This master thesis project, was developed at the Master Degree in Education, at Federal University of Santa Maria (UFSM), stems from the research Line Education, Knowledge and Professional Development. It aims to understand to what extent visual literacy is a possibility to help teachers‟ awareness in their lifelong education processes in a public school in Santa Maria - RS and it investigates how teachers externalize their seizure of knowledge relating to images meaning resources. This research is characterized as qualitative, guided by the Investigative-formative Dialogical Circles process, it aims to liberate and emancipate all teachers involved in this process, and the inspiration to this process is the Circles of Culture from Paulo Freire. This study was developed from the conception of language as a social practice, in Van Leeuwen; Kress and Halliday I found the needed theoretical basis for visual literacy, considering the different ways of communication in its context of use. Freire, Maturana and Arroyo supported the teachers lifelong education under the humanizing perspective, thinking about the path that leads us to choose our profession and how to make our practice as empowered citizens. Based on the data analysis, we can say that teachers used images in their practice intuitively, for illustration only and not as an unit of meaning, thus failing to recognize the image as an important resource in the knowledge construction. However, through the Investigative-formative Dialogical Circles there was considerable awareness about the recognition of language in its context of use, image as a language mode and, so, meaningful itself, the recognition of images meaning resources and about some implications of teacher‟s lifelong education under the humanizing perspective. / Essa dissertação de mestrado, desenvolvida no Programa de Pós-Graduação em Educação, da Universidade Federal de Santa Maria (UFSM), decorre da Linha de Pesquisa Formação, Saberes e Desenvolvimento Profissional. Tem como objetivo geral compreender em que medida a alfabetização visual é uma possibilidade de auto(trans)formação permanente com professores do ensino fundamental de uma escola municipal de Santa Maria RS e averiguar de que maneira os professores externam a apreensão dos saberes relativos aos recursos de sentido nas imagens. A pesquisa caracterizou-se como qualitativa, organizada na dinâmica e processualidade dos Círculos Dialógicos Investigativo-formativos, o quais visam à libertação e a emancipação de todos os envolvidos no processo, a inspiração desse processo são os círculos de cultura de Paulo Freire. O estudo se desenvolveu a partir da concepção da linguagem como prática social, tendo em Van Leeuwen; Kress e Halliday a base teórica para os elementos da alfabetização visual, considerando os diferentes modos de linguagem em seu contexto de uso. Freire, Maturana e Arroyo deram suporte à formação de professores sob a perspectiva humanizadora, pensando no percurso que nos leva a escolher a profissão docente e em como assumir nossa prática como atores sociais e não asujeitados e asujeitadores. Com a análise dos dados, é possível dizer que os professores utilizavam imagens em sua prática pedagógica de maneira intuitiva, apenas como ilustração e não como unidade de sentido, deixando assim de reconhecer a imagem como recurso importante na construção do conhecimento. Porém, averiguou-se que por meio dos Círculos Dialógicos Investigativo-formativos houve uma considerável sensibilização quanto ao reconhecimento da linguagem em seu contexto de uso, da imagem como um modo de linguagem e, portanto, possuidora de significado em si, do reconhecimento de recursos de sentido nas imagens e de algumas das implicações da auto(trans)formação permanente sob a perspectiva humanizadora.

