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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-02-16T12:32:34Z No. of bitstreams: 1 Carmem Véra Nunes Spotti.pdf: 1735892 bytes, checksum: 4744e6e72cbb9a17e154fca1f670d873 (MD5) / Made available in DSpace on 2017-02-16T12:32:34Z (GMT). No. of bitstreams: 1 Carmem Véra Nunes Spotti.pdf: 1735892 bytes, checksum: 4744e6e72cbb9a17e154fca1f670d873 (MD5) Previous issue date: 2017-02-10 / This thesis aims to conduct a study on the curriculum of state schools of high school in the state of Roraima, how this curriculum includes the teaching of Regionalist literature and how it materializes in everyday school life, so that to plot indicative for continued training of teachers for this, perform a bibliographic study on curriculum and how it is discussed in educational frameworks; conceptualizes Regionalist literature and school culture; checks as teaching Regionalist Literature materializes in the school curriculum; establishes the relationship between thought curriculum and the curriculum implemented with regard to the teaching of Regionalist literature in Schools Estatuais Medium Roraima Education and establishes indicators for the continuing education of the state of Roraima teachers that include the Regionalist Literature. Its eight state schools research locus of regular high school at the headquarters of the municipalities of Boa Vista, to be capital; Bonfim and Pacaraima, border with the Cooperative Republic of Guyana and the Bolivarian Republic of Venezuela, respectively; Caracaraí, being city port; Rorainópolis considered dormitory town. To operationalize the research was methodological approach to qualitative approach in a multiple case study. The construction of the theoretical framework relied on authors such as: Feldmann (2009), Garcia (1999), Sacristan (1999), Tardif (2011), Yin (2010), Bardin (2011), Cândido (2006), among others. He sat on the principles that discussions on the construction of teacher identity pervade the formation of the citizenship of their subjects and the design of the teacher as subject who professes and share knowledge, values and articulates theory and practice in training contexts changing / A presente tese teve como propósito apresentar os resultados do estudo sobre o currículo das escolas estaduais do Ensino Médio do estado de Roraima, de como esse currículo contemplou o ensino da Literatura Regionalista e de que maneira ela se materializou no cotidiano escolar, de modo que os resultados nos possibilite traçar indicativos para a formação continuada de professores Para isso, realizou um estudo bibliográfico sobre currículo e como ele é discutido nos referenciais de ensino; conceituou Literatura Regionalista e a cultura escolar; verificou como o ensino da Literatura Regionalista se materializa no currículo escolar; estabeleceu relação entre o currículo pensado e o currículo executado no que se refere ao ensino de Literatura Regionalista nas escolas estatuais de Ensino Médio de Roraima e estabeleceu indicadores para a formação continuada dos professores do Estado de Roraima que contemplem a Literatura Regionalista. Teve como lócus de pesquisa oito escolas estaduais de Ensino Médio regular nas sedes dos municípios de Boa Vista, por ser capital; Bonfim e Pacaraima, fronteiras com a República Cooperativista da Guiana e a República Bolivariana da Venezuela, respectivamente; Caracaraí, por ser cidade porto; Rorainópolis, considerada cidade dormitório. Os sujeitos da pesquisa foram os professores formados em Letras e que trabalham com Literatura no Ensino Médio e os alunos do terceiro ano do Ensino Médio das respectivas escolas estaduais. Para operacionalização a pesquisa teve como proposta metodológica a abordagem qualitativa em um estudo de caso múltiplo. A construção do marco teórico apoiou-se em autores como: Feldmann (2009), Garcia (1999), Sacristán (1999), Tardif (2011), Yin (2010), Bardin (2011), Cândido (2006), entre outros. Diante dos resultados apresentados verificamos a necessidade de uma formação continuada em Literatura Regionalista para os professores de Letras que trabalham com Literatura nas escolas estaduais do Ensino Médio de Roraima. A pesquisa assentou-se nos princípios de que as discussões sobre a construção de identidade do professor perpassam pela formação da cidadania dos seus sujeitos e pela concepção do professor como sujeito que professa e compartilha saberes, valores e articula teoria-prática em contextos formativos em mudança

<p>The purpose of this study is, on one hand, to obtain an understanding of how children in municipal music- and culture schools choose instruments and what forms of recruitment methods they are subjected to, and on the other hand, how you can make them continue to play once they have begun.</p><p>To acquire this information, I have interviewed five music teachers and two principals at municipal music- and culture schools in Värmland. The questions treated, among other things, what affects children’s instrument preferences, recruitment methods and what you can do to keep interest for the chosen instrument alive.</p><p>The result of the study shows some apparent tendencies. Even though some of the instruments have trouble recruiting students and other instruments have trouble keeping them, the old methods, which obviously do not work in a satisfactory manner, are still being used. Instead, increased commitment at the occasion of recruitment, more group teaching which strengthens the social bonds through role models and a will to have the courage to change the organization when it does not work, is required.</p>

The purpose of this study is, on one hand, to obtain an understanding of how children in municipal music- and culture schools choose instruments and what forms of recruitment methods they are subjected to, and on the other hand, how you can make them continue to play once they have begun. To acquire this information, I have interviewed five music teachers and two principals at municipal music- and culture schools in Värmland. The questions treated, among other things, what affects children’s instrument preferences, recruitment methods and what you can do to keep interest for the chosen instrument alive. The result of the study shows some apparent tendencies. Even though some of the instruments have trouble recruiting students and other instruments have trouble keeping them, the old methods, which obviously do not work in a satisfactory manner, are still being used. Instead, increased commitment at the occasion of recruitment, more group teaching which strengthens the social bonds through role models and a will to have the courage to change the organization when it does not work, is required.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Includes bibliographical references (p. 147-156).

