This account of Native Education in Natal has been written to make available for the first time a mass of valuable information, which will, it is hoped, prove useful to Government Officials and leading Missionaries. For this purpose, details have been entered into where they would otherwise have been unnecessary, and schemes which have borne no fruit have often been discussed as thoroughly as those which have been adopted. Especially is this so in the first four chapters. The earliest reports, at present terra incognita to the Natal Education officials, are in manuscript, are bound with Miscellaneous Reports of the Secretary for Native Affairs, and are now filed for preservation in the Natal Archives. Concerning even the Zwaart Kop Government Native Industrial School (1886 - 1891) very little information has been found available in the records kept by the Natal Education Department. The writer's chief object has been to give the history of "formal" education. For those interested in "informal" education, many excellent books on the customs and kraal-life of the Natives of South Africa are available. Questions of policy have been dealt with from the stand-point of the historian, rather than from that of a political or an educational administrator. Consequently no attempt has been made to advocate any one method of solving the problems of Native Education. Information concerning Zululand before its annexation to Natal in 1897 is unobtainable, because the documents collected in the Office of the Governor of Zululand are of too recent a date to be consulted by the public. Such material as is available points to the presence of only a few missionaries in Zululand before l898, owing to the attitude of the Zulu Kings towards them. The absence of accurate records has made it impossible to deal with such interesting subjects as The largest Mission Societies and The oldest Mission Stations. The inclusion of any account of unaided missionary effort has also been impossible; but it is quite safe to assume that all missionary effort which has produced good educational results has received either Government comment or Government grant. When the spelling of any Zulu name differs from the normal modern form of such a name, the variation is due to the fact that the documents consulted make various spellings possible. / Thesis (M.Ed.)-Natal University College, Pietermaritzburg, 1927.

Submitted by Maria Auxiliadora Lopes (silopes@ufba.br) on 2013-09-23T18:41:25Z No. of bitstreams: 3 ANEXOS A a G.pdf: 297131 bytes, checksum: d9efaf992ec137e471d7dae83989b49c (MD5) APÊNDICES A a S.pdf: 620021 bytes, checksum: 9b5234b03704d94caaaff321c2ff1d25 (MD5) Carolina Nozella Gama.pdf: 1405056 bytes, checksum: 4d00cc312789986c615c8c9e48a09104 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-09-23T18:42:56Z (GMT) No. of bitstreams: 3 ANEXOS A a G.pdf: 297131 bytes, checksum: d9efaf992ec137e471d7dae83989b49c (MD5) APÊNDICES A a S.pdf: 620021 bytes, checksum: 9b5234b03704d94caaaff321c2ff1d25 (MD5) Carolina Nozella Gama.pdf: 1405056 bytes, checksum: 4d00cc312789986c615c8c9e48a09104 (MD5) / Made available in DSpace on 2013-09-23T18:42:56Z (GMT). No. of bitstreams: 3 ANEXOS A a G.pdf: 297131 bytes, checksum: d9efaf992ec137e471d7dae83989b49c (MD5) APÊNDICES A a S.pdf: 620021 bytes, checksum: 9b5234b03704d94caaaff321c2ff1d25 (MD5) Carolina Nozella Gama.pdf: 1405056 bytes, checksum: 4d00cc312789986c615c8c9e48a09104 (MD5) Previous issue date: 2012 / As avaliações críticas da produção do conhecimento científico são uma atividade humana fundamental na identificação de limites e possibilidades do conhecimento historicamente acumulado para a reflexão acerca dos problemas situados no mundo da necessidade. Tomando como objeto o currículo de pedagogia, o estudo analisa as relações estabelecidas entre as concepções de homem e projeto histórico e as categorias da prática - trabalho educativo, currículo e escola - nas teses sobre currículo de pedagogia no Brasil, tendo em vista a necessidade histórica de apropriação dos conhecimentos objetivos/científicos pela classe trabalhadora. A fonte de análise foram as teses disponíveis nos bancos de teses da CAPES e da BDTD, no período de 1987 a 2010. Fundamentado no materialismo histórico dialético, toma a crítica em Marx para a análise destas produções. Parte das seguintes hipóteses: 1) É possível, que as concepções de homem/formação humana presentes nas teses não apontem a necessidade de articulação de um projeto educacional (concepção de formação humana) com um projeto de mudança radical das relações sociais que se estabelecem na sociedade capitalista (projeto histórico), necessidade imperiosa dos dias atuais. 