Made available in DSpace on 2015-05-14T12:20:04Z (GMT). No. of bitstreams: 1 ArquivoTotalVanusa.pdf: 1482772 bytes, checksum: d81d165db28e0879f6f4f02a95ce6da4 (MD5) Previous issue date: 2013-09-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / It is a field study of exploratory, descriptive, participant and qualitative nature, whose main objective was to understand the conception of the sector managers of a public hospital about the necessary competences for a better professional performance based on the analysis of the four pillars of education for the XXI century. The theoretical foundation was grounded on Peter Segen´s theory of learning organizations and on the inherent aspects of lifelong learning, on the National Policy of Continuous Education in Health, and on professional competences, among others. The non-probabilistic and intentional sampling was comprised of sixteen managers of healthcare, administrative and support sectors of a public hospital in João Pessoa-PB. Data were collected by means of a questionnaire, a field diary, recording and filming of problematic meetings carried out with the individuals, from May to July, 2013. For interpreting the results, Bardin´s content analysis technique was used. Among the results, the following aspects were highlighted: a) in the pillar learn to know, for the managerial category, the mostly required competences are related to technical, scientific and administrative knowledge; for those who are managed, these make reference to technical and scientific knowledge; b) in the pillar learn to do, for the managers, the main competences are the skills for fulfilling the administrative activities and the actions and interventions regarding those who are managed; for the managed employees, the competences refer to the skills for performing according to the standard operational procedures; c) in the pillar learn to live together, both for the managers and for those who are managed, the most emphasized competence was the capacity to work as a team; d) in the pillar learn to be, both for the managers and for those who are managed, attitudes of humility were emphasized. It can be concluded that the challenges to hospital sector managerial activity are multiple and complex, among these the fragilities inherent to professional capacity are pointed out as the most urgent ones of multiprofessional intervention. It is recommended that planning, implementation and evaluation of education professionals actions be anchored in the educational pillars for the XXI century. / Estudo de campo, descritivo, exploratório, participante e qualitativo, cujo objetivo principal foi conhecer o posicionamento dos gerentes setoriais de uma organização pública hospitalar sobre as competências necessárias para um melhor desempenho profissional tendo como base de análise os quatro pilares da educação para o século XXI. A fundamentação teórica apoiou-se na Teoria das Organizações Aprendentes e nos aspectos inerentes à aprendizagem ao longo da vida, à Política Nacional de Educação Permanente em Saúde, às competências profissionais, entre outros. A amostra não probabilista e intencional foi composta por dezesseis gerentes dos setores assistenciais, administrativos e de apoio de um hospital público estadual de João Pessoa-PB. Os dados foram coletados através de questionário, de diário de campo, de gravação e de filmagem de reuniões educativas problematizadoras realizadas com os sujeitos, nos meses de maio e julho do ano de 2013. Para a interpretação dos resultados, usou-se a técnica de análise temática do conteúdo proposta por Bardin. Dentre os resultados, evidenciou-se o seguinte posicionamento: a) no pilar aprender a conhecer, para a categoria gerencial, as competências mais necessárias são conhecimentos técnicos, científicos e administrativos; para os gerenciados, são conhecimentos técnicos e científicos; b) no pilar aprender a fazer, para os gerentes, as principais são as habilidades para realizar as atividades administrativas, bem como as que competem aos gerenciados; para os gerenciados são as habilidades para agir conforme os procedimentos operacionais padrão; c) no pilar aprender a viver juntos, tanto para gerentes como para seus gerenciados, foi mais destacada a capacidade de trabalho em equipe; d) no pilar aprender a ser, tanto para os gerentes como para os gerenciados, enfatizaram as atitudes éticas e de humildade. Conclui-se que os desafios à atividade gerencial setorial hospitalar são múltiplos e complexos, dentre os quais as fragilidades inerentes à capacitação profissional se projetam como as mais urgentes de intervenção multiprofissional. Recomenda-se que o planejamento, a implementação e a avaliação das ações de educação sejam ancorados nos pilares da educação para o século XXI.

The aim of this thesis is decisive influence specification in motivation and stimulation of human resources for lifelong learning. The survey was realized in three construction companies. Therefore the aim was also detection of individual companies´ approach to this theme. Through this survey it standed to reason also various stratification of replies in dependance of the reached educational attainment of asked persons. In the first part of this thesis there is introduced the general motivation and stimulation information. In methodology there is described questionnaire method the survey was carried out. The detected results are transfered into charts and graphs. Every reply is followed by results evaluation and discussion. The best employee motivation was higher income. Persons with lower education were interested in further education less than others. And the fact is that all three companies should improve their approach to employees education. People have the first priority in company. And if the manpower is not used properly, the company growth and competitive advantage slows.

Denna studie handlar om ledarens erfarenhet av förändringsarbete i förskolan. Undersökningen tar reda på förskolechefens syn på medarbetarnas delaktighet i förändringen samt vilka faktorer som påverkar genomförandet med anknytning till medarbetarnas lärande och utveckling. En kvalitativ metod har använts där sex stycken förskolechefer i intervju har berättat om sina erfarenheter. Resultatet visar att medarbetarna behöver förstå och se meningen med förändringen, dess syfte och mål för att kunna verkställa själva genomförandeprocessen. Faktorer som påverkar medarbetarnas engagemang i förändringsprocessen är kommunikation, känsla av delaktighet och samarbete. Det framkommer att ledaren har en betydande roll i förändringsarbete. Förskolechefen behöver skapa förutsättningar både ekonomiska och organisatoriska för att medarbetarna ska kunna fullfölja förändringen.

