This master's thesis will try to explore the views of head teachers on their involvement in specific level of government and politics. The theoretical chapter will cover the management of the Czech school with emphasis on the changes of expectations (societal and political) on head teachers and a political influence of the regional's level on this head position and their two-way relation. The research chapters analyses and compares the statements of head teachers involved in local politics with the statements of those, who are not involved. The main sources were in-depth interviews lead by the author of this thesis with several head teachers, it is therefore based on qualitative research which is attempting to get to the core of the origin of their views on this topic. The point is to analyse (based on interviews with head teachers of the elementary schools) how can an involvement in politics endanger their career, the school itself or its reputation. The thesis will also mention whether the public has the right to be involved in head teacher's political career and if it is appropriate to discuss head teacher's political views with students. The thesis looks at this topic from the head teachers' viewpoint, whose opinions and attitudes are rarely heard. The head teachers whether they are involved in...

The purpose of the study was to examine the failed bond attempt of the Community School District and investigate reasons for the failure. Specifically, the role of the superintendent, the opposition, the media, and the school board during the bond election process were examined to determine how their roles influenced the outcome of the election. This qualitative case study employed purposeful sampling. Data collection techniques included document analysis, audiovisual material analysis, and personal interviews. Participants included media representatives, community members who were opposed to the bond election, members of the bond election committee, members of the board of trustees at the time of the election, and the district superintendent. Findings of the study included a description of how the superintendent’s work prior to the election and his role as spokesperson during the election contributed to its failure. In addition, the efforts of organized opposition had a significantly negative impact on the outcome of the election. The bond opposition used the media to create controversy strong enough to overpower what proved to be positive media relations. Finally, school board support must be unanimous and strong enough that board members are willing to work publicly in support of the bond election. Recommendations include: (a) The superintendent must conduct a needs assessment that includes the opinions of the community, (b) committee membership must be representative of the community, (c) the superintendent must not be the primary spokesperson for the bond election, (d) the community must be involved in the formulation and support of the bond proposal, (e) key members of the community must be willing to publicly support the bond election, (f) committees created to support and promote the election must be publicly active, (g) exercise caution as controversy can be created in the media that will overpower positive support, (h) respond positively to negative media as failure to respond to negative publicity can leave voters in a cloud of doubt, (i) members of the school board must publicly support a bond election, and (j) efforts by bond election supporters must be stronger than those opposing it.

