abstract: Employing Queer Intersectionality, this study explored how undocuqueer activists made sense of, interacted and worked within the intersection of their LGBTQ and undocumented experience. Participants ascribed three overarching self-meanings: Vulnerability, Complexity, and Resilience. These self-meanings describe the ways participants perceived the interplay of their gender, sexuality and immigration status within the current sociopolitical context of the U.S. Recognizing their vulnerability within a state of illegibility, participants described a sense of exclusion within spaces of belonging, and wariness managing relationships with others; opting for more complex self-definitions, they resisted simplistic conceptions of identity that rendered their social locations invisible (e.g., homonormativity, heteronormativity, DREAMer); and describing themselves as resilient, they described surviving societal as well as familial rejection even when surviving seemed impossible to do so. Interacting and working within the intersection of gender, sexuality and immigration status, participants described identity negotiation and coming out as a form of resistance to institutionalized oppression, and resilience amidst simultaneous anti-immigrant, xenophobic and heterosexist power structures. Participants learned to live in multiple worlds at the same time, and embrace the multiplicity of their undocuqueer identity while seeking to bridge their communities through stories, activism and peer education. This study has implications for further understanding the way that queer politics and identity interact/ relate with various axes of inequality. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2015

abstract: Assessment practices in U.S. schools have become a greatly debated topic since the passage of the No Child Left Behind Act of 2002. In response to these new guidelines, schools and teachers have made adjustments in the ways they implement assessment practice and utilize assessment data -- ultimately impacting the lives of students and their educational outcomes. Using elements of Bourdieu's Theory of Practice as a lens to consider both context and implications of assessment practices within this new legislative era, a case study is focused on the lives of teachers and students within a single U.S. middle school. This study synthesizes secondary data in the form of standardized test scores, teacher grades in math and reading, a student grit survey, along with student narratives and teacher observations to reveal the ways in which assessment practice structures the classroom field. Findings reveal the conflicting ways in which teachers and students navigate a system framed by bureaucratic legitimacy. For teachers, issues of assessment rules and time constraints lead to frustrations and bureaucratic slippage. Conversely, students implement strategies to resist and manage the routine assessment practices of teachers. / Dissertation/Thesis / Doctoral Dissertation Justice Studies 2015

abstract: According to my 2016 survey of ASU undergraduate students, 33% have used stimulant medications (e.g. Adderall or Ritalin) without a prescription to study. I view this practice as a step towards cognitive enhancement, which is the deliberate application of biotechnology to radically alter the human condition. From a foresight perspective, the ability to actively improve human beings, to take our evolutionary destiny into our own hands, may be a turning point on par with agriculture or the use of fossil fuels. The existential risks, however, may be greater than the benefits—and many of the most radical technologies have made little documented progress. I turn to an actual example where people are trying to make themselves marginally better at academic tasks, as a guide to how future transformative development in human enhancement may be incorporated into everyday practice. This project examines the history and context that led to the widespread use of stimulant medication on college campuses. I describe how Attention Deficit Hyperactivity Disorder (ADHD), for which stimulant medication is prescribed and diverted, governs students, negotiates relationships between parents and school authorities, and manages anxieties resulting from a competitive neoliberal educational system. I extend this archeology of ADHD through the actions and ethical beliefs of college students, and the bioethical arguments for and against human enhancement. Through this work, I open a new space for an expanded role for universities as institutions capable of creating experimental communities supporting ethical cognitive enhancement. / Dissertation/Thesis / Doctoral Dissertation Science and Technology Policy 2016

