Outside school hours programs provide recreation, play and leisure-based programs for children aged 5 to 12 years in before- and after-school settings, and in the vacation periods. Over the past ten years, the number of programs has grown rapidly due to women’s increasing participation in the workforce. At the same time, critical changes for the operation and administration of Queensland outside school hours care services were occurring following the introduction of mandatory standards and quality assurance. This study is a critical ethnography investigating the circumstances for two Outside School Hours Care (OSHC) services located on school sites at this time of change. The services were responding to the introduced legislative and accreditation requirements, the burgeoning numbers of students in the programs, and the requirements by parents for care for their school-aged child. The findings of this study show the complexity of the dualities of purpose and the operational administration of OSHC services, an area that has been little identified and discussed to date. This study illuminated not only aspects of OSHC services, it provided an opportunity for the co-ordinators of the two OSHC services to reflect on the operational structures. As the majority of OSHC services in Queensland (and other Australian states) are located in school sites, a closer examination of the relationship between OSHC and schools provided insights into some issues concerning the sector. Habermas’ Theory of Communicative Action was used to investigate the state of affairs and analyse the consensual and coercion meaning-making that occurred in the interactions between the stakeholders, specifically between the OSHC coordinators and school principals. Critical ethnographic research techniques, including participant observations and semi-structured interviews, were used to investigate what appears below the surface of social existence in the OSHC settings. On the surface, the interactions between the coordinators and principals appeared congenial. However, the study found that the vulnerability of the OSHC services for alienation and marginalisation was linked to the lack of legitimacy and reduced sense of social membership endowed by the ambience of the school setting in which the services were located. The study found that the distorted communicative action that took place within the OSHC settings exhibited the pathologies of alienation, withdrawal of legitimation and lack of collective identity. Examining the relationships of the key stakeholders within the outside school hours care services offers conceptual understandings of existing institutional relationships and practices, This critical ethnography pinpoints sources of power and unease contributing to the concerns for the outside school hours sector and recommends ways to develop these programs.

Orientador: Olga Rodrigues de Moraes von Simson / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-14T12:46:14Z (GMT). No. of bitstreams: 1 Garcia_ValeriaAroeira_D.pdf: 5167668 bytes, checksum: dce6950aff6f9a3cafa215d1c15db813 (MD5) Previous issue date: 2009 / Resumo: Esta pesquisa se propõe a analisar a criação do conceito de educação nãoformal partindo da filosofia deleuziana, que compreende a criação de um conceito com seus movimentos e suas recriações. Nessa perspectiva, defendemos a educação não-formal como um conceito autônomo, com fazeres particulares e um campo próprio, a partir de uma lógica específica de funcionamento. Através de uma pesquisa bibliográfica, considerando autores internacionais, especialmente espanhóis, norteamericanos e autores brasileiros, a trajetória histórica do conceito de educação não-formal é apresentada, tanto internacionalmente, quanto nacionalmente. A educação não-formal é analisada a partir das políticas públicas para crianças, adolescentes e jovens, e nesse contexto é considerada sua relação com a educação social, assim como uma pequena apresentação e discussão da trajetória da educação social no Brasil. Foram pesquisadas três instituições de caráter não-formal em Campinas (SP) e região, sendo uma de origem religiosa, uma vinculada ao poder público e uma de caráter comunitário. A partir da pesquisa de campo, as concepções dos educadores dessas instituições foram consideradas como constituintes da criação de nuances do conceito de educação não-formal. Consideramos ainda as idéias divulgadas pela grande imprensa sobre os fazeres da educação não-formal e como os meios de comunicação vêm divulgando esse campo. Dessa maneira, a presente pesquisa se preocupou em cartografar a educação não-formal, não como um campo descoberto, ou como um conceito estático, mas como um conceito em movimento, que vem sendo criado e recriado em diferentes momentos e locais. Percebe-se, dessa forma, que o conceito de educação não-formal assume diferentes nuances, em função de que país e de que época histórica abordamos. / Abstract: This doctoral thesis intends to analyze the creation of the concept of non formal education, starting from the deleuzian philosophy, which encompasses the creation of a concept together with its movements and its re-creations. Under this perspective, we defend the idea of nonformal education as na autonomous concept, with its particular makings and a proper field, and a specific logic of functioning. Through the supporting bibliography, which considered foreigners authors, and specially Spanish, North American and Brazilian authors, the historic trajectory of the concept of nonformal education is presented, both in international contexts as in the Brazilian context. The nonformal education is analyzed from the point of view of the public policies targeting children, adolescents, and young adult students, and under such context, we consider its relationship with the social education. We also do a short presentation and discussion on the trajectory of the social education in Brazil. We analyzed three educational institutions of nonformal character in the region of the city of Campinas (State of São Paulo), one of them having a religious origin, another related to the public administration, and the third one having a community character. From the field research, the conceptions of the educators from these institutions were considered as the elements for the creation of concept of nonformal education. We also considered the ideas publicized through the mass media respect to the makings - activities related to nonformal education, as well as the way the communication channels talk about this field. In this way, the present research was concerned in picturing and understanding the nonformal education not as a discovered field, not as a static concept, but instead, as a concept in movement, which is being created and re-created in different moments and different places. With that in mind, we realize that the concept of non-formal education assumes different forms, depending on the country and depending on the period we are focusing. / Doutorado / Ciencias Sociais na Educação / Doutor em Educação

