The thesis introduces one of the most important personalities of the Czech musical pedagogy of the last century - professor PaedDr. Jaroslav Herden, CSc. Its aim of the thesis is to present the wide range of pedagogical activities he practiced. The thesis consists of six main chapters dealing with Herden's life with the focus on his musical activities, his education and professional growth. The chapters analyse Herden's experience at the Faculty of Education at Charles University in Prague and his publication and broadcast activities. This work also mentions the Summer School of Music, as Herden was its founder. The last part of the thesis focuses on the heritage of this extraordinary personage.

The diploma thesis "Creativity of teachers in the educational process in special elementary school" focuses on teachers in special elementary schools at this moment. The thesis is divided into four parts. First three chapters sumarizes the facts about creativity gained from the special literature. The first chapter sumarizes generall knowledges about creativity. It describes the notion of creativity and compares the definitions of various authors. In the second chapter it describes creativity from the view of the special pedagogues and describes the creative methods which may be used by them during the educational process. The second chapter also describes the barriers which can appeares on the way to creativity. The third chapter focuses on the meaning of special pedagogues for the special elementary schools. It describes special elemetary schools and how can special pedagogues develop their own creativity and which creative methodes they can use during teaching. The fourth chapter focuses on the use of creative methods. The main target is the analysis of the educational programme for the special elementary schools. In detailes it describes the part Art and Culture. At the end it sumarizes the resaultes of the questionnaire survey of special pedagogues at the special schools and their knowledges...

This diploma thesis deals with special pedagogue role in system of treating with prisoners at the department custody and department of imprisonment. It also describes all the activities and programs, which are prepared by special pedagogue for accused and convinced. There is described the work of special pedagogue in Remand Prison Praha-Pankrác. The research was based on observations, case reports and interviews.

SUMMARY: The thesis contains a description, analysis and subsequent comparison of selected czech violin schools for the beginners. The final assessment is based on several criteria such as efficiency and speed of acquisition of violin techniques by the student, student's development of musicality, as well as the aesthetic and musical motivation.

The diploma thesis "Creativity of teachers in an educational process in primary school" focuses on creativity of teachers, which is a prerequisite of every teacher in current education. The thesis is divided into two parts; theoretical and practical. The theoretical part focuses on general knowledge, which appertains to the questions of creativity in the work of the pedagogues. In this part, the important factors are also described, which help to lead to the creative approach in the teaching. One of these factors is using activating methods. These represent the main approaches of the pedagogues to teach creatively. The theoretical part is also focused on the position of the teachers in the process of school inclusion and on the appropriate teaching methods and strategies for inclusive education. The practical part focuses on activating methods in teaching. The investigative survey was carried out via questionnaire, and its main objective was to explore the extent of using activating methods by teachers at basic schools. It also looks at whether these methods are considered to be an appropriate instrument to the creative and effective mediation of the curriculum for all pupils, including pupils with special education needs. KEYWORDS Creativity, pedagogue, teacher, creative education, teaching...

Human protection in emergencies is one of the topics, which is getting more public attention nowadays and its teaching at schools is strongly supported. The main authority providing this support is mostly the Fire Rescue Service of the Czech Republic. This institution organises various activities within the programme of population preparedness, for example educational books and booklets, videos etc. Raising the participation of the population in ensuring their own security is defined as one of the security interests in the Security strategy of the Czech Republic. It is also one of the key priorities listed in the Conception of the population protection till 2020 with the outlook to 2030. In the theoretical part of the master thesis, the basic information about the population protection, about the integrated rescue system, about the educational system and about the activities of individual authorities and institutions in the population protection education is summarised. This part of course summarizes also the problematics of the school subject Human Protection in Emergencies and of the teaching of this subject at schools, the tools needed for this teaching and also the possibilities, which teachers have to prepare for teaching this subject. The research part of the thesis elaborates on an analysis of teaching the subject Human Protection in Emergencies at primary schools in the Rokycany district. The research was carried out by formulating and evaluating questionnaires, analysing the schools' educational programmes and creating a SWOT analysis. On the basis of the obtained results, the research question was answered: "Which form does have the teaching of Human Protection in Emergencies at primary schools in the Rokycany district?" Currently, the teaching is carried out in other subjects, such as Natural sciences. The schools try to complete the classical teachers' explanations with debates with the employees of the integrated rescue system, excursions, or project days. The benefit of this thesis is the acquired complex overview about the teaching of the subject Human Protection in Emergencies at primary schools. The thesis could furthermore serve as a topic for future bachelor or master theses, with the focus of the research part on other areas of the Czech Republic.

