Thesis (M.S.)--Miami University, Dept. of Chemistry and Biochemistry, 2008. / Title from first page of PDF document. Includes bibliographical references (p. 115-118).

The main goal of this Thesis is to provide a closer look at the transformation of the meaning and the role of education in the context of changes in Euro-Atlantic society in the second half of the twentieth century. To understand the background of changes, the Thesis begins with a concept of education from a historical point of view. The milestone on the timeline is the 1970s and the emerging ideas of a new society, whereas a great deal of attention is paid to the theory of a post-industrial society. The concept of education in an Knowledge society and its continuity to working area of individuals living in the twenty-first century is the subject of the last chapter of the theoretical part of the Thesis. In the empirical part, I combine theoretical pieces of knowledge with attitudes of respondents. I try to discover whether they consider education as a quarantor of career advancement or whether they perceive it more as an insurance policy for maintaining their current status. Results of the exploratory study I expose at the conclusion of the Thesis.

Die Kommunikation in Forschungsgemeinschaften ist seit jeher ein vielschichtiger und komplexer Prozess. In den meisten Communities kommt es daher häufig zu Missverständnissen oder widersprüchlichen Auffassungen. Trotz seiner über 20-jährigen Historie ist besonders das Forschungsfeld Wissensmanagement mit einer Reihe von Schwierigkeiten und tiefgehenden Missverständnissen konfrontiert. Allem voran fällt die mangelnde Kumulativität der Debatte auf. Statt von einer interdisziplinär-synergetischen Betrachtung zu profitieren, liegt eine heterogene Landschaft an Grundbegriffen, Modellen, Theorien und Instrumenten vor, welche in ihren Aussagen teilweise unvereinbar und konkurrierend zueinander stehen – ein Hinweis auf die noch geringe wissenschaftliche Reife des Forschungsfeldes Wissensmanagement.

Thesis, entitled Use of the information technology in the lessons of music education aims to compare different approaches to teaching music education in high school, specifically to compare the form of traditional teaching with teaching by using an interactive whiteboard, in terms of their influence on memorization of curriculum. To verify the hypothesis implied that the use of interactive whiteboards in the lessons of music education has a positive impact on the level of acquired student's knowledge, I have created materials for lessons. These include both teaching material (supplied on CDROM), and verification tests, which enabled us to compare the results of the control groups of students. The analysis of the obtained results confirmed the expected hypothesis; difference between the control groups emerged, however, was not large enough to be able to clearly demonstrate that better results were caused by the use of interactive whiteboards in the classroom. Positive contribution of interactive whiteboard reflected greater involvement of students in the lessons and proactive approach to the studied topics, which in turn positively influenced the level of their acquired knowledge.

