A concluding thesis by Irena Kregždienė, postgraduate of Vilnius Pedagogių University, Institute of Social Communication, Department of Social Pedagogy, named „Social pedagogue – coordinator of a help to a family“, supervisor prof. dr. Juozas Vytautas Uzdila, is written after a thorough analysis of pedagogical and psychological literature, legal documents and strategy of rendering social help to pupils and their families. A survey of legal documents, concerning social help of a family, is made and the works of social workers and psychologists concerning social and psychological help to a family is made. The aim of this work was to reveal, how social pedagogue in schools coordinates help for the families of pupils. It was assumed, that it is posible to provide help for families in the frame of school, coordinating common work of specialists, specifying their functions and responsibilities. Analysis of literature, interview with social pedagogues and inquiry of class tutors were made. Investigatives were selected from 2 professional groups. 7 social pedagogues and 107 class tutors were selected. Statistical data has been analised with Statistical Pacage for Social Sciences (SPSS 10.0). Both qualitative and quantitative analysis‘ were made. Three statistical procedures to analise statistical data - computation of percental frequency of the answers, mean of estimations and analysis of variance - were made. The results have revealed, that class tutors and social pedagogs both tend... [to full text]

The purpose with this study has been to understand and analyze how teachers, working with children in the ages of 1-3 years, understand and work with the concepts of gender and equality in preschool. The study has been completed through interviews and observations and is based on three key questions, which are: How pedagogues in the pre-school interpret the concepts of genus and equality? How are boys respectively girls received and treated by the pedagogue in the pre-school? What similarities and/or differences can be seen in the way that the preschool pedagogue treats boys and girls? The study's method is based on a qualitative approach. The main research methods for this study are observations and interviews. I have been interviewing three teachers from the same pre-school, located in a suburb in Stockholm as well as observed them during work. To analyze and get a deeper understanding of the collective knowledge gathered from the interviews and observations, theories surrounding gender, equality and social interaction have been used. Earlier research done within this area has been used to put this study into perspective. The results of this study show that there is great ambition from the teachers to work with a gender and equality based mindset. However these ambitions tend to be problematic to implement practically. In the study's results, it is shown that the traditional gender pattern is actually getting a stronger hold, rather than getting discouraged or broadened.

Syftet med undersökningen är att undersöka hur grundskollärare och fritidspedagoger samarbetar. I uppsatsen kommer samarbetet mellan skola och fritidshem att belysas. Det kommer att undersökas vad som fungerar bra och vilka eventuella brister som kan finnas i samarbetet mellan grundskollärare och fritidspedagoger. För att klargöra syftet kommer det att undersökas vilka synsätt som finns i yrkeskategorierna när det gäller samarbete mellan skola och fritidshem. Vidare kommer det att undersökas hur fritidspedagoger och lärare delger varandra sina kompetenser. Undersökningens metod är kvalitativa intervjuer. Totalt intervjuades tre fritidspedagoger och tre grundskollärare.   Resultatet av undersökningen visar att fritidspedagoger och grundskollärare anser att det finns ett samarbete mellan skola och fritidshem. Yrkeskategorierna samarbetar tillsammans genom att de planerar skolverksamheten tillsammans. När det gäller inställningen till ett gemensamt samarbete så är flertalet av pedagogerna positiva. Yrkeskategorierna är bra på att ta vara på varandras kompetenser då man inom arbetslaget talar om vilka kompetenser som finns inom olika områden. Resultatet visar att flertalet av yrkeskategorierna är nöjda med det samarbete som är idag men det finns även pedagoger som inte tycker att det fungerar lika bra. Undersökningen visar att samarbete är viktigt. Vidare visar resultatet att mer gemensam planeringstid krävs för att skapa och utveckla samarbetet. / The survey aims to investigate how primary teachers and leisure-pedagogues collaborate. In the paper, the cooperation between school and leisure will be elucidated. It will examine what works well and what possible defects that may exist in the cooperation between primary teachers and leisure-pedagogues. To clarify the purpose it will examine the approaches that are available in occupational categories in terms of collaboration between schools and leisure centers. Furthermore it will examine how leisure-pedagogues and teachers communicate each other their skills. The survey method is qualitative interviews.  Total sample three leisure-pedagogues and three primary school teachers. The results of the survey shows that leisure-pedagogues and primary school teachers believe that there is cooperation between schools and leisure centers. Occupation categories are collaborating together through the planning school activities together. When it comes to setting a joint collaboration is the majority of the educators positive.  Occupation categories are good at taking advantage of each other's skills when the team talks about what skills are in different areas.  The result shows that the majority of occupational categories are pleased with the cooperation that is today but there are also teachers who do not think it works as well.The survey shows that collaboration is essential. Furthermore, the results show that more common planning time required creating and developing cooperation.