abstract: The 21st century will be the site of numerous changes in education systems in response to a rapidly evolving technological environment where existing skill sets and career structures may cease to exist or, at the very least, change dramatically. Likewise, the nature of work will also change to become more automated and more technologically intensive across all sectors, from food service to scientific research. Simply having technical expertise or the ability to process and retain facts will in no way guarantee success in higher education or a satisfying career. Instead, the future will value those educated in a way that encourages collaboration with technology, critical thinking, creativity, clear communication skills, and strong lifelong learning strategies. These changes pose a challenge for higher education’s promise of employability and success post-graduation. Addressing how to prepare students for a technologically uncertain future is challenging. One possible model for education to prepare students for the future of work can be found within the Maker Movement. However, it is not fully understood what parts of this movement are most meaningful to implement in education more broadly, and higher education in particular. Through the qualitative analysis of nearly 160 interviews of adult makers, young makers and young makers’ parents, this dissertation unpacks how makers are learning, what they are learning, and how these qualities are applicable to education goals and the future of work in the 21st century. This research demonstrates that makers are learning valuable skills to prepare them for the future of work in the 21st century. Makers are learning communication skills, technical skills in fabrication and design, and developing lifelong learning strategies that will help prepare them for life in an increasingly technologically integrated future. This work discusses what aspects of the Maker Movement are most important for integration into higher education. / Dissertation/Thesis / Doctoral Dissertation Human and Social Dimensions of Science and Technology 2017

abstract: Teacher mobility is a policy issue that affects students and school across the country. Despite a long-standing body of research related to teacher mobility, relatively little is known about how teacher-school pairings affect teachers’ decisions to stay at or leave their schools. Therefore, this study tested a model of teacher-school fit with a focus on the value that teachers and principals place on standardized test scores. Survey responses were collected from 382 K-8th grade public school teachers from 22 schools in two school districts. The results show that teachers who placed higher values on standardized test scores reported slightly higher levels of teacher-school fit and were slightly less likely to leave their schools within five years. Additionally, teachers’ self-assessed teacher-school fit showed a strong, positive relationship with teacher retention. These findings suggest that a better understanding of the factors that affect teachers’ sense of teacher-school fit may help reduce teacher mobility. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2017

abstract: This study describes how the concept of “community” is framed in traditional public and charter high school guiding statements and interviews with school leaders. Guiding statements from public high schools in Arizona were analyzed and interviews were conducted with principals from traditional public schools and charter school principals. The findings suggested similarities between traditional public high schools and charter high schools in their framing of the concept of community, suggesting that schools are loosely coupled to state and federal education departments in particular, and to varying degrees at the district level: The guiding statements and high school leaders generally distinguished between the “school as community” frame inside the school and the “the local community” frame focused on the community outside of the school. Both traditional public high schools and charter schools emphasized the importance of both frames and their connections with “the local community.” Differences between traditional public schools and charter schools were observed, as schools appeared to attempt to legitimize themselves in different ways to the communities they are located in. Despite open enrollment policies leading to inter-district enrollment, traditional public schools have a mandate to primarily serve students from a specific area and were framed in the guiding statements and by school leaders as being part of and serving a geographically defined community that they have close ties to, the “school as a member of community” frame. Charter schools, on the other hand, focused on creating and serving a specific educational community characterized by shared interests, ideals, and expectations (‘school as community”) and contributing to the community that the school is located in (“school as a contributor to community”). / Dissertation/Thesis / Doctoral Dissertation Educational Policy and Evaluation 2018

