Esta pesquisa analisa e compara modelos atuais de organização de escolas voltadas para atender exclusivamente jovens e adultos com baixa escolaridade. Para isso, recorreu-se à modalidade de pesquisa qualitativa, conhecida como estudo de casos múltiplos. A pesquisa emergiu da constatação de que apesar dos avanços no plano legal e nas políticas educacionais das últimas décadas, persiste, no Brasil, uma expressiva demanda potencial para a Educação de Pessoas Jovens e Adultos (EPJA), posta à margem pelo sistema público de ensino, além do declínio no número de matrículas e de persistirem os altos índices de abandono dos estudantes desta modalidade. A tese sustenta que um dos principais motivos para tal paradoxo é a rigidez da organização escolar que dificulta o atendimento da diversidade presente na EPJA e a persistência do paradigma da educação compensatória, que sustenta práticas pouco condizentes com o perfil do público jovem e adulto. Com base em evidências de pesquisas anteriores, a investigação opera com a hipótese de que escolas organizadas para atender exclusivamente a EPJA respondem de modo mais apropriado às necessidades e condições de aprendizagem deste grupo social e geracional, ao invés dos cursos noturnos oferecidos em escolas organizadas para atender prioritariamente crianças e adolescentes. Para verificar tal hipótese, o estudo foi desenvolvido em três centros públicos: o Centro Integrado de Educação de Jovens e Adultos (CIEJA) Marlúcia Gonçalves de Abreu, localizado na Zona Leste da cidade de São Paulo; o Centro Municipal de Ensino Fundamental e Educação de Jovens e Adultos (CEMEFEJA) Paulo Freire, situado no centro da cidade de Campinas, e a Escola de Adultos La Verneda-Sant Martí, localizada no bairro Sant Martí, em Barcelona, Espanha. Os estudos de caso seguiram um protocolo comum a partir do qual foram levantados os seguintes aspectos em cada uma das instituições: perfil socioeconômico e cultural dos educandos; perfil dos educadores em relação às condições de trabalho e oportunidades de formação continuada; as instalações físicas; a assistência aos estudantes; o currículo e as propostas pedagógicas; a flexibilidade da organização dos tempos e espaços de aprendizagem; a gestão escolar; o comportamento das matrículas, o fluxo e o rendimento escolar, bem como os índices de certificação. O estudo revelou que o fato de estarem focados nas questões que circundam as especificidades da EJA favorece a flexibilidade para atender de modo mais satisfatório as necessidades e possibilidades deste público de acessar e permanecer na escola, o que não impede que algumas práticas pedagógicas e de gestão recaiam no paradigma da educação compensatória, sobretudo nos casos do CIEJA e do CEMEFEJA, com exceção feita à Escola de Adultos La Verneda-Sant Martí, pois ela se aproxima da concepção de educação permanente, ao longo da vida, em perspectiva crítica, sobretudo em relação à gestão, realizada por duas associações dirigidas por estudantes, com participação paritária de toda a comunidade escolar e do entorno. / The research analyses and compares current organization models of schools dedicated exclusively to the attend of young people and adults with low schooling. This research came from the observation that despite advances in the legal and educational policies of the last decades, there remains a huge potential demand for Youth and Adult Education (EJA - Educação de Jovens e Adultos -), which is not being covered by the public school system, in contrast , there has been a decline in the number of enrollments and the high dropout rates of students of this modality persist. The thesis argues that one of the main reasons for this paradox is the rigidity of school organization which makes it difficult to attend to the diversity present in the EJA and the persistence of the compensatory education paradigm, which supports practices that are inconsistent with the profile of young and adult public. Based on evidence from previous researches, this research works with the hypothesis that schools that are organized to attend exclusively the EJA respond more appropriately to the needs and learning conditions of this social and generational group than the evening courses offered in schools that are organized to attend primarily children and adolescents. To verify this hypothesis, the study was developed in three public centers: the Integrated Center for Youth and Adult Education (CIEJA - Centro Integrado de Educação de Jovens e Adultos) Marlúcia Gonçalves de Abreu, located in the East Zone of the city of São Paulo; the Municipal Center of Elementary Education and Youth and Adult Education (CEMEFEJA - Centro Municipal de Ensino Fundamental e Educação de Jovens e Adultos) Paulo Freire, located in the center of the city of Campinas and the La Verneda-Sant Martí Adult School, located in the Sant Martí neighborhood in Barcelona, Spain. The case studies followed a common protocol from which the following aspects were raised in each of the institutions: the students\' socioeconomic and cultural profile; the teachers\' profile regarding working conditions and opportunities for continuing education; the physical facilities; the student assistance; the curriculum and pedagogical proposals; the flexibility of the organization of learning times and spaces; the school management; the enrollments behavior, school flow and achievement, as well as certification rates. The study revealed that the fact that they are focused on the issues that surround the specificities of the EJA favors the flexibility to meet in a more satisfactory way the needs and possibilities of this public to access education and to remain in school, which does not prevent some pedagogical and management practices from falling into the compensatory education paradigm, especially in the cases of CIEJA and CEMEFEJA. Exception made to the La Verneda-Sant Martí Adult School which approaches the concept of lifelong education in a critical-emancipatory perspective, especially in relation to management, which is carried out by two student-led associations, with equal participation of the entire school community and the surrounding community.

