Made available in DSpace on 2014-06-11T19:24:21Z (GMT). No. of bitstreams: 0 Previous issue date: 2003-09-26Bitstream added on 2014-06-13T19:51:56Z : No. of bitstreams: 1 polizel_fap_me_prud.pdf: 1512816 bytes, checksum: 9a75f9dc03703fff376b1b42691b2fd3 (MD5) / A presença do posto de trabalho de Professor/a Coordenador/a na maioria das escolas da Rede Estadual de Ensino vem se somar às medidas oficiais destinadas à melhoria da qualidade de ensino em São Paulo. Assim, este estudo dedicou-se, em especial, a ouvir a “voz” do/a Professor/a Coordenador/a sobre as suas práticas pedagógicas, tendo como contexto a política educacional implantada no Estado de São Paulo, no período de 1995 a 2002. Os objetivos deste trabalho levaram-me a optar pela análise de documentos oficiais, como forma de resgatar o percurso político-legal que permitiu a presença do/a Professor/a Coordenador/a nas escolas estaduais e de identificar os eixos norteadores das diretrizes para a educação paulista, bem como, a buscar elementos teóricos para compreender as influências do paradigma neoliberal de Estado e as determinações do Banco Mundial na composição do cenário político educacional brasileiro. Por meio de uma abordagem flexível, a entrevista coletiva, foi possível conhecer como os/as participantes dessa investigação, três Professores Coordenadores e seis Professoras Coordenadoras do período diurno e uma do período noturno, concebem as suas funções, vivem o cotidiano escolar, como se sentem em relação ao processo de avaliação anual de sua atuação, como organizam as Horas de Trabalho Pedagógico Coletivo, enfim, como se movem entre as atribuições legais e a realidade escolar. Esta pesquisa revela as práticas pedagógicas dos/as Professores/as Coordenadores/as acontecendo em condições precárias de trabalho e afetadas por múltiplos determinantes, entre eles, a forma de avaliação anual desses agentes educacionais. / The presence of the position of work of the Coordinator Teacher in state-run schools has been added to the official measures oriented to the improve the quality of teaching in São Paulo state. Thus, this study was dedicated, specially, to hearing the voice of the Coordinator Teacher about his/her pedagogical skills, having as a context the educational policy implanted in São Paulo state from 1995 to 2002. The goals of this work led me to choose the analysis of official documents, as a means of remembering the legal-political pathway that allowed the presence of the Coordinator Teacher state-run schools and identifying the oriented axis for the policies for education in São Paulo state, as well as, searching for theoretical elements to understand the influences of the neoliberal paradigm of State and the determinations of the World Bank over the composition of the educational-political scenario in Brazil. By means of a flexible approach, the collective interview, it was possible to know how the participants of this investigation, nine Coordinator Teachers from the day shift and one from the night shift, understand their roles in their everyday life in the school; how they feel about their annual performance evaluation process; how they organize their Collective Pedagogical Work Hours and finally how they deal with their legal duties and the school reality. This research reveals the Coordinator Teacher’s pedagogical skills that have to be put in practice counting on precarious conditions of work and it also reveals how these skills are affected by several determinants amongst which it is the annual evaluation of these educational agents.