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O trabalho O currículo diversificado em escolas de Boa Vista: na fronteira do conhecimento regional/local, tem como objetivo, analisar como o currículo diversificado vem sendo realizado nas escolas estaduais AL, AS e MDB, em relação aos conhecimentos regionais e locais da Amazônia, do Estado de Roraima, da cidade de Boa Vista e da própria realidade dos sujeitos das escolas. As prescrições oficiais curriculares nacionais e estaduais regem e orientam a organização e a estrutura curricular para o funcionamento processo de ensino e aprendizagem nas escolas. Todavia, dá primazia aos conhecimentos da base nacional comum, segundo o que define e compreende a ciência universal, e flexiona às regiões, estados e municípios a autonomia para complementar a parte diversificada, cujos conhecimentos, devem considerar os aspectos econômicos, sociais, políticos e culturais regionais/locais. De modo geral, observa-se que essa estrutura curricular é assumida na prática das três escolas e configura uma fronteira curricular distinguível, quando comparada aos conhecimentos das realidades e contextos das demais regiões e estados brasileiros. Todavia, a identificação do que seria um currículo nacional e um currículo regional/local nessa fronteira, apresenta complexidades, também percebidas nas experiências curriculares das três escolas, refletidas no dinamismo do desenvolvimento do currículo como um todo. Em relação ao currículo diversificado, fica evidente nas estratégias didáticas dos docentes, destacada valorização aos conhecimentos da realidade regional/local e um esforço árduo para a compreensão e realização desse currículo que, mesmo concebido nas prescrições e desenvolvido na prática das escolas estaduais em Boa Vista, não tem o justo tratamento político e pedagógico, quando da sua realização no processo de ensino e aprendizagem. Na prática curricular da três escolas, existe uma distância operacional entre as prescrições e a realidade do currículo diversificado sendo desenvolvido. As proposições indicam a necessidade de políticas educacionais pedagógicas efetivas que venham fundamentar as dimensões históricas e sociais do currículo diversificado e sustentação à prática docente com o aprimoramento sobre os conhecimentos regionais e locais, materialização logística e de recursos humanos para a articulação pedagógica das atividades desse o currículo. / The work The diversified curriculum in schools of Boa Vista: on the border of the regional / local knowledge", aims to analyze how diversified curriculum is being carried out in state schools: AL, AS and MDB, in relation with regional and local knowledge of the Amazon, state of Roraima, the city of Boa Vista and its own reality of the subjects of the schools. The national and state official curriculum regulations govern and guide the organization and the curricular structure for the operation of the teaching and learning process in schools. However, gives priority to the knowledge of the common national base, according to what define and understand the universal science and flexes to regions, states and municipalities autonomy to complement the diversified party, whose knowledges should consider the economic, social, political and regional cultural / local aspects. In general, it is observed that this curricular structure is assumed in practice of the three schools and set up a distinguished curricular border compared to the knowledge of the realities and contexts of other regions and states of Brazil. However, the identification of what would be a national curriculum and a regional / local curriculum in this border, presents complexities, also perceived in the curricular experiences of the three schools, reflected in the curriculum development dynamism as a whole. Regarding the diverse curriculum, is evident in the teaching strategies of teachers, outstanding value to the knowledge of the regional reality / local and a hard work for the understanding and realization of this curriculum that, even designed in the requirements and developed in the practice of state schools in Boa Vista, it does not have the right political and pedagogical treatment, when realized in the process of teaching and learning. In curricular practice of the three schools, there is an operating distance between the requirements and the reality of diversified curriculum being developed. The proposals indicate the need for effective pedagogical educational policies that will support the historical and social dimensions of diverse curriculum and support the teaching practice with the improvement of regional and local knowledge, materialization logistics and human resources for pedagogical coordination of the activities that the curriculum.

