Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2015-04-15T18:14:25Z No. of bitstreams: 1 Fabricio T. dos Santos.pdf: 1990436 bytes, checksum: 49a2e1e55d0c178f6ae94bc33a4ec313 (MD5) / Made available in DSpace on 2015-04-15T18:14:25Z (GMT). No. of bitstreams: 1 Fabricio T. dos Santos.pdf: 1990436 bytes, checksum: 49a2e1e55d0c178f6ae94bc33a4ec313 (MD5) Previous issue date: 2012-06-14 / Full-time education has been the subject of debate in the field of public policy in education and has been attracting the attention of educators and researchers who promote reflections on the various propositions about the form and the function of the extension of schools¿ day hours (Gonçalves, 2006, Cavaliere, 2003 e 2009 and Coelho, 2004). The Federal Law - Diretrizes e Bases da Educação Nacional (1996), in Article 34, establishes the rules and the goals of this gradual increase of school hours, what illustrates the relevance of this subject for public policies in education. This research aims to look at physical education teachers who work in a program which develops physical education activities during the time of the day when children are not in school and reveal the significance the topics teaching practice, full-time education and inclusion have for them. The work context of these teachers is a program named SuperEscola, which is organized by the Praia Grande City Hall. The data was collected by a varied number of instruments: official documents, analysis of the media, interview with managers of the program, questionnaire, the free word association test, projective questionnaires and interviews. The research finds support in the theory of social representations, idealized by Serge Moscovici. The methodological tools used throughout the research allowed some conclusions. As far as teaching practice is concerned, subjects reflected upon the difficulties regarding the planning of the activities, the problem of communication between teachers and program managers and the differentiation between the aims of physical education and those of training for competitions. As far as full-time education is concerned, subjects associated it with inclusion. Nevertheless, in other moments, it was associated with the idea of education as a right for all. As far as inclusion is concerned, it was associated with physical disability. These representations could have been anchored at the history of full time education in Brazil and at subjects` professional trajectories as athletes and physical education teachers. / A educação de período integral tem sido objeto de debate no campo das políticas públicas para a educação e tem atraído a atenção de educadores e pesquisadores que promovem reflexões acerca das diversas proposições existentes sobre a forma e a função da ampliação da jornada escolar (Gonçalves, 2006, Cavaliere, 2003 e 2009; e Coelho, 2004). O Artigo 34 da Lei de Diretrizes e Bases da Educação Nacional (1996) estabelece as normas e as metas para a ampliação gradativa da jornada escolar, o que ilustra a relevância do tema para as políticas públicas em educação. A presente pesquisa objetiva voltar um olhar para os professores de educação física que trabalham em um programa que desenvolve atividades de educação física no período do dia em que as crianças não estão nas escolas e desvelar os significados que os tópicos prática docente, ensino de período integral e inclusão social têm para eles. O contexto de trabalho desses professores é o Programa SuperEscola promovido pela Prefeitura Municipal da Estância Balneária de Praia Grande. Os dados foram coletados por um número variado de instrumentos: documentos oficiais, análise de mídia, entrevista com os gestores, questionário de perfil, testes de associação livre de palavras, questionários projetivos e entrevistas. O trabalho encontra na teoria das representações sociais, idealizada por Serge Moscovici, o suporte teórico e metodológico para seu desenvolvimento. As ferramentas metodológicas utilizadas ao longo da pesquisa permitiram algumas conclusões. Com relação à prática docente no Programa, os sujeitos refletiram sobre as dificuldades de planejamento das atividades, os problemas de comunicação entre professores e gestores e sobre a diferenca entre os objetivos da educação física e do esporte de alto rendimento. Com relação ao ensino de período integral, os sujeitos o associaram à ideia de inclusão. Entretanto, em outros momentos o período integral esteve associado à ideia de educação enquanto um direito de todos. Incluir esteve também próximo da problemática da deficiência física. As ancoragens dessas representações podem ser encontradas no histórico do ensino integral no Brasil, assim como nas trajetórias de formação dos sujeitos enquanto atletas e professores de educação física.

