The problem with which this study is concerned is that of the influence of local- and state-level external forces on the actions of the Texas legislature with respect to financing public higher education at senior institutions in Texas during the period from 1965 through 1983 as perceived by high ranking academic administrators. The specially designed survey instrument elicited respondents' perceptions of the degree of influence of specified local— and state-level external forces on institutional funding and the amount and usefulness of contacts made by respondents with such forces in an effort to exert influence for the purpose of increasing state funding for their institutions.

Η έντονη οικονομική κρίση που βιώνει η χώρα μας τα τελευταία τέσσερα χρόνια (2010 -2014), εκτός από τις δημοσιονομικού τύπου διαστάσεις της, επέφερε γενικότερες αλλαγές στην ελληνική κοινωνία. Δε θα ήταν υπερβολή να ισχυριστεί κανείς πως δεν υπάρχει πλευρά της κοινωνικής ζωής που δεν επηρεάστηκε. Όπως ήταν αναμενόμενο, μεταξύ όλων των άλλων, και η ελληνική εκπαίδευση δέχτηκε επιδράσεις ποικιλότροπα και εις βάθος από την εν λόγω κρίση σε όλες τις εκφάνσεις της (χρηματοδότηση, θεσμοί, διάρθρωση, εκπαιδευτικές πρακτικές και στάσεις, δημόσιος και ιδιωτικός της χαρακτήρας κλπ.) . Η παρούσα ερευνητική εργασία επιχειρεί να διερευνήσει τις επιρροές της οικονομικής κρίσης σε κάποια μόνο τμήματα της εκπαιδευτικής διαδικασίας. Συγκεκριμένα: Α) τις επιδράσεις της οικονομικής κρίσης στη χρηματοδότηση της Τυπικής Εκπαίδευσης από την Πολιτεία. Β) τις επιδράσεις της οικονομικής κρίσης στους θεσμούς που άπτονται της λειτουργίας της Τυπικής Εκπαίδευσης (νομοθετικές ρυθμίσεις που τα τελευταία τέσσερα χρόνια ψηφίστηκαν στο ελληνικό Κοινοβούλιο και αφορούν στην Τυπική Εκπαίδευση άμεσα ή έμμεσα καθώς και άλλες διαρθρωτικές αλλαγές). / The intensive economic crisis from which our country has been suffering for the last four years (2010-2014), has influenced the Greek society in many ways and not only in the financial level. It would not be an exaggeration to claim that there is not an aspect of social life which did not influenced from the crisis. As it was expected, the Greek education, among the others, was also deeply influenced of this crisis, in many ways, in all its aspects (financing, structure, educational practices and attitudes, public and private character etc.) This research paper attempts to investigate the influences of the economic crisis in only some parts of the educational process. Specific: a) the effects of the economic crisis in the state financing of formal education b) the effects of the economic crisis in the institutions related to the operation of formal education (lows that have been have been legislated in Greek parliament, the last four years, referring directly or indirectly to the Formal Education and other structural changes).

