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Submitted by DIEGO NICOLÁS FERRARI null (diegoteferrari@gmail.com) on 2016-09-29T14:13:04Z No. of bitstreams: 1 Dissertação Diego Ferrari - IPPRI UNESP ENFF - La Escuela en las periferias urbanas territorio en disputa e construccion de nuevas identidades.pdf: 5624882 bytes, checksum: 0cbcc9e7f5bc793798787d1d4060327c (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-10-03T19:55:57Z (GMT) No. of bitstreams: 1 ferrari_dn_me_ippri.pdf: 5624882 bytes, checksum: 0cbcc9e7f5bc793798787d1d4060327c (MD5) / Made available in DSpace on 2016-10-03T19:55:57Z (GMT). No. of bitstreams: 1 ferrari_dn_me_ippri.pdf: 5624882 bytes, checksum: 0cbcc9e7f5bc793798787d1d4060327c (MD5) Previous issue date: 2016-03-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O trabalho se propõe estudar o vínculo estabelecido entre comunidade educativa e escola pública na periferia urbana – semirural da cidade de La Plata, Buenos Aires, Argentina. Partindo das significações e representações dos diferentes atores da comunidade sob a escola de ensino meio N° 40 da Colonia Urquiza, pretende-se indagar como a participação da comunidade faz da escola um território em disputa e de construção de identidades coletivas. Destaca-se a presença, como integrantes da comunidade, de diferentes movimentos sociais de professores, de horticultores, e também diferentes coletividades de países migrantes produtores na região, e que em determinadas conjunturas, confluem no território escolar formando una lógica contrahegemônica / The following research proposes to study the relationship od the educational community and the public school in the semi-rural urban periphery outside the city of La Plata, Buenos Aires, Argentina. It will look into the significance and representations of the different actors in the community in regards to the public school No. 40 of the Colonia Urquiza. Specifically, it looks to investigates what affect the community's involvement has in a disputed territory and in the construction of collective identities. Ig is worth noting the entire presence of the community, of the different social movements as well as professors, farm-workers in addition to the different collectives and groups fom migrant communities that moved and stayed as producers in the zone, and in various conjunctures influence the outer-hegemonic logic of the area.

Orientador: Silvia Beatriz Adoue / Resumo: O trabalho se propõe estudar o vínculo estabelecido entre comunidade educativa e escola pública na periferia urbana – semirural da cidade de La Plata, Buenos Aires, Argentina. Partindo das significações e representações dos diferentes atores da comunidade sob a escola de ensino meio N° 40 da Colonia Urquiza, pretende-se indagar como a participação da comunidade faz da escola um território em disputa e de construção de identidades coletivas. Destaca-se a presença, como integrantes da comunidade, de diferentes movimentos sociais de professores, de horticultores, e também diferentes coletividades de países migrantes produtores na região, e que em determinadas conjunturas, confluem no território escolar formando una lógica contrahegemônica / Mestre

Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2017-04-11T17:22:22Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO. IZABELLA ALBUQUERQUE TAVARES UCHÔA. POLÍTICA DE FORMAÇÃO CONTINUADA PARA GESTORES ESCOLARES NO ESTADO DE PERNAMBUCO QUAIS AS CONTRIBUIÇÕES PARA A ORGANIZAÇÃO ESCOLAR DEMOCRÁTICA. 2012.2.pdf: 954702 bytes, checksum: ab3a02e3583c82944de55e09f4235f90 (MD5) / Made available in DSpace on 2017-04-11T17:22:22Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO. IZABELLA ALBUQUERQUE TAVARES UCHÔA. POLÍTICA DE FORMAÇÃO CONTINUADA PARA GESTORES ESCOLARES NO ESTADO DE PERNAMBUCO QUAIS AS CONTRIBUIÇÕES PARA A ORGANIZAÇÃO ESCOLAR DEMOCRÁTICA. 2012.2.pdf: 954702 bytes, checksum: ab3a02e3583c82944de55e09f4235f90 (MD5) Previous issue date: 2012-08-29 / O presente estudo tem como objeto de investigação as políticas de formação continuada para gestores escolares. Busca analisar se essas políticas estão preparando o gestor para utilizar os mecanismos de democratização da gestão, de forma que sua ação efetivamente esteja voltada numa perspectiva da consolidação da gestão democrática. Trata-se de uma pesquisa de abordagem qualitativa, que tomou como campo de estudo as escolas da rede pública estadual localizadas no município de Igarassu-PE e utilizou como instrumento de coleta de dados a entrevista semi-estruturada, aplicada a gestores escolares e os gestores adjuntos das escolas selecionadas. Utiliza como referencial teórico-metodológico a Análise de Conteúdo. Inicialmente tratamos sobre as políticas educacionais no Brasil a partir do governo Lula onde buscamos entender melhor como são efetivadas essas políticas no tocante às rupturas e permanências das propostas estabelecidas enquanto política pública educacional. Destacamos o conceito de participação e elucidamos os programas em destaque nesse estudo quais sejam o PROGESTÃO e o Programa Escola de Gestores da Educação Básica. Para aprofundarmos nosso propósito destacamos as contribuições de Adelino Costa (1998), referentes às imagens organizacionais da escola, onde enfatizamos a escola enquanto imagem organizacional democrática, apontando a possibilidade da formação de gestores na perspectiva da comunidade educativa. Os resultados apontam que a formação continuada de gestores escolares através dos programas destacados nesse estudo atende parcialmente a real necessidade para a promoção da organização escolar democrática. Outro ponto destacado é a necessidade desses programas serem pensados para a equipe gestora, não apenas para o gestor escola. Por fim apontamos uma forma alternativa para organização e promoção da gestão democrática da escola pautada numa perspectiva da organização escolar a partir da concepção da escola como uma comunidade educativa que, sugerimos, contribua com os processos de formação. / The present study aims investigating the policies of continued education for school managers. It also attempts to analyze whether those policies are preparing the school managers so they can use the administration mechanisms of democratization in order that their actions are effectively turned into a perspective of consolidation of the democratic management. This is a research of qualitative approach which has the public schools from the city of Igarassu-PE as its field of studies and it also used semi-structured interviews applied to school managers and deputy managers as its tool for data collection. This paper has gotten the Content Analysis as its method and theory frames of references. Firstly, we discuss the education policies in Brazil from Lula tenure where we aim better comprehending whether how those policies are executed regarding the ruptures and permanence of the established proposals as an education public policy. We highlight the concept of participation and elucidate the programmes that are mentioned in this study which are the PROGESTÃO and the Programa Escola de Gestores da Educação Básica. In order to deepen our purpose we highlight Adelino Costa’s (1998) contributions which stand for the school organizational images, emphasizing the school as a democratic organizational image while we point out the possibility of education for school managers within the perspective of educational community. The results indicate that the continued education for school managers through those prior highlighted programmes only partially fulfil the real need for the promotion of the democratic school organization. Yet another aspect to be mention is that these programmes lack being addressed to the management team, instead of only to the school manager. Finally we point out an alternate way to organize and promote the school democratic management guided through a perspective that aims the school organization from the conception that understands the school as an educational community which, as we suggest, contributes to the formation processes.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-11-09T10:49:07Z No. of bitstreams: 1 Márcia Gomes Martins.pdf: 1506864 bytes, checksum: 20307f555f0ea13d6fc066d681241630 (MD5) / Made available in DSpace on 2016-11-09T10:49:08Z (GMT). No. of bitstreams: 1 Márcia Gomes Martins.pdf: 1506864 bytes, checksum: 20307f555f0ea13d6fc066d681241630 (MD5) Previous issue date: 2016-09-14 / The objective of this research was to accompany and to analyze the participation of the educational community's different segments, in the self-institutional assessment participatory in two units of early childhood education in the city of São Paulo, that assists children aged 4-5 years. The self-assessment was accomplished tends for base the Quality Indicators in Early Childhood Education in the city of São Paulo, document elaborated by the City Department of Education of São Paulo with the purpose of subsidizing the education units of childhood education, of the direct and indirect net, in the self-assessment process. The analysis of the interviews accomplished in the two units reveals that the educational community's representatives believe that they were represented in the self-assessment and they wait that the proposals listed in the action plan, as much the one of competence of the unit as the one of competence of the City Department of Education of São Paulo, be rendered and provide improvements for the social quality of the early childhood education. This process evaluative, if well accompanied by the official organs, it can become an important step for the establishment of an evaluative culture with views to the improvement of the social quality of the childhood education in the city of São Paulo / O objetivo desta pesquisa foi acompanhar e analisar a participação dos diferentes segmentos da comunidade educativa, na autoavaliação institucional participativa em duas unidades de educação infantil da rede municipal de São Paulo, que atendem crianças de quatro e cinco anos. A autoavaliação foi realizada tendo por base os Indicadores de Qualidade da Educação Infantil Paulistana, documento elaborado pela Secretaria Municipal de Educação com a finalidade de subsidiar as unidades educacionais de Educação Infantil, da rede direta e indireta, no processo de autoavaliação. A análise das entrevistas realizadas nas duas unidades revela que os representantes da comunidade educativa se sentiram representados na autoavaliação e esperam que as propostas elencadas no plano de ação, tanto as de competência da unidade como as de competência da Secretaria Municipal de Educação, sejam concretizadas e proporcionem melhorias para a qualidade social da educação das crianças pequenas. Este processo avaliativo, se bem acompanhado pelos órgãos oficiais, pode tornar-se um importante passo para o estabelecimento de uma cultura avaliativa com vistas à melhoria da qualidade social da Educação Infantil em todo o município de São Paulo

