Made available in DSpace on 2016-04-29T13:32:33Z (GMT). No. of bitstreams: 1 Elaine Cardia Laviola.pdf: 2691025 bytes, checksum: 81b99754158e9bca9064eced4361611a (MD5) Previous issue date: 2010-06-22 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This doctoral thesis is linked with the Center of Studies of Gender, Race and Age (Núcleo de Estudos de Gênero, Raça e Idade NEGRI) of the postgraduate studies program in Social Psyhcology from the Pontifícia Universidade Católica de São Paulo (PUC-SP), as part of the collective research project which focus on the discourse made by adults about their babies, their upbringing, education and care. This thesis' objective is to describe and interpret the discourse of eight mothers of babies, professionally active, with a university degree, belonging to the urban middle class and living in the city of São Caetano do Sul, in the state of São Paulo, about the baby and their perception of what they consider adequate methods od upbringing, education and care not only for their own children, but also for other babies. We assumed that, in the interviewees' discourse, the perception of the small child as fragile, immature and dependent would prevail. This view links the baby, first and foremost or exclusively, to the domestic realm, sustaining its invisibility in the social level and in public context, making it difficult for its rights for education to be completely fulfilled by the policies of education of children ages 0-3. We adopted the theoretical approaches offered by the new studies on childhood, which attempt to break away from the adult-centered and naturalizing concepts, as well as the academic production of the French researchers Bloch and Buisson (1998,1999), on the process of choice of couples of methods of child upbringing and education, analyzed by them, from the perspective of relations between generations as well as gender relations. Based on the use of content analysis techniques we present the results, which confirm our initial hypothesis, around five interpretative axles: the interviewees' social contexts; perceptions of the baby and the toddler; methods of upbringing, education and care for babies; the government and the society's responsibilities; and aspects related to the relations between generations / Esta tese de doutorado vincula-se ao Núcleo de Estudos de Gênero, Raça e Idade (NEGRI) do Programa de Estudos Pós-Graduados em Psicologia Social da Pontifícia Universidade Católica de São Paulo (PUC-SP), integrando o projeto coletivo de pesquisas que vem focalizando discursos proferidos por adultos sobre o bebê, sua educação e cuidado. Seu objetivo foi descrever e interpretar discursos de oito mães de bebês, inseridas profissionalmente, com formação universitária, pertencentes às camadas médias urbanas e residentes no município paulista de São Caetano do Sul, sobre o bebê e suas concepções sobre o que consideram adequado em termos de modalidades de educação e cuidado não só para seus filhos, mas também, para outros bebês. Partimos da hipótese de que prevaleceria, nos discursos das entrevistadas, uma concepção de criança pequena, considerada frágil, imatura, dependente, que vincula o bebê, prioritária ou exclusivamente, ao espaço doméstico, sustentando sua invisibilidade no plano social e em contexto público, dificultando que seus direitos à educação sejam plenamente contemplados pelas políticas de Educação Infantil. Adotamos os aportes teóricos proporcionados tanto pelos novos estudos sobre a infância, que procuram romper com concepções adultocêntricas e naturalizantes, quanto pela produção acadêmica das pesquisadoras francesas Bloch e Buisson (1998, 1999) sobre o processo de escolha de casais por modalidades de educação infantil, analisado, por elas, a partir da perspectiva das relações intergeracionais e de gênero. Com base na utilização de técnicas de análise de conteúdo apresentamos os resultados, que corroboram nossa hipótese inicial, em torno de cinco eixos interpretativos: os contextos sociais das entrevistadas; concepções sobre o bebê e a criança pequena; modalidades de educação e cuidado para bebês; responsabilidades do Estado e da sociedade; aspectos intergeracionais

