The topic of the thesis is ?Integration of foreign children into the Czech educational system?. The theoretic part is focused mainly on clarification of the terms integration and foreigner. Then it is focused on describing the educational system of the countries the respondents come from ? i.e. the Czech Republic, Ukraine, Vietnam and Russia. The objective of the thesis is to find out how were the foreign children prepared for the education and how successfully they were integrated and accepted into the school group. For the realization of the objective I chose the qualitative research technique, interview and observation. The respondents were five children from elementary schools in the South Bohemian Region. Collecting of the data took place between December 2011 and March 2012. Getting the respondents was very difficult because most of the families don't consider themselves as foreigners but Czechs. Another reason was the fear of going public. The respondents were children who came to the Czech Republic from Ukraine, Vietnam and Russia. The observation of the children from Russia wasn't done because their teachers refused it (they didn't give the reason why). The chapter called ?Výsledky? (Results) contains case studies which present the information from the interviews and observation. They contain the results of the matter of integration of these children to the group of the Czech children, their acceptance and activities. The thesis can be used for a further quantitative research. It can also help to the public in getting the information about this topic and preventing potential problems.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente trabalho buscou entender o funcionamento do Sistema Nacional de Avaliação da Educação Básica e os vínculos com uma proposta de currículo nacional, no caso expresso pela construção de Matrizes Curriculares de Referência. Além da análise dos documentos que subsidiam a política de avaliação, captaram-se, nos depoimentos dos profissionais que vivenciaram o SAEB em diferentes funções, a forma como a Secretaria Municipal de Educação do Rio de Janeiro e as escolas da rede relacionam-se com as propostas centrais. Procurou-se, assim, verificar as inter-relações entre os contextos de influência, produção de texto de política e prática, como proposto por Ball. Nesse processo, percebeu-se as influências e os efeitos da política educacional na reconfiguração do campo da prática. / The present study has sought to understand the functioning of the National System of Evaluation of Primary Education (SAEB), and its links to a National Curriculum proposal, as expressed within the process of construction of the Reference Curricular Guidelines. Apart from analysing the documents that give support to the evaluation policies, the study has focused on the discourses of professionals that participated in several functions in the SAEB, pinpointing ways by which the Municipal Secretary of Education of Rio de Janeiro and the schools within its net relate with central government proposals. The study therefore highlights the relationships among contexts of influence that work in the text production of policies and those responsible for their implementation, as suggested by Ball. The data evidence influences and effects of educational policies in the reshaping of educational practices.

The development and maintenance of healthy physical activity behaviours from an early age is a priority for public health in the UK. Schools provide a number of different opportunities (time inside and outside of the curriculum) and resources in the form of space, equipment and staff for children to learn and develop healthy behaviours, at a time when they are most receptive to behaviour change. The overall aim of the thesis was to identify the different opportunities within the school context whereby children could be physically active and use theoretically driven, whole school interventions to optimise and subsequently increase healthful physical activity. Study 1 demonstrated that primary schools wishing to use pedometers within their curricula can be confident that the EZ-V model is sufficiently accurate to measure physical activity in the form of steps taken (r=0.897). Using the EZ-V pedometer, Study 2 demonstrated that feedback from pedometers along with information on how children can be physically active during the school day, can significantly increase children's mean daily steps-min"' compared to feedback alone or control groups over the course of a school week. Furthermore, boys were significantly more active than girls across each treatment group. Study 3 explored the affect of the primary school travel plan (TP) on the moderate to vigorous physical activity (MVPA) of 7-11 year olds during the winter and summer season. In order to examine the impact of the TP, schools were separated into schools deemed to have an Established TP (implemented for at least 2 years) or `New' schools (i. e., had just drafted their TP and were in the first year of its implementation). Children in the New TP schools accumulated 7.24 (winter) and 24.11 (summer) more minutes of MVPA (5.2% and 15.66% respectively) throughout the day compared with those in the Established