Esta tese retoma a problemática do acesso e da permanência na escola a partir da perspectiva da Educação de Jovens e Adultos (EJA) – modalidade que se coloca como uma alternativa para aqueles jovens e adultos que não obtiveram sucesso no desenvolvimento do percurso escolar na escola regular, seja por reprovações, seja pela evasão escolar. Em decorrência da identificação da presença significativa de jovens na Educação de Jovens e Adultos, o recorte do público foi composto pelos jovens, visando assim ao entendimento do processo de juvenilização da EJA. O estudo teve como objetivo central compreender como as redes sociais operam sobre a trajetória de vida dos jovens, influenciando a continuidade dos estudos na modalidade de Educação de Jovens e Adultos. A pesquisa desenvolveu-se em duas etapas. A primeira delas tratou da realização de um perfil dos estudantes da EJA/Ensino Médio em Porto Alegre, o qual apontou para a existência de uma maioria jovem nessa modalidade de ensino. A segunda etapa da coleta de dados consistiu na realização de entrevistas que retomaram as trajetórias de vida dos jovens estudantes da EJA, visando à identificação das redes de relações sociais que podem influenciar a continuidade ou a retomada dos estudos. Afirma-se, com base nos dados analisados, que as redes de relações sociais influenciam o processo de escolarização dos jovens de maneira a fazer com que retomem os estudos ou permaneçam na escola. A partir da análise realizada, foram identificados tipos de vínculos distintos que atuam sobre as trajetórias de vida, orientando a escolarização. Esses laços permitem novas formas de socialização por meio das redes de relações sociais. Foram identificados quatro tipos de redes, a saber: redes orientadas por projetos (desejo), redes familiares, redes orientadas por laços de amizade e redes institucionais. Os vínculos construídos podem ser de natureza forte, com influência forte ou fraca, ou de natureza fraca, com influência forte ou fraca, gerando formas de socialização que podem influenciar a continuidade dos estudos na EJA. / This thesis readdresses the problems involved in school access and retention rates from the perspective of Youth and Adult Education Programs in Brazil (EJA, acronym in Brazilian Portuguese). EJA is an alternative to young and adult students who did not achieve success in their development during regular school, whether due to failure or to evasion. Considering the significant presence of the youth in Youth and Adult Education Programs, the sample of research subjects is composed of young people, in order to provide some understanding of EJA’s juvenilization process. The main goal of this study was to understand how social networks work on the life stories of young people in terms of influencing the continuity of studies in EJA. The research was conducted in two phases. The first stage involved describing the profile of EJA/High School students in Porto Alegre, south of Brazil. The results point to the existence of a majority of young people among the students of this education form. The second stage of data collection consisted of interviews to retrieve the life stories of young EJA students so as to identify the social network relationships that may influence the continuity or the resumption of their studies. Based on the analyzed data, it is possible to claim that social relationship networks do influence the schooling process of the youth in a way to cause them to resume or continue their studies. The analysis identified distinct types of bonds that act on the subjects’ life stories as to orient them to schooling. Those ties allow new forms of socialization through the social network relationship. Four types of networks were identified: project-oriented (project-desire), friendship-oriented, family and institutional networks. The ties can be constituted of strong nature, with strong or weak influence, or weak nature, with strong or weak influence, generating forms of socialization that influence the continuity of young people’s studies in EJA.

