Made available in DSpace on 2016-04-27T16:33:34Z (GMT). No. of bitstreams: 1 Valeria de Souza.pdf: 801488 bytes, checksum: d4a5310a9ca18f351e9f4858663c1e1c (MD5) Previous issue date: 2008-02-29 / Secretaria da Educação do Estado de São Paulo / This paper is focused on the role of the Technical-Pedagogic Assistant and the circumstances in which he works, it means, the Pedagogic Offices in the Regional Education Offices of São Paulo State and has as goals: a) to outline a profile of the Technical-Pedagogic Assistant and his work conditions; b) to identify his role in the educational system of São Paulo State; c) to provide a recapitulation of his field of activity on the basis of the files and official documents of the Pedagogic Offices in São Paulo State.The theoretical reference is concerned to in-service teacher training, as the focus of this work is the Technical-Pedagogic Assistant, who is responsible for the training of the teachers of the State Educational System. Hence, the reference support is provided by António Nóvoa, Gimeno Sacristán, Marcelo Garcia and Henry Giroux (for the conception of teacher training); Lawn & Ozga and Fernández Enguita (for the analysis of the process of teaching proletarianization) and finally Dubar (for the discussion of the formation of the professional identity). This is a quantitative and qualitative survey, encompassing an exploratory, analytical and descriptive study of the work conditions of the Technical-Pedagogic Assistant in the Secretariat of Education of São Paulo State which comprised: a) analysis of documents aimed to reconstitute the history of the Pedagogic Offices and a collection of information through an electronic form answered fully by 966 Technical-Pedagogic Assistants, between the years of 2006 and 2007; b) questionnaires answered by 20 of these professionals working in four Regional Offices, in the year of 2007, to outline the current profile of the Technical-Pedagogic Assistant in São Paulo State and his work conditions. The data gathered lead to the following findings: there are gaps in the identity process of the Technical-Pedagogic-Assistant, who see themselves as executors of the training programs, limited to follow and implement projects of educational policies in a central level; there is not an autonomous process of professional performance concerned to teacher s in service training at local level that allow them to carry on the real needs of the teachers; these professionals see themselves more as facilitators/mediators in the formation process than teachers formers; the real continuous formation looks like more as an occasional help than a planned enterprise to this end; there are ambiguities and conflicts stated by the Technical- Pedagogic Assistants related to their performance as agent of central offices or as spokesmen of the teachers who they interact professionally; they are professionals who are in a stabilization stage of their professional careers, in which the rotation, the overload of work and the relationship with the central offices that is inherent to their job, raise as difficulties in the process of reflection crucial to their occupation. Despite these circumstances and features, unlike it was supposed at the beginning of the survey, the role of the Technical-Pedagogic Assistant is more related to pedagogical procedures than bureaucratic tasks / Esta pesquisa focaliza o trabalho do Assistente Técnico-Pedagógico e as condições de sua realização nos locais de atuação deste profissional, ou seja, as Oficinas Pedagógicas das Diretorias de Ensino do Estado de São Paulo e possui como objetivos a) traçar um perfil do Assistente Técnico-Pedagógico e de suas condições de trabalho; b) identificar seu papel no sistema educacional paulista; c) resgatar a história, por meio dos registros e documentos oficiais das Oficinas Pedagógicas no Estado de São Paulo, seu locus de atuação profissional. O referencial teórico relaciona-se à formação continuada de professores, já que o sujeito da pesquisa, o Assistente Técnico-Pedagógico, na estrutura da rede pública estadual, é considerado agente de formação de professores. Assim, fornecem apoio teórico para a pesquisa: António Nóvoa, Gimeno Sacristán, Marcelo García e Henry Giroux (concepção de formação docente); Lawn & Ozga e Fernández Enguita (para análise do processo de proletarização da profissão docente) e, finalmente, Dubar (para a discussão do processo de construção da identidade profissional). Trata-se de pesquisa de natureza quantitativa e qualitativa, envolvendo estudo exploratório, analítico-descritivo das condições de trabalho do ATP na SEE-SP, que incluiu: a) análise de documentos para reconstituição da história das Oficinas Pedagógicas e levantamento de informações, por meio de formulário eletrônico preenchido integralmente por 966 ATP, entre os anos de 2006 e 2007 e b) questionário respondido por 20 destes profissionais em exercício em 04 Diretorias de Ensino, no ano de 2007, para delineamento do perfil atual dos ATP no Estado de São Paulo e de suas condições de trabalho. Os dados obtidos, organizados em quadros e tabelas, traçam o perfil do ATP e de sua atuação profissional na rede pública do Estado de São Paulo, bem como revelam o cotidiano desses profissionais, as possíveis contribuições do seu trabalho para a prática pedagógica dos professores em exercício e, por último, mas não menos importante, explicitam como tais profissionais se vêem na estrutura da SEESP. Os resultados permitem as seguintes constatações: há fissuras no processo identitário dos ATP, que se vêem mais como executores dos programas de formação, limitados a atender e executar as políticas educacionais propostas em nível central; não há um processo autônomo de atuação profissional no que se refere à política de formação continuada de professores em âmbito local, que lhes permita atuar como interlocutores das necessidades formativas dos professores; estes profissionais se percebem mais como facilitadores/mediadores do processo de formação, do que como formadores de professores; a formação continuada de fato exercida aproxima-se mais de um socorro eventual do que uma ação planejada para este fim; há ambigüidades e conflitos expressos pelos ATP entre atuar como um representante dos órgãos centralizados e ser um porta-voz dos docentes com os quais interagem profissionalmente; são profissionais que estão em fase de consolidação de suas carreiras profissionais, nas quais a rotatividade, o excesso de trabalho e a relação com os órgãos centrais próprios da função confirmam-se como aspectos dificultadores do processo de reflexão no exercício da função. Apesar de tais condições e características, diferentemente do que se presumia no início da pesquisa, a função dos ATP está mais voltada às ações pedagógicas do que às atividades burocráticas

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Observations show that antagonising and depressing relationships among individuals and communities are being experienced. In this regard, against the background of a cursory description of the Hindu life-view, the research examines a Hindu perspective on the pedagogic significance of the relationship structure by means of the phenomenological, exemplaric and historical methods. Since man is always in a situation in the world, which influences his being in the world, an attempt to analyse features of modern society in order to establish their effect on the actualisation of authentic Hindu relationships has been undertaken. Examples of these features are materialism; narcissism and hedonism; egalitarianism and globalism; technocracy; secularism and nihilism; violence and also pessimism. In order to properly understand the Hindu life-view and its relevance with regard to the child's authentic relationships, the relationship between the child and significant others, such as parents, family/relatives, other fellow human beings, educator/teacher, community, himself, objects and God, is presented from a Hindu perspective. An analysis of these relationships reveals that a pedagogic relationship structure can be identified. Relevant components of this structure, such as communication, understanding, trust, authority and religiosity are explained from a Hindu perspective. The thesis demonstrates that authentic (Hindu) relationships make it possible to determine sound education principles. In fact, it is demonstrated that authentic relationships and sound education principles are but two sides of the same coin. As such the vital role, which authentic relationship(s) plays with regard to the actualisation of education principles, is discussed from a Hindu perspective. In concluding the study, several recommendations are made. In the final analysis, it is suggested that poor and meaningless relationships can to a certain extent be seen as a response to disregard particular life-views and focus on the promotion of a global society. Sound relationships, on the other hand, can only be established and maintained by identifying norms and values in a world which has contradictory and confusing values. This means that adults and children ought to obey the demands of their life-view, especially because the relationship structure becomes pedagogically significant in terms of a particular life-view. / Educational Studies / D. Ed. (Philosophy of Education)