TP school children (F(1,35=) 0.955, p=0.207, d=0.33). Overall, children were more active during the summer by 7.81 minutes (F(I, 35) = 0.089, p=0.768, d=0.1). The final study examined the affect of a 12 week, multi-component, whole school intervention which aimed to increase children's school day MVPA. Following baseline physical activity measures via accelerometry, intervention components consisting of a Health Week, Playtime Pals and a Pedometer Challenge were delivered sequentially over the first 6 weeks. Subsequent accelerometer data were collected after each intervention was delivered at 2,4,6 and 12 weeks. Results showed that from baseline to follow-up, children increased their MVPA by 6.57 minutes during the school day, which according to the Q statistic was likely to be beneficial. Results from the Pedometer Challenge found that boy s' mean pedometer steps"day-' were significantly higher than girls' (F(I, 95)= 9.987, p=0.002, d=0.65) and overall, mean pedometer steps-day"' significantly increased from week one to week five (F(,, 93)= 5.845, p=0.018, d=0.24). When the lowest and highest active 50% groups were compared, children in the lowest active 50% group significantly increased their steps from week one to week five (F(l, 47)= 20.847, p=0.000, d=0.93), while the highest active 50% did not (F(1,47)= 0.000, p=0.990, d=0). Furthermore, boys in the highest active 50% group were found to accumulate significantly more steps than the girls, in the highest active 50% group (F(I, 46)= 14.701, p=0.000, d=0.81), while there was no significant difference between the boys' and girls' pedometer steps in the lowest 50% group (F(l, 46)= 0.456, p=0.503, d=0.14). The overall findings of the thesis suggest that schools can successfully optimise the different opportunities during the school day in order to increase children's physical activity, but that larger, controlled and longitudinally designed studies are needed to confirm cause and effect. Most importantly, these changes may have most impact in the least active boys and girls. Interventions such as this should therefore be targeted at the least active children to ensure that they benefit as much as possible from the opportunity to increase their daily physical activity.

Throughout the English-speaking world, minority language children (LMC) or children who speak English as an additional language (EAL) are being educated in mainstream classrooms where they have little or no opportunity to use their mother tongue. This study investigates how educators at primary schools in Merseyside, where English is usually the only language in the classroom, respond to the educational and academic needs (linguistic, cognitive) of LMC/EAL children. It addresses socio-linguistic issues, teaching strategies and instructional approaches related to linguistic development and academic achievement of LMCIEAL pupils. It outlines the background to policy and practice in relation to LMCIEAL pupils in Britain. School districts across the United Kingdom are serving increasing number of children from varied cultural and social-linguistic backgrounds in mainstream classrooms. While the population of LMC/EAL will continue to increase, the majority of teachers and those in teacher programs are mainly from a white British background with limited awareness, knowledge and understanding of linguistic needs of LMC/EAL children in mainstream classrooms. Thus, a major challenge for educators is to develop and provide resources that enable teaching such diverse populations to become more effective. The research investigates in particular, how well local authorities and schools can raise standards for all learners in mainstream primary classrooms and examines the ways in which mainstream educational policy and practice has attempted to adapt in recognising that linguistic diversity is the norm rather than the exception in modem British society. The research focuses on what instructional strategies that schools employ in order to provide the best support for language minority children in the classroom in term of the individually focused approaches to learning, closer link between school and home and resources available for schools serving LMC/EAL pupils. The focus of this research is on the experience of staff from 20 primary schools within two local authorities in Merseyside. Questionnaires, semi-structured interviews with the primary schools staff and local authority advisers and government/school policy documents were used as data sources. The results of the study showed that the institution and community (use of first language) play a role in academic achievement of LMC/EAL pupils. The study revealed that teachers within mainstream classrooms recognise the importance of bilingualism, but due to the lack of resources and support, they found it hard to put it into practice. The results indicated that most participants were from a dominant language (English) background, which lack the awareness and experience needed to be effective in multi cultural classrooms. Suggestions are made for improved content delivery and further research including bilingualism as a teaching approach should become a legitimate topic for discussion and further research.

