published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

No description available.

The problem of this study was the need for a systematic development of curriculum for Coordinated Vocational Academic Education (C.V.A.E.) Office Duplication Practice. Sources of data included recent research and information provided by the Texas Education Agency. The study is divided into five parts, including an introduction; background information; an overview of the Mid-America Vocational Curriculum Consortium and the Occupational Curriculum Development Laboratory; and a summary of findings, conclusions, and recommendations. Findings are that there are opposing forces in curriculum development. The study concludes that progress is being made in curriculum development, and recommends that the individual learner be the focal point of all curriculum development efforts.

Submitted by Elba Lopes (elba.lopes@fecap.br) on 2016-05-16T19:04:50Z No. of bitstreams: 2 Andr??_Felipe_de_Carvalho_Sanchez.pdf: 2392314 bytes, checksum: e1f61269682d91aa6c88e7ef6a5ab852 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-05-16T19:04:50Z (GMT). No. of bitstreams: 2 Andr??_Felipe_de_Carvalho_Sanchez.pdf: 2392314 bytes, checksum: e1f61269682d91aa6c88e7ef6a5ab852 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2016-03-30 / The Government Accounting Brazilian converges IPSAS, were created several standards, impacting Demonstrative and Subsystems. Meantime, there are conflicting aspects and HEI are to prepare the graduate with skills required. Having that said, this research objective to identify the perception of teachers of the Government Accounting about the teaching conditions and the need in Courses of Accounting in the Baixada Santista region. Was conducted exploratory and qualitative research; data collection techniques were interview and document analysis. Were taken sample, 7 teachers who teach the discipline in 7 courses in accounting sciences in HEI in the region in 2015. It requested the teaching plans to 7 teachers. The results showed that 42.85% are accountants, 42.85% has Masters, 71.42% have up to 6 years of experience. In teaching strategies and evaluation, expositive classes and exercises were the most mentioned. All use tests, practical exercises and assignments. Regarding workload, 71.42% have reported failure. As for literature, lack autonomy of teachers, most use outdated plans. As for NBCT16, 57.14% say they consider the program. About the last question, it was sought to go deeper concerning what??s taught, 100% do not address differences between MCASP and IPSAS, 42,85% use the current subsystems and property aspects. It got to the conclusion and, it??s recommended, changing plans after 6 months, sources?? inclusion teacher autonomy in preparing the plan, expansion of the workload and expansion of content regarding on MCASP / IFAC / NBCT16. Though there??s an affirmation from all teachers that applied content so far meets the demands of the contests for Accountant, the results demonstrate that there are need to expand the expertise to students. / Devido a Contabilidade Governamental Brasileira convergir ??s IPSAS, criaram-se diversas normas, impactando Demonstrativos e Subsistemas. Entretanto, existem aspectos conflitantes e as IES devem preparar o egresso com conhecimentos necess??rios. Isso posto, esta pesquisa objetiva identificar a percep????o dos professores de contabilidade governamental sobre as condi????es de ensino e necessidade da disciplina em Cursos de Ci??ncias Cont??beis na regi??o da Baixada Santista. No alcance deste, realizaram-se: pesquisa explorat??ria, qualitativa, t??cnicas de coleta de dados de entrevista e an??lise documental. Na amostra, 7 docentes que lecionaram a disciplina em 7 cursos de ci??ncias cont??beis nas IES da regi??o em 2015. Solicitou-se os planos de ensino aos 7 docentes. Os resultados demonstraram que 42,85% s??o Contadores, 42,85% possuem Mestrado, 71,42% tem at?? 6 anos de experi??ncia. Nas estrat??gias de ensino e avalia????o, aula expositiva e exerc??cios foram os mais mencionados. Todos utilizam provas, exerc??cios pr??ticos e trabalhos. Na carga hor??ria, 71,42%, relatam insufici??ncia. Quanto a bibliografia, falta autonomia dos professores, a maioria utiliza planos desatualizados. Quanto ??s NBCT16, 57,14%, dizem considerar no programa. Na ??ltima quest??o, buscou-se aprofundar o conte??do lecionado, 100% n??o abordam diferen??as entre MCASP e IPSAS, 42,85% abordam subsistemas atuais e aspectos patrimoniais. Conclui-se e recomenda-se, planos alterados semestralmente, inclus??o de fontes, autonomia do docente na elabora????o do plano, amplia????o da carga hor??ria e amplia????o de conte??do quanto ao MCASP/IFAC/NBCT16. Embora h?? a afirma????o de todos os professores de que o conte??do aplicado atende as exig??ncias dos concursos para Contador, os resultados demonstram necessidade em ampliar os conhecimentos necess??rios aos discentes.