2) Possivelmente, estas teses não pautam o currículo de formação do pedagogo a partir da necessidade histórica de apropriação dos conhecimentos objetivos/científicos pela classe trabalhadora, levando em consideração a situação concreta de desqualificação e rebaixamento da educação no país, ou seja, a partir da prática da qual a pedagogia se origina e a qual ela se destina. A análise dos dados demonstra que cerca de 86% das teses fundamentam-se numa visão idealista de homem e de mundo, centrando a discussão sobre o currículo na subjetividade, em detrimento do debate a partir das necessidades reais do nosso tempo. As teorias são substituídas por descrições fenomênicas e interpretações consensuais, segundo as quais a verdade científica reside não na realidade em si, mas nas normas particulares de grupos específicos. Assim, ao tratar da escola, do trabalho educativo e do currículo, nega-se a universalidade da cultura e o conhecimento objetivo, bem como secundariza-se a necessidade de apropriação deste conhecimento na escola. Discuti-se o currículo de pedagogia desconsiderando que a alteração do mesmo não pode se dar descolada da luta mais geral pela superação da realidade que o determina em última instância. Os outros 14% das teses concebem que o homem constitui-se a partir do trabalho em seu sentido ontológico, articulando a discussão sobre a alteração do currículo à luta pela superação do capital, defendendo explicitamente o projeto histórico socialista. Ao fazê-lo reconhecem a universalidade da cultura e a objetividade do conhecimento, bem como a necessidade do trato e da apropriação do mesmo na escola, no currículo pelo trabalho educativo. Finalmente, o estudo aponta que é necessário avançarmos em proposições e práticas curriculares que tenham em vista a formação humana vinculada ao processo de transição ao projeto histórico comunista. / Salvador

This thesis examines the work of the American Zulu Mission in Natal from 1835 to 1910. Of the institutions controlled by this mission, the most famous was that known in the 20th Century as Adams College, named after one of the founders of the Natal work, Dr Newton Adams. Although other research work has been done on this institution and this mission in general, this thesis attempts to examine the work in the light of the mission's own view of its educational purpose and the expectations of the Colonial Government of what could be expected of missionary education. To meet this purpose particular stress was laid first on the actual development of the mission's educational institutions, especially when reports and letters assessed the aims of the developments and the ways in which these aims were being met. Secondly, the aims of missionary education were explained through five capital Colonial Government Commissions, which looked, in a number of different ways, at the current position and future of the Zulu peoples of Natal. These Commissions reported in 1846, 1852-1853, 1881-1882, 1892 and 1902. Two major findings emerge from the investigation. The first was lack of clarity, not only on the part of what the mission was trying to do, but also on what the Colonial Government expected it to do. To this absence of clarity must be added the continuous shortage of finance, the reluctance of the Zulu themselves to accept the combination of education (which they wanted) and conversion (of which they were often suspicious). In these circumstances, their slow progress of the 75 years from 1835 to 1910 becomes understandable. Had these years been the total extent of the mission' s contribution to Natal, there would be little justification for any extended investigation, or any reason behind the high prestige which the mission enjoyed. It is shown, however, that from 1902 onwards a new, more incisive and directional policy, especially on the question of education, came from the mission. This emerged particularly under the leadership of Le Roy, Principal from 1903 to 1925. The last part of this thesis assesses this new direction. The detailed investigation comes to an end at 1910 when with the creation of Union, an entirely new organisation and dispensation came into being. In the last years of Le Roy's principalship the promise of the period of 1902 to 1920 came to fruition and in the final chapter a brief summary of these developments are given

