Syftet med denna studie är att ta reda på hur förskollärare resonerar om pedagogisk dokumentation i förskolan. Bakgrunden till studien är att förskolans läroplan 1998 lyfter fram pedagogisk dokumentation som ett redskap för att synliggöra verksamheten. I tidigare forskning bekräftas  den pedagogisk dokumentationens möjligheter att synliggöra barns utveckling och lärande.   Vi har genomfört en kvalitativ undersökning med semistrukturerade intervjuer med öppna frågor. Intervjuerna genomfördes på fyra förskolor med fem informanter.   Av resultatet framgår det att förskollärarna ser den pedagogiska dokumentationen som ett redskap för synliggörande av barns lärande och utveckling. På olika sätt framkom det att samtliga förskollärare anser att reflektion är av betydelse för att göra dokumentationen pedagogisk.

The aim of this study was to investigate whether teachers are involved in children´s play, what their perspectives are on the importance of play and what conditions teachers have to stimulate children in their playing. In this study, I’ve been able to verify that play has a great value for children’s learning development. My method have been interviewing four teachers at a kindergarten in order to examine educators’ perspective on the importance of play. The results of my investigation showed that teachers believe that play and role- play have a major impact on children's learning. The teachers especially wanted to point out the importance of children’s´ indulgence in the game. Playing should not just be a moment for kids to learn, but it should also be a time where the kids have fun while they’re learning. Teachers use different methods in order to make playing more enjoyable at the same time the kids are learning. The methods they use are important for children to increase the motivation and desire to learn new things and see the reality. According to the educators it’s important that teachers can participate in the play and thereby be role- models and facilitate of play development. Last but not least, the four educators considered that play is an important way to learning.

Blogpics – young girls views on photography online Young people create new forms of social interaction on the internet, and in Sweden, especially young girls, have become very active bloggers. Girls write, publish pictures and build networks with, mostly, other girls.  This new phenonomen has been described in Swedish media partly as a problem, where adults are worried that the information the young girls publish about themselves is too personal, and can be used for the wrong purposes. It has also been suggested that the content of young girls blogs has little value, beeing mostly narcissitic, superficial and obsessed with fashion and shopping. The purpose of this paper has been to investigate how young girls reflect upon their photographic communication on the internet.  The idea has been to ask the girls themselves about their own experiences, to get a more complete picture of them as internet users, to investigate their communication strategies and solutions when it comes to net integrity  and to talk about how they create gender and identity online.

In 1835 the first American Board missionaries arrived in South Africa and a mission station was built at Amanzimtoti. Adams College, then known as Amanzimtoti Institute was established in 1853 by the American Board with the expressed ingestion of opening up a school on the mission station originally founded by Dr Newton Adams. Adams College consisted of a number of institutions; a high school, a teacher training college and an industrial school. It was one of the first African schools to introduce co-education, to teach mathematics and science to Africans, to provide matriculation and post-matriculation courses, and to give responsible posts to Africans. This thesis examines the goals, beliefs and strategies of early missionaries and the founders of Adams College in the nineteenth century. It goes on to illustrate the.influence of segregation and incorporationist ideals of those involved in missionary education in the early 1900s. Mission schools such as Adams College aimed at promoting a type of education based on European curriculum and models. Edgar Brookes and Jack Grant, prominant principals at Adams College, were well-intentioned and aimed at offering the students opportunity for advancement. In 1956 Adams College was closed by the government, as a consequence of the Bantu Education Act. This study interprets the transition from missionary to Bantu Education in light of the difficulties faced by Mission schools in the late 1940s. / Thesis (M.A.)-University of Natal, Durban, 1990.