Made available in DSpace on 2017-07-21T20:31:34Z (GMT). No. of bitstreams: 1 Joslene Eidam Zanin capitulo 1.pdf: 113853 bytes, checksum: a706114a9044bdb1a16ca3d647ac5be0 (MD5) Previous issue date: 2008-02-28 / The present work has for purpose to delineate a panorama of the current condition of the Brazilian penitentiary system, being about the regeneration function that the education carries out in the politics of penal execution. By means of documental exams and of collection of reports in semi-structured interviews and questionnaires applied to the pedagogic coordination, teachers and arrested pupils on the importance of the pattern of public politics of penitentiary education applied in the State of Paraná, we tried to understand the function that the youths' education and adults, accomplished through Ceebja Odair Pasqualini, school inserted in the State Penitentiary of Ponta Grossa, exercises in the penitentiary system of Parana, presenting and analyzing the relationships among school education and regeneration inserted in a penal system. The theoretical reference used took for base mainly the reflections of Michel Foucault, intending to analyze the politics of prison education developed in the prisons of the State of Paraná in execution to the determination in the article 205 of the Federal Constitution of 1.988 and article 83 of the Law of Penal Execution - Law 7.210 of July 11, 1984, considering as priority the perception that the pedagogic coordination and the teachers possess in relation to that public politics developed by the State; and as the pupils in feather execution in the institution evaluate the education of the which they are part. Before the scarce academic production and of the peculiarity of the theme related to that study area, it is waited that work can collaborate with the research about the prison regeneration and the institution of specific public politics for the education in jail. / O presente trabalho tem por escopo delinear um panorama da atual condição do sistema penitenciário brasileiro, tratando do papel ressocializador que a educação desempenha na política de execução penal. Por meio de exames documentais e de coleta de relatos em entrevistas semi-estruturadas e questionários aplicados à coordenação pedagógica, professores e educandos presos sobre a importância do padrão de política pública de educação penitenciária aplicado no Estado do Paraná, procurou-se compreender a função que a educação de jovens e adultos, realizada através do Ceebja Odair Pasqualini, escola inserida na Penitenciária Estadual de Ponta Grossa, exerce no sistema penitenciário paranaense, apresentando e analisando as relações entre educação escolar e ressocialização inseridas em um sistema penal. O referencial teórico utilizado tomou por base principalmente as reflexões de Michel Foucault, propondo-se analisar a política de educação carcerária desenvolvida nos presídios do Estado do Paraná em cumprimento ao disposto no artigo 205 da Constituição Federal de 1.988 e artigo 83 da Lei de Execução Penal – Lei 7.210 de 11 de julho de 1984, considerando como prioritária a percepção que a coordenação pedagógica e os professores possuem em relação a essa política pública desenvolvida pelo Estado; e como os educandos em cumprimento de pena na instituição avaliam a educação da qual fazem parte. Diante da parca produção acadêmica e da peculiaridade do tema relacionado a essa área de estudo, espera-se que esse trabalho possa colaborar com a pesquisa sobre a ressocialização carcerária e a instituição de políticas públicas próprias para a educação no cárcere.

Made available in DSpace on 2016-04-25T20:20:08Z (GMT). No. of bitstreams: 1 Edna Luzia Almeida Sampaio.pdf: 1870136 bytes, checksum: 0ae876247eff92b2260dcd34202a5e6e (MD5) Previous issue date: 2011-03-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present study deals with two basic questions: The State as organizer of the competition for different capitals in a certain society and the organization of the institutional field in the implementation of education politics, having for organizational structure the federalism. For an analysis of these convergent dimensions (State, federalism and institutional field in the scope of the education), it is taken as case study the Politics of Formation of Professors, from the concrete reality of the State of Mato Grosso and the cities of Cuiabá and Cáceres. What it intents is to understand how interlaced the federative arrangement of patrimonial trace and the pertaining to school system, in view of its regulating function in the cultural stock market. As conducting wire of the case study the politics of formation of professors was selected. The federalism while model of administrative political organization of the State, whose principles if base on the United States model, composes the problematization of the reality politics in question. The education politics reflect this model that legitimizes as univocal form to think the State, strengthening the dispersion of the politics and, at the same time, promoting the reinforcement of the local power. The spite of this, the principle of autonomy of the federate beings is submerged by the abyssal inequality that misrepresent the concepts of State and Cities as entities equivalents with severe effect on the capacity of government of each being and on the access the different types of capitals, in special the cultural capital / O presente estudo trata de duas questões fundamentais: O Estado enquanto organizador da concorrência por diferentes capitais em uma dada sociedade e a organização do campo institucional na implementação de políticas de educação, tendo por estrutura organizativa o federalismo. Para uma análise dessas dimensões convergentes (Estado, federalismo e campo institucional no âmbito da educação) é tomado como objeto as Políticas de Educação, com enfoque na Política de Formação de Professores. Parte-se do geral para chegar à realidade concreta do Estado de Mato Grosso e os municípios de Cuiabá e Cáceres e, neste último, a análise de uma unidade escolar. O que se pretende é compreender como se entrelaçam o arranjo federativo de traço patrimonialista e o sistema escolar, tendo em vista sua função reguladora no mercado de capital cultural. Como fio condutor do estudo de caso foi selecionado a política de formação de professores. O federalismo enquanto modelo de organização político- administrativa do Estado, cujos princípios se baseiam no modelo estadunidense, compõe a problematização da realidade política em questão. As políticas de educação refletem esse modelo que se legitima como forma unívoca de pensar o Estado, reforçando a dispersão das políticas e, ao mesmo tempo, promovendo o fortalecimento do poder local. A despeito disso, o princípio de autonomia dos entes federados é soçobrado pela desigualdade abissal que deturpa os conceitos de Estado e Municípios como entidades equivalentes com efeitos severos sobre a capacidade de governo de cada ente e sobre o acesso a diferentes tipos de capitais, em especial o capital cultural

