Este trabalho teve como objetivo identificar os significados que os alunos da escola de educação básica atribuem à atuação dos profissionais de saúde tanto dentro da escola, como nos serviços de saúde que eles frequentam. Trata-se de uma pesquisa qualitativa, fundamentada na abordagem histórico-cultural de Vigotski, que considera o desenvolvimento humano e a construção dos significados culturais a partir das relações sociais. A coleta de dados foi realizada em uma escola de educação básica da rede municipal de ensino do interior do estado de São Paulo. Foram realizados grupos focais com alunos matriculados da escola de educação básica. Participaram da pesquisa 13 alunos de duas turmas do 4º ano do ensino fundamental. Os dados foram transcritos analisados e realizada análise temática proposta por Braun e Clarke. Os resultados encontrados neste trabalho levaram aos seguintes temas: Profissionais da saúde e seu trabalho, Relação com profissionais da saúde, Saúde X Doença, Saúde na escola. A análise aponta que alguns profissionais de saúde são mais citados pelos alunos. As influências externas que os alunos sofreram, como suas vivências e lembranças com os profissionais de saúde, era o que mais determinava o seu olhar sobre o trabalho deles. A ideia curativista sobre o trabalho de profissionais de saúde aparece muito forte e a promoção da saúde dentro das escolas ainda é bem inexpressiva, pois poucas ocorrências foram narradas pelos alunos / This work aimed to identify the significances that the primary education school students attribute to the work of health professionals, both inside the school and in the health services they attend. It is a qualitative research, based on the historical-cultural approach of Vygotsky, which considers human development and the construction of cultural meanings from social relations. Data collection was carried out in a primary education school of the municipal education network, of the interior of São Paulo state. Focus groups were held with students enrolled in the primary education school. Thirteen students from two classes of the 4th year of elementary school participated in the study. The data were transcribed, analyzed and done thematic analysis proposed by Braun and Clarke. The results found in this study led to the following themes: Health professionals and their work, Relation with health professionals, Health X Disease, Health in school. The analysis points out that some health professionals are more cited by the students. The external influences that the students suffered, such as their experiences and memories with health professionals, was what most determined their look on his work. The curativist idea about the work of health professionals appears very prominent and the promotion of health within the schools is still quite inexpressive, because few occurrences were narrated by the students

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-08-09T12:34:23Z No. of bitstreams: 1 Edna Christine Silva.pdf: 4393856 bytes, checksum: bb8ab4ec1c06ff120a98414ed34282f9 (MD5) / Made available in DSpace on 2018-08-09T12:34:23Z (GMT). No. of bitstreams: 1 Edna Christine Silva.pdf: 4393856 bytes, checksum: bb8ab4ec1c06ff120a98414ed34282f9 (MD5) Previous issue date: 2018-06-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This doctoral thesis' theme is dance teaching in primary education. Part of a long practical experience developed in the city of Juiz de Fora; and a bibliographical research that relates the area of communication, arts and pedagogy. It aims at analyzing the main issues which guide the pedagogical experiences, as well as their respective curricular guidelines. The main hypothesis is that the conception of body that substantiates the curricular bases has been fueled by traces of a Cartesian view, sparking a series of problems such as separation between theory and practice, reason and emotion, body and mind. Such debates generate a misguided view of dance teaching which, instead of being considered as an integral part of knowledge production, becomes mere entertainment. As theoretical foundation we started from bodymedia theory proposed by Katz and Greiner (2016) that admits the movement as the basis of thought, opening paths to consider dance teaching in primary education completely relevant. Moreover, we emphasize the necessity to construct a communicative ecosystem so that the school perceives the importance of the difference between thinking body and instrument body, from an approach between education and communication, as Martin-Barbero considers (2014). The research methodology was based on the construction of a dance panorama in the primary education showing pedagogical experience that happened in Brazil and some foreign countries. The expected result is the establishment of a discussion network, nationwide, to conduct to practical routes, in the eagerness of politicizing the debates and improve learning procedures from the uniqueness of the contexts where they are formed / O tema desta tese de doutorado é o ensino da dança na educação básica. Parte de uma longa experiência prática desenvolvida na cidade de Juiz de Fora; e de uma pesquisa bibliográfica que relaciona autores da área de Comunicação, das Artes e da Pedagogia. O objetivo é analisar as principais questões que norteiam as experiências pedagógicas, assim como as suas respectivas diretrizes curriculares. A hipótese principal é que a concepção de corpo que fundamenta as bases curriculares tem sido alimentada por vestígios de uma visão cartesiana, deflagrando uma série de problemas como a separação entre teoria e prática, razão e emoção, corpo e mente. Tais debates geram uma visão equivocada do ensino da dança que, ao invés de ser considerado como parte integrante da produção de conhecimento, transforma-se em mero entretenimento. Como fundamentação teórica partimos da teoria corpomídia proposta por Katz e Greiner (2016) que admite o movimento como fundamento do pensamento, abrindo caminhos para considerar o ensino da dança absolutamente relevante na formação escolar primordial. Além disso, enfatizamos a necessidade de construir um ecossistema comunicativo para que a escola perceba a importância da diferença entre corpo pensante e corpo instrumento, a partir de uma aproximação entre educação e comunicação, conforme propõe Martin-Barbero (2014). A metodologia de pesquisa baseou-se na construção de um panorama da dança na educação básica, apontando experiências pedagógicas realizadas no Brasil e em alguns países estrangeiros. O resultado esperado é a criação de uma rede de discussões, em âmbito nacional, para conduzir encaminhamentos de ordem prática, no afã de politizar os debates e aprimorar os procedimentos de aprendizado a partir da singularidade dos contextos onde são constituídos

