Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 92-98).

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 92-98). Also available in print.

<p>I have taught pupils in several schools in eighth and ninth grade in ‘weak’ groups in mathematics. Most of them seemed to possess potential, but lacked motivation. Even though I tried several pedagogical methods, these approaches failed to engage the students. This prompted thoughts that this may reflect a broader structural problem about the organisation of education in Sweden. A rigid structure that is imposed on adolescents during a very important formative stage of their development that may not reflect their interests or needs and which, in fact, may have the adverse effect of de-motivating them. In response to these thoughts I began to investigate what alternative school system might provide more flexibility and choice for students. The alternative school system that appears to have the potential to effectively address the concerns raised above emerged in Sweden, in the 1950s and is commonly known as “Enhetsskolan”. In these schools pupils could chose according to their interests between three different streams of subjects. To examine the rationale behind “Enhetsskolan” I examined documentation produced during reviews of education during the 1940s. This reviews consisted of skolutredning (1940) and skolkommission (1946) and a subsequent Skolöverstyrelsens evaluation. I have also read some biographies and interviewed two persons about their experiences while they were students at Enhetsskolan in the 1950s. The research concludes that there are close similarities between the contemporary school system and the system that existed in the forties. In response to this finding it is suggested that there should be six years of common education in a primary school followed by at least three years in secondary school, where students have the freedom to select between several alternative subject streams - not too dissimilar to “Enhetsskolan” system of the 1950s.</p>

Esta tese estuda a criação de um sistema experimental de educação Sistema de Ensino Vocacional no contexto da reforma do ensino industrial paulista das décadas de 60 e 70 do século XX. Juntamente com o exame da instalação, organização e funcionamento do Vocacional foram pesquisados os embates e contradições que assinalaram sua trajetória. Situando a renovação educacional como resposta às aspirações socioeconômicas da sociedade paulista e ao processo de desenvolvimento urbano industrial, foram analisadas as relações entre as propostas do Sistema de ensino e o contexto político, sobretudo, as implicações sobre o final da experiência sob a repressão da ditadura. A pesquisa contou com o suporte de significativa documentação, produzida pela própria experiência e por aportes da memória da pesquisadora que atuou, como professora, no ensino Vocacional, estabelecendo-se um diálogo entre o escrito e o vivido. / This thesis studies the creation of an experimental education system Vocational Teaching System in the context of the reform of the industrial teaching in São Paulo in the sixty and seventy decades of the 20th century. Together with the examen of the installation, organization and functioning of the Vocational system, the conflicts and contradictions that marked its course were also researched. By setting the educational renovation as an answer to the socioeconomic aspirations of the São Paulo society and to the industrial urban development process, the study analyzed the relations between the teaching System proposals and the political context, above all the implications related to the experience ending, under the repression of the dictatorship. The survey was supported by extensive documentation produced by the experience itself and by memory subsidies of the researcher, who acted as a teacher in the Vocational system, thus allowing a dialog between the written and the lived.

I have taught pupils in several schools in eighth and ninth grade in ‘weak’ groups in mathematics. Most of them seemed to possess potential, but lacked motivation. Even though I tried several pedagogical methods, these approaches failed to engage the students. This prompted thoughts that this may reflect a broader structural problem about the organisation of education in Sweden. A rigid structure that is imposed on adolescents during a very important formative stage of their development that may not reflect their interests or needs and which, in fact, may have the adverse effect of de-motivating them. In response to these thoughts I began to investigate what alternative school system might provide more flexibility and choice for students. The alternative school system that appears to have the potential to effectively address the concerns raised above emerged in Sweden, in the 1950s and is commonly known as “Enhetsskolan”. In these schools pupils could chose according to their interests between three different streams of subjects. To examine the rationale behind “Enhetsskolan” I examined documentation produced during reviews of education during the 1940s. This reviews consisted of skolutredning (1940) and skolkommission (1946) and a subsequent Skolöverstyrelsens evaluation. I have also read some biographies and interviewed two persons about their experiences while they were students at Enhetsskolan in the 1950s. The research concludes that there are close similarities between the contemporary school system and the system that existed in the forties. In response to this finding it is suggested that there should be six years of common education in a primary school followed by at least three years in secondary school, where students have the freedom to select between several alternative subject streams - not too dissimilar to “Enhetsskolan” system of the 1950s.

