A presente pesquisa teve como principal objetivo compreender como os sujeitos com necessidades educacionais especiais vêem e percebem os movimentos em prol da educação inclusiva, bem como identificar quais suas perspectivas com relação à inclusão, explorando, ainda, os processos inclusivos no Ensino Superior. Para tanto, utilizou-se como estratégia metodológica a análise dos itinerários de vida de três acadêmicos com necessidades educacionais especiais. A escolha desses sujeitos se deu devido ao fato de possibilitarem a análise das práticas de inclusão tanto na educação básica quanto no contexto universitário. Foram realizadas entrevistas semi-estruturadas com os três sujeitos investigados e os dados coletados foram analisados a partir dos pressupostos da teoria sócio-histórica e dos estudos sobre defectologia de Vygotski. Considerando que não foram estabelecidas categorias de análise a priori, os dados coletados foram agrupados, num esforço que buscou identificar aspectos recorrentes, referenciados nas entrevistas que fossem ao encontro dos objetivos traçados para a pesquisa. Isto posto, foram elencadas as seguintes categorias: o reconhecimento dado pelos sujeitos às suas famílias; os entraves e avanços no fazer inclusivo; as contribuições dos sujeitos para a qualificação das práticas inclusivas em educação e a inclusão no ensino superior. Os três itinerários demonstram a superação do estereotipo de deficiente a partir do investimento nas interações sociais dos sujeitos. A partir da análise dos dados pôde-se observar ainda que o preconceito apresenta-se como um dos principais entraves ao fazer inclusivo, o que por sua vez origina-se da falta de conhecimento e contato com as pessoas com necessidades especiais. Da mesma forma, a inclusão no ensino superior mostrou-se como um tema que precisa ser incorporado à pauta de estudos e debates da sociedade e, principalmente das instituições universitárias. Por fim, cabe ressaltar que os sujeitos com necessidades especiais se mostram abertos ao debate e à construção de uma sociedade inclusiva e muito tem a nos dizer e a contribuir. / The recent research had as a main objective to understand how individuals with educational disabilities see and realize the movements in favor of inclusive education, as well as to identify what are their perspectives towards this inclusion, exploring still, inclusive processes in higher education. Therefore, we used as methodology strategy the analyses of life itineraries of three students with special educational needs. These individuals were chosen due to the fact of making possible the analysis of inclusive practices in fundamental education as much as in the university context. There were made semi structured interviews with the three investigated persons and the collected data was analyzed from the postulates of the social-historical theory and the studies about Vygotski`s defectology. Considering that no categories of analysis a priori, were determined, the collected data was grouped in an effort that aimed to identify the recurrent aspects, regarding the interviews that were going to meet the objectives outlined for the research. After that, the following categories were listed: recognition given by the individuals to their families; the obstacles and improvements in the inclusive practice; contributions of the individuals to qualify the inclusive practice in education and the inclusion in higher education. The three itineraries demonstrate there has to be done investment in the social interactions of disabled people in order to overcome the stereotypes carried by them. From the data analyzed, we could observe still that the prejudice, which originated from the lack of knowledge and contact with people in special needs, comes as one of the main impediments of the inclusion. In the same way, the inclusion in higher education revealed as a subject that needs to be incorporated to the guideline of studies and debates of the society and, mainly of the university institutions. To sum up, it is important to stand out that the individuals with special needs are open to the debate and to the construction of an inclusive society and that they have a lot to say and to contribute.