Made available in DSpace on 2016-04-27T16:32:24Z (GMT). No. of bitstreams: 1 Regiane da Silva Rocha.pdf: 2256194 bytes, checksum: 1a67115b6ae4f69656d8865c108a201e (MD5) Previous issue date: 2010-10-14 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research has as object on the educational proposal of Norberto de Souza Pinto, dedicated to teaching children abnormal, with a focus on the relationship between abnormality and education. In this study has established a historical analysis on the proposal of the educator as one of the first initiatives for the institutionalization of special education at the beginning of the XX century in São Paulo. The main sources of this research were articles written by the educator between 1933 and 1960. The theorical reference to subsidize the discussions about enlightenment, technological rationality, science and technology, enfranchisement and education in administered society is extracted from critical theory of society, especially the analysis of Theodor W. Adorno, Max Horkheimer and Herbert Marcuse. It's been verified at the end that the proposed Norberto de Souza Pinto represented an initiative by complex organizational order that in the period, symbolized a pioneering action in the search of the institutionalization of specialized education, today called special education. It was possible to verify that the concept of normality and abnormality in the proposal of the educator was predominantly driven by knowledge arising medicine and psychology entailed to biology / A presente pesquisa tem por objeto a proposta de educacional de Norberto de Souza Pinto, dedicada ao ensino de crianças anormais, com foco na relação entre anormalidade e educação. Neste estudo foi estabelecida uma análise histórica sobre a proposta do educador como uma das primeiras iniciativas em favor da institucionalização da educação especializada no início do século XX em São Paulo. As principais fontes dessa pesquisa foram artigos escritos pelo educador entre 1933 e 1960. O referencial teórico adotado para subsidiar as discussões acerca do esclarecimento, racionalidade tecnológica, ciência e tecnologia, emancipação e educação na sociedade administrada é extraído da teoria crítica da sociedade, em especial as análises de Theodor W. Adorno, Max Horkheimer e Herbert Marcuse. Verificou-se ao final que a proposta de Norberto de Souza Pinto configurou uma iniciativa de ordem organizacional complexa, que ao período simbolizou uma ação pioneira na busca da institucionalização da educação especializada, hoje denominada de educação especial. Foi possível constatar que a concepção de normalidade e anormalidade na proposta do referido educador foi predominantemente orientada pelos conhecimentos oriundos da medicina e da psicologia vinculada à biologia

Made available in DSpace on 2016-04-27T16:34:01Z (GMT). No. of bitstreams: 1 Anoel Fernandes.pdf: 1245190 bytes, checksum: 79302ace554fc35875fdb86ec762b581 (MD5) Previous issue date: 2009-12-10 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The objective of this work was to investigate the manifestations of the teachers of Physical Education, operating in the initial series of Basic education of the public net state of Sao Paulo, concerning the proposal pedagogical elaborated by the Secretariat of the Education in the year of 2003, when occurred the return of the attribution of lessons for the specialist teacher in Physical Education and Arts. This return was accompanied of a proposal to be implemented by the teachers, who would have to use the material produced for the SEE-SP/CENP. The agreement searched as, in the condition of agents of the education process, they had disclosed front to the external demands: as they had received and they implanted to such proposal, the reasons of the adhesion or resistance, as well as the modifications effected at the moment of the application. Six teachers of the DERCO had been interviewed (Direction of Education of the Regional Campinas West), being three experienced and three beginning ones in the teaching in 2003. For analysis of the collected data it was used as base authors who namely deal with the influences that the school and the teachers suffer from the some superior ranches: Apple and Teitelbaun (1991), Rasp (2003), Contreras (2002), Perez Go'mez and Gimeno Sacristán (1998) and Hutmacher (1996) and Gimeno Sacristán (1999), beyond authors who argue the relation between knowing and practical teachings Tardif e Raymond (2000) e Tardif (2002). The results pointed that: 1º) teachers had lost to the requirements of the rationality technique, having indicated that the proposal of the CENP assisted in the planning of the work, at the same time where if they had felt valued; 2º) the experienced teachers, when placed ahead of the external demands, had adhered to the proposal, while the beginning ones, with the temporary adhesion to the proposal, had exactly indicated that its practical is guided by other approaches that was not defend it in the proposal; 3º) as the experienced teachers as well as the beginning ones had not been