Made available in DSpace on 2016-04-26T14:52:58Z (GMT). No. of bitstreams: 1 Edna Luzia Almeida Sampaio.pdf: 1870136 bytes, checksum: 0ae876247eff92b2260dcd34202a5e6e (MD5) Previous issue date: 2011-03-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present study deals with two basic questions: The State as organizer of the competition for different capitals in a certain society and the organization of the institutional field in the implementation of education politics, having for organizational structure the federalism. For an analysis of these convergent dimensions (State, federalism and institutional field in the scope of the education), it is taken as case study the Politics of Formation of Professors, from the concrete reality of the State of Mato Grosso and the cities of Cuiabá and Cáceres. What it intents is to understand how interlaced the federative arrangement of patrimonial trace and the pertaining to school system, in view of its regulating function in the cultural stock market. As conducting wire of the case study the politics of formation of professors was selected. The federalism while model of administrative political organization of the State, whose principles if base on the United States model, composes the problematization of the reality politics in question. The education politics reflect this model that legitimizes as univocal form to think the State, strengthening the dispersion of the politics and, at the same time, promoting the reinforcement of the local power. The spite of this, the principle of autonomy of the federate beings is submerged by the abyssal inequality that misrepresent the concepts of State and Cities as entities equivalents with severe effect on the capacity of government of each being and on the access the different types of capitals, in special the cultural capital / O presente estudo trata de duas questões fundamentais: O Estado enquanto organizador da concorrência por diferentes capitais em uma dada sociedade e a organização do campo institucional na implementação de políticas de educação, tendo por estrutura organizativa o federalismo. Para uma análise dessas dimensões convergentes (Estado, federalismo e campo institucional no âmbito da educação) é tomado como objeto as Políticas de Educação, com enfoque na Política de Formação de Professores. Parte-se do geral para chegar à realidade concreta do Estado de Mato Grosso e os municípios de Cuiabá e Cáceres e, neste último, a análise de uma unidade escolar. O que se pretende é compreender como se entrelaçam o arranjo federativo de traço patrimonialista e o sistema escolar, tendo em vista sua função reguladora no mercado de capital cultural. Como fio condutor do estudo de caso foi selecionado a política de formação de professores. O federalismo enquanto modelo de organização político- administrativa do Estado, cujos princípios se baseiam no modelo estadunidense, compõe a problematização da realidade política em questão. As políticas de educação refletem esse modelo que se legitima como forma unívoca de pensar o Estado, reforçando a dispersão das políticas e, ao mesmo tempo, promovendo o fortalecimento do poder local. A despeito disso, o princípio de autonomia dos entes federados é soçobrado pela desigualdade abissal que deturpa os conceitos de Estado e Municípios como entidades equivalentes com efeitos severos sobre a capacidade de governo de cada ente e sobre o acesso a diferentes tipos de capitais, em especial o capital cultural