The development methods mostly applied until today provoked severe environmental imbalances in the world. To deal with this, almost twenty-five years ago the environmental issues were introduced in the agenda of discussions in the United Nations Conference on Environment and Development (UNCED) that took place in Rio de Janeiro in 1992, intending to introduce a more sustainable approach of development (Desai and Potter, 2002, p 478). The current study explores how sustainability is transferred, interpreted and integrated into national education, through the comparison of experiences between Cuba and Sweden. Based on a qualitative research approach, the study first presents and analyses the international discourse on the topic, as well as the conceptual and theoretical framework that has been formed mainly from the narrative of UNESCO and UNEVOC. Afterwards, national education curricula are being examined to understand ow the sustainability concept is addressed in TVET, while an empirical analysis presents how the university teachers and the students of two Agroecology programs perceive and interpret sustainability. To achieve this, the methods of document analysis and semi-structured interviews have been employed. The findings of the study indicate that the international discourse has detected the main goals of sustainability for TVET, the conditions that lead to this necessity and the importance of this part of education, since it is the only one that is directly connected to labour. However, the interpretation is different in each case, since it is affected by the socio-political, economical and historical context of each country. In Cuba, sustainability is the means of autochthonous development, efficient use of the natural resources with respect to the environment, in order to deal with the economic crisis and food insecurity of the Special Period. In Sweden, sustainability emerged as a need of alternative ways of producing energy and consuming, as environmental awareness raised against the exploitation of the natural environment. Using the two contrary cases, the study intends to explore the dimensions that the concept can have. The World Commission on Environment and Development’s report in 1987 (p.41) first defined sustainable development as “the development that meets the needs of the present without compromising the ability of future generations to meet their own needs”. To conclude, this study intends to contribute to a better understanding of what sustainable development means. The experiences of university teachers and students present sustainability, as understood in the set of agroecology in higher vocational institute. This study is a small contribution in the total work towards sustainability. It could be the beginning of exploring in the future how sustainability is interpreted and integrated in other countries of the world.

A presente pesquisa teve como principal objetivo compreender como os sujeitos com necessidades educacionais especiais vêem e percebem os movimentos em prol da educação inclusiva, bem como identificar quais suas perspectivas com relação à inclusão, explorando, ainda, os processos inclusivos no Ensino Superior. Para tanto, utilizou-se como estratégia metodológica a análise dos itinerários de vida de três acadêmicos com necessidades educacionais especiais. A escolha desses sujeitos se deu devido ao fato de possibilitarem a análise das práticas de inclusão tanto na educação básica quanto no contexto universitário. Foram realizadas entrevistas semi-estruturadas com os três sujeitos investigados e os dados coletados foram analisados a partir dos pressupostos da teoria sócio-histórica e dos estudos sobre defectologia de Vygotski. Considerando que não foram estabelecidas categorias de análise a priori, os dados coletados foram agrupados, num esforço que buscou identificar aspectos recorrentes, referenciados nas entrevistas que fossem ao encontro dos objetivos traçados para a pesquisa. Isto posto, foram elencadas as seguintes categorias: o reconhecimento dado pelos sujeitos às suas famílias; os entraves e avanços no fazer inclusivo; as contribuições dos sujeitos para a qualificação das práticas inclusivas em educação e a inclusão no ensino superior. Os três itinerários demonstram a superação do estereotipo de deficiente a partir do investimento nas interações sociais dos sujeitos. A partir da análise dos dados pôde-se observar ainda que o preconceito apresenta-se como um dos principais entraves ao fazer inclusivo, o que por sua vez origina-se da falta de conhecimento e contato com as pessoas com necessidades especiais. Da mesma forma, a inclusão no ensino superior mostrou-se como um tema que precisa ser incorporado à pauta de estudos e debates da sociedade e, principalmente das instituições universitárias. Por fim, cabe ressaltar que os sujeitos com necessidades especiais se mostram abertos ao debate e à construção de uma sociedade inclusiva e muito tem a nos dizer e a contribuir. / The recent research had as a main objective to understand how individuals with educational disabilities see and realize the movements in favor of inclusive education, as well as to identify what are their perspectives towards this inclusion, exploring still, inclusive processes in higher education. Therefore, we used as methodology strategy the analyses of life itineraries of three students with special educational needs. These individuals were chosen due to the fact of making possible the analysis of inclusive practices in fundamental education as much as in the university context. There were made semi structured interviews with the three investigated persons and the collected data was analyzed from the postulates of the social-historical theory and the studies about Vygotski`s defectology. Considering that no categories of analysis a priori, were determined, the collected data was grouped in an effort that aimed to identify the recurrent aspects, regarding the interviews that were going to meet the objectives outlined for the research. After that, the following categories were listed: recognition given by the individuals to their families; the obstacles and improvements in the inclusive practice; contributions of the individuals to qualify the inclusive practice in education and the inclusion in higher education. The three itineraries demonstrate there has to be done investment in the social interactions of disabled people in order to overcome the stereotypes carried by them. From the data analyzed, we could observe still that the prejudice, which originated from the lack of knowledge and contact with people in special needs, comes as one of the main impediments of the inclusion. In the same way, the inclusion in higher education revealed as a subject that needs to be incorporated to the guideline of studies and debates of the society and, mainly of the university institutions. To sum up, it is important to stand out that the individuals with special needs are open to the debate and to the construction of an inclusive society and that they have a lot to say and to contribute.