Submitted by Maria Aparecida (cidazen@gmail.com) on 2017-11-28T19:05:36Z No. of bitstreams: 1 Rayane de Jesus Santos.pdf: 32730471 bytes, checksum: 04b4072160c3d5ac941eaaf3b4c305fa (MD5) / Made available in DSpace on 2017-11-28T19:07:34Z (GMT). No. of bitstreams: 1 Rayane de Jesus Santos.pdf: 32730471 bytes, checksum: 04b4072160c3d5ac941eaaf3b4c305fa (MD5) Previous issue date: 2017-08-02 / FAPEMA. / This study as objective to analyses the presence of Educação de Jovens e Adultos (EJA) in initial formation of mathematics teachers in three Public Institution of High Teaching of São Luis, with motif to comprehend how the courses Mathematic Licentiate are forming the professionals futures for acting in this teaching modality. For developed of this researcher were used the quality approach to such a documental research as interviews. In documental investigation, the current discourse in the Politic Pedagogic Project and discipline programs of Mathematic Licentiate of Instituto Federal de Educação, Ciência e Tecnologia do Maranhão (IFMA), of Universidade Estadual do Maranhão (UEMA) and Universidade Federal do Maranhão (UFMA) analyzed. In the interviews was collected the discourse of teachers of two public institution who taught pedagogical disciplines. The analyses of data were realized based in theoretic referential of Discourse Analyses French aspect affiliated with Michel Pêcheux. As result, was certified that initial formation of mathematic teachers with ability and competence to act in EJA continue being leaved the part for public institutions of high teaching of Maranhão UEMA and UFMA, because both, with bases on the PPPC of Mathematic course, did not to given the importance to this teaching modality of education. The IFMA, opposite, presented a plausible discourse for the formation of the future educator of mathematics, directed to the qualification of the graduates so that upon completing the course they are prepared to act in different levels and modalities of education. / Este estudo tem como objetivo analisar a presença da Educação de Jovens e Adultos (EJA) na formação inicial de professores de matemática em três Instituições Públicas de Ensino Superior de São Luís, com o intuito de se compreender como os cursos de Licenciatura em Matemática estão capacitando os futuros profissionais de ensino para atuação nessa modalidade de educação. Para desenvolvimento desta pesquisa, foi utilizada a abordagem qualitativa tanto na pesquisa documental quanto nas entrevistas. Na investigação documental analisou-se o discurso presente no Projeto Político Pedagógico e nos programas das disciplinas do Curso de Licenciatura em Matemática do Instituto Federal de Educação, Ciência e Tecnologia do Maranhão (IFMA), da Universidade Estadual do Maranhão (UEMA) e da Universidade Federal do Maranhão (UFMA). Nas entrevistas coletaram-se discursos de docentes que ministraram disciplinas pedagógicas em duas dessas instituições. A análise dos dados foi realizada com base no aporte teórico da Análise de Discurso de vertente francesa afiliada a Michel Pêcheux. Como resultado, constatou-se que a formação inicial de professores de matemática com habilidades e competências para atuar na EJA continua sendo deixada a parte pelas instituições públicas de ensino superior do Maranhão UEMA e UFMA, uma vez que ambas, com base no PPPC do curso de Matemática, ainda não deram a devida importância para essa modalidade de educação. O IFMA, ao contrário das outras duas instituições, apresentou um Projeto Político Pedagógico do curso de Matemática com discurso voltado à qualificação dos licenciandos para atuarem em diferentes níveis e modalidades de educação, entretanto, não foi possível a realização de entrevistas com seus professores.

abstract: Employing narrative ways of inquiry, this study interrogated how a reform action--legal banning corporal punishment in schools, which was intentionally introduced into Taiwanese society by advocates as a social movement strategy at a time when the incidence rate of school corporal punishment was high--could contribute to ending educators' use of corporal punishment. From the narratives of the teachers who believed in corporal punishment, we see how the school system itself contributed to passing, mostly without educators' consciousness of doing so, from one generation to another, a punitive mind that deems punishment a necessity and humans to be incapable of self-regulation without extrinsic force. It is this punitive way of thinking, deeply rooted in Taiwanese culture that was challenged by the legal ban. The transformation of the punitive mind requires a psychological subject-object perspective move that allows the mind to break the identification with a previously built teacher identity submitting to coercive authority. Alternative values, beliefs, and ideas--particularly the caring, trusting, respectful and persuasive approaches to interpersonal relationship--must be brought into personal experiences in order to transform the punitive mind. However, the availability of alternatives does not guarantee transformation, nor does a pure logical reasoning of the alternatives make true transformation to happen. Transformation was discovered to happen in those moments, either in narrative critical reflection or in action, when the mind sees those stories of others or themselves that were once familiar but can be realized, interpreted, retold, or recreated if using a new set of assumptions and perspectives. The effects of the legal ban were mixed. It contributed to the decline of the most well-recognized form of corporal punishment--hitting students by sticks--and offered teachers who disbelieve corporal punishment, previously questioned and crowed out by their colleagues who hit, a strong backup to justify their opposition to sticks. And the ban created opportunities for teacher to learn alternatives. Nevertheless, because the wrongdoing-punishment disciplinary framework still dominates school campuses, the ban also led to the increase or creation of new forms of coercive and humiliating measures that could not be constrained by this legal ban. / Dissertation/Thesis / Ph.D. Educational Psychology 2013