Este estudo trata das temáticas indígenas em espaços de formação docente a partir de uma perspectiva intercultural nos currículos de formação de professores na área da educação física. Tem por objetivo analisar como as temáticas indígenas são posicionadas no currículo de formação docente da Licenciatura em Educação Física da Universidade Pedagógica Nacional – UPN (Bogotá – Colômbia), bem como as condições de produção discursiva que possibilitaram o aparecimento destas temáticas neste programa de formação. A pesquisa foi desenvolvida partindo de um delineamento descritivo com uma abordagem teórico-metodológico qualitativa realizada em seis momentos: o primeiro constituído por uma descrição e contextualização do Sistema Nacional de Educação e da constituição histórica da formação docente na Colômbia. O segundo, uma descrição histórica do processo de consolidação da educação física no ensino superior colombiano, seguido de um mapeamento dos programas de formação docente na área ou afins ofertados atualmente no país, enfatizando específicamente no Projeto Curricular da Licenciatura em Educação Física (PCLEF) da UPN. O terceiro, um diálogo conceitual entre a teoria pós-colonial, a interculturalidade e a descolonialidade em relação com o campo das práticas corporais indígenas O quarto momento, realiza um mapeamento da produção acadêmica relacionada às práticas corporais indígenas tanto na Colômbia quanto no Brasil para, no quinto momento, abordar os fundamentos e percursos metodológicos desde a análise do discurso (AD), partindo de um conjunto diverso de arquivos que constituem as materialidades empíricas desta investigação. Na parte das análises e discussões resultantes do processo interpretativo argumento que as temáticas indígenas no PCLEF da UPN são posicionadas como socialmente relevantes dentro da concepção humanista que sustentou a reformulação do programa, mas no processo de concretização dos planos das disciplinas ainda é posicionado como um tema academicamente exótico. Nas considerações finais, destaco o quão importante é para o processo de formação dos estudantes a abordagem e o desenvolvimento das temáticas indígenas no programa de licenciatura da FEF da UPN, estruturada sobre uma concepção humanista, o que permitiria assimilar outras formas de conhecimentos e práticas culturais até o momento pouco tratadas pelo universo logicamente estabelecido, no qual se fundamenta a disciplina acadêmica e que fazem parte do campo de atuação profissional do licenciado no país. / This research approaches indigenous topics in teacher training environments. The objective of this research is to analyze how indigenous topics are introduced into the curricula of the teacher training environments at the Universidad Pedagógica Nacional in Bogotá. The objective of this research is to analyze the way indigenous topics get positions in the teacher training curricula at the Physical Education Faculty of the Colombian Pedagogical University and in the same way the discursive condition productions appearance. The research was developed setting off from a descriptive outlining with a qualitative methodological - theoretical approach developed in six stages: the first one is constituted by the description and the environment of the National Education System and the contextualization of the Educational System and Teacher Training in Colombia. The second one is a historic description of the process of consolidation of the Physical Education in Colombia's Higher Education, followed by the mapping in the programs by Teacher Training in the field of physed and related programs. The third one is a conceptual dialogue among the postcolonial theory, the intercultural chain, and decolonization and their relationship with the study of indigenous bodily practice In the fourth stage there is an increase in the academic output related to indigenous bodily practice in Colombia and Brazil, and the fifth stage approaches the fundamentals and methodological ways to discourse analysis setting off from a diverse number of archives that constitutes empirical knowledge. In the section of analysis and discussions resulting from the interpretative process of indigenous themes in the PCLEF at the UPN are socially important positioned within the humanistic concept that supported the remake of the