This thesis argues the interaction between the Turkish state and informal employment. Literature review on informal sector, flexibilization of the labor market and feminist approach are the bases of this argument. On the other hand, the role of the state in economy is discussed in relation to Bretton Woods Institutions. Taking into consideration the state and informal employment arguments, this study illustrates with a study of a Kilim Weaving Workshop in a town of Ankara how informal work is connected with the state institution Public Education Center. For this study, I conducted participant observation and semi-structured interviews with 10 people out of 30 in research area.

Orientador: Elisabeth Gelli Yazlle / Banca: José Luiz Guimarães / Banca: Marilene Proença Rebello de Souza / Resumo: Este trabalho versa sobre a questão do atendimento infantil em instituições filantrópicas. Faz um percurso sobre a história destas instituições no Brasil, a concepção de infância que permeia sua existência e a forma de atendimento oferecida. Apresenta as mudanças na legislação e os movimentos sociais que impulsionaram tais transformações. Delimita seu objeto, constituindo-se em um estudo de caso de uma instituição filantrópica de atendimento da cidade de Londrina, Estado do Paraná. Apresenta o contexto histórico social da cidade e suas instituições de atendimento assistenciais, privilegiando as de atendimento à infância; também apresenta as adequações à legislação, no que se refere à transição da responsabilidade sobre as instituições do âmbito da Secretaria de Assistência para a da Educação, assim como as transformações nas instituições de acordo com as novas exigências legais. Define como objetivo investigar a motivação das pessoas envolvidas com o atendimento filantrópico nesta instituição, bem como sua concepção de infância e educação. Utiliza a metodologia qualitativa e o referencial sócio-histórico construcionista, sendo os instrumentos de coleta de dados: conversas, observações, participação no cotidiano, entrevistas semi-dirigidas e apreciação de documentos. Constata que a educação infantil no município é constituída predominantemente por instituições filantrópicas, que apresentam dificuldades em termos de recursos financeiros e de apoio funcional do poder público no que tange a orientação pedagógica, capacitação de profissionais e materiais de trabalho. Constata também que o principal motivador da existência da instituição pesquisada é o religioso, seguido da insuficiência de serviços públicos de atendimento... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This work discusses the issue of child assistance in philanthropic institutions. It gives an overview about the history of such institutions in Brazil, the concept if childhood that underlies their existence and the form of assistance given. It presents the changes in the legislation and the social movements that fostered such transformations. Its focus is a study case of a philanthropic assistance institution in the city of Londrina, state of Paraná. It presents the social-historical context of the city and its assistance institutions, concentrating on those which provide assistance to children. Also, it presents the changes in the legislation regarding the shift of responsibility from the Secretariat of Assistance to the Secretariat of Education, as well as the transformations in the institutions according to the new legal demands. The work defines as its object of study to investigate the motivation of the people involved with philanthropic assistance in that institution and their concept of childhood and education. It uses qualitative methodology and a socio-historical constructivist framework. The following instruments were used to collect data: talks, observations, daily participation, semi-structured interviews and document analysis. The work verifies that child education in the city constitutes predominantly of philanthropic institutions which have difficulties regarding financial resources and functional support from the public sector as far as pedagogic orientation, professional qualification and work resources are concerned. It also verifies that the main motivating factor for the existence of the institution under study is religious, followed by the inadequacy of public assistance services... (Complete abstract, click electronic access below) / Mestre

No description available.

There are many programs throughout the world and in the state of Virginia that have been developed to change the outlook of youth on a broader spectrum. Youth in at risk communities face a different set of parameters and are often mislabeled as "bad kids". Many of these youth simply need an environment filled with positive energy. This redesign will create an environment that guides through intuition and the understanding of angles and markers that are considered universal in all languages. The space will open up a world that is non-institutional and without the normal boundaries and pressures of typical grading system. The education center will cultivate healthy habits for learning that can carry them on to community colleges, universities and the eventually the workforce.