In my scientific essay, I an experienced child minder, describe two different preschools cultures and investigate how preschool culture can be influenced and created by different conditions. In my first story I describe a professional preschool with a preschool director who is involved in the activities every day. The second story is about a preschool that is characterized by a different preschool culture and members of the staff who are stuck in old patterns and with an absent preschool director. What is it that really creates a professional preschool? I want through my essay highlight pedagogues child perspective, attitude, approach to ethics and preschool values. I'm also researching preschool manager's responsibility and commitment in the preschool educational activities. The text treats communication as an important aspect of a preschool to function. To examine the issue of preschool culture, I use current research literature on professional ethics reflecting on what it is that can affect a preschool culture. It's also about the pedagogue’s ability to handle different situations with children, parents and colleagues, in a respectful manner. All employees within the preschool have the same mission and commitments including through preschool curriculum. "Why is there a difference between preschool cultures and the quality of preschools? And "How can I, as an experienced child minder, influence and develop the educational activities, values and attitudes that have characterized a preschool for many years?" I have come to the conclusion that commitment and understanding about the preschool assignments both from the preschool manager and pedagogues contribute to how a preschool culture is created. Above all, each and every individual within the preschool has an important role in the preschool in order to create a professional environment with a culture of good quality.

This essay is about the meeting of the pedagogic mission and the reality of the conditions in preschools. It is about the frustrations that I, as a pedagogue, experience when I cannot fulfill this mission. An example of this is working when understaffed. My purpose is the acknowledgment of two main areas of the curriculum: caring and learning. This essay demonstrates the diversity of the occupation and it ’s constant need of positioning. It also emphasizes the different “cross-pressures" that exists within this profession. The starting point of the essay is taken from the publication Tillsammans är vi starkare (Together we are stronger) from Pysslingen. Several situations or examples are used together to create a scenario. This investigation raises the question whether it is possible to have an uncompromised focus on what is best for children and at the same being exposed to different “cross-pressures”. Is it reasonable to claim that the culture of the preschool should be educational, safe and pleasurable for all children, every day? Finally what responsibilities do I as a pedagogue and preschool’s principal have to make it so? My method, during this writing process, has been to use reflections. I have allowed my own thoughts, meet the thoughts of others as well as theoretical perspectives. I have been inspired by Ylva Ellneby and Christina Wallskog amongst others about their thoughts and ideas about the work in preschool. Theoretical references have been made within the areas of ethics, leadership and group dynamics. Because of the nature of this profession, that conditions change rapidly, it is difficult to find a solution to what works in every situation. However I have learnt that my practical knowledge and experience is important in combination with clear leadership.

Carl Czerny (1791–1857) lived at the turn of the nineteenth century, when the piano underwent significant development as an instrument, and subsequently generated a huge repertoire. While Czerny is mostly remembered for his piano exercises and etudes, his writings about music as well as his works in serious style reveal a man with a sophisticated awareness of the importance of piano technique, entwined with profound musical ideas and an understanding of music that make him a forerunner of the romantic style. This study focuses on Czerny’s Opus 500 Complete Theoretical and Practical Piano Forte School (1839), and its Supplement (1845). Through analysis of the tutorial’s content it attempts to prove the deep connection between piano technique and expressive playing in Czerny’s teaching. The first five chapters of this work compare elements of expressive playing, such as articulation, dynamics and tempo, as presented in different tutorials written before Czerny’s opus 500, clearly relevant to Czerny. The remaining chapters of this study discuss the pedagogical path that Czerny suggests to master those same aspects, especially through scales and scale-based exercises, and through constant attention to improving the listening skills of the student. The purpose of this work is to reassess Czerny as a key figure of modern piano technique, as a teacher and pedagogue able to introduce pianists to mechanical training while honing the essential skills to perform any piece of music in any style expressively.