Pesquisas confirmam que o processo reflexivo vivenciado em grupos de professores resulta na melhoria da prática profissional, fazendo com que os docentes se sintam valorizados e que tenham um espaço para serem ouvidos. A prática do trabalho grupal com professores, com ênfase na abordagem sociodramática, tem sido destacada na literatura como uma estratégia eficaz de intervenção, contribuindo para uma reflexão mais consciente e crítica da formação do docente. O objetivo desta pesquisa é o de investigar, a partir de uma abordagem qualitativa, as condições de possibilidades e os limites para a realização de um grupo ociodramático educacional em uma instituição escolar. Além disso, buscou-se investigar, a partir das entrevistas de avaliação, os possíveis efeitos da participação dos professores do ensino fundamental em um grupo sociodramático educacional sobre as concepções destes. Foi composto um grupo de 10 professores do ensino fundamental de uma escola da rede pública estadual, de uma cidade do interior de São Paulo. A metodologia proposta compreendeu três etapas. Na primeira, investigou-se, com cada professor, através de entrevista de profundidade, a formação, história e prática profissional dos participantes. Essa entrevista foi realizada durante o \"Horário de Trabalho Pedagógico Coletivo\" (HTPC), com duração de aproximadamente uma hora. Na segunda etapa, foi realizado o trabalho com o grupo de professores. Foram desenvolvidas vinte reuniões de uma hora, as quais ocorreram semanalmente, também durante o HTPC. Nessas reuniões, foram trabalhados, por meio de discussões e reflexões, os temas que os participantes abordavam espontaneamente. O referencial teórico adotado para as atividades propostas foi o do Sociodrama Educacional. Na terceira e última etapa, ocorreu uma avaliação, com cada professor, com o objetivo de verificar como foi participar do grupo reflexivo. Nessa etapa, foi realizada uma nova entrevista com cada professor, com duração de uma hora cada. As entrevistas individuais e as reuniões de grupos foram gravadas e transcritas literalmente. Para analisar os resultados das entrevistas, foi realizada a Análise de Conteúdo. As reuniões de grupo foram analisadas não apenas por meio da Análise de Conteúdo, mas também pela Análise do Processo Grupal, segundo o referencial da Socionomia de J.L. Moreno. Os resultados apontaram que o grupo de professores foi um momento de apoio, troca de experiências, desabafo e crescimento pessoal. Além disso, foi um espaço que o grupo teve para expor os descontentamentos, os conflitos, as descrenças, as angústias e as ansiedades perante os problemas e dificuldades vivenciados no cotidiano escolar. Notou-se que os professores tinham muitos problemas de elacionamento e de aceitação. Percebe-se, também, que os aspectos funcionais do estabelecimento de ensino dificultaram o desenvolvimento do trabalho de grupo e a relação interpessoal. Acredita-se na importância de um trabalho de grupo no contexto escolar como componente metodológico de um projeto de formação e aperfeiçoamento de professores. / Research results confirm that groups of teachers experiencing reflective processes have their professional practice improved, they feel valuable and perceive that there is a space where they can be heard. Group work with teachers, with emphasis on the sociodramatic approach, is attracting interest in the literature as an efficient intervention strategy, contributing to a more conscientious and critical reflection on the training of teachers. This study aims to investigate, in a qualitative approach, the conditions, possibilities and limits in the formation of educational sociodramatic groups in institutions of learning. In addition, through evaluating interviews, it was possible to investigate how the participation of primary education teachers in educational sociodramatic groups affected their concepts on the process. A group was formed by 10 fundamental school teachers of a state public school in the interior of the state of São Paulo. The proposed methodology consisted of three procedures. In the first one, each component of the group had his training, history and professional practice profoundly investigated through an individual interview. This was conducted during the period of \"Time for Pedagogic Collective Work\" (TPCW) for proximately one hour. Work with the group of teachers started the second procedure and it consisted of twenty weekly one hour meetings also during TPCW. The subjects spontaneously raised by the participants were worked up by discussion and reflection and the theoretical reference adopted in the proposed activities was the Educational Sociodrama. In the third and last procedure, in one hour interviews each teacher was evaluated as to his/her feelings after participating in a reflective group. Individual interviews and group meetings were recorded and transcribed literally. Content Analysis was used to verify the interview results. Group results were evaluated by Content Analysis and by Group Process Analysis according to the J.L. Moreno Socionomy referential. Results indicated that group work to the teachers was a moment of support, experience exchange, release of inner feelings and personal growth. In addition, it was a space for them to expose discontentment, conflicts, unbelief, anguish and anxiety in face of the problems and difficulties they experience in their daily school routine. It was evident that teachers had several relationship and acceptance problems a situation, which was not helped by the functional aspects of the school. On the contrary, it seemed to hinder group work and interpersonal relationships. It is believed that group work in the school context is important as a methodological component in projects of training and professional improving of teachers.

