A grande área desta dissertação é a Educação. O recorte do estudo foi a análise de práticas de educação não-escolar. O problema que se buscou responder era: Como as práticas de educação não-escolar podem impactar na vida de crianças e adolescentes em situação de vulnerabilidade social. A pesquisa procura explorar como vem sendo construídas essas práticas em espaços não-escolares, envolvendo os contextos, sujeitos e aprendizagens, com o intuito de auxiliar na consolidação de uma cultura cidadã que considere direitos e deveres não se conformando e limitando ao conceito de educação formal. O objetivo geral é analisar como as práticas de educação não-escolar, podem impactar na vida de crianças e adolescentes em situação de vulnerabilidade social. Esse é um estudo de caso, de natureza qualitativa e de caráter exploratório, que utiliza para a construção do corpus empírico os procedimentos de análise documental, entrevista semiestruturada, rodas de conversa e diário de campo. As informações coletadas e experienciadas ao longo da pesquisa, somadas às contribuições das leituras, desenharam os caminhos e trouxeram importantes resultados para a conclusão dessa investigação. A partir das informações e do suporte teórico usou-se a análise textual discursiva para o entendimento e reestruturação das informações e dados. Em síntese, entende-se que o avanço da globalização e as exigências dela advindas afetaram diretamente o modo de vida da sociedade, o mercado de trabalho e as necessidades na educação, trazendo mais disparidade e dificuldade de sobrevivência a uma maioria desfavorecida. Considerando a educação como um direito e, percebendo que ela se faz em diferentes lugares das mais variadas formas, à medida que as transformações na sociedade foram se acentuando, intensificou-se e expandiu-se, também, a necessidade de reconhecer que o ato de educar está para além do espaço escolar. Reconhecer a importância e seriedade da educação não-escolar, levando em conta que é norteada por objetivos e com intencionalidade, criando possibilidades para a construção do conhecimento e a promoção de um sujeito autônomo desponta como premissa básica para a transformação social. Suporte teórico acessado foi Freire (1967, 1987, 1995, 1996, 2001, 2003, 2005), Brandão (2003, 2006, 2007), Canário (2006 - 2007) e Afonso (2001) estiveram presentes quando se tratava de educação, educação formal e educação não-escolar. Os resultados evidenciaram que a associação pesquisada se apresentou preocupada em oferecer experiências diferentes das vividas, para isso, buscando o apoio da família e da escola. A pesquisa reafirmou a reflexão sobre a intencionalidade política do ato de educar, as potencialidades que as práticas educativas podem ter para a transformação social e a relevância do respeito a bagagem de vida dos sujeitos para a construção de uma Educação Libertadora. / El gran área de esta disertación es la Educación. El recorte hecho para este estudio fue el análisis de prácticas de educación no escolar. El problema que se buscó responder fue: Cómo pueden impactar las prácticas de educación no escolar en la vida de niños y adolescentes en situación de vulnerabilidad social? La investigación busca explotar cómo están siendo construidas essas prácticas en espacios no escolares, abarcando contextos, sujetos y aprendizajes, con el propósito de auxiliar en la consolidación de una cultura ciudadana que considere derechos y deberes, no conformándose o limitándose al concepto de educación formal. El objetivo general fue analisar cómo las prácticas de educación no escolar pueden impactar en la vida de niños y adolescentes en situación de vulnerabilidad social. Este es un estudio de caso, de naturaleza cualitativa y de carácter exploratorio, que utiliza para la construcción del corpus empírico los procedimientos de análisis documental, entrevista semiestructurada, ruedas de conversación y diario de campo. Las informaciones recogidas y vividas a lo largo de la investigación, sumadas a las contribuciones dadas por las lecturas, trazaron los caminos y trajeron importantes resultados para la conclusión de esta investigación. A partir de las informaciones y del soporte teórico, se usó el análisis textual discursivo para entender y reestructurar las informaciones y datos. En síntesis, se entiende que el avance de la globalización y las exigencias provenientes de ella afectaron directamente el modo de vida de la sociedad, el mercado de trabajo y las necesidades en la educación, trayendo más disparidad y dificultad de supervivencia a una mayoría desfavorecida. Considerando la educación como un derecho y dándose cuenta que puede hacerse en diferentes lugares, de las más variadas formas, a medida que las transformaciones en la sociedad se fueron acentuando, la necesidad de reconocer que el acto de educar va más allá del espacio escolar se intensificó y se expandió. Reconocer la importancia y la seriedad de la educación no escolar, teniendo en cuenta que es norteada por objetivos e intenciones, creando posibilidades para la construcción del conocimiento y la promoción de un sujeto autónomo, se presenta como premisa básica para la transformación social. El soporte teórico consultado fue Freire (1967, 1987, 1995, 1996, 2001, 2003, 2005), Brandão (2003, 2006, 2007), Canário (2006 - 2007) y Afonso (2001); estuvieron presentes cuando se trataba de educación, educación formal y educación no escolar. Los resultados revelaron que la asociación investigada se mostró preocupada en ofrecer experiencias diferentes de las vividas, buscando, para eso, el apoyo de la familia y de la escuela. La investigación reafirmó la reflexión sobre la intención política del acto de educar, las potencialidades que las prácticas educativas pueden tener para la transformación social y la relevancia del respeto a las experiencias de vida de los sujetos para la construcción de una Educación Libertadora.