Esta tese estuda a criação de um sistema experimental de educação Sistema de Ensino Vocacional no contexto da reforma do ensino industrial paulista das décadas de 60 e 70 do século XX. Juntamente com o exame da instalação, organização e funcionamento do Vocacional foram pesquisados os embates e contradições que assinalaram sua trajetória. Situando a renovação educacional como resposta às aspirações socioeconômicas da sociedade paulista e ao processo de desenvolvimento urbano industrial, foram analisadas as relações entre as propostas do Sistema de ensino e o contexto político, sobretudo, as implicações sobre o final da experiência sob a repressão da ditadura. A pesquisa contou com o suporte de significativa documentação, produzida pela própria experiência e por aportes da memória da pesquisadora que atuou, como professora, no ensino Vocacional, estabelecendo-se um diálogo entre o escrito e o vivido. / This thesis studies the creation of an experimental education system Vocational Teaching System in the context of the reform of the industrial teaching in São Paulo in the sixty and seventy decades of the 20th century. Together with the examen of the installation, organization and functioning of the Vocational system, the conflicts and contradictions that marked its course were also researched. By setting the educational renovation as an answer to the socioeconomic aspirations of the São Paulo society and to the industrial urban development process, the study analyzed the relations between the teaching System proposals and the political context, above all the implications related to the experience ending, under the repression of the dictatorship. The survey was supported by extensive documentation produced by the experience itself and by memory subsidies of the researcher, who acted as a teacher in the Vocational system, thus allowing a dialog between the written and the lived.

Made available in DSpace on 2016-04-27T14:30:49Z (GMT). No. of bitstreams: 1 Raul Ribas.pdf: 1737199 bytes, checksum: f547cfeb92ac7e4996a36ed691b1bf40 (MD5) Previous issue date: 2011-10-17 / This thesis aims to contribute to the state of the art for the area of education related to the formation of entrepreneurs. From a bibliographical and documentary, was select by hypothesis, the epistemological of Progressivism, developed by John Dewey through the conceptual analysis, proved to be more suitable for such programs. From the model resulting from the Experimental School of Progressivism, were developed curriculum guidelines for the training of entrepreneurs, independent of the activity of the origin of action taken. Based on these guidelines and in professional and academic experience of the author, was prepared to recommend a program for training of entrepreneurs, which detail the content and materials available, allows your application transcends the academic sphere, to also achieve a practical utility. This second possibility of applying this theory corresponds to the author s desire to contribute, beyond the theoretical aspects, to increase the chances of success for individuals who begin theirs initiatives to undertake / Esta tese pretende contribuir com o estado da arte para a área de ensino relacionada com a formação de empreendedores. A partir de uma pesquisa bibliográfica e documental, selecionou-se, por hipótese, a linha epistemológica do Progressivismo, desenvolvido por John Dewey que, pela análise conceitual, comprovou ser a mais adequada para programas desta natureza. A partir do modelo da Escola Experimental decorrente do Progressivismo, foram desenvolvidas diretrizes curriculares para formação de empreendedores, independente da atividade de origem da ação de empreender. Com base nestas diretrizes e, na experiência profissional e acadêmica do autor, foi elaborada uma sugestão de um Programa para Formação de Empreendedores, cujo detalhe do conteúdo e do material disponibilizado, permite que sua aplicação transcenda o âmbito acadêmico, para também atingir uma utilidade prática. Esta segunda possibilidade de aplicação desta tese corresponde ao desejo do autor em contribuir, além do aspecto teórico, para aumentar as chances de sucesso para pessoas que iniciam na atividade de empreender