1 Third-age education: Its desirability, quality, and development Bc. Soňa Kalousková, DiS. The object of this diploma thesis is to examine the state of affairs in the third-age education in the Czech Republic, with regard to University of the Third Age (U3A), focusing especially to Charles University and Pedagogical Faculty of Charles University. On the basis of the results to reach conclusions concerning the question how the management of education can contribute to the development of U3A. The topic was chosen because of the researcher's interest in this issue. In the theoretical part, the necessary knowledge about lifelong learning and third-age education is presented, and the topic of ageing society is explained. The following practical part consists of sociological research with quantitative research, with usage of electronic and printed questionnaires and a regulated interview, which aims to map the state of affairs in U3A, its quality and possibilities of its further development. In the final part the findings of the research are presented. quality of education, lifelong learning, seniors, third-age education, University of the Third Age

L'expression « éducation populaire » connaît en France une nouvelle fortune depuis les années 1990. La recherche vise à éclaircir le sens et les causes de ce retour en grâce discursif. On définit la séquence « éducation populaire » comme une formule, au sens de l'analyse du discours, en lien avec la notion de catégorie. L'étude du retour contemporain de celle-ci impose un long détour par son histoire. Celle-ci se décompose en deux cycles complet constitués de phases d'émergence, de consécration et de déclin autour d'un usage de la formule comme quasi-catégorie : sous-catégorie de l'Instruction publique entre la Révolution française et les années 1930, puis catégorie détachée de l'École mais associée à des formules concurrentes et bientôt reléguées par elles au rang d'ancêtre mythique. La période contemporaine se présente comme l'émergence d’un usage détaché de l’animation socioculturelle et orientée vers la formation militante et la repolitisation des politiques culturelles ; ce nouvel usage, qui demeure toutefois en concurrence avec une remobilisation du secteur Jeunesse et Éducation populaire, réintroduit en outre les pratiques d’origine scolaires que ce dernier avait écartées. / The set phrase "éducation populaire" has been especially successful in French public discourses since the 1990s. We intend to analyze this lexical comeback. The past life of the phrase can be divided in two cycles, each of them composed of successive phases of emergence, consecration and decline, and revolving around an interpretation of the phrase as a quasi-category. It starts as a subcategory of "Instruction publique" from the French Revolution to the 1930s, then becomes a category detachedfrom schooling but linked with competing phrases, and is soon discarded by these ones as a mythical ancestor. The last years witness a new, yet uncertain phase of emergence which defines "éducation populaire" as a form of radical political education or as a repoliticization of cultural policies. This new use, however, is competing with the remobilization of traditional movements. It also reintroduces the school-rooted practices which had been previously discarded.