<p>Tivenius, Olle (2008): Musiklärartyper: En typologisk studie av musiklärare vid kommunal musikskola. (Music Teacher Types: A Typological Study of Music Teachers at Municipal Music Schools.) Örebro Studies in Music Education, 230 pp.</p><p>The aim of this study is to establish a typology for instrumental music teachers at Swedish municipal music schools, and to describe different types, generated from questionnaire-answers, regarding how their attitudes and valuations in matters concerning democracy in broad sense are reflected in their pedagogical activity.</p><p>I address the following concrete questions.</p><p>• From where do music teachers at Swedish municipal music and culture schools get their attitudes and valuations, what circumstances lie behind, and are there specific circumstances that explain attitudes and valuations that are not embraced by most of them?</p><p>• How can different types of music teachers be described?</p><p>• How do the attitudes and valuations differ between different types?</p><p>• How are the attitudes and valuations of the different types reflected in their respective work?</p><p>In the first place I try to answer the questions by using questionnaires which I analyse with methods including factor and cluster techniques. In order to generate intelligible pictures of the types I also interpret, by mean value and correlation analyses, quantitatively dependent data with hermeneutical tools.</p><p>The population is about 5 000 individuals, represented by 834 informants.</p><p>The results show that each subject (singing, strings, brass, etc.) has its own inherited culture, with its own set of attitudes and valuations These attitudes and valuations are, in the first place, transmissioned within the subjects.</p><p>The questionnaire answers have generated eight different types: MISSIONARY, GATE KEEPER, MUSIC MAKER, MASTER TEACHER, MUSIC DIRECTOR, REFORMIST, ANTI-FORMALIST, and PEDAGOGUE. Each of them has their own set of attitudes and valuations, which are based on the four factors MISSION, FEELING, FOUNDATION, and STUDENT-FOCUS. The eight types and their significant qualities, can be described, in reasonable and recognized ways. Different discourses can also be discerned.</p><p>Most types seem to have a given position at music school. THE REFORMIST, however, appears to be dissatisfied. He or she is rooted in classical music, but wants to teach the children to play music of their own, although he or she is lacking the didactical tools for this kind of teaching. THE REFORMIST constitutes 19 % of the population and is thereby the largest group.</p><p>Among other things, one conclusion drawn from the discussion is that the conservatory discourse is a cement keeping together the whole field of music education, and without it the structure and organisation of music school as well as college of music would collapse into a messed-up activity beyond defini¬tion. Another conclusion is that education of music teachers must be reformed with the starting point in democracy and philosophy, if discoursive isolation of music school should not become total—with fatal consequences for music school. These two conclusions stand for opposite poles, which must be balanced to each other.</p>

Mitt syfte med den här uppsatsen är att undersöka om det finns ett samband mellan de försämrade musikteoretiska kunskaperna bland de sökande till musikhögskolorna och utbudet av teoriundervisning på de svenska musik- och kulturskolorna. För att uppnå detta har jag gjort en kartläggning av förekomsten av musikteori som enskilt ämne på de svenska musik- och kulturskolorna, samt hur denna bedrivs. Jag har använt mig av en enkät som rektorer eller lärare i musikteori har svarat på, samt undersökt antagningsproven (C-proven) i musiklära och satslära från olika år på Ingesunds musikhögskola. Enkätsvaren visar att en tredjedel av dem som svarat, erbjuder musikteori som eget ämne. Dessa skolor hittar vi i både stora och små kommuner medett varierat elevantal. Musikteorin verkar inte ha minskat nämnvärt under de senaste 9 åren. Hos de skolor som inte har teoriundervisning uppges anledningen vara dålig ekonomi, men hos de skolor som har haft, men tvingas lägga ner teoriundervisningen anges orsaken vara bristande elevintresse. Jag har även undersökt lektionernas utformning, lärarnas behörighet, integration av musikteori i instrumentallektionerna och marknadsföring av ämnet. I diskussionen resonerar jag om resultatet kan ge en förklaring till problemet med sjunkande kunskaper i musikteori. Svaren pekar på att det troligtvis inte är ett minskat utbud av musikteori, utan