Submitted by Jamile Barbosa da Cruz (jamile.cruz@ucsal.br) on 2017-01-17T16:17:46Z No. of bitstreams: 1 Dissertacao Cristiane.pdf: 1053945 bytes, checksum: 7b13a96a667971aa624b7938bf081a2f (MD5) / Approved for entry into archive by Rosemary Magalhães (rosemary.magalhaes@ucsal.br) on 2017-01-17T16:39:18Z (GMT) No. of bitstreams: 1 Dissertacao Cristiane.pdf: 1053945 bytes, checksum: 7b13a96a667971aa624b7938bf081a2f (MD5) / Made available in DSpace on 2017-01-17T16:39:18Z (GMT). No. of bitstreams: 1 Dissertacao Cristiane.pdf: 1053945 bytes, checksum: 7b13a96a667971aa624b7938bf081a2f (MD5) Previous issue date: 2013-08-27 / A presente pesquisa teve como objetivo principal analisar o significado atribuído ao trabalho e a aposentadoria por mulheres, que são professoras e aposentadas pelo Regime Próprio de Previdência Social em Feira de Santana, Bahia. Como também, de maneira específica, perceber como elas (re) construíram sua identidade nesse momento que é, também, o da vivência do envelhecimento. Partindo destas questões principais, foi realizada a pesquisa em Feira de Santana, com as professoras aposentadas do Regime Próprio de Previdência Social (RPPS), o qual atende aos servidores públicos municipais. A pesquisa de campo adotou uma abordagem qualitativa, com o uso da entrevista e a técnica dos relatos orais. As entrevistas foram encerradas quando foi encontrado o “ponto de saturação”. Foram feitas cinco entrevistas. O sentido atribuído ao trabalho está inter-relacionado, ou inserido, em temas como classe social e diferenças sócio-culturais. Foi possível analisar também como estas mulheres, professoras-aposentadas, percebem a aposentadoria e qual o significado social atribuído por elas ao trabalho, este compreendido como momento singular e com traços bem peculiares. / The main purpose of this work was to analyze the meaning assigned to work and retirement by women who are retired teachers on the Social Security system in Feira de Santana – Bahia, Brazil. More specifically this study was aimed at realizing how they rebuilt their identities in a period which is also concomitant with the experience of aging. Based on these key issues, the research was carried out in Feira de Santana on retired teachers attended by a specific Social Security retirement plan for the municipal civil servants. Qualitative approach was used in the field work which collected information via interviews and the use of oral reports as the main technique. The interviews were considered satisfactory complete when a ‘saturation point’ was reached, i.e. when the report of an interviewee confirmed the previous one and this corresponded to five narratives. The meaning assigned to work is interrelated or embedded on topics such as social class and sociocultural differences. It was also possible to analyze how these retired female teachers see their retirement and what is the social meaning given to the labor by them, their understanding of this singular moment and very peculiar traits.