This thesis examines from an historical perspective the series of events between 1995 and 1999 in which the public school teachers’ union, the New South Wales Teachers federation, challenged the NSW and Australian government’s provision of funding to private schools. Such funding is known colloquially as state aid. The state aid struggle is conceived in this thesis as an industrial relations contest that went beyond issues simply of state aid. The state aid struggle was a centrepiece of the Teachers Federation’s broader challenge to government’s intensification of efforts to reduce the federation’s effectiveness in shaping the public school system’s priorities. This thesis contends that the decisive importance of the state aid struggle arose from the fundamental strategy used by governments to lower the cost of schooling over time. To achieve this they undertook the state aid strategy – cost reductions would flow from residualising public schools, de-unionising teachers and deregulating wages and conditions. The state aid strategy was implemented through those areas of policy and funding over which the Federation had negligible control or where the Federation’s membership was disunited. The Federation was undermined by governments using policy initiatives to fragment teacher unity. By the end of 1999, governments’ prosecution of the state aid strategy did not seem to have been diverted from the main thrust of its course by the federation’s struggle. / Doctor of Philosophy (PhD)

The Chinese education issues in Malaysia appear frequently in political discourse, often featuring contentious discussions of language learning and national education policies. Applying an historical approach to contextualize a political discourse, this thesis examines the politics and transformation of Malaysian Chinese education, in microcosm, at the level of a renowned Chinese school, Chung Ling High School in Penang. It explores and maps the question of "Chineseness" through the examination of the history and development of Chung Ling since its establishment in 1917. This thesis also aims to elucidate the complex negotiation between multiple stakeholders of the Chinese community which took place at different historical junctures in a postcolonial and multi-ethnic nation. I discuss memorial activities for two deceased educationists, David Chen and Lim Lian Geok, which have been readapted into contemporary discourse by different factions of educationists to express their dissatisfactions toward state hegemony on education policies. Lastly, I argue that the persistent pursuit of "Chineseness" is counterproductive to the aim of safeguarding interests of Chinese schools within and outside the national education system today.

Orientador: Elisabete Monteiro de Aguiar Pereira / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-06T11:24:40Z (GMT). No. of bitstreams: 1 Marchese_Fabrizio_M.pdf: 971439 bytes, checksum: e1c7ef0cb04aea8c6923f71d3abfb4d1 (MD5) Previous issue date: 2006 / Resumo: trabalho procurou Este desenvolver uma reflexão acerca dos problemas curriculares e extra-curriculares vivenciados atualmente pelos cursos de graduação em Ciências Jurídicas e Sociais no Brasil, bem como, apontar possíveis contribuições a serem proporcionadas por um programa educacional com ênfase na Educação Geral. Para isso, desenvolvemos através de pesquisa documental e de legislação um resgate histórico sobre o curso de Direito desde a antiguidade, culminando com a sua introdução no país e seu desenvolvimento até os dias atuais. Por fim, estudamos o posicionamento da Ordem dos Advogados do Brasil, e a atual legislação educacional vinculada ao tema, concluindo através das contribuições que a Educação Geral poderia proporcionar para a formação do profissional do Direito / Abstract: This study developed a reflection concerning the curricular and extra-curricular problems belong currently in the Legal and Social Sciences graduation courses in Brazil, as well as pointing possible contributions to be proportionate for an educational program with emphasis in the General Education. For this, we develop through documentary and legislation research a historical rescue about law¿s course from the antiquity to achieve with its introduction in the country and its development until the current days. Finally, we study the positioning of the Brazil Lawyer Order and the current educational legislation tied with the theme, concluding through the contributions that the General Education could provide for the formation of the law¿s professional / Mestrado / Politicas de Educação e Sistemas Educativos / Mestre em Educação

