Orientador: Neusa Maria Mendes de Gusmão / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-04T01:47:13Z (GMT). No. of bitstreams: 1 Jesus_ReginadeFatimade_D.pdf: 2478633 bytes, checksum: d15511f09f4346946a0ea240fa2562df (MD5) Previous issue date: 2004 / Resumo: Este trabalho busca compreender em que momento das histórias de vida de três professoras negras que cursaram a Pós-Graduação lato sensu ¿Alfabetização dos alunos e alunas das classes populares¿, no ano de 2000, elas disseram assumir a identidade étnico-racial e quais os reflexos do assumir-se/afirmar-se negra para a prática pedagógica junto aos alunos e alunas das classes populares. A história oral, mais que uma opção metodológica, consistiu em uma opção epistemológica, em um compromisso ético e político com a reconstrução e a valorização da experiência como possibilidade de repensar práticas emancipatórias para os sujeitos das classes populares, majoritariamente, afro-descendentes. Assim, as narrativas orais foram espaços privilegiados para a apreensão e compreensão de suas ações da prática cotidiana, pois trazem experiências em que as professoras evidenciam passar a perceber e questionar o preconceito e a discriminação no cotidiano pessoal e profissional quando afirmam sua identidade étnico-racial. Assumindo uma postura investigativa, como professoras pesquisadoras, passam a interferir na realidade em que atuam propondo ações no sentido de desnaturalizar práticas racistas e potencializar seus alunos e alunas em suas diferenças étnico-raciais e culturais. Tendo em vista a complexidade no processo de construção da identidade étnico-racial na sociedade brasileira, a análise das narrativas orais que foram trazidas ao diálogo fez emergir, como referencial teórico, a epistemologia da complexidade e princípios da tradição oral africana, que possibilitam a compreensão da realidade antropossocial em suas múltiplas dimensões, pois religados estão o homem e a natureza, o humano e o divino, o natural e o cultural e histórico / Abstract: This study seeks to understand the exact moment when three the Afro-American professors who sat for a lato sensu course in Literacy in children from grass-roots backgrounds in 2000, adopted their ethnic and racial identity, as well as the resulting impact their affirmation of belonging to and embracing of the black race had on their teaching activities among grass-roots students. The oral history approach used represented much more than a mere methodology chosen for this purpose, as it stood for an epistemological option and an ethical and political commitment undertaken to foster the reconstruction and valorization of experience, fostering the possibility of re-thinking all emancipatory practices related to people coming from grass-roots origins who, in their vast majority, are Afro-descendents. Thus, oral expressions were privileged with a specific space, in order to apprehend and understand their daily practices and actions as they entail experiences that allowed these professors to rethink, perceive and query prejudice and discrimination suffered in their personal and professional lives, whenever they affirmed their ethnic-racial identity. Taking a full investigatory stance in their role of research professors, they began to present interference in the reality in which they work, proposing actions designed to denaturalize racist practices and strengthen their students of both genders in their ethnic-racial and cultural differences. Taking into account the complexity of this ethnic-racial identity-building process within the context of Brazilian society, the analyses of the oral narratives embedded in the dialogue highlight, as a theoretical benchmark, the epistemology of complexity and the principles of the oral African tradition, that foster comprehension of anthroposocial reality in its multiple dimensions, as man and nature blend with humanity and all that is divine, natural, cultural and historical / Doutorado / Educação, Sociedade, Politica e Cultura / Doutor em Educação

