Introdução: Programas de Tutoria/Mentoring, por meio de uma relação próxima junto aos alunos, oferecem suporte e também um ambiente de reflexão para uma formação profissional. O interesse pelo tema é crescente dentro e fora do Brasil, entretanto, são poucos os estudos que examinam o mentoring considerando as experiências dos próprios alunos, tal como eles as vivenciam. Objetivo: Compreender a experiência vivida por alunos de Medicina na atividade de Tutoria/Mentoring da Universidade Federal de Minas Gerais (UFMG). Método: Pesquisa documental com análise fenomenológica dos relatórios produzidos pelos alunos ao final da atividade no 5º período do curso. Resultados: Os elementos experienciais presentes nos depoimentos deram origem a grupos de vivências em três conjuntos temáticos: 1. O contexto da tutoria - os alunos vivenciaram a necessidade e pertinências de suporte para o estudante de Medicina e a inserção da atividade no 5° período do curso; 2. O vivido na tutoria - a tutoria foi vivenciada como espaço de liberdade e abertura às necessidades dos estudantes, onde vários assuntos puderam ser discutidos. Nos encontros, os alunos vivenciaram uma nova qualidade de relação no contexto acadêmico, construída por meio do compartilhar dos desafios e fragilidades vivenciados ao longo do curso. Reconheceram ter conhecido mais e melhor seus colegas de turma e consideraram os tutores como pessoas disponíveis a acompanhá-los em sua formação; 3. A avaliação da experiência - os alunos, com poucas exceções, vivenciaram a tutoria de forma positiva, como uma ação de humanização do ambiente acadêmico, e recomendam sua continuidade e extensão para outros momentos do curso. Conclusões: A relação de tutoria mostrou contribuir tanto no enfrentamento das vicissitudes da formação quanto no exercício de habilidades como a escuta, a aceitação e a comunicação, fundamentais para a boa atuação do médico em seu cotidiano profissional. O Mentoring mostrou ser valioso referencial teórico e prático de atenção ao estudante ao contribuir tanto para o suporte pessoal e profissional ao estudante quanto para as demandas de formação em áreas humanísticas no currículo médico / Introduction: Mentoring Programs offer support and reflection for professional development through a close relationship with the students. Interest in Mentoring has increase in Brazil and around the world. However, few studies examine the mentoring considering the experiences of the students. Objective: To understand the lived experience of medical students of Federal University of Minas Gerais (UFMG) in the Mentoring Program. Method: Documentary research with phenomenological analysis of the reports students at the end of the Mentoring Program. Results: The elements present in the reports gave rise to three thematic groups of experiences: 1. The context of Mentoring - students experienced the need and relevance of support during the graduation , especially in the fifth period of the course; 2. Was lived in Mentoring - the students experienced mentoring as a space open to their needs, were many issues was freely discussed. In the meetings, the students experienced a new kind of relationship, built through the sharing of challenges and weaknesses faced throughout the medical course. They revealed having known better their classmates and their tutors were considered as persons available to accompany them in their training; 3. The experience\'s evaluation - the students, with few exceptions, have had a positive experience with Mentoring, as an act of humanization of the academic environment, and recommend its continuation and extension to other periods of course. Conclusions: The Mentoring relationship showed contribute in facing the vicissitudes of training and in the exercise of skills such as listening, acceptance and communication, fundamental skills to the good performance of the medical professional in your daily life.The experience of Mentoring students showed intersections between the student support and the demands of training in humanistic goals in medical education

Introdução: Programas de Tutoria/Mentoring, por meio de uma relação próxima junto aos alunos, oferecem suporte e também um ambiente de reflexão para uma formação profissional. O interesse pelo tema é crescente dentro e fora do Brasil, entretanto, são poucos os estudos que examinam o mentoring considerando as experiências dos próprios alunos, tal como eles as vivenciam. Objetivo: Compreender a experiência vivida por alunos de Medicina na atividade de Tutoria/Mentoring da Universidade Federal de Minas Gerais (UFMG). Método: Pesquisa documental com análise fenomenológica dos relatórios produzidos pelos alunos ao final da atividade no 5º período do curso. Resultados: Os elementos experienciais presentes nos depoimentos deram origem a grupos de vivências em três conjuntos temáticos: 1. O contexto da tutoria - os alunos vivenciaram a necessidade e pertinências de suporte para o estudante de Medicina e a inserção da