Summaries in English and Afrikaans / Text in English / A modem "disease", stress is a universal and eternal problem in the pedagogic situation, where the child becomes an aduh, under adult supervision. Stress - a feeling of pressure or strain - is a problem for contemporary South African children, who automatically respond to stressors (causes of stress), in the same way as children of the past, since human beings have not changed psychobiologically over the millennia. Our bodies and minds should return to a calm state, after our initial stress reaction, but we often remain under stress, which results in emotional/ physical symptoms of distress. Yet history has shown that children can be helped to handle stress, making it a stimulus for growth. Although past societies were not directly conscious of the concept of stress, they taught coping mechanisms to their children. Some of these are generally valid, and provide us with solutions to the problem of stress in the pedagogic situation. / Die modeme "siekte", stres, is eintlik 'n universele en altyddurende probleem in die pedagogiese situasie - die· situasie waar die kind besig is om onder volwasse begeleiding 'n volwassene te word. Stres - 'n gevoel van druk en oorspanning - is 'n probleem vir hedendaagse Suid-Afrikaanse kinders wat maar, net soos die kinders in die verlede, outomaties reageer op "stressors" (faktore wat stres veroorsaak). Die afgelope millenniums het immers bewys dat die mens nie psigobiologies verander het nie. Ons liggaam en gees behoort mstig te word na 'n aanvanklike stres reaksie. Die probleem is dat ons meestal onder stres bly leef met emosionele/ psigiese simptome van angs as die resultaat daarvan. Tog het die geskiedenis bewys dat kinders gehe]p kan word om stres te hanteer en dit eerder as 'n stimulus vir ontwikkeling te benut. Ten spyte van die feit dat samelewings in die verlede nie so bewus was van die konsep van stres nie, het hulle tog sekere tegnieke aan hulle kinders oorgedra om hulle te he]p om hulle stres te hanteer. Sommige van hierdie tegnieke is algemeen geldig en voorsien ons dus van oplossings vir die probleem van stres in die pedagogiese situasie. / Educational Studies / M. Ed. (Educational Studies)

Bakgrund: Att "googla" på sina symptom och söka hälsoinformation på Internet kräver en viss förkunskap för att kunna ta del av informationen. Dagens lättåtkomliga hälsoinformation kan leda till konsekvenser så som felaktiga behandlingar och feldiagnostisering vilket vidare kan orsaka negativa följder för den individuella hälsan. Syfte: Syftet med studien var att utifrån ett hälsopedagogiskt perspektiv studera samband mellan olika bakgrundvariabler och hälsokomponenter i relation till hur individer använder Internet som informationskälla för att finna kunskap som främjar den egna hälsan.    Metod: Datainsamlingen har skett genom kvantitativ forskningsmetod där en webbenkät besvarats i både en social- och en webbaserad kontext inom målgruppen vuxna människor >18 år. Studiedeltagarna rekryterades utanför välkända matbutiker på tre olika platser i Halmstad stad samt via plattformen Facebook där webbenkäten publicerades på studieansvarigas profiler. Webbenkäten undersökte respondenternas egenskaper, hur deltagarna upplever sig kunna tolka, granska, förstå hälsoinformationen, samt hur de handlar och hanterar hälsoinformation på Internet. Efter datainsamlingen överfördes webbenkäten till statistiskprogrammet SPSS för vidare analys. Resultat: Totalt 178 personer deltog i undersökningen. 92,1% av de personer som deltog använder någon gång Internet för att söka efter en förklaring på sina hälsorelaterade symptom. Resultatet visar att personer med högre inkomstnivå och högre utbildningsnivå upplever sig kunna förbättra sin hälsa med hjälp av hälsorelaterad information på Internet oftare än personer med lägre inkomst- och utbildningsnivå. Resultatet visade även på skillnader i relation till bakgrundsvariabeln kön då kvinnor generellt sett var mer aktiva än män på att använda Internet för att söka hälsorelaterad kunskap i hälsofrämjande syfte.   