Orientador: Newton Cesar Balzan / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-10T15:55:03Z (GMT). No. of bitstreams: 1 Luz_SueliPetryda_D.pdf: 1761967 bytes, checksum: 638a77239203c741055e937615731a86 (MD5) Previous issue date: 2007 / Resumo: O Programa de Formação Continuada para Docentes do Ensino Superior da UNIVALI ¿ Universidade do Vale do Itajaí, com sede em Itajaí, Estado de Santa Catarina, Brasil, foi direcionado a capacitar docentes do ensino superior, objetivando a melhoria da prática pedagógica. Foi desenvolvido entre 2000-2004, contando com a participação de 1.344 professores e gestores acadêmicos. O presente estudo visa investigar a opinião desses profissionais sobre as mudanças na prática docente em sala de aula que podem ser atribuídas ao referido Programa. Para isto recorreu-se a questionário e entrevistas aplicados, respectivamente, junto a docentes e gestores. O primeiro instrumento, composto por três itens abertos e sete fechados, foi encaminhado à totalidade dos sujeitos participantes, obtendo-se 385 respostas durante o período de 30/08 a 30/10/2005. O segundo, constante de oito itens, foi aplicado junto a 21 gestores acadêmicos entre 25/01 e 18/03/2005. Tendo em vista apresentar a experiência institucional da UNIVALI para socializar análises e reflexões sobre formação continuada de professores da educação superior, bem como contribuir com propostas alternativas para este nível de ensino, utilizou-se da narrativa para tratar da implantação do Programa, a partir do olhar da própria autora, na qualidade de ex-pró-reitora de ensino da graduação. Para tratamento e análise dos dados recorreu-se à Análise Fatorial de Correspondências Múltipla ¿ AFCM ¿ e análise de conteúdo. Os resultados da pesquisa mostraram o atendimento satisfatório às expectativas explicitadas no projeto original, a existência de fatores de importância para mudanças da prática docente e propostas alternativas para melhoria do Programa. O Programa de Formação Continuada para Docentes do Ensino Superior sinalizou melhorias nos seguintes focos: instrumentalização em estratégias de ensino e avaliação de aprendizagem e ressignificação do papel do professor. Constatou-se que há evidências de percepção dos docentes tendendo para agrupamento de respostas por área de conhecimento, que diferiram em termos de assimilação, atribuição de valor e percepção do Programa. Tendências de maior valorização ao Programa foram encontradas junto a professores com tempo parcial e integral, com maior tempo de experiência na Instituição e com titulação superior a mestrado. Programas deste tipo demandam atenção quanto às áreas de conhecimento. Por se tratar de estudo de caso, as contribuições e recomendações sinalizam para a necessidade de estudos sobre avaliação e impactos desses programas bem como sobre a relação entre mudanças pedagógicas e programas de formação continuada nas Instituições de Ensino Superior / Abstract: The Lifelong Development Program designed for Higher Education Teachers of UNIVALIUniversidade do Vale do Itajaí, based on Itajaí, State of Santa Catarina, Brazil, was focused on the development of these professionals and the upgrading of their teaching practices. It was carried out in the period 2000- 2004 and attended by 1,344 teachers and university managers. The present study aims to investigate the opinion of these professionals about changes in their classroom teaching practice, supposedly attributed to the above mentioned Program. In order to accomplish this purpose, questionnaires and interviews were applied to teachers and university managers, respectively. The first instrument, which comprises three open and seven closed questions, was sent to all subjects, totaling 385 answers from August 30th to October 30th 2005. The second one, which was composed of eight items, was applied among 21 university managers from January 25th 2001 to March 18th 2005. In order to present UNIVALI¿s institutional experience both to socialize analyses and reflections about higher education teachers¿ lifelong development, and to contribute with alternative plans for this educational level, narration was employed to deal with the implementation of the Program, taking into account the author¿s own perspective as a former pro-rector of undergraduate teaching herself. Multiple Factor Correspondence Analysis - MFCA- and content analysis were employed in treatment and analyses of data. Research results showed that original project expectations were satisfied. Moreover, it revealed the existence of important variables for teaching practice transformation and alternative suggestions for the improvement of the Program. The Higher Education Lifelong Development Program developed for teachers signaled progress in the following areas: instrumentalization of teaching strategies and new meanings of teachers¿ roles. Research also showed evidence of teachers¿ perception towards grouping their answers according to field of knowledge, which differed in terms of assimilation, value attribution and perception of the Program. The major predisposition for Program support was found among partial and full time teachers, who had longer experience in the Institution and whose qualification was higher than that of Masters¿s Degree. Programs of this kind demand attention in relation to fields of knowledge. Being this a case study, contributions and recommendations signal for the need of studies on assessment, the impact of these programs and the relationship between pedagogical changes and lifelong development programs in Higher Education Institutions / Doutorado / Politicas de Educação e Sistemas Educativos / Doutor em Educação