atividade no 5° período do curso; 2. O vivido na tutoria - a tutoria foi vivenciada como espaço de liberdade e abertura às necessidades dos estudantes, onde vários assuntos puderam ser discutidos. Nos encontros, os alunos vivenciaram uma nova qualidade de relação no contexto acadêmico, construída por meio do compartilhar dos desafios e fragilidades vivenciados ao longo do curso. Reconheceram ter conhecido mais e melhor seus colegas de turma e consideraram os tutores como pessoas disponíveis a acompanhá-los em sua formação; 3. A avaliação da experiência - os alunos, com poucas exceções, vivenciaram a tutoria de forma positiva, como uma ação de humanização do ambiente acadêmico, e recomendam sua continuidade e extensão para outros momentos do curso. Conclusões: A relação de tutoria mostrou contribuir tanto no enfrentamento das vicissitudes da formação quanto no exercício de habilidades como a escuta, a aceitação e a comunicação, fundamentais para a boa atuação do médico em seu cotidiano profissional. O Mentoring mostrou ser valioso referencial teórico e prático de atenção ao estudante ao contribuir tanto para o suporte pessoal e profissional ao estudante quanto para as demandas de formação em áreas humanísticas no currículo médico / Introduction: Mentoring Programs offer support and reflection for professional development through a close relationship with the students. Interest in Mentoring has increase in Brazil and around the world. However, few studies examine the mentoring considering the experiences of the students. Objective: To understand the lived experience of medical students of Federal University of Minas Gerais (UFMG) in the Mentoring Program. Method: Documentary research with phenomenological analysis of the reports students at the end of the Mentoring Program. Results: The elements present in the reports gave rise to three thematic groups of experiences: 1. The context of Mentoring - students experienced the need and relevance of support during the graduation , especially in the fifth period of the course; 2. Was lived in Mentoring - the students experienced mentoring as a space open to their needs, were many issues was freely discussed. In the meetings, the students experienced a new kind of relationship, built through the sharing of challenges and weaknesses faced throughout the medical course. They revealed having known better their classmates and their tutors were considered as persons available to accompany them in their training; 3. The experience\'s evaluation - the students, with few exceptions, have had a positive experience with Mentoring, as an act of humanization of the academic environment, and recommend its continuation and extension to other periods of course. Conclusions: The Mentoring relationship showed contribute in facing the vicissitudes of training and in the exercise of skills such as listening, acceptance and communication, fundamental skills to the good performance of the medical professional in your daily life.The experience of Mentoring students showed intersections between the student support and the demands of training in humanistic goals in medical education

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-10-04T17:03:23Z No. of bitstreams: 1 Joyce Francisco Manrique.pdf: 1517928 bytes, checksum: 63c4115453ccbf9a4e3e34028288fc3b (MD5) / Made available in DSpace on 2016-10-04T17:03:23Z (GMT). No. of bitstreams: 1 Joyce Francisco Manrique.pdf: 1517928 bytes, checksum: 63c4115453ccbf9a4e3e34028288fc3b (MD5) Previous issue date: 2016-06-26 / This paper had intend to characterize the national scientific production about autism, in the form of dissertations and theses, between 2004 and 2014. Were examined summaries available in databases, from dissertations and theses, available on the internet. Were found 200 studies. Among other aspects, it was found that the areas with the largiest production were education, health and clinic; the approaches with the largiest production were behavior analysis and psychoanalysis; the most frequent data collection procedures were observation, interview and application of standardized tests; the most present approaches in the studies were the psychoanalisys and the behavior analysis; there was a low percentage of applied research. Of 39 studies based on behavior analysis, it was found, among others aspects, that: most of it is the clinic area; the institutions with the biggest production were PUC and UFSCAR; almost all was applied research in the course of experimental psychology; had between two and four subjects; it was used single case design, specially multiple baseline and AB. Among the target behaviors studied, highlight verbal operant (tact, mand, echoic), academic behaviors (reading, writing and adding); behavioral variability and reduction of restricted stimulus control. Among the procedures stand: modeling, matching-to-sample, reinforcement and fading. The analysis of production indicates that the behavior analysis has important