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / Este ensaio tem como principal objetivo compreender o trabalho pedagÃgico e sua especificidade a partir das aÃÃes desenvolvidas por profissionais de Pedagogia em espaÃos nÃo escolares. Para tanto, realizou-se uma pesquisa de natureza qualitativa do tipo estudo de caso mÃltiplo na organizaÃÃo nÃo governamental ComunicaÃÃo e Cultura â CC e no Instituto do Desenvolvimento do Trabalho â IDT, em Fortaleza. Foram utilizados como instrumentos de coleta da pesquisa, a observaÃÃo direta das prÃticas de duas pedagogas, as entrevistas aberta e semi-estruturada e a anÃlise de documentos. TambÃm fizeram parte deste estudo outros profissionais, como a secretÃria executiva do CC e o coordenador do ambiente de QualificaÃÃo Profissional e Empreendedorismo do IDT. Com base nos dados, percebe-se que o trabalho pedagÃgico busca melhorar os resultados da aprendizagem de jovens e adultos e elevar a qualidade de sua formaÃÃo no que diz respeito ao amadurecimento e desenvolvimento como pessoas. Constata-se tambÃm que as condiÃÃes sociais, polÃticas e econÃmicas repercutem no trabalho realizado no CC e no IDT, estabelecendo limites Ãs possibilidades objetivas de humanizaÃÃo e à autonomia profissional das pedagogas. As caracterÃsticas divergentes das instituiÃÃes quanto aos seus modelos organizacionais e estruturais tambÃm influenciam nos modos de fazer suas prioridades. Identifica-se, ainda, que a especificidade de seus trabalhos pedagÃgicos se define desde trÃs eixos: relaÃÃo pedagÃgica, articulaÃÃo teoria e prÃtica e caracterÃsticas pessoais. Considera-se, portanto, que o ato de caracterizar o trabalho pedagÃgico no intuito de revelar sua especificidade aponta para uma elaboraÃÃo que se assemelha a um arco originado na formaÃÃo profissional e nas concepÃÃes de homem, mundo, sociedade e educaÃÃo das pedagogas e segue pelo cotidiano de seu trabalho, mediado pela articulaÃÃo teoria e prÃtica, produzindo nova prÃxis. / The purpose of this work is to understand the pedagogical work and its peculiarities by analyzing the actions developed by pedagogs out of school. In order to do that, a qualitative research was conducted in the model of a multiple case study in the non-governmental organization ComunicaÃÃo e Cultura â CC and in the Instituto de Desenvolvimento do Trabalho â IDT, both located in Fortaleza. The direct observation of the two pedagogsâ work, the open and semi-structured interviews, and the document analyses were the source of the collected data. Other professionals like the executive secretary of CC and the Coordinator of the Professional Qualification and Enterprising Department of IDT were also investigated. Based on the data, we could see that the pedagogical work tries to improve the learning outcome of the youth and adults, as well as provide them with higher quality in education in what is concerned with maturity and development as humans. The research shows that social, political and economical conditions reflect on the work carried at CC and IDT setting up limits to the objective possibilities of humanization and the professional autonomy of the pedagogs. The opposing characteristics of the institutions concerning their organizational and structural sets also influence the way priorities are set up. It is identified that the peculiarities of the pedagogical work hold up three aspects: the pedagogical relationship, the articulation between theory and practice, and the personal characteristics. Therefore, characterizing the pedagogical work aiming to delineate its peculiarities implies planning that involves a relation that goes from the professional formation and the human, world, society and educational concepts, to the working routines guided by the articulation between theory and practice resulting in a new praxis.

