Submitted by Cristiane Chim (cristiane.chim@ucpel.edu.br) on 2018-06-14T12:40:00Z No. of bitstreams: 1 Aline R. da Silveira.pdf: 3230152 bytes, checksum: d6a475a47a49747c52af95d8b5076e61 (MD5) / Made available in DSpace on 2018-06-14T12:40:00Z (GMT). No. of bitstreams: 1 Aline R. da Silveira.pdf: 3230152 bytes, checksum: d6a475a47a49747c52af95d8b5076e61 (MD5) Previous issue date: 2018-02-28 / This dissertation deals with the governmental divulgation discourse of the secondary educational system reform in Brazil. To do so, it is affiliated with Pêcheux’s Discourse Analysis Theory (AD). Both Archive and corpus were compiled over the “News” section from the Ministry for Education website. The period comprehended by the analysis spans from May 12th, 2016, date of Michel Temer’s taken of government, to the publication of the decree that establishes the reform, in September of the same year. This dissertation is organized in four chapters. The first presents essential notions to an AD analyses, such as subject, meaning and interpretation. The second discusses our analyzed discourse’s production conditions. The third chapter approaches the governmental divulgation discourse, as well as the analytical dispositive construction. The fourth chapter is dedicated to the analysis, by developing a theoretical-analytical gesture. This latter chapter is composed by five analytical gestures, methodologically defined to reckon its specific objectives. This chapter departs from an approximation between journalism and Discourse Analyses. The functioning of: (i) the repeatability, (ii) the exteriority, (iii) the silencing are examined. From this analysis, it was possible to formulate the notion of an echo chamber, as well to comprehend this discourse functioning while propaganda and, therefore, to be constituted as a ‘langue du vent’. Such metaphor, translated as language of wind, describes, in AD, a language use specific to propaganda messages circulation, messages constituted by an emotional appeal and characterized by the ephemerality of the information it publicize. / Com filiação na Análise de Discurso pecheuxtiana, a dissertação trata do funcionamento do discurso de divulgação governamental sobre a reforma do Ensino Médio. O arquivo e também o corpus foram constituídos a partir da seção “Notícias” do portal do Ministério da Educação (MEC). O período compreendido pela análise tem início em 12 de maio de 2016, quando da tomada do poder pelo governo de Michel Temer, e vai até o contexto de promulgação da Medida Provisória que instituiu a referida reforma, em setembro do mesmo ano. A dissertação está organizada em quatro capítulos. No primeiro, são apresentadas noções essenciais para uma análise em AD, tais como sujeito, sentido e interpretação. No segundo, são abordadas as condições de produção do discurso em análise. O terceiro capítulo trata do discurso de divulgação governamental (DDG), bem como da construção do dispositivo analítico. O quarto capítulo ocupa-se com a análise, empreendendo um movimento teórico-analítico. Esse capítulo está formado por cinco gestos de análise, metodologicamente definidos de forma a contemplar os objetivos específicos. Nesse capítulo, parte-se de uma aproximação do jornalismo com a análise do discurso; examina-se o funcionamento: (i) da repetibilidade; (ii) da exterioridade; (iii) do silenciamento. A partir dessas análises, foi possível chegar a formular a noção de câmara de eco, bem como entender o funcionamento desse discurso enquanto propaganda e, por conseguinte, constituir-se como uma língua de vento. Tal metáfora, em AD, descreve o uso da linguagem para a circulação de mensagens que sirvam à propaganda de Estado, constituídas pelo apelo emocional e caracterizadas pela efemeridade das informações que veiculam – quando assim o fazem.

This graduation thesis deals with the analysis of an educational system and the development of employees in a chosen company. The goal is to create reccomendations for the company based on the learning & development system analysis. Topics: 1. introduction, 2. literature review, 3.metodical approach, 4. practical part, 5. discussion and recommedations, 6. Conclusion,7. Summary.