A tese investiga controle gerencial como prática social e organizacional a partir de três paradigmas de pesquisa. Foi realizada etnografia em empresa brasileira, utilizando-se de shadowing, teoria fundamentada, entrevistas, observação, análise retórica, de documentos e visuais. No paradigma neofuncionalista, desenvolve teoria fundamentada construcionista para entender como controles sociotécnicos interagem com socioideológicos. Apesar de possuir tecnologias sociotécnicas, tais como \"custeio baseado em atividades\", \"balanced scorecard\", \"orçamento empresarial\", \"planejamento\", elas não são utilizadas como previsto na literatura gerencialista. Ao invés disso, formas sutis de controles socioideológicos, como retórica, políticas de recrutamento, controles sociais, liderança carismática, combinadas com tecnologia de controle híbrida desenvolvida pela empresa, fazem com que funcionários avaliem, implicitamente, custos e viabilidade econômica de suas ações. Essa tecnologia foi apresentada, inicialmente, como ferramenta de inovação, mas no estudo revelou-se como um controle totalizante, mais rígido do que os existentes na literatura. O papel gerencial da contabilidade é fornecido pela demonstração de resultados societária sintética para análise da participação nos lucros. Desse modo, controles socioideológicos substituem contabilidade gerencial. Desenvolveram-se três categorias conceituais para explicação dos achados: equifinalidade de custos e gestão econômica, tecnologia de controle híbrida e estruturas de consciência econômica. Os paradigmas remanescentes estudam a tecnologia híbrida. No interpretativista, a teoria da prática de Schatzki, investiga como funcionários realizam as práticas, identificando-se aprendizado, arranjos, memórias, regras e direcionamento para a ação. No crítico, o paradigma pós-estruturalista analisa política, história, instituições, poder e conflito, com a teoria pós-estruturalista do discurso de Laclau e Mouffe, baseada em psicanálise lacaniana, linguística, ideologia, estruturalismo, desconstrução, genealogia e teoria crítica. Através da lógica da explicação crítica de Glynos e Howarth, desenvolvem-se três grupos de lógicas. Nas lógicas políticas, identifica-se como a empresa converteu um canal de comunicação na década de 1980, em tecnologia de controle nos anos 2000. Desenvolve-se o conceito de instituições políticas de controle, para relatar o cenário político, macroeconômico, institucional e regulatório do Brasil entre 1980 a 2010. Identificou-se sua relação com controle gerencial e como gestores utilizaram discursos universais como \"qualidade\" e \"inovação\", em ações para legitimar a tecnologia híbrida, tornando-os significantes vazios. Nas lógicas sociais, emergiram as lógicas da coletividade, produtividade criativa, controle descentrado, competição e econômica. Nas lógicas fantasmáticas, as fantasias do consumo, fetiche dos prêmios, modismos gerenciais, do herói, família, cuidados e atenção pelos superiores explicam o porquê da tecnologia ser bem-sucedida. Ao final, realiza-se intertextualidade entre paradigmas. O trabalho acrescenta à literatura internacional lacunas de abordagens institucionais e da prática, como a teorização do sujeito e o relacionamento entre universal e particular, introduzindo novas tipologias e questionando a capacidade destas abordagens de explicar processo. Além disso, adiciona conceitos à literatura e contesta pesquisas anteriores sobre o tema. Contribui com a pesquisa no Brasil, discutindo paradigmas alternativos ao positivismo e funcionalismo, permitindo o desenvolvimento de linhas de pesquisa. Os conceitos e categorias gerados possibilitam generalização teórica a partir da noção de \"semelhanças de família\" de Wittgeinstein. Desenvolvem-se três tipologias para pesquisas. O estudo demonstra a necessidade da academia se engajar em debate crítico sobre modismos gerenciais, teoria da contabilidade gerencial, gerencialismo dos livros-textos e aspectos humanos e sociais da contabilidade. / The thesis investigates management control as social and organizational practice from three paradigms of research. Ethnography in a Brazilian company was carried out by using shadowing, grounded theory, interviews, observation, rhetoric analysis, documents and visual analysis. In the neo-functionalist paradigm develops grounded theory on constructionist in order to understand how socio-technical controls interact with socio-ideological. Despite having socio-technical technologies, such as \"activity-based costing\", \"balanced scorecard\", \"budget\", \"strategic planning\", which are not used as provided in managerial literature. Instead, subtle forms of socio-ideological controls, like rhetoric, recruiting policies, social controls, charismatic leadership, aligned with technology of hybrid control developed by company, enables employees to evaluate implicitly costs and economic feasibility of their actions. This technology was first introduced as an innovation tool; nevertheless, no study has revealed as a totalizing control, more rigid than the ones existing in literature. The management role of accounting is given by corporate statements results summarized for the analysis of participation over profits. Thus, socio-ideological controls replace management accounting. Three conceptual categories were developed to explain the research findings: equifinality of costs and economic management, hybrid control technology and structures of economic consciousness. The remaining paradigms study the hybrid technology. In the interpretivist paradigm, the theory of Schatzki´s practice investigates how employees perform the practices, by identifying the