Esta es una investigación de Filosofía de la Educación. Expone los "núcleos fundamentales" o "ejes de sentido" que constituyen la identidad del educador, que se agrupan en cuatro partes: 1) el profesor como mediador moral en el proceso de enseñanza; 2) el problema antropológico y axiológico del proceso de enseñanza; 3) la cuestión de la profesionalidad del educador; y 4) educador y sociedad (la función social del educador). Analiza los "núcleos fundamentales" de la educación en las "fuentes" del pensamiento educativo, en concreto: Platón, Plutarco, Clemente de Alejandría, San Agustín, Montaigne, Luis Vives, Locke, Rousseau y Giner de los Ríos, y contrasta las conclusiones con las teorías educativas que influyen en nuestro sistema educativo. El propósito fundamental de esta investigación es clarificar los fines de la educación y reconstruir la identidad de la educación, intentando superar las tres perspectivas -psicología, economía o política- que más influencia tienen hoy en día. / This is research on the Philosophy of Education. It shows the "basic keystones" or "core meanings" of the teacher´s identity. The author develops the idea along these four lines: 1) teacher as moral mediator in the teaching process; 2) the problem of the anthropological and axiological of the teaching process; 3) the problem of teacher´s professionalism; 4) teacher and society (teacher´s social concern). This study develops these core meanings in the sources of educational thought, specifically: Plato, Plutarch, Clement of Alexandria, Augustin, Joan Lluis Vives, Montaigne, Locke, Rousseau, Giner de los Ríos, and compare their conclusions with educational views which influence on our education established order. The fundamental purpose of this research is brings to light the education aims and reconstruct teacher´s identity. And it pretends to go beyond the three most frequently held views in pedagogical discourse today: psychology, economy and policy.

This thesis reports on an investigation of the schemata of trainee teachers from a range of different ethnic and language groups in KwaZulu-Natal who had been educated in racially segregated school systems. Informed by the insight that schemata are the products of life experience and that they constrain linguistic choices (see Tannen 1979), it was hypothesised at the outset that different ethnic groups have some different assumptions of what constitutes appropriate classroom behaviour and that this schematic knowledge is reflected in the surface linguistic forms used by teachers and pupils in classroom discourse. These differences in schemata could have unfortunate consequences for pupils of a different ethnic group from their teacher, and, in particular, those pupils from historically disempowered groups. Data was collected using an eclectic mix of quantitative and qualitative methods. Firstly, students responded to a questionnaire which elicited responses concerning pupil and teacher roles. This was followed by interviews with selected student teachers during which they were asked to comment on those statements in the questionnaire which exhibited the greatest differences between respondents who attended schools administered by racially different educational authorities. Finally, a story recall experiment was conducted. Respondents/subjects were all trainee teachers at a multi-racial college of education. The analyses of the findings of the quantitative questionnaire revealed significant differences between subjects from different education systems. The interview data, however, revealed that the differences were less marked than the findings of the questionnaire suggested. The analyses of the recall experiment suggested that while some differences between the subjects who had attended schools administered by racially segregated authorities do exist, these are not as great as initially hypothesised. Teachers need to be made aware of the problems inherent in cross-cultural encounters, and this awareness should be extended to pupils. This awareness, together with goodwill, should ensure that pupils having different schemata from their teacher and/or other pupils in the classroom will not be disadvantaged. / Thesis (M.A.)-University of Natal, 1997.

Thesis (Ph. D.) -- University of Western Sydney, Nepean, 1998. / Submitted to the Faculty of Education, The University of Western Sydney, in fulfilment of the requirements for the degree of Doctor of Philosophy April 1998. Bibliography : p. 331-384.

Many students when they arrive at university do not possess the “cultural capital” (Bourdieu 1977) which is favoured by the institution. The purpose of the English Language for Academic Purposes (ELAP) course and the drafting-responding process is to help students to begin to acquire the “cultural capital” required to succeed at university. The research reported on in this thesis examined the drafting-responding process as it is used to develop students’ writing in the ELAP course at Rhodes University. The process involved students submitting drafts of their essays on which they received constructive and formative feedback from their ELAP tutor. This feedback was then used to revise their essays before a final version was submitted for assessment. The research took the form of a case study with an essentially interpretive orientation. I examined the drafts (with the tutor’s comments) and final versions of seven students’ ELAP essays. Additional data was obtained by interviewing the students and the tutor. Underpinning my beliefs regarding the role of writing in learning as well as my orientation to research is an understanding of knowledge and learning as being socially constructed. All writing is embedded in and dependent on, not only the immediate social circumstances, but also the broader social and cultural context. In analysing and discussing the data in this research I used Halliday’s (1985) definition of context, in which he draws a broad distinction between the immediate context of situation and the broader context of culture The research findings showed that the drafting-responding process can help students with the process of developing the academic literacy they need in order to write essays within specific situational contexts, in this case, the context of the ELAP course. In addition, at a broader level, it can help students to begin the process of being initiated into the culture of the university as a whole.