Submitted by admin tede (tede@pucgoias.edu.br) on 2018-12-07T18:26:38Z No. of bitstreams: 1 Maria Lucia P. Duarte dos Santos.pdf: 2294813 bytes, checksum: b239eec6936cb7400dd409cc160cbdab (MD5) / Made available in DSpace on 2018-12-07T18:26:38Z (GMT). No. of bitstreams: 1 Maria Lucia P. Duarte dos Santos.pdf: 2294813 bytes, checksum: b239eec6936cb7400dd409cc160cbdab (MD5) Previous issue date: 2018-09-28 / This thesis is linked to the research Line "State, Policies and Educational Institutions" of the Programa de Pós-Graduação em Educação of the Pontifícia Universidade Católica de Goiás and the research group "Educational Policies and School Management", trying to understand how the System of Education of Goiás is organized to respond to the provisions of the Ministry of Education n. 1,145 dated 10/10/2016, which established the Program for the Promotion of the Implementation of Full-Time Schools, instituted by Provisional Measure no. 746 of 09/22/2016 (BRAZIL, 2016) and by Law 13,415 / 02/2017. Within the scope of the Education, Culture and Sport Secretariat (GOIÁS, 2017), Law no. 19,687 dated 06/22/2017 regulated the creation of Full-Time Education Centers with the intention of implanting the proposal of Full-Time High Schools. Based on the studies of these legal documents emerged the following research problem: What are the possibilities of full-time education in a public high school in Goiás? The objectives are to analyze full-time education of a public high school in Goiás; develop studies on the conception of integral education, revisiting the history of Brazilian education; to analyze the integral education in the full-time school of public high school of Goiás; understand democratic management as a condition of full-time school implementation. In order to develop studies about the conceptions and history of integral education in high school, authors such as Frigotto, Ciavatta, Ramos (2005, 2006), Paro, Ferreti, Vianna, Souza (1988), Kuenzer (2007) and Cavaliere 2009, 2010, 2012) were analyzed. The reflection on the curricular reformulations of secondary education is based on the analysis of official documents. In order to understand the full-time implementation of the school, it is important to think about Saviani (2003); Falsarella (2004); Temporini, Machado (2011); Coelho (2013); Oliveira (2014). The interpretation of the different management paradigms in school education is anchored in the studies of Ferreira (2003), Lima (2004), Paro (2007). Dialectical historical materialism guides research, enabling a view of the totality of the real, seen in the class struggle at the heart of the contradiction engendered by capitalist society. With the development of the case study in this qualitative research the following categories emerged and were analyzed: 1. Conception of full-time education; 2. Conditions of implementation of the full-time school. This second comprises three subcategories: 2.1 Time: extension of the school day; 2.2 Physical structure and 2.3 Democratic management. The Program for the Promotion of the Implementation of Full-Time Schools has been well evaluated by the subjects participating in this research, however there are several implications pointed out by these subjects that demands a high level of organization for the articulation in the Political Pedagogical Project (PPP), with theoretical-critical grounds that must be revealed in the posture of the school manager with the implementation of democratic management in the institution as a constitutional principle. / Esta tese vincula-se à Linha de Pesquisa “Estado, Políticas e Instituições Educacionais” do Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Goiás e ao Grupo de Pesquisa “Políticas Educacionais e Gestão Escolar“, cujo interesse foi a compreensão de como o Sistema de Ensino Estadual de Goiás se organizou para responder ao disposto na Portaria do MEC n. 1.145, de 10 de outubro de 2016, que instituiu o Programa de Fomento à Implementação de Escolas em Tempo Integral pela Medida Provisória n. 746, de 22 de setembro de 2016 (BRASIL, 2016), e pela Lei n. 13.415, de 16 de fevereiro de 2017. No âmbito da Secretaria de Educação, Cultura e Esporte (GOIÁS, 2017), a Lei n. 19.687, de 22 de junho