contributions to work with individuals diagnosed with autism / O presente trabalho teve como objetivo caracterizar a produção científica nacional sobre Autismo, sob a forma de dissertações e teses, no período de 2004 a 2014. Examinaramse os resumos disponíveis em bancos de dados, de dissertações e teses, disponíveis via internet. Foram localizados 200 estudos. Dentre outros aspectos, verificou-se que: as áreas de maior produção foram Educação, Saúde e Clínica; as abordagens com maior produção foram Análise do Comportamento, Psicanálise; os procedimentos de coleta de dados mais frequentes foram observação, entrevista e aplicação de testes padronizados; as abordagens mais presentes nos estudos foram a Psicanálise e a Análise do Comportamento; houve baixa porcentagem de pesquisa aplicada. Dos 39 estudos com base na Análise do Comportamento, verificou-se, dentre outros aspectos, que: a maior parte é da área Clínica; as instituições com maior produção foram PUC e UFSCAR; a quase totalidade foi de pesquisa aplicada, no curso de Psicologia Experimental; teve-se entre dois e quatro sujeitos; utilizou-se delineamento de sujeito único, especialmente linha de base múltipla e AB. Dentre os comportamentos-alvo estudados, destacam-se operantes verbais (tatos, mandos, ecóicos), comportamentos acadêmicos (leitura, escrita e adição); variabilidade comportamental e redução do controle restrito de estímulos. Dentre os procedimentos, destacam-se os de Modelagem, Matching-to-Sample, Reforçamento e Fading. A análise da produção indica que a Análise do Comportamento tem contribuições relevantes para atuar com indivíduos diagnosticados com Autismo

Depuis l’époque sumérienne (4ème – 3ème millénaire avant J.-C.), les bibliothèques ont su traiter les documents pour les mettre à la disposition des populations pour leur développement intellectuel, culturel, économique … Pour répondre aux besoins informationnels de toutes les couches socioprofessionnelles, elles ont pris diverses formes : nationale, publique, spécialisée, scolaire, universitaire … et cela, à travers tous les pays du monde.Avec la naissance du web et l’accès progressif des populations aux ressources en ligne, les partenaires techniques et financiers des pays africains ont commencé à aider ces derniers, dans la seconde moitié des années 90, à se connecter à Internet. Ce fut aussi le début de divers projets de création de télécentres en vue de vulgariser Internet et permettre l’accès des populations africaines à l’information pour leur développement. Ces nouvelles structures (communautaires ou privées) ont paru pour beaucoup comme la source d’accès à l’information. Dans ce contexte, les bibliothèques, aux ressources déjà maigres dans nos pays, ont paru comme des structures démodées, voire inutiles. Les professionnels de l’information documentaire ont alors commencé à s’interroger sur l’avenir de leur profession et des bibliothèques. Dans leur réflexion, Internet a été perçu tantôt comme une menace pour les bibliothèques, une technologie comme les autres, ou encore comme une opportunité à saisir pour valoriser leurs ressources et leur savoir-faire.Considérer Internet comme une opportunité exige cependant des bibliothécaires une nouvelle perception de leur mission, une nouvelle organisation du travail, de nouveaux produits et services, une nouvelle vision des relations avec le public. Cela exige surtout l’appropriation d’Internet et un rôle actif dans son usage afin de diffuser ses ressources, faciliter l’accès à celles des autres, promouvoir ses produits et services, diversifier, fidéliser et rendre autonomes ses utilisateurs dans la recherche et l’exploitation des ressources … Ainsi, se pose la question du rôle des bibliothèques dans le développement des usages et services Internet.Notre étude cherche dans le contexte malien, marqué par l’extrême pauvreté des bibliothèques, par l’échec quasi-total des télécentres, mais par un léger dynamise d’autres modes d’accès à Internet (connexion au bureau, à domicile, sur les appareils mobiles …) de déterminer, analyser et comprendre le rôle des bibliothèques maliennes dans le développement des usages et services Internet. Conduite auprès de 39 unités documentaires connectées à Internet, elle expose Internet au Mali (historique, stratégies, représentations, usages), analyse le rôle et le positionnement des bibliothèques dans la démocratisation de l’accès des usagers à Internet et aux ressources informationnelles. Elle essaie, enfin, de comprendre si les actions des bibliothèques en lien avec Internet s’inscrivent dans une stratégie claire et mûrie. / Since the Sumerian period (4th - 3rd millennium BC), libraries have been able to process documents in order to make them available to the population for their intellectual, cultural and economic development ... ¶ To meet the information needs of all the socio-professionnal strata, they have taken various forms: national, public, specialized, scolarly, academic ... and this, in all the countries of the world.