Nas aulas de Geometria, de modo geral, reconhece-se uma polarização entre atividades perceptivas, manipulativas - que são propostas principalmente nas primeiras séries da escolarização - e a sistematização conceitual, a teorização, sendo ela formal ou informal, nas séries seguintes. Em outras palavras, não há articulação entre os processos que dizem respeito à percepção com aqueles teóricos que se referem à concepção. Esse caminho geralmente faz com que os alunos não compreendam a Geometria, não construam um conhecimento significativo. Neste trabalho, consideramos que, em todos os níveis do ensino, é fundamental a articulação entre a percepção e a concepção e que, juntamente com elas, duas outras dimensões da dinâmica do processo de construção do conhecimento geométrico - a construção e a representação - são essenciais. A primeira refere-se à elaboração de materiais em sentido físico e a segunda, à reprodução, por meio de desenhos, de objetos percebidos ou construídos. Partindo do referencial teórico estabelecido, foi feito primeiramente, um estudo histórico a respeito do ensino da Geometria, particularmente no período que vai da 5ª até a 8ª série do Ensino Fundamental, ou seja, investigou-se como as principais Propostas Curriculares instituídas no sistema nacional de ensino, abordaram a articulação entre os quatro processos fundamentais na construção do conhecimento geométrico. Amparando-se nesse estudo histórico, observou-se a existência ou não de equilíbrio e trânsito entre os quatro aspectos, no caso específico de alguns livros didáticos que foram usados por alunos e professores desde o século XIX, mais especificamente desde a criação do Colégio Pedro II, no ano de 1837, até os dias atuais. Os resultados revelaram que, em todas as épocas, os autores dos livros didáticos sempre abordaram a representação no ensino da Geometria. Já com relação à construção não ocorreu o mesmo, ela foi estimulada apenas em alguns dos livros selecionados. Por fim, concluímos que, alguns dos livros didáticos analisados, são compatíveis com o referencial teórico estabelecido. Isso significa que, mesmo considerando livros mais antigos, sempre existiram autores que se preocuparam em articular os quatro processos fundamentais no ensino da Geometria. Finalizando, propomos um conjunto de atividades com o tema \"Razão Áurea\", para serem aplicadas em sala de aula. Essas atividades foram elaboradas de forma tal a respeitar os atuais PCN\'s e estabelecendo a articulação entre a percepção, a construção, a representação e a concepção. / In Geometry classes, in general way, are recognized a polarization between perceptive activities, manipulative - that are mainly propose in the firsts steps of education - and a conceptual systematization, a theorization, being formal or informal, in the following grades. In other words, there is no articulation between the processes that concern perception with those theoretical ones who concern conception. Generally these ways do that student do not understand the Geometry, do not build a concrete knowledge. In this work, considering that, in all levels of education, is fundamental the articulation between the perception and the conception and, together with then, two others dimensions of the dynamics constructions processes of the geometric knowledge - construction and representation - are essentials. The first one is related to elaboration of materials in physical way and the second one, to reproduction, by drawing, of perceived or constructed objects. Starting with theoretical referential established, first was done, a historical study about the Geometry teaching, particularly in the period around fifth grade to eighth grade of the Ensino Fundamental, in other words, investigated as the mains Curricular Proposals instituted in the national\'s education system, approaching the articulation between the four fundamental process necessary to construct the geometric knowledge. Supporting in these historical study, become notice the existence or not of a equilibrium and transit between the four aspects, in the specific case of some didactics books who was used by students and teachers since the XIX century, more specifically since the creation of the Colégio Pedro II, in the year 1837, until current day. The result shows that, in all times, authors of didactic books always approached the representation in the geometry teaching. With the construction doesn\'t occur the same fate, it was stimulated only in a few selected books. Finally, we conclude that, in a few didactic books that was investigated, are harmonious with the theoretical referential established. This means that, just considering older books, always existed authors who was preoccupied with an articulation between the four basics processes in Geometry teaching. Finishing, we propose a set of activities with the subject \"Golden Ratio\", to be applied in classroom. These activities were elaborated respecting the PCN\'s (National Curricular Parameters) and establishing the articulation between perception, construction, representation and conception.