mere reproducers: they had obtained to the new meanings of the proposal when of its application; 4º) the experienced teachers had had an almost total initial adhesion to the proposal, especially adopting the developed conception in present in it, whereas the beginning ones had tended to the partial adhesion and the adoption of other conceptions of the Physical Education / O objetivo deste trabalho foi investigar as manifestações dos professores de Educação Física, atuantes nas séries iniciais do Ensino Fundamental da rede pública estadual paulista, acerca da proposta pedagógica elaborada pela Secretaria da Educação no ano de 2003, quando aconteceu o retorno da atribuição de aulas para o professor especialista em Educação Física e Artes. Esse retorno veio acompanhado de uma proposta a ser implementada pelos professores, que deveriam utilizar o material produzido pela SEESP/ CENP. Buscou-se o entendimento de como, na condição de agentes do processo de ensino, manifestaram-se frente às demandas externas: como receberam e implantaram a tal proposta, os motivos da adesão ou resistência, bem como as modificações efetuadas no momento da aplicação. Foram entrevistados seis professores da DERCO (Diretoria de Ensino da Regional Campinas Oeste), sendo três experientes e três iniciantes na docência em 2003. Para análise dos dados coletados utilizou-se como base autores que tratam das influências que a escola e os professores sofrem das várias estâncias superiores, a saber: Apple e Teitelbaun (1991), Lima (2003), Contreras (2002), Pérez Gómez e Gimeno Sacristán (1998) e Hutmacher (1996) e Gimeno Sacristán (1999), além de autores que discutem a relação entre saberes e prática docentes como Tardif e Raymond (2000) e Tardif (2002). Os resultados encontrados apontam que: 1º) os professores sucumbiram às exigências da racionalidade técnica, indicando que a proposta da CENP auxiliou no planejamento do trabalho, ao mesmo tempo em que se sentiram valorizados; 2º) os professores experientes, quando colocados diante das demandas externas, aderiram à proposta, enquanto os iniciantes, mesmo com a adesão temporária à proposta, indicaram que suas práticas são norteadas por outras abordagens que não a defendida na proposta; 3º) tanto os professores experientes quanto os iniciantes não foram meros reprodutores: conseguiram ressignificar a proposta quando da sua aplicação; 4º) os professores experientes tiveram uma adesão inicial quase total à proposta, especialmente adotando a concepção desenvolvimentista nela presente, enquanto que os iniciantes tenderam à adesão parcial e a adoção de outras concepções da Educação Física

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-08-24T12:51:05Z No. of bitstreams: 1 Maria das Graças Pereira Soares.pdf: 3846380 bytes, checksum: d8403535ab5fa3e9355822dd358be00e (MD5) / Made available in DSpace on 2017-08-24T12:51:05Z (GMT). No. of bitstreams: 1 Maria das Graças Pereira Soares.pdf: 3846380 bytes, checksum: d8403535ab5fa3e9355822dd358be00e (MD5) Previous issue date: 2017-08-18 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The research had the aim to investigate how the riverside childhood voices, considering their sociocultural experiences, knowledge, and curiosities may transform the pedagogical practice experienced in the Early Childhood Education from a public school located in the community called Paraná do Espírito Santo de Cima in the city of Parintins (AM). The investigation problem is: How the riverside childhood voices may transform the pedagogical practice in the Early Childhood Education? Therefore, a qualitative research was conducted with an ethnographic case study in order to describe and to analyze the school context, focusing on the process involved in the pedagogical practice of a mixed grade class from the Early Childhood Education. It was made at the same time a field research and a theoretical research based on the Paulo Freire Pedagogy and authors as Ariès (1981), Arroyo (1999, 2006, 2009, 2013), Brandão (2014), Charlot (2013), Faria (2002, 2009, 2011, 2012), Hage (2005), Kramer (1995, 2002, 2006, 2011, 2015, 2016), Santomé (2013), Saul and Silva (2009, 2014) and Saul and Saul (2013). The methodological procedures used to collect the data were the document analysis, the direct observation of the pedagogical practice, semistructured interviews with the teachers and the parents and dialog with the children (4 to 5 years old). The results showed that the riverside children voices bring knowledge, opinions, interests, and curiosities and that they are useful tools for the teachers understand the childhood universe. The dialog in the rounds