Made available in DSpace on 2016-08-03T16:15:57Z (GMT). No. of bitstreams: 1 Ana Maria Ialago.pdf: 920628 bytes, checksum: 77b04efd2336899017357d4c51d1d74d (MD5) Previous issue date: 2007-12-12 / This research aimed at investigating the social representations of a group of English teachers from a language school about their professional identity, their learning processes for education and their pedagogical knowledge. The theoretical foundations for this study were the concepts of social representations (Serge Moscovici and Denise Jodelet) and of dialogicality (Mikhail Bakhtin and Ivana Marková). It presented considerations on historical, social and economic factors which brought about the current representations that the study subjects have about the English language as well as about its teaching and learning processes. The data were collected through two questionnaires and analyzed using the lexical software ALCESTE. The results revealed that the participants view the fluency in the language as central to their identity as professionals and that daily practice is considered more important than academic experience. A lack of reflection upon social issues related to their pedagogical practices was also observed. The intended contribution of this study was a deeper understanding of English teachers representations about the language itself and its teaching processes, as well as about their roles as professionals, so as to provide some reflections on the current politics and practices of initial and continuing education programs for foreign language teachers.(AU) / Esta pesquisa teve como objetivo investigar as representações sociais de um grupo de professores de inglês em curso livre a respeito de sua identidade profissional, seus processos formativos e seus saberes docentes. A fundamentação teórica do estudo baseou-se nos conceitos de representação social (Serge Moscovici e Denise Jodelet) e de dialogicidade (Mikhail Bakhtin e Ivana Marková). Foram realizadas considerações a respeito de fatores históricos, sociais e econômicos que originaram as atuais representações que os sujeitos do estudo têm a respeito do idioma bem como dos processos de ensino e aprendizagem do mesmo. Os dados foram coletados através de dois questionários e analisados com os recursos de um software para análise lexical, o ALCESTE. Os resultados revelaram que os participantes consideram a fluência no idioma como central para sua identidade profissional e a experiência em sala de aula como mais importante do que a vivência acadêmica. A falta de reflexão acerca de aspectos sociais relacionados à sua prática pedagógica também foi observada. A contribuição pretendida por este estudo foi uma melhor compreensão das representações de professores de inglês a respeito do idioma e dos processos de ensino e aprendizagem do mesmo, bem como de seu papel profissional, de forma a oferecer algumas reflexões sobre as políticas e práticas atuais relacionadas à formação inicial e continuada de professores de língua estrangeira.(AU)

This study was an investigation of teaching strategies and student outcomes of the drug education program in five pilot schools in Oklahoma as these programs relate to the "ideal" program recommended by drug education experts. This study had a twofold purpose. The first was to determine the differences of the perceptions of students, teachers and administrator toward the drug education program in their own school. The second was to compare this perceived "actual" program with the "ideal" program as described by selected drug education experts. The study centers on five exploratory questions. With the completion of the five exploratory questions, it was concluded that the factors that are descriptive of the "ideal" and "actual" drug education programs can be identified from opinions of persons who have an interest in or responsibility for effective information concerning the drug scene.