Submitted by Aelson Maciera (aelsoncm@terra.com.br) on 2017-05-08T19:37:03Z No. of bitstreams: 1 DissCMD.pdf: 2703424 bytes, checksum: 15061d14284e13d481593c6f3019c153 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-05-10T19:44:54Z (GMT) No. of bitstreams: 1 DissCMD.pdf: 2703424 bytes, checksum: 15061d14284e13d481593c6f3019c153 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-05-10T19:45:05Z (GMT) No. of bitstreams: 1 DissCMD.pdf: 2703424 bytes, checksum: 15061d14284e13d481593c6f3019c153 (MD5) / Made available in DSpace on 2017-05-10T19:51:22Z (GMT). No. of bitstreams: 1 DissCMD.pdf: 2703424 bytes, checksum: 15061d14284e13d481593c6f3019c153 (MD5) Previous issue date: 2016-05-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / This dissertation is as study on the Ensino Médio Inovador Program (ProEMI), created by the Federal government by ordinance n.º 971, from October 9, 2009. The aim is to debate if this educational policy strengths the early professional development of young students who attend the regular public high schools. Work here is understood as an educational principle, and this study try to investigate the ProEMI in face of the historical and social necessity involved in currently high school education and in the whole youth formation nowadays. The first part focus on the Marxist theoretical and methodological references regarding to the fields of work and education, specially the contribution of the Italian communist Antonio Gramscie. The second part presents a bibliographic review of the history of the high school in Brazil. The objective is to understand how education was structured, its identity and how high school education posited itself in face of the social conflicts and the demands for education and training in the productive world. The second chapter also analyzes the legislation related to the ProEMI, mainly focusing on the first decade of the 21st Century. At the end of this study, the last and final chapter presents a field research at Sorocaba School Board (SP). Three public schools were selected by the grades obtained in the IDESP (Educational Development Index of the State of São Paulo). The research techniques employed were questionnaire and interviews with the school management body and students in the 12th-grade where ProEMI takes place. This study intend to contribute to the unveiling of the public policies for high schools, relating to the necessities involved in this stage of youth training and formation, based on principles of Brazilian theorists in Education, who keep alive the spark of a school for all and of high-quality. / A presente dissertação consiste em um estudo sobre o Programa Ensino Médio Inovador (ProEMI), instituído pelo governo federal por meio da Portaria nº 971, de 09 de outubro de 2009, problematizando se esta política educacional influencia no fortalecimento da profissionalização precoce dos jovens que frequentam o ensino médio público regular. Sob a ótica que considera o trabalho enquanto um princípio educativo, buscou-se investigar o ProEMI diante das necessidades históricas e sociais que envolvem o ensino médio e a formação plena da juventude nos dias de hoje. Na primeira parte da pesquisa, foi realizado um estudo sobre os referenciais teórico-metodológicos concernentes à área do trabalho e da educação, fundamentando as reflexões sobre o campo educativo na perspectiva do marxismo, e em especial, nas contribuições do comunista italiano Antonio Gramsci. Na segunda parte, foi elaborada uma revisão bibliográfica sobre a história do ensino médio no Brasil, de forma a compreender como ele se estruturou ao longo desse processo, qual a sua identidade e como ele se estabeleceu diante dos conflitos e demandas sociais por educação e formação para o mundo produtivo. Ainda no segundo capítulo, buscou-se analisar e debater a legislação relacionada ao ProEMI, concentrada, sobretudo, na primeira década do século XXI. Ao fim desse processo, tem-se no terceiro e último capítulo, a realização da pesquisa de campo na Diretoria de Ensino da cidade de Sorocaba, interior do Estado de São Paulo. Foram selecionadas três escolas públicas, por meio das notas produzidas pelo IDESP (Índice de Desenvolvimento da Educação do Estado de São Paulo), e realizadas técnicas de pesquisa como: aplicação de questionários e realização de entrevistas ao corpo gestor das escolas públicas adeptas ao ProEMI, e realização de entrevistas com estudantes do terceiro ano do ensino médio das unidades selecionadas. Por meio deste trabalho, pretende-se contribuir no desvelamento das políticas educacionais direcionadas ao ensino médio na atualidade, dialogando com as necessidades que envolvem essa etapa do processo de escolarização e de formação da juventude, baseando-nos para a análise, nos princípios e fundamentos educacionais elaborados pelos teóricos da educação no Brasil que, com excelência e primazia, mantém viva essa centelha por uma escola e um ensino universais e de qualidade.