The aim of this study was to investigate the morphosyntactic development of Grundvux learners (adult learners who study school subjects at elementary school levels in Sweden) of English with the aid of Processability theory, or PT, and to investigate the potential influence of exposure to English outside school and the participants' highest completed formal education on the participants' morphosyntactic levels. The participants of this study were Grundvux learners who studied English either on National Course 2, 3, or 4. This study also investigated how similar or different Course 2, 3 and 4 participants were when it comes to their highest attained PT-levels. The participants described a picture series and answered questions about their highest completed education from their home countries and how much they tend to be exposed to English on a weekly basis outside school. The results show that Course 2, 3 and 4 participants have both similarities and differences regarding their highest attained PT-levels. The results also show that there could be a possible connection between educational background and morphosyntactic development, i.e. that educational background can have a solid influence on morphosyntactic development. Furthermore, this study shows that a connection between exposure to English outisde school and morphosyntactic development is not likely. Yet, more research with more participants and tasks with different instructions are needed to draw definitie conclusions about the effects of exposure to English outside school and highest completed education on learners' morphosyntactic development. Lastly, this study provides some information to in-service teachers about what morphosyntactic structures to teach and when based on the learners' highest attained PT-levels.

Syftet med innevarande studie är dels att belysa gymnasieelevers medvetenhet om hur de gör för att förstå talad engelska och hur denna medvetenhet samspelar med motivation,dels att åskådliggöra vilken betydelse det har för förståelse, motivation och förmåga att använda sin engelska utanför skolan. Genom en enkätundersökning av 132 gymnasieelever har jag kommit till slutsatsen att gymnasieelever, oavsett förmåga att förstå talad engelska, är väl medvetna om hurde gör detta och att de i hög grad drivs av inre motivation. Flickoroch pojka rskiljer sig åt med avseende på hur de använder sin engelska utanför skolan och hur svårt de upplever att det är att förstå talad engelska. Skillnaden ligger i att flickor inte spelar onlinespel i samma utsträckning som pojkar och att flickor också upplever en högre grad av svårighet med avseende på att lyssna och förstå. Elever på högskoleförberedande gymnasieprogram är mer medvetna om hur de gör för att förstå än andra gymnasielever och elever som använder sin engelska utanför skolan uppger en lägre grad av motivation. / The purpose of this study is to illustrate Upper Secondary School students’ awareness of what methods they use to understand spoken English and how that awareness correlate with motivation. Furthermore, it is to illustrate what significance it has for understanding, motivation and ability to use ones English outside school. By implementing a questionnaire, investigating 132 students, I found that students at Upper Secondary School, regardless of ability, are well aware what they do to understand spoken English and that they to a large extent are driven by intrinsic motivation.Boy sand girls differ regarding how they use their English outside school and how difficult they experience understanding of spoken English. The difference is that boys play online games to a larger extent than girls. Girls also find understanding spoken English more difficult than boys. Students at training lines preparing for university are more aware of the methods they use to understand than other students and students who use their English outside school declare a lower degree of motivation.

The work deals with free time, history of education during free time, further it describes some of the factors that influence the children´s spending of free time (family, school, other educational institutions outside school), it introduces a church youth organization Dona Bosca and it particulary focuses on free time work in two chosen salesian centres in Germany and in the Czech Republic. The practical part contains the charakteristic and comparison of two chosen facilities: Don Bosco centre Regensburg and Don Bosco centre Plzeň and mainly the activities of their clubs, which work with older youth (Jugendtreffpunkt and Vzduch-loď). They are well led and provide a good quality free time spending possibilities for the youth. Even though the two clubs are different in a certain point of view, for exampe, financial possibilities, space facilies, etc., they compound in the wide supply of activities for youth, which contribute to the prevention of morbid free time spending. The work also captures the future visions of the two clubs.