The thesis aims at establishing what teachers of programme specific subjects state is the foundation for their assessment at the Hotel and Restaurant Programme (HR-programme). The theoretical framework of the thesis is based on social constructionism. The respondents were practising teachers of programme specific subjects at HR-programme. The empirical data based on interviews and video interviews was analyzed with: types of knowledge, key qualifications, specific vocational knowledge and skill and levels of expertise. Seven key qualifications have been discerned: independence, planning skills, problem solving skills, co-operation, customer contact, communication and power of initiative. These can be divided in three dimensions: personal, cognitive, and social/interactive. For the student, the most important to focus on for getting a higher grade is independence. Five categories of programme specific subjects have been identified: understanding the vocational area, skills in working techniques and methods, hygiene and handling work tools, as well the ability to see the whole and to act simultaneously. Differences in qualifications between levels of expertise can be identified in skills, speed and comprehensive thinking which appear to be valued more by the respondents. Key qualifications include all types of knowledge, theoretical knowledge, practical mastery and appropriate action but also a keen mind for reflection over ones actions. Appropriate action in general is assessed on the level of overall focus, the highest level of expertise, and theoretical knowledge the lowest level of expertise. There’s concordance between respondents on assessment of knowledge and skills. Students have to have a great part of specific vocational knowledge and skills to achieve the degree of Pass. The respondents’ descriptions and appraisements of what is assessed reflect their vocational culture where experience has a master role which could be the main reason why an inexperienced student cannot achieve higher grade levels.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2017-06-07T12:02:14Z No. of bitstreams: 1 Adriano Perin_.pdf: 3224127 bytes, checksum: b72439ae1e819fdfb1006a14c16d100a (MD5) / Made available in DSpace on 2017-06-07T12:02:14Z (GMT). No. of bitstreams: 1 Adriano Perin_.pdf: 3224127 bytes, checksum: b72439ae1e819fdfb1006a14c16d100a (MD5) Previous issue date: 2017-02-28 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho apresenta uma reconstrução e uma defesa do pensamento crítico-transcendental kantiano no que concerne ao problema do sistema da razão. Sustenta-se a tese de que a consideração kantiana do problema do sistema se fundamenta na autossuficiência dos domínios teórico e prático da razão. Garante-se, para tal, que essa consideração parte da certeza da necessidade de um método próprio para a filosofia em relação à matemática e culmina na justificação crítica do mesmo método enquanto sintético a priori. Assegura-se, outrossim, que a posição kantiana mantém a sua singularidade ao conceber as determinações teórica e prática da razão ambas como ativas e determinantes em seus domínios próprios de atuação. A estrutura da tese é amparada por quatro momentos na argumentação do trabalho. Inicialmente, pondera-se a (in)dependência de justificação da filosofia em relação à matemática no pensamento de Leibniz, Wolff e na posição de Kant da década de 1750. Num segundo momento, considera-se a defesa kantiana, na década de 1760, do método da filosofia enquanto analítico, e a retomada dessa posição, na década de 1770. Num terceiro momento, apresenta-se a justificação crítica do método da filosofia enquanto sintético a priori no empreendimento da dedução das categorias. Num quarto e último momento, por fim, atende-se especificamente à consideração do problema do sistema nas décadas de 1780 e 1790. Apresenta-se, como resultado desses quatro momentos da investigação, a conclusão de que a abordagem do problema do sistema deixa-se ler, na própria formulação kantiana, como um “sistema da Crítica”. Fórmula essa que representa uma filosofia que, desde que estruturada enquanto Weltbegriff, nutre-se da positividade das determinações teórica e prática da razão e, para tal, é justamente resultante da observância de um plano concebido segundo o seu Schulbegriff. / This PhD research presents a reconstruction and a defense of Kant’s critical-transcendental philosophy concerning the problem of the system of reason. The thesis presented here sustains that Kant’s approach to the problem is grounded on the self-sufficiency of the theoretical and practical domains of reason. For this purpose, it is argued that Kant’s approach departs from the guarantee of the necessity of a specific method for philosophy in relation to mathematics and ends up with the critical justification of this method as synthetic a priori. It is also argued that the Kantian position maintains its singularity while conceiving the theoretical and practical determinations of reason as both active and determinative in their own domains. The structure of the thesis is grounded upon four steps of argumentation. Initially, the (in)dependent justification of philosophy in relation to mathematics in Leibniz, Wolff and the Kantian position in the 1750s is taken into account. Secondly, Kant’s account of the method of philosophy as analytic in the 1760s and its reconsideration in the 1770s is pointed out. After that, the critical justification of the method of philosophy as synthetic a priori in the enterprise of the deduction of the categories is set forth. Finally, a consideration of the problem of the system of philosophy in the 1780s and 1790s is carried out. As a result of these four moments of investigation, the conclusion reached is that Kant’s approach to the problem of the system of reason is better read, in his own words, as a “system of the Critic”. This being the formula of a philosophy that, as Weltbegriff, is nourished by both theoretical and practical determinations of reason, and, as such, counts on the consideration of a plan which is precisely conceived according to its Schulbegriff