Submitted by admin tede (tede@pucgoias.edu.br) on 2018-11-06T20:35:52Z No. of bitstreams: 1 IBRAHIM MARTINS ALVES.pdf: 1528851 bytes, checksum: fd46421b1d5f1b45dfb040516e13cab5 (MD5) / Made available in DSpace on 2018-11-06T20:35:52Z (GMT). No. of bitstreams: 1 IBRAHIM MARTINS ALVES.pdf: 1528851 bytes, checksum: fd46421b1d5f1b45dfb040516e13cab5 (MD5) Previous issue date: 2018-08-28 / This dissertation is associated with the research line "State, Educational Policies and Institutions", from the Post-Graduation Program in Education of the Pontifical Catholic University of Goiás, and with the Research Group "Educational Policies and School Management". The research problem was the training of teachers for the deaf in an educational institution with the state of Goiás. The research aims, mainly, at investigating the dichotomy established between the Country and the state of Goiás public policies and at analyzing teacher training in the institutional context of a special school in this same federative unit. The specific objectives are the evaluation of the institution documents, the analysis of teachers’ educational profile, the investigation of these teachers’ mechanisms of inclusion in the education of the deaf, the work environment and these teachers’ level of satisfaction with the education of the deaf individuals. The investigative construction was based on a bibliographical study, having Borges (2013), Brzezinski (1987), and Mazzotta (2011) as reference among others of equal relevance. The research consisted of a qualitative case study which made use of instruments such as semi-structured interviews and questionnaires addressed to the teachers of the researched educational institution. The methodological course was supported by several authors who approach the theme, such as André (2013), Chizzotti (2014), and Galvão (2010). Data subsequent analysis indicated that, although considerable changes have occurred in the last decades, mainly after Law No. 10,436, of April 24, 2002, and Decree No. 5,626, dated December 22, 2005, there is still much to be done so that teacher training truly follows the established legal precepts. In the final considerations, we discuss the need to align teacher training for the deaf with current legislation so that the state of Goiás can provide "equality of access and permanence in the school" for all (BRAZIL, 1988). / Esta dissertação 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”. Tem-se como problema de pesquisa a formação de professores para surdos em uma instituição educacional conveniada com o estado de Goiás. Este estudo objetivou investigar, principalmente, o instituinte e o instituído estabelecido entre as políticas públicas do País e do estado de Goiás e a formação desses professores, inseridos na instituição educacional especial conveniada nessa mesma unidade federativa. Seus objetivos específicos foram a análise de documentos da instituição pesquisada, a análise do perfil formativo dos docentes, a investigação dos mecanismos de inserção desse professor no ensino de surdos, o ambiente de trabalho e o nível de satisfação desses docentes com a educação dos sujeitos surdos. A construção investigativa embasou-se no estudo bibliográfico, tendo como referência Borges (2013), Brzezinski (1987) e Mazzotta (2011), dentre outros de igual relevância. De cunho qualitativo, se tratou de um estudo de caso, tendo sido utilizados instrumentos como entrevistas semiestruturadas e questionários direcionados aos docentes da instituição educacional pesquisada. O percurso metodológico foi amparado em vários autores que abordam o tema, tais como André (2013), Chizzotti (2014) e Galvão (2010). A análise dos dados apontou que, embora consideráveis mudanças tenham ocorrido nas últimas décadas, principalmente após a Lei nº 10.436, de 24 de abril de 2002, e o Decreto nº 5.626, de 22 de dezembro de 2005, ainda há muito o que avançar para que de fato a formação docente acompanhe os preceitos legais instituídos. Percebe-se que a complexidade da questão vai além das dificuldades de cumprimento do que recomenda a legislação vigente, atribuídas a questões de recursos tanto financeiros quanto humanos. Verifica-se também a necessidade de alinhamento da formação do professor para surdos com a legislação vigente para que de fato o estado de Goiás dê “igualdade de condições de acesso e permanência na escola” para todos (BRASIL, 1988).