Submitted by admin tede (tede@pucgoias.edu.br) on 2018-12-13T19:07:42Z No. of bitstreams: 1 Erika Cristina Rodrigues de Morais.pdf: 2061047 bytes, checksum: 1e5413e0d78fae31757d6dfb328961e8 (MD5) / Made available in DSpace on 2018-12-13T19:07:42Z (GMT). No. of bitstreams: 1 Erika Cristina Rodrigues de Morais.pdf: 2061047 bytes, checksum: 1e5413e0d78fae31757d6dfb328961e8 (MD5) Previous issue date: 2018-09-24 / The purpose of this dissertation is to construct the Knowledge State, through the procedures of inventorying and analyzing, showing the main keywords, methodologies, categories, results obtained and main authors have been researched, in the field of Professional, Scientific and Technological Education , in a dialectical perspective, of the dissertations produced in the Masters courses in Education of the Catholic Universities of the Central West Region. Thus, the relevance of knowing the "State of Knowledge", Professional, Scientific and Technological Education, of these institutions, mapping and examining all the knowledge already produced in this area of knowledge, having as main point which paths they see being traveled, the its aspects and the results being pointed out. The theoretical contributions that support the teachings presented during this work are: ROMANOWSKI (2006), FERREIRA (2002), BOURDIEU (1994), MARX (2004), FRIGOTTO (2007), SAVIANI (2007), among others. The methodology used in this work was documentary and bibliographic research, based on a content analysis, qualitative and quantitative. Thus, in the constitution and triggering of the analysis of the process of construction of the State of Knowledge of Vocational, Scientific and Technological Education, it was possible to perceive the unveiling of a clash, of political-ideological character, throughout history, which expresses relations of power which are reiterated in our teaching-learning process. But they also demonstrated the presence of agents who are willing to dismantle the perpetuation of the subordination of education to the policies of economic capital, who persevere in the search for gaps so that professional education, by remaining linked to public policies of employment and income, essential aspects for human dignity, be developed within the conception of education of citizen and emancipatory formation. And although we believe that we have contributed to the present research to the scientific environment, we have also held to not having reached its fullness, and further investigations are still necessary in future studies, in view of the indicatives that were projected throughout this research. / A presente dissertação tem por objetivo construir o Estado do Conhecimento, pelos procedimentos de inventariar e analisar, revelando as principais palavras-chave, metodologias, categorias, resultados obtidos e autores têm sido pesquisados, acerca do campo da Educação Profissional, Científica e Tecnológica, em uma perspectiva dialética, das dissertações produzidas nos cursos de Mestrado em Educação das Universidades Católicas da Região Centro-Oeste. Salienta-se a relevância em conhecer o “Estado do Conhecimento” da Educação Profissional, Científica e Tecnológica dessas instituições, mapeando e examinando todo o conhecimento já produzido nessa área do conhecimento, tendo como principal apontamento os caminhos que veem sendo percorridos, os seus aspectos e os resultados que estão sendo apontados. Os aportes teóricos que sustentam os ensinamentos apresentados no decorrer deste trabalho são: ROMANOWSKI (2006), FERREIRA (2002), BOURDIEU (1994), MARX (2004), FRIGOTTO (2007), SAVIANI (2007), dentre outros. A metodologia utilizada nesse trabalho foi pesquisa documental e bibliográfica, baseada em uma análise de conteúdo, qualiquantitativa. Desse modo, na constituição e desencadeamento das análises do processo de construção do Estado do Conhecimento da Educação Profissional, Científica e Tecnológica, foi possível demonstrar como tem se desvelado ao longo da história um embate de caráter político-ideológico, que expressa as relações de poder que se reiteram em nosso processo de ensino-aprendizagem. Mas, que também, demostraram a presença de agentes que estão dispostos a desarticularem a perpetuação da subordinação da educação às políticas do capital econômico, que perseveram na busca de lacunas para que a educação profissional – ao se manter vinculada às políticas públicas de emprego e renda, aspectos essenciais para a dignidade humana – seja desenvolvida dentro da concepção de educação de formação cidadã e emancipadora. E, muito embora compreendamos a contribuição desta presente pesquisa para o conhecimento científico, também temos a consciência de que não alcançamos a plenitude do conhecimento de nosso objeto de estudo, tornando-se pertinente ainda outras investigações, em futuros estudos, diante dos indicativos que foram se projetando ao longo desta pesquisa.

A presente pesquisa examinou a contribuição dos investimentos na educação do Capital Humano para o alcance das vantagens competitivas, em indústria metalúrgica, fabricante de materiais de fricção, localizada em Caxias do Sul RS, a Fras-le, sob a ótica dos funcionários e dos gestores. O estudo é sustentado por três abordagens teóricas, conhecimento, capital intelectual e capital humano, sendo que a conjunção destas três vertentes permitiu entender o processo da contribuição dos investimentos na educação do Capital Humano na empresa Fras-le. A pesquisa foi desenvolvida em quatro fases. Na primeira etapa: coleta de dados secundários junto aos arquivos da empresa; na segunda etapa: aplicação de questionário a todos os funcionários beneficiados com o programa de educação da organização; na terceira etapa: entrevistas junto à gestão da empresa; na quarta etapa: análise dos dados obtidos nas fases anteriores através de estatísticas descritivas em função dos objetivos específicos e análise de conteúdo. Os resultados obtidos evidenciaram as percepções dos funcionários e da gestão quanto ao investimento em educação; a relação entre o investimento em educação e as vantagens competitivas; a aplicação e disseminação dos conhecimentos obtidos, bem como os impactos da educação no Capital Intelectual. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-05-23T17:48:43Z No. of bitstreams: 1 Dissertacao Silvana F Gemelli.pdf: 1744683 bytes, checksum: f485e620791dc2916931993f618fd994 (MD5) / Made available in DSpace on 2014-05-23T17:48:43Z (GMT). No. of bitstreams: 1 Dissertacao Silvana F Gemelli.pdf: 1744683 bytes, checksum: f485e620791dc2916931993f618fd994 (MD5) / In the present research the contribution of the investiments in education in the Human Being Capital to reach the competitive advantages, at Fras-le a friction materials manufacturer a metallurgical industry, located in Caxias do Sul RS was examined. This study is supported by three theoretical approaches: Knowledge; Intellectual Capital; Human Being Capital. The conjugation of these three theoretical perspectives assists in the understanding of the dynamic process of the contribution of the investiments in education in the Human Being Capital. This research was developed in four phases: first stage: secondary data-collecting from the company archives, second stage: questionnaire application to all employees benefited with the program of education from the organization; third stage: interviews half-structuralized next to the leaderships of the company; fourth stage: data analysis gotten in the previous phases through descriptive statistics, in function to specific objectives and content analysis. The obtained results showed the perceptions from employees and the leaderships about how much investment in education is made by the company, the relationship between education investment and competitive advantages, verification of dissemination and application from the acquired knowledge, as well as the verification of the education impacts in the intellectual capital.