of conversation and the multiple languages in the pedagogical practices are ways through which the children may express themselves. However, the investigated school must build/rebuild its curricular proposal including all the subjects involved in the education process in the view of a pedagogical practice in which the children, the educational process center, may problematize and analyze issues related to their lives and their environment / A pesquisa teve como finalidade investigar como as vozes da infância ribeirinha podem transformar a prática pedagógica vivenciada na Educação Infantil de uma escola pública, localizada na Comunidade Paraná do Espírito Santo de Cima, no município de Parintins (AM), tendo em vista as experiências socioculturais, os saberes e as curiosidades das crianças. Configura-se como problema de investigação: Como as vozes da infância ribeirinha podem contribuir para a transformação da prática pedagógica na Educação Infantil? Para tanto, realizou-se uma pesquisa qualitativa, com estudo de caso do tipo etnográfico para descrever e analisar o contexto da escola, focalizando os processos envolvidos na prática pedagógica de uma turma multisseriada de Educação Infantil. Para a realização do estudo foram desenvolvidas, de forma concomitante, a pesquisa teórica fundamentada nos pressupostos da Pedagogia de Paulo Freire e dos autores Ariès (1981), Arroyo (1999, 2006, 2009, 2013), Brandão (2014), Charlot (2013), Faria (2002, 2009, 2011, 2012), Hage (2005), Kramer (1995, 2002, 2006, 2011, 2015, 2016), Santomé (2013), Saul e Silva (2009, 2014) e Saul e Saul (2013), e a pesquisa de campo. Os procedimentos metodológicos para a construção dos dados foram análise de documento, observação direta da prática pedagógica, entrevista semiestruturada com os professores e os pais e diálogo com as crianças (4 e 5 anos). Os resultados obtidos demonstram que as vozes das crianças ribeirinhas manifestam saberes, opiniões, interesses e curiosidades e são instrumentos para os professores conhecerem o universo da infância. O diálogo em rodas de conversa e as múltiplas linguagens na prática pedagógica se constituem como caminho para que as crianças possam expressar a sua palavra. Contudo, é necessário que a escola pesquisada construa/reconstrua a sua proposta curricular com a participação de todos os sujeitos envolvidos no processo educativo, na perspectiva de uma prática pedagógica em que as crianças, centro do processo educativo, possam problematizar e analisar as questões pertinentes à sua vida e ao seu ambiente

nÃo hà / A presente pesquisa avalia os efeitos do Programa do MinistÃrio da EducaÃÃo e do Meio Ambiente: Vamos Cuidar do Brasil com as Escolas, que foi lanÃado em 2004, visando estimular a realizaÃÃo de experiÃncias que promovam um salto qualitativo na formaÃÃo de princÃpios direcionados à preservaÃÃo do meio ambiente. Referido programa se propÃs a construir um processo permanente de EducaÃÃo Ambiental na escola atravÃs de vÃrias aÃÃes com destaque para a realizaÃÃo das ConferÃncias Infanto Juvenis pelo Meio Ambiente. A III ConferÃncia à o principal alvo dessa pesquisa, focada na atuaÃÃo dos delegados que representaram o Cearà nas fases Estadual, Nacional e Internacional. O foco foi investigar como estes jovens percorreram os caminhos da EducaÃÃo Ambiental, buscando uma trajetÃria de representatividade junto a sua escola/comunidade. A observaÃÃo do engajamento desses jovens em projetos e aÃÃes de EducaÃÃo Ambiental mostrou o quanto o programa em anÃlise contribuiu para a sua caminhada. Quanto à metodologia, trabalhou-se com a abordagem qualitativa, tendo em vista que esta busca relacionar os acontecimentos aos processos humanos numa relaÃÃo de interaÃÃo entre as partes. Foram usadas diferentes estratÃgias, como o questionÃrio, a entrevista em profundidade, o grupo focal e a observaÃÃo livre, utilizando como instrumento o diÃrio de campo. As informaÃÃes foram analisadas a partir do mÃtodo do Discurso do Sujeito Coletivo, na tentativa de se perceber a representatividade desses jovens junto a sua escola/comunidade. Os resultados apontam mudanÃas de atitude por parte dos jovens no seu cotidiano, na convivÃncia com as outras pessoas e com o meio ambiente, mudanÃas estas, influenciadas pela sua participaÃÃo no programa. / In this study we evaluated the effects of a programme launched in 2004 by the Brazilian Ministry of Education and the Ministry of the Environment entitled âVamos Cuidar do Brasil com as Escolasâ. The purpose of this Programme is to encourage educational experiences that will help prepare for a qualitative leap in the creation of principles directed at preserving