MACIEL, Maria José Camelo. A pedagogia do trabalho e o trabalho da pedagogia na escola de educação profissional. 2010. 301 f. Tese (Doutorado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira Fortaleza-CE, 2010. / Submitted by Liliane oliveira (morena.liliane@hotmail.com) on 2012-08-09T15:14:34Z No. of bitstreams: 1 2010_TESE_MJCMACIEL.pdf: 1690431 bytes, checksum: b5ee1c7525fe5d9210c862c729709852 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2013-10-10T14:20:10Z (GMT) No. of bitstreams: 1 2010_TESE_MJCMACIEL.pdf: 1690431 bytes, checksum: b5ee1c7525fe5d9210c862c729709852 (MD5) / Made available in DSpace on 2013-10-10T14:20:10Z (GMT). No. of bitstreams: 1 2010_TESE_MJCMACIEL.pdf: 1690431 bytes, checksum: b5ee1c7525fe5d9210c862c729709852 (MD5) Previous issue date: 2010 / The paper analyzes the characteristics that vocational education takes in the historical process of transformation in the technical and economic model of capitalist production and competition in the contemporary meanings of the concepts that express the practical training for work from the perspective of pedagogy of work. In this land dispute perceives that professional education rests on a logical conformed to market principles and that such logic is antagonistic to the principles of human emancipation inherent in education and social function of schools, including vocational education. In this context, captures the work of teaching in the school of professional education, revealing the outlines given to this teaching in the school routine, by examining the work of the educator who works in this area of education and their life stories in order to highlight the potential processor or conservative given the practices of training for work. In light of this purpose, the research focuses on the meanings of professional education in everyday school life and the social meanings of professional education undertaken by the subject teachers and the meanings that reveal the conduct of their practices. So does a dip in a universe of meanings, beliefs, values corresponding to an area deeper connection to the subjects educators in the social wage and pay for their social practice, thus revealing the setting of professional performance of teacher immersed in the context of professional education, their visions and worldviews and identities that are revealed in the conduct of its action. Finally, based on this whole presents the findings researched, understood as a provisional synthesis picked a particular historical moment of reality-focused, yet without ignoring the dialectical and therefore this transition a reality / Este trabalho analisa as características que a educação profissional assume no processo histórico de transformações na base técnica e econômica do modelo capitalista de produção na contemporaneidade e a disputa de significados dos conceitos que expressam as práticas de educação profissional a partir da categoria pedagogia do trabalho. Nesse terreno de disputas apreende que a educação profissional se sustenta numa lógica conformada aos princípios do mercado e que tal lógica é antagônica aos princípios da emancipação humana inerente à educação e à função social da escola, inclusive a de educação profissional. Nesse contexto, apreende o trabalho da Pedagogia na escola de educação profissional, desvelando os contornos dados a essa Pedagogia no cotidiano escolar, através da análise da atuação do pedagogo no espaço educativo e nas suas histórias de vida, tendo em vista evidenciar o potencial transformador ou conservador conferido às práticas de educação profissional. À luz desse propósito, a investigação enfoca os sentidos da educação profissional no cotidiano escolar e os significados sociais de educação profissional assumidos pelos sujeitos pedagogos e os sentidos que revelam na condução das suas práticas. Portanto, faz um mergulho num universo de significados, crenças e valores que correspondem a um espaço profundo das relações que os sujeitos pedagogos travam no mundo social e transferem para sua prática social, revelando, assim, a configuração de atuação profissional do pedagogo imerso no contexto da educação profissional, suas visões e concepções de mundo e as identidades que se revelam na condução de sua ação. Por fim, com base em todo esse universo pesquisado, apresenta as conclusões, entendidas como uma síntese provisória apanhada num determinado momento histórico da realidade enfocada, todavia sem desconsiderar o caráter dialético e, portanto, transitório dessa realidade