Folk high schools are adult education institutions established in Denmark in the 19th century, being known for their focus on specific values and approach to teaching. The diploma thesis covers the topic of folk high schools from the period of their establishment, throughout the historical evolution of the concept, until the current situation of folk high schools and their social function. The thesis examines the possibility of integration of the selected model of folk high school in Czech Republic, more specifically within the Municipal Library of Prague (MLP). At the theoretical level, it was identified that it is necessary to adapt the Czech legislation and provide a fixed financial cover, in order to incorporate the folk high school to the system of public libraries in reality. Conducted quantitative research confirms the interest of users of the Municipal Library of Prague in a library as an adult education activities provider. Key words folk high school, liberal education, active citizenship, lifelong learning

The aim of this diploma thesis is to formulate a strategy for lifelong education of the state forest administration authorities' workers. The Ministry of Agriculture runs the education in the state and public administration on the basis of the Education Conception of the Ministry of Agriculture for the years of 2015-2020. This conception outlines education of state and public administration workers with departmental specialization. It determines the basic frame of lifelong education of all workers with departmental specialization. Yet there is no detailed strategy for particular domains of the department which would respond to real needs in practice. The strategy proposed in this thesis focuses on state forest administration workers at municipalities and regional offices. It is based on results of previous research which surveys the situation of state forest administration workers from the point of view of their work performance. Our research, which makes part of this thesis, is focused on their vocational lifelong education and surveys their needs concerning work performance and preferred forms and tools of further special education. This research serves for formulation of educational strategy and represents an analysis of needs which should be repeated at certain intervals. Regarding the context...

A common phenomenon in the private higher education environment is that lecturers are highly qualified subject specialists and conduct research mainly in areas in their fields of expertise. Therefore they are not always well informed about the dynamics of the global educational environment and they do not have an indepth knowledge of how learning takes place. As a result of this the traditional lecturing style is mainly used during contact sessions and mostly theoretical knowledge is assessed in written examinations. During class visits that were conducted as part of my duties as quality assurer of the teaching, learning and assessment that take place in the Production Management Institute of Southern Africa (Pty) Ltd (trading as PMI), a private higher education institution, it was noticed that the facilitators of learning present mostly lectures that are based on one-way communication with very little student participation. Learning style flexibility and allowing active student participation during the contact sessions are, in most instances, not considered. This lecturer-centred practice prevents the students from developing responsibility for their own learning process and creating an interest in becoming lifelong learners. An action research-driven professional development programme was presented to the academic staff of PMI to allow them the opportunity to develop innovative facilitation of learning practices. The programme aimed to create a scholarly approach to establishing a culture of lifelong learning in the private higher education environment – in literature commonly referred to as a scholarship of learning and teaching. The academic staff members conducted action research on their own practices as facilitators and assessors of lifelong learning. I conducted living theory action research on my style of being a mentor for the participants of the project. The programme commenced in 2009. The content of and the level on which the programme was presented are in line with a Postgraduate Certificate in Higher Education (PGCHE) that is offered at a public institution. The participants were introduced to, inter alia, the principles of the Ned Herrmann Whole Brain® theory, Gardner’s multiple intelligence theory and Bloom’s taxonomy of cognitive levels. As the first step in the programme all the participants completed the on-line Herrmann Brain Dominance Instrument® (HBDI®). An accredited Hermann Brain Dominance practitioner was contracted to provide feedback to the participants and to explain the principles of this instrument. The HBDI® practitioner is affiliated on a full-time basis with the education faculty of a public higher education institution. He was contracted to facilitate the professional development programme as well. The success of the programme became evident through student feedback and requests, and feedback received from the participating facilitators of learning. Top level management of PMI also became aware of the successes and it resulted in the inclusion of the development of the academic staff members as one of the main focus areas in the strategic management plan for 2010. It was decided that the programme should be repeated every year in order to ensure the continuous professional development of existing and new academic staff members. PMI was invited to offer the programme in the Agriculture and Science Faculty of a public university. Parts of the project were showcased at the 2010 and 2012 conferences of the Higher Education Learning and Teaching Association of South Africa (HELTASA) and the Knowledge 2011 international conference. / Thesis (PhD)--University of Pretoria, 2014. / lk2014 / Humanities Education / PhD / Unrestricted

