O objetivo desta pesquisa é estudar os impactos causados no ambiente da integração regional, com a opção feita pelo governo brasileiro de promover reformas na educação superior a partir de 1995. Em vista disso, analisa-se o dilema criado pela dificuldade de qualificar de imediato no Brasil quase 40 mil docentes com a titulação de mestres e doutores, e as repercussões advindas de um modelo de pós-graduação criado em instituições de ensino superior da Argentina e do Paraguai não equiparado ao modelo brasileiro. Como consequência, observam-se os entraves que impedem o reconhecimento pelo Brasil dos diplomas lá obtidos por docentes em busca obrigatória de qualificação. Busca-se, também demonstrar que essas reformas contribuíram para melhorar os níveis de ensino e a qualidade dos docentes na pós-graduação; que há diálogo entre os sistemas de pós-graduação do Brasil, Argentina e Paraguai; que as exigências da CAPES são, em boa parte, equiparadas com as exigências ou critérios utilizados pela CONEAU e ANEAES; e que a questão do reconhecimento de diplomas obtidos em países do cone sul tem gerado discussão em todo o país. A metodologia utilizada assenta-se nas estratégias de investigação: análise bibliográfica e documental e pesquisa de campo. Esta tese classifica-se como pesquisa qualitativa e quantitativa, centrada na análise das respostas às entrevistas e questionários aplicados com estudantes, professores e autoridades públicas em universidades. As respostas obtidas revelam questões regionais, administrativas, jurídicas e políticas vinculadas ao problema do reconhecimento dos diplomas de pós-graduação em análise. / The aim of this research is to study the impacts on regional integration environment, from the choice made by the Brazilian government to promote reforms in higher education since 1995. From there, the dilemma created by the difficulty to qualify immediately in Brazil almost 40,000 teachers with the titration of masters and doctors, and events resulting from a graduate model created in higher education institutions in Argentina and is analyzed Paraguay, not equivalent to the Brazilian model. As a result, it is observed the barriers to the recognition by Brazil of diplomas Obtained there by teachers in compulsory search for qualification. Specifically, we seek to demonstrate that these reforms helped to improve levels of education and the quality of teachers in graduate school; there is dialogue between graduate systems in Brazil, Argentina and Paraguay; that the requirements of CAPES are largely comparable with those requirements or criteria used by CONEAU and ANEAES; and that the question of recognition of diplomas obtained in the Southern Cone countries has generated discussion across the country. The methodology is based on the forms of bibliographic research, documentary and field research. The interviews and questionnaires reveal regional, administrative, legal and political issues linked to the problem of recognition of postgraduate diplomas. This thesis is classified qualitative research, whose analyzes are more dissertational, although not exempt from the explanation of the phenomena and quantitative results, as well as the help of primary sources for its enrichment.

The thesis deals with the human resources development and education of employees in an international company, preparation and conduct of a particular educational program and especially its evaluation. Thesis consists of theoretical, methodological and practical part. The theoretical part focuses on the benefits of employees' training for the company. It shows the system of business education and his creation. Furthermore, it analyzes all 4 phases of development of the educational system and concentrates mainly on the last stage of the system, the evaluation. Evaluating the effectiveness of education in the company can be accomplished by using a variety of methods. These are the supporting points for the analytical part and the actual evaluation. Methodological section describes the methods which were used for research, the survey sample and data collection. Moreover, the hypotheses are set here. Their validity is verified by analyzing outcomes of the investigation at the end of the thesis. The practical part introduces Komerční banka a.s. as a company and the Human resources department as a major creative element of educational system in the organization. It gives an idea of the process of creating specific training in the KB, its progress and participant's feed-back on it. In the analytical part, here comes the rare evaluation of outputs gained from mystery shopping method and on-line questionnaire. Based on the previous results, the validity of hypotheses is determined and positive and negative aspects of the educational events identified. Following stand the recommendations and suggestions raised by the author.