A pesquisa tem por objetivo ressignificar o papel do pedagogo na escola atual e caracteriza-se fundamentalmente por uma investigação teórica, complementada com dados empíricos coletados junto a professores do ensino básico na rede pública do Estado de São Paulo. Trata da questão epistemológica da Pedagogia, diferenciando e relacionando-a com as Ciências da Educação, de modo a identificá-la como campo de conhecimento sobre e na educação, esta entendida como fenômeno da prática social. Desenvolve um estudo histórico de como ocorre a universalização do Ensino Fundamental no país, assim como da atuação dos pedagogos nas escolas brasileiras. Analisa os desafios e as demandas da escola pública na atualidade e dos serviços pedagógicos reivindicados pelos professores. Apresenta quatro áreas de atuação do pedagogo escolar articuladas ao projeto político pedagógico das escolas: a coordenação do trabalho pedagógico, a direção escolar, a coordenação dos programas de desenvolvimento profissional dos educadores e a articulação da escola com a comunidade local. O trabalho defende que os profissionais que ocupam os cargos diretivos nas escolas tenham formação específica no campo pedagógico, o que efetivamente os habilitariam como pedagogos escolares. A literatura da área consultada apoiou-se principalmente em Dias de Carvalho, Estrela, Franco, Pimenta, Kuenzer, Libâneo, Paro, Sacristán, Saviani, Schmied- Kowarzik, Silva Jr. e Veiga. / This research aims to re assess the pedagogue\'s role at the contemporary school. Its main characteristic is a theoretical investigation, which was complemented by empirical data gathered through schoolteachers at São Paulo State public schools. It deals with Pedagogy epistemological question and both differentiates and relates it to the education sciences in order to identify pedagogy as the field of knowledge of and about education whose meaning here is a social practice. It develops a historical study to show how first grade school became universally available in this country and how pedagogues have worked at Brazilian schools. It analyses the challenges and needs at the public contemporary school and what kind of services the teachers demand. It presents four working areas for the school pedagogue: to coordinate the pedagogical work, to coordinate the teachers\' training programs, to provide a link with the local community and to manage the school. It argues that those professionals who are in the managing/coordinating jobs at the schools ought to have studied Pedagogy, what would effectively prepare them to be school pedagogues. The study deals primarily with the work developed by Dias de Carvalho, Estrela, Franco, Pimenta, Kuenzer, Libâneo, Paro, Sacristán, Saviani, Schmied- Kowarzik, Silva Jr. and Veiga.