O contexto atual do Ensino Religioso no município de Vitória/ES. Através de análise documental, a pesquisa verificou a viabilidade e a realidade do Ensino Religioso nas escolas municipais, mediante as novas orientações. O trabalho foi elaborado em três capítulos. O primeiro descreve a legislação que concedeu a estrutura do Ensino Religioso atual, desde o Brasil Colônia até a atualidade, apontando elementos na proposta de viabilização para o Ensino Religioso. O segundo capítulo evidencia o processo formativo dos professores de Ensino Religioso e a legislação para tal procedimento, apontando algumas dificuldades para a inserção do Ensino Religioso nas escolas do município de Vitória/ES. O terceiro capítulo evidencia o currículo que é proposto para as escolas e relata a função do FONAPER e também do CONERES. A pesquisa revela conhecimento da existência de normas para o Ensino Religioso nas escolas municipais e que o processo formativo dos professores precisa, em caráter emergencial, ser viabilizado e/ou disponibilizado para os profissionais que queiram atuar nessa disciplina. / The current context of the Religious Education in Vitória/ES. Through document analysis, this research verified the feasibility and current status of Religious Education today in public schools through the new guidelines. The work was prepared in three chapters. The first chapter deals with the legislation that gave the structure of Religious Education, spanning from Brazil Colonial until today, providing elements to build a proposal that enables the Religious Education. The second chapter shows the training process for teachers of Religious Education and also the legislation for such procedure, explaining the difficulties to the Religious Education in school in the city of Vitória/ES. The third chapter highlights the curriculum that is offered to schools and reports the role of FONAPER and also CONERES. The research reveals knowledge of the existence of standards for Religious Education in public schools and that the teachers training process needs, as an emergency, to be feasible and/or made available to professionals who want to work in this discipline.

O objetivo deste estudo é fazer uma abordagem sobre a educação em direitos humanos a partir do cinema. Para isto, busca apoio no tripé pesquisa, ensino e extensão, priorizando a abordagem qualitativa ao revisar trabalhos acadêmicos sobre Cinema e Direito, mas também ao apresentar registros realizados de 2013 a 2015, a partir de observações e interações presentes relatórios (anexos) usando a técnica de cunho etnográfico da observação-participante, já que a pesquisadora estava inserida no objeto de pesquisa observado como educadora em Direitos Humanos a partir de obras cinematográficas. Ainda apresenta um breve estudo sobre a Legislação pertinente à Educação em Direitos Humanos, a incorporação dos Tratados de Direitos Humanos, as metas para a Década da Educação para os Direitos Humanos, os Planos Nacionais de Educação para os Direitos Humanos, para, então, partir a abordar a problemática educação em Direitos Humanos no Brasil, apresentar os projetos e experiências práticas que envolvem o tema Direitos Humanos e Cinema: Cine Jurídico; Cine Cárcere; Mostra de Cinema e Direitos Humanos; Democratizando: inventar com a diferença; Cinema pela Verdade; a Lei 9.394 de Diretrizes e Bases da Educação Nacional sobre a inclusão da exibição de filmes como atividade obrigatória nas Escolas. / The purpose of this study is to make an approach on the human rights education from the cinema, for it seeks support in research tripod, education and extension, prioritizing qualitative approach to review academic papers on Cinema and law, but also to present records conducted from 2013 to 2015 from observations and interactions present reports (attached) using the technique of ethnographic observation participant, since the researcher was inserted into the research object observed as educator in human rights from films. Also presents a brief study of the relevant legislation to Human Rights Education, the incorporation of human rights treaties, the targets for the Decade of Education for Human Rights, the National Plan of Education for Human Rights, to thereafter address the problem Education in Human Rights in Brazil, present the projects and practical experience involving the theme Cinema and Human Rights: Legal Cine; Cine Prison; Exhibition of Cinema and Human Rights; Democratizing: invent with a difference; Cinema for Truth, the 9394 Law of Directives and Bases of National Education on the inclusion of film screenings as a mandatory activity in schools.