Made available in DSpace on 2016-01-26T18:49:31Z (GMT). No. of bitstreams: 1 Dissertacao Sergio Perius.pdf: 628232 bytes, checksum: f680295ebcd91f9d4523a6d6d5a54bf9 (MD5) Previous issue date: 2008-09-18 / This dissertation is resulted of the research developed in the Program of Maestria in Education, line of research 2 - Pedagogical Practical Formation and of the Teaching Professional, of the University of the São Paulo West. The research characterized as description-interpretative, carried through in the State University of the Mato Grosso of the South, with the objective to understand as it occurs the formation of aboriginal professors and the commitment of these juinto the community Guarani and Kaiowá of the Indigenous Reserve Amambai. The research was developed with application of questionnaires, depositions of professors and pupils and with comment of the pertaining to school routine of the course, involving sixteen citizens being a manager of the unit of the University, a pedagogical coordinator, eight professors and six academics of the Normal course Top Aboriginal. Objectifying to know the organization of the work of the University with the formation of aboriginal professors, the project of the course was analyzed, the relation between academic formation and the practical one in the community, analyzed the project of the course, the relation between academic formation and the practical one in the community, analyzed the resume of the course, the formation of the professors of the course and the methodology of I teach adopted for the same ones. The date of the questionnaire had been organized in tables and graphical and from these it was become fullfilled analysis and description of the date. As the formation of indigenous professors is one practical new, with the promulgation of the Federal Constitution of 1988. The referring changes to the aboriginal rights that had started to have a different treatment, in the measure had been conquest significant where if it recognizes its differentiated ethnic identities and if it charges the State to protect its cultural manifestations, at the same time where the right to a differentiated pertaining to school education is assured to them. From then on, some legislation had appeared standard and conferring abilities for development of the Indigenous Pertaining to school Education in Brazil. / Esta dissertação é resultado da pesquisa desenvolvida no Programa de Mestrado em Educação, linha de pesquisa 2 Formação e Prática Pedagógica do Profissional Docente, da Universidade do Oeste Paulista. A pesquisa caracterizou-se como descritivo-interpretativa, realizada na Universidade Estadual do Mato Grosso do Sul, com o objetivo de compreender como ocorre a formação de professores indígenas e o compromisso destes juinto a comunidade Guarani e Kaiowá da Reserva Indígena Amambai. A pesquisa foi desenvolvida com aplicação de questionários, depoimentos de professores e alunos e com observação da rotina escolar do curso, envolvendo dezesseis sujeitos sendo uma gerente da unidade da Universidade, uma coordenadora pedagógica, oito professores e seis acadêmicos do curso Normal Superior Indígena. Objetivando conhecer a organização do trabalho da Universidade com a formação de professores indígenas, analisou-se o projeto do curso, a relação entre formação acadêmica e a prática na comunidade, estudou-se-se o currículo do curso, a formação dos docentes do curso e a metodologia de ensino adotada pelos mesmos. Os dados do questionário foram organizados em tabelas e gráficos e a partir destes realizou-se a análise e descrição dos dados. A formação de professores indígenas é uma prática nova, com a promulgação da Constituição Federal de 1998 tomou proporções maiores em todo o territótio brasileiro. Foram conquistas significativas as mudanças referentes aos direitos indígenas que passaram a ter um tratamento diferente, na medida em que se reconhece sua identidades étnicas diferenciadas e se incumbe o Estado de proteger suas manifestações culturais, ao mesmo tempo em que lhes é assegurado o direito a uma educação escolar diferenciada. A partir daí, várias legislações surgiram normatizando e conferindo competências para desenvolvimento da Educação Escolar Indígena no Brasil. Os dados revelam que a educação escolar indígena ainda necessita de muito apoio para a melhoria da eficácia da mesma, isso requer investimento em formação de professores para as comunidades indígenas.

Made available in DSpace on 2016-07-18T17:54:07Z (GMT). No. of bitstreams: 1 Dissertacao Sergio Perius.pdf: 628232 bytes, checksum: f680295ebcd91f9d4523a6d6d5a54bf9 (MD5) Previous issue date: 2008-09-18 / This dissertation is resulted of the research developed in the Program of Maestria in Education, line of research 2 - Pedagogical Practical Formation and of the Teaching Professional, of the University of the São Paulo West. The research characterized as description-interpretative, carried through in the State University of the Mato Grosso of the South, with the objective to understand as it occurs the formation of aboriginal professors and the commitment of these juinto the community Guarani and Kaiowá of the Indigenous Reserve Amambai. The research was developed with application of questionnaires, depositions of professors and pupils and with comment of the pertaining to school routine of the course, involving sixteen citizens being a manager of the unit of the University, a pedagogical coordinator, eight professors and six academics of the Normal course Top Aboriginal. Objectifying to know the organization of the work of the University with the formation of aboriginal professors, the project of the course was analyzed, the relation between academic formation and the practical one in the community, analyzed the project of the course, the relation between academic formation and the practical one in the community, analyzed the resume of the course, the formation of the professors of the course and the methodology of I teach adopted for the same ones. The date of the questionnaire had been organized in tables and graphical and from these it was become fullfilled analysis and description of the date. As the formation of indigenous professors is one practical new, with the promulgation of the Federal Constitution of 1988. The referring changes to the aboriginal rights that had started to have a different treatment, in the measure had been conquest significant where if it recognizes its differentiated ethnic identities and if it charges the State to protect its cultural manifestations, at the same time where the right to a differentiated pertaining to school education is assured to them. From then on, some legislation had appeared standard and conferring abilities for development of the Indigenous Pertaining to school Education in Brazil. / Esta dissertação é resultado da pesquisa desenvolvida no Programa de Mestrado em Educação, linha de pesquisa 2 Formação e Prática Pedagógica do Profissional Docente, da Universidade do Oeste Paulista. A pesquisa caracterizou-se como descritivo-interpretativa, realizada na Universidade Estadual do Mato Grosso do Sul, com o objetivo de compreender como ocorre a formação de professores indígenas e o compromisso destes juinto a comunidade Guarani e Kaiowá da Reserva Indígena Amambai. A pesquisa foi desenvolvida com aplicação de questionários, depoimentos de professores e alunos e com observação da rotina escolar do curso, envolvendo dezesseis sujeitos sendo uma gerente da unidade da Universidade, uma coordenadora pedagógica, oito professores e seis acadêmicos do curso Normal Superior Indígena. Objetivando conhecer a organização do trabalho da Universidade com a formação de professores indígenas, analisou-se o projeto do curso, a relação entre formação acadêmica e a prática na comunidade, estudou-se-se o currículo do curso, a formação dos docentes do curso e a metodologia de ensino adotada pelos mesmos. Os dados do questionário foram organizados em tabelas e gráficos e a partir destes realizou-se a análise e descrição dos dados. A formação de professores indígenas é uma prática nova, com a promulgação da Constituição Federal de 1998 tomou proporções maiores em todo o territótio brasileiro. Foram conquistas significativas as mudanças referentes aos direitos indígenas que passaram a ter um tratamento diferente, na medida em que se reconhece sua identidades étnicas diferenciadas e se incumbe o Estado de proteger suas manifestações culturais, ao mesmo tempo em que lhes é assegurado o direito a uma educação escolar diferenciada. A partir daí, várias legislações surgiram normatizando e conferindo competências para desenvolvimento da Educação Escolar Indígena no Brasil. Os dados revelam que a educação escolar indígena ainda necessita de muito apoio para a melhoria da eficácia da mesma, isso requer investimento em formação de professores para as comunidades indígenas.

