Magister Educationis - MEd / This thesis argued that Physical Education is marginalised in the South African primary school education sector. Through this marginalisation, Physical Education has been reduced from having full subject status, to being only one of the components of one of the primary school learning areas, namely, Life Orientation. Simultaneously, Physical Education finds itself in a situation in which it is generally being taught by a class teacher and no longer by a specialist Physical Education teacher. Possible reasons for this marginalisation are expressed, however, the argument that Physical Education is an imperative in the holistic development of the child, is also espoused. This thesis critically examined the route that South African primary school education is taking and focused on the issues of holistic education and development, Outcomes-based Education and Life Orientation. / South Africa

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-04-27T12:39:47Z No. of bitstreams: 1 Simone Bueno.pdf: 3410656 bytes, checksum: 63644a58e9a2d2211bfe69fa01dd270b (MD5) / Made available in DSpace on 2017-04-27T12:39:47Z (GMT). No. of bitstreams: 1 Simone Bueno.pdf: 3410656 bytes, checksum: 63644a58e9a2d2211bfe69fa01dd270b (MD5) Previous issue date: 2017-03-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In this research, at the doctoral level, we aim to investigate how the curricular materials are used by teachers of Mathematics. The work is characterized by qualitative research. The data were collected from the fieldwork, the material of analysis and observation of the classes of four teachers of Mathematics, in a public school, focusing on the posture of the teacher when using the curricular materials. In order to understand the relationship between teachers and curricular materials, we use the Brown (2009) study, which highlights the resources on each side of the relationship and points out the different types of use: reproduction, adaptation and creation. Complementing our referential, we seek authors who talk about curriculum, Pires (2004, 2008, 2011, 2012), Shulman (1986) and Sacristán (2000). Regarding the factors that influenced teachers in the use of curricular materials, we consider that training, participation in courses after graduation, trust in content, pedagogical knowledge of the subject and collaboration are factors that may have contributed to the way That teachers differed in the use of their materials. In the interactions of the teachers with the curricular materials, we could perceive that in some moments the teachers reproduced, in others they adapted and in the same class improvised. We consider that the results of this research can join to others and contribute to understand what use the teacher makes of the curricular materials and what impacts these materials have in their practice when working in mathematical learning situations / Nesta pesquisa, no nível de doutorado, temos por objetivo investigar de que modo os materiais curriculares são utilizados por professores de Matemática. O trabalho caracteriza-se por pesquisa qualitativa. Os dados foram coletados a partir do trabalho de campo, do material de análise e observação das aulas de quatro professores de Matemática, em uma escola pública, com foco na postura do professor ao utilizar os materiais curriculares. Para compreender a relação das professoras com os materiais curriculares, nos baseamos nos estudos que destacam os recursos de cada lado da relação e apontam os diferentes tipos de uso: a reprodução, adaptação e criação. Complementando nosso referencial, buscamos autores que discorrem sobre currículo. Com relação aos fatores que influenciaram os professores no uso dos materiais curriculares, consideramos que a formação, a participação em cursos após a graduação, a confiança no conteúdo, o conhecimento pedagógico do assunto e a colaboração, são fatores que podem ter contribuído com o modo que os professores diferiram na utilização de seus materiais. Nas interações dos professores com os materiais curriculares, pudemos perceber que em alguns momentos os professores reproduziam, em outros adaptavam e em uma mesma aula improvisavam. Consideramos que os resultados dessa pesquisa possam juntar-se a outras e contribuir para entender que uso o docente faz dos materiais curriculares e que impactos estes materiais têm na sua prática ao trabalhar situações de aprendizagem matemática

Made available in DSpace on 2016-04-27T16:33:42Z (GMT). No. of bitstreams: 1 Maria Aparecida da Silva Cabral.pdf: 8435420 bytes, checksum: a6670484e98229ce24ec28a496193dbf (MD5) Previous issue date: 2008-09-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research is concerning the process of building the curriculum of the City First Gymnasium, and has as goal the teaching practices analysis and valuation put into effect in the second grade, in the early years of the First Republic. It concentrated itself in the analysis of the teaching programs organized by the gymnasium s professors and the valuations made by the students. Are also a inspected the collision happened during the process of renerical of the public instruction, in São Paulo since 1890, in order to rebuilt the benefits or usefulness proposed for this educating institution. Since Republic Proclamation, the republican people of the São Paulo began a succession of the renovations in the public teaching, and among them that of the Normal School is emplasied and the same way, the low n. 88, september promulgacion. From the 1890 constituition the federative states could create and sustain its schools of second grade, since they accompanied the directions of the federal government referring to the fulfilment of teaching programs and the rule of the National Gymnasium. In this stage, in 1894, the Gymnasium of the Capital, was inaugurated in the paulistan capital, and it was the first state institution of teaching implanted in the state of São Paulo. In the year of 1896 by n. 2.251 decree, of inland business Mimstry and of the Union, this institution got to put in igual level to the National Gymnasium, having this wary he right to issue diplom / Esta investigação trata do processo de construção do currículo do Primeiro Gymnasio da Capital e tem por objetivo a análise das práticas de ensino e de avaliação ocorridas no ensino secundário nos anos iniciais da Primeira República. A pesquisa está centrada na análise dos programas de ensino organizados pelos professores do Gymnasio e nas avaliações realizadas pelos alunos. São examinados, também, os embates ocorridos no processo de reforma da instrução pública em São Paulo a partir de 1890, com o intuito de interpretar as finalidades projetadas para a referida instituição educativa. A partir da Proclamação da República, os republicanos paulistas iniciaram uma série de reformas na educação pública, dentre elas destacam-se a reforma da Escola Normal e a promulgação da lei n. 88, de 09 de setembro de 1892. A partir da Constituição de 1890, os estados da federação poderiam criar e manter as suas escolas de ensino secundário, desde que seguissem as orientações do governo federal quanto ao cumprimento dos programas de ensino e do regulamento do Ginásio Nacional. Nesse cenário, em 1894, o Gymnasio da Capital foi inaugurado na capital paulista, sendo a primeira instituição estadual de ensino a ser implantada no Estado de São Paulo. No ano de 1896, por meio do decreto n. 2.251 do Ministério dos Negócios Interiores da União, essa instituição conseguiu a equiparação ao Ginásio Nacional, adquirindo, portanto, o direito de expedir diplomas