Vivencia-se, no Brasil, o desafio do desenvolvimento de ações multidisciplinares e intersetoriais de Promoção da Saúde no contexto escolar. Diante deste panorama, a necessidade não apenas da abordagem temática da saúde, como também a preparação dos profissionais para desenvolver este trabalho, devem ser discutidas. As atuais diretrizes nacionais do curso de Licenciatura em Enfermagem indicam que se espera, entre outros, o perfil de enfermeiros capacitados para atuar na Educação Básica. Considerando-se que existem políticas públicas que vêm promovendo e incentivando a Promoção da Saúde na Educação Básica, é importante estudar a formação e atuação do futuro enfermeiro em tal contexto. Diante disso, este trabalho teve como objetivo principal analisar a inserção de estagiários do Curso de Licenciatura em Enfermagem na Educação Básica em atividades de Promoção da Saúde. Trata-se de uma pesquisa qualitativa, e a participação foi espontânea, após conhecimento da proposta do estudo e consentimento por meio de assinatura do TCLE. A coleta de dados se deu por meio de dois encontros de Grupos Focais realizados com estagiários licenciandos em enfermagem e observações das atividades realizadas por eles, nas escolas. A análise de conteúdo temática foi selecionada para análise dos resultados obtidos, que constituiu-se em cinco categorias: Concepções sobre a Promoção da Saúde na Educação Básica; Imersão dos estagiários no contexto escolar; Diferentes olhares sobre o papel do enfermeiro na escola; O trabalho de Promoção da Saúde na escola pelos estagiários; Olhando para sua própria formação para atuação na Educação Básica: Curso de Licenciatura em Enfermagem. Os resultados encontrados neste trabalho apontam conhecimentos e concepções teóricas desses enfermeiros em formação sobre as atividades de Promoção da Saúde no contexto escolar, bem como aspectos de sua atuação neste âmbito. Além disso, ressalta-se a importância do estágio, ou seja, da inserção dos mesmos, na realidade da Educação Básica, para melhor preparo em sua atuação profissional futura. Assim, destaca-se a necessidade de políticas públicas que busquem aproximar os profissionais de saúde das escolas de Educação Básica. Também é preciso um estudo maior dessa capacitação proposta pelas diretrizes, das possibilidades e dos campos de atuação desses profissionais na Educação Básica, para que tal diretriz se fortaleça e consolide, na formação dos enfermeiros licenciados / Experiences in Brazil will be the challenge of developing multidisciplinary and intersectoral actions for health promotion in the school context. Against this background, the need not only the thematic approach of health, as well as the preparation of professionals to develop this work should be questioned and examined. The current national guidelines Degree in Nursing indicate what is expected, among others, the profile of nurses trained to work in basic education. Considering that there are policies that are promoting and encouraging health promotion in primary education, it is important to study the formation and performance of future nurse in such a context. Given this work, we aimed to analyze the insertion of trainees Degree in Nursing in primary education in health promotion activities. This is a qualitative research, and participation was spontaneous, after knowledge of the purpose of the study and consent by signing the consent form. The data collection occurred through in two focus groups conducted meetings with nurses in training and observations of the activities performed by them in schools. A thematic content analysis was selected for analysis of results, consisting in five categories: Concepts of health promotion in primary education; Immersion trainees in the school context; Different perspectives on the role of nurses in schools; the work health promotion at the school by the trainees; looking for your own training to operate in primary education: Degree in Nursing. The results of this study show the ability to act in these training nurses in health promotion activities in schools, with knowledge and theoretical concepts related to the main concepts involved in these issues. In addition, there is also the importance of the stage, the insertion of the same, in the reality of primary education to better prepare for future professional activities. Thus, there is the need for public policies that seek to bring together health professionals from schools of primary education. They also need a larger study of this training, the possibilities and fields of expertise of these professionals in primary education, for such guideline is to consolidate and strengthen the education of licensed nurses