Submitted by Jordan (jordanbiblio@gmail.com) on 2017-01-20T14:58:43Z No. of bitstreams: 1 DISS_2015_Guelda Cristina de Oliveira.pdf: 1711352 bytes, checksum: 8fe8b5e1b0a3e21afe6e3b51de8e657c (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-01-20T14:59:14Z (GMT) No. of bitstreams: 1 DISS_2015_Guelda Cristina de Oliveira.pdf: 1711352 bytes, checksum: 8fe8b5e1b0a3e21afe6e3b51de8e657c (MD5) / Made available in DSpace on 2017-01-20T14:59:14Z (GMT). No. of bitstreams: 1 DISS_2015_Guelda Cristina de Oliveira.pdf: 1711352 bytes, checksum: 8fe8b5e1b0a3e21afe6e3b51de8e657c (MD5) Previous issue date: 2015-06-26 / A pesquisa elege como tema “O trabalho educativo e o profissional de apoio administrativo educacional de Mato Grosso: uma demanda para as universidades públicas” tendo em vista a busca pelo entendimento de como a formação na educação superior reflete no trabalho educativo desenvolvido pelo profissional de apoio administrativo educacional (AAE), no espaço da escola pública de educação básica. O procedimento metodológico do trabalho está ancorado na pesquisa bibliográfica, documental e de campo, fundamentada na perspectiva do materialismo histórico-dialético. A princípio, aborda-se o papel da universidade na sociedade, o acesso desse profissional à formação na educação superior, o referencial teórico da formação e da gestão democrática com destaque para a atuação do profissional de AAE nos espaços democráticos da escola, bem como, o conceito de educador a partir da lei nº 12.014/09 e de trabalho educativo. A pesquisa apresenta a história do referido profissional e a busca pela formação na educação superior, os marcos legais da formação que fortaleceram todo o processo de luta e conquistas na carreira, ainda aponta a invisibilidade desse profissional nas pesquisas acadêmicas, sobretudo, desafia as Instituições de Educação Superior à ofertarem tal formação ao profissional de AAE. Os resultados da pesquisa, retratam que esse profissional permaneceu sem formação durante quase dois séculos e mesmo com a garantia da legislação, a política de formação superior para o profissional de AAE, além de ser insuficiente pra atender a demanda, parece não ter se firmado do ponto de vista da implementação e do seu sentido formativo. As entrevistas mostram que, a formação na educação superior reflete tanto o universo da escola como na vida pessoal do indivíduo, com vistas na valorização profissional e no trabalho educativo. O estado de Mato Grosso não tem desenvolvido e/ou implementado nenhuma política de formação voltada ao profissional em questão, entre o período de 1998 a 2013, além do projeto Sala de Educador, embora, o sindicato tenha assumido seu papel de fomentar essa política pública, considerando sua importância no contexto da escola pública de educação básica. / The research aims the following theme "The educational work and professional educational administrative support of Mato Grosso: a demand for public universities" in order to search the understanding on how the schooling in superior education reflects in the educational work of the professional educational administrative support (AAE) within the public school of basic education. The methodological procedure of work is anchored in literature, documentary and field, based on the perspective of historical and dialectical materialism. The main theme addresses the role of the university in society, access to this professional training in higher education, the theoretical training and democratic management with emphasis on the role of the AAE in professional school democratic spaces, as well as the concept of educator from the Law No. 12,014 / 09 and educational work. The research presents the referred professional history and the search for training in higher education, the legal frameworks of training that strengthened the process of struggle and achievements in career, it also shows the invisibility of this professional in academic research, above all, defies the Higher Education institutions to offer such training to AAE professional. The survey results depict that they remained without professional training for almost two centuries and even with the assurance of legislation, higher education policy for the AAE professional as well as being insufficient to meet demand, it seems not to have signed the point of view of implementation and their formation direction. The interviews show that the training in higher education reflects both the school universe as in the individual's personal life, it has been aimed at professional development and educational work. The state of Mato Grosso has not developed and / or implemented any focused on vocational training policy in question, between the period 1998 to 2013, beyond the Educator room design, although the union has assumed its role to promote this public policy considering its importance in the context of public school basic education.

