nÃo hà / O trabalho aqui apresentado teve como objetivo avaliar a PolÃtica de EducaÃÃo das RelaÃÃes Etnicorraciais (ERER) atravÃs do processo de implementaÃÃo da Lei 10.639/03 no sistema pÃblico municipal de ensino da cidade de Fortaleza/CE. Essa proposta de avaliaÃÃo està pautada numa perspectiva qualitativa utilizando como metodologia a avaliaÃÃo em profundidade e a metodologia afrodescendente de pesquisa. Esse estudo teve como principais objetivos contextualizar o surgimento da polÃtica pÃblica de ERER, a criaÃÃo da Lei 10.639/03 e o contexto escolar analisado a partir das aÃÃes pedagÃgicas dos profissionais de educaÃÃo nas Ãreas de conhecimento: LÃngua Portuguesa/Literatura, HistÃria e Arte. Buscamos ainda apresentar as compreensÃes estabelecidas pelas relaÃÃes etnicorraciais propostas pelo movimento negro, instituiÃÃes governamentais e sociedade civil. A pesquisa foi realizada nas etapas a seguir indicadas: inicialmente a construÃÃo do referencial teÃrico e definiÃÃo das categorias analÃticas â educaÃÃo das relaÃÃes eticorraciais e diversidade etnicorracial; anÃlise documental e definiÃÃo do marco legal em Ãmbito nacional e na cidade de Fortaleza/CE; elaboraÃÃo da trajetoria polÃtica da polÃtica sob estudo e avaliaÃÃo; pesquisa de campo com a realizaÃÃo de entrevistas e aplicaÃÃo de questionÃrio como tÃcnica utilizada. Finalizamos o trabalho com a anÃlise das interrrelaÃÃes estabelecidas entre as diversas visÃes de gestÃo da polÃtica em Ãmbito nacional e local e a dos profissionais de educaÃÃo construÃdas no espaÃo escolar. A pesquisa realizada aponta para a compreensÃo de que a Lei, embora seja do conhecimento de todos os envolvidos no processo educativo, ainda se apresenta na escola de modo assistemÃtico necessitando de maior visibilidade e abrangÃncia no currÃculo escolar solicitando da instituiÃÃo por ela responsÃvel aÃÃes mais sistemÃticas e de carÃter mais efetivo na dinÃmica da polÃtica pÃblica em questÃo.

Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2016-09-19T18:22:03Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação PPGDH UFPE (Adrielmo de Moura Silva).pdf: 5508340 bytes, checksum: e3b47825c18b9af69e1aec1d2a92375b (MD5) / Made available in DSpace on 2016-09-19T18:22:03Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação PPGDH UFPE (Adrielmo de Moura Silva).pdf: 5508340 bytes, checksum: e3b47825c18b9af69e1aec1d2a92375b (MD5) Previous issue date: 2016-02-25 / Esta pesquisa busca compreender o papel da extensão universitária na relação entre a teoria e a prática na formação profissional do estudante de Direito e na afirmação dos direitos humanos dos prisioneiros. A pesquisa parte de uma reflexão da atuação de professores e alunos em um programa de extensão universitária no agreste de Pernambuco no Sistema Penitenciário. O estudo busca discutir a função da extensão universitária, na formação social dos discentes e na prática docente nos cursos jurídicos brasileiros. Verificar a necessária relação entre teoria e prática no Ensino jurídico, numa perspectiva de complementaridade, a partir da experiência do Programa de Adoção Jurídica de Cidadãos Presos no Agreste de Pernambuco. Identificar como essa extensão contribui na promoção dos direitos humanos através do processo de formação dos discentes e na prática docente a partir do atendimento e reconhecimento da dignidade das pessoas privadas de liberdade no agreste de Pernambuco. Experiência que permite a intervenção na realidade, a partir da garantia do acesso ao Judiciário, e através da formação humanista na construção do conhecimento e na formação de discente e na prática docentes nos cursos jurídicos. A extensão universitária Programa de Adoção Jurídica de Cidadãos Presos, além da ação extensionista, busca uma perspectiva humanista e de encontro com o diferente. Os resultados apontam para a relevância da discussão sobre a promoção do acesso à justiça aos prisioneiros do agreste de Pernambuco e a formação cidadã dos discentes, a compreensão de que a ação extensionista se situa no campo da afirmação dos direitos humanos, cumpre uma função social do direito no campo do ensino. A extensão consegue retirar o direito de dentro dos muros das faculdades e trazê-lo ao mundo da vida, da exclusão, lugar onde muitos dos jovens profissionais irão atuar. Tomamos como referencial teórico o pensamento de Paulo Freire e a reflexão sobre o ensino jurídico de Boaventura de Sousa Santos como aportes principais, por se encontrarem na perspectiva de uma ciência de caráter emancipatório que reconhece a educação como instrumento essencial dos processos de transformação da realidade, a metodologia é qualitativa, trabalhamos com estudo de caso, entrevista semiestruturada e análise de conteúdo, partir de Bardin (2004). O Programa de Adoção Jurídica de Cidadãos Presos que vem garantindo a aplicabilidade dos direitos humanos dos reclusos no Agreste de Pernambuco desde 2001, atuando frente à ausência de ações jurisdicionais do Estado na afirmação do direito ao acesso a justiça, e como a extensão universitária, ao mesmo tempo em que pode contribuir na defesa dos direitos dos segregados de liberdade, possibilita que docentes e discentes do curso de direito vivenciem a relação entre teoria e prática no ensino jurídico, superando as perspectivas tradicionais e conservadoras do ensino jurídico de formação elitista e conservadora, voltada para a formação de elites e para a sociedade de consumo e distanciamento dos problemas sociais. / Research aims to understand the role of academic extension in theory-practice ratio, concerning to law student formation in the human rights topic. The study starts from a reflection on the performance of teachers and students in a university extension program for the prision system, developed in a specific State area so called Agreste. The study aims to discuss the role of extension, student social training and teaching practice in Brazilian law courses besides checking the necessary relationship between theory and practice in law education, somehow a complementary perspective from the experience of the “Adoção Jurídica de Cidadãos Presos” Program, and Identifying how this extension contributes to promote human rights, through the process of student training and teaching practice, starting from care and dignity recognition of persons deprived from freedom, in the study area. This experience allows intervention in reality, from granting access to Courts and through humanistic education, in law courses ‘knowledge-building’ specifically concerning to student training and teaching practice. The extension Program “Adoção Jurídica de Cidadãos Presos”, along with the extension action, per se, looks for humanist approach dealing with multiple perspectives. The outline results tend to demonstrate the fundamental role of ‘human rights’ discussion and to promote justice for prisoners of Pernambuco’s study area, besides the fact that the students’ civic education passes through the understanding of the extension practice as human rights affirmation, fulfilling Law’s social function in teaching practice. The extension, by itself, can demonstrate how Law should overpass academic walls and materialize itself in a trouble fulfilled life, where many professionals will act. We assume a theoretical approach based on Paulo Freire’s and the critical contributions on law education from Boaventura de Sousa Santos, mainly because they rely strongly on emancipatory nature of science perspective recognizing education as a key instrument of change and reality transformation process. The methodology is qualitative, based on Case Study and semi-structured interviews. The content analysis is based on Bardin (2004). The “Adoção Jurídica de Cidadãos Presos” Program has, certainly granted better human rights standards for prisoners in the region since 2001, acting upon the absence of state court claims in order to grant access to justice, and as an academic extension, can contribute, at the same time, assuring rights of segregated persons, freedom, allowing Law School teachers and students the experience theory and practice in law education, overcoming the traditional and conservative perspectives of elitist law education and conservative formation, detached from social problems.

In 2010, California passed the California Parent Empowerment Act allowing parents to become directly involved and take a stand against their children’s underperforming public schools. This thesis is an ethnographic case study of the motivation of Anaheim’s Hermosa Village Parents to trigger the transformation of their underperforming public school, Palm Lane Elementary, into a public issued charter school. It will be one of the first publications to capture the individualized stories of Anaheim Elementary School Parents, their motivations, experiences and trials in their fight against the Anaheim Elementary School District in order to obtain high-quality education for their children. This thesis paper will present the complexities of the conflict by discussing the following: a brief history of charter schools, the evolution and legality of the California Parent Empowerment Act, and the development of conflicting interests between Palm Lane Elementary Parents and the Anaheim Elementary School District. Lastly, it will expose the conflict’s current status and larger political implications.

The problem. --The problem in this study was to describe the issues arising in employment decisions appealed to the Texas Commissioner of Education. Decisions made in courts are binding on school officials, and they are published in law reporters found in most libraries. The Commissioner's decisions are also binding on school officials, but they are not published or widely reported. Thus, this important body of information may not reach those who are responsible for its application. Methods. --The decisions of the Commissioner were examined to determine the issues and the underlying rationale used by the Commissioner in the process of deciding the appeals. A series of data reductions allowed a determination of patterns found in the outcomes of the decisions which favored the employee and those which favored the school districts. The analysis produced a set of data from which implications for decision making could be drawn.

This study examined the comments submitted by the public to the United States Department of Education (USDE), the Office of Special Education Programs, in response to the 2004 amended IDEA, prior to the development and publication of proposed regulations under 34 Code of Federal Regulations (CFR) parts 300 and 303 to implement programs under IDEA. Specifically, this study analyzed the types of individuals (e.g., parents, advocates, administrators, lawyers, support staff personnel) and interest groups along with the number of submissions, types of comments made, and specific provisions in the legislation that received the most comments during the period open to the public prior to the publication of the proposed regulations. In addition, an exploration of the existence of differences in comments submitted by states and regions was analyzed in terms of types of individuals, interest groups, types of comments, and specific provision of the 2004 amended IDEA. Content analysis approach utilizing qualitative data collection and analysis procedures was used for this study. The sample consisted of 2,199 comments submitted to the USDE via the U.S. Postal system, e-mail, and verbal testimony transcripts obtained during one of the public meetings held throughout the United States during the 60 day period open for commenting. The findings of this study revealed a large number of a particular type of respondent types, the majority of the comments were neutral in nature, and the largest percentage of comments received were directed at one particular section of the Act.