This work presents the historic trajectory of the pedagogy course, the changes of approach suffered by it through the legislations and the proposals of the educators movement in search of the construction of its objective, the profile and identity as a course, locus of formation of professionals in education. Our objective doing this passage is to reflect about the pedagogue formation, its performance outside the school and to show that, by means of the social, political and economic changes that the current society is suffering, there are many performances fields for pedagogues outside the school. Was realized for this a bibliographic study though the authors as Libâneo, Pimenta, Silva, Brzezinski, Chagas, Drucker and others, legal documents and proposals directed to CNE for the definition of the Pedagogy course. It was realized a field research whose objective was to search the pedagogue in others spheres of activities outside the school, the job developed by them and we perceived that its formation doesn t guarantee knowledge and security to develop the activities that are demanded in this professional segment. That s why it is necessary a coherent formation with the necessities of the performance of this professional, a delineation of this process of forming educators and performance field that gives to them conditions to locate themselves on the work market. / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Nesse trabalho é apresentada a trajetória histórica do curso de Pedagogia, as mudanças de enfoque sofridas por ele através das legislações e as propostas do movimento dos educadores em busca da construção do seu objetivo, perfil e identidade como um curso, locus de formação dos profissionais da educação. O nosso objetivo ao fazer esse percurso, é refletir sobre a formação do pedagogo, sua atuação fora da instituição escolar e mostrar que, mediante a mudança sociopolítica e econômica que vem sofrendo a sociedade atual, existem vários campos de atuação do pedagogo fora da instituição escolar. Para isso foi realizado um estudo bibliográfico através de autores como Libâneo, Pimenta, Silva, Brzezinski, Chagas, Drucker entre outros, documentos legais como Pareceres e Resoluções e propostas encaminhadas ao CNE para definição do curso de Pedagogia. Realizamos uma pesquisa de campo com o objetivo de buscar o pedagogo nos seus vários campos de atuação fora da escola, o trabalho desenvolvido por eles e percebemos que a sua formação não lhes fornece conhecimento e segurança para desenvolver as atividades que lhes são exigidas nesse segmento profissional. Daí ser necessária uma formação mais coerente com as necessidades de atuação desse profissional, um delineamento nessa formação e campo de atuação para além da educação formal que lhes dê condições de se posicionar no mercado de trabalho.

Made available in DSpace on 2018-06-18T13:27:05Z (GMT). No. of bitstreams: 0 Previous issue date: 30 / O presente trabalho teve por objetivo, analisar a formação do pedagogo, na perspectiva da educação em saúde. Para o delineamento do trabalho, optou-se por uma Pesquisa Qualitativa por meio da triangulação de métodos. Trata-se de um estudo descritivo exploratório com o uso de análise documental, grupo focal e entrevistas semiestruturadas. Os documentos analisados foram as Diretrizes Curriculares Nacionais-DCNs para o curso de Pedagogia, os Parâmetros Curriculares Nacionais para o Ensino Fundamental I – PCNs, os Referencias Curriculares Nacionais para a Educação Infantil - RCNEIs, o Projeto Pedagógico do curso - PPC, as ementas e os conteúdos programáticos da Instituição de Ensino Superior privada na cidade de São Paulo. A população foi composta por docentes e discentes do curso de Pedagogia. A coleta de dados ocorreu em dois momentos, no primeiro com dois docentes, em que foram gravadas as entrevistas, transcritas e os dados foram analisadas por meio da técnica de análise de conteúdo. Em um segundo momento, a coleta de dados ocorreu a partir do grupo focal, composto por 10 alunas do curso, que já haviam cursado pelo menos até o segundo ano do mesmo; as falas foram gravadas, transcritas e também analisadas pela mesma técnica usada nas entrevistas. O estudo está em consonância com os preceitos éticos de pesquisa e teve autorização concedida pelo Comitê de Ética em Pesquisa da Universidade Federal de São Paulo, mediante CAAE: 52855316.8.0000.5505. Concluiu-se por meio da análise documental, a presença tanto nos PCNs como nos RCNEIs de um conteúdo curricular explorando mais fortemente áreas específicas da saúde como nutrição, psicologia em detrimento de uma visão mais generalista e social. Esta perspectiva também aprece na organização curricular do Curso pesquisado. É importante ressaltar que as DCNs para o curso de Pedagogia, ao contrário, têm uma abordagem mais generalista. Os dados obtidos por meio das entrevistas e do grupo focal mostraram muita sintonia na percepção dos atores envolvidos quanto ao processo de formação do pedagogo, na medida em que núcleos direcionadores se repetiram nos dois contextos. O núcleo direcionador Formação Docente evidenciou os seguintes aspectos: O necessário uso de metodologias ativas durante o processo de formação, o uso de linguagem adequada para cada faixa etária, e a definição mais clara dos conteúdos curricular afetos a saúde. O núcleo direcionador Educação em saúde evidenciou a presença dos conceitos de saúde como algo multifatorial, o necessário estimulo desde a escola infantil quanto ao desenvolvimento da promoção a saúde e do autoconhecimento para auto- cuidado. / The following work aims to analyze the pedagogue’s formation by the perspective of health education. For the job outlining, it was decided for a Qualitative Research with a methodological triangulation. It is an exploratory descriptive study supported by documental analysis, focus group and semi-structured interviews. The analyzed documents refer to National Curricular Guidelines (DCN) for Pedagogy course, National Curricular Parameters (PCN) for Elementary School (Ensino Fundamental I), Elementary School’s National Curricular References (RCNEI), Political-Pedagogic Project (PPP), the menus and contents of São Paulo’s private Institution of Higher Education. The research population was composed by Pedagogy’s teachers and students. The data collection occurred in two moments - first with two teachers, when the interviews were recorded and transcribed in order to perform the data analysis by content analysis technic. In a second moment, the data collection occurred on the focus group, which was composed by 10 female students of Pedagogy who had reached at least the second year. The interviews were recorded, transcribed and also analyzed using the same technic. The study is in line with research ethical rules and has been authorized by the Research Ethics Committee of the Universidade Federal de São Paulo (CAAE: 52855316.8.0000.5505). By the documental analysis it was concluded that, in the PCNs and the RCNEIs, there is a curricular content that explores heavily some specific health areas such as nutrition and psychology over a generalist and social vision. This perspective is also identified in the curricular organization of the current course. It is important to highlight that the Pedagogy DCNs has, in the other hand, a more generalist approach. The data obtained by the interviews and the focus group has showed that the involved actors’ perception was in accordance with the pedagogue formation process, as the guiding cores were repeated in both contexts. The guiding core Teacher’s Formation highlighted the following aspects: The necessary usage of active methodologies during the formation process and appropriate language to each age group, so as the clearer definition of curricular contents related to health. The guiding core Health Education highlighted the presence of heath concepts as multifactorial, also the necessary stimulus since the elementary school in order to development of a health and self-knowledge promotion for self-care.