Submitted by admin tede (tede@pucgoias.edu.br) on 2018-08-23T12:42:18Z No. of bitstreams: 1 Rita de Cássia Rafael Gonçalves.pdf: 1249895 bytes, checksum: 0bc4482802c843a02672959199fd722e (MD5) / Made available in DSpace on 2018-08-23T12:42:18Z (GMT). No. of bitstreams: 1 Rita de Cássia Rafael Gonçalves.pdf: 1249895 bytes, checksum: 0bc4482802c843a02672959199fd722e (MD5) Previous issue date: 2018-05-09 / The policies of racial equality promoted by the government with the objective of overcoming racism run counter to stereotyped concepts linked to social, economic and cultural issues fed year after year by a discourse of equality and opportunity for all. In this context, this study aims to analyze the insertion of Afro-Brazilian culture, starting with Law 10.639 / 2003, which makes it compulsory to teach Afro-Brazilian History and Culture in the country's schools. It is hoped that it contributed to repair centuries of silence regarding the contribution of men and women of this ethnic group in the construction of the country, in its multiple social and cultural aspects, collaborating to deconstruct the discourse of passivity on the part of the blacks, against barbarism and to emphasize the relentless struggle of this group for recognition and appreciation of their participation in the construction of this society. The research was carried out through bibliographical readings, with studies that show the participation of the Negro in the construction of the Brazilian society from its arrival to the the manual of the history guide of the National Book of the Didactic Book Program (PNLD) of 2017 was analyzed to understand some changes in the textbook on the Afro-Brazilian question. This work was concluded with the field research in some municipal schools, where a questionnaire was applied to the faculty and students, sectors of the Municipal Education Department and with the collaboration of the Afro-Brazilian Study and Extension Program (Proafro) of PUC Goiás, seeking reflections on the implementation of law 10.639 / 2003 in this municipality. / As políticas de igualdade racial promovidas pelo governo com o objetivo de superação do racismo esbarram em conceitos estereotipados, vinculados às questões sociais, econômicas, culturais, alimentadas ano após ano por um discurso de igualdade e oportunidade para todos. Nesse contexto, esse estudo tem como finalidade analisara inserção da cultura afro brasileira, tendo como ponto de partida a Lei 10.639/2003, que torna obrigatório o ensino da História e Cultura Afro-brasileira nas escolas do país. Espera-se que a mesma contribuía para reparar séculos de silêncio frente à contribuição de homens e mulheres deste grupo étnico na construção do país, em seus múltiplos aspectos sociais e culturais, colaborando para desconstruir o discurso de passividade por parte dos negros, frente às barbáries cometidas no passado, e enfatizar a incansável luta desse grupo por reconhecimento e valorização de sua participação na construção dessa sociedade .A pesquisa foi realizada através de leituras bibliográficas, com estudos que evidenciam a participação do negro na construção da sociedade brasileira desde sua chagada até os dias atuais;analisou-se o manual do guia de história do Edital do Programa Nacional do Livro Didático (PNLD) de 2017 para entender algumas mudanças no livro didático sobre a questão afro-brasileira. Conclui-se esse trabalho com a pesquisa de campo em algumas escolas do município, onde foi aplicado um questionário direcionado ao corpo docente e discente, setores da Secretaria Municipal de Educação e com a colaboração do Programa de Estudo e Extensão Afro-brasileira (Proafro) da PUC Goiás, buscando reflexões sobre a efetivação da lei 10.639/2003 nesse município.

This qualitative study aimed at exploring and explaining the practices and processes of teacher reflection among a group of professional secondary-level religious educators in the Church Educational System of The Church of Jesus Christ of Latter-day Saints, as well as seeking to understand the perceived impact of those reflective practices on the professional development of these teachers. The researcher described, analyzed, and interpreted the data to develop a mid-range grounded theory for explaining the process of teacher reflection in a way that could lead to the improvement of teacher reflection among these teachers as an integrated function of professional development. This study found that the institutional operational tools for reflection provided means for professional religious educators to engage in various kinds of reflection, but that the relationship between the various levels of reflection and the way these functioned in their professional development was not well understood or utilized by these teachers. This study concluded by offering an integrated model of teacher reflection that can help teachers and supervisors understand the process of reflection as an integral part of the teacher's professional development.