This thesis explores aspects of teachers’ obligation to implement and discuss what are referred to in the Swedish national school curricula as “fundamental values” (“värdegrunden” in Swedish). The aim is to describe and analyze dilemmas in interpretations of and teachers’ work with these fundamental values. Four questions are related to this aim. The first addresses difficulties discussed in conversations between seven upper secondary teachers, during nine meetings over the course of one year. In these conversations the teachers reflected upon how to interpret the fundamental values in relation to their daily practice. The second question focuses on the considerable diversity of Swedish schools and examines the work of the teachers through a perspective of intersectionality. The third question concerns how Martha Nussbaum’s theory of emotions as judgments of value could be used for an understanding of the identified dilemmas. The fourth question focuses on ways in which the participating teachers’ discussions may contribute to a wider discussion about possible aims and circumstances of teachers’ work with the fundamental values. Chapter 2 introduces the theoretical framework of the study, Martha Nussbaum’s (2001) ethical thinking on emotions as judgments of value. She argues that emotions have four common cognitive components. They have (1) external objects, and are directed towards these objects. They are (2) intentional, reflecting a person’s particular point of view, his or her special way of beholding the object, and (3) consist of judgments, i.e. views of how things in the world are. According to Nussbaum’s Aristotelian ethics, emotions also (4) mirror the individual’s vision of what a good human life is like, and the vulnerability of it. The concept of eudaimonia, a fulfilled or flourishing life, is central. Chapter 3 focuses on ideas of ethnicity, and on the specific obligation mentioned in the curriculum of counteracting xenophobia and intolerance in a multicultural society. Chapter 4 discusses various aspects of the teachers’ thoughts on religiosity within Swedish society (often depicted as one of most secular in the world) and within the educational system that is non-denominational. Chapter 5 draws attention to different ways in which the teachers view and teach pupils about sexual orientation. Chapter 6 presents conclusions on potential advantages of and challenges involved in Nussbaum’s Aristotelian theory of emotions, when applied to teachers’ views of and practical work with the fundamental values described in the curriculum. One advantage is that emotions may be intellectually scrutinized and morally assessed, on grounds that are known beforehand and discussed in a democratic process. The non-productive division between emotions, on the one hand, and intellectual and moral capabilities, on the other, is transcended by Nussbaum’s theory. An important challenge is to reflect upon when to discuss the cognitive content of pupils’ emotions, and when it is appropriate to state what is right or wrong, and try to influence pupils accordingly. Keywords: Emotions, vulnerability, values education, religious education, teaching, Martha Nussbaum, ethnicity, religion, sexual orientation.  / Nationella Forskarskolan i Pedagogiskt Arbete

Background In recent decades, system-wide policies and substantial resources have been directed towards enhancing the use of ICT in learning contexts. This development can be observed at international and national levels. However, reports have indicated a ’slow uptake’ of the use of ICT for pedagogical purposes among compulsory schools and teacher education institutions. Although the teacher education at Umeå University follows this pattern, there have been several initiatives in using ICT for learning in the teacher education programmes. The aim of this study is to scrutinise the process in which ICT-supported methods for learning have been introduced, used and disseminated throughout teacher education. Methods Three ICT-supported methods for teaching and learning were chosen for this study: digital individual development planning (IUP), blogs and e-portfolios. To capture teachers’ and students’ experiences of introducing the pedagogical use of ICT, 115 interviews were conducted and four questionnaires were administered over a four-year period (2006-2010). Course documents and observations of blogs and e-portfolios supplied additional data. Hermeneutics was chosen as the methodological approach. Thematic content analysis was carried out in the first three part-studies, and theoretical frameworks suited for the identified themes were chosen for the analyses. Since pedagogical discourses appeared to be important, discourse analysis was used in the fourth part-study. A final meta analysis has been carried out and is presented later in this thesis. Results In Umeå, as in other countries, teacher education has been slow to adopt ICT for learning. Still, the use of ICT for learning has increased over time. ICT-supported methods such as IUP, blogs and e-portfolios have found their way into the context through a recontextualisation process in which ICT discourses and designs are socially constructed. However, the recontextualisation process could merely be found within sub-fields, such as teacher teams and project groups, since in the main-field (i.e. teacher education) traditional ways of teaching and learning have been internalised. These traditions hold symbolic capital, and teachers who have the means to do so will act according to their habitus and defend the traditions. The recontextualisation process will therefore be kept within the sub-fields, and the dissemination will be limited. Furthermore, the sub-fields are rather isolated from one another, and therefore pedagogical ICT discourses and designs are created in varied ways. However, none of them could be regarded as internalised, and the social construction of pedagogical ICT discourse and design has to be considered to be still ‘under construction’.