de 2017, regulamentou a criação dos Centros de Ensino em Período Integral com o intuito de implantar a proposta de Ensino Médio em Tempo Integral. Com base nos estudos desses documentos legais, emergiu o seguinte problema de pesquisa: Quais as possibilidades da educação em tempo integral em uma escola pública de ensino médio em Goiás? Os objetivos consistem em analisar a Educação em Tempo Integral de uma escola pública de ensino médio em Goiás; desenvolver estudos sobre a concepção de educação integral, revisitando a história da educação brasileira; analisar a educação integral na escola em tempo integral de ensino médio público de Goiás; compreender a gestão democrática como uma condição de implementação da escola de tempo integral. Para desenvolver estudos acerca das concepções e da história da educação integral no ensino médio, tomam-se os subsídios de Frigotto, Ciavatta, Ramos (2005, 2006), Paro, Ferreti, Vianna, Souza (1988), Kuenzer (2007) e Cavaliere (2009, 2010, 2012). A reflexão sobre as reformulações curriculares do ensino médio sustenta-se na análise de documentos oficiais. Para a compreensão da implantação da escola em tempo integral, vale-se do pensamento de Saviani (2003), Falsarella (2004), Temporini e Machado (2011), Coelho (2013), Oliveira (2014). A interpretação dos diferentes paradigmas de gestão na educação escolar ancora-se nos estudos de Ferreira (2003), Lima (2004), Paro (2007). O materialismo histórico dialético norteia a pesquisa, possibilitando uma visão da totalidade do real e vislumbrando na luta de classes o cerne da contradição engendrada pela sociedade capitalista. Com o desenvolvimento do estudo de caso nesta pesquisa de abordagem qualitativa, emergiram as seguintes categorias que foram analisadas: 1. Concepção de educação em tempo integral; 2. Condições de implantação da escola de tempo integral. Essa segunda compreende três subcategorias: 2.1 Tempo: ampliação da jornada escolar; 2.2 Estrutura física 2.3 e Gestão democrática. O Programa de Fomento à Implementação de Escolas em Tempo Integral tem sido bem avaliado pelos sujeitos participantes dessa pesquisa, todavia, existem diversas implicações apontadas por esses sujeitos que exigem um alto nível de organização para a articulação no Projeto Político- Pedagógico (PPP), com fundamentação teórico-crítica que deve se revelar na postura do gestor escolar com a implementação da gestão democrática na instituição, como princípio constitucional.

Maize (Zea mays L.) ranks third as a food crop after wheat and rice and is characterized not only as a cereal crop but also as a vegetable. Maize used as a vegetable is known as “baby corn”. Baby corn consists of unfertilized young ears harvested 2 or 3 days after silk emergence. The present study was implemented in 2009 at Western Kentucky University Agriculture Research and Education Center (36.93 N, 86.47 E) in Bowling Green, Kentucky. The purpose of the study was to compare the effect of different schemes of harvest on baby corn (BC) yield, grain maize (GM) yield, and estimated economic return. Experimental harvest treatments were 1) no BC harvest, only GM harvest, 2) first harvest as BC, final harvest as GM, 3) first and second harvests as BC, final harvest as GM, and 4) first, second, and third harvests as BC, final harvest as GM. Average estimated BC yields (Kg/ha) for Treatments 2, 3, and 4 were 1445.1, 2681.8, and 3437.5; GM yields (Kg/ha) for Treatments 1, 2, and 3 were 12522.2, 8226.5, and 1380.9; respectively. Since few grain kernels were found after three harvests for BC (Treatment 4), no usable GM yield was produced. BC and GM yields were used for evaluating the economic returns. Results indicated that the sequence of best economic returns would be obtained by harvesting BC three times (Treatment 4), first two harvests for BC and the final for GM (Treatment 3), first harvest for BC and subsequent for GM (Treatment 2), and only for GM harvest (Treatment 1). Although the pattern for only BC harvest was the most profitable system, the human labor requirement and critical timing of harvest limited its production. In states similar to Kentucky, BC could only be grown as an additional crop or to supplant a limited amount of traditional GM hectarage.

