They conceptualised occupational justice as enhanced health and well-being, and broader social change as an outcome of the facilitation of occupational enablement. The nature of their community service practice settings, however, posed several challenges for the participants. From the perspective of the participants, the dominance of the medical model, lack of resources and system of bureaucracy appeared to be the biggest challenges they encountered. While the participants’ education was geared towards equipping them to provide appropriate services as indicated by local needs, the health system was not ready tob accommodate their practice. Consequently, the participants appeared to encounter hegemony in practice. In encountering hegemony, however, they displayed an attitude of defeatism, leaving them with feelings of guilt, despondency and powerlessness. They lacked the skills to respond to power dynamics and to interact with people in positions of power. The main conclusion drawn from the study findings is that for OT graduates to impact the contexts in which they practice in South Africa, OT education must ensure that students develop competence to deal with the complexities of community service practice. This implies that transformational learning as pedagogical practice is of the essence, as it frames student preparation not just as learning but as a process of critical reflexivity that equips them to respond to power dynamics and intervene in matters related to occupational justice as active agents of change. The role and practice of occupational justice are subjects of debate in the context of OT education as they are for the profession broadly. This study contributed to this conversation through its examination of UWC OT graduates’ actual practice and the transmission of occupational justice-promoting practice through UWC OT education. The study highlighted that it is imperative that OT curricula in South Africa provide opportunities for students to engage in critical reflection on ways in which indigenous knowledge and a local understanding of occupational justice, as it relates to collective agency and critical consciousness, can be made more explicit in everyday practices. To this end, recommendations for the development of the UWC OT curriculum are made in respect of curriculum structure, content and approach; interdisciplinary education and practice, support for community service graduates and occupational therapy continued professional development.

My involvement with mathematics education amongst township educators and learners over the past seven years has highlighted the absence of sustained meaning and meaning making of mathematical concepts. It appears though that this instrumental rather than relational understanding of FET mathematics is not unique to township learners but is encountered amongst learners of all socio-economic classes and is representative of many FET mathematics learners. Given that the language of learning and teaching is a major contributory factor in the South African education system, it appears that the language of mathematics itself is a greater exacerbating factor for many learners of mathematics. The exclusive algorithmic approach to classroom mathematics further seems to alienate many learners from the essence of the meaning of mathematical tasks. This research undertakes to determine whether metateaching and metalearning as forerunners to metacognition facilitates the acquisition of the sustained meaning of mathematical concepts. Metateaching and metalearning refer to the acute and deliberate awareness by educator and learner as to what constitutes concepts. Teaching and learning therefore presupposes the deconstruction of concepts into its subsumed derivative roots. It also assumes an awareness of the tacit degrees of abstraction that characterise tasks and the content of tasks. This in turn has implications for the educator's adopted sequence of topics for instruction. Metacognition implies awareness on the part of the learner (and educator) as to how material is learned and a further awareness as to how that learning can be sustained. Whether we ascribe meaningful learning to radical or social constructivism, or to associationist didactive approaches, or a combination of these, we are making assumptions about how learners acquire and sustain mathematical meaning because mathematics is, by and large a symbolic language often devoid of affective connotation. Furthermore our assessments of learners' tasks amount to clinical corrections of austere formulae wrapped in algorithmic procedures which manifest nothing of a learner's experience of mathematics or the deeper understanding (or misunderstandings) which characterise a learning and/or assessment episode. To this end the research design of this interpretive case study requires learners to expound in textual accounts their thoughts as they describe the evolution of a mathematical process as they approach a solution and eventually interpret it. The textual account exposes the concept definition for what it really is in a learner's understanding of it and it is the expressiveness of language that indicates whether the understanding of a learner is approaching the concept image. The textual accounts vary in richness in terms of mathematical register and this in turn reflects the conceptual depth. The mechanism which seems to promote the conversion from concept definition to concept image is the graphical representation of the mathematical task or procedure, possibly because of its greater concreteness as opposed to the abstraction of its algebraic form.

Through education, a society hopes to reproduce itself, and through architecture a society reveals it’s values, aspirations, norms, beliefs and its cultural composition in the built environment. The first democratic elections in 1994 marked the end of the apartheid era and the beginning of the definition of a new era that would represent the new aspirations of all the people of South Africa. These fairly recent changes are important for the reshaping of the architectural profession as it seeks to interpret new meanings, views and aspirations of the new South African society in the built environment. A starting point in the transformation of the architecture profession is the development of a curriculum model in schools of architecture that will ensure continuous adaptation to the changes in society. The study reviewed and categorized the contemporary curriculum models as used in the South African schools of Architecture according to an array of philosophies and principles that underlie curricula. The Thesis proposes that an eclectic approach to design of architecture curricula is ideal for the multicultural society of South Africa that seeks to balance the demands of the local and global context in its education. This study revealed that most architecture programmes retain their traditional programmes because the university is the largely the locus of learning, experiential learning is minimal as well as little flexibility as most of the learning course- modules are required modules. The Thesis proposes a curriculum model for architecture based on the Post-Modern philosophy, which can effectively accommodate the needs of a changing South Africa in the educational programmes for architects. Such a model defines with clarity the pedagogic or epistemological reasons for directing change in architecture programmes in an increasingly complex and dynamic South African society. / Thesis (PhD (Architecture))--University of Pretoria, 2006. / Architecture / unrestricted

In this project I explore the connection between cultural and personal identity in the college classroom. Respondent interviews were conducted using open-ended questions, which began with a broad picture of the role the instructor played in the classroom and then focused more specifically on the issue of sexual orientation and the choices to disclose or not disclose orientation in the classroom. Thematic analysis was used to examine the interviews, upon the completion of the interviews being transcribed. RQ1: Do gay and lesbian instructors disclose their sexual orientation in the classroom? From this question, four themes emerged. These themes were disclosure not relevant, out of the classroom disclosure, students just know, and disclosure in the classroom. RQ2: What reasons do gay and lesbian instructors give for disclosing their sexual orientation in the classroom? Two themes, fears of disclosure and holding back, transpired from this question. RQ3: How do gay and lesbian instructors foster diversity in the classroom related to sexual orientation? Four themes were exposed from the question, and these themes were paradox of diversity, passing, mentoring, and identity not sexuality.