El proyecto consiste en la creación de una escuela experimental de música y producción contemporánea en el distrito de San Borja. En el Perú existen pocas escuelas nacionales de música las cuales no cuentan con la infraestructura adecuada y no se abastecen por la demanda de los estudiantes, así mismo no existe una escuela dirigida a la música contemporánea en el ámbito nacional. Este déficit de instituciones artísticas se debe a la falta de difusión e interés de parte del país, lo que genera que las artísticas no se les vea como una carrera importante y no se les tome muy en cuenta. Por esta razón se plantea la creación de una escuela de Música y Producción musical, la cual tendrá como fin el brindar conocimientos especializados, enfocándose en la búsqueda de nuevos sonidos por medio de la experimentación entre géneros musicales dentro de la escuela. Esto se podrá lograr ya que la escuela busca ser un laboratorio de experimentación musical, asi mismo estos espacios articuladores para la experimentación serán aplicados mediante arquitectura sensorial basándose específicamente en el color, escala y entradas de luz. / The project consists of the creation of an experimental scho ol of music and contemporary production in the district of San Borja. In Peru there are few national music schools which do not have adequate infrastructure and are not supplied by the demand of students, likewise there is no school aimed at contemporary music in the national sphere. This deficit of artistic institutions is due to the lack of dissemination and interest on the part of the country, which means that art is not seen as an important career and is not taken into account. For this reason, the creation of a School of Music and Music Production is proposed, which will aim to provide specialized knowledge, focusing on the search for new sounds through experimentation between musical genres within the school. This can be achieved because the school seeks to be a laboratory for musical experimentation, and these articulating spaces for experimentation will be applied through sensorial architecture based specifically on color, scale and light inputs. / Tesis

Dem Lehrer Friedrich Wilhelm Gerdes (1891–1978) war es zu verdanken, dass in der Landschule von Victorbur (Ostfriesland) ein in der Weimarer Republik sehr beachtetes Versuchsschulprojekt entstehen konnte. Er setzte sich zum Ziel, seine Schüler im Gesamtunterricht ganzheitlich durch praktische, im Schulgarten vorgefundene Themen fächerübergreifend zu unterrichten. Die Schulkinder sollten durch Arbeit lernen und Zusammenhänge erleben. Die Tätigkeit im Garten diente sowohl Erziehungs- als auch Bildungszielen, bei denen nicht die wirtschaftlichen Überlegungen im Vordergrund standen. Der Schulgarten selbst war ein geeignetes Lehrmittel, die Landschulkinder in ihrem eigenen Umfeld pädagogisch zu erreichen und die Enge des Schulraumes zu verlassen. / The booklet shows the influence and work of the education reformer Friedrich Wilhelm Gerdes. The teacher Friedrich Wilhelm Gerdes (1891–1978) had in the Weimarer Republik a most considerable experimental school-project created. In his school garden in Victorbur (Ostfriesland, Germany) the pupils learned holistic by practically themes, they have found in the garden. The pupils should learning by doing and understand the connections. The operations in this experimental school benefited the education-targets, not the profitable targets. In this reform pedagogy project, the school garden broke with the traditional closely schoolroom. Pupils learned on her own environment.

Dem Lehrer Friedrich Wilhelm Gerdes (1891–1978) war es zu verdanken, dass in der Landschule von Victorbur (Ostfriesland) ein in der Weimarer Republik sehr beachtetes Versuchsschulprojekt entstehen konnte. Er setzte sich zum Ziel, seine Schüler im Gesamtunterricht ganzheitlich durch praktische, im Schulgarten vorgefundene Themen fächerübergreifend zu unterrichten. Die Schulkinder sollten durch Arbeit lernen und Zusammenhänge erleben. Die Tätigkeit im Garten diente sowohl Erziehungs- als auch Bildungszielen, bei denen nicht die wirtschaftlichen Überlegungen im Vordergrund standen. Der Schulgarten selbst war ein geeignetes Lehrmittel, die Landschulkinder in ihrem eigenen Umfeld pädagogisch zu erreichen und die Enge des Schulraumes zu verlassen. / The booklet shows the influence and work of the education reformer Friedrich Wilhelm Gerdes. The teacher Friedrich Wilhelm Gerdes (1891–1978) had in the Weimarer Republik a most considerable experimental school-project created. In his school garden in Victorbur (Ostfriesland, Germany) the pupils learned holistic by practically themes, they have found in the garden. The pupils should learning by doing and understand the connections. The operations in this experimental school benefited the education-targets, not the profitable targets. In this reform pedagogy project, the school garden broke with the traditional closely schoolroom. Pupils learned on her own environment.