Darbe atlikta teorinė galių santykių kaip socialinės pedagogikos objekto pedagoginio psichologinio vertinimo kontekste analizė Iškelta hipotezė, kad psichopedagoginio vertinimo procese vyraujantys galių santykiai yra nelygiaverčiai, kur priimant sprendimus dominuoja specialistų pozicija, o tėvai lieka tik jų vykdytojai. Tyrime, kurio tikslas- atskleisti ugdymo dalyvių (PPT, mokyklų specialistų, tėvų,) galių santykių ypatumus, psichopedagoginiame vertinimo procese bei socialinio pedagogo vaidmenį galių santykių valdyme, duomenys buvo renkami naudojantis pusiau struktūruotu kokybiniu interviu ir struktūruota kiekybine apklausa (anketa). Kokybiniai duomenys buvo apdoroti taikant aprašomosios analizės metodą, o kiekybiniai – naudojant neparametrinį Kruskal-Wallis testą bei aprašomąją statistiką (procentus) . Tyrime dalyvavo PPT specialistai, vidurinių, pagrindinių bei pradinių mokyklų specialistai, pedagogai ir tėvai iš visos Lietuvos. Empirinėje dalyje nagrinėjami galių santykiai psichopedagoginiame vertinimo procese Svarbiausios empirinio tyrimo išvados: 1. Galių santykiai visuomet egzistuoja tarpasmeniniuose santykiuose ir žalingi tampa, kai yra nelygiaverčiai. Tokia situacija išryškėja psichopedagoginiame vaiko vertinime, kur vyrauja specialisto-kliento santykių tipas. 2. Labiausiai galių santykiai atsiskleidžia kategorijose: vertinimas kaip situacijos ir dalyvių poreikių analizė; vertinimas kaip vaiko savybių analizė; PPT teikiamos pagalbos... [toliau žr. visą tekstą] / The paper deals with the theoretical analysis of the power relations as an object of the social pedagogic in the context of psychopedagogical assessment. Hypothesis: power relations in the process of psychopedagogical assessment are unequal where the position of specialist is described as prevailing and parents remain passive hand of decision realization. The purpose of the paper is to reveal peculiarities of power relations in process of psychopedagogical assessment from positions of education participants (parents, school specialists and psychological pedagogical service (PPS) specialists) and also to define the role of social pedagogue as a power relation’s manager in this process. Data was collected by using semi structured qualitative interview and structured quantitative inquiry (questionnaire). Qualitative data were worked up by structured content analysis and described by using narrative research method. Quantitative data were worked up by using non-parameter Kruskal-Wallis test and descriptive statistics (percents). The participants of research were specialists from pedagogical psychological service (N= 171), specialists and pedagogues from mainstream schools (N=429) and parents from all Lithuania whose children were clients of PPS and went through psychopedagogical assessment (N=109). There were school specialists (N=40) and parents (N=40) who took part qualitative interview. The most important empirical conclusions that were drawn are: q Power relations... [to full text]

Personal learning environment (PLE) solutions aim at empowering learners to design (ICT and web-based) environments for their learning activities, mashingup content and people and apps for different learning contexts. Widely used in other application areas, recommender systems can be very useful for supporting learners in their PLE-based activities, to help discover relevant content, peers sharing similar learning interests or experts on a specific topic. In this paper we examine the utilization of recommender technology for PLEs. However, being confronted by a variety of educational contexts we present three strategies for providing PLE recommendations to learners. Consequently, we compare these recommender strategies by discussing their strengths and weaknesses in general.