¶¶ With the rise of the web and the progressive access of people to online resources, the technical and financial partners of African countries began to help them, in the second half of the 1990s, to connect to the Internet. ¶This was also the beginning of various projects to create telecentres in order to popularize the Internet and to enable African populations to access information for their development. ¶These new structures (community or private) have been seen by many as the only source of access to information. In this context, libraries, with already meager resources in our countries, have appeared as obsolete, even useless structures. ¶ Documentary information professionals then began to question the future of their profession and libraries. ¶ In their reflection, the Internet has sometimes been perceived as a threat to libraries, as a technology like any other, or as an opportunity to seize in order to develop their resources and their know-how.¶Considering the Internet as an opportunity, however, requires librarians a new perception of their mission, a new organization of work, new products and services, and a new vision of relations with the public. ¶ This requires especially the appropriation of Internet and an active role in its use in order to disseminate your resources, facilitate access to those of others, promote your products and services, diversify, retain and empower your users in research and exploitation of resources ... ¶ Thus, the question arises of the role of libraries in the development of Internet uses and services.¶ Our study seeks, in the Malian context, marked by the extreme poverty of libraries, by the almost total failure of telecentres, but by a slight dynamism of other modes of access to the Internet (connection at the office, home connection, connection on mobile devices ...) to determine, analyze and understand the role of Malian libraries in the development of Internet usage and services. Realized in 39 Internet-related documentary units, it exposes Internet Mali (history, strategies, representations, uses), analyzes the role and positioning of libraries in the democratization of Internet and information resources access. Finally, it tries to understand whether the actions of libraries in bond with Internet are part of a clear and mature strategy.

Orientador: José Vaidergorn / Banca: Valdemar Sguissard / Banca: João Augusto Gentilini / Resumo: A partir da expansão da pós-graduação lato sensu na educação brasileira e da importância que este setor, principalmente na forma dos cursos de especialização, tem ganhado no interior da Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP), essa dissertação de mestrado tem como objetivo geral e aglutinador analisar a oferta de quatro cursos de especialização na área de Educação dessa universidade no período de 1999 a 2010. De forma específica objetiva-se investigar as orientações político-administrativas dos órgãos centrais da UNESP para os cursos de especialização em geral e os critérios estabelecidos para a sua regulação e controle; compreender a relação entre os propositores dos quatro cursos analisados e a administração universitária; e, identificar as prováveis demandas para sua oferta. Para alcançar esses objetivos, adotou-se como recurso teórico-metodológico o conceito de "burocracia" procedente dos estudos de Max Weber sobre a Sociologia da Dominação. O método empregado consiste na análise documental utilizando como fontes primárias os processos administrativos dos cursos investigados, as normas e regulamentações internas e as publicações e informações disponíveis sobre a pós-graduação lato sensu na UNESP. As informações gerais, a literatura científica disponível e a legislação desse setor da pós-graduação no país representaram subsídios iniciais para a compreensão do caso singular da UNESP. Os resultados obtidos pela investigação no âmbito administrativo revelam que as normas e regulamentos para o controle da oferta dos cursos tornaram-se cada vez mais criteriosos, tentando, portanto, conservar o domínio dos órgãos centrais da universidade sobre os demais envolvidos. Na dimensão política, o período... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Due to the expansion of the latu sensu post-graduation degree courses in the Brazilian education and also to the importance that this sector, mainly in the form of specialization courses, has gained inside the Paulista State University "Júlio de Mesquita Filho" (UNESP), this Master‟s dissertation is aimed at analyzing the offering of four specialization courses in the Education area from this university in the period between 1999 and 2010. Its specific aim is to investigate the political-administrative guidelines from UNESP‟s central institutes for the specialization courses in general and the criteria established for its regulation and control; to understand the relation between the proposers of the four courses analyzed and the university administration