We share some thoughts on the building of the archaeological patrimony at an Altiplano community in northwestern Argentina.The tourist development programs that are being implemented in our province in recent years have given way to changes in the traditional way of life of the local communities. Some processes of patrimony activation have been emphasized which put into value the local resources within a global context.This dynamics is also shown in the educational community, who from certain pedagogic processes, it is actively inserted in the construction of the local patrimony. We value their representations on this process and reflexion on the archaeology, education, and community relationships. / Compartimos reflexiones acerca de la construcción del patrimonio arqueológico, en una comunidad altiplánica del Noroeste Argentino (NOA).Los programas de desarrollo turístico que han venido implementándose en nuestra provincia en el transcurso de los últimos años, han motivado cambios en el modo tradicional de vida de las comunidades locales. Se han enfatizado ciertos procesos de activación patrimonial que valorizan los recursos locales en un contexto globalizado.Esta dinámica también se manifiesta en la comunidad educativa que, a partir de ciertos procesos pedagógicos, participa activamente de la construcción del patrimonio local. Rescatamos sus representaciones acerca de este proceso y reflexionamos sobre la relación entre arqueología, educación y comunidad.

Plusieurs travaux récents ont montré que l’implication des parents dans la scolarité de leur enfant accroît la probabilité que celui-ci puisse progresser d’une manière optimale tant dans le domaine des apprentissages qu’au point de vue des attitudes. Cependant même si l’institution tend à renforcer les relations parents-enseignants, tous n’accèdent pas de la même façon aux situations de communication et aux instances de la vie scolaire. Il en résulte une tension tout à fait perceptible au sein de la communauté éducative. Elle s’observe à la fois entre les acteurs de l’institution scolaire eux-mêmes (enseignants et autres membres de l’équipe éducative) et entre ceux-ci et les parents d’élèves ou leurs représentants. Cette thèse adopte une démarche de type ethnographique en immersion dans le milieu de recherche (une école primaire et une école maternelle), pour montrer l’interdépendance des relations parents-enseignants et les enjeux qui y sont attachés. Elle s’appuie sur des observations réalisées in vivo, des entretiens de recherche menés auprès des enseignants et des parents, l’étude et le suivi des parcours des élèves, pour étudier la construction sociale et scolaire des relations parents-enseignants et pour mesurer les effets de l’implication parentale sur l’adaptation scolaire des élèves, en prenant plus particulièrement en compte le niveau d’étude des parents et leur appartenance sociale. Outre les différences quant à la nature et la qualité des relations parents-enseignants, elle souligne les liens entre l’implication des parents et l’adaptation des élèves. / Several recent studies showed that parents' involvement in their children schooling increases the likelihood that children can progress in optimal way in the field of learning and in the point of view of attitudes. However, even if the institution tends to strengthen the relationships between parents and teachers, both of them do not reach the same communication situations and the instances of school life. As a result, a quite noticeable tension takes place within the educational community. This tension was observed between the actors of the school themselves (teachers and other members of the educational team) and the parents or their representatives. This thesis adopts an approach of ethnographic immersion in the research environment (primary school and kindergarten) to show the interdependence of relationships between parents and teachers and the related stakes. It is based on the observations made in vivo, and the research interviews conducted between teachers and parents, the study on continuation of the students' achievements in order to study the social and scholar construction of the relationships between parents and teachers and to assess the effects of parents involvement in scholar adaptation of students, taking a particular account the parents educational level and their social status. In addition to the differences in the nature and quality of parents-teachers relations, the thesis highlights the relationship between the parental involvement and students adaptation.