A presente pesquisa examinou a contribuição dos investimentos na educação do Capital Humano para o alcance das vantagens competitivas, em indústria metalúrgica, fabricante de materiais de fricção, localizada em Caxias do Sul RS, a Fras-le, sob a ótica dos funcionários e dos gestores. O estudo é sustentado por três abordagens teóricas, conhecimento, capital intelectual e capital humano, sendo que a conjunção destas três vertentes permitiu entender o processo da contribuição dos investimentos na educação do Capital Humano na empresa Fras-le. A pesquisa foi desenvolvida em quatro fases. Na primeira etapa: coleta de dados secundários junto aos arquivos da empresa; na segunda etapa: aplicação de questionário a todos os funcionários beneficiados com o programa de educação da organização; na terceira etapa: entrevistas junto à gestão da empresa; na quarta etapa: análise dos dados obtidos nas fases anteriores através de estatísticas descritivas em função dos objetivos específicos e análise de conteúdo. Os resultados obtidos evidenciaram as percepções dos funcionários e da gestão quanto ao investimento em educação; a relação entre o investimento em educação e as vantagens competitivas; a aplicação e disseminação dos conhecimentos obtidos, bem como os impactos da educação no Capital Intelectual. / In the present research the contribution of the investiments in education in the Human Being Capital to reach the competitive advantages, at Fras-le a friction materials manufacturer a metallurgical industry, located in Caxias do Sul RS was examined. This study is supported by three theoretical approaches: Knowledge; Intellectual Capital; Human Being Capital. The conjugation of these three theoretical perspectives assists in the understanding of the dynamic process of the contribution of the investiments in education in the Human Being Capital. This research was developed in four phases: first stage: secondary data-collecting from the company archives, second stage: questionnaire application to all employees benefited with the program of education from the organization; third stage: interviews half-structuralized next to the leaderships of the company; fourth stage: data analysis gotten in the previous phases through descriptive statistics, in function to specific objectives and content analysis. The obtained results showed the perceptions from employees and the leaderships about how much investment in education is made by the company, the relationship between education investment and competitive advantages, verification of dissemination and application from the acquired knowledge, as well as the verification of the education impacts in the intellectual capital.

The South African education system has been undergoing a process of transformation and democratisation. An historical overview of democracy in the South Africa education system confirms that the system had developed to become a highly centralised and bureaucratic system during the twentieth century, but it was transformed in 1996 to afford a greater degree of parental participation through local school governing bodies. Democracy is founded on a belief in individual rights, equality, and self-government by the majority of the people. The moral authority of the majority is based on the notion that there is more enlightenment and wisdom between many than in a single man. However, the power of the majority is always limited by the prerequisite of the rule of law and the implicit requirements of legality and justice. This implies that bureaucratic or undemocratic exercise of power by the majority or any person, including the state, would be contrary to the requirements of legality and democracy. An overview of the theories of democracy explains the complexities of the different orientations and ideological approaches to democracy. Critiques of democracy have identified an elitist, inegalitarian, and antiparticipatory core in liberal democracy. The sensible approach to these weaknesses of liberal democracy is to integrate the best features of the various theories of democracy towards a workable solution to manage the systemic conflicts. This includes the formal application of checks and balances and the substantive adjustment of the executive, legislative and judicial practice to maintain a harmonious equilibrium between equality and liberty. The theory of deliberative democracy suggests an additional way to improve substantive democracy. There is an inextricable link between democracy, education and the law. The South African Constitution provides for representative (political) and participatory democracy, as well as for the enshrinement of fundamental rights such as the right to basic education. In addition, the education legislation and policies contain numerous provisions that prescribe and necessitate democratisation of the education system. However, the empirical results of the study show that a number of controversial bureaucratic practices and a tendency towards increased centralisation of the system, constrain democratic school governance. The most prominent undemocratic practices in the system inter alia include: the over-politicisation of schools by the dominant teachers’ union; the bureaucratic appointment of educators; the interference by teachers’ unions with the appointment of educators, the bureaucratic imposition of English medium language policies on Afrikaans schools; and • the ambivalent attitude towards inclusive education. An investigation into the knowledge levels of senior education administrators, school principals and school governing chairpersons, which participated in this study, revealed that their knowledge of participatory democracy and Education Law was superficial. This ignorance of these stakeholders in education compounds the problem of effectively administering, managing and governing schools in a democratic manner. Conclusions drawn from the evidence of this study suggests that certain of the encumbrances to democracy in schools and the system can be attributed to systemic weaknesses, as well as to misconceptions and the misapplication of democratic principles. Finally, the study proposes two models to improve democratic school governance. The first model suggests a theoretical framework for improving the power relations, knowledge, civic attitudes and democratic values. The final model, which is based on the first theoretical model, proposes that Area School Boards be statutorily established to govern defunctive schools and that deliberative forums should be established and implemented within the organisational hierarchy of the education system. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2009