Conservation areas, which limits are fixed within the national boundaries, are established by the federal government, as well as by all states through state and municipal government, to protect relevant ecosystems. Their general purposes include Environmental Education activities, which are undertaken by their respective Environmental Education Centers. The theme concerning these centers is still little debated in Brazil. However, it is a field in Environmental Education that holds a promising future. Depending on its aim, it might have a very distinctive potential. Environmental Education Centers can be established in companies, zoos and aquariums, universities, non-government organizations (NGOs) and conservation areas. The purpose of this work, which has been carried out as diagnostic qualitative research, was to find out the actual situation and future perspectives of an environmental education center established in a city park in Uberlândia, the, Núcleo de Educação Ambiental at Parque Municipal Victório Siquierolli, as well as its potential to develop and undertake environmental education activities. This center has been chosen because it has increasingly become a reference in the city for Environmental Education. Data collection was carried out through documentary analysis, questionnaires, interviews and direct observations. Data analysis was based on the theoretical reference gathered and shows that the center at Siquierolli, though facing some problems, mainly financial ones, is very well structured, establishing itself as an environmental education reference to the city. By analyzing its location, equipment, surroundings and facilities, teaching staff, teaching and policy program as well as sustainable strategies, it possible conclud to that the center s strength lies in the teaching staff, well-qualified and committed to their role. Good management ability is also worth mentioning. The center success has supported the Conservation Area in which it is located and has ensured that the center itself is respected both by the population in general and by those who live in the vicinity. / As Unidades de Conservação (UCs) são áreas delimitadas do território nacional, instituídas pelo Governo Federal, bem como pelas unidades da federação, por meio dos respectivos governos estaduais e municipais, para a proteção de ecossistemas significativos, tendo entre os seus objetivos gerais a condução de atividades de Educação Ambiental (EA), que se concretiza através de seus respectivos Centros de Educação Ambiental (CEAS). O tema referente aos CEAs no Brasil ainda é pouco discutido, no entanto, trata-se de um espaço dentro da EA que apresenta um futuro promissor. Sua potencialidade de atuação pode ser bastante distinta, dependendo da sua finalidade. Os CEAs podem estar organizados em Empresas, Zoológicos e Aquários, Universidades, Ongs e Unidades de Conservação e apresentarem diversas denominações dentre as quais, Núcleos de Educação Ambiental (NEA). O objetivo desta pesquisa, que foi conduzida dentro dos domínios da pesquisa qualitativa, na modalidade Pesquisa Diagnóstico-Avaliativa foi conhecer a realidade e as perspectivas do NEA do Parque Municipal Victório Siquierolli da cidade de Uberlândia e analisar suas potencialidades para o desenvolvimento de atividades de EA. A escolha desse espaço se deu em função do mesmo estar se tornado uma referência na cidade para a EA. A coleta de dados foi viabilizada a partir de análise documental, questionários, entrevistas e observações diretas. Os dados analisados conforme o referencial teórico construído mostrou que o NEA do Siquierolli, embora enfrente alguns problemas principalmente de ordem financeira e de insuficiência de recursos humanos, está muito bem estruturado, consolidando-se como referencial para a EA na cidade. Analisado conforme as dimensões: Espaço Físico, Equipamentos, Entorno e Sede; Equipe Pedagógica; Plano Político Pedagógico e Estratégias de Sustentabilidade, concluiu-se que seu ponto forte é a Equipe Pedagógica, bastante qualificada e identificada com o que faz. A salientar também a competência administrativa. O sucesso do núcleo tem garantido a Unidade de Conservação, onde o mesmo se instala, grande respeitabilidade da população em geral, e em especial da população do entorno. / Mestre em Ecologia e Conservação de Recursos Naturais