Este trabalho baseia-se na pesquisa de campo realizada com professoras do ensino fundamental I, nas redes públicas municipal e estadual em São Paulo (Capital), acerca do modo de representação e do como ensinam a Matemática, observando como essa representação atua na elaboração de suas práticas de ensino, utilizadas para promover o letramento matemático no ensino dessa disciplina. A pesquisa de campo foi feita em três escolas da rede pública, localizadas na Zona Oeste da cidade de São Paulo, e envolveu dezessete professoras do 1º ciclo do Ensino Fundamental. Desse total, três delas participaram das filmagens de aula e entrevistas e, a partir desse contato e mediante uso de questionários, filmagem de aulas e entrevistas, foi possível coletar muitas informações e identificar questões relacionadas quanto a formação, profissão e prática em sala de aula, desenvolvidas por essas entrevistadas. As questões levantadas apontam para o fato de que as representações assumidas e as práticas de ensino utilizadas em sala de aula pelas professoras indicam conhecimento matemático insuficiente para que as docentes realizem o letramento matemático no 1º ciclo, sobretudo, pelo pouco domínio acerca do conhecimento matemático ensinado aos alunos, além de outras questões periféricas. Essas questões, quando relacionadas ao ensino e à aprendizagem da Matemática, contribuem para a manutenção de um problema que se avoluma com o passar dos anos o pouco domínio do conteúdo a ser ensinado como apontam os dados coletados. É de se supor que, talvez, o senso de profissionalismo tenha sido subjugado pela necessidade de sobrevivência e há possibilidade de ser apenas uma amostra do total de docentes que convivem com essa dificuldade, a qual gera um problema que se arrasta há décadas, embora não pareça ser de tão difícil solução. / This essay is based in the field research done with teachers from the Elementary School I, from the public education system of the city and state schools in São Paulo, about the representative way and how they teach Math, observing how this representation helps in the creation of the teaching practices, used to promote the Math literacy in teaching this subject. The field research was done with three schools of the public system, located in West Zone in São Paulo city, and involved seventeen teachers from the first cycle of the elementary school. From this total, three of them took part in the classes and interview films, and from this contact and with the use of questionnaires, classes and interviews filming, it was possible to collect very informations and identify questions related their background, job, classroom practice, developed by the interviewed ones. The questions raised lead to the fact that the accepted representations and the teaching practices used in classroom by these teachers indicate not enough Math knowledge for these teachers to perform the Math literacy in the first cycle, specially, by the little mastery on the math knowledge taught to the students, besides other issues. This questions, when related to Math teaching and learning, contribute for the keeping a problem that gets bigger with the time the little master of the content to be taught as the statistics shows. It\'s possible that, maybe, the sense of professionalism has been subdued by the need of surviving and there is the chance that this is only a sample of the total teachers that has to deal with this difficulty, that creates a problem that will last decades, although the solution for this problem is not so difficult.

Made available in DSpace on 2016-04-27T16:32:45Z (GMT). No. of bitstreams: 1 Juliana Henrique Goncalves.pdf: 1699218 bytes, checksum: 3e84314c4d4c461ad45bb55261de2ccb (MD5) Previous issue date: 2013-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research focused on the University courses of pedagogy. Its principal aim was to identify the concept of pedagogy expressed in pre selected articles published between 1999 and 2011. The specific goals are: to map and analyze the articles published in academic journals; to identify the aims of each article; to identify the prospects and criticisms about the course of pedagogy and analyze comparatively convergent and divergent ideas. The method was state of art research. The on-line database of Scielo and CAPES were used to select the 20 articles that were analyzed in this text. The following descriptors were used on this on-line research: pedagogy, course of pedagogy and pedagogue. The research had as reference the guiding legislation of the courses and the theorists: Debesse, Mialaret, Saviani, Libâneo, Cruz, Gentili and Gimeno Sacristán. A difference was noted between the articles written before the publication of the national curriculum guidelines and the produced after it. The conclusion is that the concept of pedagogy is still an open issue full of debates and controversies, especially concerning how the course should be structured / Esta pesquisa focalizou o curso de pedagogia. Seu objetivo central foi identificar a concepção de pedagogia expressa em artigos selecionados sobre o curso produzidos no período entre 1999 e 2011. Teve-se por objetivos específicos: mapear e analisar os artigos publicados em revistas acadêmicas sobre o curso de pedagogia entre 1999 e 2011; averiguar o que está sendo discutido nos artigos acadêmicos; analisar os objetivos de cada artigo; identificar as perspectivas e críticas em relação ao curso de pedagogia e analisar comparativamente ideias convergentes e divergentes. Utilizou-se uma metodologia de pesquisa documental de estado da questão. Para a realização dessa pesquisa foram pesquisados os artigos nos portais da CAPES Periódicos e do Scielo, sob os descritores: pedagogia e curso de pedagogia e pedagogo; o que resultou em uma amostra de 20 artigos. Teve-se como referenciais a legislação norteadora do curso e os teóricos: Debesse, Mialaret, Saviani, Libâneo, Cruz, Gentili e Gimeno Sacristán. Como resultados da pesquisa constatou-se uma diferença entre os artigos escritos antes da publicação das diretrizes curriculares nacionais para o curso consubstanciadas na Resolução CNE 01/ 20006 e nos produzidos posteriormente. Concluiu-se que a concepção de pedagogia ainda é um tema em aberto que traz debates e polêmicas, principalmente no tocante à forma como o curso deve estar estruturado