Comparative analysis of pre-primary education in the selected EU countries Magda Navrátilová The aim of this thesis is to identify differences between the legal rules governing pre-primary education (ISCED classification - 0) in selected European countries - England, France and Austria with legal rules governing pre-primary education in the Czech Republic. Furthermore, the aim of this thesis is to propose amendments to law based on the comparison. The thesis is composed of four parts. First part is introductory. Basics are explained there as well as used methodology. Second part is devoted to pre-primary education in selected European countries. Third part focuses on comparison of Czech legal rules to foreign legal rules. Conclusions are to be drawn in fourth part. KEYWORDS pre-primary education, law, notice, kindergarten

This diploma thesis is focused on primary education in India with own empirical case study of the village of Mulbeck in the region of Ladakh in the state of Jammu and Kashmir. Author explored the role of education in the lives of local residents and the function of the Spring Dales Public School in the specific context of the local cultural and natural environment. Own field research was realized through the author's stay in the village as a volunteer placement organized by an NGO Brontosauři in the Himalayas that supports the Spring Dale Public School. The collection of data took place during July 2017. The author conducted 31 semi-structured interviews with various local agents who are directly or indirectly involved in the school functioning. The interviews were analyzed using qualitative research methods. The findings from interviews suggested that both the access and perceived importance of education has change significantly, while it is not only considered as a major factor of a quality employment but of the general development of Mulbeck. This is related to structural changes in employment with more people looking for a work in the tertiary sector. Modernization and structural change, nevertheless, do not seem to weaken perceived importance of traditions and local culture but, on the...