Made available in DSpace on 2014-06-11T19:24:19Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-08-30Bitstream added on 2014-06-13T20:51:56Z : No. of bitstreams: 1 santana_am_me_arafcl.pdf: 3263131 bytes, checksum: 09dc6d64c4f404ebd73fa2ac4c3647bb (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Partindo da análise de três jornais da cidade de Ribeirão Preto, esta pesquisa buscou reconstituir parcialmente, na ótica da imprensa escrita, o debate educacional no interior paulista, em meados do século XX. A investigação teve como objetivos: examinar como a educação primária e a secundária foram retratadas na imprensa local; verificar como jornais de diferentes matrizes político-ideológicas debateram e elaboraram propostas para a educação; analisar o processo de urbanização e modernização da cidade de Ribeirão Preto, na ótica da imprensa local e contribuir para a ampliação do conhecimento sobre a história da educação paulista. A abordagem teórica privilegiou a história cultural. Dentro desta vertente, a pesquisa foi norteada pelos conceitos de classe, cultura e experiência, desenvolvidos pelo historiador Edward Palmer Thompson. As décadas de 40 e 50 do século XX representam, para a História do Brasil Republicano, a transição do rural para o urbano, da oligarquia para a democracia, do agrário para o industrial. Nesse processo, a educação teve um papel decisivo e estratégico. A análise dos jornais possibilitou acompanhar o crescimento da cidade de Ribeirão Preto, os problemas decorrentes do aumento populacional e como as várias camadas sociais, segundo os periódicos, se apropriaram do espaço urbano. Em relação ao ensino primário, a pesquisa evidenciou as políticas públicas, que buscaram atender as reivindicações das camadas populares e os problemas decorrentes da democratização do ensino básico, temáticas que circularam nos jornais e que demarcaram a escola pública como espaço ideal para a educação popular. Com relação ao ensino secundário, os periódicos, enalteceram as escolas e colégios, identificados como instituições tradicionais, responsáveis pela formação da elite intelectual de Ribeirão Preto... / Based on the analysis of three newspapers in the city of Ribeirao Preto, this study intend to reconstruct in part, from the point of view of the press, the educational debate in the interior of the state of Sao Paulo in the mid-twentieth century. The research aimed to examine how the primary and secondary education was portrayed in the local press, to verify how newspapers of different political and ideological matrices discussed and developed proposals for education, to analyze the process of urbanization and modernization of the city of Ribeirao Preto, in the perspective of the local media and, finally, to contribute to the expansion of knowledge about the history of education in the state of São Paulo. The theoretical approach focused on cultural history. Within this area, the research was guided by concepts of class, culture and experience, developed by the historian Edward Palmer Thompson. The decades of 1940 and 1950 of the twentieth century represent, for the History of Republican Brazil, the transition from a rural to a urban society, from oligarchy to democracy, from a agrarian economy to a industrial model. In this process education played a decisive and strategic role. The analysis of newspapers allowed following the growth of the city of Ribeirao Preto, including the problems arising from population growth and how the various social strata, according to the journals, appropriated the urban space. In relation to primary education, the research showed public policies that intended to meet the demands of the poor and the problems arising from the democratization of education, these topics circulated in newspapers and they have spotted the public school as an ideal space for popular education. Regarding secondary education, journals, praised the schools, identified as traditional institutions, responsible for the formation of the intellectual elite of Ribeirao Preto... (Complete abstract click electronic access below)

Made available in DSpace on 2016-06-02T19:39:07Z (GMT). No. of bitstreams: 1 2759.pdf: 4977359 bytes, checksum: fc5144ab8d9aa3b799926bfdae08074b (MD5) Previous issue date: 2009-12-22 / Financiadora de Estudos e Projetos / Promoting Primary Education which provides children with thorough development requires the approach of knowledge, attitude and values in training professional educators who act at this level of teaching. Taking into consideration the premise that all the learning which takes place during childhood stays with us throughout life, it is important to observe the assistance that young learners have been receiving during such a period in Primary Education institutions in order to better understand the childish actions which take place in these places and how the children s development have been approached. The present work is the product of a field research carried out at a Primary Education institution in the city of Araraquara in São Paulo, which was accomplished so as to check if and how the mediation work of the teachers during the games take place as well as their contribution to the children s development. Therefore, the attempt was to identify how the professionals involved in this context conceive the play a game idea and their approach towards the kids when they are engaged in such an activity. The methodological procedures adopted in this work consisted of observations