Made available in DSpace on 2014-08-20T13:48:22Z (GMT). No. of bitstreams: 1 Nelda_Alonso_dos_Santos_Dissertacao.pdf: 1200891 bytes, checksum: 219d2025005ed20401142805ce0a44f8 (MD5) Previous issue date: 2010-01-13 / O presente estudo tem como objetivo refletir e problematizar a trajetória de formação de três professoras formadas no curso de Pedagogia da Universidade Federal do Rio Grande entrelaçando-se com a própria vivência da autora desta pesquisa. Portanto, busca abordar a construção dos saberes docentes tendo em vista as experiências formativas vivenciadas na formação inicial com o olhar voltado para a prática na escola básica, tempo e espaço vivenciado anteriormente na vida dos sujeitos da pesquisa. Para isso, utiliza da investigação narrativa, como caminho metodológico, para observar a importância atribuída a estas experiências como construtoras dos saberes docentes. Deste modo, a abordagem metodológica que orienta este trabalho, ao considerar a relevância da temática dos saberes docentes, sua natureza e suas fontes de aquisição, está embasada em autores como Tardif e Gauthier, para ao longo da pesquisa compreender e analisar os saberes inerentes ao trabalho e à formação docente. A partir desta abordagem o estudo preocupa-se com a formação docente dando destaque aos espaços-tempos formadores e construtores de saberes, deste modo a pesquisa também se insere nas discussões acerca da formação inicial de professores/as. Considerando estas duas abordagens a pesquisa procura entender qual é o peso e ou lugar da formação inicial e da prática como experiência de estágio na construção de seus saberes, a partir desta finalidade a investigação busca responder as seguintes interrogações: a) Qual a importância atribuída à experiência de estágio para a sua formação profissional docente? b) Qual articulação estabelecida entre o curso de Pedagogia e a experiência de estágio na escola? c) Como as professoras narram e interpretam seus saberes mobilizados e construídos na formação inicial? Os resultados deste estudo mostram a importância da experiência prática dentro da escola básica ao longo do curso de formação de professores/as como vivência significativa na construção dos saberes docentes, configurando assim um dos espaços-tempos de formação e construção de saberes

The thesis deals with personality and contribution of professor L. Daniel for school music education. In the introduction is analyzed Daniel's life and activities, which as a professional in his discipline devoted after all his life. The research part of this thesis provides information on the investigation. The thesis contains findings that were obtained on the basis of qualitative research. The aim of this research was to determine the musical public awareness about Daniel's work and the application of his methods in practice. For qualitative research were elected beginning teachers and teachers from practice in the field of music or graduates of teacher training for primary schools with extended specializing in music education. The results of this research can be an inspiration for further reflection on the application of Daniel's work in practice. Keywords Ladislav Daniel, pedagogy, music education, elementary school with EEME (expanded education of music education).

This study provides an empirical picture of the ways in which the New Public Management doctrine has been implemented in the context of post-Soviet states in Central Asia. Specifically, the data present evidence on the extent of school autonomy along six dimensions in the three states. The implications of the shift towards education decentralisation have been studied and explained. Based on a mixed method this evidence is drawn from three sources: surveys, interviews, and legislative analysis. With the research limitations in mind, based on the analysis undertaken, it is possible to identify some important messages regarding academic theory and education management practice. The first message is that neo-institutional theory, particularly historical institutionalism, has been supported by the evidence from the post-Soviet states. Despite quite diverse trajectories of the countries' political, economic and public sectors development over the last two decades, the policies promoted in education appear to be converging in both outputs and outcomes across the region. The three countries demonstrated persistent path-dependency through their inability to overcome institutional inertia, so that operational policy and structure dimensions have not been decentralized, combined with the effect of declining fiscal and bureaucratic capacity at the centre, so that managerial matters have been delegated to a school level. This trend was regional. The second message is that, the patterns observed in the three post-Soviet states displayed similarities to the patterns observed in education systems of the developed western democracies. Hence, the view that the structure of the post-communist welfare states is problematic, and that the particularities of their transition with budget cuts on top of the communist legacy and a hodge-podge of different approaches do not allow these states to be classified (cf. Orenstein 2008), has not been supported by the evidence. Education institutions in the three post-Soviet countries investigated conformed to a general West European pattern, although for different reasons.