No description available.

This study explores all due process hearings that occurred in Texas public school districts from 2010-2015. Special attention was paid to the reasons for the hearings within the legal reports addressed and their outcomes. The study was conducted using a quantitative approach involving a legal document content analysis of due process hearings to select the participants to be interviewed with a qualitative semi-structured interview protocol. Following this process, nine participants from one district were interviewed. Responses were then analyzed for themes and patterns using qualitative methods, and conclusions were drawn based on the data. The study found that campus and central office administrators believed socio-economic levels, lack of empathy shown to parents, and distrust contributed to parents' decisions to file due process complaints or litigation. They also believed that placement decisions influenced by student discipline, parent denial about the impact of the disability on children, and parent entitlement played a role. Lastly, the nine participants found that parent advocacy and communication were strong contributors to the amount of due process hearings held at Evergreen ISD.

The procedural safeguard requirements of P.L. 94-142, the Education for All Handicapped Act of 1975 are designed to ensure the rights of parents and children in matters related to provisions of special edt!cation and related services. Provisions within the law provide for dispute resolution between parents and LEA through an impartial due process hearing. State education agencies are responsible to ensure these and other requirements in the law are fulfilled to receive federal monies under the Act. The literature suggests the due process hearing requirements have resulted in issues and outcomes that were unintended by the original design of these procedures to protect fundamental rights, and to ensure a fair and timely hearing. Information was obtained from the key participants in the process: LEAs, parents, and hearing officers. Through the administration of a survey instrument to 225 LEAs, parents, and hearing officers in Virginia, the following research questions were addressed: a) are the Virginia special education due process hearing requirements being implemented? b) to what extent are they being implemented? and c) what attitudes exist regarding these requirements from the respondents? The results of the study indicate that Virginia's hearing requirements are not being fully implemented and areas of needed improvement were cited in: a) timeline compliance, b) impartiality in due process hearings, c) LEA and hearing officer responsibilities, and d) consistency in the implementation of procedural safeguards. Negative attitudes towards the hearing procedures were influenced by the hearing officer's selection process, attitude and personal conduct of hearings, and knowledge of his duties and responsibilities. Informal methods of resolving disputes were considered desirable as compared to the formal adversarial hearing. This study has provided recommendations to the Virginia SEA for needed improvement in the implementation of the due process hearing requirements and suggestions for further research. / Ed. D.

Many beginner educators leave the profession within the first three years following their appointment. The security of educators, and especially that of the beginner educator is threatened from many angles. Beginner educators experience this threat very intensely and this weakened feeling of security they experience, has important implications for their role as educators. There are, however, many legal determinants that protect educator security and oppose each threat directly. This research falls within the field of Education Law and the security of beginner-educators is studied from this angle. The study focuses on the protection of security as offered by law determinants and the real experience of threats by beginner educators. In the research, law determinants such as the Constitution, education law, labour law and case law, as protectors of security, were studied. Using a qualitative study the experience and perceptions of a selection of participants was analysed. The participants, from different types of schools in a certain geographical area, were identified. During the analysis two aspects emerged that influence security. The first aspect is the beginner educator‟s lack of knowledge of the mechanisms that protect security and the second aspect was beginner educators‟ real experience of threats. Beginner educators‟ lack of security is the result of their lack of knowledge of the mechanisms that protect security. The findings of this research propose that more emphasis is placed on the legal aspects concerning the protection of security of educators during their training and that beginner educators are empowered to face threats of security and overcome it. / MEd (Education Law), North-West University, Potchefstroom Campus, 2015

Many beginner educators leave the profession within the first three years following their appointment. The security of educators, and especially that of the beginner educator is threatened from many angles. Beginner educators experience this threat very intensely and this weakened feeling of security they experience, has important implications for their role as educators. There are, however, many legal determinants that protect educator security and oppose each threat directly. This research falls within the field of Education Law and the security of beginner-educators is studied from this angle. The study focuses on the protection of security as offered by law determinants and the real experience of threats by beginner educators. In the research, law determinants such as the Constitution, education law, labour law and case law, as protectors of security, were studied. Using a qualitative study the experience and perceptions of a selection of participants was analysed. The participants, from different types of schools in a certain geographical area, were identified. During the analysis two aspects emerged that influence security. The first aspect is the beginner educator‟s lack of knowledge of the mechanisms that protect security and the second aspect was beginner educators‟ real experience of threats. Beginner educators‟ lack of security is the result of their lack of knowledge of the mechanisms that protect security. The findings of this research propose that more emphasis is placed on the legal aspects concerning the protection of security of educators during their training and that beginner educators are empowered to face threats of security and overcome it. / MEd (Education Law), North-West University, Potchefstroom Campus, 2015