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Nesta tese discute-se a formação moral de pesquisadores de áreas tecnológicas e de engenharias de universidades brasileiras e finlandesas em perspectiva comparada. Buscou-se compreender como os cientistas desses ambientes justificam a necessidade de a sociedade e os governos apoiarem suas atividades profissionais. Para tanto foram conduzidas entrevistas semi-estruturadas com esses pesquisadores, cujos temas centrais eram a motivação em perseguir uma carreira acadêmica e a percepção sobre o reconhecimento social de suas atividades. As perguntas das entrevistas tinham como fim fazer os pesquisadores justificarem suas atividades profissionais, explicitando assim sua formação moral. Os entrevistados, então, expuseram sua percepção em relação a seu papel e sua importância na sociedade enquanto cientistas. Tais justificativas morais são explicadas a partir de sua relação com o contexto social e cultural a que pertencem. Tal relação foi objeto de análise histórica e estrutural, mapeando a configuração institucional do sistema de ensino superior de cada país e a formação histórica desta configuração através dos processos de racionalização social e cultural. Conclui-se que, no Brasil, o processo de institucionalização da atividade científica e, em última instância, do sistema de ensino superior não foi legitimado socialmente, interiorizando nos pesquisadores brasileiros uma estrutura motivacional de busca por reconhecimento social, que molda a orientação científica própria de sua atividade profissional. Forma-se, então, entre eles, uma moral estamental, em que o dever profissional dos pesquisadores se refere a uma capacidade de desenvolver a sociedade, que eles alegam ter. Por outro lado, entre os finlandeses, existe uma ética do profissionalismo, em que a noção de dever profissional dos pesquisadores está ligada ao exercício especializado das atividades científicas, se referindo aos valores abstratos de suas atividades e não a uma situação social concreta. Por encontrar-se legitimada a atividade científica neste país, os pesquisadores tem uma percepção clara do papel especializado que desempenham na sociedade finlandesa e de como este se relaciona a outros papéis sociais com os quais interagem no exercício de suas profissões. / In this thesis I discuss the moral formation of technological and engineering areas in Finnish and Brazilian universities in a comparative manner. The aim was to comprehend how scientists of these environments justify the need for society and governments to support their professional activities. To do so, I conducted semi-structured interviews with these researchers, in which the central themes were their motivation to pursue a academic career and their perception about social recognition of their activities. The questions of these interviews intended to make researchers justify their professional activities, showing their moral formation through it. The interviewees then expressed their perception in relation to their role and their importance as scientists in society. Those moral justifications are explained through their relation with the social and cultural context to which they pertain. The relations were object of a historical and structural analysis, highlighting the institutional configuration of the higher education system of each country and the historical formation of this configuration through social and cultural rationalization process. The thesis concludes that in Brazil the institutionalization process of scientific activity and of the higher education system wasn't socially legitimated, internalizing in researchers a motivational structure that seeks for social recognition, which molds the scientific orientation of their professional activities. There forms a status morality between researchers, where their professional duty is referred to their alleged capacity of developing and modernizing society in its whole. On the other side, between Finnish researchers, there exists an ethics of professionalism, in which their duty is attached to the specialized performance of scientific activities, referring itself to the abstract values of these activities and not to a concrete social situation. While scientific activities are socially legitimated in Finland, its researchers have a clear perception of the specialized role they perform in society and how they relate to the other roles with which they interact in their professional exercise.