One of the most fundamental and meaningful statements that can be made about the human being, is that man is always in a certain relationship towards his fellow-man and the objects in his livingenvironment. With this statement as vantage-point it has been attempted to study the realization of the pedagogical relationships in psychopedagogical perspective and to analyse the becoming of the child within these relationships, against the background of the categories experiencing-willing-experience as becoming. The child is a person-in-the-world of objects and people, and as fellow-being he finds homself in certain relationships, because man is intentional and ever involved. Psycho-pedagogics deals with the discovering of the psychological life of the child in education and also reveals becoming and learni~ as its equal basic structures. It has furthermore become clear that "becoming and learning" are actualised, inter alia, by means of "learningas- becoming., and "experiencing-as-becoming" and exist as prerequisite for the adequate realization of pedagogical relationships (trust, knowledge and authority). Furthermore, a psychopedagogical analysis has been made of educational procedures and subsequently the structures of the pedagogical situation has been dealt with. Special attention was given to the trust-understanding and authority relationships against the background of the child's becoming-actualising-forms, namely: "Emancipating as experiencing-willing and living-becoming", "Exploring- as-experiencing, willing and living-becoming", "Distantiating-as-experiencing, willing-and living-becoming", "Differentiating-as-experiencing, willing-and living-becoming" and "Objectivating- as-experiencing, willing-and living-becoming". Mention was made of the stability which must be present in the child's experience world, and that experience as well as the will in the child's becoming within pedagogical relationships, depend on the degree of rational execution of these relationships, in order to reach adequate actualisation. The adequate actualisation of the pedagogical relationships pre-shapes the child's later actions as adult in his relationship towards his fellow-man, It was also been attempted to consider pedagogically the development of the various pedagogical relationships in which the child finds himself against the background of his becoming, with particular emphasis on the pre-school years, the primary school phase and the secondary school phase, Subsequently certain psychopedagogical criteria for the evaluation of the child's becoming within the realized pedagogical relationship- structures were elucidated, The thesis concludes with various remarks regarding the recognition of deviation from pedagogical relationships and suggested remedial steps, / Dissertation (MEd)--University of Pretoria, 1976. / gm2014 / Early Childhood Education / Unrestricted

This research aims to understand how to weave the teaching of relationships and learning of the subjects with disabilities in the context of higher education, seeking to identify psycho-pedagogical strategies and accessibility means that facilitate these processes. This study was conducted through a qualitative research, the research subjects were freshmen students at the Federal University of Santa Maria (RS), through the so-called B quota, for the disabled. The instruments of data collection were the field diary and semi-structured interview. The analysis method was used content analysis. The categories listed a priori were: School History previous Student Admissions in Higher Education, Accessibility and the Institutional System of UFSM, Classroom, Study Methods and The unknown Universe: Psychology. It was found that this study made it possible to bring out accessibility issues and educational psychology, realizing its implications in the learning process. In conclusion, learning processes and accessibility are essentially dynamic character. Higher education is going through paradigmatic changes, teaching methods and learning, programmatic and architectural structures, forms of communication, all these processes and their elements has been rediscussed in order to guarantee the permanence of studies and completion of all students who enter Higher Education. / Esta pesquisa tem por objetivo compreender como se tecem as relações de ensino e aprendizagem dos sujeitos com deficiência no contexto da Educação Superior, buscando identificar estratégias psicopedagógicas e os meios de acessibilidade que facilitam esses processos. Este estudo foi realizado por meio de uma pesquisa qualitativa, tendo como sujeitos da pesquisa os estudantes ingressantes na Universidade Federal de Santa Maria (RS), por meio da denominada Cota B, destinada às pessoas com deficiência. Os instrumentos da coleta de dados foram o diário de campo e a entrevista semiestruturada. Como método de análise, foi utilizado a Análise de Conteúdo. As categorias elencadas a priori foram: História Escolar Pregressa do Estudante, Ingresso na Educação Superior, À acessibilidade e o Sistema Institucional da UFSM, A sala de aula, Métodos de Estudo e O Universo desconhecido: Psicopedagogia. Constatou-se que este estudo possibilitou trazer à tona as questões de acessibilidade e da Psicopedagogia, percebendo suas implicações no processo de aprendizagem. Conclui-se que os processos de aprendizagem e os de acessibilidade são de caráter essencialmente dinâmico. A Educação Superior vem passando por mudanças paradigmáticas, métodos de ensino e de aprendizagem, estruturas programáticas e arquitetônicas, formas de comunicação, todos esses processos e seus elementos vêm sendo rediscutidos com vistas à garantia da permanência e da conclusão dos estudos de todos os estudantes que ingressam no Ensino Superior.