Made available in DSpace on 2015-05-07T15:09:58Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2071363 bytes, checksum: 8dafdb2a10c4fa2a49298b57e6d7e138 (MD5) Previous issue date: 2010-12-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The multiplication strategy within the range of inclusion public policies from the Education Ministry - MEC, object of the present study, has been widely used in Brazil as a way of reaching all boroughs in this country of continental dimensions. According to the international guidelines, through different programs, the Education Ministry has adopted this strategy, in order to organize the multipliers formation, from boroughs that are situated in the five regions of the country. The research field of this study is specifically the Program Inclusive Education: the right to diversity - PEI: DD, established in Brazil by The Special Education Secretary Seesp-since 2003. Although this strategy has been current practice in the political actions of the federal government, the studies that hold the genesis, monitoring and knowledge of the multiplication process results in Brazil are still unknown. This investigation, conducted in the field of Cultural Studies and Inclusive Education, adopted the methodology Case Study and Grounded Theory for the theoretical construction based on data collected in the research field. Five boroughs, chosen as pole, were investigated : Salvador, Feira de Santana, Juazeiro, Vitoria da Conquista and Barreiras, from 2003 to 2008. The work was grounded on the qualitative research through the case study methodology. A total of 15 municipal representatives, one representative from the state and five, from the federal level participated in the research. The focus was a wide variety of evidences, as research techniques, besides the semi-structured interview, a survey of official documents and the change timeline were used by the participants who judged that there had been significant changes in their practice that could be associated to the Program, Media and the Research Diary- PDS, in which sensations and information were recorded under the researcher view in her research itinerary. The data were analyzed through similarities, contrasts and barriers among the boroughs that are field of the research. Considering the territorial dimension of our country, the findings indicate that there are similarities in the actions realized by the PEI boroughs: DD and the innumerable barriers inherent to the own administrative policy from the federal government that ties the multiplication agents. It also illuminates the urgency of the implementation of evaluative and comparative studies from the results of the multiplication strategy application to the public policies of inclusion, aiming to analyze its effectiveness at the national level and reset it to the local and regional reality, in addition to helping ensure the optimization of investment in improving the quality of education for all, including those with disabilities. The study also is expected to contribute to the advancement of the debate and knowledge on the area of public policies and, more specifically, the strategies of dissemination of inclusion educational policies in Brazil. / A estratégia de multiplicação no âmbito de políticas públicas de inclusão do Ministério da Educação MEC, objeto do presente estudo, vem sendo amplamente utilizada no Brasil como forma de alcançar todos os municípios de um país de dimensão continental. Em consonância com diretrizes internacionais, por meio de diferentes programas, o MEC adota essa estratégia, a partir da qual organiza a formação de multiplicadores de municípios localizados nas cinco regiões do país. O presente estudo tem como campo de pesquisa especificamente o Programa Educação Inclusiva: direito à diversidade PEI: DD, implantado no Brasil desde o ano de 2003 pela Secretaria de Educação Especial Seesp. Muito embora tal estratégia constitua prática corrente nas ações políticas do governo federal, ainda são desconhecidos os estudos que se detenham à gênese, acompanhamento e conhecimento dos resultados do processo de multiplicação no Brasil. Esta investigação, realizada no campo dos Estudos Culturais e Educação Inclusiva, adotou a metodologia Estudo de Caso e a Teoria Fundamentada para a construção teórica a partir dos dados colhidos no campo de pesquisa. Foram investigados cinco municípios-polo, a saber: Salvador, Feira de Santana, Juazeiro, Vitória da Conquista e Barreiras, no período de 2003-2008. O trabalho alicerçou-se na pesquisa qualitativa através da metodologia de estudo de caso. Participaram da pesquisa um total de 15 representantes da esfera municipal, um representante da esfera estadual e cinco representantes da esfera federal. Primando pela ampla variedade de evidências, como técnicas de pesquisa, além da entrevista