Nesta tese discute-se a formação moral de pesquisadores de áreas tecnológicas e de engenharias de universidades brasileiras e finlandesas em perspectiva comparada. Buscou-se compreender como os cientistas desses ambientes justificam a necessidade de a sociedade e os governos apoiarem suas atividades profissionais. Para tanto foram conduzidas entrevistas semi-estruturadas com esses pesquisadores, cujos temas centrais eram a motivação em perseguir uma carreira acadêmica e a percepção sobre o reconhecimento social de suas atividades. As perguntas das entrevistas tinham como fim fazer os pesquisadores justificarem suas atividades profissionais, explicitando assim sua formação moral. Os entrevistados, então, expuseram sua percepção em relação a seu papel e sua importância na sociedade enquanto cientistas. Tais justificativas morais são explicadas a partir de sua relação com o contexto social e cultural a que pertencem. Tal relação foi objeto de análise histórica e estrutural, mapeando a configuração institucional do sistema de ensino superior de cada país e a formação histórica desta configuração através dos processos de racionalização social e cultural. Conclui-se que, no Brasil, o processo de institucionalização da atividade científica e, em última instância, do sistema de ensino superior não foi legitimado socialmente, interiorizando nos pesquisadores brasileiros uma estrutura motivacional de busca por reconhecimento social, que molda a orientação científica própria de sua atividade profissional. Forma-se, então, entre eles, uma moral estamental, em que o dever profissional dos pesquisadores se refere a uma capacidade de desenvolver a sociedade, que eles alegam ter. Por outro lado, entre os finlandeses, existe uma ética do profissionalismo, em que a noção de dever profissional dos pesquisadores está ligada ao exercício especializado das atividades científicas, se referindo aos valores abstratos de suas atividades e não a uma situação social concreta. Por encontrar-se legitimada a atividade científica neste país, os pesquisadores tem uma percepção clara do papel especializado que desempenham na sociedade finlandesa e de como este se relaciona a outros papéis sociais com os quais interagem no exercício de suas profissões. / In this thesis I discuss the moral formation of technological and engineering areas in Finnish and Brazilian universities in a comparative manner. The aim was to comprehend how scientists of these environments justify the need for society and governments to support their professional activities. To do so, I conducted semi-structured interviews with these researchers, in which the central themes were their motivation to pursue a academic career and their perception about social recognition of their activities. The questions of these interviews intended to make researchers justify their professional activities, showing their moral formation through it. The interviewees then expressed their perception in relation to their role and their importance as scientists in society. Those moral justifications are explained through their relation with the social and cultural context to which they pertain. The relations were object of a historical and structural analysis, highlighting the institutional configuration of the higher education system of each country and the historical formation of this configuration through social and cultural rationalization process. The thesis concludes that in Brazil the institutionalization process of scientific activity and of the higher education system wasn't socially legitimated, internalizing in researchers a motivational structure that seeks for social recognition, which molds the scientific orientation of their professional activities. There forms a status morality between researchers, where their professional duty is referred to their alleged capacity of developing and modernizing society in its whole. On the other side, between Finnish researchers, there exists an ethics of professionalism, in which their duty is attached to the specialized performance of scientific activities, referring itself to the abstract values of these activities and not to a concrete social situation. While scientific activities are socially legitimated in Finland, its researchers have a clear perception of the specialized role they perform in society and how they relate to the other roles with which they interact in their professional exercise.

Nesta tese discute-se a formação moral de pesquisadores de áreas tecnológicas e de engenharias de universidades brasileiras e finlandesas em perspectiva comparada. Buscou-se compreender como os cientistas desses ambientes justificam a necessidade de a sociedade e os governos apoiarem suas atividades profissionais. Para tanto foram conduzidas entrevistas semi-estruturadas com esses pesquisadores, cujos temas centrais eram a motivação em perseguir uma carreira acadêmica e a percepção sobre o reconhecimento social de suas atividades. As perguntas das entrevistas tinham como fim fazer os pesquisadores justificarem suas atividades profissionais, explicitando assim sua formação moral. Os entrevistados, então, expuseram sua percepção em relação a seu papel e sua importância na sociedade enquanto cientistas. Tais justificativas morais são explicadas a partir de sua relação com o contexto social e cultural a que pertencem. Tal relação foi objeto de análise histórica e estrutural, mapeando a configuração institucional do sistema de ensino superior de cada país e a formação histórica desta configuração através dos processos de racionalização social e cultural. Conclui-se que, no Brasil, o processo de institucionalização da atividade científica e, em última instância, do sistema de ensino superior não foi legitimado socialmente, interiorizando nos pesquisadores brasileiros uma estrutura motivacional de busca por reconhecimento social, que molda a orientação científica própria de sua atividade profissional. Forma-se, então, entre eles, uma moral estamental, em que o dever profissional dos pesquisadores se refere a uma capacidade de desenvolver a sociedade, que eles alegam ter. Por outro lado, entre os finlandeses, existe uma ética do profissionalismo, em que a noção de dever profissional dos pesquisadores está ligada ao exercício especializado das atividades científicas, se referindo aos valores abstratos de suas atividades e não a uma situação social concreta. Por encontrar-se legitimada a atividade científica neste país, os pesquisadores tem uma percepção clara do papel especializado que desempenham na sociedade finlandesa e de como este se relaciona a outros papéis sociais com os quais interagem no exercício de suas profissões. / In this thesis I discuss the moral formation of technological and engineering areas in Finnish and Brazilian universities in a comparative manner. The aim was to comprehend how scientists of these environments justify the need for society and governments to support their professional activities. To do so, I conducted semi-structured interviews with these researchers, in which the central themes were their motivation to pursue a academic career and their perception about social recognition of their activities. The questions of these interviews intended to make researchers justify their professional activities, showing their moral formation through it. The interviewees then expressed their perception in relation to their role and their importance as scientists in society. Those moral justifications are explained through their relation with the social and cultural context to which they pertain. The relations were object of a historical and structural analysis, highlighting the institutional configuration of the higher education system of each country and the historical formation of this configuration through social and cultural rationalization process. The thesis concludes that in Brazil the institutionalization process of scientific activity and of the higher education system wasn't socially legitimated, internalizing in researchers a motivational structure that seeks for social recognition, which molds the scientific orientation of their professional activities. There forms a status morality between researchers, where their professional duty is referred to their alleged capacity of developing and modernizing society in its whole. On the other side, between Finnish researchers, there exists an ethics of professionalism, in which their duty is attached to the specialized performance of scientific activities, referring itself to the abstract values of these activities and not to a concrete social situation. While scientific activities are socially legitimated in Finland, its researchers have a clear perception of the specialized role they perform in society and how they relate to the other roles with which they interact in their professional exercise.