A presente dissertação “Observando práticas, tecendo conceitos: um estudo sobre as Culturas de EJA em Caxias do Sul (1998 – 2012)” é fruto de uma investigação que se delineou a partir do seguinte problema de pesquisa: Que Culturas de EJA se constituíram no espaço das Escolas Municipais de Caxias do Sul no período compreendido entre os anos de 1998 a 2012, a partir do rastreamento das práticas produzidas nas vivências dos princípios do Tema Gerador Freireano presentes no planejamento e nas narrativas dos professores da EJA? A narrativa produzida teve como objetivo identificar as culturas de EJA nas Escolas Municipais de Caxias do Sul a partir do entrelaçamento das fontes documentais com as narrativas de seus professores acerca de suas práticas organizadas a partir da Metodologia Dialógica via Tema Gerador Freireano. No estudo, História e cultura foram compreendidas como elementos da vida cotidiana e foram concebidas a partir dos conceitos da História Cultural com as contribuições de Pesavento (2005), Burke (1992), Vidal (2005), Certeau (2012), Chartier (1990) entre outros. Os procedimentos metodológicos para o rastreamento das pistas e para a construção da narrativa histórica envolvem a análise documental combinada com a história oral. Assumiu-se uma atitude detetivesca ao explorar a cultura material das escolas, especificamente as Redes Temáticas construídas e organizadas no processo dialógico inspirado nas produções de Paulo Freire, assim como um olhar atento ao escutar e ler as narrativas daqueles que protagonizaram a história que esta dissertação procurou tematizar: os professores. Neste aspecto, o processo de análise pautou-se na entrevista de uma professora, que enquanto informante, fez ecoar as narrativas que perpassavam os documentos analisados e constitui-se quase que como uma porta-voz de outras vozes. Os dados empíricos construídos e suas respectivas pistas e análises organizam-se em dois aspectos: inicialmente apresentam-se as Redes Temáticas tomando uma delas como exemplo no sentido de compreender as relações que nela se estabelecem. Na sequência, as análises feitas a partir dos Temas Geradores levantados se apresentam. Em um segundo momento abre-se espaço para se tentar compreender algumas marcas deixadas pela proposta implementada no período através das palavras da professora entrevistada. Neste momento, muitas das pistas encontradas no processo de Análise Documental se combinam aos relatos para ilustrar melhor esta trajetória. Duas categorias de análise emergem: “o estudo como premissa para a prática” e “ os embates e contradições vivenciadas entre a teoria e a prática” e, a partir delas, algumas tecituras de que marcas, práticas, ou como a pesquisa vem defendendo, “Culturas de EJA”, são desenhadas. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2017-03-20T12:02:33Z No. of bitstreams: 1 Dissertacao Bruna Conrado.pdf: 9335440 bytes, checksum: 993e825cf6183ab166a17bcb45a487ec (MD5) / Made available in DSpace on 2017-03-20T12:02:34Z (GMT). No. of bitstreams: 1 Dissertacao Bruna Conrado.pdf: 9335440 bytes, checksum: 993e825cf6183ab166a17bcb45a487ec (MD5) Previous issue date: 2017-03-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, CAPES. / This dissertation, "Observing practices, weaving concepts: a study of the cultures of further education in Caxias do Sul (1998 - 2012)", is the result of a study based on the following research question: what kinds of cultures of further education were constructed in the municipal schools in Caxias do Sul in the period 1998-2012 through an observation of the practices produced through the interaction with the principles of Freire's “generator theme” that were present in the planning and in the narratives of further education teachers? The narrative that was produced aimed to identify the cultures of further education in the municipal schools of Caxias do Sul by interweaving documental sources with the narratives of teachers about their practices, organised from a dialogic methodology using Freire's “generator theme”. In this study, history and culture were understood as elements of everyday life and were based on the concepts of Cultural History, using contributions from Pesavento (2005), Burke (1992), Vidal (2005), Certeau (2012) and Chartier (1990 ) among others. The methodological procedures for the research and the construction of the historical narrative involved documental analysis combined with oral history. A detective approach was adopted in order to explore the material culture within the schools; more specifically the thematic networks that were constructed and organised in the dialogic process inspired by Paulo Freire's works. In addition, particular attention was paid to listening to and reading the narratives of the focus of this dissertation, i.e. the teachers. In this respect, the analysis was guided by an interview with a female teacher, who whilst being an interviewee, also echoed narratives that permeated the analysed documents, and which almost constituted a mouthpiece for other voices. The empirical data and their respective analyses are organised into two aspects: they are firstly presented in thematic networks, taking one of them as an example in order to understand the relationships established therein. Subsequently, the analysis based on the “generated themes” that were raised are presented and there is an attempt to understand some of the impact of the proposals that were implemented during this period through the words of the female teacher that was interviewed. In this part of the study many of the issues identified in the documental analysis combine with the narratives to better illustrate this trajectory. Two categories of analysis emerge: "study as a premise for practice" and "the conflicts and contradictions that exist between theory and practice". From these categories, some results regarding practices and how the research "cultures of further education" are delineated.