and interviews. The observations were carried out both when the children were in the classroom with the teacher and when they were doing free activities in the playground. Some interventions took place during the observations when the children were playing. Afterwards, interviews with the preschool children (3 to 6 years old) were carried out, who were asked about their idea of playing, the games they play and the places where these games take place. Furthermore, we also carried out interviews with the teachers and the educational agents, who are the people who attend the children throughout the period in which they stay at the institution. The methodological and theoretical reference on which this work was based was the Historical and Cultural theory by Vigotsky, which supported the data collection and analysis. The most significant results which were obtained show that the teachers assume a passive posture towards the possible mediation opportunities, thus restricting their acting to the explanation of a certain rule to the game or pulling the kids apart in case of conflicts. Considering the actions performed by the researcher during the games, it was possible to check that the main mediation opportunities should be based on constant observation, which is an important instrument to achieve mediations which are appropriate to the learning needs of the children. The importance of a deeper theoretical training for the teachers should also be highlighted, one which not only contributes to the games at the school day-to-day , but also so that these moments are legitimated through intentional mediations in order to promote an effective and thorough development of the children. / A promoção de uma Educação Infantil que contemple o pleno desenvolvimento da criança requer a abordagem de conhecimentos, atitudes e valores na formação de profissionais que atuam neste nível de ensino. Diante da premissa de que as aprendizagens ocorridas durante a infância nos marcam ao longo da vida, torna-se relevante pensar no atendimento que as crianças vêm recebendo ao longo deste período nas instituições de Educação Infantil, visando compreender melhor as ações infantis nelas realizadas e como tem sido contemplado o desenvolvimento dessas crianças nestes espaços. O presente trabalho é produto de uma pesquisa de campo desenvolvida em uma instituição de Educação Infantil do município de Araraquara SP, a qual teve como objetivo verificar se e como ocorre o processo de mediação das professoras durante a realização das brincadeiras e suas contribuições para o desenvolvimento infantil. Assim, buscamos identificar como as profissionais envolvidas neste contexto concebem o brincar e suas principais atuações nos momentos em que as crianças realizam esta atividade. Os procedimentos metodológicos adotados neste trabalho consistiram em observações e entrevistas. As observações foram feitas tanto nos momentos em que as crianças estavam na sala de aula com a professora, quanto nos momentos livres, em atividade no parque. Junto às observações foram realizadas algumas intervenções nos momentos em que as crianças brincavam. Ao término deste processo, foram realizadas as entrevistas com as crianças da pré-escola (03 a 06 anos), as quais responderam à respeito da visão que têm do brincar, quais as principais brincadeiras que realizam e em quais espaços essas brincadeiras são praticadas. Além disso, contemplamos também entrevistas com as professoras e as agentes educacionais, profissionais que permanecem com a criança durante o tempo em que ela está na instituição. O referencial teórico e metodológico que norteou este trabalho pautou-se na teoria Histórico-Cultural de Vigotsky, subsidiando a coleta e análise dos dados. Como principais resultados, obtivemos que as professoras apresentam uma postura passiva frente aos possíveis momentos de mediação, restringindo sua atuação à explicação de alguma regra da brincadeira ou separação de conflitos entre as crianças. Diante das ações realizadas pela pesquisadora durante as brincadeiras, foi possível verificar que as principais oportunidades de mediação devem estar baseadas na constante observação, sendo este um instrumento importante para a realização de mediações adequadas às necessidades de aprendizagens das crianças. Destacamos, ainda, a importância de uma formação teórica mais aprofundada por parte das professoras, a qual contribua não só para que promovam o brincar no cotidiano escolar, mas para que legitimem estes momentos por meio de mediações intencionais de modo a contemplar um desenvolvimento efetivo e pleno da criança.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-01-27T12:22:59Z No. of bitstreams: 1 arquivototal.pdf: 6161403 bytes, checksum: 29fa33732cc78df361143859526b91f6 (MD5) / Made available in DSpace on 2016-01-27T12:22:59Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 6161403 bytes, checksum: 29fa33732cc78df361143859526b91f6 (MD5) Previous issue date: 2015-02-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This thesis aims to discuss the invention of a healthy model of school education in primary education in Parahyba do Norte, during the period between 1849, moment of the publication of the first General Regulation of Primary Education, and 1886, launch period of the last Regulation dedicated to the instruction in the monarchical regime. During the research, I had contact with a range of documents, such as: newspapers, reports, laws, decrees, almanacs, magazines, school textbook