Made available in DSpace on 2017-07-21T20:31:38Z (GMT). No. of bitstreams: 1 Adnilson Jose da Silva.pdf: 894346 bytes, checksum: d4a6491926d63b1f40ad80a81843b652 (MD5) Previous issue date: 2006-03-07 / This essay studies professional secondary during the decades within 1970 and 1980. In the first chapter it focuses the conceptual bases from the work and education categories, studies the polytechnic and unitary school, taking as bases the thoughts of Karl Marx and Antonio Gramsci, and it also deals with the alienation and the bourgeois school unification concepts based on studies conducted by Brazilian authors.The second chapter deals with the transformations occurred at the world of work and its influence on the school organization. It is eminent the capitalist onjuncture where there is a dependence of the external capital at the “Lei de Diretrizes e Bases da Educação Nacional” (National law which rules the Education) number 5.692/71, characterized by the liberal techniques orientation and responsible for the legal strategy of prevention of the polytechnics at the professional courses. The third chapter deals with the configuration of the professional courses on the capitalist ideology. The pedagogical support of liberal orientation, the possibilities of cultural formation of the pupils during the decade are studied in this part of the essay. It is concluded that, where the importance of the existence of studies about the possibilities of a critical formation in that educational context, the official orientation of the Brazilian professional education concurred to keep the workers in the function of producers and consumers of merchandises, without thoughts and attitudes of plea in the presence of the context where they were inserted. / Nesta dissertação se estuda o ensino secundário profissionalizante nas décadas de 1970 e 1980. No Primeiro Capítulo se enfoca as bases conceituais a partir das categorias trabalho e educação, com estudo da politecnia e da escola unitária, a partir, respectivamente, do pensamento de Karl Marx e de Antonio Gramsci, e ainda, os conceitos de alienação e de unificação escolar burguesa com base em estudos feitos por autores brasileiros. No Segundo Capítulo se trata das transformações no mundo do trabalho e sua influência na organização escolar. Tem destaque a conjuntura capitalista em que se dá a dependência do capital externo e em que se situa a Lei de Diretrizes e Bases da Educação Nacional número 5.692/71, caracterizada pela orientação liberal tecnicista e responsável pela estratégia legal de prevenção da politecnia nos cursos profissionalizantes. O Terceiro Capítulo trata das configurações dos cursos profissionalizantes segundo a ideologia capitalista: são estudados o suporte pedagógico de orientação liberal e as possibilidades de formação cultural dos alunos. Conclui-se que, em que pese a existência de estudos sobre possibilidades de formação crítica naquele contexto educacional, a orientação oficial da educação profissionalizante brasileira concorria para manter os trabalhadores na dupla função de produtores e de consumidores de mercadorias, sem pensamento e atitude de contestação frente ao contexto em que estavam inseridos.

本研究旨在導入總整課程概念於臺灣中小學師資職前教育，探討國外總整課程之內涵與功能，初步建構臺灣中小學師資職前教育之總整課程，並提出結論與建議，以供未來師資培育大學發展總整課程之參考。 研究方法上，先以文件分析出可行之臺灣中小學職前教育總整課程，接著以專家問卷進行課程的刪修，再利用模糊德菲法探究專家學者對課程具備整合、反思與銜接功能之看法，最後根據專家學者們之共識，完成我國中小學師資職前教育總整課程。根據研究之結果與分析，歸納主要結論如下： 一、中小學師資職前教育總整課程形式包含「實地教學經驗」、「研究計畫」、「專題討論」、「歷程檔案」、「綜合表現與評量」五大類。 二、以實地教學經驗，如「半年教育實習」、「分科／分領域教學實習」、「實踐史懷哲精神教育服務計畫」等，在中小學師資職前教育總整課程之各功能認同度最高。 三、臺灣中小學師資職前教育總整課程依據類型不同，具備總整性存在差異。 最後，本研究根據研究結果，提出相關建議，俾供各師資培育之大學以及後續研究之參考。 / The purpose of this study is to integrate the concept of capstone course to pre-service primary and secondary teacher education in Taiwan. This paper not only explores the connotation and function of the capstone course in pre-service teacher education, but also constructs the capstone course in pre-service teacher education for Taiwan. It also provides conclusions and suggestions for universities that offers teacher training programs to develop their capstone course in the future. The main conclusions follow: 1.The capstone courses of pre-service teacher education include five categories: "field experience", "research project", "seminar", "portfolio", "comprehensive performance and evaluation". 2.The field experience, such as " student teaching", " teaching practicum ", " Schweitzer program " and so on, has the highest capstone function in Taiwan’s pre-service primary and secondary teacher education. 3.The function of capstone course is much different in Taiwan according to varietal types of professional courses and activities of pre-service primary and secondary teacher education. In conclusion, the findings and results in the hope of providing suggestion for the universities that offers teacher training programs and more studies in the future.