Esta tese retoma a problemática do acesso e da permanência na escola a partir da perspectiva da Educação de Jovens e Adultos (EJA) – modalidade que se coloca como uma alternativa para aqueles jovens e adultos que não obtiveram sucesso no desenvolvimento do percurso escolar na escola regular, seja por reprovações, seja pela evasão escolar. Em decorrência da identificação da presença significativa de jovens na Educação de Jovens e Adultos, o recorte do público foi composto pelos jovens, visando assim ao entendimento do processo de juvenilização da EJA. O estudo teve como objetivo central compreender como as redes sociais operam sobre a trajetória de vida dos jovens, influenciando a continuidade dos estudos na modalidade de Educação de Jovens e Adultos. A pesquisa desenvolveu-se em duas etapas. A primeira delas tratou da realização de um perfil dos estudantes da EJA/Ensino Médio em Porto Alegre, o qual apontou para a existência de uma maioria jovem nessa modalidade de ensino. A segunda etapa da coleta de dados consistiu na realização de entrevistas que retomaram as trajetórias de vida dos jovens estudantes da EJA, visando à identificação das redes de relações sociais que podem influenciar a continuidade ou a retomada dos estudos. Afirma-se, com base nos dados analisados, que as redes de relações sociais influenciam o processo de escolarização dos jovens de maneira a fazer com que retomem os estudos ou permaneçam na escola. A partir da análise realizada, foram identificados tipos de vínculos distintos que atuam sobre as trajetórias de vida, orientando a escolarização. Esses laços permitem novas formas de socialização por meio das redes de relações sociais. Foram identificados quatro tipos de redes, a saber: redes orientadas por projetos (desejo), redes familiares, redes orientadas por laços de amizade e redes institucionais. Os vínculos construídos podem ser de natureza forte, com influência forte ou fraca, ou de natureza fraca, com influência forte ou fraca, gerando formas de socialização que podem influenciar a continuidade dos estudos na EJA. / This thesis readdresses the problems involved in school access and retention rates from the perspective of Youth and Adult Education Programs in Brazil (EJA, acronym in Brazilian Portuguese). EJA is an alternative to young and adult students who did not achieve success in their development during regular school, whether due to failure or to evasion. Considering the significant presence of the youth in Youth and Adult Education Programs, the sample of research subjects is composed of young people, in order to provide some understanding of EJA’s juvenilization process. The main goal of this study was to understand how social networks work on the life stories of young people in terms of influencing the continuity of studies in EJA. The research was conducted in two phases. The first stage involved describing the profile of EJA/High School students in Porto Alegre, south of Brazil. The results point to the existence of a majority of young people among the students of this education form. The second stage of data collection consisted of interviews to retrieve the life stories of young EJA students so as to identify the social network relationships that may influence the continuity or the resumption of their studies. Based on the analyzed data, it is possible to claim that social relationship networks do influence the schooling process of the youth in a way to cause them to resume or continue their studies. The analysis identified distinct types of bonds that act on the subjects’ life stories as to orient them to schooling. Those ties allow new forms of socialization through the social network relationship. Four types of networks were identified: project-oriented (project-desire), friendship-oriented, family and institutional networks. The ties can be constituted of strong nature, with strong or weak influence, or weak nature, with strong or weak influence, generating forms of socialization that influence the continuity of young people’s studies in EJA.

A presente tese trata-se de um estudo de caso, no qual valemo-nos de pesquisas bibliográfica, documental e de campo. Tendo como objeto de estudo as disciplinas filosóficas do Curso de Licenciatura em Geografia do Instituto Federal de Educação, Ciência e Tecnologia de São Paulo - campus São Paulo (IFSP-SP), objetivamos analisar o papel exercido por estas disciplinas no interior desta Licenciatura para avaliar em que medida elas contribuem no processo formativo de seus estudantes. Para exame dos dados colhidos no IFSP-SP, utilizamos a abordagem qualitativa e a análise de conteúdo dos questionários aplicados junto a um grupo de professores e estudantes deste Curso. Acreditamos que as disciplinas filosóficas propiciam o desenvolvimento não somente de uma cultura geral, que serve de base para a formação específica do professor de Geografia, mas também uma visão totalizante e o rigor metodológico necessário à compreensão do mundo, do papel do professor de Geografia na Educação Básica e o sentido formativo da Educação, a qual deve promover a humanização, a autonomia e a emancipação, recuperando, portanto, a concepção de uma educação política. Embora tenhamos visto que o Projeto de Curso de Licenciatura em Geografia, a matriz curricular e as disciplinas filosóficas contemplam o que é esperado para uma formação docente de qualidade, verificamos que há um comprometimento da finalidade do Curso em função da grande distância entre o Projeto Pedagógico e o Curso em exercício, o que obstaculariza as contribuições das disciplinas filosóficas, impedindo-as de exercer seu papel no processo formativo dos estudantes. / This thesis is a case study, using bibliographic, documentary and field research, which focuses on the philosophical disciplines in the Geography education program at Instituto Federal de Educação, Ciência e Tecnologia de São Paulo - São Paulo campus (IFSP-SP) and aims to analyze the role played by these disciplines within the teacher licensing program in order to assess the extent to which they contribute to the formation of the students. For examination of the data collected at IFSP-SP, we used a qualitative approach and content analysis of questionnaires completed by a group of professors and students in the Geography education course. We believe that the philosophical disciplines favor the development, not only of a general culture that underlies the specific formation of geography teachers, but also of an overall vision and the methodological rigor necessary for an understanding of the world, the role of the geography teacher in primary and secondary education and the formative role of education, which should promote humanization, autonomy and emancipation, thus recovering the concept of a political education. Although in the plan of for the Geography Education Course, the curriculum and the philosophical disciplines include what is expected for quality teacher formation, it appears that there is an impairment of the purpose of the course due to the great distance between plan for the course and the course as it is actually carried out, a fact which creates obstacles for the contributions of then philosophical disciplines, preventing them from performing their role in the formative process of the students.