Slutsats: Det finns flera samband mellan individers bakgrundvariabler och olika hälso-komponenter. Kön, socioekonomisk status och utbildningsnivå påverkar hur personer tolkar, hanterar och förstår hälsoinformation på Internet. Med hjälp av hälsoinformation från Internet självdiagnostiserar sig personer, behandlar sig själva och söker vård. Framtida forskning och implikationer: Mer kunskap och ökad hälsolitteracitet hos befolkningen är att rekommendera för att säkra populationens framtida hälsostatus. Förslag till framtida forskning blir därmed att undersöka effekten av olika tillvägagångssätt för att öka populationens hälsolitteracitet samt undersöka hur hälsoinformation på Internet påverkar den enskilde individen men även hälso-sjukvårdens arbete. / Background: To "google" symptoms and search for health information on the Internet requires prior knowledge, to be able to extract relivant information. Today's easy access to health information, can lead to consequences regaurding our health. Incorrect treatments and misdiagnosis are both examples which could lead to negative consequences for individual health. Aim: The aim of the study was to study the relationship between different background variables and health components through a health educational point of view, to see how individuals use Internet as an information source to find knowledge that promote their personal health. Method: Quantitative research method has been done to collect data. The data was collected through a web survey. Answered by adults >18 years, both through a social- and a web-based context. Study participants were recruited at three different locations in Halmstad city, and also on Facebook where the online surveys were posted on the study manager's profiles. The online survey examined the participant’s characteristics, how the participants perceive themselves to interpret, review and understand health information. It also examined how they apply and manage health information on the Internet. After the data was collected it was transferred to the statistical program SPSS for further analysis. Results: A total of 178 people participated in the survey. 92.1% of the people who participated use the Internet to search for an explanation of their health-related symptoms. The results show that people with higher income and higher education experience believe they have a better ability, than people with lower income and education level, to improve their health with information found on the Internet. The results also showes a difference when it comes to gender, since women were generally more active than men using the Internet to search for health-related knowledge to promot there personal health. Conclusion: There are several connections between individual background variables and different health components. Gender, socioeconomic status, and education level affects how individuals interpret, review and understand health information on the Internet. With help from searching health information on Internet people self-diagnose themselves, treat themselves and reach out to medical care. Future research and implications: More knowledge and increased health literacy of the population is recommended in order to ensure the population's future health status. Proposals for future research include, investigating different approaches to increase the health literacy among the population. To study how health information on the Internet affects the individual and also health-care work.

This thesis is about the role of special educators in (pre)school and about developing democratic communication. It is based on the theory of argumentation developed by Jürgen Habermas. The aim of the study was to describe the conditions that create possibilities for deliberative communication between special educators, parents, students and colleagues in (pre)school. My overarching aim was to contribute to a more distinct description of special educators´ field of knowledge. I have used a social constructionist approach. The project has been based in the field of action research. A precondition for deliberative dialogues in (pre)schools is to start out from a communicative perspective. That means that (1) some theoretical conditions have been made apparent, (2) knowledge about these conditions have been shown to be crucial for using an aware communicative perspective in a speech act, (3) an aware communicative perspective is revealed through procedures of knowledge. These procedures were understood by and made evident to me as a result of network meeting discussions. A communicative perspective, a special educator as facilitator and procedures of knowledge are found to be crucial for collaboration using a deliberative attitude in (pre)schools. Today there is often a lack of pedagogical professionals in (pre)schools who can act as a link between authorities, organisations, professionals and parents, and who have the authority to pose challenging pedagogical questions. This can be changed if the role of special educators is, instead of teacher, defined as communicative special educators working with dialogues on different levels.