learning, arrangements, memories, rules and guidance for action. In the critical, the post-structuralist paradigm analysis political, historical, institutions, power and conflict with the post-structuralist discourse theory of Laclau and Mouffe, based on Lacan´s psychoanalysis, linguistics, structuralism, deconstruction, genealogy and critical theory. Three groups of logics were developed through the logic of Glynos and Howarth critical explanation. In the political logics, it is possible to identify how a company converted a channel of communication in the 1980s into technology of control in the 2000s. The concept of political institutions of control is being developed, as to relate to political, macroeconomics, institutional and regulatory Brazilian scenario between 1980 to 2010. Its relation with management control was identified and, as managers, used universal discourses such as \"quality\" and \"innovation\", in actions to legitimate the hybrid technology, turning them significantly without meaning. In social logics, the logics of collectivity, creative productivity, decentralized control, competition and economic came up. In the fantasmatic logics, consume fantasy, awards fetishes, management fashions, of the hero, family, care and attention by the superiors explain the reason why technology is well-succeed. Summarizing, intertextuality among paradigms is accomplished. The thesis also adds to international literature gaps of institutional and practice approaches, such as theorization of the subject and the relationship between universal and particular, introducing new typologies and questioning the capacity of those process explanation approaches. Besides that, it adds up the concepts to literature and challenges previous studies on the subject. It contributes with the research in Brazil, discussing alternative paradigms to positivism and functionalism, allowing the development of research lines. The concepts and categories generated enable theoretical generalization from the notion of \"family resemblances\" of Wittgeinstein. Three typologies for researches are developed. The study illustrates the need of the academia to engage in a critical debate about management fashions, theory of management accounting, the managerialism of textbooks as well as social and human aspects of the accounting.

Submitted by MÁRLON SOUZA VIEIRA null (marlonsvieira@gmail.com) on 2016-08-05T01:50:17Z No. of bitstreams: 1 A implementação do ensino de música na rede municipal de SeropédicaRJ.pdf: 1822318 bytes, checksum: daca47fc12ab119760e7fbf21a8e4950 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-08-05T19:36:39Z (GMT) No. of bitstreams: 1 vieira_ms_me_ia.pdf: 1822318 bytes, checksum: daca47fc12ab119760e7fbf21a8e4950 (MD5) / Made available in DSpace on 2016-08-05T19:36:39Z (GMT). No. of bitstreams: 1 vieira_ms_me_ia.pdf: 1822318 bytes, checksum: daca47fc12ab119760e7fbf21a8e4950 (MD5) Previous issue date: 2016-06-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta dissertação pesquisou a implementação do ensino de música na rede municipal de ensino de Seropédica/RJ. Os objetivos foram: (1) investigar este processo, desvelando os principais desafios e as perspectivas para a continuidade; (2) pesquisar aspectos históricos e legislativos do município, bem como pedagógicos das escolas; (3) conhecer o ensino de música no âmbito da educação formal das escolas municipais de Seropédica. Foram mapeados desafios e possibilidades para continuidade da implementação com proposta junto à formação continuada de professores. A metodologia adotou os pressupostos da abordagem qualitativa com inserção de dados quantitativos. Foram utilizados os seguintes procedimentos: coleta documental, encontros presenciais, observações, questionários, criação de categorias a partir das respostas aos instrumentos de pesquisa, construção de gráficos e tabelas, análise de dados e reflexões sobre os mesmos. O amplo levantamento de publicações encontradas no site da ABEM (Anais da ABEM, Revista da ABEM, Revista MEB); no site da ANPPOM (Anais da ANPPOM), bem como alguns livros e textos relacionados ao tema desta pesquisa, deram elementos para a revisão de literatura. Finalmente, apresentamos a síntese dos resultados encontrados e as conclusões propondo como contribuir para a educação musical de Seropédica. / This thesis searched about the implementation of music education at the municipal net of education of Seropédica/RJ. Objectives: (1) to investigate this process, exposing the main challenges and the perspectives for the continuity; (2) to search historical and legislative aspects of the city, as well as pedagogical of the schools; (3) to know the education of music in the scope of the formal education of the municipal schools of Seropédica. Challenges and possibilities had been mapped, for continuity of the implementation, presenting proposal to the continued education of teachers. The methodology adopted assumptions of qualitative approach, with insertion of quantitative data. The following procedures had been used: documentary collect, presential meetings, observations, surveys, creation of categories from the answers to the research instruments, construction of graphs and tables, analysis of data and reflections on the same ones. The ample publication survey found in the ABEM web site (Annals of the ABEM, ABEM magazine, MEB magazine); the ANPPOM web site (Annals of the ANPPOM), as well as some books and texts related to the subject of this research, were source to elements for the literature revision. Finally, we present the synthesis of the main findings and the conclusions, proposing a way to contribute for the musical education of Seropédica.