A presente dissertação “Observando práticas, tecendo conceitos: um estudo sobre as Culturas de EJA em Caxias do Sul (1998 – 2012)” é fruto de uma investigação que se delineou a partir do seguinte problema de pesquisa: Que Culturas de EJA se constituíram no espaço das Escolas Municipais de Caxias do Sul no período compreendido entre os anos de 1998 a 2012, a partir do rastreamento das práticas produzidas nas vivências dos princípios do Tema Gerador Freireano presentes no planejamento e nas narrativas dos professores da EJA? A narrativa produzida teve como objetivo identificar as culturas de EJA nas Escolas Municipais de Caxias do Sul a partir do entrelaçamento das fontes documentais com as narrativas de seus professores acerca de suas práticas organizadas a partir da Metodologia Dialógica via Tema Gerador Freireano. No estudo, História e cultura foram compreendidas como elementos da vida cotidiana e foram concebidas a partir dos conceitos da História Cultural com as contribuições de Pesavento (2005), Burke (1992), Vidal (2005), Certeau (2012), Chartier (1990) entre outros. Os procedimentos metodológicos para o rastreamento das pistas e para a construção da narrativa histórica envolvem a análise documental combinada com a história oral. Assumiu-se uma atitude detetivesca ao explorar a cultura material das escolas, especificamente as Redes Temáticas construídas e organizadas no processo dialógico inspirado nas produções de Paulo Freire, assim como um olhar atento ao escutar e ler as narrativas daqueles que protagonizaram a história que esta dissertação procurou tematizar: os professores. Neste aspecto, o processo de análise pautou-se na entrevista de uma professora, que enquanto informante, fez ecoar as narrativas que perpassavam os documentos analisados e constitui-se quase que como uma porta-voz de outras vozes. Os dados empíricos construídos e suas respectivas pistas e análises organizam-se em dois aspectos: inicialmente apresentam-se as Redes Temáticas tomando uma delas como exemplo no sentido de compreender as relações que nela se estabelecem. Na sequência, as análises feitas a partir dos Temas Geradores levantados se apresentam. Em um segundo momento abre-se espaço para se tentar compreender algumas marcas deixadas pela proposta implementada no período através das palavras da professora entrevistada. Neste momento, muitas das pistas encontradas no processo de Análise Documental se combinam aos relatos para ilustrar melhor esta trajetória. Duas categorias de análise emergem: “o estudo como premissa para a prática” e “ os embates e contradições vivenciadas entre a teoria e a prática” e, a partir delas, algumas tecituras de que marcas, práticas, ou como a pesquisa vem defendendo, “Culturas de EJA”, são desenhadas. / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, CAPES. / This dissertation, "Observing practices, weaving concepts: a study of the cultures of further education in Caxias do Sul (1998 - 2012)", is the result of a study based on the following research question: what kinds of cultures of further education were constructed in the municipal schools in Caxias do Sul in the period 1998-2012 through an observation of the practices produced through the interaction with the principles of Freire's “generator theme” that were present in the planning and in the narratives of further education teachers? The narrative that was produced aimed to identify the cultures of further education in the municipal schools of Caxias do Sul by interweaving documental sources with the narratives of teachers about their practices, organised from a dialogic methodology using Freire's “generator theme”. In this study, history and culture were understood as elements of everyday life and were based on the concepts of Cultural History, using contributions from Pesavento (2005), Burke (1992), Vidal (2005), Certeau (2012) and Chartier (1990 ) among others. The methodological procedures for the research and the construction of the historical narrative involved documental analysis combined with oral history. A detective approach was adopted in order to explore the material culture within the schools; more specifically the thematic networks that were constructed and organised in the dialogic process inspired by Paulo Freire's works. In addition, particular attention was paid to listening to and reading the narratives of the focus of this dissertation, i.e. the teachers. In this respect, the analysis was guided by an interview with a female teacher, who whilst being an interviewee, also echoed narratives that permeated the analysed documents, and which almost constituted a mouthpiece for other voices. The empirical data and their respective analyses are organised into two aspects: they are firstly presented in thematic networks, taking one of them as an example in order to understand the relationships established therein. Subsequently, the analysis based on the “generated themes” that were raised are presented and there is an attempt to understand some of the impact of the proposals that were implemented during this period through the words of the female teacher that was interviewed. In this part of the study many of the issues identified in the documental analysis combine with the narratives to better illustrate this trajectory. Two categories of analysis emerge: "study as a premise for practice" and "the conflicts and contradictions that exist between theory and practice". From these categories, some results regarding practices and how the research "cultures of further education" are delineated.

