The work is focused on current available options and efforts to make education of pupils from different socio-cultural environment accessible. It contains recommendations for educators who come into daily contact with these pupils. The pitfalls and obstacles encountered by teachers, pupils and their parents are also described, who often face a language and communication gap in communication with school facilities themselves. KEY WORDS Alien, pupil, educational system, Czech Republic, Czech language

This thesis operates under the assumption that the earliest form of mass communication is the religious sermon as recorded in the Bible. This thesis looks to Bormann, who used a sacred to secular approach and found similarities between Puritan sermons and the rhetoric of political speeches. This research reverses that order and moves from secular to sacred by looking first at well-known American speeches and then at landmark addresses to Seminary and Institutes of Religion teachers of The Church of Jesus Christ of Latter-day Saints—and specifically at Clark's The Charted Course of the Church in Education. This single sermon, delivered in 1938, continues to shape the Seminary and Institutes program after more than seven decades. With the opening of the first LDS Seminary in 1912, the foundations of the program were laid. Yet, each generation seemed to drift away from those foundations enough that a realignment was needed. In 1938, the constitution of Church education was given in the form of the Charted Course and it has served as the realigning document ever since. Subsequent realignments occurred in 1954, and 1963. Since 1976, the Charted Course has been referenced regularly, particularly during the annual Evening with a General Authority address to Seminary and Institute teachers and, consequently, since that time, no great drift has occurred that required another major realignment. Instead, the Charted Course is now used consistently to prevent drift, not only to correct it.

This work traces the development of the global educational system of the Church of Jesus Christ of Latter-day Saints. After a long period of providing schools for its membership in the Intermountain West of the United States, the Latter-day Saints ultimately settled on a system of supplementary religious education, designed to work in concert with public education systems. During the 1950s as the Church began to gain an international following, Church leaders moved to establish an international system of schools to meet their needs. These schools were largely supervised and directed by Americans personnel. Under the leadership of Church president David O. McKay, large school systems were constructed throughout the Pacific, Mexico, and Chile. As the costs and complexities of these systems multiplied, Church leaders began to take a more structured and systematic approach towards their educational system. Under the direction of Harold B. Lee and other leaders, the Church chose once again to emphasize religious education among its membership, and a large system of supplemental programs were launched across the globe. These new programs were staffed primarily by indigenous personnel, providing strong local leadership. Eventually the majority of the international schools closed in favor of these supplemental programs. By 1980 the basic policies governing the Church Educational System were in place and for the most part these policies continue to govern the system today.

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The thesis is based on the financing of educational system in the Czech Republic and Denmark, and it focuses on the resources which are associated with this branch. It deals with all levels of the educational system and presents different ways of its financing from public funds. The main attention is given to the comparison of funding systems' structures with emphasis on the differences between the two countries. Following part studies the development of partial and total public expenditures on education, including its relation to the key macroeconomic indicators. In the last part of the thesis I come up with my own ideas of adopting certain elements from Denmark to Czech model of financing education.

The aim of this thesis is to comprehensively describe the opinions of teachers regarding education of socially disadvantaged children. In order to achieve this aim a questionnaire survey was carried out among teachers of preparatory classes, first and fourth grades. The questions covered four areas: general readiness of schools for education socially disadvantaged pupils, educational training and level of competence, teaching practice and the relationship to the family of the pupil. The research was based on a theoretical framework that describes the current situation and possible changes concerning the education of children from socially deprived groups. The range of sample together with the variety of the sample, which corresponds to the population of teachers, it allowed us to generalize the data. This research provides new empirical evidence of teachers' opinions about the issues of education of socially disadvantaged children from as well as the basis for the implementation of such measures that can aid the relationship between teacher and pupil from socially deprived groups.