Pedagogical documentation is a certain procedure for documenting that, in recent years, has been embraced in several Swedish preschools. Teachers document children’s actions and conversations usually by photos or video recordings. This documentation is to be used for a pedagogical purpose. However, studies and governmental inspections have shown that pedagogical documentation gives rise to many questions among preschool teachers. The purpose of this study is to gain insight into what is being expressed when preschool teachers discuss pedagogical documentation, focusing on themes of content and on the participants’ expressions of their points of view. The data is comprised of transcriptions from audio recordings of discussions conducted in a research circle. The participants are eight preschool teachers that met over the course of one year. Each meeting focused on the documentation provided by a different participant. In that way the contents of the discussions were framed by the teachers own questions and narratives. Theoretically, the study departs from Social Constructionism and Discursive Psychology. The preschool teachers’ utterances have been analyzed using concepts of interpretative repertoires and ideological dilemmas. The results show the main themes to be: Knowledge content in a preschool setting, children’s learning, the teacher’s role and implementation of pedagogical documentation. The participants’ joint position is that the knowledge content at the preschool level is defined by the curriculum for the preschool. Concerning children’s learning and the teacher’s role, two main standpoints are disclosed. Ideologically those standpoints derive from two opposing theories of education. Based on how the standpoints have been expressed I have called them ”predetermined learning” versus ”non-predetermined learning”. One main distinction between the standpoints is that predetermined learning emphasizes the results of learning, while non-predetermined learning emphasizes the processes of learning. The participants’ utterances show that teachers tend to subscribe to the idea that there is only one acceptable way of working with pedagogical documentation. This sometimes creates performance anxiety and feelings of not succeeding and has led to arguments advocating an alternate approach; pedagogical documentation can be done in many ways. The ideological dilemmas within the discourse can be perceived as resources by which the participants argue about knowledge, learning, teaching and about the implementation of pedagogical documentation. / <p>Licentiatuppsatsen har författats inom forskarskolan "Utforskande lärprocesser och literacy: förskolebarns lärande i språk, matematik och naturvetenskap" som genomförts i samarbete mellan Stockholms universitet, Uppsala universitet, Umeå universitet och Högskolan i Dalarna.</p>

The Ativa school is a government program implemented in multigrade classes rural. It was created in 1997 from the colombian experienced Escuela Nueva. Their assumptions were influenced by the movement the new school in 1920.In 2008 to meet liability claims of the movement for an educational field, the basic design was reworked as a parameter guidelines oprationals for rural school, established in 2003 and 2008 became the reference for multigrade classes in the whole country. With a goal of understand how the program is realized in pratice developed a teacher survey, research group linked to educational and social movements of the research history, society and educational thought, the nucleus of pos graduate education at the federal university of Sergipe. So We take as a method of analysis principles and procedures of a qualitative approach, the kind of case study and documentary sources as having bibliographies on the theme,the official documents of the program and observation of pratice pedagogy. We use as central categories of analysis contradiction, pedagogical work, practice, all. For that we refer to studies Trivinos 1987,Minayo 1999,Netto 2009,Frigotto 2001 and, Pistrak 1981.The study found the contradictions between pratice and theory despite the reformulation of the program incorporate the discourse of education in the field and identify the possible contradictions between the contents explored the principles of education field and a faculty pratice marked by the influence of tradicional teaching. / A Escola Ativa é um programa governamental implantado nas classes multisseriadas das escolas do meio rural. Ele foi criado em 1997 a partir da experiência colombiana Escuela Nueva. Os seus pressupostos foram influenciados pelo Movimento da Escola Nova da década de 1920. Em 2008, para atender reivindicações do Movimento Por uma Educação do Campo, o projeto base foi reformulado tendo como parâmetro as Diretrizes Operacionais para as escolas do campo, criado em 2003 e em 2008 passou a ser referência para as classes multisseriadas do campo em todo o país. Com o objetivo de compreender como o Programa se realiza na prática docente desenvolvemos uma pesquisa, vinculada ao Grupo de Pesquisa Educação e Movimentos Sociais da Linha de Pesquisa História, Sociedade e Pensamento Educacional, do Núcleo de Pós-Graduação em Educação da Universidade Federal de Sergipe. Para tanto, tomamos como método de análise princípios e procedimentos da abordagem qualitativa, do tipo Estudo de Caso e documental tendo como fontes as bibliografias relacionadas com o tema, os documentos oficiais do Programa e a observação da prática pedagógica. Utilizamos como categorias centrais de análise o trabalho pedagógico, práxis, totalidade e a contradição. Para tanto nos reportamos aos estudos de Triviños (1987), Minayo (1999), Braz Netto (2009), Frigotto (2001) e Pistrak (1981), Freitas (1995). Pelo estudo verificamos as contradições entre a prática e a teoria e apesar de a reformulação do programa incorporar o discurso da Educação do Campo é possível identificar as contradições entre os conteúdos explorados e os princípios da educação do campo, bem como uma prática docente marcada pela influência do ensino tradicional.