Orientador: Elisa Angotti Kossovitch / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-06T20:13:38Z (GMT). No. of bitstreams: 1 Jonas_MarliQuinzan_M.pdf: 14560381 bytes, checksum: 19ec270ef7234342d46736f657e5f59b (MD5) Previous issue date: 2006 / Mestrado / Educação, Sociedade, Politica e Cultura / Mestre em Educação

Nas últimas décadas os estudos em História da Educação têm privilegiado as bases elucidativas que tentam explicitar os fenômenos educacionais decorrentes das práticas internalistas desenvolvidas pelos sujeitos e instituições de ensino. Desta forma, a explicação resultante das complexas relações escolarizadas ocorridas no cotidiano educacional, passa pela apropriação e uso de conceitos como o de Cultura Escolar. Os embates teóricometodológicos que circularam no campo historiográfico internacional e nacional contagiaram o Núcleo de Pós-Graduação em Educação da Universidade Federal de Sergipe (NPGED) e a partir do ano de 1998 as produções começaram apresentar novas configurações decorrentes da relação entre a Escola e a Cultura. Para entendermos essa relação privilegiamos neste estudo as categorias: Cultura Escolar (Julia, 2001); Cultura (Geertz, 1989, 2001) e Historiografia (Certeau, 2007). Como metodologia utilizamos a análise historiográfica da cultura escolar na produção do mestrado em Educação do NPGED/UFS no período de 1998 a 2010. Assim, pretendemos contribuir para uma possível releitura da escrita da história da cultura escolar sergipana, a partir dos sentidos e significados presentes na compreensão do que vem a ser cultura, redimensionando a sua composição a luz dos diálogos fundantes da História da Educação com a Antropologia Cultural.

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Poor academic achievement in Zimbabwe secondary schools prompted the study. Literature has demonstrated the importance of self-concept for achievement. The study investigates the significance of the relationship between learner self-concept and academic achievement in secondary schools in Zimbabwe, and also compares self-concepts and achievements on the basis of gender, age, form, school location, school type and type of attendance, e.g. boarders or day scholars. Data was collected from 1281 adolescent learners in urban and rural government and non-government secondary schools by means of questionnaires and interviews. Results confirmed the positive and reciprocal relationship between learner self-concept and academic achievement. Sport appears to have an influence on the academic achievement of male learners in government schools. Learners believe that sport improves their confidence, discipline, time management skills and social relationships. Non-academic self-concepts correlate highly and significantly with the cognitive self-concept. Males and females appear to be similar regarding their self-concepts and overall academic achievement though girls have better cognitive self-concepts. School location and type, and type of attendance have a significant influence on learner academic achievements and self-concepts. Age may influence academic achievement and self-concepts as well. Junior adolescent learners appear to have better self-concepts than senior learners, though their academic achievement is similar. Learners in Government B schools and those in urban schools seem to have better self-concepts than those in other schools. Day scholars appear to have better physical, emotional and general self-concepts than boarders. The results emphasise the need to pay attention to self-concept as well, when trying to improve the academic achievement of learners. / Educational Studies / D.Ed.(Psychology of Education)