Cooperation between Vlastivědné museum in Nymburk and region's schools in the area of education Diploma work is divided into two parts. Theoretic part of work talkes about development cooperation museum and schools in the area of education children and teenagers in Czech republic from 2. halves 20. century to the presents. Next chapter is relates to Vlastivědné museum in Nymburk, for him are created educate programs in practical part of these diploma work . The chapter is presents history of Vlastivědné museum in Nymburk, inclusive familiarization with actual activities, his continual expositions and with offer of educate activities for schools and next interested persons. First part of work close current data theory of education and next museum activities, which affected conception created programmes in second parts diploma work. Practical part presents two educate programs created for Vlastivědné museum in Nymburk, inclusive take into account needs and aims of all of the three subject, for that are programs totalled - schools, museum and participants programmes. On the ground of roundness work and requierement special knowledge contentual pages programmes list second part diploma work also with history town - Nymburk, inclusive his most considerable memories respective to subject educational...

Orientador: José Carlos Miguel / Resumo: A presente pesquisa teve por objetivo identificar a percepção que os professores responsáveis pela disciplina de Metodologia Para o Ensino de Ciências têm ao ministrar suas aulas no Curso de Pedagogia e a concepção dos alunos de 3.º e 4.º anos desse curso, quanto ao oferecimento de tal disciplina para a formação do professor de Ciências nas séries iniciais do Ensino Fundamental. A metodologia escolhida foi o estudo de caso, tendo como abordagem a pesquisa quanti-qualitativa. Os dados foram coletados em três etapas: na primeira, aplicaram-se os questionários aos grupos de graduandos de cinco universidades, três públicas e duas particulares; na segunda etapa, um aluno de cada instituição foi entrevistado, tendo em vista que esses alunos já ministram ou ministraram aulas de Ciências no Ensino Fundamental; na terceira etapa, os entrevistados foram os professores universitários, um de cada instituição pesquisada, e responsáveis por disciplinas correspondentes à de Metodologia Para o Ensino de Ciências. Em seguida, os dados foram analisados e sintetizados em quadros de classe e subclasse de conteúdos para, assim, fornecer um eixo facilitador de análise, de resultados e discussões chegando à conclusão de que a pesquisa pedagógica oferece um norte para se pensar mais efetivamente na formação inicial do professor, principalmente no que tange às práticas diferenciadas em sua formação, bem como ao interesse pelo ensino e grau de importância a ele dado. / Abstract: The present research has aimed to identify the subject "Methodology for Science Teaching", responsible teachers' perception have on teaching their classes in the Course of Pedagogy and the 3rd and 4th graders conception in these courses, as for the offer of such subject for the Science teacher graduation in the very beginning of the Elementary course (grades) levels. The Methodology chosen here was a subject study having the qualitative research as an approach, without excluding the quantitative research, though. The data were collected in three steps: at first it was made some questionaries to the graduating groups of five universities, in which three of then are public and two are private focusing: the satisfaction with the preparation to teach Science, the Pedagogic Practice and the Science teaching; in the second step, one student from each Institution was interviewed, being aware that those students had taught or were teaching Elementary Science classes, the semi-structured interview focus is aiming the existence or lack of articulation between theory and practice, as for the importance and preparation for the subject teaching; in the third step, the interviewed ones were university professors, also one from each researched Institution and who were the responsible ones for the subject of methodology for Science teaching or similar ones as a subject with the same objective. Then, the data were analyzed and summarized into classes and sub-classes of contents made easier through analysis so to furnish a connection of results and discussions coming to a conclusion that the Pedagogic research offers an orientation to think more effectively in the very first teacher's education, mainly about the different practices in their education as for the teaching interest and how much importance was given to it. / Mestre