This research has as central theme the representations of teachers about the task of teaching young learners how to write. Within a process of continued teaching formation, the teacher elaborates representations of his work, which can or cannot interfere in his actions in the classroom. Starting from this assumption, this academic paperwork aims to identify and analyze the representations of the teaching of writing skills, configured in a text produced by a Fundamental Education teacher, after being part of a process of teaching formation. This research was developed based on the Sociodiscursive Interactionism conception (ISD) and contributions of the Clinic of the Activity (the lookalikes instruction procedure). An oral text, from a Fundamental Education teacher, of a public group of schools, in a city in the state of São Paulo, was analyzed, qualitatively, after being part of a ten hour teaching formation about methodologies of writing skill teaching for children from six to eleven years old. A brief view of the results of this research leads us to the conclusion that the teacher representations of his métier, specially the task of teaching how to write, reconfigured in his text, reveals the writing skill as a complex content of teaching, whose responsible is the teacher himself, an agent with intentions, motives and goes. The teaching of writing skills, for its complexity, is represented by the teacher as a sequence of activities and as a process of learning which presumes the realization of many teaching stages until the children can write a text themselves. These representations about writing skill teaching come from a long process of appropriation and (re)appropriation of this task, from a series of social preexisting acting models the activity genre, the actions of the teachers teachers in the encounters of teaching formation and the acting of other professional colleagues social representations of the educational profession and also representations from texts about, from and for this professional. This academic paperwork can be a contribution to the professionals who teach the teachers, for them to consider the representations teachers have about the task to teach writing skills, as a way to have a better understanding of the educational professionals and the process which they are involved to appropriate and (re)appropriate this task, for as long as his career can accomplish and not just a process of repeating other actions, but developing his own. To the scientific community, especially to the research groups which take de conception of the Sociodiscursive Interactionism and the Clinic of the Activity as basis for their research, this paperwork can contribute to a deeper understanding of the teachers work, from the analyses of his own text. The methodology of collecting data, the lookalikes instruction procedure, is also a contribution from this research as an indirect form of data collection which makes the teacher talks about others work, not knowing that he is talking about the representations of his own actions. / Esta pesquisa de mestrado tem como tema central as representações de professores sobre a tarefa de ensinar a escrever. Inserido em um processo de formação continuada, esse profissional constrói representações sobre seu trabalho, que podem ou não interferir em seu agir em sala de aula. Partindo-se dessa premissa, esse trabalho visa a identificar e analisar as representações do ensino da escrita, configuradas em um texto produzido por uma professora do Ensino Fundamental I, após um percurso de formação continuada. Essa pesquisa desenvolveu-se com base nos aportes teóricos do Interacionismo Sociodiscursivo (ISD) e contribuições da Clínica da Atividade (metodologia da Instrução ao Sósia). Foi analisado, qualitativamente, o texto oral de uma professora de Anos Iniciais, de uma Rede Municipal de Ensino no interior do Estado de São Paulo, que participou de dez horas de oficinas dedicadas ao estudo de práticas metodológicas de ensino da produção textual para crianças de seis a onze anos de idade. Sintetizando-se os resultados obtidos pode-se concluir que as representações da professora sobre seu métier, especialmente sobre a tarefa de ensinar a escrever, reconfiguradas em seu texto, revelam a escrita como um conteúdo complexo de ensinar, cuja responsabilidade recai sobre o professor, agente dotado de intenções, motivos e finalidades. O ensino da escrita, pela complexidade que se apresenta, é representado pela professora na forma de uma sequência didática, por ser tratar de um processo de construção de conhecimento que requer a realização de diversas etapas de ensino até se chegar à escrita dos alunos, propriamente dita. Essas representações sobre o ensino da escrita são oriundas de um longo processo de apropriação e reapropriação dessa tarefa, tanto a partir dos modelos do agir existentes na sociedade o gênero de atividade, o agir dos formadores no processo de formação continuada e de outros professores &#8722; quanto das representações sociais do trabalho do professor e aquelas expressas em textos sobre, por e para o profissional da educação. Esse trabalho pode contribuir aos formadores de professores para que, a partir dessas representações sobre o ensino da escrita, compreendam melhor suas ações na formação docente e o processo de apropriação e reapropriação pelo qual passa o professor, ao longo de toda a sua carreira profissional, não reproduzindo aquilo que vivencia, mas modificando seu agir enquanto agente de sua própria prática pedagógica. À comunidade científica, especialmente os grupos de pesquisa, cujo embasamento teórico é o Interacionismo Sociodiscursivo e a Clínica da Atividade, esta pesquisa contribui com uma melhor compreensão do trabalho do professor, em especial o ensino da escrita, a partir da análise de um texto produzido pelo próprio profissional. Em relação à metodologia de coleta de dados, a Instrução ao Sósia, essa pesquisa também traz a sua contribuição no sentido de servir ao ISD como forma de coleta indireta de dados, fazendo com que o professor, ao falar do trabalho do outro, revele representações de seu próprio agir.