The South African education system has been undergoing a process of transformation and democratisation. An historical overview of democracy in the South Africa education system confirms that the system had developed to become a highly centralised and bureaucratic system during the twentieth century, but it was transformed in 1996 to afford a greater degree of parental participation through local school governing bodies. Democracy is founded on a belief in individual rights, equality, and self-government by the majority of the people. The moral authority of the majority is based on the notion that there is more enlightenment and wisdom between many than in a single man. However, the power of the majority is always limited by the prerequisite of the rule of law and the implicit requirements of legality and justice. This implies that bureaucratic or undemocratic exercise of power by the majority or any person, including the state, would be contrary to the requirements of legality and democracy. An overview of the theories of democracy explains the complexities of the different orientations and ideological approaches to democracy. Critiques of democracy have identified an elitist, inegalitarian, and antiparticipatory core in liberal democracy. The sensible approach to these weaknesses of liberal democracy is to integrate the best features of the various theories of democracy towards a workable solution to manage the systemic conflicts. This includes the formal application of checks and balances and the substantive adjustment of the executive, legislative and judicial practice to maintain a harmonious equilibrium between equality and liberty. The theory of deliberative democracy suggests an additional way to improve substantive democracy. There is an inextricable link between democracy, education and the law. The South African Constitution provides for representative (political) and participatory democracy, as well as for the enshrinement of fundamental rights such as the right to basic education. In addition, the education legislation and policies contain numerous provisions that prescribe and necessitate democratisation of the education system. However, the empirical results of the study show that a number of controversial bureaucratic practices and a tendency towards increased centralisation of the system, constrain democratic school governance. The most prominent undemocratic practices in the system inter alia include: the over-politicisation of schools by the dominant teachers’ union; the bureaucratic appointment of educators; the interference by teachers’ unions with the appointment of educators, the bureaucratic imposition of English medium language policies on Afrikaans schools; and • the ambivalent attitude towards inclusive education. An investigation into the knowledge levels of senior education administrators, school principals and school governing chairpersons, which participated in this study, revealed that their knowledge of participatory democracy and Education Law was superficial. This ignorance of these stakeholders in education compounds the problem of effectively administering, managing and governing schools in a democratic manner. Conclusions drawn from the evidence of this study suggests that certain of the encumbrances to democracy in schools and the system can be attributed to systemic weaknesses, as well as to misconceptions and the misapplication of democratic principles. Finally, the study proposes two models to improve democratic school governance. The first model suggests a theoretical framework for improving the power relations, knowledge, civic attitudes and democratic values. The final model, which is based on the first theoretical model, proposes that Area School Boards be statutorily established to govern defunctive schools and that deliberative forums should be established and implemented within the organisational hierarchy of the education system. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2009