The argument of the thesis begins with the question of how Christianity became the main religion in South Sudan. It is crucial to search for the connecting point between Christian mission and the South Sudanese. Although South Sudan and Christianity had been directly opposed due to the image of Christianity as a part of the colonial power and Western imperialism, the two disparate groups came together through a particular historical moment that united them. The connecting point that linked South Sudan with Christianity was the dynamic movement of Christian missions in responding to the socio-political and historical needs of South Sudan. The junction between Christianity and South Sudan was strongly connected to missionary work in southern Sudan from the 1920s to the 1950s. This is the period in which the educational work of Christian mission reached its zenith. Moreover, southern Sudan, now South Sudan, had struggled with Arabic Northern Sudan, present-day Sudan in order for the federation policy to separate from Northern Sudan. Therefore, the thesis focuses on how the educational work of the missions influenced the formation of the nationalism of South Sudan. In particular, this research will be laid out in three sections: the historical background of the socio-political chasm between Southern Sudan and Northern Sudan; the educational work of the missions in Southern Sudan from the 1920s to 1950s; the nationalism of Southern Sudan in connection with the educational work of the missions.

A presente tese tem como temática principal a implicação das políticas compensatórias para Pessoas com Deficiência, entre as quais o Benefício de Prestação Continuada (BPC). Se, após avaliação social e perícia médica, essas pessoas forem avaliadas como incapacitadas para vida autônoma e para o trabalho, passam a receber do Governo Federal um benefício no valor de um salário mínimo. O problema de pesquisa que subsidia meus questionamentos foi assim definido: quais os efeitos da política de Benefício de Prestação Continuada e seus desdobramentos, como BPC escola e BPC trabalho, nos processos de escolarização, trabalho e produção de autonomia de jovens com deficiência intelectual na contemporaneidade? Para aprofundar as respostas ao problema da pesquisa, levantei as seguintes questões: como as estratégias biopolíticas de governamento da população com deficiência intelectual operam nas políticas compensatórias? Como os programas sociais para pessoas com deficiência, BPC, BPC escola e BPC trabalho, colocam em funcionamento tecnologias de in/exclusão? Como as maquinarias político-assistenciais e compensatórias estão produzindo sujeitos assistidos, mas tutelados? A partir disso, três eixos foram priorizados: família, autonomia e trabalho. No tema em questão, são visibilizadas situações em que um programa social instituído para incluir vem produzindo exclusão. Para enfrentar esse processo, são apresentadas algumas alternativas governamentais. Na linha teórica dos Estudos Culturais, de caráter qualitativo, é utilizado, como uma das ferramentas de investigação, o Grupo de Diálogo com jovens com Deficiência Intelectual que participam de um Programa de Trabalho Educativo (PTE) da Rede Municipal de Ensino de Porto Alegre. Esse Programa tem conseguido subjetivar alguns desses jovens através do trabalho, tornando-os mais autônomos e produtivos. Essa situação passa a contradizer os principais critérios para concessão do BPC. / At present thesis has main theme to implication compensatory policies for people with deficiency between them or installment Continued Benefit (BPC). People those that after evaluation social e evaluation medical expertise is as incapable for independent living and to work receive from the federal government a benefit the value of the minimum wage. Or that subsidizes research problem was so my questions defined: what effects installment Continued Benefit and its Continuing developments as BPC School, BPC work, in schooling processes and producing young autonomy of intellectual impairment in contemporary times ? To assist in the conduct of answers to that problem I used the following research questions problem referred to or of research: such as bio-political strategies of government gives population com intellectual impairment operate at the compensatory policies? As social programs for people with disabilities - BPC, BPC and BPC school work - put into operation in / exclusion technology? And again: How the machineries assistance and compensatory policies are producing subjects watched, but protected? Thus three areas have been prioritized in the conduct of research: family, autonomy and work. The survey makes visible situations where a social program set to include have produced exclusion and on the other hand has some alternative government built to face this process. Research in theoretical line of Cultural Studies, qualitative, used as one of the research tools Dialogue Group with young people with intellectual disabilities who participate in an educational work program – PTE the Municipal Network of Porto Alegre Education. Research shows that they have been subjectified the work, making them more autonomous and productive, contradicting the main criteria for granting of this benefit - BPC.