Made available in DSpace on 2016-04-27T14:31:33Z (GMT). No. of bitstreams: 1 Amelia Maria Jarmendia1.pdf: 1085109 bytes, checksum: 1eee1daad7657258e25ce50649dec2f3 (MD5) Previous issue date: 2006-02-14 / Apart from some exceptions teachers lifelong learning is generally offered in courses that aim the transmission of contents and techniques previously defined from a general view of teachers needs The conventional model is considered not sufficiently efficacious when it is intended to implant and implement curricular innovations that implicate new comprehension of the teaching and learning object as well as changes in the teaching practice due to the fact that what it matters is to have access to what teachers do and think Thus in this thesis I investigate how to organize a lifelong learning process which breaking the conventional model can contribute to the knowledge in the specific area as well as to the personal and professional development of the teacher Developing the research from the idea that it is possible to carry out in a flexible way the act as educating as a process in which the do s and think s of the teachers as well as their needs are considered the starting point of discussions reflections and studies I organized with the collaboration of a group of teachers a space of formation denominated Study Group (SG) which is also a methodological resource of this research The research allowed the definition of methodological procedures that were shown adequate to the creation of an alternative context of learning in which the teachers became the subject of their own formation assuming at the same time the role of the one who is being educated as well as the educator Summarizing the research revealed that it is possible to organize and carry out a process of lifelong learning that differently from the conventional models presents among other things the following features: it creates a context in which the teachers learn with their peers; it recognizes and gives value to the teachers knowledge; it retrieves the practice as a space of education and reflection; it organizes itself around the teachers needs and it allows the exercise of the shared autonomy I considered therefore to have achieved the proposed aims of this research and I hope to have given my contribution to the studies in the area of teachers lifelong learning / Salvo raras exceções a formação continuada de professores dá-se na forma de cursos que visam à transmissão de conteúdos e técnicas definidos previamente a partir de uma visão geral das necessidades dos docentes Considerando que o modelo convencional não se revela suficientemente eficaz quando se pretende implantar e implementar inovações curriculares que implicam novas compreensões do objeto de ensino e aprendizagem e mudanças na prática docente pois neste caso importa ter acesso ao que fazem e pensam os professores, neste trabalho, investigo como organizar um processo de formação continuada de professores que rompendo com o modelo convencional possa contribuir tanto para o avanço do conhecimento na área quanto para o desenvolvimento pessoal e profissional do professor Para o desenvolvimento da pesquisa partindo da idéia de que é possível que a ação formativa ocorra por meio de um processo conduzido de forma flexível em que o fazer e o pensar dos professores bem como suas necessidades sejam tomados como ponto de partida para discussões reflexões e estudos organizei com a colaboração de um grupo de professoras um espaço de formação a que denominamos Grupo de Estudo GE que é também recurso metodológico desta pesquisa A pesquisa possibilitou a definição de procedimentos metodológicos que se mostraram adequados à criação de um contexto alternativo de aprendizagem em que os docentes se tornaram sujeitos de sua própria formação assumindo ao mesmo tempo o papel de formando e formador Em síntese a pesquisa revelou que é possível organizar e conduzir um processo de formação continuada que diferentemente dos modelos convencionais apresenta entre outras as seguintes características: cria um contexto em que os professores aprendem com seus pares; reconhece e valoriza os saberes docentes; recupera a prática como espaço de formação e reflexão; organiza-se em torno das necessidades dos professores e possibilita o exercício da autonomia compartilhada Considero portanto ter alcançado o que se pretendia com o desenvolvimento desta pesquisa e espero assim ter dado minha contribuição para os estudos na área de formação do professor

O conhecimento de uma pessoa pode se tornar obsoleto ou incompleto rapidamente, visto que, na chamada sociedade da informação e do conhecimento, a todo instante surgem novas teorias e tecnologias que são rapidamente publicadas e disseminadas pelos novos meios de comunicação e informação, notadamente a Internet. Visando contribuir para a atenuação desse problema, o presente trabalho propõe o desenvolvimento de um ambiente baseado na Web que dê apoio à aprendizagem continuada de um indivíduo dentro de algum campo de interesse, facilitando, assim, a atualização de seus conhecimentos. Do ponto de vista tecnológico, o trabalho se apóia na recuperação de informações em contexto e na tecnologia de agentes de software; do ponto de vista pedagógico, inspira-se na pedagogia de projetos de aprendizagem. / The knowledge of a person can become rapidly obsolete or incomplete, since the called society of information and knowledge, all the time there are new theories and technologies that are quickly published and disseminated by new media and information, notably the Internet. Aiming to reduce this problem, this work proposes the development of a Web-based environment which provides support for lifelong learning of an individual within a certain field of interest, thus facilitating the upgrade of their knowledge. From a technological standpoint, the work relies on Information Retrieval in Context and the Technology of Software Agents, the pedagogical point of view, inspired by the Pedagogy of Learning Projects.