Esta tese diz respeito à apreciação de educadores sobre uma proposta educacional, constituída de atividades centradas na experiência corporal e na relação com elementos naturais, com vistas à ampliação da percepção de si próprio e da natureza como caminhos para atingir maior compreensão e aprendizagens mais significativas. Fundamenta-se, dentre outros, em Varela, que aborda a cognição como ação corporalizada; Masini, embasada na Fenomenologia, que enfatiza o olhar atento às condições de relacionamento da criança no mundo; Cornell que propõe o Aprendizado Sequencial, constituído de etapas para uma percepção consciente da natureza através de vivências de trabalhos com as percepções, com a aprendizagem através do corpo, estabelecendo e explorando a relação com a natureza. Recorreu-se também às contribuições de algumas propostas pedagógicas que contemplam uma visão mais integral do ser que aprende, como a Pedagogia Waldorf e a metodologia Extra Lesson, ambas de fundamentação antroposófica. A metodologia, de abordagem qualitativa, é composta de duas etapas. A primeira etapa aborda a sistematização e análise dos dados de uma experiência de atendimento psicopedagógico. Da reflexão sobre o registro e análise dessa experiência se delineou uma proposta educacional, que contemplasse o trabalho corporal e perceptivo, usando recursos da natureza, no processo de aprendizagem e a perspectiva de incorporá-la na escola regular. Estruturou-se, dessa forma, a proposta educacional, material diretriz desta pesquisa. A segunda etapa registra a apreciação de educadores de duas escolas públicas de ensino básico sobre a proposta educacional, com análise de seus depoimentos. Os educadores participantes foram dois gestores e 21 professores. A coleta de dados, dos depoimentos dos gestores, foi realizada por meio de entrevista, gravada e transcrita; a dos depoimentos dos professores foi feita por meio de respostas escritas a dois questionários: um antes e outro após a vivência, que foi organizada com o objetivo de introduzi-los na abordagem e reflexão a respeito da incorporação, no fazer escolar, da prática proposta. A análise dos depoimentos foi realizada a partir de categorias, cujo referencial foram objetivos, complementados por elementos centrais assinalados nos depoimentos. As categorizações focalizaram: a percepção do aluno e do professor, na sociedade e escola contemporâneas; o posicionamento quanto ao trabalho com os recursos corporais para interação e aprendizagem e quanto ao uso de elementos naturais no processo educacional; além da concordância dos educadores sobre a importância e a viabilidade de se realizar, na instituição escolar, a incorporação de atividades da proposta educacional. A análise e reflexão sobre esses dados mostraram a concordância dos educadores sobre a viabilidade de realizar, na instituição escolar, uma intervenção com atividades centradas na experiência corporal e na relação com elementos naturais, com vistas a que o educando amplie a percepção de si e da natureza, bem como de aprendizagens mais significativas. / This thesis concerns an educational approach evaluated by teachers, consisting of activities centered on the physical experience and the relationship with natural elements, in order to expand their perception of themselves and of nature as a way to achieve a greater understanding and a more meaningful learning process. The thesis is based in authors like Varela, who addresses cognition as an embodied action; Masini, based on phenomenology, emphasizes the attention to the children´s relationships conditions in the world; Cornell proposes the Sequential Learning process, consisting of steps in order to reach the awareness of nature through experiences with perceptions of work, learning through the body, establishing and exploring the relationship with nature. It also refers to the contributions of some pedagogical approaches that include a more comprehensive vision of the learner, as Waldorf´s pedagogy and \"Extra Lesson\" methodology, both of anthroposophical foundation. The qualitative approach methodology is composed of two steps. The first, deals with the systematization and analysis of data from a psycho-pedagogical experience. From the reflection on the recording and analysis of this experience emerged the idea of drafting an educational approach, to contemplate the body work and perception, using nature\'s resources in the learning process and the prospect of incorporating it in regular school. That is how this educational approach, which is basis to this thesis, has been structured. The second step records the appreciation of two public school educators teaching basic education on the approach, with analysis of their statements. The participants were two managers and 21 teachers. The collection of data from the managers report was conducted through recorded and transcribed interviews. The testimony of the teachers was done through written responses to two questionnaires: one before and another after the experience, which were organized in the order to bring them into the approach and thinking about the embodiment of the proposed practice in the school environment. The analysis of the statements was made from categories whose benchmark goals were complemented by key elements highlighted in the statements. The categorization focused on: the perception of the student and the teacher in contemporary society and school, and positioning to work with the body\'s resources for learning and interaction, and the use of natural elements in the educational process beyond the agreement on the importance of educators and the feasibility of performing at school, the incorporation of the proposed educational activities. The analysis and reflection on these data showed the agreement of educators on the feasibility of performing intervention activities focused on bodily experience and relationship with natural elements, in order to extend the learner\'s perception of themselves and nature, as well as a more meaningful learning.