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This Master's Thesis is tied to the research line School Practices and Public Politics of the Post Graduation's Degree Program in Education at Universidade Federal de Santa Maria UFSM. This study had its motivations in two interlinked area, the professional acting and the academic formation. The main theme of this research is the Educational Work. The objective that addressed the investigation consists of analyzing the academic production of the annual meetings of ANPED, more specifically, that of GT 09 Work and Education, from 1998 to 2008, about the understanding of the educational work, in basic education level, considering the reordering of the work, in order to check the praxical character of this production. The theoretical principal that provides support is the Historical and Dialectical Materialism, since it was considered an important theoretical tool, because it makes possible the understanding of the tension between capital and work, what is necessary for us to analyze the current context in a critical way. We took as reference the work (educational) as an ontological category. Such perspective allows understanding that it is based on it and considering its mediator capacity of the social relationships that the human beings build the necessary conditions of their existence, producing themselves in relation to other human beings. On the other hand, this conception allows us to understand the abstract work's alienated nature, being this one, under the perspective of the capitalism, understood as a synonym of workforce sale. For the accomplishment of the research, the precepts of the qualitative research were taken into account. The result of this analysis showed us that there is a polysemy at GT Work and Education concerning the understanding of educational work. The representativeness of these studies, in basic education level, at GT, is little expressive. Larger number of studies related to professional education was evidenced. The works of the empiric collection, in their great majority, rescue the content category - work - as a central issue in the accomplished analyses. We could verify that the works chosen for analysis are committed with a theoretical perspective based on historical and dialectical materialism, being observed important works in the area. However, we evidenced the little praxical dimension of the analyzed production. / A presente Dissertação de Mestrado insere-se na Linha de pesquisa Práticas Escolares e Políticas Públicas do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria UFSM. Este estudo teve suas motivações em dois ramos interligados, a atuação profissional e a formação acadêmica. O tema central da pesquisa é o Trabalho Docente, o objetivo que direcionou a busca investigativa consiste em analisar a produção acadêmica das reuniões anuais da ANPED, mais especificadamente, do GT 09 Trabalho e Educação, no período de 1998 a 2008, sobre o entendimento do trabalho docente, em nível de educação básica, diante do reordenamento do mundo do trabalho, de modo a verificar o caráter práxico desta produção. A fundamentação teórica que dá bases ao estudo tem aporte no Materialismo Histórico e Dialético, por julgarmos ser uma importante ferramenta teórica, pois possibilita o entendimento da tensão entre capital e trabalho, compreensão essa necessária para analisarmos criticamente o contexto atual. Tomamos como referência o trabalho (docente) como categoria ontológica. Tal perspectiva nos permite entender que é através dela, e de sua capacidade mediadora das relações sociais, que o ser humano constrói as condições necessárias a sua existência, produzindo a si mesmo em relação a outros seres humanos. Essa concepção nos permite, por outro lado, compreender a natureza alienada do trabalho abstrato, sendo este, sob a perspectiva do capitalismo, entendido como sinônimo de venda da força de trabalho. Para a realização da pesquisa foram utilizados os preceitos da pesquisa qualitativa. O resultado desta análise nos mostrou que existe uma polissemia no GT Trabalho e Educação no que diz respeito ao entendimento de trabalho docente. A representatividade desses estudos, em nível de educação básica, no GT é pouco expressiva. Foi evidenciado maior número de estudos relacionados à temática educação profissional. Os trabalhos da coleta empírica, em sua grande maioria, resgatam a categoria de conteúdo trabalho - como central nas análises realizadas. Podemos constatar que os trabalhos selecionados para a análise estão comprometidos com uma perspectiva teórica calcada no materialismo histórico dialético, tendo trabalhos importantes na área. No entanto evidenciamos a pouca dimensão práxica da produção analisada.