Science teaching at the secondary level can be made more effective with the judicious utilization of a multi-media approach involving modem information and communication technologies that is entering the Indian educational system in general and the schools in Jammu region (J&K State), in particular, surely but slowly. A major impact of technology today in the field of education is that at all levels classrooms are becoming technology-rich learning environments and as such there is a need to conduct research to study the learning environments of technology-supported classrooms. The study described in this thesis utilized the Technology-Rich, Outcomes-Focused Learning Environment Inventory (TROFLEI), to study the perceptions of students' actual and preferred classroom learning environment in a technology-supported science classroom at the secondary level in an Indian school situation. An important aspect of this research was to determine the reliability and validity of this scale for use in Indian classroom settings. An attitude scale derived from the Test for Science Related Attitudes (TOSRA) for studying the attitude of students towards science was also employed and lastly the Questionnaire on Teacher Interaction (QTI) was used to analyze the teacher student interactions in a technology-supported science classroom environment. Data for research were collected from 700 secondary students in a co-educational Indian school in the city of Jammu. / The study reported that the TROFLEI and the QTI were reliable and valid instruments for assessing the psychosocial learning environments III a technology-supported classroom and the teacher-student interactions III such environments. Significant associations are also reported between the students' perceptions of their technology-supported learning environment and their perceptions of the teacher-student interactions with three learner outcomes; attitude towards science, academic efficacy and academic achievement. Significant gender differences in technology-supported learning environments have also been reported in this study. This research study happens to be the first of its kind in this region and should provide a thrust towards the use of technology-supported classrooms for effectively teaching other school subjects.

Education is a neglected area within globalisation research, and, within educational research, very few studies have been devoted to transnational phenomena. In this study, transnational educational strategies are analysed as ingredients in social groups’ strategies, while the transnational investments of higher education institutions are understood primarily as resources in national educational field struggles. Three investigations are presented, two on Swedish students studying abroad – Paris and north-eastern USA – and one on transnational investments at educational establishments in Stockholm. The material consists of two surveys, interviews with Swedish students abroad and administrators at Swedish educational institutions, and analyses of statistics and documents. Central methods include those of geometrical data analysis, such as correspondence analysis and Euclidean classification, and interviews. The most significant concepts – field, capital and strategies – have been taken from Bourdieu’s sociological toolbox. The studies show that those who study in Paris constitute both a social and meritocratic elite, while the students in north-eastern USA have more social than meritocratic resources. Three types of transnational educational strategies appear. For one group of students, studies at prestigious higher education institutions constitute a complement to their main studies at leading Swedish counterparts. Another group has chosen to make nation-specific or international investments rather than invest in Swedish higher education. A third group comprises students lacking access to the Swedish system, and for whom studies abroad provide a second chance. One of the main results is that the most sought-after positions at foreign educational institutions are often attained through substantial investment in the Swedish educational system. The leading institutions have sufficient resources to ensure viability in a transnational educational market and take their place in exclusive networks. Those students who reach the top of the national hierarchies thus gain access to the most sought-after positions in a global educational market.

This paper is another attempt to view one of the most topical issues of modern education – early elimination from the educational system and to try to discover effective and long-term ways to solve this problem. The paper comprises two - theoretical and empirical - parts which are separated into 8 sections and 7 subsections. In the beginning of the research the place of the comprehensive school is being discussed as well as its functions and importance in the educational system, besides, the problem of non-attending pupils is being revealed which has recently been getting more response in the society. The latter problem is highlighted through the presented and analysed scale of non-attending pupils. One of the largest sections of the theoretical part is devoted to the cause analysis of school non-attendance and early elimination from the educational system. The causes are analysed by grouping them into four essential groups – personal psychological pedagogical; family; school; societal, then, discussing each cause group in detail. The remaining sections of the theoretical part present possible school non-attendance consequences, preventive possibilities and problem solving models. The other – empirical part of the paper was performed in one Vilnius city grammer school, where the schoolteachers and pupils were questioned. The empirical research seeked to reveal the attitude of the respondents towards the questions discussed in the theoretical part –... [to full text]