Made available in DSpace on 2016-03-15T19:42:37Z (GMT). No. of bitstreams: 1 Maria Helena Pelizon.pdf: 1678746 bytes, checksum: 088b76a6282e0b0ce67b1fb655fd2db8 (MD5) Previous issue date: 2007-03-13 / The teaching of science found in most Brazilian Primary and Preschools is characterized by low level science education. Teachers lack of deep knowledge of scientific concepts and the mechanical use of didactic guides, without deeper understanding of the field, result in unmeaning teaching for the children who loose the opportunity to acquire a good start in science education. This research analyses the contribution of science education workshops, The teaching of Science in an interdisciplinary approach developed in January and July of 2004 at the School of Education of the University of São Paulo, as part of a Teacher s Education Program (PEC- Formação Universitária) with the goal to help Primary and Preschool teachers to reflect upon and transform their ways of teaching Science. We want to found out the contributions of the workshops for their scientific education and for their work with the children in classroom. The research is a descriptive and analytical study developed in two phases: first, the development and analyses of the workshops and second, two case studies, one preschool teacher and one primary school teacher in their classrooms. The data collected and analyzed give evidence that there were important gains in teachers science education, related both to the acquisition of specific science knowledge, as also pedagogical teaching methods and approaches. On the other hand it also points out the need for public educational policies that include continuing education for teachers, pedagogical supervision and support for the development of collective team work in the schools, which are essential for each teacher to develop better ways of teaching. / O ensino de Ciências praticado pela maioria dos professores das séries iniciais do ensino fundamental e educação infantil de escolas públicas brasileiras tem-se caracterizado por uma prática escolar na qual a educação científica deixa muito a desejar. Muitas vezes, por insegurança ou por medo de não dominarem assuntos específicos das Ciências Naturais, os professores acabam lidando com informações e/ou conceitos que não entendem, presentes nos livros didáticos. Assim, passam a desenvolver um ensino de Ciências empobrecido e carente de atividades interessantes, prazerosas e significativas que contribua para a formação de um pensamento científico nas crianças. O que se observa é uma repetição de temas e atividades ao longo dos primeiros anos de escolaridade das crianças. Frente a este contexto, o presente trabalho teve como objetivo analisar as contribuições que a proposta desenvolvida na Oficina O ensino de Ciências numa abordagem interdisciplinar , ministradas durante as semanas presenciais de janeiro e julho de 2004, na Faculdade de Educação da Universidade de São Paulo, como parte do Programa de Educação Continuada- Formação Universitária, trouxe para a formação científica e para a prática pedagógica de professores de educação infantil e das séries iniciais do ensino fundamental. A pesquisa caracteriza-se por ser um estudo descritivo analítico, de natureza qualitativa, realizada em duas etapas: a primeira o desenvolvimento e análise das Oficinas e a segunda, dois estudos de caso, um envolvendo uma professora de Educação Infantil e outro uma professora das séries iniciais do Ensino Fundamental. Os dados da pesquisa mostram que houve aprendizagens dos professores tanto na aquisição de conhecimentos específicos da área, como em relação a conhecimentos pedagógicos necessários ao ensino. No entanto, a falta de políticas públicas de acompanhamento e continuidade da formação e a ausência de um trabalho coletivo nas unidades escolares desestimulam as professoras a se aventurarem numa proposta diferenciada, que acreditam, mas que, representa ousadia no contexto escolar.