Made available in DSpace on 2014-06-11T19:24:51Z (GMT). No. of bitstreams: 0 Previous issue date: 2013-02-08Bitstream added on 2014-06-13T20:32:21Z : No. of bitstreams: 1 santos_pgf_me_bauru.pdf: 1554869 bytes, checksum: 576571a9bd251f3d35bfa41904c1c7de (MD5) / O escopo deste trabalho envolve o processo de instauração de um Pequeno Grupo de Pesquisa em uma escola estadual em Mato Grosso do Sul, do qual participam professores desta escola e membros da universidade, UNESP. Os aspectos valorizados nesta pesquisa incluem: a análise da natureza do processo de construção de um grupo e os percalços provenientes da estrutura sistêmica na qual os sujeitos estão inseridos; a discussão de aspectos da ciência e da tecnologia neste grupo de professores, valorizando a problematização de aspectos da Natureza da Ciência e da Tecnologia, traçando, assim, um caminho, para a construção de um cenário para o tratamento de Questões Sociocientíficas na escola pública; e, por fim, a sistematização dos conhecimentos construídos na coletividade, a partir de um processo que valoriza a discussão, a construção de significados, a assimilação holística da realidade, a reflexão do professor sobre a própria prática; o exercício da reflexão e problematização no cerne do grupo. Sendo assim, os sujeitos participantes da pesquisa são três professores da escola básica, o pesquisador e dois professores da universidade. Os dados analisados foram constituídos por meio de gravação das reuniões, pelos textos escritos pelos participantes e pelas natas de reunião e analisados ainda na perspectiva da análise de conteúdo, com foco na análise temática. As informações apontam para a um processo constituído por três etapas: A gênese do PGP, que se configura como período de negociação e esclarecimentos e os sujeitos falando do seu mundo; O desenvolvimento do PGP e a constituição das Questões Sociocientíficas, que se caracteriza como um processo de construção de posicionamento, de sofisticação dos diálogos, de posicionamentos mais bem fundamentados, de construção de sentido sobre o grupo; O desfecho do PGP, que... / The scope of this work involves the process of setting up a Small Group Research in a state school in Mato Grosso do Sul, attended teachers from this school and members of the university, UNESP. The valued aspects in this research include: analysis of the nature of the construction process of a group and the mishaps from the systemic structure in which the subjects are inserted such as the tensions between the predominant type of rationality and a critical proposal that seeks to establish, the discussion of aspects of science and technology in this group of teachers, valuing the problematic aspects of the Nature of Science and technology, tracing, and a way to building a scenario for the treatment of socio-scientific issues in public shools, and on finally, the systematization of knowledge built collectivelly, from a process that values the discussion, the construction of meaning, the holistic assimilation of reality, the teacher reflection on own practice subsidized by theories related; the exercise of reflection and problematization at the core of the group. Thus, the subjects in the research are three basic shool teachers, the researcher and two teachers, the researcher and two teachers from the university. The data analyzed were made by recording the meetings, the texts written by the participants and the meeting notes and futher analyzed in the perspective of content analysis, focusing on thematic analysis. The information points to a process consisting of threee steps: The genesis of PGP, which constitutes negotiation period and clarifications and the subjects talking about their world; Development of PGP and the constitution of socio-scientific issues, which is characterized as a process of positioning construction, the sophistication of dialogues, the most well-reasoned positions, construction of meaning about the group; the denoument includes PGP students with some... (Complete abstract click electronic access below)

Orientador: Sueli Aparecida Itman Monteiro / Banca: Ricardo Ribeiro / Banca: Hilda Maria Gonçalves da Silva / Resumo: O presente estudo foi elaborado com o objetivo de mapear o fazer cotidiano de uma escola pública considerada com alto nível de qualidade. A estratégia metodológica foi a de observação participante e da análise documental com enfoque etnográfico, estratégia esta que permite traduzir em palavras, os contextos e processos sociais do grupo estudado, sem prejuízo de sua complexidade e dinâmica natural. Dado, este propósito, a pesquisa de campo foi realizada por um período de 09 (nove) meses, de 13/03/2013 à 13/12/2013, totalizando pouco mais de 300 (trezentas) horas de observação participante numa escola da rede pública estadual de São Paulo, localizada no interior do estado e que atende aos anos finais do ensino fundamental e ao ensino médio. Por meio da observação participante, principal recurso da metodologia escolhida, análise de documentos oficiais, entrevistas abertas e análise quantitativa das respostas dadas pelos pais e alunos no questionário socioeconômico e cultural do SARESP 2013, atreladas a uma observação e estudo das características organizacionais da escola estudada (estrutura física, estrutura administrativa e estrutura social) foi possível o apontamento de diversas características e manifestações que tornaram esta escola uma referência na região, com altos índices de aproveitamento nas avaliações externas e valorização da comunidade escolar / Abstract: This research was designed with the intention to come to know and to learn the everyday life of a public school that meets high level of quality standard. The methodology used was the Ethnographic Case Study Approach, which permits to put into