en minskad efterfrågan, som gör att kunskapsnivån har sjunkit. / The purpose of this study is to examine if there is a connection between the diminishing knowledge of music theory of applicants to colleges of music, and the offering of music theory in the Swedish music and culture schools. In order to reach this goal, I conducted a survey of the prevalence of music theory among the Swedish music and culture schools, and how this is organized. I have used a questionnaire in which the principal or the teacher of music theory has responded to, and I have examined the entrance examinations (C-test) in basic theoretical knowledge and harmony from different years at The Music Academy of Ingesund. Survey responses indicate that a third of those who answered, offer music theory as its own subject. These schools can be found in both large and small municipalities, with a varied number of students. Music theory does not seem to have decreased significantly over the past nine years. Among the schools that do not offer music theory, the main reason given for this is a poor economy. But among schools who offered music theory but were forced to discontinue, the main reason given were the students' lack of interest. I have also investigated the structure of the lesson, certified teachers, integration of music theory in instrumental lessons and the marketing of the subject. In the section where I discuss the results, an explanation may be found as to why there appears to be a declining knowledge of music theory. The responses indicate that while music theory is still generally offered as before, there is a reduction in demand, which may cause the knowledge level to decrease.

The aim of this study is to establish a typology for instrumental music teachers at Swedish municipal music schools, and to describe different types, generated from questionnaire-answers, regarding how their attitudes and valuations in matters concerning democracy in broad sense are reflected in their pedagogical activity. I address the following concrete questions. • From where do music teachers at Swedish municipal music and culture schools get their attitudes and valuations, what circumstances lie behind, and are there specific circumstances that explain attitudes and valuations that are not embraced by most of them? • How can different types of music teachers be described? • How do the attitudes and valuations differ between different types? • How are the attitudes and valuations of the different types reflected in their respective work? In the first place I try to answer the questions by using questionnaires which I analyse with methods including factor and cluster techniques. In order to generate intelligible pictures of the types I also interpret, by mean value and correlation analyses, quantitatively dependent data with hermeneutical tools. The population is about 5 000 individuals, represented by 834 informants. The results show that each subject (singing, strings, brass, etc.) has its own inherited culture, with its own set of attitudes and valuations These attitudes and valuations are, in the first place, transmissioned within the subjects. The questionnaire answers have generated eight different types: MISSIONARY, GATE KEEPER, MUSIC MAKER, MASTER TEACHER, MUSIC DIRECTOR, REFORMIST, ANTI-FORMALIST, and PEDAGOGUE. Each of them has their own set of attitudes and valuations, which are based on the four factors MISSION, FEELING, FOUNDATION, and STUDENT-FOCUS. The eight types and their significant qualities, can be described, in reasonable and recognized ways. Different discourses can also be discerned. Most types seem to have a given position at music school. THE REFORMIST, however, appears to be dissatisfied. He or she is rooted in classical music, but wants to teach the children to play music of their own, although he or she is lacking the didactical tools for this kind of teaching. THE REFORMIST constitutes 19 % of the population and is thereby the largest group. Among other things, one conclusion drawn from the discussion is that the conservatory discourse is a cement keeping together the whole field of music education, and without it the structure and organisation of music school as well as college of music would collapse into a messed-up activity beyond defini¬tion. Another conclusion is that education of music teachers must be reformed with the starting point in democracy and philosophy, if discoursive isolation of music school should not become total—with fatal consequences for music school. These two conclusions stand for opposite poles, which must be balanced to each other.