This thesis examines the responses of the educational system of Cyprus to increasing student diversity. The study it reports was set in a sensitive socio-political context, within which the previously homogenous Greek-Cypriot society faced an unprecedented and unanticipated rise in net migration rates from the mid-1990s. The need to respond effectively to the challenge of increasing population diversity and to issues of ethnic, linguistic, religious and cultural diversification was evident within the wider Cypriot society, and was reflected within the educational system. Despite this, there is an identified gap in knowledge and research on the topic of increasing student diversity in Cyprus. With these concerns in mind, the research focused on exploring the experiences of secondary school students of ages 11-14, who had recently arrived in Cyprus and were categorised as foreign-speaking. The aim was to explore factors hindering and promoting these students’ inclusion in schools through identifying barriers and resources to their presence, participation, achievement and socialisation. The study used a qualitative exploratory case study design. Data were collected in three secondary schools through a multi-method approach that considered the views of various school stakeholders, particularly the “voices” of foreign-speaking students regarding their school experiences. Data analysis involved the constant comparative method which allowed the consistent scrutiny of findings from various research methods using a theoretical framework based on the idea of inclusive education. A model was developed and used to discuss the perceived barriers and resources to foreign-speaking students’ inclusion. Barriers and resources were identified as stemming from educational policy, educational practice in schools and classrooms, students’ traits and characteristics, and finally students’ home and community environments. The barriers created a context of inequality of opportunities for foreign-speaking students’ school experiences and future life achievement in comparison to their other classmates. The findings of the study provide a basis for evaluating exclusionary pressures that prevent foreign-speaking students from engaging meaningfully with their school lives equally to other classmates, and propose that inclusive education within the Cypriot educational context can have a wider scope that does not rest only with traditional research on special needs education. It also confirms the importance of conducting contextualised educational research on issues of inclusion, as relevant literature presents inclusive schools as organisations that should address challenges in reflection to their own cultural and political context. The thesis also suggests that the identified barriers and resources have implications for policy and practice that need to be addressed in order to adopt more inclusive educational pedagogies for foreign-speaking students, and considers it important that the formulation of any response should be informed in reflection to similar international studies. Its implication lies with identifying unused resources that could otherwise be mobilised to enhance schools’ response to increasing diversity. Finally, it makes recommendations for future research on the identified resources for promoting inclusion. Such research should be directed at further exploring the factors contributing to providing equal educational opportunities for all learners within an approach that promotes respect for diversity and considers diversity as a source of inspiration and learning.

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The present diploma thesis examines the support of reading literacy in pupils with specific learning disabilities. Theoretical chapters are engaged in defining the specific learning disorders, aetiology of the same, individual types of learning disabilities, diagnostics and options of re-education and intervention. Further, the theoretical part delves into the educational system and legislation in the Czech Republic, primary education centred around the framework educational programme for this level of education, inclusion and advisory systems in schools and school advisory facilities. In addition, reading literacy is characterized, along with the factors affecting the same, options of support of reading literacy in pupils with specific learning disorders - for the individual types of disorders, teaching methods of reading skills. The thesis presents research focused on supporting reading literacy in pupils with learning disorders; the above research was carried out using questionnaires directed at primary school teachers, and questionnaires directed at parents of pupils with specific learning disorders. The objective of the research was to identify the options of development, approaches and tools or aids used by teachers and methods preferred by parents when reading with children. The research...

My thesis is focused on the theme "Gypsy child at the beginning of school attendace". The main aim of my thesis is to find out how gypsy pupils are able to adapt to an inclusive school. The purpose is complemented by research questions which are divided into two areas according to influencing factors. The first of the factors are internal factors, that means the ones that deal with the individual of a children in the educational process himself, then external factors which influence and participate in education of Roma pupils in primary school. Theoretical part is formed to make consistent unit with the practical part. First chapter is focused on Romas and their ethnic history. In second and third chapter we can find out more about the gypsy pupils in the beginning of school attendance. Second chapter is divided into several subchapters according to the determinants of school maturity. Fourth chapter is the basis of the whole thesis, because it is mainly focused on the gypsy pupils in the context of Czech education. This chapter is also divided into several subchapters depending on the different influences on the education of gypsy pupils. In the fifth chapter attention is paid to the work of a teacher with a gypsy pupil. In other chapters there is a summary of my knowledge from the whole of the...