Orientador: Jose Luis Sanfelice / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-11T05:27:33Z (GMT). No. of bitstreams: 1 Ribeiro_DenisedaSilva_M.pdf: 1139894 bytes, checksum: 0cfded16db0d1a53e8e542fb46d93735 (MD5) Previous issue date: 2008 / Resumo: Esta pesquisa abordou o tema: Avaliação da educação no Brasil ao procurar responder a seguinte pergunta: como a avaliação externa surgiu, estabeleceu-se e sucedeu-se enquanto mecanismo de regulação da educação brasileira? O objetivo do estudo foi explicitar a relação normativa da regulação estatal pela via da avaliação, no período de 1990 a 2007. Assim tomou-se como base o Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo (SARESP) e a política educacional deste estado. Partindo da referência da reforma do papel do Estado, da política educacional em São Paulo, mais especificamente a avaliação de sistemas externos, detalhou-se e aprofundou-se a análise sobre o contexto da implementação e as principais características do SARESP, tomando-o como reflexo das diretrizes estabelecidas para as políticas sociais no país. Num primeiro momento, investigou-se o processo de emergência da avaliação como questão de interesse para o governo e para o Estado, retomando os tramites da legislação ao objetivar o estabelecimento de tal prática. Verificou-se, ainda, que durante o processo de tramitação da legislação houve a interferência de setores da economia nacional e de organismos multilaterais, como o Banco Mundial e o FMI ao arrendarem para si o direcionamento das políticas educacionais mediante o discurso de ineficiência da instituição escolar frente as mudanças nas condições de competição no mercado mundial. Através do aprofundamento do estudo das características e aplicabilidades do SARESP ao longo de suas edições percebemos que a lógica mercadológica instituída pelo capitalismo penetrou na escola igualando educação a produto. Porém, ao esmiuçar esse programa e o contexto em que o mesmo se deu, verificamos, também, que tal acontecimento não se deu sem o confronto com aqueles que acreditam na escola enquanto instituição formadora de cidadãos capazes de compreender o processo produtivo no qual estão inseridos.Desta forma, através da interpretação dos dados contextualizados com a História política do período em questão, conclui-se que a regulação avaliativa vincula-se a projetos hegemônicos na sociedade com vistas à perpetuação do capitalismo / Abstract: This research appoached the theme Evaluation of the education in Brazil when trying to answer the following question: How did the external evaluation appear settle down and succeed while as a regulation mechanism of the Brazilian education? The aim of the studying was to show the normative relation of state regulation through the evaluation way, from the period of 1990 to 2007. So it became as a basis of Evaluation System of School Performance of São Paulo State (SARESP) and the educational policy of this State. Starting from the reference of the reform of the role of the State, of the educational policy in São Paulo, the evaluation of the external systems more specifically, it was detailed and deeply studied the analysis about the implementation context and the main characteristics of SARESP, taking it as a reflex of the guidelines stabilished to the social policies in the country. At a first moment, the process of emergency of the evaluation was investigated as a matter of interest for the government and the State, retaking the process of legislation when targeting the place of practice. It was verified, that during the process of the legislation, there was an interference of the national economy and multilateral organism sectors, as ¿Banco Mundial¿ and ¿FMI¿ when they leased the direction of the educational policies for themselves facing the speech of inefficiency of the school institution towards the changes in the conditions of competition in the global market. Through the deep studying of the characteristics and uses of SARESP during its editions we notice that the mercadological logic instituted by the capitalism penetratred the school making the education equal product. However, when diging into this program and the context which was given, we also verify that this happening didn¿t happen without the conflict with those who believe in the school as an institution making citizens capable to understand the productive process in which they are inserted. This way, through the interpretation of date contextualized with the political History of the period, It was concluded that evaluative regulation is connected to hegemonic projects in society viewing the perpetuation of capitalism / Mestrado / Filosofia e História da Educação / Mestre em Educação

The problem with which this study is concerned is that of tracing the history of state level laws and resolutions which affected the elementary school curriculum in Texas' public schools during the years 1950-1983. The roles of the legislature, the State Board of Education, and the State Department of Education in relation to the curriculum are presented. The purposes of the study are to review state level legislation since 1950 that affected the curriculum, to update the work of earlier historical accounts of public education in Texas, and to provide a basis for understanding the current state of curriculum by focusing on its evolution. Inspection of the data reveals that numerous topics were added to the elementary curriculum during the years under study, resulting in a fragmented and complex curriculum. Many of these topics were repealed in 1981. The study concludes that the State Board of Education and the State Department of Education, as well as the legislature exert considerable influence over the curriculum, and that this influence seems likely to increase as the result of reform legislation enacted in 1981. Further study relating to the implementation effects of the new curriculum is recommended.

No description available.

This study was concerned with determining the awareness of secondary public school teachers, in the Lewisville Independent School District, regarding the laws which relate to their profession. Fifty-nine true or false statements, involving nine areas of public school law, were administered. The study compared teachers' knowledge in areas of school law based on their personal background. The thesis was divided into five chapters. These chapters included the Introduction, Review of Literature, Procedure, Analysis of Data, and Summary and Recommendations. The findings of this study indicated the majority of teachers and administrators had an average knowledge of school law. Areas with lower incorrect responses included students' rights and the copyright law. A recommendation was made to plan an inservice meeting with emphasis placed on the most frequently missed responses