Made available in DSpace on 2016-04-27T16:33:06Z (GMT). No. of bitstreams: 1 Elbio Miyahira.pdf: 1446590 bytes, checksum: 952715bff0656183240ff5f9ba87afeb (MD5) Previous issue date: 2015-09-11 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This work aims to use a sociological perspective to analyze the schooling of students coming from the lower classes of a needy community in the western part of the city of São Paulo who are children of immigrant (Bolivians) and migrant (northeastern) families. More specifically, it intends to analyze how the teachers understand the family involvement in the school performance of these students. It checks the expectations that teachers have regarding family participation in the children's educational process and whether these are in line with results of previous studies. It also analyzes the conditions of the families to meet these demands and the actions of teachers to circumvent the family's potential inability to fulfill their desires. It works on the assumption that teachers have an impossible idea that families need to meet in their children's educational process and do not take this difficulty into consideration in their pedagogical work, thus they do not consider the culture and history of immigrant/migrant student. The theoretical framework employs the concepts of Primary and Secondary Educational Action and the Primary and Secondary Educational Work of Bourdieu and Passeron (2013). It uses the concepts of Sayad (2010) regarding the deletion of the immigrant / migrant's identity by forgetting their history in the process of adapting to the new culture and regarding the need for an analysis of the immigration process that goes beyond the economic aspects and involves cultural and political ones as well. To collect data, questionnaires and semi-structured interviews used with the lower class families coming from the northeast and Bolivia and with the teachers were prepared / O trabalho pretende analisar através de uma perspectiva sociológica a escolarização de alunos provenientes de camadas populares de uma comunidade carente da zona oeste da cidade de São Paulo, filhos de famílias imigrantes (bolivianos) e migrantes (nordestinos). Mais especificamente, pretende analisar como os professores entendem a participação da família no desempenho escolar desses alunos. Verifica as expectativas que os professores possuem quanto à participação da família no processo de escolarização dos filhos e se estas estão alinhadas aos resultados de pesquisas já realizadas. Também analisa as condições das famílias em atenderem a estas exigências e as ações dos professores para contornarem eventual incapacidade delas em cumprirem os seus desejos. Trabalha com a hipótese de que os professores possuem uma ideia impossível de ser atendida pelas famílias no processo de escolarização de seus filhos e que não levam em consideração esta dificuldade no seu trabalho pedagógico, assim como não consideram a cultura e a história do aluno imigrante/migrante. Como referencial teórico, emprega os conceitos de Ação Pedagógica Primária e Secundária e Trabalho Pedagógico Primário e Secundário de Bourdieu e Passeron (2013). Utiliza os conceitos de Sayad (2010) quanto ao apagamento da identidade do imigrante/migrante ao esquecer sua história no processo de adaptação à nova cultura e quanto a necessidade de uma análise do processo de imigração que vá além dos fatores econômicos, envolvendo aspectos culturais e políticos. Para coleta de dados, elaborou-se questionários e entrevistas semiestruturadas empregados junto às famílias de camadas populares provenientes do nordeste e da Bolívia e com os professores

Made available in DSpace on 2016-03-15T19:43:39Z (GMT). No. of bitstreams: 1 Dirce Trainoti.pdf: 2055990 bytes, checksum: f870392396f5d652de771fa6ef7039b5 (MD5) Previous issue date: 2009-12-15 / Fundo Mackenzie de Pesquisa / This research aims to investigate the development of an inclusive process in the College Consolata as teachers in their daily lives, will be interested and realizing that they are weaving this process. Two teachers recount their experiences of life, dedicated to education and work with children with learning disabilities and show how you can, from day to day, building a new look at the teacher- tudent relationship, diversification methodologies for the continued education and the use of new standards that allow for inclusive practice. In this sense, the main focus is the inclusion built, and built up step by step, providing a constructive and meaningful learning. They are in schools that begin to emerge from small and large differences, which become small and high inequality, and within that context that we must learn to live with differences. / A presente pesquisa tem como objetivo investigar o desenvolvimento do processo inclusivo no Colégio Consolata; como os professores, em seu cotidiano, vão percebendo e se interando de que estão tecendo esse processo. Duas professoras narram suas experiências de vida, dedicadas à educação e ao trabalho com crianças, com dificuldade de aprendizagem e mostram como é possível, a partir do dia-a-dia, construir um novo olhar para a relação professor-aluno, para a diversificação de metodologias, para a formação continuada e para a utilização de novos referenciais que permitam uma pratica inclusiva. Nesse sentido, o foco principal é a inclusão construída, e edificada passo a passo, proporcionando uma aprendizagem construtiva e significativa. São nas escolas que começam a despontar as pequenas e grandes diferenças, que se tornam as pequenas e grandes desigualdades, e dentro desse contexto que se deve aprender a conviver com as diferenças.