Актуальность диссертационного исследования обусловлена необходимостью выявления мотивационных факторов социальной активности молодого поколения в условиях динамичной цифровизации социокультурного пространства и определения условий ее реализации в рамках различных направлений государственной молодежной политики. Проблема качественного воспроизводства студенческой общности как субъекта реализации миссии университета в сохранении и развитии культуры представляется весьма важной. Объектом является общественная активность студенческой молодежи. Предметом исследования являются механизмы управления общественной активностью студенческой молодежи в цифровом социокультурном пространстве. Целью работы является разработка нового инструмента управления общественной активностью студенческой молодежи в цифровом социокультурном пространстве. Задачи - Проанализировать теоретические подходы к изучению социокультурного пространства молодежи; Определить специфику общественной активности студенческой молодежи; Рассмотреть социальную активность, как объект теоретического изучения; Изучить методологию исследования общественных объединений студенчества; Исследовать эмпирические показатели общественной активности студенчества Среднего Урала в цифровом социокультурном пространстве; Разработать проект агрегированного сервиса молодежной политики. В первой главе проанализированы теоретические подходы к изучению социокультурного пространства студенческой молодежи, социальной активности студенческой молодежи, общественных объединений студенчества. Во второй главе представлены результаты эмпирического исследования цифрового социокультурного пространства студенчества Среднего Урала и его общественной активности, а также определен управленческий потенциал цифровых технологий в реализации молодежной политики. Результатом работы является создание социального проекта агрегированного сервиса молодежной политики. Магистерская диссертация состоит из двух глав, введения, заключения, библиографического списка, шести приложений. / The relevance of the dissertation research is due to the need to identify the motivational factors of social activity of the young generation in the context of the dynamic digitalization of the socio-cultural space and to determine the conditions for its implementation within the framework of various areas of state youth policy. The problem of the qualitative reproduction of the student community as the subject of the implementation of the university's mission in the preservation and development of culture seems to be very important. The object is the social activity of student youth. The subject of the research is the mechanisms for managing the social activity of student youth in the digital socio-cultural space. The aim of the work is to develop a new tool for managing the social activity of student youth in the digital socio-cultural space. Tasks - Analyze theoretical approaches to the study of the sociocultural space of youth; Determine the specifics of the public activity of student youth; Consider social activity as an object of theoretical study; To study the research methodology of student public associations; Explore empirical indicators of public activity of students in the Middle Urals in the digital socio-cultural space; To develop a project of an aggregated youth policy service. The first chapter analyzes theoretical approaches to the study of the socio-cultural space of student youth, social activity of student youth, student public associations. The second chapter presents the results of an empirical study of the digital socio-cultural space of students in the Middle Urals and their social activity, and also identifies the managerial potential of digital technologies in the implementation of youth policy. The result of the work is the creation of a social project for an aggregated youth policy service. Master's dissertation consists of two chapters, introduction, conclusion, bibliography, six appendices.