words the chosen group's context and social processes, taking in consideration its complexity and natural dynamic. The fieldwork was done at a public school of the State of São Paulo that teaches from the 6th grade of Middle School to the Senior of High School and it is located on the west side of the state. The fieldwork was completed in 9 (nine) months, from March 13 to December 13 of 2013 and 300 (three-hundred) hours was dedicated in participant observation. Through the participant observation, most important tool of the methodology chosen; the analyzes of official documents and the quantitative analyses of parents' and students' answers for the SARESP 2013 socioeconomic and cultural questionnaire, attached to a appreciation and close study of the school's organization characteristics (such as physical, administrative and social structure) it was possible to comprehend the possible characteristics and manifestations that made the school a reference in the region, with high rates of utilization on the external tests and improvement of the school community / Mestre

Esse trabalho é uma pesquisa da produção arquitetônica do Fundo Estadual de Construções Escolares - Fece, o primeiro órgão do governo do Estado de São Paulo a ter como única atribuição planejar, projetar, construir, ampliar e manter a rede pública estadual de ensino. Foi o pioneiro no Brasil e na América Latina a ter essa incumbência. O estudo identificou cerca de 900 novos edifícios escolares construídos pelo Fece em seus 10 anos de atividade, entre 1966 e 1976, quando foi substituído pela Companhia de Construções Escolares do Estado de São Paulo - Conesp. O objetivo desse trabalho é investigar o que a arquitetura pública paulista produziu nesse período, e até mesmo a arquitetura paulista de forma geral, uma vez que suas histórias se confundem ao longo do tempo. Cerca de 230 arquitetos elaboraram projetos para o Fece. Selecionamos 15 edifícios escolares como representativos dessa produção, de autoria de Abrahão Sanovicz, Décio Tozzi, Eduardo Corona, Francisco Petracco, João Baptista A. Xavier, Luiz Carlos Costa e Francisco Crestana como colaborador, João Clodomiro B. de Abreu, João Walter Toscano, Júlio Roberto Katinsky, Júlio Teruo Yamazaki, escritório Rino Levi, Ruy Othake, Sérgio Ferro, Rodrigo Léfèvre e Flávio Império. O período é caracterizado por uma grande explosão de demanda de vagas na área educacional e é o momento da ampliação da rede física de ensino em larga escala. Até 1965, existiam aproximadamente 2.260 edifícios escolares. Em apenas 10 anos foram construídos pelo Fece o equivalente a aproximadamente 40% do que havia sido construído nos 75 anos anteriores, desde o início da República. Pelo que pudemos observar, essa produção com tamanhas proporções foi permeada por questões econômicas, visando construir o maior número de edifícios possível. Tais parâmetros estão expressos nas Normas Fece Para Elaboração de Projetos de Arquitetura Escolar. Nos 15 projetos selecionados constatamos que a resposta dos arquitetos paulistas face a esse desafio é excelente. Com recursos espaciais, construtivos e plásticos muitas vezes extremamente simples e de baixo custo, projetaram edifícios que surpreendem tanto espacialmente como também pelo aspecto plástico e volumétrico. Esperamos com esse trabalho contribuir para que tantas outras análises sejam feitas a partir do levantamento documental dessa produção. / This work is a research on the architectural production of the State Fund for School Buildings- FECE, the first government agency in the state of São Paulo to have as its only commission to plan, to design, to build, to enlarge and to maintain the state public education network. It was the pioneer agency in Brazil and in Latin America tobe entrusted withthis assignment. The study identified around 900 new school buildings constructed by FECE in its 10 years of activity, between 1966 and 1976, when it was replaced by the State Company of School Buildings in the State of São Paulo (CONESP). This work aims at investigating what the public architecture in São Paulo has produced in this period, and even further, what the architecture in São Paulo brought forth in general, once their stories are interwoven along time. Around 230 architects produced designs for FECE. Fifteen (15) school buildings were selected as portraying this production, designed by AbrahãoSanovicz, DécioTozzi, Eduardo Corona, Francisco Petracco, JoãoBaptista A. Xavier, Luis Carlos Costa and Francisco Crestana as collaborator, JoãoClodomiro B. de Abreu, João Walter Toscano, Júlio Roberto Katinsky, JúlioTeruo Yamazaki, Rino Levi´s office, RuyOthake, Sérgio Ferro, Rodrigo Léfèvre and FlávioImpério. The period is characterized by a great explosion in demand for places in the educational field and this is the moment of large scale physical expansion of education network. Up to 1965 there were about 2.260 school buildings. In only 10 years FECE built an amount corresponding to approximately 40% of what had been built in the preceding 75 years, since the beginning of the Republic. As far as we could notice, such an extensive production was permeated by economic issues, aiming at building the largest number of buildings as possible. Such parameters are comprised in FECE Rules for the Production of School Building Designs. In the 15 designs selected, the answer of the architects in São Paulo in coping with this challengeproved to be excellent. Making use of spatial, constructive and plastic resources, which many times were extremely simple and economical, they designed buildings which strike onenot only in terms of space but also as regards plasticity and volume. This work attempts to further many other analyses which might benefit from the documental survey presented in this research.