This longitudinal multiple methods study used an ethnographic approach to examine the development of early adolescents' psychology during pubertal and school transitions. It explored potential associations between attitudes to school, perceptions of school life and transfer, home and peer relations, and puberty over the course of a school year. It compared two groups of UK 11 and 12 year olds (Year 7), one in a middle school (age range 8-13 years) without transfer at age 11, and the other in a secondary school (11-16 years) where transfer from primary school had just occurred. Pupil attitudes to school were surveyed across the Year 7 cohort in each school at the beginning (N=252) and end (N=262) of the school year. The initial survey facilitated selection of two matched groups of target pupils (N=20) who were engaged in an active participation method designed to improve validity. Data on perceptions of school and growing up were gathered in 80 interviews, 40 audio diaries, 42 hours of participant observation and by 63 targeted observations across three school terms. An end of year survey assessed the attitudes of the target pupils and their year groups. Qualitative data were analysed inductively using grounded theory coding procedures which uncovered early adolescent needs that mismatched with many design features of secondary schooling. Of particular developmental offence were impersonal teachers and lessons that were non-practical, without opportunity for independent learning and unsupervised skills building and that were irrelevant to adolescents' career identities. Analysis of the quantitative survey data using multivariate procedures identified attitudinal factors congruent with previous research. Overall attitude to school was best predicted by perceptions of teachers and enjoyment of lessons rather than by adolescent developmental factors. Cluster analysis identified four pupil types validated by the target pupil findings. Of these the autonomy seekers had the most freedom outside of school and the greatest decline in attitudes across the year. The findings assisted generation of new theory incorporating concepts of maturity status markers and focal contexts. School transfer was found to impel an ecological transition across multiple developmental contexts which increased pupils' maturity self-perceptions, yielding mixed developmental implications. Using Bronfenbrenner's (1979) ecological systems framework as an analytical tool facilitated interpretation of the emergent themes in relation to Eccles & Midgley's (1989) US-based theory of 'Stage-Environment Fit'. The findings support the application of a modified Stage-Environment Fit theory in English schools.

In science, technology, engineering, and mathematics (STEM) education, producing high level talent and increasing equity of access and engagement are prominent but sometimes conflicting policy directives. Yet, retention and persistence are important outcomes both for the production of elite talent and for promoting equity within STEM fields. This dissertation investigates the effects of policy on student persistence in Finland, Sweden and the United States. Drawing on interviews with upper-secondary school students and teachers (Finland: 26 students, 8 teachers; Sweden: 29 students and 10 teachers; United States: 19 students, 2 mentors) and surveys (Finland: 255 students, Sweden: 130 students, United States: 288 students), this study investigates the effects that different structures (including contrasting policies of stratification and differentiation, specialist magnet schools and enrichment programmes) have on students’ intentions to persist in STEM fields. This study supports the theory that educational policies mediate student persistence both through structural possibility, and through the development of students’ identities and non-cognitive skills. Here, non-cognitive skills (such as self-efficacy and self-concept) are considered part of an ‘adaptive habitus’ and a latent variable comprised of domain-specific non-cognitive skills is used in models of student persistence. The models illustrate the do- main specific interactions of educational structures, student background, adaptive habitus and student persistence. Analysis of the interviews further explores these relationships, suggesting the importance of programmes that include exposure to challenging real-world STEM learning and interaction with STEM professionals, and that such features are effective in part because they foster an adaptive habitus towards STEM fields. The policy implications for both efficiency and equity are considered. A framework of Mechanism, Transparency and Permeability is introduced for analysing the effects of policies on efficiency and equity. Drawing on the interviews, this framework is used to give a comparative characterisation of the educational systems Finland, Sweden and the United States. Permeability is highlighted as particularly important for retention and persistence, and a key consideration for educational policies that seek to produce elite talent, and promote equity in STEM fields.