The thesis is focused on system simulators and their use in management education. It is concentrated on the use of management games and simulators. The work begins with a general overview of system simulation, clarification of basic concepts and more detailed information on simulation modeling. It informs readers about the history of this branch, data inputs, relation with other disciplines. I am interested in modeling and simulation goals of typical usage. I deal with the usual user profile of management games, the reasons for using simulation modeling, description various types of simulators, microworlds, possibility of a formal knowledge representation. Work describe area of management games. There is also a description of the influence of games on the managerial hard and soft skills, including their relationship with various levels of management. The thesis focus on market research of management games and simulators, and then selecting the appropriate management games for teaching at the Faculty of Management in Jindřichův Hradec. Suitable games are described in greater detail and compared.

The thesis is based on the financing of education system in the Czech Republic and Sweden according to each level of education. There is characterized the organisation and the structure of the school system in both countries and analysed the methods of funding. In the main part, there are compared the means of funding education systems with emphasis on the differences bethween both countries and major issues of the czech school system. In the last part of the thesis I come up with ideas of adopting certain elements from swedish to czech model of financing education.

Orientador: Theresa Maria de Freitas Adrião / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T13:24:50Z (GMT). No. of bitstreams: 1 Damaso_AlexandraFrasaoFerrari_M.pdf: 3358027 bytes, checksum: 54603029a7f79728c02fe32767f74b61 (MD5) Previous issue date: 2015 / Resumo: Esta pesquisa, financiada pela Capes - Unicamp e desenvolvida no âmbito do Grupo de Estudos e Pesquisa em Política Educacional da Faculdade de Educação da Unicamp, buscou identificar e analisar as percepções que professores de creches municipais paulistas tinham a respeito do uso de material apostilado nesta etapa de escolaridade ao que nos possibilitou uma reflexão sobre as implicações deste material na sua identidade profissional. Para tanto, analisamos as respostas a duas questões abertas de 57 professores de creche que em 2011 declararam adotar este tipo de material e que atuavam em 12 municípios do Estado de São Paulo com até cinquenta mil habitantes localizados nas diversas regiões do Estado. O trabalho se articulou ao estudo coordenado por Adrião (2012) intitulado "`Sistemas apostilados de ensino¿ e municípios paulistas: o avanço do setor privado sobre a políticas educacional local" ¿ FASE 2, financiado pela Fundação de Amparo à Pesquisa do Estado de São Paulo (Fapesp) e pelo CNPq que, entre outas coisas, levantou e caracterizou o perfil dos profissionais da educação infantil naqueles municípios. Naquele momento a investigação indicou uma tendência crescente de adesão por parte das prefeituras à compra de "Sistemas de Privados de Ensino", dos quais fazem parte as apostilas. Para avaliar as repostas dos professores de creche utilizamos a análise de conteúdo a qual pressupõe analisar o teor das questões com vistas à possibilidade de inferências a partir do cotejamento do conjunto de respostas a uma determinada enquete (BARDIN, 2011; SILVA, 2013). Os principais resultados mostram a adesão por parte dos professores ao `sistema¿ apostilado, sob a justificativa de que tais materiais facilitavam o planejamento das atividades educacionais na medida que já se encontravam previamente organizados em temas. Salienta-se ainda a função de "socialização" que tais sistemas assumem para os educadores iniciantes / Abstract: This research, funded by CAPES - Unicamp and developed within the Group of Studies and Research in Educational Policy, School of Education at Unicamp, sought to identify and analyze the perceptions that teachers of São Paulo municipal day care centers had on the use of material in this step apostiled of education that enabled us to reflect on the implications of this material in their professional identity. Therefore, we analyzed the answers to two open questions of 57 nursery teachers who in 2011 declared adopt this type of material and who worked in 12 municipalities of São Paulo with up to fifty thousand inhabitants located in different regions of the state. The work is articulated to the study coordinated by Adrião (2012) entitled "'teaching handouts Systems' and counties: the advancement of the private sector on the local educational policies" - PHASE 2, funded by the Foundation for the São State Research Paulo (FAPESP) and CNPq that said, among other things, raised and characterized the profile of early childhood professionals in those municipalities. At that moment the investigation indicated a growing trend of adhesion of municipalities to the purchase of "Private Education Systems", whose members include the handouts. To evaluate the daycare teacher responses used the content analysis which assumes analyze what the issues with a view to the possibility of inferences from the answers set the read-back to a particular survey (Bardin, 2011; Silva, 2013). The main results show membership by teachers to 'system' handouts, on the grounds that such materials facilitated the planning of educational activities as already previously found organized into themes. Note also the function of "socialization" that such systems assume for beginners educators / Mestrado / Politicas, Administração e Sistemas Educacionais / Mestra em Educação