programs, but in the process of making it true these theories are seen as something exotic. It is important for the teachers to be to have into account the indigenous topics structured in a humanistic point of view because these topics are important for the graduate professional. / Este estudio aborda las temáticas indígenas en espacios de formación docente a partir de una perspectiva intercultural en los currículos de formación de profesores en el área de la educación física. Tiene por objetivo analizar cómo las temáticas indígenas se posicionan en el currículo de formación docente de la Licenciatura en Educación física de la Universidad Pedagógica Nacional – UPN (Bogota – Colombia), bien como las condiciones de producción discursivas que posibilitaron su aparecimiento en el mismo programa de formación. La investigación fue desarrollada partiendo de un delineamiento descriptivo con un abordaje teórico-metodológico cualitativo realizado en seis momentos: el primero constituído por una descripción y contextualización del Sistema Nacional de Educación y la constitución histórica de la formación docente en Colombia. El segundo, una descripción histórica del proceso de consolidación de la Educación Física en la Educación Superior Colombiana, seguido por un mapeo de los programas de formación docente en el área o afines ofertados actualmente en el país, para luego enfatizar la atención en el Proyecto Curricular de la Licenciatura en Educación Física (PCLEF) de la UPN. El tercero, un diálogo conceptual entre la teoría poscolonial, la interculturalidad y la decolonialidad y su relación con el campo de estudio de las prácticas corporales indígenas. En el cuarto momento, se realiza un levantamiento de la producción académica relacionada con las prácticas corporales indígenas tanto en Colombia como en Brasil, para en el quinto momento, abordar los fundamentos y caminos metodológicos desde el análisis de discurso (AD) partiendo de un conjunto diverso de archivos que constituyen las materialidades empíricas En la parte de los análisis y discusiones resultantes del proceso interpretativo argumento que las temáticas indígenas en el PCLEF de la UPN son posicionadas como socialmente relevantes dentro de la concepción humanista que sustentó la reformulación del programa, pero en el proceso de concretización en la planeación de las disciplinas todavía estas temáticas son posicionadas como un tema académicamente exótico. En las consideraciónes finales destaco cuan importante es para el proceso de formación de los estudiantes el abordaje y desarrollo de las temáticas indígenas en el programa de la licenciatura de la FEF de la UPN estructurada sobre una concepción humanista, lo que permitiria entender otras formas de conocimiento y practicas culturales hasta el momento poco tratadas en el universo logicamente establecido en que se fundamenta la disciplina académica y que hacen parte del campo de acción profesional del licenciado en el país.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-03-21T12:12:13Z No. of bitstreams: 1 Saray Marques.pdf: 1769461 bytes, checksum: 17ede852a58edbe767d733efe12a8006 (MD5) / Made available in DSpace on 2018-03-21T12:12:13Z (GMT). No. of bitstreams: 1 Saray Marques.pdf: 1769461 bytes, checksum: 17ede852a58edbe767d733efe12a8006 (MD5) Previous issue date: 2018-02-26 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This research examines the proposal, curricular structure and functioning of the Integral Education Program (IEP), formulated by the State Education-SP Secretariat, proposed and implemented in the administration of Governor Geraldo Alckmin (2011-2017), so as to to verify to what extent it promotes the integral formation of the student. In addition to the IEP guiding documents and legislation related to full-time education in Brazil, a theoretical reference was sought in the studies conducted by Teixeira (2000, 2004, 2007), Cavaliere (2006, 2010), Chizzotti and Ponce (2013), Dubet (2008), Delors (1996), Gadotti (2009), Gimeno Sacristán (1998, 2000), Guará (2006), Libaneo (2014), Paro (2009), Ponce (2014), Ponce e Rosa and Torres Santomé (2013b). The study was developed as a qualitative research and field research was carried out through interviews with managers and teachers, as well as the application of a questionnaire to 1st, 2nd and 