Background: Mind-body dualisms create particular difficulties for researching and justifying learning and knowledge within PE practices. These issues are compounded in the UK by prevailing cognitivistic ideas of education, knowledge and learning. Crum (1993) suggests reconceptualising PE as movement culture as a potential solution to the limitations created by dualistic positions within education. How knowledge and learning within movement culture is positioned, however, was left underdeveloped by Crum. The aim of this thesis is to explore an embodied, action position on knowledge and learning, as a potential solution to this issue. Purpose: This thesis is driven by two purposes. The first; to examine and discuss how John Dewey’s theorising of knowledge and learning within experience provides a theoretical position on knowledge and learning within movement culture. The second; to utilise this position to explore how pupils’ and teachers’ actions within primary PE lessons constitute and negotiate the movement cultures within their school. Findings: In adopting a position which dissolves mind-body dualisms, movement culture allows the practical work of PE lessons to be considered as contexts of knowledge production. This opens up our understanding of different ways of knowing in PE through pupils’ epistemological ‘action-in-PE-settings’. Rather than creating another hybrid of educational ideology by objectifying what to ‘do’ or ‘know’, movement culture keeps the ‘who’ of participation in PE practice in view. Such a position is achieved because pupils are seen as ‘coming to know’ through their immediate and continuous experiences of sports and physical activities both in PE and beyond the school gates. By dissolving traditional dualisms within educational ideology, movement culture allows ideologies and assumptions about learning in PE to be decoded and managed. It also provides a framework to explore subject-matter for learning and analyses some of the disconnections which exist within PE practice. Conclusions: Reconceptualising PE as movement culture is not intended to create a logic of practice to which I claim PE should ascribe. In this thesis, movement culture offers a position from which to consider the continuity between PE and pupils’ lives within and outside of the school gates. Such a standpoint can challenge our ideas as to what subject-matter could be within PE and the possibilities of learning outcomes other than those that focus on performance sport or bodily training for fitness. From a research perspective questions arise in relation to understanding very young pupils’ experiences of knowing within PE and how learning and knowledge are embodied across other subject areas. Addressing such questions may help to support new understandings of learning and knowledge within schools that are concurrent with developing new methodologies and research tools. These may in turn support the continuing development of pedagogical practices.

A educação ambiental constitui um valioso meio de despertar nos cidadãos e cidadãs, a partir de reflexões sobre a ética da relação ser humano-ambiente, a compreensão da necessidade de se investir em um modelo de gestão ambiental integrada e participativa dos municípios, como um passo importante para a consolidação de um modelo mais sustentável e justo de sociedade. A área escolhida para o desenvolvimento deste trabalho pertence a microbacia do córrego da Água Quente (São Carlos, SP), e se destaca pela beleza da paisagem e pela sua importância ambiental, em contraste com seu adiantado estágio de degradação ambiental, decorrente da interferência antrópica mal planejada. Através da caracterização ambiental desta área verde (com ênfase na qualidade da água e na biodiversidade) e do estudo da percepção e dos saberes locais da comunidade do entorno e de estudantes do ensino médio de três escolas estaduais inseridas na microbacia em relação a esse ecossistema, objetivamos gerar subsídios para o desenvolvimento de projetos de EA escolar e comunitária que visem a recuperação e conservação da área verde. A caracterização ambiental confirmou a má qualidade dos corpos d’água e a presença de um número bastante significativo de espécies animais e vegetais (considerando-se que é uma área impactada). A análise da percepção ambiental e dos saberes locais revelou que a maioria das(os) participantes possui com a área uma relação de topofilia, baseada principalmente no sentimento de pertencimento e na valorização estética desta paisagem, o que reflete em uma consciência ecológica. Entre as pessoas da comunidade, a maioria indicou o poder público como o responsável pela gestão da área verde e pelo atual estágio de degradação, desconsiderando o papel da população local, enquanto que a maioria das(os) estudantes acredita que cabe à comunidade local decidir sobre o manejo da área. Finalmente, apesar da evidente falta de participação política no que diz respeito às decisões sobre o manejo da área verde, ficou evidente, através das sugestões de manejo, que a maioria entende a importância da recuperação e conservação da área e percebe o seu grande potencial como espaço de lazer para a população sendo unânime, nos dois grupos participantes, o desejo de participar desse processo / Environmental education with an ethic basis performs a valious way to help citizens comprehension of the importance to invest in integrated and participative municipal environmental management model as an important step to consolidate a fairy and sutainable society. The choosen area to develop this study is located in Água Quente stream watershed (São Carlos, SP) which is distinguished by its landscape and environmental attributes which oppose to the advanced degree of environmental degradation due an anthropic action not planned. Through landscape characterization (with emphasis to water quality and biodiversity) together with environmental perception plus knowledge about this ecossystem from inhabitants of the surround area and students of three public high school located into the watershed, we aim generate subsidies to environmental education programs and projects in schools and with community which seek landscape restoration. Limnological studies of Água Quente stream confirmed the low water quality of water bodies. Avian survey showed that in the region occur a significative number of species despite area impactation. Vegetation studies showed that the area has a high variety of plant species althought few cerrado and forest vegetation sites remained. Environmental perception and people knowledge showed that majority of local dwellers has a topophilic relation based mainly in a belonging feeling, in ecological conscienciounes and valorization of landscape aesthetic. Among community people was mainly indicated that public government is responsible for area management while students believe that community should decide about area destinations. Analysing environmental management sugestions pointed by community and students is clear that everyone understands the importance of restoration and conservation importance for the watershed and notice its great potencial as a laisure place