154 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-05-06T17:28:21Z No. of bitstreams: 1 Dissertacao Ronaldo Venas.pdf: 1017398 bytes, checksum: 6988e675b1720bf3b761f5a2ec7d4ecf (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-11T19:03:27Z (GMT) No. of bitstreams: 1 Dissertacao Ronaldo Venas.pdf: 1017398 bytes, checksum: 6988e675b1720bf3b761f5a2ec7d4ecf (MD5) / Made available in DSpace on 2013-06-11T19:03:27Z (GMT). No. of bitstreams: 1 Dissertacao Ronaldo Venas.pdf: 1017398 bytes, checksum: 6988e675b1720bf3b761f5a2ec7d4ecf (MD5) Previous issue date: 2008 / Esta dissertação trata de um estudo de caso sobre as ações gestoras em situação de violência. As ações fazem parte do modo como a equipe gestora atua em situações de violência na escola. O estudo da violência requer um entendimento amplo sobre como ocorre para que as ações possam atuar nas causas do problema. Procuramos identificar as variantes que interferem na escola, que são da escola e as que são contra a escola, articulando essas variantes ao processo de transformação da direção em gestão que passaram os dirigentes educacionais. Para identificar o modo como a equipe gestora atua procuramos perceber como alunos, professores e gestores vêem a violência no espaço escolar. Posteriormente, fizemos a relação entre projeto político pedagógico e o regimento interno e as ações gestoras de enfrentamento do problema. Dessa maneira, objetivamos compreender as práticas gestoras de resolução dos conflitos. A pesquisa foi realizada em uma escola da periferia de Salvador com alto índice de violência. Com uma amostra de 103 alunos, 10 professores e 5 membros da equipe diretiva. Para a coleta dos dados foram utilizados o grupo focal, a entrevista semiestruturada, a aplicação de questionário e a observação sistemática. Os resultados indicaram a presença de baixa sociabilidade no ambiente escolar, ausência de um eficaz sistema de regras, a falta de um sentimento de pertença na participação do conselho escolar, a presença da droga e da intimidação como causa para os casos de violência física e psicológica ocorridos durante o desenvolvimento da pesquisa. Concluímos esse trabalho apresentando as estratégias que podem potencializar o papel do gestor escolar em situação de violência. / Salvador

Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2016-07-27T13:00:37Z No. of bitstreams: 1 arquivototal.pdf: 2786590 bytes, checksum: 78ef8677e696433a749f7ec4fc68899c (MD5) / Made available in DSpace on 2016-07-27T13:00:37Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2786590 bytes, checksum: 78ef8677e696433a749f7ec4fc68899c (MD5) Previous issue date: 2015-12-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Teaching act, understood as a work, is something that requires an understanding of the multidimensionality constitutive of teaching activity, considered by a sociointeractionist view, which allows to evaluate the individual actions as a reflection of their conceptions/representations built and/or acquired in the social environment. This research focuses on the epistemological approach of the Sociodiscursive Interactionism (SDI) and its main theoretical and methodological contributions, with the assumptions of Bronckart (1999; 2006; 2008); the Work Sciences (the Ergonomy and the Clinic of Activity) , the studies of Clot (2007; 2010); Nouroudine (2002) and Amigues (2004); and Education theories specifically regarding the Didactics, with studies of Tardif (2014); Chevallard (1991; 2013); Aeby-Daghé & Dolz (2008) and Schneuwly (2000). The investigation of this research is focused on the act of the literacy-teacher who works in the Brazil Literacy Programme (Programa Brasil Alfabetizado - PBA). The goal is to understand the teaching practice of literacy-teacher in the context of Youth and Adult Education (Educação de Jovens e Adultos – EJA), considering the relationship between the didactic gestures and teaching knowledge presented in their conceptions and their performances. This aim, based on this relation, is to investigate to what extension an analysis of literacy-teachers’ act in teaching young and old students can reveal their knowledge, specific gestures and practices. In this research, there are two collaborators who work in the PBA at urban schools, in the municipality of Jacaraú-PB. The adopted methodological approach consists of three stages of analysis, including the represented/interpreted work and the performed work. Thus, the collection and provision of data necessarily were carried out through, firstly semi structured interviews to check the teachers’ conceptions and their implied knowledge; secondly, filming three classes of each collaborator to check and categorize didactic gestures mobilized by them. Thirdly, a simple self-confrontation session with both literacy-teachers in order to get their interpretations of the implemented pedagogical act. With all the data, each stage was analyzed separately, using as categories, the