and manuscripts. In this way, the thesis´ argument was built considering that, from the second half of the nineteenth century, the consolidation phase of the new nation, the establishment of the Brazilian/Parahyba school was in progress, and the precepts of the medical order were present in the process of schooling. Although Parahyba do Norte were dialoguing about what was being produced in the Court, the province had its own specificities as it was the case of the 1849 Regulation, rich in precepts derived from the medical order and that was pioneer in this type of regulation concerning that province, and at the same time, serving to guide other legislations in the period studied here. The local political elites showed them up in full action in this modeling and disciplining and regulatory strategies, embedded in a civilizing discourse, dictated standards for the urban space and, especially for school education. Thus, the cited Regulation, as the others that were being published during the period of this study, indicated the autonomy of the provincial political elite in relation to the central power, which noticed in the medical-hygienic speech, a possible way to join the "civilized" world. It was, therefore, in this way that the invention of a healthy model of school education has taken place. The work was regarded as a problem from the biopolitics category, discussed by Foucault as an institutional procedure of collective administration. With the population growth and the development of the cities, life in society brought transformations that called for interventions in order to manage the population. Consequently, the medicine, posing itself as one of the responsible for the building of the national state, made use of mechanisms of individualizing and generalizing intervention, radiating the norm within the miscellaneous spheres that formed the society. Thus, the medical precepts began to infuse standards ranging from the simple act of washing hands to orthopedic care of those who attended school. Diagnosing contagious diseases, guiding the materiality of the school building, indicating the care related to the body and clothes, prescribing gymnastics, showing the importance of vaccination and purging what was considered pernicious, that is, producing knowledge and power, the medical order was consolidating a healthy model for school education, which was trodden hand in hand with the provincial political elite, with the purpose of instructing, ordering and civilizing the population. / A presente tese tem por objetivo discutir a invenção de um modelo hígido de educação escolar na instrução primária na Parahyba do Norte, no recorte compreendido entre 1849, momento de publicação do primeiro Regulamento Geral da Instrução Primária, e 1886, período de lançamento do último Regulamento destinado à instrução no regime monárquico. No transcorrer da pesquisa, dialoguei com uma documentação variada, como: jornais, relatórios, leis, decretos, almanaques, revistas, compêndio escolar e manuscritos. Nesse percurso, o argumento de tese foi construído considerando que, a partir da segunda metade do século XIX, momento de consolidação da nova nação, estava em curso a constituição da escola brasileira/parahybana, e os preceitos da ordem médica estiveram presentes no processo de escolarização. Embora dialogando com o que estava sendo produzido na Corte, a Parahyba do Norte teve as suas especificidades como foi o caso do Regulamento de 1849, rico em preceitos oriundos da ordem médica e que foi pioneiro nesse tipo de normatização na mencionada Província, servindo ao mesmo tempo para orientar outras legislações no período aqui estudado. As elites políticas locais apresentaram-se em plena atuação nessa modelagem e estratégias de disciplinarização e regulamentação, embebidas de um discurso civilizador, ditaram normas para o espaço urbano e, especialmente, para a educação escolar. Assim, o referido Regulamento, como os demais que foram sendo elaborados ao longo do período deste estudo indicaram autonomia da elite política provincial em relação ao poder central, que viu no discurso médico-higiênico, uma possível via para ingressar no mundo “civilizado”. Foi, portanto, nesse movimento que se processou a invenção de um modelo hígido de educação escolar. O trabalho foi problematizado a partir da categoria biopolítica, discutida por Foucault como um procedimento institucional de administração da coletividade. Com o aumento populacional e o crescimento das cidades, a vida em sociedade trouxe transformações que pediam intervenções para gerenciar a população. Logo, a medicina, se colocando como uma das responsáveis pela edificação do Estado nacional, utilizou-se de mecanismos de intervenção individualizante e generalizante, irradiando a norma no interior das diversas esferas que constituíram a sociedade. Assim, preceitos de natureza médica passaram a infundir normas que iam do simples ato de lavar as mãos aos cuidados ortopédicos daqueles que frequentavam a escola. Diagnosticando doenças contagiosas, orientando a materialidade do prédio da escola, indicando os cuidados com o corpo e as roupas, prescrevendo a ginástica, divulgando a importância da vacinação e purgando o que era considerado pernicioso, isto é, produzindo saberes e poderes, a ordem médica foi consolidando um modelo hígido para a educação escolar, percurso que foi trilhado de mãos dadas com a elite política provincial, com o objetivo de instruir, ordenar e civilizar a população.