semiestruturada, foram utilizados levantamento de documentos oficiais, a linha de tempo da mudança preenchida apenas pelos participantes que julgaram ter havido mudanças significativas em sua prática que pudessem estar associadas ao Programa, meios de comunicação e o Diário de Pesquisa DPq, no qual foram registradas sensações e informações colhidas sob o olhar da pesquisadora em seu itinerário de pesquisa. Os dados foram analisados através de semelhanças, contrastes e barreiras entre os municípios campo da pesquisa. Dada a dimensão territorial do país, os achados indicam que há similaridades nas ações realizadas pelos municípios do PEI: DD e inúmeras barreiras, inclusive, inerentes à própria política administrativa do governo federal, que engessam os agentes de multiplicação. Também ilumina a urgência da implementação de estudos avaliativos e comparativos dos resultados da aplicação da estratégia de multiplicação de políticas públicas de inclusão visando a analisar sua efetividade no âmbito nacional e reajustá-lo à realidade local e regional, além de contribuir para assegurar a otimização do investimento na melhoria da qualidade da educação para todos, incluindo aqueles com deficiência. Com o estudo, espera-se contribuir para o avanço do debate e conhecimento na área de políticas públicas e, mais especificamente, das estratégias de disseminação de políticas educacionais de inclusão no Brasil.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente trabalho buscou entender o funcionamento do Sistema Nacional de Avaliação da Educação Básica e os vínculos com uma proposta de currículo nacional, no caso expresso pela construção de Matrizes Curriculares de Referência. Além da análise dos documentos que subsidiam a política de avaliação, captaram-se, nos depoimentos dos profissionais que vivenciaram o SAEB em diferentes funções, a forma como a Secretaria Municipal de Educação do Rio de Janeiro e as escolas da rede relacionam-se com as propostas centrais. Procurou-se, assim, verificar as inter-relações entre os contextos de influência, produção de texto de política e prática, como proposto por Ball. Nesse processo, percebeu-se as influências e os efeitos da política educacional na reconfiguração do campo da prática. / The present study has sought to understand the functioning of the National System of Evaluation of Primary Education (SAEB), and its links to a National Curriculum proposal, as expressed within the process of construction of the Reference Curricular Guidelines. Apart from analysing the documents that give support to the evaluation policies, the study has focused on the discourses of professionals that participated in several functions in the SAEB, pinpointing ways by which the Municipal Secretary of Education of Rio de Janeiro and the schools within its net relate with central government proposals. The study therefore highlights the relationships among contexts of influence that work in the text production of policies and those responsible for their implementation, as suggested by Ball. The data evidence influences and effects of educational policies in the reshaping of educational practices.

O presente trabalho tem como foco a questão da permanência dos alunos adultos do ensino noturno. Este estudo busca analisar as razões da permanência escolar entre os adultos, por meio do estudo de suas narrativas quanto às trajetórias de vida, expectativas escolares, razões de seu retorno à escola e os sonhos que acalentam sobre o universo escolar. É uma pesquisa, portanto, que se realiza com uma perspectiva qualitativa. Os alunos pesquisados participam da Escola Municipal Nísia Vilela Fernandes, escola da rede pública de Duque de Caxias, município da Baixada Fluminense, no Rio de Janeiro. A escola pesquisada oferece o ensino fundamental em 4 turnos (7h as 11h; 11h as 15h; 15h as 19h; 19h as 22h) onde a organização das anos iniciais e do ensino noturno é em ciclos. Os adultos, por conta da política educacional local, foram incluídos no ensino regular noturno como uma das estratégias de inclusão no financiamento do FUNDEF (atualmente estratégia desnecessária com a criação do FUNDEB). Por que os alunos pesquisados permanecem na escola? Quais os significados da escola para estes alunos em suas Histórias de Vida? Quais relações mantiveram com a escola enquanto crianças e jovens? Quais expectativas mantêm em relação ao processo de escolarização? Como rompem com os desafios familiares e profissionais para estarem na escola? Estas questões são trabalhadas com auxílio de conceitos como pobreza (SANTOS, Milton, 2008; SANTOS, Boaventura de Souza, 1995, 2007; TELLES, 2008), religiosidade (TEIXEIRA, 2006; MENEZES, 2006; NOVAES, 2006; LAHIRE, 2006/08; BOURDIEU, 1997/8/9, 2001;) e processo de socialização escolar (LAHIRE, 2006/08; DUBET, 2004/08; BOURDIEU 1997/8/9, 2001; FREIRE, 1979, 1981/8, 1991/3/4 e 2000)