Pesquisa sobre o tema da formação de professores no âmbito das políticas públicas educacionais que visa identificar e analisar as origens teóricas, políticas e conceptuais do Programa Bolsa Alfabetização e sua função no conjunto de ações e políticas educacionais desenvolvidas pela Secretaria de Estado da Educação de São Paulo. O Programa funciona desde 2008, em parceria com Instituições de Ensino Superior públicas e privadas. Centra-se na participação de alunos das licenciaturas em Letras e Pedagogia em classes de alfabetização inicial, em escolas públicas da rede estadual de ensino. Parte da hipótese de que tal projeto visa à conformação de um perfil de professor a ser construído desde o ciclo inicial de formação. Adotou como referente conceitual o conceito de habitus presente na obra de Pierre Bourdieu e suas reflexões acerca da economia das trocas simbólicas e linguísticas. Para análise das transformações operadas pelos mesmos sujeitos em relação a esse conjunto de predisposições e seu consumo, utilizou os conceitos de estratégias e táticas, de Michel de Certeau. Utilizou como procedimentos a análise dos materiais e documentos oficiais relativos ao Programa. Foram também realizados dois grupos focais com 11 estudantes de uma IES da região metropolitana de São Paulo, participantes e não participantes do Programa, visando explorar a potencialidade do Programa colaborar na constituição de esquemas e predisposições para orientar dos egressos, hoje professores. A análise documental indicou vinculação das propostas em análise ao pensamento neoliberal, ideário central das reformas educacionais em curso. Revelou continuidade da culpabilização dos professores pelo fracasso da escolarização, incluindo também a responsabilização das instituições formadoras. A análise das enunciações das participantes revelou alto grau de adesão aos princípios do Programa, principalmente do ponto de vista didático/pedagógico e sua matriz conceptual. A consecução dos objetivos previstos pela política pública, relativos à conformação de determinado perfil de professor mostrou-se relativa em decorrência das apropriações pessoais e inovadoras apresentadas pelos participantes da pesquisa e seus distintos percursos formativos. Revelou reelaboração dos preceitos de matriz neoliberal, especialmente sobre o papel político do professor, mesmo em face da adesão às concepções didáticas e pedagógicas do Programa, ocorrida em espaços formativos distintos, como a escola pública e a IES. Conclui-se pela necessidade da formação inicial ser realizada no interior da escola, com antecipação das atividades e disciplinas de cunho prático, desde que superada a dicotomia entre elas e os conhecimentos dos fundamentos teóricos da Educação, seus aspectos cognitivos e de cunho político. / This is a research on the topic of teacher education within the sphere of public educational policies, aiming at identifying and analyzing the theoretical, political and conceptual origins of Bolsa Alfabetização Program (Literacy Grant Program) and its role as part of the educational actions and policies developed by the Secretariat of Education of the State of São Paulo. The program has been operating since 2008 in partnership with public and private Higher Education Institutions (HEIs). It centers on the participation of undergraduate students of Literature and Pedagogy licentiateship in early literacy classes of public state schools. The present work explores the hypothesis that the project aims at forming a teacher with a given profile, to be developed from their initial training cycle. It adopted as a conceptual reference the concept of habitus present in the work of Pierre Bourdieu and his reflections on the economy of symbolic and linguistic exchanges. The analysis of the transformations operated by the same subjects in relation to this set of predispositions and consumption employed Michel de Certeaus concepts of strategies and tactics. The work has as its main procedure the analysis of the materials and official documents related to the Program. Two focus groups were also conducted with eleven students of a HEI in the metropolitan region of São Paulo, some of them taking part in the Program, aiming to exploit the Program\'s potential to collaborate in setting up schemes and predispositions to guide the then graduates, today teachers. The documentary analysis indicated the affiliation of the proposals under consideration to neoliberal thinking, the main source of ideas of educational reforms being developed today. It revealed the continuity of the practice of blaming teachers for school failure, adding to it the accountability of teacher education institutions. The analysis of utterances of the participants revealed a high degree of adherence to the principles of the Program, especially from the didactic/pedagogical point of view and its conceptual matrix. Achieving the goals set by public policy concerning the conformation of certain teacher profile turned out to be only partially successful, due to personal and innovative appropriations made by the research participants and their different training paths. It revealed a reworking of the neoliberal matrix precepts, especially on the political role of the teacher, even in the face of accession to the didactic and pedagogical principles of the Program, which took place in different training environments such as public schools and the HEI. The results confirmed the need for initial training to be conducted within the school, working in advance with the practical nature of activities and disciplines, once the dichotomy between them and the knowledge of the theoretical foundations of Education, of their cognitive and political aspects, is overcome.