and; to identify the probable demands for their offering. In order to reach these objectives, the concept of "bureaucracy" founded in Max Weber‟s studies on the Domination Sociology was adopted as a theoretical-methodological resource. The adopted method consists of the analysis of documents using the administrative processes from the courses being investigated, the internal rules and regulations and the publications and information available from UNESP‟s lato sensu post-graduation courses as primary sources. General information, the scientific literature available and the legislation from this post-graduation sector in the country have been used as initial subsidy for the understanding of UNESP‟s singular case. The results obtained through investigation at the administrative level revealed that the rules and regulations for the control in the offering of courses have become more and more solid, attempting, in that way, to preserve the domination of the central institutes from the university over all others involved. In the political scale, the period between 1980 and 2010... (Complete abstract click electronic access below) / Mestre

The purpose of this study was to explore and describe grade 6 learners’ experiences of experiential learning in the context of the TekkiKids Programme. The TekkiKids Programme followed a constructivist approach to learning and emphasis was placed on a learnercentred approach. Documents that were written by a consultant, who was involved with the TekkiKids Program, were selected as data sources. These documents included: A feedback report to the facilitators regarding the sessions; general field notes of the consultant pertaining to observations made during lessons; notes of individual unstructured interviews; a questionnaire that explored learners’ experiences of TekkiKids; and notes of a focus group discussion. A qualitative, documentary research design was implemented, and the documents were analysed according to guidelines pertaining to a process of inductive analysis. This study found that learners experienced experiential learning as a method of instruction to be but only partially supportive and encouraging. They furthermore experienced a need for more structure pertaining to problem-solving. Multicultural differences and group conflict had a negative influence on their learning experiences. Learners experienced cognitive load distribution as positive . English as the language of instruction was experienced as a barrier to learners from other language groups Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted

A presente pesquisa se insere na interface entre turismo e política no Brasil, especificamente no contexto das campanhas presidenciais, cujo objetivo geral é determinar, com olhares comparativos, transversais e críticos, o lugar do turismo nas propostas de presidenciáveis brasileiros, no período posterior à criação do Ministério do Turismo, em três eleições (2006, 2010 e 2014). O corpus analítico, formado pelos programas de governo apresentados pelas coligações políticas, foi submetido à técnica de Análise de Conteúdo, com ênfase dada ao número e ao conteúdo verbal desses enunciados. Os resultados demonstram que, no Brasil, o turismo é mais entendido como uma atividade setorial do que transversal, podendo implicar limitações ao planejamento, à gestão e à alocação de recursos para investimentos. Além disso, os possíveis parceiros para a execução das promessas stakeholders foram mencionados em menos da metade do número de promessas. Foi desvelada também a politicização do turismo no Brasil, notando-se uma sobreposição de interesses ideológicos partidários ao desenvolvimento dessa atividade. Dessa forma, são consideradas duas principais contribuições desta pesquisa: uma, de natureza teórica, por meio do agrupamento de categorias analíticas para o desvelamento de prioridades dadas ao turismo por partidos políticos; e outra, de natureza histórica, para o aprofundamento do conhecimento das práticas discursivas sobre o turismo no Brasil / This research is concerned with the relation between tourism and politics in Brazil, especially in the context of presidential elections, whose aim is to determine the place of tourism in Brazilian political parties presidential discourses from the creation of the Ministry of Tourism on, which includes three elections (2006, 2010 and 2014). The analytical corpus was formed by government programs presented by political coalitions and content analysed focusing on the quantification and verbal content of the messages. The results indicate that, in Brazil, tourism is more understood as a sectoral activity rather than transverse, which may imply limitations to planning, management and resource allocation. Besides, stakeholders of the Brazilian National Tourism Organization were mentioned in less than half of the election promises. Politicization of tourism in Brazil was also unveiled by identifying the supremacy of the parties ideological interests over the tourism development. Thus, two main contributions of this study are highlighted: one, from a theoretical perspective, which offers some analytical categories for the unveiling of the concept and priorities given by political coalitions to tourism; and the other contribution is related to a historical perspective as it allows us to understand discursive practices on tourism in Brazil