This dissertation is the result of research conducted in the course of Master of Education, linked to the Graduate Program in Education at the Federal University of Santa Maria and is linked to the Research Line 02 - School Practice and Public Policy Education and Kairos - Group Studies and Research on Work, Education and Public Policy. The survey was constructed based on the perspective of historical and dialectical materialism and aimed to analyze dialectically from the speeches and the process of implementation of the Federal Institute of Education, Science and Technology Farrukhabad, as is currently regarded as the historicity of the work of pedagogues, having institutional bond as Technical - Administrative Education in this institution. Fifteen women participated in the study, trained in pedagogy course at different times and institutions, who entered the Federal Institute Farrukhabad by public tender, between the years 2007 and 2013 and perform a specific job everyday school, which is not directly connected to classroom with students. The production process, analysis and interpretation of the data was conducted from literature search, document analysis, semi-structured interviews and group dialogue, the technique of content analysis (Bardin, 2011) being used for the analysis of the data produced . The study excelled for articulated theoretical dialogue with the discourses produced during the search. These revealed that the formation of these pedagogues work must be understood in relation to social and historical totality, since these women come to producing pedagogues through the work they do, the dynamics of human social life. / Esta dissertação é resultado da pesquisa realizada no curso de Mestrado em Educação, vinculado ao Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria e está ligada à Linha de Pesquisa 02 Práticas Escolares e Políticas Públicas de Educação e ao Kairós - Grupo de Estudos e Pesquisas sobre Trabalho, Políticas Públicas e Educação. A pesquisa foi construída com base na perspectiva do materialismo histórico e dialético e objetivou analisar, dialeticamente, a partir dos discursos e do processo de implementação do Instituto Federal de Educação, Ciência e Tecnologia Farroupilha, como está se constituindo a historicidade do trabalho das pedagogas, que possuem vínculo institucional como Técnicas Administrativas em Educação nesta instituição. Participaram do estudo quinze mulheres, formadas em curso de Pedagogia em diferentes tempos e instituições, que ingressaram no Instituto Federal Farroupilha por concurso público, entre os anos de 2007 e 2013 e realizam um trabalho específico do cotidiano escolar, o qual não está diretamente ligado à aula, com estudantes. O processo de produção, análise e interpretação dos dados foi realizado a partir de pesquisa bibliográfica, análise documental, entrevistas semi-estruturadas e grupo de interlocução, sendo utilizada a técnica de Análise de Conteúdo, (Bardin, 2011), para análise dos dados produzidos. O estudo primou pela interlocução teórica articulada com os discursos produzidos durante a pesquisa. Estes revelaram que a constituição do trabalho destas pedagogas deve ser compreendida na relação com a totalidade histórica e social, uma vez que estas mulheres vêm se produzindo pedagogas por meio do trabalho que realizam, na dinâmica da vida humana em sociedade.

The main aim of this work is to determine whether the academics in economic disciplines are willing to take part in industry placement, which requires an academic to be placed into a relevant industry host organization for a predetermined period of time. During this placement teacher gains practical experience, that can be used later to improve the education process. Students are given more practical information on different problems and how theories can be used in practice. Academic can help the company with innovations thanks to his wide theoretical knowledge, especially in case of smaller organizations. Long-term cooperation between university and companies offers the opportunity to exchange knowledge and build up so called Community of Practice, organize work experience for students and teachers or conform the curriculum to the needs of the labour market.