Esta tese retoma a problemática do acesso e da permanência na escola a partir da perspectiva da Educação de Jovens e Adultos (EJA) – modalidade que se coloca como uma alternativa para aqueles jovens e adultos que não obtiveram sucesso no desenvolvimento do percurso escolar na escola regular, seja por reprovações, seja pela evasão escolar. Em decorrência da identificação da presença significativa de jovens na Educação de Jovens e Adultos, o recorte do público foi composto pelos jovens, visando assim ao entendimento do processo de juvenilização da EJA. O estudo teve como objetivo central compreender como as redes sociais operam sobre a trajetória de vida dos jovens, influenciando a continuidade dos estudos na modalidade de Educação de Jovens e Adultos. A pesquisa desenvolveu-se em duas etapas. A primeira delas tratou da realização de um perfil dos estudantes da EJA/Ensino Médio em Porto Alegre, o qual apontou para a existência de uma maioria jovem nessa modalidade de ensino. A segunda etapa da coleta de dados consistiu na realização de entrevistas que retomaram as trajetórias de vida dos jovens estudantes da EJA, visando à identificação das redes de relações sociais que podem influenciar a continuidade ou a retomada dos estudos. Afirma-se, com base nos dados analisados, que as redes de relações sociais influenciam o processo de escolarização dos jovens de maneira a fazer com que retomem os estudos ou permaneçam na escola. A partir da análise realizada, foram identificados tipos de vínculos distintos que atuam sobre as trajetórias de vida, orientando a escolarização. Esses laços permitem novas formas de socialização por meio das redes de relações sociais. Foram identificados quatro tipos de redes, a saber: redes orientadas por projetos (desejo), redes familiares, redes orientadas por laços de amizade e redes institucionais. Os vínculos construídos podem ser de natureza forte, com influência forte ou fraca, ou de natureza fraca, com influência forte ou fraca, gerando formas de socialização que podem influenciar a continuidade dos estudos na EJA. / This thesis readdresses the problems involved in school access and retention rates from the perspective of Youth and Adult Education Programs in Brazil (EJA, acronym in Brazilian Portuguese). EJA is an alternative to young and adult students who did not achieve success in their development during regular school, whether due to failure or to evasion. Considering the significant presence of the youth in Youth and Adult Education Programs, the sample of research subjects is composed of young people, in order to provide some understanding of EJA’s juvenilization process. The main goal of this study was to understand how social networks work on the life stories of young people in terms of influencing the continuity of studies in EJA. The research was conducted in two phases. The first stage involved describing the profile of EJA/High School students in Porto Alegre, south of Brazil. The results point to the existence of a majority of young people among the students of this education form. The second stage of data collection consisted of interviews to retrieve the life stories of young EJA students so as to identify the social network relationships that may influence the continuity or the resumption of their studies. Based on the analyzed data, it is possible to claim that social relationship networks do influence the schooling process of the youth in a way to cause them to resume or continue their studies. The analysis identified distinct types of bonds that act on the subjects’ life stories as to orient them to schooling. Those ties allow new forms of socialization through the social network relationship. Four types of networks were identified: project-oriented (project-desire), friendship-oriented, family and institutional networks. The ties can be constituted of strong nature, with strong or weak influence, or weak nature, with strong or weak influence, generating forms of socialization that influence the continuity of young people’s studies in EJA.