Orientador: Jorge Ruben Biton Tapia / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Economia / Made available in DSpace on 2018-08-07T02:44:48Z (GMT). No. of bitstreams: 1 Pereira_MariaEuniceFerreiraDamasceno_D.pdf: 1393656 bytes, checksum: 64c9d87d0deeecd480520b18a2bedef8 (MD5) Previous issue date: 2006 / Resumo: Estudo do Processo de Implementação do Plano Nacional de Formação do Trabalhador ¿PLANFOR. Discute-se o Processo de Formulação e Implementação de Políticas Públicas, identificando-se os principais paradigmas de análise de Políticas Públicas e suas vinculações com as correntes teóricas que lhes dão subsídios, assim, resgata-se parte essencial do debate teórico que fundamenta os Pressupostos teóricos e as Questões Metodológicas de análise de Políticas Públicas. Analisa-se o contexto sócio-político e institucional onde o PLANFOR foi formulado, articulando-o as reformas efetivadas no Brasil nos anos de 1990 a partir do processo de reestruturação capitalista e de mudanças no mundo do trabalho e no papel do Estado que motivaram a emergência de um novo campo de definição e realização de Políticas Públicas e, portanto, um novo arcabouço institucional para a Educação Profissional. Toma-se como referência analítica os Planos de Qualificação Profissional dos Estados do Maranhão e do Rio Grande do Sul enquanto expressão do PLANFOR, privilegiando os seus processos de formulação e implementação. Para tanto, remonta-se o desenho da estratégia de implementação nas diferentes instâncias e momentos da Política com vistas a elucidar as determinações presentes tanto na ação estatal, quanto na atuação dos vários sujeitos envolvidos nessa implementação e como tais condicionantes influenciaram os resultados obtidos. Nesse percurso analítico identificam-se as convergências e divergências encontradas no processo de implementação da Política nos dois Estados no que diz respeito à estrutura de Implementação e a estratégia de descentralização adotada bem como as formas de inserção dos vários sujeitos envolvidos no processo de gestão, nas parcerias e na execução das ações. Mostra-se que a avaliação de Políticas Públicas é uma área de estudo da pesquisa social que busca suas referências em diversos ramos das Ciências Humanas e Sociais, expressando um ¿vasto campo interdisciplinar e metodológico¿. Considera-se que as Políticas Públicas, ao serem implementadas, são redesenhadas ou reconfiguradas, uma vez que esse processo se efetiva num ambiente permeado de incertezas e contingências e envolve diferentes sujeitos sociais e seus interesses configurando; portanto, situações a exigir tomadas de decisão que acabam por imprimir mudanças e adaptações ou mesmo redirecionamento das ações anteriormente planejadas. Compreende-se, portanto, que o processo de implementação das Políticas Públicas é dinâmico e mutável haja vista que é perpassado por diversos interesses, racionalidades, incertezas. Palavras-chave: Educação profissional, Políticas Públicas do Trabalho, Trabalho, Reestruturação capitalista, Reforma do Estado / Abstract: Not informed. / Doutorado / Economia Social e do Trabalho / Doutor em Economia Aplicada

D.Ed. / The hour glass for the existing educational dispensation has run out and planning which has radically changed the face of the South African educational system within a very short period of time, has already been implemented (Mondstuk, 1993: 1). Never before in history have so many changes regarding education, social welfare, economy and politics taken place in a such a short period of time in the Republic of South Africa. The development of a Bill of Human Rights can be seen as the biggest development in the social-political field in the Republic of South Africa. This Bill of Rights can form the basis for a democratic and multi-cultural society where everyone can develop to their full potential. The Bill of Rights will, among other issues, promote the democratic transformation of the community, protect the variety of cultures and languages and maintain the rights of all learners, parents, teachers and principals. Within the framework of the Schools Act everyone who is involved in education will now have the opportunity to play a bigger part in the control, management and development of the school. The principal should thus always take the following entities and /or interest groups into consideration in his decision-making, namely parents; the governing body; learners; teachers; teacher unions or associations; administrative and service personnel; student organizations as well as the Department of Education. To be able to satisfy all these interest groups the principal will have to see to it that he has a workable knowledge of multi-cultural education, democratic and participative management and the Bill of Human Rights. Striving to reach a true democracy has been a vision many have dreamt about. Democracy has become a part of school management. If this change is implemented in schools, the status quo will be upset. Principals will have to take note that non-discrimination and equality are important building blocks of the Bill of Human Rights without which harmonious management will not be possible.