Made available in DSpace on 2014-12-17T14:36:53Z (GMT). No. of bitstreams: 1 MarcioAA.pdf: 454111 bytes, checksum: c45344bd182521bfe14554392aea0407 (MD5) Previous issue date: 2006-08-28 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / The present work has as aim to analyze the reorganization process of the rural education in Jardim de Piranhas-RN, on the context of the education policies, in particular of the period of 1999-2006, having as reference the transformations in the political, cultural and socio-economic setting in the national, regional and local level, above all from the decade of 1990. The studies carried out in diverse sources made possible to understand from the context in which they had developed the education policies, in particular, that one directed for the rural way, as well as the mediation of this with the education reorganization in the local scope. Besides these research procedures, we carry out interviews - semi-structuralized - with managers and teachers, and we analyze documents from the produced ones in national level to those local ones. From the viewpoint theoretician-methodological, we focus the national discussion that comes developing under a new ideological political configuration and, being entitled by the Field Education, understood as a policy directed to education specifities in this sector and consolidated in the Operational Guidelines for the Basic Education in the Field Schools (CNE/MEC/2002). As particularity of this object in Jardim de Piranhas-RN, we emphasize events occurred that had marked the rural education reorganization in that city, especially from the creation of the Rural Education named Center Teacher Maria Edite Batista. Studies make possible to realize that until the Center creation, the schools functioned in rather precarious infrastructure and physical conditions, that is, without electric energy and water supplying, as well as the lack of school snack and the management structure. There was not a project or specific pedagogical accompaniment for the sector. Moreover, the teachers worked predominantly with several grade classes and still they fulfilled the manager functions, caretakers, and cook- in some cases as school secretary. However, exactly with the creation of the Rural Education Center, the education municipal system did not become capable to overcome problems as of the evasion and school failure, as well as decreasing the work overload of teachers, neither to give greater consistency to the pedagogical project of the field schools in that city / O presente trabalho objetiva analisar o processo de reorganiza??o da educa??o rural em Jardim de Piranhas/RN, no contexto das pol?ticas de educa??o, em particular do per?odo de 1999-2006, tomando como refer?ncia as transforma??es no cen?rio socioecon?mico, pol?tico e cultural em n?vel local, regional e nacional, sobretudo a partir da d?cada de 1990. Os estudos realizados em fontes diversas possibilitaram compreender desde o contexto no qual desenvolveram as pol?ticas de educa??o, em particular, aquela direcionada para o meio rural, bem como as media??es desta com a reorganiza??o da educa??o no ?mbito local. Al?m destes procedimentos, realizamos entrevistas semi-estruturadas com gestores e professores e analisamos documentos produzidos em n?vel nacional e local. Do ponto de vista te?rico-metodol?gico, enfocamos a discuss?o nacional, que vem desenvolvendo-se sob uma nova configura??o pol?tica e ideol?gica, sendo intitulada de a Educa??o do Campo, entendida como uma pol?tica voltada para as especificidades da educa??o nesse setor e consolidada nas Diretrizes Operacionais para a Educa??o B?sica nas Escolas do Campo (CNE/MEC/2002). Como particularidade desse objeto, destacamos eventos que marcaram a reorganiza??o da educa??o rural naquele munic?pio, especialmente a partir da cria??o do Centro de Ensino Rural Professora Maria Edite Batista. Os estudos possibilitam perceber que, at? ? sua cria??o, as escolas funcionavam em condi??es f?sicas e de infra-estrutura prec?rias, sem energia el?trica, abastecimento d ?gua, merenda escolar e a menor estrutura de gest?o. Inexistia um projeto ou acompanhamento pedag?gico espec?fico para o setor. Ademais, as professoras trabalhavam, predominantemente, com turmas multisseriadas e ainda cumpriam as fun??es de gestoras, zeladoras, merendeiras e at? mesmo de secret?ria escolar. Contudo, mesmo com a reorganiza??o da educa??o rural, o sistema municipal de ensino n?o se tornou capaz de superar problemas como o da evas?o e da reprova??o escolar, bem como suprimir a sobrecarga de trabalho dos professores, tampouco dar maior consist?ncia ao projeto pedag?gico das escolas do campo naquele munic?pio