The retention of African American faculty at predominantly White institutions (PWI) has long been a point of concern in higher education. Midwest Community College (MCC), a PWI, 2-year public institution, has a problem of retaining African American faculty employed by the college. The purpose of this study was to explore the perceptions of African American faculty retention practices at MCC since little is known about the African American faculty experience at PWIs. Delagado and Stefancic's critical race theory conceptual framework of counter storytelling, Whiteness as property, interest conversion, and critique of liberalism guided this study. A qualitative case study research design was implemented for this study with research questions about the perceived issues of African American faculty and administrators' retention practices at MCC. Four African American faculty and 4 African American administrators answered questions to an interview. Interviews, observation of interviewees, archival review, and field notes constituted the data collection techniques. A qualitative research process of manual data and inductive thematic analysis was implemented in this study. Key findings developed from the themes with implications for changes to organizational culture as well as faculty recruitment and retention practices. Policy recommendations include: the appointment of a Diversity Office designee to the Joint Advisory committees; faculty recruitment through the development of a minority faculty recruitment program; faculty retention through the development of a minority faculty success retention program, along with parallel diversity training for all MCC employees. This study would promote social change by offering focused practices for hiring and retaining African American faculty.

The retention of African American faculty at predominantly White institutions (PWI) has long been a point of concern in higher education. Midwest Community College (MCC), a PWI, 2-year public institution, has a problem of retaining African American faculty employed by the college. The purpose of this study was to explore the perceptions of African American faculty retention practices at MCC since little is known about the African American faculty experience at PWIs. Delagado and Stefancic's critical race theory conceptual framework of counter storytelling, Whiteness as property, interest conversion, and critique of liberalism guided this study. A qualitative case study research design was implemented for this study with research questions about the perceived issues of African American faculty and administrators' retention practices at MCC. Four African American faculty and 4 African American administrators answered questions to an interview. Interviews, observation of interviewees, archival review, and field notes constituted the data collection techniques. A qualitative research process of manual data and inductive thematic analysis was implemented in this study. Key findings developed from the themes with implications for changes to organizational culture as well as faculty recruitment and retention practices. Policy recommendations include: the appointment of a Diversity Office designee to the Joint Advisory committees; faculty recruitment through the development of a minority faculty recruitment program; faculty retention through the development of a minority faculty success retention program, along with parallel diversity training for all MCC employees. This study would promote social change by offering focused practices for hiring and retaining African American faculty.