This dissertation deals with new approaches of alternative schooling in foreign countries which recently became very popular. These three schools and approaches chosen for this dissertation are not known in Czech Republic yet. The dissertation presents these alternative schools and proposes alternative brushing up of the ideas to the maintain schools. The first school and the first approach of alternative is democratic school or also free school. The oldest democratic school is Summerhill in the east of England. The second interesting approach and school is Te Whāriki from New Zealand. The framework deals with education through socio-cultural context. The last representative of schooling which dissertation deals with will be Reggio Emillia, which is from Italy and based on ideas of Loris Malaguzzi. The dissertation applies to main philosophies of these three alternatives, which appears abroad and mainly in Great Britain. This piece of work evaluates similarities and differences of these alternative schools. According to from which country the concrete school comes from and circumstances influencing the origin. The dissertation should contribute to the extension to Czech awareness of more alternative schools that are developing in the world. Also the piece of work devotes to ideas which could be...

Todos conhecem a importância do professor na garantia da qualidade do ensino. Contudo, para que haja bons professores é fundamental que lhes sejam asseguradas condições de trabalho adequadas. Já existe, no Brasil, um número significativo de pesquisas sobre os professores da rede pública, mas o mesmo não se pode dizer sobre aqueles que atuam na rede privada de ensino. Nesse contexto, esta pesquisa visou a analisar as condições de trabalho docente na rede privada de Ribeirão Preto SP, não apenas no que diz respeito à remuneração, mas também sobre os principais problemas enfrentados pelos docentes em suas atividades, considerando as demandas trabalhistas que são atendidas pelo departamento jurídico do sindicato dos professores, bem como as respostas dadas a um questionário por um grupo de professores. O estudo foi desenvolvido na perspectiva da pesquisa qualitativa, na modalidade estudo de caso, sendo que os instrumentos de coleta de dados utilizados foram: análise documental dos dados do censo escolar disponibilizados pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP), da legislação relativa aos professores e, particularmente, da Convenção Coletiva de Trabalho dos professores da rede privada de ensino e dos processos jurídicos impetrados pelos professores da rede privada; um questionário online enviado aos filiados ao sindicato profissional, entrevistas semiestruturadas com a presidência e com o setor jurídico do sindicato local. Diferentemente da imagem que busca mostrar o professor da rede privada como apresentando uma condição de trabalho muito superior ao de seu colega da rede pública, na rede privada de ensino de Ribeirão Preto não foram observadas, em vários quesitos, condições adequadas de trabalho. Em especial no caso dos professores que atuam no ensino fundamental, constatou-se um piso salarial inferior ao pago à rede pública, quando se consideram as horas em atividades extraclasse. Constatou-se, também, por parte das escolas o descumprimento de cláusulas básicas da Convenção Coletiva de Trabalho. Considerando a situação destacada, é importante que as informações trazidas por meio dos dados desta pesquisa sejam difundidas, para que melhorias nas condições de trabalho docente na rede privada de Ribeirão Preto sejam realizadas. / It is widely known the importance of the teacher in the warranty of the teaching. However, in order to exist well qualified teachers, it is elementar that they have access to appropriated work conditions. In Brazil, there is a considerable quantity of research about the public school teachers, but this is not the same situtation concerning the teachers who work in the private educational system. In this context, this research aims to analyze the work conditions of teachers in the private educational system in Ribeirão Preto SP, not only concerning to their remuneration, but also about the main problems faced by these teachers in their activities, considering the working demands that are attended by the juridical department of the teachers syndicate, as well the answers that are present in a poll addressed to a group of teachers. This study was developed in the qualitative perspective, in the case study modality, and the data collection instruments used were: documentary analysis of the school census data, that were made available by the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP), of the legislation related to the teachers and, specifically, about the Collective Work Convention of the teachers of the private educational system and the juridical process filed by these teachers; an online poll sent to the associated teachers of the professional syndicate, semi structured interviews with the presidence and the juridical department of the local syndicate. Differently of the image that try to represent the teacher of the private educational system as a professional that have a much better work condition than the teacher of the public educational system, in the private educational system of Ribeirão Preto were not observed, in many points, appropriated work conditions. Specifically in the case of the teachers that work in the Elementary School level, was noted a minimum wage lower than that is paid in the public system when are considered the hours spend in out of class activities. It was realized, too, the non compliance of basic clauses of the Collective Work Convention by some schools. Considering this situation, it is important that this informations obtainded by the data collected in this research are diffused, in order that improvements in the teachers work conditions in the private school system of Ribeirão Preto are concreted indeed.