the environment. The programme proposes to construct a permanent environmental education process in public schools through a range of actions, with emphasis on the organization of Conferences on Environmental Education for Children and Youths. The third edition of this conference, held in Cearà in 2008, along with the delegates representing Cearà during the regional, national and international stages, is the main object of the study. We investigated how the students have assimilated skills and experiences in environmental education and increased their representativeness in their respective schools and communities. Their observed involvement in environmental education activities reflected the importance of the Programme to their learning process. Our approach was qualitative in order to relate events to human processes, highlighting potential interactions. With the help of questionnaires, in-depth interviews, focus group discussions and free observations, information was collected and entered in a field diary. The results were analyzed using collective subject discourse in order to evaluate the representativeness of the children and adolescents in their respective schools and communities. Our study revealed changes in the studentsʼ attitudes towards their daily routine and their interaction with others and the environment as a result of their participation in the Programme.

Esta pesquisa tem por objetivo geral analisar o uso da tecnologia digital para facilitar a integração creche-família. Foi desenvolvida de acordo com os pressupostos da abordagem qualitativa de pesquisa (FLICK, 2004; SEVERINO, 2007; LÜDKE e ANDRÉ, 1986) e, mais especificamente, como estudo de caso (YIN, 2005) a partir dos dados empíricos obtidos na creche municipal de São Bernardo do Campo/SP, onde a pesquisadora exerce o cargo de diretora escolar. As pesquisas teóricas sobre a Educação de crianças de 0 a 3 anos e sobre os usos da tecnologia digital nos contextos escolares buscaram situar os conceitos centrais que envolviam a proposta. A pesquisa empírica foi realizada por meio de questionário enviado a todas as famílias das crianças atendidas na creche e por entrevistas semi-estruturadas realizadas com mães/pais e professoras. Pela análise dos dados levantados, constatou-se que a maioria das famílias das crianças matriculadas na creche pesquisada tem acesso à internet, principalmente via telefone celular, e a utiliza diária ou semanalmente. Outra constatação foi de que são poucas as famílias que acessam o Blog da instituição para acompanhar o trabalho desenvolvido com seus filhos. Por outro lado, a maior parte das famílias, que respondeu ao questionário, afirmou que utilizaria ferramentas de comunicação via internet para se comunicar com a creche e sugeriu o aplicativo WhatsApp para potencializar a integração creche-família. Em termos de resultados, a pesquisa identifica que as famílias e professoras da creche estão imersas na cultura digital, fazem uso de dispositivos móveis e desejam usar esses dispositivos para interações frequentes com a creche a fim de, no caso das famílias, acompanhar virtualmente o desenvolvimento de seus filhos. Neste sentido, considera-se que a tecnologia digital pode facilitar e potencializar a comunicação e a integração entre creche e família e que as iniciativas de propostas para essa maior integração devem partir da equipe da creche. / This researchs general goal is to analyze the use of digital technology to facilitate day care/family integration. It has been developed in consonance with the theoretical assumptions of the Qualitative Research approach (FLICK, 2004; SEVERINO, 2007; LÜDKE and ANDRÉ, 1986) and, more specifically, with the assumptions of the Case Study approach (YIN, 2005) applied on the empirical data obtained from the municipal day-care center of São Bernardo do Campo/SP, where this researcher holds the position of headteacher. Our theoretical researches about the Education of children under 3 years old and the uses of digital technology in school context aim to shed light on the main concepts that involve our general goal. The empirical research is based on a survey form sent to the families of all the children that attend the mentioned day-care center and on semistructured interviews with their parents and teachers. Through the analysis of the collected data, it has been possible to realize that the majority of those families have access to the internet, mainly through smartphones, and use it on a daily or weekly basis. Another realization the empirical analysis made possible was that few are the families that access the institutional Blog to keep up with the