This study explores Coast Salish s’ulxwe:n (Elders)-in-residence and Coast Salish xwulmuxw (First Nation) Professors’ application of xwulmuxw (First Nation) pedagogy specifically from southeast Vancouver Island, Coast Salish speaking people in higher education using nutsamaat uy’skwuluwun meaning to work together as one, with a good heart and good mind to obtain a goal. This study used interviews to gather narratives of eight Elders and three professors who use Coast Salish pedagogy in higher education. Participants are members of the Snuneymuxw, Quw'utsun, Penelakut, Lyackson, Tsawout, Tsartlip, and Songhees First Nations of southeast Vancouver Island First Nations and one participant from Katzie First Nation on the lower mainland of British Columbia. The implication of this research is significant because Coast Salish pedagogy has very little research by an authentic Coast Salish researcher and is not fully documented. My analysis of the interviews offers insight on ways the participants apply Coast Salish pedagogy in higher education. I found many themes that the participants use while teaching Coast Salish pedagogy in higher education. The three main common themes were 1) respect, 2) uy’skwuluwun and 3) nutsamaat uy’skwuluwun. Respect was a term that was central to the many teachings and themes shared by the participants. Second, uy’skwuluwun was also a term woven through many of the Coast Salish teachings, meaning to have a strong heart and mind. Lastly, the term nutsamaat uy’skwuluwun was a common theme that kept arising among many of the participants, meaning to we work together as one, with a good heart to obtain a goal. It is a term, that weaves throughout all the common themes and pertains to the educator, students and non-Indigenous peoples that learn and work with Indigenous peoples in higher education. The analysis offers insight on what would the present Coast Salish Elders-in-residence and xwulmuxw professors like future Coast Salish Elders-in-residence and Coast Salish professors to continue to teach in higher education. Some of the main topics the participants would like future Elders and professors to instruct on are; protocol, spirituality, language, experiential learning, and for the university to hire more Elders-in-residence and Coast Salish professors. The analysis offers insight on why it is important to teach Coast Salish pedagogy in higher education. Participants shared that they thought it was important to teach Coast Salish pedagogy in higher education because Indigenous and non-Indigenous people need to understand Coast Salish ways of doing, understand the history and impacts of colonization, and the local languages of the area. By doing so, Coast Salish Elders and professors create space to further instruct Coast Salish pedagogy for all students, and work together as one with a good heart and good mind to obtain a goal, that is to create a better society for all mustimmuxw, in higher education regarding First Nations history, culture and language of the local area. / Graduate

In Chile, 50% of students who enroll in Chilean colleges do not graduate, negatively impacting their families' economic situations as well as national development. The purpose of this qualitative bounded case study was to gain a deeper understanding of the perceptions held by math, English, and general education professors regarding the support provided to freshman students in a program at 1 campus of a private Chilean university. Deci and Ryan's self-determination theory emphasizing internal and external motivations and social constructivism theory emphasizing development as a process comprised the conceptual framework. Both theories provide meaningful understanding of the drivers that support students in their learning process. The research questions focused on understanding the support that math, English, and general education professors and directors might provide to freshman students. A purposeful homogeneous sampling was used to identify 9 professors and 3 directors. Data collection involved semistructured interviews, peer debriefing, and member checks to triangulate the data. The findings revealed that the university could benefit from implementing a seminar program to acclimate conditionally admitted students to university studies. A 1-week seminar was developed. This study may contribute to positive social change by influencing professors' and directors' perceptions regarding possibilities for supporting students in improving their academic performance, thereby raising student passing and graduation rates to positively impact national development in Chile.

The purpose of this study was to examine the practices and perceptions of professors of reading education in the issues surrounding teaching reading and learning with digital media. This study aimed to understand the strategies and thoughts of a select group of professors of reading education as they worked with pre-service teachers in preparing them to meet the needs' of their future students. The four respondents that participated in this inquiry were professors of reading education at various California Universities. The guiding research question was stated as: What are the issues surrounding the teaching and learning of reading through digital media? Two sub-questions were also posed: What strategies and practices are reading educators using in teaching reading education with traditional and digital media? In what ways are reading educators connecting traditional and digital literacy skills? Multiple case study methodology was used to acquire various perspectives on the issues of teaching and learning through digital media. From the four cross-case analyses of interviews, documentation, and observations, four themes and an overarching theme emerged depicting the issues educators are discovering with digital media. Reading competency is driven by intrinsic motivation. Current practices which neglect "real-world" reading are producing student who know how to read, but do not have the desire to read. The pressures to conform to educational mandates has created a disconnect between "good teaching" strategies and mandated school district requirements. The use of updated practices utilizing digital media is tempered by the current knowledge and self-efficacy of professors of reading education, as well as, the inconsistent availability and/or limited technological accessibility. These four themes acted as the foundation in support of the culminating theme. The overarching theme indicated that meeting the needs of today's students by looking at education through a new lens and gaining tools and strategies for the 21st century is imperative. Since the professor of reading educations' knowledge and self-efficacy is essential in the process of integrating digital media, the respondents themselves are transforming the practices and perceptions of educators. Thus, professors of reading education are change agents in their own practices, Universities, surrounding schools and the community. Based on the results of this study, implications for practice and recommendations for further research are suggested.

No description available.

No description available.