L'aportació principal d'aquesta tesi doctoral consisteix en un instrument polièdric per a l'avaluació de la funció docent del professorat de secundària basada en indicadors agrupats en quinze àmbits diferents, que poden ser relacionats amb unes determinades competències professionals de la docència. D'acord amb l'objectiu de la recerca, l'instrument ha estat validat pel sistema de judici d'experts i se n'ha dut a terme diverses proves pilot. Es tracta d'una investigació avaluativa aplicada que permet obtenir informació rellevant per facilitar la presa de decisions, tant de tipus formatiu (reflexió crítica de la pròpia pràctica docent) com de tipus sumatiu (rendició de comptes). L'instrument es pot aplicar en la modalitat d'avaluació interna i contempla l'autoavaluació (el propi professor): portafolis i autoinforme; i l'heteroavaluació (parell acadèmic i directiu): observació de classes i entrevista. Aquests instruments poden ser útils per a la gestió de la millora de la qualitat educativa, considerada en el context del projecte educatiu de cadascun dels centres que l'apliquin. / The main contribution of this thesis is a multifaceted instrument for the assessment of teaching for secondary school teachers based on indicators, grouped into fifteen different fields, which may be associated with certain professional teaching skills. According to the purpose of research, the instrument has been validated by experts and several pilot tests have been carried out. It consists on an evaluative research applied to obtain relevant information to facilitate decision making, either formative (critical reflection of their own teaching practice) or summative (assessment results). The instrument can be applied in the form of internal evaluation and includes self-evaluation (teacher's own): self-report and portfolio; and peer evaluation (academic peer and a member of the board) class observation and interview. These instruments can be useful for the management of education quality improvement, considered in the context of the educational project of each of the schools that apply it.

No description available.

Šiuo metu plačiai diskutuojama apie ikimokyklinio ugdymo įstaigos pokyčius bei rezultatus. Didelė ugdymo programų įvairovė. Todėl didelis dėmesys skiriamas ugdymo kokybės užtikrinimui, diegiama patikima ugdymo turinio vertinimo sistema. Vis didesnis dėmesys skiriamas ugdymo programų kūrimui, netradiciniams ugdymo metodams, tame tarpe ir M. Montessori pedagoginei sistemai. Tačiau dar neatskleista priešmokyklinio ugdymo turinio kokybės samprata M. Montessori pedagoginėje sistemoje. Šio baigiamojo darbo tikslas – atskleisti priešmokyklinio ugdymo turinio kokybės sampratą M. Montessori pedagoginėje sistemoje. Tyrimo objektas: Priešmokyklinio ugdymo turinio kokybės samprata. Tyrimu siekta: 1. Apibrėžti priešmokyklinio ugdymo turinio sampratą remiantis „laisvojo ugdymo paradigma“. 2. Atskleisti priešmokyklinio ugdymo turinio kokybės ypatumus. 3. Išskirti priešmokyklinio ugdymo turinio kokybės kriterijus M. Montessori pedagoginėje sistemoje. 4. Identifikuoti priešmokyklinio ugdymo turinio kokybės kriterijų raišką M. Montessori pedagoginėje sistemoje. Tyrimo rezultatų pagrindu suformuluotos tyrimo išvados: Priešmokyklinio ugdymo turinio kokybei M. Montessori pedagoginėje sistemoje ypatingą reikšmę turi vaiko amžių atitinkanti ugdomoji aplinka ir priemonės. Priemonės skiriamos individualiems gebėjimams lavinti. Priešmokyklinio ugdymo turinio kokybę sąlygoja ugdytojo - santūraus stebėtojo, tyrinėtojo, kuris stengiasi nesikišti į vaiko veiklą samprata. Įgyvendinant ugdymo turinį... [toliau žr. visą tekstą] / The changes and the outcomes in the pre-school educational institutions are being widely discussed nowadays. The variety of the educational systems used is being of a wide scale. Therefore, a considerable attention is being admitted to the achievement of the educational quality and the introduction of the plausible evaluation system of the educational content. A growing attention is being paid to the development of the educational programs as well as to the unconventional educational methods and the Montessori education therein. The aim of this final paper: To define the conception of the quality of the pre-school educational content in the Montessori educational system. The object of the research: The conception of the quality of the pre-school educational content. The goals of the research: 1. To define the conception of the pre-school educational content on the basis of the “free education paradigm”. 2. To reveal the peculiarities of the pre-school educational content quality. 3. To exclude the criteria of the pre-school educational content quality in the Montessori education. 4. To identify the manifestation of the qualitative criteria in the Montessori pre-school education. The following conclusions of the research can be inferred on the basis of the results: The educational setting and means corresponding the child’s age have a particular significance for the qualitative educational content of the Montessori pre-school education. The means attributed to develop the... [to full text]

Throughout the Europe, special attention is paid to the development, provision and design of electronical services. Experience of foreign countries proposes that e-education plays a significant role both in social development and the development of country or its regions in economical, cultural and other aspects. Goal of work: to analyze the influence of the provided services of e-education to the social development in the municipal level.