This thesis describes a practitioner led exploration carried out in two phases: Phase 1. A scoping (Delphi) study that explored the school-based provision in place to meet the needs of pupils experiencing special educational needs, the outcome of which guided the choice of focus of the second phase. The scoping (Delphi) study findings highlighted the importance of continuing professional development (CPD) suggesting that it will have an increasingly significant role to play in preparing schools for a future in which they will become increasingly responsible for identifying, assessing, meeting, monitoring and reviewing the needs of their pupils. Phase 2. An exploration (using a SENCo questionnaire and a senior management semi-structured interview schedule) of the CPD arrangements in place in primary schools in one local authority cluster. The thesis describes, in as much detail as the available resources and goodwill allowed, the CPD practices that existed within one local authority cluster and compares these with best CPD practices as described in the literature In addition to presenting a summary of best CPD practices, conclusions are drawn, and recommendations made, regarding: actions that schools in the sample cluster might wish to take to improve the efficacy of their CPD practices, actions that I can take to improve the efficacy of my own CPD practices, and actions that I can take to inform the CPD practices of those organisations, agencies and professionals with or for whom I work.

Pupils who present with Behavioural, Emotional and Social Difficulties (BESD) at school have been the focus of extensive study, research and reports for many years in England. These have focused on exploring the nature of BESD, contributing factors relating to school and the schools that have shown evidence of good practice when working with these pupils. This work has reflected the situation in the English education system. In Cyprus, however, answers to questions about how best to educate pupils who may demonstrate BESD remain elusive. In 2003, the Cypriot government approved a policy prioritising the education of pupils from disadvantaged backgrounds. The policy instituted ‘Zones of Educational Priority programme’ as it is an area-based initiative. The schools joining this programme and working under the policy have been selected based on the areas in which they are located and the local populations’ socio-economic and educational status. Additionally, many of the pupils registered in these schools present with BESD. Despite this fact, up to the time the research described in this thesis was conducted; the issue of good practice when working with these pupils seems to have been neglected by Cypriot researchers and educational authorities. The study reported here was begun in 2008 and continued in 2009. It involved two primary schools operating under the Zones of Educational Priority policy in Cyprus and is a case study of what ‘good practice’ is perceived to be in relation to pupils with BESD. For the purposes of this research, 22 semi-structured interviews were carried out, as well as 29 lesson observations and informal conversations. The collected data was subjected to content analysis and the findings are reported and discussed in a way that allow the readers to draw their own conclusions concerning how the study has reinforced what is already known in the area of study as well as how it has contributed to building new knowledge.

Growing numbers of children are being diagnosed with autism in the UK and, against a backdrop of increased legislative and administrative provisions for educational inclusion, more autistic children are being educated in mainstream primary school settings. However, while there is evidence of the continued exclusion of autistic children, their performance in school tests seems poor, and their longer-term outcomes impoverished. Meanwhile, debates continue about the nature of autism itself. My project, informed by the social model of disability, theories of language and interpretation, inclusion, difference and aspects of feminism, aims to uncover the reasons behind the difficulties autistic children are experiencing in schools, by considering if, and how they are accessing the curriculum and tests. Employing a predominantly interpretative paradigm and a case study design, and based in five mainstream primary schools in England, the views of school staff, autistic children and their parents, as well as a sample of autistic adults, are incorporated. My findings show that by setting aside the association of autism with impairments, listening to autistic children, engaging with them meaningfully and enabling their own learning styles and particular dispositions to be manifest, educational inclusion, and positive outcomes for all, are much more likely to occur.

The life histories of Muslim teachers in Birmingham schools have been collected in this research. This interpretive research involved a systematic gathering and analysis of data using semi-structured in-depth interviews. Thirteen primary school teachers voluntarily participated for this to happen. This thesis is about Muslim teachers. It focuses on those Muslims who have, in principle, succeeded in education, and are deemed to be opinion-makers, models and leaders. It explores their conceptions, the meanings and significance which they attach to their decisions, their experiences, and events in their professional and personal lives. It concentrates on their views about the recruitment of teachers from underrepresented communities, and highlights the role of spirituality in their life. It reveals their understanding of what it means to be a Muslim teacher in contemporary Britain, and describes their aspirations and sentiments about the future. Much of the research on teachers’ lives, careers and work has been viewed predominantly from the perspective of class, gender and race. This research concludes that the experiences of teachers are not entirely affected by these configurations. Through the exploration of the life histories of Muslim teachers this thesis suggests that the significance of faith in the lives of teachers should be added to this genre.