Submitted by Daniella Santos (daniella.santos@ufma.br) on 2017-11-20T14:17:04Z No. of bitstreams: 1 HellenReis.pdf: 13499594 bytes, checksum: 70ba491f6f7466ecb5e6bff72584031c (MD5) / Made available in DSpace on 2017-11-20T14:17:04Z (GMT). No. of bitstreams: 1 HellenReis.pdf: 13499594 bytes, checksum: 70ba491f6f7466ecb5e6bff72584031c (MD5) Previous issue date: 2017-08-31 / FAPEMA / The human body is a structure that carries symbols, ideas, representations and the most varied nature of speeches. The Science Didactic Book is a cultural artifact that carries information about the human body. Faced with this argument we observe the need to reflect on in what way has the subject “Human body” been presented in Science textbooks around public elementary schools of São Luís, Maranhão? The objective of this research is: 1) to describe the contents on "human body" in Science textbooks; 2) to understand ideas and representations about the "human body"; 3) to characterize the types of discourses constructed by the authors when exploring the "human body" in Science didactic books. This research is characterized by having a qualitative and documentary perspective. The Science textbooks were acquired in nine schools around Itaqui-Bacanga district, totaling sixteen books (four collections) from the 6th to the 9th grade. The books were analyzed as having theoretical-methodological perspectives of Cultural Studies in Education and the Content Analysis of Bardin (2011). Two categories were built: "Biological Body" and "Cultural Body". In the collections, it is possible to see that the 8th grade book is the one who presents/displays a greater amount of contents destined to the researched subject, conceding general information that qualifies the human body as a biological structure by excellence. The socio cultural body was presented inferiorly to the biological body, and was typically presented using complementary images or texts. In this research, it is observed some characteristics regarding to the Science textbooks: the idea of biological body with greater expression in the contents, emphasizing a main focus on structure and physiology of the human body. With these results we conclude that reflecting on the construction of these books is important, since the content that is presented in it sometimes directs the student's view on certain subjects, which can provide the formation of prejudiced citizens or not. / O corpo é uma estrutura que carrega símbolos, ideias, representações e discursos dos mais variados. O livro didático (LD) de Ciências é um artefato cultural que veicula informações sobre o corpo humano. Diante deste argumento observamos a necessidade de refletir sobre de que forma o conteúdo “corpo humano” vem sendo apresentado em livros didáticos de Ciências distribuídos em escolas da rede pública do Ensino Fundamental do município de São Luís, Maranhão? Objetivou-se com esta pesquisa: 1) descrever os conteúdos sobre o tema “corpo humano” nos livros didáticos de Ciências; 2) compreender ideias e representações sobre o tema “corpo humano”; 3) caracterizar os tipos de discursos construídos pelos autores ao exporem o tema “corpo humano” nos livros didáticos de Ciências analisados. A pesquisa caracteriza-se sendo de perspectiva qualitativa e do tipo documental. Os livros didáticos de Ciências foram adquiridos em nove escolas do distrito Itaqui-Bacanga, totalizando dezesseis livros (quatro coleções) do 6° ano ao 9° ano. Os livros foram analisados tendo como perspectivas teórico-metodológicas os Estudos Culturais em Educação e a Análise do Conteúdo de Bardin (2011). Foram construídas duas categorias: “Corpo Biológico” e “Corpo Cultural”. Nas coleções foi possível perceber que o livro do 8º ano é o que apresenta uma maior quantidade de conteúdos destinados à temática pesquisada, apresentando de forma geral informações que qualificam o corpo como estrutural biológica por excelência. O corpo sociocultural é apresentado de forma tímida em imagens ou textos complementares. Na pesquisa observou-se algumas características quanto aos livros didáticos de Ciências: a ideia de corpo biológico com maior expressão nos conteúdos, destacando-se um enfoque principal na estrutura e fisiologia do corpo humano. Percebeu-se uma ausência da relação do corpo biológico com o corpo cultural. Com estes resultados concluímos que refletir sobre a construção destes livros é importante, uma vez que o conteúdo que nele é apresentado direcionar por vezes a visão do aluno sobre determinados assuntos, o que pode proporcionar a formação de cidadãos preconceituosos ou não.