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-08-02T14:01:33Z No. of bitstreams: 1 josecarlospereira.pdf: 911475 bytes, checksum: 9d1d605b8d3098863d012ac8086eb884 (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2016-08-04T10:53:35Z (GMT) No. of bitstreams: 1 josecarlospereira.pdf: 911475 bytes, checksum: 9d1d605b8d3098863d012ac8086eb884 (MD5) / Made available in DSpace on 2016-08-04T10:53:36Z (GMT). No. of bitstreams: 1 josecarlospereira.pdf: 911475 bytes, checksum: 9d1d605b8d3098863d012ac8086eb884 (MD5) Previous issue date: 2015-12-17 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora. Teve como objetivo analisar o atual modelo de gestão da Educação à Distância, bem como o projeto piloto de descentralização para os campi Pinhais e Colombo e, com base nos resultados, propor um plano de ação como suporte aos gestores para a oferta da modalidade de Educação à Distância no Instituto Federal do Paraná. Para tanto, foi realizado um estudo de caso com aplicação de questionários com perguntas abertas junto aos gestores do projeto piloto. Também fizemos uma análise documental do Estatuto Interno do Instituto Federal do Paraná, da legislação pertinente e do Projeto Político Pedagógico dos cursos Técnicos em Transações Imobiliárias e Agente Comunitário de Saúde. Os dados foram analisados por meio do método de histórias e narrativas temáticas da situação estudada. Os resultados dos questionários, somados às análises documentais e aos aportes teóricos sobre o tema, demonstraram resultados que foram sistematizados em cinco categorias (planejamento, capacitação, execução, estrutura e avaliação). Além disso, foram identificadas e discutidas as dificuldades da atuação dos diretores dos campi Pinhais e Colombo, em relação ao Modelo de Gestão da Educação à Distância do Instituto Federal do Paraná, trazendo à tona evidências de como esse modelo tem influenciado no desenvolvimento da Educação à Distância no Instituto Federal do Paraná. Todas essas informações colaboraram para o desenvolvimento de um Plano de Ação Estratégica para descentralização da Educação à Distância no Instituto Federal do Paraná, cuja operacionalização se dá por meio de Núcleos de Educação a Distância, somados a um Plano de Capacitação dos Gestores. / This work was developed under the Professional Master in Management and Education Assessment of the Center for Public Policy and Federal University of Education Evaluation of Juiz de Fora. This study aimed to analyze the current management model of distance education and the decentralization pilot project to Pinhais and Colombo campuses, and based on the results, to propose an action plan to support the management to offer distance education at Federal Institute of Paraná. Therefore, it was conducted a case study with open questions to the pilot project managers. It was also carried out a documentary analysis of the Federal Institute of Paraná Internal Statute, relevant legislation and Political-Pedagogical Project of technical in real estate transactions and community health worker courses. The data were analyzed using methods of stories and thematic narratives of the studied situation. The results of the questionnaires added to the documentary analysis and theoretical studies on the subject have shown results that were organized into five categories (Planning, Training, Implementation, and Assessment). In addition, it was identified and discussed the difficulties of principals’ practices at Pinhais and Colombo campuses towards distance education management model at Federal Institute of Paraná, and that evidences the way this model has influenced the development of distance education network at Federal Institute of Paraná. The gathering of information has contributed to the development of a Strategic Action Plan for the decentralization of distance education at Federal Institute of Paraná, whose operation has been performed by the Distance Education Centers added to a Training Program for the Management.

The thesis deals with the preparation of plans for a new Center of Culture and Education complex located in the town of Rychnov nad Kněžnou. The complex being designed is composed of two interconnected parts. Library, educational center, café and technical facilities are located in the main part of the building. The main part has three floors and a partial basement. The structure consists of reinforced concrete frame with ceilings formed by point-supported slab. The building is covered with warm flat roof. The second part of the building is a one-floor multipurpose hall with facilities. Load-bearing structure of the roof consists of glue laminated girders supported by columns. The facade is partly designed as a ventilated cladding with cement-bonded particle board, partly as a contact thermal insulation system.