12th grade students, and 3rd years of high school. The analysis of the results considered: the implementation of the Program, the curricular organization and the 360º evaluation, in order to establish a possible relationship between the one proposed by the IEP and its practice. It was observed in this study that, although it is possible to consider that extended school time allows the student to expand opportunities, on the other hand, the preparation of physical spaces, the availability of material and financial resources for the execution of the Program and the participation of school community in its planning and execution still do not correspond to what is proposed in the IEP / A presente pesquisa examina a proposta, a estrutura curricular e o funcionamento do Programa Ensino Integral (PEI), formulado pela Secretaria Estadual Educação-SP, proposto e implementado na gestão do Governador Geraldo Alckmin (2011-2017), de modo a verificar em que medida promove a formação integral do estudante. Além dos documentos norteadores do PEI e da legislação pertinente à educação em tempo integral no Brasil, buscou-se referencial teórico nos estudos realizados por Teixeira (2000, 2004, 2007), Cavaliere (2006, 2010), Chizzotti e Ponce (2013), Dubet (2008), Delors (1996), Gadotti (2009), Gimeno Sacristán (1998, 2000), Guará (2006), Libâneo (2014), Paro (2009), Ponce (2014), Ponce e Rosa (2014) e Torres Santomé (2013b). O estudo se desenvolveu como pesquisa qualitativa e a investigação de campo foi feita por meio da realização de entrevistas com gestores e professores, bem como da aplicação de questionário a estudantes do 1º., 2º. e 3º. anos do Ensino Médio. A análise dos resultados considerou: a implantação do Programa, a organização curricular e a avaliação 360º, de maneira a estabelecer possível relação entre o proposto pelo PEI e sua prática. Constatou-se neste estudo que, embora se possa considerar que o tempo escolar estendido possibilite a ampliação de oportunidades ao estudante, por outro lado, a preparação dos espaços físicos, a disponibilização de recursos materiais e financeiros para a execução do Programa e a participação da comunidade escolar em seu planejamento e execução ainda não correspondem ao que se encontra proposto no PEI

The dramatic demographic shift occurring in this country makes it essential that our nation examines its policies, practices, and values as they relate to culturally diverse learners. That this student population remains underserved needs immediate attention. One arena that can become a part of the solution to the underachievement of diverse learners is teacher education and preparation programming. The purpose of this research study was to give attention to this issue and to understand what an urban teacher education program (UTEP) with an educational equity and social justice mission does to prepare its secondary teacher candidates (STCs) to work successfully with diverse learners. An additional purpose was to determine what role culturally responsive pedagogy (CRP) played in STC's perceptions of their readiness to work with our nation's ever-growing culturally diverse school-age learners. Using a multi-phase mixed methods case study research design, data was collected from secondary teacher educators using interviews and artifacts as well as from secondary teacher candidates' pre-and-post Likert scale and open-ended responses to the Learning to Teach for Social Justice/Beliefs scale survey. This survey was adapted from the work of Ludlow, Enterline, and Cochran-Smith (2008). I coded and analyzed the data to shed light on the following research questions: 1. What does an urban teacher education program do to operationalize it educational equity and social justice missions? 2. How do secondary teacher candidates' perceptions of their readiness to work with culturally diverse learners change from the beginning of their teacher education program to the end? 3. To what extent if any, is culturally responsive pedagogy associated with secondary candidates' perceptions of readiness? The findings indicate that several factors influence teacher candidates' perceptions; reflection, critical consciousness of the educational landscape and a willingness to embrace diversity as it presents itself in the classroom were common among participants.