Today we live in a global world, where English has become easily accessible through the internet. Pupils encounter English in an out-of-school context and playing digital games is a common activity. This literature study aims to examine if there are effects on pupils ’ vocabulary and oral proficiency due to playing digital games. Through compiling prior research, findings suggest that motivation, interaction and repetition over time are positive factors for enhancing vocabulary and oral proficiency. Research also illuminates that there are gender differences among young L2 learners. Frequent gamers are mostly boys and there is also a difference in game preferences. Normally girls tend to outshine boys within most subjects, however, in English the difference is less distinct and boys are somewhat stronger in English proficiency. Research about young L2 learners is scarce and there is definitely a need for further research about the effect of digital gaming on vocabulary and oral proficiency as well as regarding gender differences.

No description available.

The purpose of the evaluation is to determine, in a measure, the costs of the program, the interest shown in it, and the benefits derived from it. It is the further desire of the investigator to learn to what extent the program now fits into our educational system, and what changes may be necessary for the future use of the program in our educational system.

This dissertation study examines the experiences of four Latina/o pre-service teachers (PSTs) as they learn about teaching mathematics for understanding (TM4U) and integrating a child's out-of-school mathematical knowledge and experiences during instruction. Studying the knowledge and experiences of Latina/o PSTs is necessary because PSTs from minoritized backgrounds have particular insights about teaching diverse students that can inform the learning experiences of other PSTs. This study investigates the prior experiences and beliefs about mathematics instruction the Latina/o PSTs (and those from minoritized backgrounds) bring as they begin their mathematics methods semester and how they leverage their experiences as they learn to teach mathematics to diverse students. Teaching mathematics for understanding is one way that teachers can support children's understanding of mathematics (Kilpatrick et al 2001). Teachers who integrate children's out-of-school mathematical knowledge and experiences in their practice draws upon multiple existing frameworks--the basic premise being that children come to school with mathematical knowledge and experiences that helps them learn mathematics in school (Gonzalez, Andrade, Civil, & Moll, 2001; Greer, Mukhopadhyay, Powell, & Nelson-Barber, 2009). My study looks at the experiences of Latina/o PSTs as they learn to help children leverage their out-of-school knowledge and experiences to understand mathematics. Data sources included four individual interviews, relevant methods assignments and audio transcripts from methods course discussions, and observational notes from the PSTs' field experience classrooms. The study found that PSTs leveraged their prior experiences as English Language Learners to support linguistically diverse children learn mathematics. Based on their prior experiences, some of the PSTs were more sensitive to the needs of marginalized children learning mathematics. The study found that the PSTs leveraged their experiences as diverse learners to think about the ways teachers could connect in-school mathematics to children's out-of-school mathematical knowledge and experiences. Yet the findings suggest that PSTs still need more experience articulating how exactly children's out-of-school experiences can help children understand mathematics. Implications of this study speak to how the beliefs and prior experiences of PSTs from minoritized backgrounds can inform how future teachers are prepared to teach mathematics to diverse students.