&ldquo / Information-Based Economy&rdquo / , which is today&rsquo / s economy that is a proof and indicator of development level for the countries now on, comes on the scene with its new organizing model on the infrastructure of its own, which is called &ldquo / Information Society&rdquo / . The phenomenon of administration introduces to &ldquo / e-Government&rdquo / for reinforcing the roots of &ldquo / Information-Based Economy&rdquo / now. The objective of this study is to research the transformation of state, authoritarian and dominant power, that &ldquo / Information-Based Economy&rdquo / gives direction in the environment of &ldquo / Information Society&rdquo / and to determine the locus and focus of &ldquo / e-government&rdquo / as a new organizing model especially in the dilemma between administration and management, and in the dilemma between politics and administration by using the theories of public administration, keeping the variance of culture in mind. In addition, to have a systematic knowledge of the relation between &ldquo / Information-Based Economy&rdquo / , &ldquo / Information Society&rdquo / and &ldquo / e-Government&rdquo / as a whole composes of the theme of this thesis. For this purpose, questionnaire has been conducted in the Ministry of National Education, which is responsible for forming the society of the future, to understand whether there is a systematic knowledge on the relation between &ldquo / Information-Based Economy&rdquo / , &ldquo / Information Society&rdquo / and &ldquo / e-Government&rdquo / as a whole. Moreover, it has been aimed to discover what the mental formulations of participants are. Questionnaire results reveal that there is no systematic knowledge on the relation between &ldquo / Information-Based Economy&rdquo / , Information Society&rdquo / and &ldquo / e-Government&rdquo / as a whole in the Ministry of National Education, and that the participants are apt to perceive &ldquo / e-Government&rdquo / within the context in which they are in terms of professions, status and backgrounds. Questionnaire results also show that the responses given by the participants concerning &ldquo / e-Government&rdquo / are more or less the same due to the hierarchical organization of knowledge and official knowledge in particular.