Lietuva vis labiau įsitraukia į daugiamatę pasaulio raidą: pasinaudodama integracijos pranašumais ji siekia ilgalaikio konkurencingumo pasaulio ir Europos erdvėje. Šalyje nėra gausių gamtinių išteklių, ji nepasižymi išskirtine geografine padėtimi, todėl žmogiškieji ištekliai tampa pagrindine valstybės vertybe. Sparčiai didėjantis žmogiškųjų išteklių poreikis – vienas dabartinio laikmečio iššūkių, kurį sukelia besiplečiančios rinkos ekonominiai dėsniai, gamybos dinamiškumas, jos struktūriniai pokyčiai, naujos technologijos, stiprėjanti konkurencija ir aukštos kvalifikacijos specialistų stoka. Šiandieninis darbo pasaulis kelia iš esmės naujus reikalavimus žmogui jo karjeros kelyje. Šiuolaikiniam individui būtina karjeros kompetencija, kurią laiduoja aukšti specialieji profesiniai bei bendrieji: bendradarbiavimo bei veikimo socialinėje aplinkoje, darbo pasaulio pažinimo, sprendimų priėmimo, veiklos planavimo ir kiti gebėjimai. Dabartinėje, sparčiai besikeičiančioje, aplinkoje kiekvienam visuomenės nariui vis svarbesnė tampa galimybė mokytis ir tęsti savo žinių ir įgūdžių lavinimą visą gyvenimą. Nuošalėje atsiduria asmenys pradžioje, dažniausiai nenorintys, o vėliau ir nesugebantys prisitaikyti prie nuolat kintančių ir sudėtingėjančių gyvenimo sąlygų. Visuomenė vis labiau skirstosi į tuos, kurie turi rinkos poreikius atitinkančius įgūdžius ir kvalifikaciją, ir tuos, kurie jos neturi. Tikėtina, kad jauni žmonės, įgiję tik pagrindinį išsilavinimą, tačiau neįgiję darbinės... [toliau žr. visą tekstą] / The greatest treasure of every country in the world is its scholastic frame quality and youth education. The efficiency of educational system is expressed through the number of inceptives in proportion to the number of students who have achieved a certain education degree. It is essential for a student to undergo success in each part of an educational chain and develop correspondent competence. There is an objective in our country to warrant compulsory primary education and apprenticeship up to 16 years of age. Recently, persons from 18 to 24 years without secondary education and who do not proceed to study are being taken into particular consideration. The weak link in Lithuanian educational system is vocational training schools. Each year approximately 7 thousand apprentices of these schools terminate their learning agreements before acquiring vocation. Therefore the aim of this investigation is to discover the reasons which prevent students from acquiring their chosen profession. The first part covers theoretical aspects of ineffectual learning, taking scientists’ researches into consideration, the extent of an unsuccessful learning and prime reasons for an early retreat from the educational system. The second section renders the reasons and assumptions for leaving vocational schools on the grounds of a particular vocational school activity analysis and unsuccessful students’ questionnaire information. The results identify difficulties of psychological, educational... [to full text]