Abstract  Pedagogical documentation is a certain procedure for documenting that, in recent years, has been embraced in several Swedish preschools. Teachers document children’s actions and conversations usually by photos or video recordings. This documentation is to be used for a pedagogical purpose. However, studies and governmental inspections have shown that pedagogical documentation gives rise to many questions among preschool teachers. The purpose of this study is to gain insight into what is being expressed when preschool teachers discuss pedagogical documentation, focusing on themes of content and on the participants’ expressions of their points of view. The data is comprised of transcriptions from audio recordings of discussions conducted in a research circle. The participants are eight preschool teachers that met over the course of one year. Each meeting focused on the documentation provided by a different participant. In that way the contents of the discussions were framed by the teachers own questions and narratives. Theoretically, the study departs from Social Constructionism and Discursive Psychology. The preschool teachers’ utterances have been analyzed using concepts of interpretative repertoires and ideological dilemmas. The results show the main themes to be: Knowledge content in a preschool setting, children’s learning, the teacher’s role and implementation of pedagogical documentation. The participants’ joint position is that the knowledge content at the preschool level is defined by the curriculum for the preschool. Concerning children’s learning and the teacher’s role, two main standpoints are disclosed. Ideologically those standpoints derive from two opposing theories of education. Based on how the standpoints have been expressed I have called them ”predetermined learning” versus ”non-predetermined learning”. One main distinction between the standpoints is that predetermined learning emphasizes the results of learning, while non-predetermined learning emphasizes the processes of learning. The participants’ utterances show that teachers tend to subscribe to the idea that there is only one acceptable way of working with pedagogical documentation. This sometimes creates performance anxiety and feelings of not succeeding and has led to arguments advocating an alternate approach; pedagogical documentation can be done in many ways. The ideological dilemmas within the discourse can be perceived as resources by which the participants argue about knowledge, learning, teaching and about the implementation of pedagogical documentation. / Forskarskola för förskollärare "Utforskande lärprocesser och literacy:Förskolebarns lärande i språk, matematik och naturvetenskap"

Due to developments in visual technology, teachers and students are exposed to an increasing number of images in their everyday life, which also finds its way into the classroom. This study aims to contribute to further understanding of how knowledge and positions are constructed in visual meetings in the classroom by problematizing the discursive practice of visual art education in upper secondary school.  The study investigates how art teachers construct positions when talking about their choices of images for teaching and what kind of knowledge thereby is constructed as valuable. The study also analyzes how art teachers and students construct positions in visual meetings in the classroom and what kind of knowledge thereby is constructed as valuable.   The study is theoretically framed by theories and concepts in visual culture and Foucauldian discourse analysis. The concept visual meetings refers to how art teachers and students interact and make meaning when using images that the art teachers have chosen. The perspective of discourse analysis involves that classroom interactions are seen as expressions of knowledge and power in general and of prevailing views on visual art education in particular.  Data production is carried out through ethnography, which involves interviews with two art teachers and observations of eleven lessons in visual art classes at two upper secondary schools.  The results show that a dominating overall school discourse regulates how the art teachers and students are constructed as active/adult/experienced and passive/child/unexperienced subjects. One of the classroom practices is shown to prioritize position and knowledge constructions related to production of aesthetically pleasing images. The other classroom practice is shown to prioritize position and knowledge constructions related to image interpretation in terms of understanding cultures and contexts. Both classroom practices also show that despite the art teachers’ stated intentions in constructing independent and critically examining positions for the students, looking practices are formed in the classrooms that do not allow such positions for the students to any great extent.  The study concludes that the dominating discourses in these two classroom practices reveal régimes of truth that regulate what kind of knowledge constructions that are valued within these two examples of visual art education.