The subject of this research is about the history of the School Santa Tereza, an educational institution in Santa Tereza Farm, located in the city of Uberlandia (District of the City), between the years 1934 and 1953, when the majority of the population was living in rural area. The central problematic question that I tried to respond from this issue concerns the role played for this school in provide schooling for their students. The general purpose of the research was to (re)construct the history of this educational institution and grasp some aspects of school culture that permeated the school of the municipality of Uberlandia in that period. Specific purposes were: the context of rural education in Uberlandia, as well as in Minas Gerais and in the country; scrutinize the relationship between this education and the local, state and national society; understand the interactions between school culture in that institution under space focus and the elements that make up the culture through the universe where it installs a rural school; and finally, ask about the representation of backwardness of the rural universe constructed and appropriated for urban society. To meet these goals, the following sources were consulted: bibliography literature; newspapers and magazines; minutes and reports of inspection; registration books; daily class schedules and a notebook of a student of that school. The oral interviews with former students, former teachers and other people involved in the process in general were also employed as a source. The results of investigation indicate that rural schools of Uberlandia city in the period under study have a considerable quantitative growth. This fact was related to political interests, and to fight delay and lack of civility as terms recommended to rural areas. The traditional foundations of education taught in these schools improved the situation of the municipal school concerning illiterate rate compared with the reality of Minas Gerais and Brazil. Thus, the rural space is formed as a place of school, but characterized by little investment of the municipal government concerning the material and human resources. In this context the Municipal Rural School Santa Tereza fulfilled the role of literacy only, without, however neglecting the principles of moral and patriotic values. But its educational practices were distant from the inter-relationship school/life recommended by State legislation, since the school activities tended to idealize the urban area of the city of Uberlandia showing their physical and aesthetic development, to the detriment of peasant reality, practice come of positive representations of the first rather than last. This antagonism between rural/urban, in which the first would be linked to the perception of tradition, customs and human nature, while the second, the development and progress are representations of the European vision of reality stressed from changes with the modernity, which is spread through a large part of the American continent, particularly in Brazil. The consequences of this dichotomy for the rural school and in particular for the Rural School Santa Tereza increase the speech of comparison between rural schools and urban schools. / O tema desta pesquisa refere-se à história da Escola Santa Tereza, instituição de ensino existente na Fazenda Santa Tereza, localizada no município de Uberlândia (Distrito da Cidade), nos anos de 1934-1953, época em que a maioria da população residia na zona rural. A problematização que tentamos responder a partir deste tema diz respeito à função que esta escola exerceu na escolarização de seus alunos. O objetivo geral da pesquisa foi (re)construir a história desta instituição de ensino e apreender alguns aspectos da cultura escolar que permearam essa escola do município de Uberlândia, no período em questão. Os objetivos específicos foram: contextualizar o ensino rural do município em Uberlândia, bem como em Minas Gerais e no país; perscrutar a relação desse ensino com a sociedade local, estadual e nacional; aventar as interações existentes entre a cultura escolar analisada sob o enfoque do espaço e os elementos que conformam a cultura que atravessa o universo rural onde se instala a escola; e por último, indagar a respeito da representação de atraso do universo rural construída e apropriada pela sociedade urbana. Para responder a esses objetivos, consultamos as seguintes fontes: bibliográficas, jornais e revistas, atas e relatórios de inspeção, livros de matrículas, diários de classe e cadernos de um aluno da referida escola. As entrevistas orais com ex-alunos, ex-professores e outros envolvidos no processo de um modo geral, também foram empregadas como fonte. Os resultados aos quais chegamos possibilitam afirmar que as escolas rurais do município de Uberlândia no período em estudo obtiveram um crescimento quantitativo considerável. Fato relacionado a interesses políticos, bem como ao combate do atraso e da incivilidade , estes últimos preconizados ao meio rural. O ensino de bases tradicionais ministrado nestas escolas melhorou a situação escolar do município referente ao índice de analfabetos em comparação com a realidade mineira e nacional. Assim, o espaço campesino se constituiu como lugar de escola, porém caracterizado por poucos investimentos do poder público municipal concernente a recursos materiais e humanos. Neste contexto a Escola Rural Municipal Santa Tereza cumpriu o papel de apenas alfabetizar, sem, contudo descuidar dos princípios morais e de valores patrióticos. Porém suas práticas educativas estavam distantes da inter-relação escola/vida, recomendado pela Legislação Estadual, uma vez que as atividades escolares tenderam a idealizar o espaço urbano da cidade de Uberlândia evidenciando seu desenvolvimento material e estético, em detrimento da realidade campesina, prática oriunda das representações positivas do primeiro em detrimento do último. Este antagonismo entre rural/urbano, em que vinculada ao primeiro estaria à percepção de tradição, de costumes humanos e naturais, enquanto ao segundo a de desenvolvimento e progresso, são representações alvitres da visão européia de realidade, acentuada a partir das transformações ocorridas com a modernidade, que se disseminou por grande parte do continente americano, em particular pelo Brasil. As conseqüências desta dicotomia para a escola rural e em particular para a Escola Rural Municipal Santa Tereza avigorou o discurso de equiparação das escolas rurais às escolas urbanas. / Mestre em Educação