The diploma thesis deals with the approaches of Roma parents living in socially excluded localities in Chomutov to the education of their children. The thesis deals with the issue of social exclusion in the Czech Republic and also in the locality of Chomutov. The thesis also informs about the so-called Strategic Plan for Social Inclusion for the years 2017-2020, which was prepared for the city of Chomutov, in cooperation with the city management and the Agency for Social Inclusion and describes in detail the Local Inclusion Plan, which forms an important part of the Strategic Plan for Social Inclusion . It also deals with the issue of education and education for Roma children, segregation of Roma children in schools, inclusive education. The work also deals with Roma parents, Roma children and their pupil role, their social environment with respect to the fulfillment of the given goal. Furthermore, it informs about the personality of a teacher who works with Roma children at school and his / her competences. As a method of data collection, the method of individual interviews with Roma parents was used to achieve the chosen goal. At the end of this work there is a summary of the results of the analysis and recommendations for improving the access of Roma parents in the area of their children. These...

Submitted by Maike Costa (maiksebas@gmail.com) on 2017-02-21T14:36:07Z No. of bitstreams: 1 arquivo total.pdf: 3124943 bytes, checksum: e82330725f452264098b3354de2551c2 (MD5) / Made available in DSpace on 2017-02-21T14:36:07Z (GMT). No. of bitstreams: 1 arquivo total.pdf: 3124943 bytes, checksum: e82330725f452264098b3354de2551c2 (MD5) Previous issue date: 2016-03-22 / It provides a brief explanation about the rights acquired through legislation, resolutions, Brazilian and international standards and resolutions, and service sectors within the UFPB for people with disabilities. Discusses the concepts of information and your access and use as a right and in factor (ex)inclusion at the University. It shows the differences between disabilities and special needs, emphasizing the educational needs as well as an overview of the challenges, struggles and achievements in recent decades. It aims to analyze access to information under the UFPB under the gaze and individual / collective memories of students with disabilities. It is characterized as an exploratory and descriptive, qualitative approach. Uses the data collection used the shadowing technique (monitoring) and the interview from the perspective of thematic oral history points out as research subjects, students enrolled in UFPB affected by a disability. Analyzes individual and collective memories of the subjects surveyed inherent theme crafted. Identifies from the memories, sectors, services, programs and other resources that help to retain the student with disabilities in UFPB. It concludes that the subjects are many to information access barriers in UFPB, a fact that hurts principles and rights with respect to such access, whose role in the personal and academic life of the subjects, is of paramount importance for its transforming nature. / Esta pesquisa traz uma breve explanação a respeito dos direitos adquiridos através da legislação, resoluções, normas brasileiras e internacionais, bem como as resoluções, setores e serviços no âmbito da UFPB destinadas às pessoas com deficiência. Em seu desenvolvimento, aborda os conceitos de informação, como também o seu acesso e o uso como um direito e fator de in(ex)clusão na Universidade. Também apresenta as diferenças entre deficiências e necessidades especiais enfatizando as necessidades educacionais, o panorama dos desafios, lutas e conquistas nas últimas décadas. O estudo objetiva analisar o acesso à informação no âmbito da UFPB sob o olhar e memórias individuais/coletivas dos alunos com deficiência e caracteriza-se como uma pesquisa exploratória e descritiva, de abordagem qualitativa. Para tanto, utiliza na coleta de dados a técnica Shadowing (acompanhamento) e a entrevista pela perspectiva da História oral temática. Como sujeitos da pesquisa, instituiu-se os alunos regularmente matriculados na UFPB, acometidos por alguma deficiência, analisando-se as memórias individuais e coletivas dos sujeitos pesquisados sob a égide da temática trabalhada. Esta dissertação identifica a partir das memórias, os setores, serviços, programas e outros recursos que auxiliam a permanência do aluno com deficiência na UFPB. Ao fim desta pesquisa, concluiu-se que os sujeitos da pesquisa encontram muitas barreiras para o acesso às informações na UFPB, fato que fere os princípios e os direitos que garantem o acesso, lembrando que este tem papel em sua vida pessoal e acadêmica e é de suma importância pelo seu cunho transformador e formador.