Submitted by Cristhiane Guerra (cristhiane.guerra@gmail.com) on 2016-08-02T10:43:44Z No. of bitstreams: 1 arquivototal.pdf: 3449257 bytes, checksum: 28f2ac9dcb23ab4e07283512405d6b48 (MD5) / Made available in DSpace on 2016-08-02T10:43:44Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 3449257 bytes, checksum: 28f2ac9dcb23ab4e07283512405d6b48 (MD5) Previous issue date: 2016-02-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This thesis aims to present issues related to the history of school education and the educational politics of Paraíba in the period of 1930 to 1946 marked by great effervescence social politics and, especially in the educational field. The documentary research was conducted at the Historical Archive of Paraíba State Waldemar Bispo Duarte, linked to the Cultural Foundation – FUNESC, and in the Historical and Geographic of Paraíba – IHGP and in the Archdiocese of Paraíba Ecclesiastical Archives, more specifically referring to the news published in the Union Newspaper and in the Newspaper the Press. It was used as a source, copies of the Education Magazine, besides the rules, laws, decrees and national and local executive laws related both primary education and normal education as those relating to the organization of school education in its broadest sense. Thus, this study aims to discuss the primary school education of Paraíba, trying to emphasize aspects of modernization of education by the movement of the New School and punctuated by the process of expanding school groups. Therefore, we have tried to observe how the primary school of Paraiba was structured, considering permanently the relationship between the national guidelines and local specificities. We performed the analysis by trying to maintain a dialogue of the sources collected with a critical reading of the historical production for the period studied. The reflection was based on the theoretical framework advocated by Hobsbawm (2013), which points us about changes and innovations that have occurred, as well as watching some aspects that tended to remain, both locally and national. We also appropriated of some theoretical directions proposed by Thompson (2001), especially the ideas related to the political and cultural peculiarities, as those woven by Gramsci (1992) in relation to the correlation of political and social forces. In order to refer to the issues more directly related to the education, we approached the written hired by Saviani (2011), seeking to realize the movement of issues relating to pedagogical ideas during the stated period. This way the theoretical frameworks subsidized us to understand how the primary education was thought, designed and structured. We were also concerned in observing the most general terms of the process of formation or qualification of the teachers that worked in the primary education. We have considered that many were political and educational clashes between liberals and catholics, as well as the strong presence of the ideals of the new school throughout the period studied, which presented us with a broad and tense historical setting of Paraiba and national. / Esta dissertação propõe apresentar questões relacionadas à história da educação escolar e a política educacional paraibana no período de 1930 a 1946 marcado por grande efervescência política, social e, especialmente, educacional. A pesquisa documental foi realizada no Arquivo Histórico do Estado da Paraíba Waldemar Bispo Duarte, vinculado à Fundação Espaço Cultural – FUNESC, no Instituto Histórico e Geográfico Paraibano – IHGP e no Arquivo Eclesiástico da Arquidiocese da Paraíba, mais especificamente consultando as notícias publicadas no Jornal A União e no Jornal A Imprensa. Também foram utilizados como fonte os exemplares da Revista do Ensino, além dos regulamentos, das leis, decretos e decretos-leis nacionais e locais relacionados tanto ao ensino primário e ao ensino normal quanto aqueles referentes à organização da educação escolar no seu sentido mais amplo. Assim, este estudo tem como objetivo discutir a educação escolar primária paraibana, buscando enfatizar aspectos da modernização do ensino influenciado pelo movimento da Escola Nova e pontuado pelo processo de expansão dos grupos escolares. Para tanto, procuramos observar como o ensino primário paraibano foi estruturado, considerando permanentemente as relações entre as diretrizes nacionais e as especificidades locais. Realizamos a análise, procurando manter um diálogo das fontes coletadas com a leitura crítica da produção historiográfica referente ao período estudado. A reflexão fundamentou-se no referencial teórico propugnado por Hobsbawm (2013), que nos aponta sobre mudanças e inovações que ocorreram, bem como observando alguns aspectos que tenderam a permanecer, tanto no âmbito local quanto nacional. Também nos apropriamos de algumas indicações teóricas propostas por Thompson (2001), especialmente às ideias relativas as peculiaridades políticas e culturais, quanto aquelas tecidas por Gramsci (1992) em relação as correlações de forças políticas e sociais. Para nos reportarmos as questões mais diretamente relacionadas à educação, nos aproximamos dos escritos efetivados por Saviani (2011), buscando perceber o movimento das questões relativas às ideias pedagógicas no período supracitado. Dessa forma os referenciais teóricos nos subsidiaram para perceber como o ensino primário fora pensado, projetado e estruturado. Também nos preocupamos em observar as linhas mais gerais do processo de formação ou de qualificação dos professores que trabalhavam no ensino primário. Consideramos que muitos foram os embates políticos e educacionais entre os liberais e os católicos, bem como a forte presença dos ideais da escola nova durante todo o período pesquisado, o que nos apresentou um amplo e tenso cenário histórico educacional paraibano e nacional.