thematic content and the linguistic-discursive materialization proposed by the SDI, in Machado and Bronckart (2009), in addition to the founding didactic gestures defined by Aeby-Daghé & Dolz (2008). In the end, there was a triangulation of data, bringing together all realization, in order to get a more accurate view of the investigated object. As conclusions, it was found that there are eight evidenced conceptions in the literary-teachers of the PBA, which are in the base of their specific didactic gestures’ performance. In addition, the interpretations of their own act reveal that the higher is the teaching experience, the higher is the tendency of the educator to shield him/herself and avoid explicitly self-reflections that expose his/her weaknesses and unexpected actions in their pedagogical activity. Therefore, as a result of all the analysis after triangulation, it was found that experiential knowledge derived from practice in the classroom is what permeates and guides the generation, doing and interpretation of these literacy-teachers of young people and adults. This fact confirms the thesis that pedagogical practice of the literacy-teachers of young and adult students in the Literate Brazil Program is permeated by didactic gestures and acquired and (re)focused knowledge, mainly in / by the experience in the classroom. / O agir docente, entendido como trabalho, é algo que requer uma compreensão da multidimensionalidade constitutiva da atividade de ensino, vista por uma ótica sociointeracionista, a qual permite avaliar as ações dos indivíduos como sendo reflexo de suas concepções/representações construídas e/ou adquiridas no social. A presente pesquisa centra-se nessa abordagem epistemológica e tem como principais aportes teórico-metodológicos o Interacionismo Sociodiscursivo – ISD, com os pressupostos de Bronckart (1999; 2006; 2008); as Ciências do Trabalho (Ergonomia e Clínica da Atividade), com os estudos de Clot (2007; 2010); de Nouroudine (2002) e de Amigues (2004); e as Teorias da Educação, especificamente, relativas à Didática, com os estudos de Tardif (2014); Chevallard (1991; 2013); Aeby-Daghé & Dolz (2008) e Schneuwly (2000). O objeto de investigação é o agir do professor-alfabetizador de Jovens e Adultos atuante no Programa Brasil Alfabetizado (PBA). O objetivo central é compreender a prática pedagógica dos professores-alfabetizadores em contexto de EJA, considerando a relação entre os gestos didáticos e os saberes docentes presentes em suas concepções e realizações do agir. Tal objetivo resulta da problemática que é investigar em que medida uma análise do agir docente do alfabetizador de jovens e adultos pode revelar saberes, gestos e práticas específicas desse professor. Participam da pesquisa dois professores colaboradores que atuam no PBA, no município de Jacaraú-PB, em escolas da zona urbana. O percurso metodológico adotado é composto de três momentos de análise, incluindo o trabalho representado/interpretado e o trabalho realizado. Assim, a constituição dos dados correspondeu necessariamente a tal percurso, a saber, primeiro, a realização de entrevistas semiestruturadas para verificar as concepções docentes e os saberes nelas implicados; segundo, a filmagem de três aulas de cada colaborador para verificar e categorizar os gestos didáticos por eles mobilizados; e terceiro, uma sessão de autoconfrontação simples com ambos os alfabetizadores a fim de obter as suas interpretações acerca do agir pedagógico implementado. De posse do conjunto dos dados, fez-se a análise de cada etapa, separadamente, utilizando como categorias o nível do conteúdo temático e o da materialização linguístico-discursiva propostos no quadro do ISD, conforme Machado e Bronckart (2009), além dos gestos didáticos fundadores definidos por Aeby-Daghé & Dolz (2008). Ao final, fez-se uma triangulação dos dados, reunindo todas as constatações, com o propósito de obter uma visão mais apurada do objeto investigado. Como conclusões, verificou-se a existência de oito concepções docentes evidenciadas no dizer dos alfabetizadores do PBA, as quais estão na base da realização dos seus gestos didáticos específicos. Além disso, as interpretações do próprio agir feitas pelos respectivos professores revelam que, quanto maior a experiência docente, mais o educador tende a evitar explicitamente autorreflexões que desvelem as fragilidades e os imprevistos do seu agir professoral. Portanto, como desdobramentos de todas as análises, após a triangulação, ficou constatado que os saberes experienciais oriundos da prática em sala de aula são o que perpassa e orienta tanto o conceber, quanto o fazer e o interpretar desses alfabetizadores de pessoas jovens e adultas. Esse fato serviu para confirmar a tese de que a prática pedagógica do alfabetizador de jovens e adultos atuante no Programa Brasil Alfabetizado é permeada por gestos didáticos e saberes docentes adquiridos e (re)orientados, sobretudo, na/pela vivência em sala de aula.