Submitted by EFRAIN MACIEL E SILVA null (efrainmaciel@gmail.com) on 2017-10-25T20:01:37Z No. of bitstreams: 1 Tese - Efrain Maciel e Silva.pdf: 418032 bytes, checksum: fa5c286d491df38291bac659680a53e6 (MD5) / Approved for entry into archive by Monique Sasaki (sayumi_sasaki@hotmail.com) on 2017-10-31T17:20:44Z (GMT) No. of bitstreams: 1 silva_em_dr_arafcl.pdf: 418032 bytes, checksum: fa5c286d491df38291bac659680a53e6 (MD5) / Made available in DSpace on 2017-10-31T17:20:44Z (GMT). No. of bitstreams: 1 silva_em_dr_arafcl.pdf: 418032 bytes, checksum: fa5c286d491df38291bac659680a53e6 (MD5) Previous issue date: 2017-08-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O objetivo desta tese foi analisar os fundamentos ontológicos do trabalho educativo por meio do estudo do trabalho como mediação entre ser humano e natureza, tomando como objeto o conceito de trabalho educativo proposto por Dermeval Saviani e preconizado pela pedagogia histórico-crítica. Para se compreender o trabalho educativo, na perspectiva histórico-crítica, faz-se necessário o entendimento do método histórico-dialético de Marx, no entanto, além dos textos marxiano buscou-se em Lukács e na ontologia este necessário aprofundamento entre teleologia, trabalho e natureza humana. Este foi um trabalho de cunho teórico fundado no método histórico-dialético, que utilizou da técnica de pesquisa bibliográfica considerando como referência os principais autores da pedagogia histórico-crítica, em especial a obra de Dermeval Saviani, Newton Duarte e Lígia Márcia Martins. No âmbito mais geral dos fundamentos, tomou-se como principais referências as obras de Karl Marx e György Lukács. Justificou-se a conceituação da atividade educativa como trabalho devido a seu caráter de atividade mediadora que atua sobre a natureza humana visando a produção intencional da humanidade nos indivíduos. Para alcançar este propósito foi realizado a discussão sobre teleologia e casualidade e suas relações com o trabalho educativo. Fazendo a análise de como os processos causais das relações humanas possui uma relação dialética com a ação teleológica desenvolvida no trabalho educativo, em especial na formação de funções psicológicas superiores e pelo domínio intencional dos signos na ação do ato instrumental. Conclui-se que a educação escolar desempenha um papel fundamental, pois é por meio dela que os seres humanos têm a possibilidade de desenvolverem suas máximas capacidades e possibilidades. Apenas nossas relações sociais cotidianas darão conta de nossa formação enquanto seres sociais, no entanto, o que a pedagogia histórico-crítica defende é a possibilidade do desenvolvimento das máximas capacidades humanas e são estas que não estão imediatamente disponíveis em nossas relações cotidianas e devem ser teleologicamente produzidas pelos seres humanos para que possamos ter acesso a elas. Ao analisar o trabalho como categoria fundante do ser social, procurou-se compreender como se dá a relação dialética da ação humana com a natureza e por que esta relação é fundamental para a compreensão do desenvolvimento social da natureza humana. Ao analisar as relações entre trabalho educativo e a natureza humana foi possível um maior aprofundamento sobre os fundamentos ontológicos da pedagogia histórico-crítica, compreendendo os limites da atividade educativa nas relações sociais capitalistas e suas possibilidades de vir a ser na proposição de uma teoria pedagógica que entende dialeticamente as relações entre educação e sociedade, bem como a sua especificidade enquanto um espaço que, ao promover diretamente o máximo desenvolvimento dos indivíduos, contribui indiretamente para a transformação das bases sociais. / The aim of this thesis was to analyze the ontological foundations of educational work through the study of work as mediation between human being and nature, taking as object the concept of educational work proposed by Dermeval Saviani and advocated by historical-critical pedagogy. In order to understand the educational work, in the historical-critical perspective, it is necessary to understand Marx's historical-dialectical method; however, in addition to the Marxian texts, Lukács and ontology sought this deepening of teleology, work and human nature. This was a theoretical work based on the historical-dialectical method, which used the technique of bibliographical research considering as reference the main authors of historicalcritical pedagogy, especially the work of Dermeval Saviani, Newton Duarte and Lígia Márcia Martins. In the more general context of the grounds, the works of Karl Marx and György Lukács were taken as main references. The conceptualization of the educational activity as work was justified because of its character of mediating activity that acts on the human nature aiming at the intentional production of the humanity in the individuals. To achieve this purpose, the discussion about teleology and chance and its relation with educational work was carried out. Analyzing how the causal processes of human relations have a dialectical relationship with the teleological action developed in the educational work, especially in the formation of higher psychological functions and by the intentional domination of the signs in the action of the instrumental act. It is concluded that school education plays a fundamental role because it is through it that human beings have the possibility to develop their maximum capacities and possibilities. Only our everyday social relations will account for our formation as social beings; however, what historical-critical pedagogy advocates is the possibility of the development of the highest human capacities, and these are not immediately available in our daily relations and must be teleological produced by human beings so that we can have access to them. In analyzing work as a founding category of social being, we sought to understand how the dialectical relation of human action to nature occurs and why this relationship is fundamental for understanding the social development of human nature. In analyzing the relationship between educational work and human nature, a deeper understanding of the ontological foundations of historical-critical pedagogy was possible, understanding the limits of educational activity in capitalist social relations and their possibilities of becoming a proposition of a pedagogical theory that understands dialectically the relationship between education and society, as well as its specificity as a space that, by directly promoting the maximum development of individuals, contributes indirectly to the transformation of social bases.