Submitted by David Lopes (acdc.santana@gmail.com) on 2018-02-26T15:56:00Z No. of bitstreams: 1 Dissertação_David Santana Lopes.pdf: 1713696 bytes, checksum: 508451af50b90bda1173544fd018c230 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2018-02-27T18:08:29Z (GMT) No. of bitstreams: 1 Dissertação_David Santana Lopes.pdf: 1713696 bytes, checksum: 508451af50b90bda1173544fd018c230 (MD5) / Made available in DSpace on 2018-02-27T18:08:29Z (GMT). No. of bitstreams: 1 Dissertação_David Santana Lopes.pdf: 1713696 bytes, checksum: 508451af50b90bda1173544fd018c230 (MD5) / Fundação de Amparo à Pesquisa do Estado da Bahia – FAPESB / Esta dissertação teve como objeto de estudo a interdisciplinaridade e a formação de professores de Ciências Naturais, norteando-se a partir dos pressupostos básicos da Teoria Crítica do filósofo alemão Max Horkheimer acerca dos princípios contidos no Materialismo Interdisciplinar e nos adventos sugeridos por esta produção acadêmica através Triangulação Interdisciplinar. O estudo objetivou compreender como os fatores estruturantes limitam e possibilitam a adoção da abordagem interdisciplinar na formação de professores envolvidos em um curso de Licenciatura em Ciências Naturais (LCN). Esta pesquisa se incorpora ao conjunto de investigações sobre a complexidade contida tanto na compreensão como na efetivação da abordagem interdisciplinar no ambiente formativo de professores, agregando a esta problemática os dilemas, já há algum tempo enfrentados, durante a formação do profissional de ensino em Ciências Naturais (CN). O lócus escolhido para a produção das informações da pesquisa foi a LCN da UFBA, um curso que se encontra em processo de reformulação acadêmica. O desenvolvimento da pesquisa incidiu sobre os documentos curriculares e os sujeitos participantes do curso (Representante Institucional, Coordenadores, Professores e Estudantes), com base nos princípios éticos prescritos para as pesquisas na área das Ciências Humanas e a partir dos procedimentos de análise documental do Projeto Pedagógico Curricular e das ementas de componentes curriculares obrigatórios desta licenciatura, além da realização de vinte entrevistas semiestruturadas. A análise realizada identificou que alguns esforços vêm ocorrendo no curso de LCN da UFBA para a tentativa de adoção da interdisciplinaridade na estrutura acadêmica. Contudo, tais esforços, dos sujeitos participantes, em sua maioria, esbarram na falta de diálogo e na falta da adoção de um trabalho colaborativo de outros indivíduos ou unidades universitárias associadas a este curso. Dificuldades intrínsecas à área das CN, como a desvalorização do curso e as incertezas quanto ao mercado de trabalho agregam mais obstáculos no intento para a adoção da interdisciplinaridade durante a formação destes licenciandos. Diante destes limites, algumas ações complementares à própria licenciatura unidas às necessárias alterações na esfera curricular, oferecem possibilidades introdutórias para que esta LCN possa passar a orientar uma formação docente multirreferencial, integrativa e, é claro, interdisciplinar. Portanto, as investigações implementadas carregam consigo os anseios dos sujeitos participantes, frente às suas frustações e vitórias alcançadas em meio a um país que inexplicavelmente pisoteia política, econômica e socialmente uma classe de trabalhadores tão valiosa como é a categoria docente, que no caso dos professores de Ciências Naturais sofre ainda mais por um silenciamento injusto e implacável. / ABSTRACT This dissertation aims to study the interdisciplinarity and the training of teachers of Natural Sciences, based on the basic assumptions of the Critical Theory of the german philosopher Max Horkheimer about the principles contained in Interdisciplinary Materialism and the advent suggested by this academic production through Interdisciplinary Triangulation. In short, this study aimed to understand how structural factors limit and enable the adoption of the interdisciplinary approach in the training of teachers involved in a Natural Sciences Degree (NSD) course. This research is incorporated in the set of investigations about the complexity contained in both the understanding and the effectiveness of the interdisciplinary approach in the training environment of teachers, adding to this problem the dilemmas, already for some time faced, during the formation of the professional of teaching in Natural Sciences (NS). The locus chosen for the production of the research information was the NSD of UFBA, a course that is in the process of academic reformulation. The development of the research focused on the curricular documents and the subjects participating in the course (Institutional Representative, Coordinators, Teachers and Students), based on the ethical principles prescribed for research in the area of Human Sciences and from the documentary analysis procedures of the Project Curricular Pedagogic and the compulsory curricular components of this degree, in addition to twenty semi-structured interviews. The analysis identified that some efforts have been taking place in the NSD course at UFBA for the attempt to adopt interdisciplinarity in the academic structure. However, such efforts, of the majority of the participants, run counter to the lack of dialogue and the lack of a collaborative work of other individuals or university units associated with this course. Difficulties intrinsic to the NS area, such as the devaluation of the course and the uncertainties regarding the labor market, add more obstacles in the attempt to adopt interdisciplinarity during the training of these graduates. Facing these limits, some extension actions coupled with the necessary changes in the curricular sphere of the course offer introductory possibilities for this NSD to be able to orient a multireferential, integrative and, of course, interdisciplinary teacher training. Therefore, the investigations implemented carry with them the desires of the participating subjects, in front of their frustrations and victories reached in the middle of a country that inexplicably tramples politically, economically and socially a class of workers as valuable as is the teaching category, that in the case of teachers of Natural Sciences suffers even more from an unfair and relentless silencing.