The thesis evaluates the impact of the Grundtvig programme on Czech further education institutions in the medium term. The first part presents the concept of further education as a soft factor of regional development and also the applied research methods. The next section presents the Czech and European lifelong learning strategies and the programme is shown as a part of the Lifelong Learning Programme and as one of the financial instruments of the EU. The main part of the paper presents the analysis of the use of the Grundtvig programme by the Czech institutions and the impacts on them assessed by a questionnaire survey among supported institutions. The work identified a major impact on the organizations in the area of know-how transfer from abroad, while in the area of networking or creation of innovative outputs identified impacts were minimal.

Tendant vers la reconnaissance d’une compétence partagée de l’UE en matière d’éducation, cette étude vise à révéler le fort potentiel de l’intervention de l’UE dans la gestion des nouveaux défis éducatifs mondiaux. Fondée sur un faisceau de compétences intriquées, l’action externe de l’UE dans le secteur éducatif est substantiellement plus développée qu’elle ne le laisse a priori paraître. Elle constitue une politique extérieure éducative, qui se révèle à la fois intégrée, par sa nature transversale, et intégrative, par sa contribution à l’approfondissement du projet européen. L'extension progressive du champ de compétence de l’UE en matière d’éducation est liée à la valeur ajoutée, sans cesse accrue, de l’UE pour gérer l’impact de l’économie mondialisée de la connaissance sur les services d’éducation et contribuer efficacement au développement d’actions internationales de grande envergure en matière d’éducation pour tous. Ces travaux de recherches ont pour finalité de rassembler et analyser les éléments juridiques, techniques, sociopolitiques et financiers, plaidant en faveur de l’établissement d’une politique extérieure éducative de l’UE et d’en appréhender les principales caractéristiques. Ils visent à impulser un ajustement des compétences et pouvoirs de l’UE afin de prendre en compte l’évolution de la pratique institutionnelle, que l’on ne peut occulter dans un souci de sécurité juridique, de transparence et de préservation de l’effet utile du droit européen. / This study reveals the strong potential of the EU’s intervention to deal with the current international challenges and it aims to recognize a shared competence of the EU in the field of education. Based on multiple foundations, the EU’s external education measures are substantially more important than they may appear. The EU’s external education policy is, at the same time, mainstreamed by its cross-disciplinary nature, and integrative by its contribution to the deepening of the European project. The EU’s external education policy is not confined to sporadic measures and was based from the outset on the use of the flexibility clause and connectivity of the EU’s areas of expertise. It is built on holistic concepts and coherent goals pursued within the framework of external long-term strategies, which implied the EU’s enhanced competence in the field of education, beyond that of support established in the Treaty. The progressive extension of the EU’s scope of competence in the field of education is closely linked with the higher added value of the EU in the management of a knowledge-based economy’s impact on education services and its effective contribution to international measures in the field of education for all. This research aims to gather and analyse legal, technical, socio-political and financial elements, which offer conclusive evidence of the existence of the EU’s external education policy and present its main features. It is hoped this will lead to an adjustment of the EU’s competences and powers, so as to take into account the development of institutional practice that cannot be overlooked for the sake of legal certainty, transparency and effectiveness of EUlaw.