Abstract This study is about the meaning of education and the concept of meaning. The main aim is to develop a meta-theoretical object theory of education i.e. a theory about the research object of science of education, one which would be a valid reflection basis both for methodological and meta-theoretical questions of educational scientific research and for general pedagogical discussions. The development is based on the continental tradition of general pedagogy which acknowledges the pedagogical paradox by distinguishing between the concepts of educational influence and Bildung, and sees the need to unite them in the concept of pedagogical action. The basic ideas of general pedagogy are analyzed and explicated using the concepts developed in Greimassian semiotics. For example, the Greimassian core concepts like subject, competence, performance and manipulation offer good reasons for its use also in a pedagogical context. The semiotic theory is modified to make it more suitable for typical pedagogical questions. This is done by making the concept of meaning its basic concept. The aim is to make a dynamic and flexible theory which would better encapsulate an action which utilizes different semiotic systems and transfers from one system to another, like pedagogical action transfers from bio-semiotic communication to language and culture. The concept of meaning is approached firstly by relating it to the concepts of causality and structure. The analysis arrives at a result whereby, in spite of the close connections, the meaning relationship must be differentiated from causal relationships, and that only living beings can have meaning relationships. The meanings are based on the action of organisms and the semiotic competence of organisms is their precondition. Furthermore, the linguistic and cultural meanings of human beings must be distinguished as a special area with special features, like a partial or apparent detachment from immediate action and collectively binding semiotic systems which are changing historically because of people's action. Pedagogical action as a whole can be understood to be a meaningful object, with a deep structure that can be analyzed with semiotic concepts as a tension between the basic values of Nature and Culture. Following the semiotic theory of the generation of meaning, the structure of pedagogical action is analyzed as interaction of subjects who are trying to solve the tension between the basic values. The most important task for the follow-up studies is the continuation of the analysis to the empirical surface of the pedagogical action. / Tiivistelmä Tutkimus käsittelee merkityksen käsitettä ja kasvatuksen merkitystä. Tavoitteena on kehitellä kasvatustieteen metateoreettista kohdeteoriaa, eli sellaista teoriaa kasvatustieteen tutkimuskohteesta, joka voisi toimia pätevänä reflektiopohjana sekä kasvatustieteellisen tutkimuksen metateoreettisissa ja metodologisissa ongelmissa että yleisemminkin pedagogisissa keskusteluissa. Kehittelyn lähtökohdaksi valitaan mannermainen yleisen pedagogiikan perinne, jolle on ominaista ns. pedagogisen paradoksin tunnustaminen, eli kasvattavan vaikuttamisen ja sivistyksen käsitteiden erottaminen ja niiden yhdistämisen vaatimus pedagogisen toiminnan käsitteessä. Yleisen pedagogiikan perusnäkemyksiä pyritään analysoimaan ja täsmentämään Greimasilaisessa semiotiikassa kehitetyn käsitevälineistön avulla. Muun muassa keskeiset subjektin, kompetenssin, performanssin ja manipulaation käsitteet hyvin perustelevat Greimasilaisen semiotiikan valintaa myös pedagogiseen asiayhteyteen. Jotta semioottinen teoria paremmin sopisi pedagogiikalle tyypillisten ongelmien käsittelyyn, on sen teoreettista perustaa kehitetty lähtien merkityksen käsitteestä. Tavoitteena on entistä joustavampi ja dynaamisempi teoria, joka paremmin ylettyy käsittelemään sellaista toimintaa, joka käyttää erilaisia semioottisia järjestelmiä ja siirtyy semioottisesta järjestelmästä toiseen, kuten esimerkiksi pedagogiikassa siirrytään biosemioottisesta kommunikaatiosta kielelliseen ja kulttuuriseen. Merkityksen käsitettä lähestytään suhteuttamalla sitä ensin kausaalisuuden ja rakenteen käsitteisiin. Analyysissä päädytään siihen, että läheisistä yhteyksistä huolimatta merkityssuhde täytyy erottaa kausaalisuhteista ja että merkityssuhteita on olemassa ainoastaan elävillä olennoilla. Merkitykset perustuvat eliöiden toimintaan ja edellyttävät niiltä semioottista kompetenssia. Ihmisen kielelliset ja kulttuuriset merkitykset täytyy edelleen erottaa omaksi erityisalueekseen, jolle ovat ominaisia merkitysten osittainen tai näennäinen irtoaminen välittömästä toiminnasta ja kollektiivisesti sitovat semioottiset järjestelmät, jotka muuttuvat historiallisesti ihmisten toiminnan seurauksena. Pedagoginen toiminta kokonaisuudessaan voidaan ymmärtää merkitykselliseksi kohteeksi, jonka syvärakenteen perinteistä analyysiä voidaan tiivistää semioottisella käsitteistöllä Luonto vs. Kulttuuri -perusarvojen väliseksi jännitteeksi. Edelleen semioottista merkityksen generoitumisen teoriaa seuraamalla päästään analysoimaan pedagogisen toiminnan rakennetta subjektien välisenä vuorovaikutuksena mainitun perusarvojännitteen ratkaisemiseksi. Tärkeimmäksi jatkotutkimuksen aiheeksi jää analyysin eteneminen pedagogisen toiminnan pintarakenteen empiiriseen analyysiin.