The summary of dissertation that studies the development of conceptual basis for the Lithuanian educational reform in terms of the shift in the educational paradigm, describes the importance of the research, its theoretical and practical significance as well as the scientific problem as to how the shift in the classical normative educational paradigm is implemented into the conceptual basis of the Lithuanian educational reform. The summary emphasizes the novelty of the research which consists in the fact that this work is the first attempt in Lithuanian educology to analyze the conceptual basis of the Lithuanian educational reform in terms of the shift in the educational paradigm and to disclose the processes of their development. The summary also presents the object, goals and methodological reference of the research as well as the content of dissertation and the conclusions, such as: the conceptual idea of the Lithuanian educational reform to implement the educational reform on the basis of shift in educational paradigm was determined by historical circumstances; the paradigmatic shift in education is systemic, the conceptual basis of the Lithuanian educational reform embeds the paradigm of humanistic education etc. / Disertacijos, kurios objektas – Lietuvos švietimo reformos konceptualiųjų pamatų kūrimas ugdymo paradigmų kaitos aspektu, santraukoje aptariamas tyrimo aktualumas, teorinis ir praktinis reikšmingumas, pristatoma mokslinė problema – kaip klasikinės normatyvinės ugdymo paradigmos kaita humanistine ugdymo paradigma įtvirtinama Lietuvos švietimo reformos konceptualiaisiais pamatais. Pabrėžiamas darbo naujumas – pirmą kartą Lietuvos edukologijoje Lietuvos švietimo reformos konceptualieji pamatai susiejami su ugdymo paradigmų kaita ir atskleidžiamas jų kūrimo procesas. Pristatomas tyrimo objektas, tikslai, uždaviniai, metodologinis pagrindas, disertacijos turinys, pateikiamos išvados: Lietuvos švietimo reformos konceptualiųjų pamatų idėja vykdyti švietimo reformą ugdymo paradigmų kaitos pagrindu nulemta susiklosčiusių istorinių aplinkybių; švietimo kaita paradigminiu pagrindu yra sisteminė; Lietuvos švietimo reformos konceptualieji pamatai įtvirtina humanistinio ugdymo paradigmą ir kt.

Disertacinio tyrimo objektas – Lietuvos švietimo reformos konceptualiųjų pamatų kūrimas ugdymo paradigmų kaitos aspektu. Nagrinėjant šį objektą, sprendžiama tyrimo problema, kaip klasikinės ugdymo paradigmos kaita laisvojo ugdymo humanistine paradigma įtvirtinama švietimo reformos konceptualiaisiais pamatais. Tyrimo problema konkretinama atsakant į probleminius klausimus – kaip, kada, kodėl, kokiame kontekste, kokiais būdais modeliuota paradigminė švietimo kaita, kokiomis idėjomis ji išreikšta. Tyrimo tikslas – atskleisti konceptualiųjų pamatų kūrimo procesą ir jų paradigminį pobūdį, aktualų šiuolaikinei švietimo situacijai bei tolesnei reformai. Šio darbo naujumas yra tai, kad pirmą kartą Lietuvos edukologijoje švietimo reformos konceptualieji pamatai susiejami su ugdymo paradigmų kaita ir atskleidžiamas jų kūrimo procesas. Teorinė reikšmė – metodologiškai pagrįstas ir empiriškai atskleistas Lietuvos švietimo reformos konceptualiųjų pamatų kūrimas ugdymo paradigmos kaitos pagrindu, susisteminta laisvojo ugdymo humanistinės paradigmos idėjas liudijanti medžiaga, traktuotina kaip metodologinė kitiems edukologiniams reformos tyrimams, metodologiškai pagrįstas ugdymo paradigmų kaitos sisteminis tyrimo instrumentas – dokumentinis tyrimas. Praktinis rezultatų reikšmingumas: apibendrinta medžiaga gali būti vertinga svarstant švietimo aktualijas, dėstant studentams naujausią Lietuvos švietimo istorijos laikotarpį, aiškinantis dabartinės švietimo reformos pamatus bei perspektyvą... [toliau žr. visą tekstą] / The object of the PhD theses research is the development of the conceptual basis of the Lithuanian educational reform in terms of the shift in the educational paradigm. The problem of the research is defined as the transposition of the shift in the classical educational paradigm into the conceptual basis of the Lithuanian educational reform. The research problem is discussed by raising such problematic issues as to how, when, why, in what context and in what way the shift in the educational paradigm was generated as well as by defining the ideas of its expression. The research objective is to disclose the process of the development of the conceptual basis of the educational reform and its paradigmatic nature, which is relevant to the current situation in education and related future reforms. The novelty of this research lies in the fact that this scientific work is the first attempt in Lithuanian educology to analyze the conceptual basis of the Lithuanian educational reform in terms of the shift in the educational paradigm and to disclose related developmental processes. Theoretical relevance of the work is methodologically substantiated and empirically disclosed development of the conceptual basis of the Lithuanian educational reform based on the shift in the educational paradigm; the systematized material attesting to the conveyance of the ideas of the humanistic paradigm of free education with the help of conceptual ideas of the educational reform, which is to be viewed as... [to full text]