In Spain, the first formal experiences in the field of University Teacher Training (abbreviated to FPU in Spanish) appear in the seventies, responding to isolated initiatives. In the eighties the first groups of FPU specialists are configured in scattered universities with the support of the government. Later, specialized departments arise that rely on the also emerging distance learning services and educational technology. Today, in a time when there are major changes in the university structure and the teaching models, it seems clear that the teaching and research staff will have to adapt to a very different environment. Thus, FPU becomes a powerful tool that can help improve the quality of university teaching and promote the professionalization of the teaching role. This article aims to make an approach to the experiences and research in the field of the FPU that were held in Spain from its origins. It also describes some of the emerging trends in the university system that will form the basis of a new University. This analysis will provide information to the debate on the professionalization of the teaching role that is currently taking place. / En España, las primeras experiencias formales en el campo de la Formación del Profesorado Universitario (FPU) aparecen en los años setenta, respondiendo a iniciativas aisladas. Con el apoyo de las administraciones en los años ochenta se configuran los primeros núcleos de especialistas en FPU en centros universitarios dispersos. Posteriormente surgen departamentos especializados que se apoyan en los también incipientes servicios de educación a distancia y tecnologías educativas. En el momento actual, de profundos cambios en la estructura universitaria y los modelos didácticos, parece claro que el personal docente e investigador tendrá que adaptarse a un entorno muy distinto al conocido hasta hace poco tiempo.La FPU se convierte, así, en un poderoso instrumento que puede contribuir a mejorar la calidad de la docencia universitaria y a impulsar la profesionalizacióndel rol docente. En este artículo se pretende hacer una aproximación a las experiencia se investigaciones que en el campo de la FPU se han llevado a cabo en España desde sus orígenes. Se describen también algunas de las tendencias emergentes del sistema universitario que constituirán la base de una nueva universidad. Este análisis aportará información al debate sobre la profesionalización del rol docente que se está desarrollando en la actualidad.

A number of studies have been published concerning preschool teachers’ child perspectives. Over the past 50 years the construction of the preschool child in Swedish preschool policy documents have deve­loped from mainly depicting a dependent, immature, becoming child to a more rational, competent, being child. But what about the guardians’ child perspectives? Have they changed in a similar way? The aim of this study is to add to the understanding of the preschool-home cooperation, through exami­ning guardians’ constructions of the preschool child and how the constructions may influence their needs and expectations of what preschools have to offer. The method used to obtain data for analysis was qualitative interviews. Five guardians were interviewed and the audiotapes transcribed verbatim. Both audio and text were studied multiple times to discern pat-terns, expressions that could be interpreted as representing specific constructions of the preschool child. The theoretical framework for the study is social constructionism. In short, social constructionism is part of the post modern movement that unites in its’ critique of universal truths. Instead, knowledge is looked upon as constructed in a specific context, such as time and culture. In this study this means a belief in that there is no one, universal child but a number of views of what children are. The data was analyzed through different accepted constructions of children. The results showed four different constructions of the preschool child that could be interpreted from the interviews; the unchangeable, the curious knowledger, the social and the playing. In terms of needs and expectations, the guardians are likely to have very different views of what preschools should offer de­pending on which construction they express. Many of the quotes depict the child as a primarily social being, which is coherent with previous research on guardians’ views of preschool. The results of the study implicates that guardians come to the preschool context with a wide range of different constructions of what a preschool child is and what it needs. There is, at least in theory, often a gap between the perceived child that preschool is made for by policy documents and teachers and the percieved child by the guardians. To ensure that the cooperation between preschool and families works as good as possible, professionals in preschool need to be humble to this fact and understand that the different expectations and demands we experience from guardians are rooted in more than plain opinions and whimsicality. Namely, a firm belief in what is best for the children.