Le thème de cette thèse se situe à l'intersection de plusieurs disciplines relevant des sciences de l'éducation : la pédagogie, la didactique, la psychologie, la sociologie afin d'éclairer ce qui relève de « la relation éducative scolaire ». Notre objet de recherche se centre sur les facteurs d'efficacité, ou supposés tels, des enseignements-apprentissages dans des classes de CMl. Plus précisément, cette recherche porte sur les organisateurs qui structurent et déterminent les pratiques de classe des enseignants du Burkina Faso. Ces classes ont été les lieux de collecte de nos données en 2013. Une enquête exploratoire nous a permis de tirer leçon et de restreindre nos ambitions initiales en focalisant nos analyses sur les interactions entre l'enseignant et ses élèves au cours d'une séance pédagogique, en l'occurrence de grammaire. Puis nous avons constitué un corpus composé d'entretiens et d'observations pour un public de 12 enseignants et 36 élèves. Ainsi nous nous sommes évertués à rechercher les dimensions de trois organisateurs qui présentent les fréquences les plus élevées en comparaison des déclarations des élèves et des enseignants. La méthode retenue est déductive. Les résultats de cette recherche tendent à montrer que le domaine de l' « organisation pédagogique » domine dans les interactions en classe, suivi du « climat relationnel » puis, de façon ténue, de la « gestion didactique » peu présente dans les classes observées. Notre ambition est de mieux comprendre les pratiques d'enseignement dans le but de suggérer des actions et des modes d'intervention en faveur de l'amélioration de la qualité de l'éducation. / The topic of this Thesis is at the crossroad between many topics of education sciences: pedagogy, didactics, psychology and small group sociology in order to illuminate what concerns « educational relationship in schools ». It focuses on the effectiveness of teaching-learning in fourth grade classes. This Research paper focuses especially on organizers who structure and determine teachers' class activities in Burkina Faso. Classrooms were the places where we collected our data in 2013. An exploratory survey led us to narrow our goal, limiting it to the classroom-interactions between the teacher and his pupils during an educational session, namely grammar class. Secondly, we created a body of data including interviews and comments through films the a sample of 12 teachers and 36 pupils. Then, we tried to find the dimensions of the three areas compared with pupils' and teachers' declarations. The method is the deductive one. The results tend to illustrate that the "educational organization" dominates, followed by "relationship atmosphere" and lastly the "didactic management". Our goal is to better understand teachers' practices in order to suggest actions to be conducted towards improving the quality of education.

The thesis focuses on probation supervision of offenders of serious crime, which can be considered a tool of in working with clients. The thesis has a theoretical-empirical character. The aim of this thesis is to determine the degree of influence of probation supervision on offenders of serious crime from the perspective of a probation officer. The theoretical part of the thesis is first devoted to the general issue of restorative justice and the Probation and Mediation Service of the Czech Republic, which is an important institution in the field of criminal justice and social work. Then the thesis deals specifically with probation supervision. The next chapter defines serious crime and the specifics of supervision of its offenders. The supervision itself is also described from a social pedagogical perspective. The theoretical part of the thesis is rounded off by a summary of some existing Czech research in this field. In the empirical part, the analysis of data obtained by means of open coding from semi- structured interviews with probation officers carrying out the probation supervision agenda is carried out. The interviews were used to determine whether the purpose of probation supervision, which is to resocialise the offender of serious crime, change their behaviour and prevent them from...

Abstract The study describes and analyses the implementation and development of the real-life-oriented pedagogical action process as a method of work to intervene in exclusion from education from the viewpoints of the teacher, pupils and various interest groups. The actual group of subjects consisted of 74 Oulu pupils in the Tuomontupa class in the years 1992–1998. The pupils aged 15 to 17 had dropped out or were about to do so and had been moved to a special class for education for the maladjusted. 23 of the students were girls and 51 were boys. The number of boys was more than double that of girls. The research site was the Tuomontupa class that functioned in a learning environment that was not school-like in the town's work training centre. The actual purpose of the study was to describe the RLO pedagogical action process implemented in special class teaching among young people aged 15–17 who were threatened by exclusion from education. In addition to this, the realization and development of real-life-oriented pedagogical action in the case of young people near exclusion was also studied. From the theoretical and educational philosophical points of view, the research analysed the connections of the real-life-oriented pedagogical action process to social pedagogical thinking and tradition of action and to reform pedagogy. The study was carried out as a social pedagogical action study in which the data was gathered using various research methods. The methods included ethnographic observation and interpretation as well as social pedagogical participatory action research. Field data consisted of interview data, pupil transfer documents and other documents, participatory observation, pupils' essays, meeting memoranda and comparative statistical data on the pupils' school performance. Triangulation was used in an attempt to observe the research object in a comprehensive manner. The research results show that a real-life-oriented pedagogical action process can have an impact on young people's exclusion from education. The real-life-oriented process helped to produce educational and pedagogical experiences that were felt to be positive by the young people, reinforcing the subjects' ability to think and act in the same way in similar situations in the future. The pupils' absences were reduced remarkably, and their grade averages improved. 