Made available in DSpace on 2016-04-27T14:31:32Z (GMT). No. of bitstreams: 1 Claudemiro Esperanca Claudio.pdf: 1696514 bytes, checksum: fd3c8d1daf4bb3fd90623d3183a63afa (MD5) Previous issue date: 2015-03-03 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Since 1956 in the city of São Paulo, the municipal public education has been suffering structural changes in two ways: to offer placements in the various educational modalities and to offer training courses during work hours to teachers of its educational system. Proposals for training courses during work hours, administrative modernisation, external exams, award for educational performance are at the core of these changes. In this context, the objective stated here is to analyse the training courses offered during two specific governments: Luiza Erundina s and Gilberto Kassab s, with their specific administrations in the educational field, Paulo Freire and Alexandre Schneider, and to understand the representations of school and training courses for teachers who lived through these governments. What we seek to comprehend are the reasons for the feeling of authorship and alienation in these training courses and the resulting unfoldment of teaching in the classroom. To complete this thesis, a historical study is carried out both of initial training courses in Brazil as well as in the city of São Paulo, and of training courses offered by the Municipal Secretariat of Education. We consider that the radicality of the training policies for teachers in the administration of Paulo Freire (1989-1992), who was in charge of the Municipal Secretariat of Education in São Paulo, was the result of a political position that advocated a critical-transformative education. This proposal was not adopted by the subsequent administrations educational policies. We take part in a discussion about the syllabus that permeates through all the moments presented here, as well as the life accounts of teachers who worked during the two governments aforementioned. With the qualitative method s contributions, the life accounts analysed here suggest reasons for quite contrary perceptions of the training courses that were offered and reiterate the idea that alienation prevents the formative process in administrations which do not consider teachers as individuals / Na cidade de São Paulo, desde 1956, a educação pública municipal vem se estruturando em dois sentidos: oferecer vagas nas diversas modalidades de ensino e oferecer formação em serviço para professores de sua rede. Propostas de formação em serviço, modernização de gestão, avaliações externas, prêmio por desempenho educacional estão no bojo dessas mudanças. Nesse contexto, o objetivo desta tese é, a partir da análise das formações oferecidas aos professores em dois governos específicos Luiza Erundina de Sousa (1989-1992) e Gilberto Kassab (2006-2012) , com suas respectivas gestões no campo educacional a de Paulo Freire e a de Alexandre Schneider , compreender as representações a respeito da escola e da formação em serviço dos professores que vivenciaram esses governos, no que diz respeito às razões para o sentimento de autoria e alienação nessas formações e o decorrente desdobramento no fazer em sala de aula. Foi, então, realizado um estudo histórico tanto da formação inicial, no Brasil e na cidade de São Paulo, como das formações oferecidas pela Secretaria Municipal de Educação. Partiu-se da hipótese de que a radicalidade da política de formação de professores na gestão Freire (1989-1992), à frente da Secretaria Municipal de Educação de São Paulo, foi resultado de posicionamento político com vistas à educação crítico-transformadora, proposta que não teve continuidade nas ações decorrentes das políticas educacionais das gestões posteriores. Além de empreender uma discussão a respeito do currículo que perpassa todos os momentos aqui apresentados, foi feita uma análise das histórias de vida de professores que atuaram nos dois governos citados. De acordo com as contribuições oferecidas pelo método qualitativo, as histórias de vida aqui analisadas apontam as razões para percepções tão opostas a respeito das formações oferecidas e reforçam a ideia de que a alienação inviabiliza o processo formativo em gestões que não consideram o professor como sujeito