Esta dissertação tem como objetivo investigar a aprendizagem de estudantes universitários de japonês como língua estrangeira (JLE) e sua autonomia fora da sala de aula no contexto da cidade de São Paulo. Levando em consideração que a aprendizagem de língua tem o caráter contínuo ao longo da vida, o aprendiz precisa desenvolver a capacidade de dirigir seu estudo por conta própria, ou seja, autonomia. Enquanto essa concepção indica um atributo do aprendiz, sua prática pode ser restrita por fatores externos como o ambiente e a relação com outras pessoas. A fim de pôr qualquer ação em prática que visa à promoção da autonomia do aprendiz, faz-se necessário reconhecer formas e ambientes reais em que a aprendizagem se concretiza. No geral, o aprendiz tende a realizar atividades com sua língua-alvo fora da sala de aula por sua iniciativa, e para desenvolver sua proficiência nesse contexto, ele precisa gerenciar seu estudo. Partindo-se dessa perspectiva, fora da sala de aula é uma situação em que permite observar a autonomia do aprendiz uma vez que há certo grau de liberdade de dirigir sua aprendizagem. A pesquisa teve a natureza qualitativa com dados qualitativos e quantitativos, e configurou-se como estudo de caso. Os participantes foram trinta estudantes no total, de uma disciplina da língua japonesa (LJ) de nível básico do curso de habilitação na língua de uma instituição de ensino superior, localizada na cidade de São Paulo. Para a coleta de dados, foram utilizados instrumentos; observação de aulas, questionário para todos os estudantes, entrevista para sete estudantes e diário de estudo para três estudantes. Para a análise, os dados foram identificados, descritos e interpretados. Os resultados apontam que os estudantes desenvolviam várias atividades utilizando a LJ além da sala de aula por sua iniciativa, principalmente as receptivas no domínio pessoal. Na maioria das atividades de interação, amigos e colegas de estudo foram interlocutores. Apesar da ampla disponibilidade de recursos para a aprendizagem da LJ na cidade graças à imigração japonesa e ao intercâmbio econômico e comercial com o Japão, os estudantes tenderam a utilizar recursos e meios digitais como sites da internet, redes sociais e chat. Embora muitas atividades fossem realizadas principalmente pelo interesse cultural, alguns alunos tentaram compreender o conhecimento obtido durante aulas, aplicando-o nas atividades fora do contexto da instituição educacional intencionalmente. Verificou-se também o esforço de uma estudante para procurar oportunidades de interagir com falantes da LJ no domínio público e profissional. / This thesis aims at investigating the learning of undergraduate students of Japanese as foreign language and their autonomy beyond the classroom in the city of São Paulo. Considering that language learning is a lifelong activity, a learner needs to develop the capacity to direct your study on your own, namely, autonomy. While this concept indicates an learner\'s attribute, its practice can be restricted by external factors such as his environment and relationship with other people. In order to put into practice any action in pursuit of this capacity, it is essential to comprehend real forms and environments in which learning occurs. Generally speaking, the learner tends to realize activities using his target language outside the classroom taking his initiative, and so as to develop his proficiency in this context, he needs to administrate his study under his own direction. From this perspective, it can be said that it is a situation in which allows us to observe the learner autonomy because there is a certain degree of freedom to direct his own study. This research was qualitative treating both qualitative and quantitative data, and its approach was case study. The participants were thirty undergraduate students in total of a Japanese language basic level subject of the language course in the city of São Paulo. For the data collection, the instruments such as classroom observation, questionnaire for thirty students, interview for seven students and learning diary for three students were employed, and for the analysis, the data was identified, described and interpreted. The results point out that the students developed various activities using Japanese beyond the classroom, especially that of reception in the personal domain. In many cases of interaction, friends and classmates were their interlocutors. Regardless of wide range of variety of resources available to Japanese language learning in the city due to the Japanese immigration to Brazil and economic relationship with Japan, these students tended to use digital resources and medias such as internet sites, social networking services and chat. Although most activities were held primarily because of their interest in Japanese culture, some participants sought to comprehend the linguistic knowledge acquired in the classroom, using it in those out-of-classroom activities. Among the student\'s attempts to use the language, it was observed that a student looked for opportunities to interact with Japanese speakers even in the public and professional domains.