Actualmente, una de las necesidades y trabajos en los que las escuelas deben poner más énfasis, es en la atención de las posibles situaciones de riesgo a los que se enfrenta, todo ello en base al liderazgo de un director que sepa saber abordar este problema. Ahora, esta situación ocurre debido a que por lo general son espacios en los que directamente recae el impacto de una comunidad la cual hace que esta entre en contexto y se encuentren vulnerables al riesgo o situación de emergencia. Para ello, se define el liderazgo directivo como aquella persona que mantiene los sistemas de comunicación y participación de la comunidad educativa para generar un cambio cultural y asumir la responsabilidad pública de los resultados (Uribe, 2007). En esa misma línea, se entiende por el plan de gestión de riesgos como un proceso social en el cual reducen, previenen y controlan el riesgo de desastre de una comunidad para el cual se formulan e implementan estrategias, acciones e instrumentos (Lavell, 2006). Para finalizar, se ha identificado que la buena ejecución del plan de Gestión del Riesgo va a depender del buen liderazgo del director con el apoyo y participación de todos los miembros de las institución. / Currently, one of the most important jobs that schools need to emphasize on is the need for attention to the possible risk situations that they face, all based on the leadership of a director who knows how to deal with this type of problem. Now, this situation tends to occur since these are generally spaces in which the impact the community falls directly onto them, which makes them enter into context and are subjects to being vulnerable to any risk or an emergency situation. To do this, directive leadership is defined as a person who is capable of maintaining communication and participation systems of the educational community to then generate cultural change and assume public responsibility for the results in the institution (Uribe, 2007). Along the same lines, the Risk Management plan is understood as a social process in which they reduce, prevent and control the risk of disaster in a community for which strategies, actions and instruments have been formulated and implemented previously (Lavell, 2006). All in all, it has been identified that the good execution of the Risk Management plan will depend on the good leadership of the director alongside the support and participation of all the institutional members. / Trabajo de investigación

L'administration des structures du système éducatif camerounais en l’occurrence les établissements publics d’enseignement secondaire général obéit, dans son fonctionnement, à la logique bureaucratique. Elle correspond dans son organisation à une forme pyramidale propre à un État centralisé où tout est régenté par le sommet. Le pouvoir discrétionnaire y joue un rôle indéniable dans le choix des responsables. Malgré les évolutions que connait le pays, le pilotage des lycées et C.E.S. reste indissociable de cette approche managériale. Pourtant, son obsolescence semble prononcée à cause de l’option d’une structuration politique décentralisée. En effet, si la décentralisation et ses adjuvants requièrent des citoyens professionnels, ils revendiquent aussi des responsables aux compétences avérées. Nous suggérons, à propos des chefs d’établissement susmentionnés, le passage de la fonction à la profession. La professionnalisation qui est le présupposé de cet itinéraire ne saurait s’identifier à une simple prescription institutionnelle fondée sur une normalisation des pratiques du fait d’un référentiel de compétences. La conduite de ce travail de recherche a nécessité le recours aux outils méthodologiques essentiellement qualitatifs ainsi qu’aux sociologies de l’action et de la construction. La première, dans la dimension que défend Michel Crozier, nous offre les éléments d’analyse mais aussi des méthodes et des concepts favorisant la compréhension des jeux d’acteurs. La seconde, dans une perspective d’évolution de la fonction, grâce aux travaux de Richard Wittorski, vise l’implication de tous les acteurs notamment ceux jouissant des « compétences incorporées » pour une émergence des savoirs réels de la profession. Cette recherche a établi les différents gains qu’un tel processus peut procurer à toute la communauté éducative. / The management of schools in Cameroon’s educational system, notably government schools in the general secondary education, follows the bureaucratic logic pertaining to its functioning. This system is organized as a pyramid typical of that of a centralized system of governance which is a top-to-bottom approach. Discretional power plays an undeniable role in the appointment of officials. Despite the country’s evolution, the running of lycées and colleges remains intertwined to this management approach. And yet, its obsolete nature is glaring given the choice of a decentralized political structure. In fact, if the process of decentralization and all its accessories demand professional citizens, they also aspire to officials with established competences. In the case of these aforementioned school directors, we suggest a move from a position to a profession. Professionalization which is a prerequisite for this career path could not be limited to a mere institutional prescription based on the normalization of practises given a competences framework of reference. This research work required the use of mainly qualitative methodological tools as well as sociological action and construction tools. The first of them, in the dimension backed by Michel Crozier, provided us with analytical components as well as methods and concepts which will enhance the understanding of actors’ roles. The second one which is in line with an evolution in the position and gets its grounds from Richard Wittorski’s publications did target the involvement of all actors, especially those benefiting from ‘incorporated competences’. This study has portrayed the various benefits that such a process can bring to the entire educational community.