The new special education teacher degree program was launched in Sweden in 2008. The term new was used since the content was new, but the name stayed the same. Knowledge about the new content, based on the regulations of degree, would have contributed to make the different skills of special education teachers visible. The purpose of this study has been to visualize the consensus about how headmasters, SENCOs and teachers look at the assignment for special education teachers with focus on language-, writing- and reading development. The opinions of the various occupational groups have then been compared with the existing regulations of degree. The study showed that their opinions mainly corresponded with the existing regulations of degree. The quantitative nature of the study is based on empirical data, collected by a survey, with 240 informants. The statements the informants had to consider was largely based on the regulations of degree. Headmasters, SENCOs and teachers show a large coherence within their own group in what they think a special education teacher´s duties should consist of. On the other hand, there is less consensus between these professions. This disagreement could possibly be influenced by different perspectives on special education.

SammanfattningSyftet med studien är att få reda på hur pedagoger beskriver och arbetar med begreppen ”barns inflytande” och delaktighet i förskolan. Detta är viktigt att få en inblick i, då dessa begrepp benämns som strävansmål i förskolans styrdokument, Lpfö 98/16 (Skolverket, 2016).Metoden som valts i studien är semi-strukturerade intervjuer, för att undersöka pedagogernas uppfattningar kring deras erfarenheter av barns inflytande och delaktighet i förskolan och vad begreppet betyder för dem som pedagoger. Fyra pedagoger intervjuades till studien.I studiens resultat kan man utläsa att begreppet inflytande definieras som att det handlar om att involvera barnen i verksamheten och att de får möjlighet att bestämma men också om hur barnen blir delaktiga i verksamheten. Pedagogerna är enade om att barnen bör ha möjlighet till inflytande över sin vardag. Det gäller att hitta en strategi så möjligheten finns till att se varje barn och dess intresse. Det är viktigt att barnen får uttrycka sina åsikter och att man som pedagog tar till sig av dem. Pedagogerna tydliggör vikten av hur kroppsspråk och bilder är bra hjälpmedel för att visa tydlighet, förstå och göra sig förstådda, då de yngre barnen kan sakna det verbala språket. Dessa hjälpmedel underlättar för barnen att kunna påverka sin situation och möjligheten till inflytande i verksamheten. / The purpose of this study is to find out about pre-school teachers´ description and work with the concept of "children´s influence" and participation. This is important since this is one of the preschool assignment according to the preschool curriculum Lpfö 98 (Skolverket, 2016).To study preschool teachers' experiences and thoughts about children's influence and partici-pation in preschool, semi-structured interviews were conducted with four preschool teachers. The study results show that the concept of influence is defined as involving the children in the business and that they have the opportunity to decide, but also how the children participate in the activities. The preschool teachers show a variation in experiencing children’s influence the meanings and conception differentiated. Some preschool teachers perceive it as children should decide more in preschool. Others believe children should be more involved in every-day decisions and activities.Children should have the opportunity to influence their everyday lives, as a preschool teacher this is about finding a strategies and opportunities to see each child and its interest. The preschool teachers clarify the importance of how body language and images are useful tools to show clarity and understanding, when younger children don´t have the verbal language. It is important for the preschool teacher to be responsive, listening and enable possibilities for the children to express their needs and desires.These educational strategies make it easier for the children to influence their situation and the ability to influence in preschool.