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Grant writing handbook for Our Lady of Fatima Parish SchoolSeverson, Tracy. January 2009 (has links)
Thesis (M.A.)--Marshall University, 2009. / Title from document title page. Includes abstract. Document formatted into pages: contains iv, 101 p. Includes bibliographical references p.100-101.
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Escola Paroquial “João XXIII” de Urutaí-GO (1960-2001) / "John XXIII" Parish School in Urutaí – GO (1960-2001)Oliveira, Rafael Vasconcelos de 22 March 2018 (has links)
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Previous issue date: 2018-03-22 / This research proposes to analyze the internal organization of the "John XXIII" Parish School in
Urutaí - Goiás during the period of its existence that includes the years from 1960 to 2001,
considering that it is a school founded by lay Catholics together with leaders of the Catholic
Church and State Secretary of Education of Goiás. In order to do so, it was sought to know all its
physical, operational, pedagogical and social structure from an analysis in its documentary and
photographic collection, recognizing the complexity of a Catholic school institution with didacticpedagogical
ideals outside the standards of liberal pedagogy. Thus, its particularities as to its
functioning refer to the understanding that the History of Education, when dealing with the study
of school institutions, opens space to trigger the materiality, the senses, relations and contradictions
that surround its existence, through different sources. Regarding the sources used in its
methodological course, it can be said that several instruments of data collection were used: written
documents, written memoirs, school and parish archive records books, school accountability
books, photographs of personal collections, reports and single manuscripts kept in archives. It is
important to note that all this documentary collection of the institution itself had a theoretical
contribution from authors who deal with the History of Education in all its dimensions,
understanding that the theoretical foundation of research on school institutions should be
concerned with the nexus epistemological relations between education, educational institution and
history of education, so that intelligibility can be imposed to educational processes and facts.
Among the authors cited include Abioye (2010), Boto (1996), sheep (2004), Dallabrida (2001), Do
Son (2004), Ignatius Son (2004), Julia (2004), Magellan (2004), Walnut (2011), Nosella and Buffa
(2013), and Parker (2010), Stein (2013) . In particular this confluence between the documentary as
close and the theoretical framework of research that the parochial school "John XXIII" in your
period of operation caused the decline of the index of illiteracy in the municipality. The action of
the local church, in a way, contributed to the expansion of education in the municipality, on the
context of the educational partner studied period where the number of primary public schools was
not enough to meet the demand, the same way you don't It was across the country. The religious
formation was among the main objectives to be achieved by the school analyzed, given its intimate
relationship with the diocese of Ipameri / GO and the local church and because this type of formation was a characteristic of parochial schools, however, its pedagogical work was based on
emancipatory ideals, although it had to plan this work under the curricular guidelines of the current
education system, which in turn followed the educational pattern of the country during its
existence. / Esta pesquisa traz como proposta analisar a organização interna da Escola Paroquial “João XXIII”
em Urutaí – Goiás no período de sua existência que compreende os anos de 1960 a 2001,
considerando-se que se trata de uma escola fundada por leigos católicos juntamente com
dirigentes da igreja católica e Secretária Estadual de Educação de Goiás. Para tanto, buscou-se
conhecer toda sua estrutura física, operacional, pedagógica e social a partir de uma análise em seu
acervo documental e fotográfico reconhecendo a complexidade de uma instituição escolar católica
com ideais didático-pedagógicos fora dos padrões da pedagogia liberal. Desse modo, as suas
particularidades quanto ao seu funcionamento remetem à compreensão de que a História da
Educação ao se ocupar do estudo de instituições escolares, abre espaço para acionar a materialidade, os sentidos, relações e contradições que envolvem a sua existência, por meio de
diferentes fontes. Acerca das fontes usadas em seu percurso metodológico, pode-se dizer que
vários instrumentos de coleta de dados foram utilizados: documentos escritos, memórias escritas,
livros de atas do arquivo escolar e paroquial, livros de prestação de contas da escola, fotografias
de acervos pessoais, relatórios e manuscritos avulsos conservados em arquivos. É importante
ressaltar que todo esse acervo documental da própria instituição teve um aporte teórico de autores
que tratam da História da Educação em todas as suas dimensões, compreendendo-se que a