O propósito do presente estudo foi o de investigar o efeito das dicas verbais na aquisição das habilidades rebater e driblar na Educação Física Escolar (EFE), com foco de atenção para os aspectos perceptivo e motor, como conhecimento escolarizado na aprendizagem do movimento. Participaram do estudo 165 alunos de seis salas de aula de uma escola da rede pública estadual (séries iniciais do ensino fundamental, na faixa etária de 6 a 8 anos). Cada sala correspondeu a um grupo, sendo três grupos para cada habilidade: sem dicas, com dica perceptiva e com dica motora. O experimento desenvolveu-se em três fases: pré-teste, aulas de EFE e pós-teste. Na tarefa de rebater, o Grupo 2 (com dica perceptiva) apresentou melhor resultado que os demais grupos, na variável estágio do padrão de movimento. Na tarefa de driblar, o Grupo 6 (com dica motora) apresentou melhora significativa nas três variáveis analisadas: padrão de movimento, número de perdas de controle de bola e tempo de realização do percurso. Verificou-se ainda, que o efeito das dicas depende da sua relação com a especificidade da tarefa no que se refere à demanda de processamento. Também foram coletados os registros iconográficos e escritos dos alunos e os registros do diário da professora das seis salas de aula, os quais evidenciaram a relevância do uso das dicas no processo de aprendizagem na escola. Concluiu-se que a dica funcionou como um conhecimento que orienta os alunos a respeito de como melhorar a qualidade do movimento e, isso ratifica a possibilidade de sua inclusão como conteúdo de ensino da EFE / The main purpose of this study was to investigate the effects of verbal cues on dribbling and striking skills acquisition, focusing on the perceptual and motor aspects of movements learning. The sample for this study was made of 165 public school students aged between 6 to 8 years old from six classrooms in the same school. Each classroom was classified into a group, three for striking skill, three for dribbling skill and each group received a different treatment regarding the skill learning cues: no cues, perceptual cues and motor cues. The experiment was carried out in three phases: pre-test, classes with determined cues and post-test. As the result for striking skill, the Group 2 (which received perceptual cues) had better results than others as it showed an improvement in the level of movement patterns. For dribbling skill, the Group 6 (which received motor cues) showed better results in all three dependent variables: movement pattern levels, ball controlling and time of execution. Thus, it was verified that the effects of cues depend on tasks specificity in relation to the information processing demand. Also, students iconographics and writings, and teachers diary registers of six classrooms showed the importance of cues in the process of learning at school. This study concludes that the cues worked as knowledge for the student which guided them towards improvement of movement performance and it can be seen as positive evidence in favor of their inclusion as content to be taught in the Physical Education classes

The thesis is devoted to organometallic chemistry teaching problematics at Czech secondary schools. In this thesis it is analyzed what space in the schooling is given this theme by educational programs. Furthermore, the thesis are in terms of the theme of organometallic compounds analyzed secondary school textbooks commonly used chemical education, and there is estimated interest of teachers for the newly prepared materials on this topic as well. As a reaction to the conclusions of the analyzes was prepared explanatory text on the topic of organometallic compounds intended for teachers who can use it for their own learning and to prepare their lessons as well. The second main output of this work is a set of test tasks relating to the created explanatory text of organometallic compounds. These questions are not only intended for testing mastering the topic of organometallic compounds by pupils, but also serves as an mastery-level proposal of the topic that students especially in grammar schools and secondary vocational schools should achieve. Explanatory text and a set of test tasks were verified by teachers teaching chemistry through direct interview method and then there were incorporated comments emerged in the interviews into them. Powered by TCPDF (www.tcpdf.org)

Die vorliegende Arbeit widmet sich den Auswirkungen verschiedener Gestaltungsaspekte des Schulsystems auf das Verhalten der einzelnen Akteure im Bildungsprozess und analysiert, welche Reaktionen durch einzelne bildungspolitische Maßnahmen bei den betroffenen Gruppen hervorgerufen werden können. Des Weiteren wird untersucht, wie eventuell ausgelöste Reaktionen oder Änderungen des Verhaltens den Erfolg einer solchen Maßnahme beeinflussen können. Den Schwerpunkt bildet die Analyse der Entscheidung der Schüler über die von ihnen investierte Anstrengung sowie der Wahl der Bildungsstandards durch die Schulen oder Behörden, da diese Gruppen von Akteuren der Erfolg der Ausbildung maßgeblich beeinflussen.