The topic of alternative schools is widely available in the literature; however, once a student has been labeled a "troublemaker" and has been placed in a District Alternative Education Program (DAEP), a Type II setting, there is limited information about the overall success of students upon their return to the mainstream. This study compared the success of students formerly placed in a modified disciplinary Type II setting, once they have returned to the mainstream, with their success prior to disciplinary placement. The purpose of the study was to examine if disciplinary measures that remove students from the mainstream environment negatively impact the variables that measure school success, despite legislative mandates such as No Child Left Behind, which advocates success for every student. The population for this study was 86 7th- through 11th-grade students assigned to a DAEP in Texas during the spring of 2003. A comparison of pre- and post-placement dependent variables measuring school success-attendance, passing core courses, behavioral achievement, standardized test score achievement, recidivism, and dropout rates-comprised this study. The independent variables-gender, ethnicity, grade level, socioeconomic status, and disciplinary offense-were used to compare and analyze each dependent variable. The dependent variables of attendance, passing core courses, and behavior demonstrated a decline in the measurement of school success across time. The only dependent variable that demonstrated improvement between the pre- and post-placement periods was achievement on standardized test scores. From the number of students who withdrew from the mainstream during the post-placement semesters, large recidivism and dropout rates were determined, which reflected the large percentage of students who were not successful in the district's mainstream. The comparisons of dependent variables by independent variables resulted in significance only in the analyses of attendance by grade level. This interaction was determined to be significant since p < .05. During both post-placement semesters, 11th-grade attendance increased by 20.2 points. Students in the 7th, 8th, and 9th grades maintained a slight increase in attendance between the pre-placement and first post-placement semester yet experienced an attendance decline in the second post-placement semester. This decline was seen in all three grade levels between the pre-placement and the second post-placement semesters. Attendance among tenth graders declined throughout all semesters of the study. The comparison of attendance by disciplinary offense resulted in a large effect size (eta2). The eta2 reported within 29.8% accuracy in variability when attendance was compared by disciplinary offense. Students placed for assault demonstrated a 27.7 point increase in attendance by the second post-placement semester. Despite the comparison of attendance by the grade level of students being the only significant result, and the comparison of attendance by disciplinary offense resulting in a large effect size, several specific conclusions were drawn from the analyses of the pre- and post-placement data measuring school success. All dependent variable measurements, with the exception of standardized test score achievement, resulted in an overall reduction of mean scores across time. This decline indicates that students do demonstrate a decline in school success following a removal from a mainstream setting.

This project developed criteria for evaluating projects for independent study students through a review of the literature and a survey of teachers. The criteria are largely student directed and multi-disciplinary, they engage higher level thinking skills and incorporates a variety of resources including technology.

The problem of this study was an analysis of the effects of a selected strategy for bringing about changes in stereotypic sex role attitudes of teacher trainees during their teacher education program. The major purposes of this investigation were to (1) develop a preservice treatment program, characterized by the persuasive communication approach, to modify students' stereotypic sex role attitudes, (2) determine the effectiveness of the strategy in modifying students' attitudes, and (3) examine student factors that influence reception and yielding to a persuasive message.

The thesis, as the title suggests, is devoted to education in Geography. More specifically, the work analyzes teaching Geography at Prague grammar schools. The work objective is to assess the effects of the ongoing curriculum amendments on teaching Geography and to assess, analyze and review: a) The differences in the approach towards education in Geography at individual Prague high schools. b) The ideas of Geography teachers themselves on how much time should be devoted to particular geographical topics or topics otherwise related to Geography. Next, the work assesses the homogeneity of opinions in this respect. It also studies the homogeneity of particular Geography theme plans at individual schools also with respect to the planned change in school leaving exams. The work is based on a critical assessment of expert materials concerning the school reform. The empirical part itself is grounded in survey results and the assessment of directed interviews with 11 respondents, who are Geography teachers at 9 Prague grammar schools.