Submitted in partial fulfilment of a Master's Degree in the Department of Educational Planning and Administration at the University of Zululand, 1998. / This study was influenced by the post-democratic ideals for a radical transformation of education systems in South Africa. The various policy documents such as the South African Schools Act (1996), the Labour Relations Act (1995) and the Bill of Rights (1996) that mandate transformation in education systems, aroused interest in the workability and success of implementing these policies in schools. The empirical study, conducted in the Scottburgh District of KwaZulu Natal, attempts to identify gaps between transformatory policy directives that call for stakeholder participation, and management and governance practices within schoois. Data was solicited from a sample population of teachers by means of questionnaires. Both open and close-ended questions were used. The open-ended questions were aimed at verifying the findings that emanated from the quantitative data The observations made by teachers of school management practices, are reported. An analysis is also made of the relationship between the principal and the pupils, the teachers and the governing body. The following are reflected as key findings which emanated from the empirical study * There is a general lack of knowledge by educators and parents about both neu education policy documents that are emerging such as the South African Schools Act (1996). and local school policies that are to be implemented within specific schoois. * While the South African Schools' Act of 1996 calls participation of parents in policy decisions, more than 20% of the educators indicated that parents do not participate in decisions about, among others, the school's constitution, the learners' code of conduct, the admission policy and the school's budget. * Findings from responses to various questions indicate that there is no adequate information-flow between school governing bodies and the staff members. From the findings, it can be concluded that although it cannot be categorically stated that schools are implementing policies participatively by involving parents, learners and educators in the decision-making processes, a significant percentage of schools are incorporating relevant stakeholders in the management and governance of schools. The study concludes with a consideration recommendations which could lead to an improvement of stakeholder participation in the management and governance of schools

Submitted in Fulfilment of the Requirements for the Degree of Master of Education in the Department of Philosophy of Education in the University of Zululand, 1994. / The study contributes scientifically to the erudite debate still going on and problems facing the Government of National Unity about open schools. The study reveals the most central problem in open schools, that is, if education amongst its functions serves to enhance and maintain cultural identity, thus, are open schools culturally relative to maintain all cultural identities. The study further reveals alienation as a social problem suffered by African pupils in open schools and in their respective communities. Different perceptions and expectations by African parents are revealed in this study as well. Statistical imbalances in Black is to White enrolment ratio in these schools has been noted together with concomitant justifications by their predominantly White principals. The study consequently recommends that, since hitherto the integration has been such that only Black pupils move to White schools, therefore the Minister of Education should take into account the inadequacies and in some instances non-existence of vital facilities for effective teaching-learning to take place in African schools which is one of the pulling factors.