Esta Dissertação é o resultado de um abrangente estudo com o qual objetivo compreender a complexidade dos (des)caminhos nas trajetórias de jovens em processo de inserção profissional do Curso Técnico em Eletrotécnica e Curso Técnico em Química, na Escola Estadual Técnica São João Batista – Montenegro/RS, no período de 2001 a 2004. Desvelar estas complexas trajetórias de inserção profissional, sustentada nos autores com os quais neste texto dialogo, constitui o foco central do meu percurso investigatório, porque é um ponto de partida para a possibilidade de intervenção à mudança. A historicidade (tempo-espaço) perpassa a revisão teórica e a análise da realidade. Focalizo o homem, um sujeito circunscrito por ideologias/crenças engendradas por seu contexto sócio-econômico-cultural, o seu habitus, segundo Pierre Bourdieu. Essas referências sustentam a pesquisa empírica – qualitativa, quando um olhar aguçado nas trajetórias familiares e pessoais de escolaridade e ocupações profissionais resultam em Discursos de Sujeitos Coletivos (orientados por Lefèvre, F. e Lefèvre, A. M. C., 2003). A análise desses discursos viabilizam a demarcação de identidades, geradas em suas histórias de vida; bem como, demarcam preconceitos e obstáculos diversos provocadores de descontinuidades. Acolho as deduções de Guimarães (2004) ao identificar padrões de mobilidade da coorte de trabalhadores demitidos da indústria petroquímica, e defino três padrões de trajetórias de inserção. Concluo que as trajetórias de reconversão do Grupo Laranja e as trajetórias de exclusão do Grupo Azul estão na contramão da formação técnica, que é perseguida nas trajetórias de permanência pelo Grupo Verde. E a escola, ignorando o colorido em sua volta, lida com a pedagogia como se o mundo fosse monocromático, e tudo permanece como está. Embora a Constituição Federativa do Brasil legisle que não pode existir a divisão sexual do trabalho, constato no campo factual trajetórias de inserção profissional condicionadas por preconceito de gênero. Por fim, tomo de Peralva (1997) a conclusão de que as idades da vida não são fenômenos naturais, e sim, sociais e históricos, e são plurais. O que é escrito em determinada idade pelo sujeito, está condicionado pelo seu padrão identitário. A história não é estática, é movimento; por isso mesmo, não são imutáveis os habitus pelos quais transitam os sujeitos. As cores definem identidades e os sujeitos podem transitar entre elas. Esses resultados elucidam os (des)caminhos nas trajetórias dos jovens no seu processo de inserção profissional nos Cursos Técnicos do SJB, indicam a influência do contexto sócio-econômico-cultural e rompem com as promessas anunciadas pela Teoria do Capital Humano. As deduções suscitam novos questionamentos que marcam a incompletude do meu próprio percurso. Um convite à continuidade... / This dissertation is the result of a wide-ranging study that aims to understand the complexity of the (out)ways in the trajectories of the young in the process of professional insertion from the Technical Course in Eletrotecnic and Chemistry at SJB Technical State School – Montenegro/RS, from 2001 to 2004. To clarity these complex trajectories of profissional insertion, supported on the authors with whom I dialog on this text, constitutes the focus of my investigator way, because is the first step towards the intervention possibility of changing. The historicity (time-space) goes through the theoretical revision and the analysis of the reality. I focus the man, subject circumscribed by ideologies/beliefs engendered by their socio-economical-cultural context, and their habitus, according to Pierre Bourdieu. These references support the empiric-qualitative research, when a sharp look in the familiar and personal trajectories of school degree and professional occupation result in Speeches of Collective Subjects (guided by Lefévre, F. and Lefévre, A. M. C., 2003). The analysis of these speeches enables the demarcating of identities, generated in their life histories; as well as they demarcate prejudices and diversified obstacles that provoke discontinuities. I take Guimarães (2004) deductions, when he identifies patterns of mobility of the “coorte” of fired workers from the Petrochemical industry, and define three patterns of trajectories of insertion. I conclude that the trajectories of recon version from the orange group and the trajectories of exclusion from the blue group are on the opposite way from the technique formation, which is pursued on the trajectories of permanence by the green group. And the school, ignoring the colored around, deals with pedagogy as if the world was monochromatic, and everything remains the same. Although the Federative Constitution of Brazil says that there can’t be the work sexual division, I see that on the factual field trajectories of professional insertion conditioned to gender prejudice. Finally, I took from Peralva (1997) the conclusion that the ages of life are not natural phenomena, but social and historical, and they are plural. What is written in a definite age by the subject, it is not conditioned by their identification pattern. The history is not static, it is movement; that’s why the habitus through which the subjects go through are not unchangeable. And, still, the colors define identities, but, the subjects may transit among them. These results elucidate the (out) ways in the trajectories of the young in their process of professional insertion from the Technique Courses at SJB, indicate the influence of the socio-economical-cultural context and break with the promises announced by the Human Capital Theory. The deductions generate new questions that mark the sketchiness of my own way. An invitation to the continuity…

This study explores the problem of a bibliocentric Religious Education curriculum in Zimbabwe amid the quest for a multi-faith curriculum. It traces the history of Religious Education, how it was started and crafted by the so-called missionary propagandists in order to suit their dogmatic interests. Two main aspects of the christianization of the Religious Education curriculum are highlighted, namely cultural alienation and indoctrination. Two post-independence teaching approaches, the life experience approach and the multi-faith approach are discussed in a comprehensive manner as possible solutions to the problem of Religious Education in Zimbabwe. An empirical analysis and evaluation of the views of various stakeholders about post-independence developments in Religious Education is also presented. Finally, relevant findings, conclusions and recommendations critical to successful Religious Education teaching are presented. / Teacher Education / M. Ed. (Didactics)

This thesis is to analyse and balance the contemporary educational system of selected medium-sized enterprise and its effort of finding new possibilities and ways leading to improval of corporate educational concept which leads to the growth of knowledge potential of individual workers and the business as a whole. The goal of this thesis is the evaluation of contemporary educational system of employees in selected medium-sized enterprise, its comparison with educational system of another enterprise with similar business orientation and finally draft of possibilities how to improve the educational system of given enterprise.