Made available in DSpace on 2016-12-23T14:38:05Z (GMT). No. of bitstreams: 1 Dissertacao Flavia Almeida Turini.pdf: 398585 bytes, checksum: ad9782d1192f947d359265b6db5d81ab (MD5) Previous issue date: 2006-03-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Os comportamentos pró-sociais (CPS) são comportamentos voluntários com intenção de beneficiar outra pessoa. Este estudo identificou os CPS em 12 crianças com deficiência mental, 6 meninos e 6 meninas, idade média de 11 anos e 3 meses (10-12 anos), que freqüentavam da 1ª à 4ª série de duas escolas públicas de Vitória-ES. Os participantes foram observados por 5 minutos durante 6 recreios, contabilizando 30 minutos para cada participante. As categorias de análise foram: Atividades relacionadas a objeto, lugar ou privilégio; Ajuda; Empatia e Cooperação. Foram avaliados todos os CPS dos participantes, envolvendo CPS com adultos, colegas com deficiência e colegas com desenvolvimento típico (DT), e os CPS somente com colegas com DT. Em ambas, houve correlação entre emitir CPS e ser beneficiário desses comportamentos. Os CPS totalizaram 216, 144 comportamentos apresentados por meninas e 72 por meninos. Nos CPS com DT, ocorreram 149 CPS, as meninas apresentaram 95 e os meninos 54. Todavia, não houve diferença estatística entre meninas e meninos nos CPS e nas categorias de análise. Tanto os meninos quanto as meninas apresentaram mais comportamentos na categoria Empatia. A maioria dos CPS não envolveu solicitação e todos os eventos conseqüentes foram de natureza positiva. As meninas direcionaram os CPS para outras meninas, e os meninos para outros meninos. Os CPS foram bons indicadores da inclusão social desses alunos no ensino regular, porque a maioria dessas crianças dessa amostra possuía uma rede de interação com colegas com DT. / The pro social behaviors (PSB) are voluntary actions with the aim of benefiting another individual. This study identified the PBS in 12 children with mental retardation, 6 boys and 6 girls with a mean age of 11 years and 3 months (10-12 years) who attend from first to forth grade at two public schools in Vitória, ES. The participants were observed 5 minutes during 6 school breaks (30 minutes each). The analysis categories were: activities related to the object, place or privilege: Helping; Empathy and Cooperation. All the participants PSB were assessed involving PSB with adults, schoolmate with mental disability and schoolmate with typical development (TD) and the PSB only with schoolmate with TD. In both, there was a correlation between producing PSB and being benefited from these behaviors. The PSB added up 216; 144 were displayed by girls and 72 by boys. In the PSB with schoolmate with TD, 149 PSB occurred. The girls displayed 95 and the boys 54. However, there weren t statistic difference between boys and girls in the PSB and the analysis categories. Both boys and girls showed more behaviors in the Empathy category. Most of PSB did not involve requesting and all the consequent events came from a positive source. The girls addressed the PSB to other girls and the boys to other boys as well. The PSB were good indicators of these students social inclusion in school since most of children from this sample had a net of integration with peers with typical development.

Title of the thesis: Release of pupils from physical education in elementary schools Aims of the thesis: The aim of this thesis was to find out the main causes of the release of pupils from physical education (PE) at 8 primary schools in the districts of Kolín and Nymburk, to outline the health consequences of release, to monitor the situation regarding the number of pupils with special educational needs (SEN) and to examine the subjective opinions of teachers on the issue using fieldwork data collection. Method: It is a questionnaire survey conducted at 8 primary schools in the district of Nymburk and Kolín. The research group consisted of 16 physical education teachers (2 teachers from each school), 12 women and 4 men. The questionnaire is divided into 2 parts. The first part, where general information and pupil numbers were collected, was completed by all respondents. The second part was intended for those who have pupils in their class with special educational needs. Results: 4.46 % of pupils were released from physical education at the schools interviewed in 2018/2019. The most common reason for TV release is muscle, skeletal or connective tissue disease (27 %). According to teachers, too many students in the group and the risk of progression of the disease or injury were the most frequent...