Made available in DSpace on 2015-05-07T15:08:50Z (GMT). No. of bitstreams: 1 ArquivoTotalAdriano.pdf: 829456 bytes, checksum: 1fa8089b174958713cd0b6b9aa955e2e (MD5) Previous issue date: 2013-09-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / In this dissertation we analyze the schooling process in the Province of North Parahyba between 1834 to 1849, focusing mainly on teaching in primary education. This period was marked by the diversity of laws designed for the instruction of society as well as the debates on the need to educate the less affluent population. The object of our research is the primary education classes, therefore, we work with the Laws and Regulations of Education in the Province of North Parahyba, the official letters and correspondences exchanged between teachers and the provincial authorities, and finally, the reports of the President of the Province. We studied the importance of organization of public education, the need to create public primary education classes and / or schools; the existing mutual teaching and simultaneous methods and the process of hiring and training teachers. We analyze teachers instruction in the process of institutionalization of the primary education school, their conduct, expertise and obligations to fulfill the requirements of the Provincial Government. We inventoried the obligations of students, the holidays and class schedule, and the physical punishment as constructive elements of, the organization of classes of elementary public education. / Com este trabalho dissertativo analisamos o processo de escolarização na província da Parahyba do Norte entre os anos de 1834 a 1849, tendo como foco principal o ensino das aulas de primeiras letras. Esse período fora marcado pela diversidade de leis criadas para a instrução da sociedade como, também, pelos debates sobre a necessidade de escolarizar a população menos abastada. O objeto da nossa pesquisa são as aulas de primeiras letras, para tanto, trabalhamos com as Leis e Regulamentos da instrução da província da Parahyba do Norte, com os Ofícios e Correspondências trocados entre professores e autoridades provinciais e, por fim, com os Relatórios dos Presidentes da Província Paraibana. Estudamos a importância de organização da instrução pública; a necessidade da criação de aulas e/ou escolas de primeiras letras da instrução pública; os métodos de ensino presentes: mútuo, simultâneo e o processo de contratação e formação dos professores. A formação do professor no processo de institucionalização da escola de primeiras letras, suas condutas, seus conhecimentos, além de suas obrigações para com o cumprimento das exigências do Estado Provincial. Inventariamos as obrigações dos alunos, o período de férias e horário das aulas e os castigos físicos como elementos constitutivos da organização das aulas da instrução pública primária.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente trabalho buscou entender o funcionamento do Sistema Nacional de Avaliação da Educação Básica e os vínculos com uma proposta de currículo nacional, no caso expresso pela construção de Matrizes Curriculares de Referência. Além da análise dos documentos que subsidiam a política de avaliação, captaram-se, nos depoimentos dos profissionais que vivenciaram o SAEB em diferentes funções, a forma como a Secretaria Municipal de Educação do Rio de Janeiro e as escolas da rede relacionam-se com as propostas centrais. Procurou-se, assim, verificar as inter-relações entre os contextos de influência, produção de texto de política e prática, como proposto por Ball. Nesse processo, percebeu-se as influências e os efeitos da política educacional na reconfiguração do campo da prática. / The present study has sought to understand the functioning of the National System of Evaluation of Primary Education (SAEB), and its links to a National Curriculum proposal, as expressed within the process of construction of the Reference Curricular Guidelines. Apart from analysing the documents that give support to the evaluation policies, the study has focused on the discourses of professionals that participated in several functions in the SAEB, pinpointing ways by which the Municipal Secretary of Education of Rio de Janeiro and the schools within its net relate with central government proposals. The study therefore highlights the relationships among contexts of influence that work in the text production of policies and those responsible for their implementation, as suggested by Ball. The data evidence influences and effects of educational policies in the reshaping of educational practices.