63 pupils out of 74 in the research sample managed to complete the targets set for lower secondary education in one year, while 11 needed a longer time to complete school. Out of the 63 pupils who completed lower secondary education, 46 or 73% were subsequently selected to a senior secondary program. The research data also reveals the three critical phases when to intervene in exclusion from education. The first critical phase was attachment to education, while the second phase was the corrective phase and the third phase was constituted by the linking phase. It was also possible to fail in any of these phases of intervention. The research showed that it is possible to intervene in exclusion from education, and it does not require an enormous amount of special resources, provided that the various administrative units are called together to co-operate in a tangible way. Pupils in need of special support need flexible, comprehensive and individual opportunities to meet the school's requirements. Diversified and developing special class teaching still has a well-justified position in this work as one of the ways in which the school works. The study shows that a comprehensive real-life-oriented pedagogical action process is connected with social pedagogical working practices as a form of interventive action against exclusion from education. / Tiivistelmä Tutkimuksessa kuvataan ja analysoidaan reaalipedagogisen toimintaprosessin toteutumista ja kehitystä koulutukselliseen syrjäytymiseen puuttuvana interventiivisena työmuotona tarkasteltuna opettajan, oppilaiden ja eri sidosryhmien näkökulmista. Tutkimuksen varsinaisen kohderyhmän muodosti 74 oululaista, Tuomontupa-luokkaa vuosina 1992–1998 käynyttä oppilasta. Oppilaat olivat 15–17-vuotiaita, koulunsa keskeyttäneitä tai keskeyttämässä olevia nuoria, jotka oli siirretty erityisluokalle sopeutumattomien opetukseen. Oppilaista oli tyttöjä 23 ja poikia 51. Poikien määrä oli yli kaksinkertainen verrattuna tyttöjen määrään. Tutkimuspaikan muodosti Tuomontupa-luokka, joka toimi kaupungin työvalmennuskeskuksessa, ei koulumaisessa opiskeluympäristössä. Tutkimuksen varsinaisena tehtävänä oli kuvata koulutuksesta syrjäytymässä olevien 15–17-vuotiaiden nuorten erityisluokkaopetuksessa toteutettua reaalipedagogista toimintaprosessia. Tämän lisäksi tutkittiin reaalipedagogisen toiminnan toteutumista ja kehittymistä koulutuksesta syrjäytymässä olevien nuorten kohdalla. Teoreettisesti ja kasvatusfilosofisesti ajateltuna tutkimuksessa jäsennettiin reaalipedagogisen toimintaprosessin yhteyttä sosiaalipedagogiseen ajatteluun ja toimintaperinteeseen sekä reformipedagogiikkaan. Tutkimus toteutettiin sosiaalipedagogisena toimintatutkimuksena, jossa käytettiin eri tutkimusmenetelmiä tiedon keruuseen. Tutkimusmetodeina käytettiin etnografista havainnointia ja tulkintaa sekä sosiaalipedagogista osallistuvaa toimintatutkimusta. Kenttämateriaali muodostui haastatteluaineistosta, oppilaiden siirtoasiakirjoista ja dokumenteista, osallistuvasta havainnoinnista, oppilaiden kirjoitelmista, kokousmuistioista ja oppilaiden koulusuoritusten tilastollisesta vertailuaineistosta. Toteutetun triangulaation avulla pyrittiin hahmottamaan kokonaisvaltaisesti tutkittavaa kohdetta. Tutkimustulokset osoittavat, että reaalipedagogisen toimintaprosessin avulla voidaan puuttua nuorten koulutukselliseen syrjäytymiseen. Reaalipedagogisen toimintaprosessin avulla luotiin nuorille myönteisiä kasvatuksellisia ja pedagogisia kokemuksia, jotka vahvistivat tutkittavien nuorten kykyä ajatella ja toimia samankaltaisissa tilanteissa tulevaisuudessa samoin. Oppilaiden poissaolot vähenivät merkittävästi ja keskiarvot paranivat. Tutkimusaineiston oppilaista 63 oppilasta 74:stä pystyi yhden vuoden aikana suoriutumaan peruskoulun oppitavoitteista ja 11 tarvitsi pitemmän ajan koulusta suoriutumiseen. Peruskoulunsa suorittaneista 63 oppilaasta pääsi jatkokoulutukseen 46 eli 73 %. Tutkimusaineisto osoittaa myös koulutuksellisen syrjäytymisen intervention kolme kriittistä vaihetta. Ensimmäisen kriittisen vaiheen muodosti koulutukseen kiinnittämisvaihe, toisen kriittisen vaiheen muodosti korjaava vaihe ja kolmannen kriittisen vaiheen muodosti niveltämisvaihe. Kaikissa edellisissä intervention vaiheissa oli myös mahdollista epäonnistua. Tutkimuksen mukaan koulutukselliseen syrjäytymiseen voidaan puuttua ja se ei vaadi suunnattomia erillisiä resursseja, kun yhdistetään eri hallintokunnat tekemään konkreettista yhteistyötä. Erityistä tukea tarvitsevat oppilaat tarvitsevat joustavia, kokonaisvaltaisia ja yksilöllisiä mahdollisuuksia suoriutua koulun tavoitteista. Tässä työssä monimuotoisella ja kehittyvällä erityisluokkaopetuksella on edelleen perusteltu sijansa koululaitoksen yhtenä toimintamuotona. Tutkimus osoittaa kokonaisvaltaisen reaalipedagogisen toimintaprosessin liittyvän sosiaalipedagogiseen työkäytäntöön koulutuksellisen syrjäytymiseen puuttuvana interventiivisenä toimintana.