fundamentação teórica da pesquisa sobre instituições escolares deve preocupar-se com a tessitura
de nexos epistemológicos entre a educação, instituição educativa e história da educação, para que
se possa impor inteligibilidade aos processos e fatos educativos. Dentre os autores citados
destacam-se Almeida Barros (2010), Boto (1996), Carneiro (2004), Dallabrida (2001), Faria Filho
(2004), Honório Filho et al (2016), Inácio Filho (2004), Julia (2004), Magalhães (2004), Nogueira
(2011), Nosella e Buffa (2013), Souza e Pereira (2010), Stein (2013). De modo particular essa
confluência entre o acerco documental da instituição e o referencial teórico da pesquisa permitiu
concluir que a Escola Paroquial “João XXIII” em seu período de funcionamento fez com que
houvesse a diminuição considerável do índice de analfabetismo no município. A ação da igreja
local, de certa forma, contribuiu para a expansão da escolarização no município, diante do
contexto sócio educacional do período estudado em que o número de escolas públicas primárias
não era suficiente para atender a demanda, da mesma forma que não era em todo país. A
formação religiosa estava entre os principais objetivos a serem alcançados pela escola analisada,
dada a sua intima relação com a Diocese de Ipameri/GO e a igreja local e porque este tipo de
formação era uma característica marcante de escolas paroquiais, entretanto, seu trabalho
pedagógico era embasado em ideais emancipatórios, ainda que tivesse que planejar esse trabalho
sob as orientações curriculares do sistema de ensino vigente, que por sua vez, seguia ao padrão
educacional do país durante sua existência.
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School based management: the Principals' perspectiveHanks, Jennifer A, n/a January 1993 (has links)
This study details the background to the establishment
of Parish School Boards in the Archdiocese of Canberra and
Goulburn, and reports and analyses the perceptions of all
ACT Catholic, systemic, primary school Principals who
operated with a Parish School Board in 1993.
The movement towards Parish School Boards finds its
genesis in the Second Vatican Council where the Church was
invited to collaborate in decision-making based on the
belief that all the faithful have gifts, knowledge and a
share of the wisdom to bring to the building of the Church.
The nature and structure of Catholic education was seen as a
suitable vehicle for encouraging communities to engage in
shared decision-making and in participatory democracy under
the Church model of subsidiarity, collegiality and
collaboration.
The introduction of Parish School Boards into the
Archdiocese can be seen as the implementation of a radical
change to the educational mission of the Church and the
educational leadership of the faith community. Reflecting
'new management theory' in both the secular and Church
worlds, a key stakeholder is the school Principal whose role
and relationships change as he or she learns to work within
a team, sharing leadership.
This study examines the responses of nineteen
Principals who were interviewed by the researcher in order
to determine how they work with a Parish School Board and
what effects the board has on their work.
Research studies in the area of School-Based
Management and Shared Decision-Making have informed the
review, and the Principals' responses from this study have
been analysed in the light of secular and Church literature
on leadership, devolution and change.
The respondents of this study, the school Principals,
report the benefits of collegiality and collaboration but
their unresolved tensions relate to work overload, lack of
clarity of the roles and responsibilities of the various
local level decision-making groups, increased administrative
complexity, community demand for ever widening consultation
and the challenge of consensus decision-making.
All Principals report an urgent need for professional
development for themselves and for the system to provide a
more explicit focus on parish and community formation with
the commitment of the necessary resources to sustain this
radical change.
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Počátky a vývoj vzdělávání v Jindřichově Hradci / The beginnings and development of education in Jindřichův HradecŠIMKOVÁ, Lucie January 2012 (has links)
The work deals with the origins of development of education in the town of Jindřichův Hradec (Neuhaus, Nova Domus). It briefly describes the history of the city, and it mentions the development of the school system in Bohemia. The study follows the development of educational facilities in Jindřichův Hradec from its beginnings in the Middle Ages up to the climax in the form of the University. The greatest attention is paid to the local pride of education - "grammar school" with its more than four hundred-year-old history - while trying not to miss any of the schools that arose in the town over the centuries. The study demonstrates the importance of Jindřichův Hradec as the school centre of more than regional significance.
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