Submitted by Joana Azevedo (joanad@id.uff.br) on 2017-08-08T14:18:45Z No. of bitstreams: 1 Dissert Isabel Cristina Seco Loureiro.pdf: 3047986 bytes, checksum: 1ac7dbd7259ca6e433d126eba634548c (MD5) / Approved for entry into archive by Biblioteca da Escola de Engenharia (bee@ndc.uff.br) on 2017-09-05T16:18:41Z (GMT) No. of bitstreams: 1 Dissert Isabel Cristina Seco Loureiro.pdf: 3047986 bytes, checksum: 1ac7dbd7259ca6e433d126eba634548c (MD5) / Made available in DSpace on 2017-09-05T16:18:41Z (GMT). No. of bitstreams: 1 Dissert Isabel Cristina Seco Loureiro.pdf: 3047986 bytes, checksum: 1ac7dbd7259ca6e433d126eba634548c (MD5) Previous issue date: 2016-12-18 / A identidade profissional do pedagogo é influenciada pela sua formação e pela sua experiência profissional. Assim, esse profissional assume identidades diferentes em momentos distintos, que o impele em diferentes direções, conforme o ambiente social, cultural e político em que está inserido. A identidade assumida vai determinar o seu posicionamento no ambiente de trabalho para planejar e propor ações de acordo com a realidade e a necessidade nas várias instâncias das práticas educativas. Para além da dimensão formação, no âmbito da prática, observa-se em instituições de ensino no Brasil a subvalorização dos profissionais de Pedagogia e a ocupação dos cargos de especialistas em educação por outros profissionais, favorecendo assim, a emersão de uma imagem negativa do pedagogo no ambiente de trabalho e a indefinição de seu papel. Nesse contexto, o trabalho propõe uma reflexão sobre a identidade profissional do pedagogo, a ressignificação do seu papel e sua possível contribuição ao desenvolvimento do sistema CEFET/RJ. O estudo está suportado por revisão de literatura fundamentada em artigos científicos, livros e na legislação vigente. A metodologia de pesquisa adotada é um estudo de caso em que foram analisadas oito distintas unidades do sistema CEFET/RJ, contando com uma entrevista e 197 questionários, sendo 14 do corpo de diretores, 157 de docentes e 26 de pedagogos e Técnicos em Assuntos Educacionais com formação em Pedagogia. Foram analisadas como se articulam as ações dos profissionais de Pedagogia e dos docentes no contexto educativo com vistas à melhoria do processo ensino-aprendizagem. O papel do pedagogo ficou caracterizado como essencialmente de orientação e atendimento ao discente, com raras exceções, sendo o referido profissional apartado de atividades que são relevantes e contributivas para o CEFET/RJ atingir as suas metas como Instituição Federal de Educação de excelência. / The professional identity of the pedagogue is influenced by its education and professional experience. Thus, this professional assumes different identities at different moments, impelling it in different directions, according to the social, cultural and political environment in which it is inserted. The assumed identity will determine its position in the work environment to plan and propose actions according to reality and the need in the various instances of educational practices. In addition to the training dimension, in the scope of practice, it is observed in educational institutions in Brazil the undervaluation of Pedagogy professionals and the occupation of the positions of specialists in education by other professionals, thus favoring the emergence of a negative image of the pedagogue in the work environment and the lack of definition of their role. In this context, the work proposes a reflection on the professional identity of the pedagogue, the re-signification of its role and its possible contribution to the development of the CEFET / RJ system. The study is supported by well-founded literature review featured in scientific articles, books and current legislation. The research methodology employed is a case study in which eight distinct CEFET / RJ system units were analyzed, with an interview and 197 questionnaires, 14 of the board of directors, 157 of teachers and 26 of pedagogues and Technicians in Educational Affairs with training in Pedagogy. Was analyzed how the actions of Pedagogy professionals and teachers in the educational context are articulated with a view to improving the teaching-learning process. The role of the pedagogue was essentially characterized by orientation and assistance to the student, with rare exceptions, being that said professional separated from activities that are relevant and contributory to CEFET / RJ achieve its goals as a Federal Institution of Education of excellence.