Esta tese diz respeito à apreciação de educadores sobre uma proposta educacional, constituída de atividades centradas na experiência corporal e na relação com elementos naturais, com vistas à ampliação da percepção de si próprio e da natureza como caminhos para atingir maior compreensão e aprendizagens mais significativas. Fundamenta-se, dentre outros, em Varela, que aborda a cognição como ação corporalizada; Masini, embasada na Fenomenologia, que enfatiza o olhar atento às condições de relacionamento da criança no mundo; Cornell que propõe o Aprendizado Sequencial, constituído de etapas para uma percepção consciente da natureza através de vivências de trabalhos com as percepções, com a aprendizagem através do corpo, estabelecendo e explorando a relação com a natureza. Recorreu-se também às contribuições de algumas propostas pedagógicas que contemplam uma visão mais integral do ser que aprende, como a Pedagogia Waldorf e a metodologia Extra Lesson, ambas de fundamentação antroposófica. A metodologia, de abordagem qualitativa, é composta de duas etapas. A primeira etapa aborda a sistematização e análise dos dados de uma experiência de atendimento psicopedagógico. Da reflexão sobre o registro e análise dessa experiência se delineou uma proposta educacional, que contemplasse o trabalho corporal e perceptivo, usando recursos da natureza, no processo de aprendizagem e a perspectiva de incorporá-la na escola regular. Estruturou-se, dessa forma, a proposta educacional, material diretriz desta pesquisa. A segunda etapa registra a apreciação de educadores de duas escolas públicas de ensino básico sobre a proposta educacional, com análise de seus depoimentos. Os educadores participantes foram dois gestores e 21 professores. A coleta de dados, dos depoimentos dos gestores, foi realizada por meio de entrevista, gravada e transcrita; a dos depoimentos dos professores foi feita por meio de respostas escritas a dois questionários: um antes e outro após a vivência, que foi organizada com o objetivo de introduzi-los na abordagem e reflexão a respeito da incorporação, no fazer escolar, da prática proposta. A análise dos depoimentos foi realizada a partir de categorias, cujo referencial foram objetivos, complementados por elementos centrais assinalados nos depoimentos. As categorizações focalizaram: a percepção do aluno e do professor, na sociedade e escola contemporâneas; o posicionamento quanto ao trabalho com os recursos corporais para interação e aprendizagem e quanto ao uso de elementos naturais no processo educacional; além da concordância dos educadores sobre a importância e a viabilidade de se realizar, na instituição escolar, a incorporação de atividades da proposta educacional. A análise e reflexão sobre esses dados mostraram a concordância dos educadores sobre a viabilidade de realizar, na instituição escolar, uma intervenção com atividades centradas na experiência corporal e na relação com elementos naturais, com vistas a que o educando amplie a percepção de si e da natureza, bem como de aprendizagens mais significativas. / This thesis concerns an educational approach evaluated by teachers, consisting of activities centered on the physical experience and the relationship with natural elements, in order to expand their perception of themselves and of nature as a way to achieve a greater understanding and a more meaningful learning process. The thesis is based in authors like Varela, who addresses cognition as an embodied action; Masini, based on phenomenology, emphasizes the attention to the children´s relationships conditions in the world; Cornell proposes the Sequential Learning process, consisting of steps in order to reach the awareness of nature through experiences with perceptions of work, learning through the body, establishing and exploring the relationship with nature. It also refers to the contributions of some pedagogical approaches that include a more comprehensive vision of the learner, as Waldorf´s pedagogy and \"Extra Lesson\" methodology, both of anthroposophical foundation. The qualitative approach methodology is composed of two steps. The first, deals with the systematization and analysis of data from a psycho-pedagogical experience. From the reflection on the recording and analysis of this experience emerged the idea of drafting an educational approach, to contemplate the body work and perception, using nature\'s resources in the learning process and the prospect of incorporating it in regular school. That is how this educational approach, which is basis to this thesis, has been structured. The second step records the appreciation of two public school educators teaching basic education on the approach, with analysis of their statements. The participants were two managers and 21 teachers. The collection of data from the managers report was conducted through recorded and transcribed interviews. The testimony of the teachers was done through written responses to two questionnaires: one before and another after the experience, which were organized in the order to bring them into the approach and thinking about the embodiment of the proposed practice in the school environment. The analysis of the statements was made from categories whose benchmark goals were complemented by key elements highlighted in the statements. The categorization focused on: the perception of the student and the teacher in contemporary society and school, and positioning to work with the body\'s resources for learning and interaction, and the use of natural elements in the educational process beyond the agreement on the importance of educators and the feasibility of performing at school, the incorporation of the proposed educational activities. The analysis and reflection on these data showed the agreement of educators on the feasibility of performing intervention activities focused on bodily experience and relationship with natural elements, in order to extend the learner\'s perception of themselves and nature, as well as a more meaningful learning.

El presente es un estudio de caso múltiple - exploratorio, el cual tiene como objetivo principal analizar los recursos psicopedagógicos de apoyo que se utilizan para la inclusión de dos niños con Trastorno del Espectro Autista entre 11 y 12 años, pertenecientes a dos comunidades escolares particulares de Lima, Perú. El proceso de exploración se realizó mediante la observación de aula. Los resultados mostraron que ambas comunidades escolares, a pesar de haber incorporado diversas adaptaciones en cuanto a los recursos psicopedagógicos para la inclusión de su alumnado, no se encuentran suficientemente preparadas para responder a las necesidades educativas de sus estudiantes y para garantizar su máximo nivel de desarrollo. / The current research is a multiple case study – exploratory, which main aim it is to analyze the psychopedagogical resources used to support the inclusion of two children with Autism Spectrum Disorder between 11 and 12 years into two different school communities. The exploration process was based by classroom observations. The results showed that both school communities, despite having incorporated different adaptations in terms of psychopedagogical resources for the inclusión of their students, are not sufficiently prepared to respond to the educational needs of their students, thus required level of development is not provided by those entities. / Tesis