讓孩子在正式學制外學習在台灣家長始終蔚為風潮。在台灣，雖然小學三年級才開始正式學習英文，許多孩子早在這個年紀之前就開始學習，或在這年紀之後，也會利用課後時間在非正式機構學習。本研究旨在了解台灣的兩位非正式教育機構英文教師的教師信念的形成。 本研究採用質性研究的個案研究方法，研究對象為二位擁有豐富非正式教育機構教學經驗的英文老師，其學生年齡介於2至16歲。資料透過與每一位研究對象的五次半結構式的深度訪談。收集到的研究資料包含研究對象的：(1)外語學習經驗，(2)外語學習者信念，(3)英文教學經驗，(4)教師訓練及教育，(5)英文教師信念。 研究結果顯示兩位教師的外語學習者信念、教師訓練、和教學經驗都會促成他們的教師信念的形成。然而，他們會做出與自己的身為外語學習者的信念不一致的教學決策。這樣的不一致性是因為他們在教學環境中所感受到的難題還有存在於他們學習者信念和英文教師信念當中的矛盾所產生的。在非正式教育機構裡，英文老師們所感受到會影響教學決策的難題是關於：(1)學生的學習環境，(2)課程規劃，(3)機構政策，(4)學生狀況，和(5)家長的期待。 最後，依據本研究結果，進一步提供相關的建議，作為教育立法者、非正式教育機構、以及學生家長們的參考。 / Having children learning outside the formal educational system for academic purposes has been a trend among Taiwanese parents. In Taiwan, although formal English instruction is provided from the third grade in formal schools, many children start to learn English before the age and learn English outside the school time at and after the age at informal education institutes. The purpose of the study is to investigate the role of the formation of beliefs as teachers of two English teachers outside the formal educational system in Taiwan. This study adopted a qualitative case study method. The participants were two English teachers with rich experience of teaching students aged from 2 to 16 at various informal educational institutes. Data were collected through five semi-structure in-depth interviews with each of the participants. The collected information included each of the participant’s: (1) FL learning experiences, (2) beliefs as a FL learner, (3) English teaching experience, (4) teacher training, and (5) beliefs as an English teacher. The findings suggest that the two teachers’ beliefs as FL learners, teacher training, and teaching experience all contributed to the formation of their beliefs as English teachers. However, the teachers would make teaching decisions inconsistent with their beliefs as FL learners. The underlying reasons behind the inconsistencies were their perceived problems in teaching contexts and the contradiction between their beliefs as FL learners and as English teachers. In the informal educational institutes, the English teachers’ perceived problems which constrained the realization of their beliefs as FL learners were about: (1) students’ learning context, (2) curriculum, (3) school policy, (4) students’ conditions, and (5) parents’ expectation. Finally, these pedagogical implications and suggestions are served as a reference for educational policy makers, informal educational institutes, and parents.

Under de senaste decennierna har betydande reformvågor sköljt över det svenska utbildningsväsendet, en majoritet utav vilka fallit inom ramen för det nya styrsystem som brukar gå under betäckningen New Public Management. Detta har medfört att skolornas organisationsstrukturer i allt större utsträckning styrts till att efterlikna de företagssystem, så starkt präglade utav revision och mätning, vilka står att finna i den privata sektorn. Studien har stöpt sin utgångspunkt i antagandet att alla organisationstrender har sin källa i det mänskliga medvetandet vars kunskaper, ej sällan, är alstrade kring kollektivt konstruerade verkligheter och sanningar. Ett angreppssätt som kunnat delge förståelse och mening till denna subjektiva meningsvärld är diskursanalysens grundprinciper. En diskurs kan kortfattat förstås som ett bestämt sätt att tala om, och förstå världen, där diskursanalysen ämnar belysa språkets givna mönster och konstruktioner. Med grund i detta har syftet att söka belysa områdets hegemoniska diskurs, samt eventuellt dess antagonistiska motpart, växt fram. Med empiri ifrån Dagens Nyheters debattsida under året 2013 har ett material kunnat sammanställas, och belysas, enligt det diskursanalytiska angreppssättet. Arbetet har fortflutit genom att söka finna, samt påvisa, hur olika begrepp definieras, sätts i kontext och delges mening. Resultatet har åskådliggjort en hegemonisk New Public Managementdiskurs, vilken framför revision som sitt ideal, samt en framväxande konkurrerande motdiskurs, vilken placerat sig som sin motpols spegelbild. / During the last decades a major reform wave has drifted in over the public sector of Sweden, together with a variety of western nations, bringing in a new kind of organizational structures and control systems. The greater part of these new developments fall within the definition of what is usually referred to as New Public Management. With its ideal reference point in the management of the public sector this has caused an increased focus on audit and a drift towards more market orientation in general. The study finds its base in an assumption that the origin of these shifts stands to be found in the minds of the human and its worldly perceptions. This philosophical outlook is well captured in the discursive approach, according to which the world is divided into different conceptional spheres called discourses. Proceeding from this, the thesis’s established purpose is set to, with empirical data from the newspaper Dagens Nyheter stretching over one year (2013), illuminate the hegemonic discourse and its antagonistic counterpart in the field of education. By examining the usage of different key concepts and their articulation, context and usage in general, two detached discourses has emerged. One hegemonic New Public Management-inspired discourse glorifying the objective rationality of auditing and one opposing discourse that, positioned in sharp contrast, praises the subjectivity of the profession.