Under det senaste decenniet har barns och ungas tillgång till olika digitala medier ökat. De flesta elever möter det engelska språket varje dag på något sätt och de är inte bara konsumenter av språket utan de producerar också engelska i olika aktiviteter på fritiden. Syftet med studien är att undersöka vilket utrymme elevernas extramurala engelska får inom ramen för skolans engelskundervisning och i vilken utsträckning eleverna har användning av engelskan de lär sig i skolans undervisning i sina fritidsaktiviteter. Extramural engelska är ett begrepp som innefattar all den engelska som eleverna kommer i kontakt med utanför skolan. Studien omfattar tre lärare och nio elever i årskurs 4-6 från tre olika kommuner i Jönköpings län. Studien har en fenomenografiskt inspirerad ansats och materialinsamlingen har gjorts genom semistrukturerade intervjuer. Resultatet visar att lärarna arbetat mer eller mindre med en inkludering av elevernas extramurala engelska i engelskundervisningen. Något som var gemensamt för samtliga intervjuade lärare var att de såg en signifikant skillnad i språkliga förmågor mellan de elever som spelade mycket onlinespel och de elever som inte gjorde det. Flertalet av de intervjuade eleverna ansåg sig på ett eller annat sätt ha användning av den engelska de lär sig i skolan på sin fritid. En slutsats som dras är att det är viktigt att undervisande lärare sätter sig in i var, i vilken form och på vilket sätt eleverna möter engelska i sin fritid för att kunna inkludera det i undervisningen i engelska. / Over the past decade, children and adolescents have had an increased access to digital media. Most students get exposed to the English language in some way every day and they are not just consumers, they are also producers of English when they are engaged in different activities in their spare time. The aim of the study is to look into how extramural English is included in English school curriculum and to what extent students have use for the English they learn at school in their spare time activities. Extramural English includes all the English that students come into contact with outside of school. Three teachers and nine students, all from Jönköping county, are included in this study. The students are in grades 4-6. The study has a fenomenographically inspired approach and semi-structured intervjuews have been used to collect the data. The result reveals that the teachers have been working more or less with including the students’ extramural English in school. All teachers that participated in the interviews mentioned that they saw a significant difference in the students’ linguistic abilities between the ones who played a great number of online games and the students who did not. Most of the interviewed students felt in one way or another that they had use for the English they learn at school in their spare time. A conclusion drawn from the results of this study is that it is important for teachers to determine where, in what form and in what way students come into contact with English in their spare time in order to include it in the English school curriculum.

This study examines, through the use of a quantitative questionnaire, to what extent Swedish upper secondary students are involved in receptive and productive extramural English activities and what their perceptions are of learning English inside and outside of school. Extramural English (EE) is a term referring to the English students encounter outside school as extra means ‘outside’ and mural means ‘walls’. This study also investigates if the students perceive that the extramural English activities facilitate their classroom learning of English, and more specifically in relation to the language proficiencies reading, listening, writing and speaking. The results showed that the students reported being involved in mostly receptive EE activities as the most common activities they reported being involved in daily were related to listening and reading. The listening activities involved watching English-language TV-programs, TV-series and movies with and without Swedish subtitles and reading English texts. 98% of the students perceived that they do learn English outside of school while 68.6% of the students perceived that the English that they learned outside school facilitated classroom learning. The language proficiency the students perceived they developed most outside school was listening as 39% reported they "developed very much". The majority of students also reported to be more comfortable speaking and writing in English outside of school, and 57% indicated that they have learned most of their English knowledge outside of the school environment.