Mgr. Sarah Asfour Vedoucí práce: PhDr. Michaela Tureckiová, CSc. Studijní program: Specializace v pedagogice Studijní obor: Andragogika a management vzdělávání ABSTRACT This diploma thesis deals with lifelong education - adult education in formal, non-formal and informal education. The diploma thesis discusses about the concept of lifelong learning and the effect of education in the life of an individual. The aim is to briefly compare and evaluate lifelong learning opportunities with an emphasis on non-formal education, more specifically on retraining courses. In the diploma thesis, I deal with the strategic management of retraining courses in the field of non-formal education as well as the possibilities of innovation of the courses mentioned. The thesis is divided into two parts, namely the theoretical part and practical part. In the theoretical part, there are discussed in more detail the conditions for obtaining accreditation for organizers of retraining courses, conditions and possibilities of support for applicants for the retraining course by the Labour Office of the Czech Republic, there is discussed the advantages for employers to support their employees in non-formal education. The diploma thesis is devoted to the strategic management and planning of education, including the importance of...

This study examines the effect of deep approaches to learning on development of the inclination to inquire and lifelong learning over four years, as an essential graduated outcome that helps students face the challenges of a complex and rapidly changing world. Despite the importance of the inclination to inquire and lifelong learning, some literature has attempted to operationalize this concept in practical ways. In another limited line of studies, researchers explored how the education process and deep approaches to learning affected students' cognitive development among first-year undergraduates. This dissertation focuses on the ways that the process of deep approaches to learning influences the development of the inclination to inquire and lifelong learning through the positive feelings from information acquisition and the conceptual change from meaningful structure of information. The individuals in the sample were 1,914 first-year undergraduate students participating in the Wabash National Study on Liberal Arts Education at each of the 17 institutions in the study. This longitudinal study was designed to use three waves of data to control for student background characteristics, institutional types, overall exposure to organized instruction, and other college experiences. The current study employed ordinary least squares regressions with a weighting algorithm and also investigated whether the effects were general or conditional based on differences in race, gender, precollege total academic preparation, and precollege measure of need for cognition. Using longitudinal, pretest-posttest deign with statistical control, this study found that the higher-order learning subscale, the integrative learning subscale, and reflective learning subscale generated a significant positive effect on the development of inclination to inquire and lifelong learning over four years. Furthermore, the study demonstrated that the effect of deep approaches to learning appear to be general rather than conditional. In summary, the results confirm that the growth of inclination to inquire and lifelong learning can be fostered through deep approaches to learning. The findings suggest that higher education educators should create a developmentally-appropriate learning environment for students to organize their knowledge into cognitive structure, which fosters the capacity for lifelong learning.

The present study attempted to measure library literacy levels of open or flexible learners at the Canberra Institute of Technology (CIT) during the 1995 academic year, and to investigate to what extent the information skills component of TAFE open learning modules influence adult learners' library literacy levels. To address these issues, a quasi-experimental research methodology was used to measure library literacy levels at the beginning and, again, on or near course completion to ascertain whether any change had occurred, through the administration of a questionnaire. A number of participants were then interviewed to further validate the responses fiom the questionnaires. The study attempted to show that though courses claim to address key competencies in a vocational education and training environment, one component of the key competencies, the ability to collect, analyse and organise information, was not being met. That one component was the ability to locate (or collect) information. No strong correlations resulted fiom the library literacy levels measured and the degree to which the key competency was addressed within course modules. No statistical measures were possible due to the small sample population that eventuated, though it was almost half the original targeted population. No real gain was achieved in library literacy levels between the pretest and posttest stages of the research for either the Experimental or Control groups. Though a highly suitable research methodology, the quasi-experimental research design did have some limitations in this piece of research. The CIT flexible learning environment at the time of the study contributed to the limitations of the study. However, a number of recommendations were made on the basis of the research results, advocating some strategies that might be implemented to improve the library literacy levels of learners undertaking open or flexible delivery courses within CIT, and suggestions to change the research environment to avoid many of the problems experienced. The CIT pilot study was the first known formally documented study of library literacy levels in an Australian TAFE environment of its kind. The study reflects the literature published at the time of the study. At that time, the research in this field was minimal. Many publications and research have emerged since 1995 when this study was conducted, indicating this is an area of great interest.