work developed with their children. On the other hand, the majority of the families who answered the survey said they would use internetbased communication tools to be in touch with the day-care center, and suggested that WhatsApp could improve the day care/family integration. In terms of results, this research shows that the families and daycare teachers are immersed in digital culture, make regular use of mobile devices and that the family wish to employ them on everyday interaction with the day-care center in order to keep up with their childrens development. Therefore, we consider that digital technology can facilitate and improve communication and integration between day-care center and families, and such initiatives should come from the daycare staff.

The Individuals with Disabilities Education Act (IDEA) guarantees certain rights and protections to students with disabilities enrolled in public schools, and to their families. Even though virtual schools are one of the fastest growing trends in public k-12 education, there is evidence that these schools may not be fully implementing IDEA for enrolled students with disabilities. There has been some concern regarding the appropriateness of virtual education for student with disabilities, as well as some concern for the spectrum of services being offered in virtual schools. This case study examined the implementation of special education supports and services in one public virtual k-12 school in the United States. Interviews, document review, and participant observations were used to collect data. Findings indicated that components of IDEA were not being universally implemented for students with disabilities. Limited programming options, large special education caseloads, and an over-dependence on parents and other non-teacher adults limits students’ access to Free and Appropriate Public Education, Least Restrictive Environment, and Individualized Education Plans. Issues were also identified in the provision of Appropriate Evaluation, Parent Participation, and Procedural Safeguards. Regardless of documented challenges, benefits to virtual education were noted. Parent, faculty and staff participants reported being happier with virtual school than brick-and-mortar. Faculty enjoys easy access to a multitude of academic data. Relationships and communication among community members was reported to be stronger than what was previously experienced in brick-and-mortar schools. Faculty, staff and parent participants discussed students’ emotional and physical safety as a benefit of virtual education.

Source: Dissertation Abstracts International, Volume: 70-03, Section: B, page: 1619. Advisers: Steven H. Kelder; Ross Shegog. Includes bibliographical references.

This research study explores the ways in which children from diverse family backgrounds can construct or reconstruct their God representations. These were probed by using 'object relations theory' and 'matemal deprivation theory' as means of further gaining insight into children's initial formulations of interpersonal and emotional relationships and how these were translated into the way they imagined God to be for themselves, given their age-group. Parallels were drawn between the interface of psychology and theology by using theories on faith development. There is a clear acknowledgment that there are certain steps of development that individuals go through in their growth at both psychological and spiritual levels. This confirms that there is a need for these two disciplines to draw from each other as means of creating conducive climate to allow for an integrated approach towards formulations of spiritual development among children. Through the use of questionnaires the children were given the opportunity to explore images of God and to also express these in the form of a drawing. The content analysis of this study demonstrated that there were no distinct differences on how children perceived God between abandoned children being raised in an institutional setting and those children being raised by biological parents. This finding highlighted the fact that there are other factors that impact children's spiritual development. These include care, nurture and emotional security. This study contributes to future research on developing new theologies by children, thus enabling them to play a central role in formulating contextual and relevant curriculums on religious education. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

Thesis (M.Div. with Concentration : Christian education)--Emmanuel School of Religion, 2005. / Vita. Includes bibliographical references (leaves 126-130).