Les compétences non-techniques (CNT) sont un panel de capacités métacognitives complémentant les compétences techniques, et garantissant la réalisation d’une activité technique sûre. Elles jouent un rôle particulièrement important dans la gestion de situations critiques, et ce dans de nombreux domaines, comme la conduite automobile, ou la médecine d’urgence. Les travaux de cette thèse ont eu pour but de contribuer à la construction d’un environnement virtuel pour l’apprentissage humain (EVAH) de ces compétences non-techniques, via l’expérience de situations critiques. Les travaux se sont focalisés sur deux aspects fondamentaux pour la mise en place d’un EVAH. Dans un premier temps, nous nous sommes focalisés sur la conception d’une architecture de diagnostic des compétences non-techniques de l’apprenant, un problème complexe, « mal-défini » au regard du faible degré de formalisation du domaine, de la nature en temps réel de cet apprentissage, et des relations, propres à chaque individu, entre criticité, compétences techniques et compétences non-techniques. Cette architecture associe connaissances du domaine, apprentissage machine et un réseau bayésien, afin de franchir l’important gap sémantique séparant l’activité perceptivo-gestuelle de l’apprenant produite au sein d’un environnement virtuel, de l’évaluation épistémique de ses compétences. Dans un second temps, nous avons consacré nos efforts à la conception d’un module pédagogique capable de raisonner sur la base du module de diagnostic pour proposer à chaque apprenant un voyage à travers la criticité qui lui soit adapté, personnalisé, et à même de renforcer ses CNT. Ce module associe connaissances issues du réseau bayésien, à un algorithme d’apprentissage par renforcement de type « bandit manchot », pour guider l’apprenant vers une maîtrise toujours plus grande de ses compétences non-techniques. Les expérimentations ont eu pour but de valider les choix de modélisation. Elles se sont basées sur des données réelles, obtenues au cours de sessions d’apprentissage réalisées sur un simulateur « grande échelle » de conduite automobile, pour mettre en évidence la robustesse et la capacité de couverture de l’architecture de diagnostic. Nous avons ensuite conçu un jeu de données synthétiques pour évaluer les capacités du module pédagogique à proposer des situations d’apprentissage adaptées aux singularités de chaque apprenant, et à mêmes de contribuer au renforcement de ses CNT. / Non-technical skills (NTS) are a set of metacognitive abilities that complement technical skills and allow for a safe and efficient technical activity. They play an important role during the handling of critical situations, in many domains, including driving or acute medicine. This thesis work focused on the building of a virtual environment for learning (VEL), dedicated to the training of these non-technical skills, through the experience of critical situations. The main contributions target two fundamental aspects with regards to the construction of such a VEL. First, we focused our efforts on the conception of an architecture able to diagnose a learner’s NTS. This is an ill-defined problem, given the low degree of domain knowledge, the real time aspects of this learning process, and the unique relations between criticality, technical, and non-technical skills. This architecture combines domain knowledge, machine learning, and a Bayesian network, to cross the semantic gap between the learner’s perceptual-gestural activity inside the VEL, and the diagnostic of high level, cognitive, NTS. Second, we built a pedagogical module, able to make decisions based on the diagnostic module, in order to build a « journey through criticality » adapted to each of our learners’ characteristics, in order to strengthen said their NTS. This module associates the knowledge about the learner obtained by the Bayesian network, with a reinforcement-learning « multi-armed bandit » algorithm, to reinforce the learner’s NTS through time. Experiments were conducted in order to validate our modelling choices. These experiments were first conducted on real user data, obtained during training sessions performed on a « large scale » driving simulator, in order to evaluate the robustness of the Bayesian network as well as its ability to provide varied diagnostics given its inputs. We then built a synthetic dataset in order to test the pedagogical module, more specifically its capabilities to provide adapted learning situations to learners of different profiles, and to contribute to these learner’s acquisition of NTS through time.