A partir da alegação de uma crise educacional generalizada operando na atualidade, a presente investigação devota-se a explorar a conjectura de um expansionismo sem precedentes das práticas educativas no campo social, movimento este consubstanciado na crescente conversão das relações entre os homens em instâncias passíveis de conhecimento e intervenção pedagógicos. Com o fito de perspectivar esse horizonte argumentativo, o corpus do trabalho foi constituído por 930 artigos que evocaram temáticas educacionais extraescolares em 34 periódicos acadêmicos nacionais de destaque, considerados em um intervalo temporal que se estendeu de 1944 a 2015. Tal produção discursiva foi analisada de acordo com um duplo viés teórico-metodológico inspirado no pensamento de Michel Foucault. De um lado, ao perscrutar os textos publicados no período compreendido entre 1996 e 2015, a investigação visou dimensionar os movimentos fronteiriços do campo pedagógico contemporâneo por meio da composição de um inventário das práticas e dos saberes voltados a experiências não escolares, estas consideradas na ampla escala que o arquivo constituído possibilitou traçar. De outro lado, a partir de uma abordagem específica da Revista Brasileira de Estudos Pedagógicos, a qual abrangeu todos os fascículos publicados até 2015 desde sua fundação, em 1944, tratou-se de circunscrever os contextos de emergência/proveniência atinentes a tal espraiamento dos domínios educacionais. Como saldo analítico da investigação, desponta uma perspectiva adversativa às discussões atuais concernentes a processos reconhecidos como educacionalização, pedagogização e escolarização sociais, sobretudo em virtude da intensa permeabilidade das práticas escolares às múltiplas demandas do presente. Daí a assunção de que os processos de subjetivação contemporâneos redundariam em uma acentuada educabilização da experiência civil, esta consoante a determinados jogos de veridicção calcados em uma demarcada matriz pedagógico-escolarizante. / Considering the allegation of a widespread educational crisis taking place in the present, this investigation is dedicated to exploring the assumption of an unparalleled expansionism of educative practices in the social field, a process which is characterized by an increasing conversion of the relationship between individuals into objects susceptible to pedagogical knowledge and intervention. With the aim of inspecting this argumentative horizon, 930 papers evoking educational out-of-school themes formed the research corpus, all of them published in 34 national academic journals through the period 1944-2015. This discursive production was analyzed according to a double theoretical-methodological approach inspired in Michel Foucaults thought. On the one hand, by examining the texts published between 1996 and 2015, the investigation attempted to dimension the borderline movements in the contemporary pedagogical field by means of an inventory of practice and knowledge focused on out-of-school experiences, the latter considered within the wide scale the archive thus built enabled to outline. On the other hand, in accordance with a specific approach of the Brazilian journal Revista Brasileira de Estudos Pedagógicos, which comprised all the issues published from its foundation, in 1944, to 2015, the intention was to circumscribe the contexts of emergence/provenance regarding the enlargement of educational realms. As an analytic outcome of the investigation, what is offered is an adversative perspective before the current discussions on processes identified as social educationalization, pedagogization and scholarization, mostly by virtue of an intense permeability of school practices to current demands. Thus, the assumption that contemporary subjectification processes would promote a marked educabilitization of the civil experience, the latter in congruence with certain veridiction games based on a strong pedagogical-schooling emphasis.

Four adolescents identified as struggling writers in an English language arts classroom were interviewed about their perceptions of a writing task--how they judged their capability to succeed, how they ranked their passion, persistence, and confidence about writing, and how they responded to classroom activity. Student perceptions of self-efficacy and the related self-beliefs of motivation and interest as well as self-regulation were stated and implied as students described a planning worksheet, instructional scaffolding, peer interactions, and ownership of their writing. Wersch's view of mediated action and Engestrom's model of activity systems were the lens through which the students' descriptions were analyzed. Findings suggested surprisingly high self-efficacy despite low interest, contrasting attitudes between both school writing and their out-of-school writing, and the possibility that students labeled as struggling writers by their teachers may not see themselves as struggling.