Analisa-se o estado nutricional, bem como alguns de seus condicionantes, de 257 escolares, com 7 a 13 anos de idade, matriculados nos Centros Integrados de Educação Pública- CIEP\'s em Americana, estado de São Paulo. Para o diagnóstico do estado nutricional considera-se a altura do escolar, adotando classificação com base nas unidades de desvio-padrão (escore Z de altura para idade). Avalia-se o consumo alimentar de 244 crianças da amostra utilizando-se o registro dos alimentos ingeridos pela criança, durante três dias não consecutivos da semana. Analisa-se a adequação de energia e nutrientes de acordo com o padrão nutricional definido para a população brasileira. Observa-se proporção de 15,6 por cento de crianças desnutridas crônicas (ZAI < -2). Ressalta-se que através de análises estatísticas detectou-se entre outras, a influência estatisticamente significativa das variáveis rendimento familiar per capita e freqüência à creche durante a idade pré-escolar, sobre o escore Z de altura para idade da criança. Isso mostra a importância de condições de vida que precedem o ingresso da criança no CIEP e que certamente afetaram o seu crescimento em períodos em que a criança é biologicamente mais vulnerável. Observa-se que o consumo alimentar revela-se deficiente em energia para 28,3 por cento dos escolares, evidenciando problema relativo à quantidade dos alimentos ingeridos. No tocante à qualidade, verificam-se percentuais de proteínas e lipídios, acima dos níveis recomendados. Inversamente, no que tange os carboidratos, os percentuais médios revelam-se abaixo da recomendação. Ressalta-se que 68,9 por cento dos escolares apresentaram alimentação com conteúdo protéico acima do preconizado. Análise das correlações simples entre a adequação do consumo de energia e nutrientes com variáveis sócio-econômicas revela que os nutrientes cuja adequação se mostra estatisticamente associada com renda familiar per capita são: energia, proteína, ferro, riboflavina, niacina e ácido ascórbico. / The nutritional status as well as certain conditioning factors of 257 students from 7 to 13 years of age registered at the Integrated Public Education Centers - CIEP\'s in Americana, state of São Paulo, are analyzed. Height of students is used to determine the nutritional status, with the classification based on standard deviation units (for Z escore HAZ). Food intake of 244 children is evaluated through the record of food ingested in three non-consecutive days. Energy and nutrient adequacy are analyzed according to the nutritional standard established for the Brazilian population. A 15.6 per cent ratio of children chronically going through malnutrition (HAZ < -2) is observed. Statistical analysis shows that the child\'s height for age Z score is influenced by per captia family income and attendance to day-care centers during preschool age, among other variables. That shows the importance of life conditions prior to the child\'s entry to CIEP and which have certainly affected its growth throughout periods when a child is biologically most vulnerable. Food intake is found energy- deficient for 28.3 per cent students, thus stressing the problem concerning the amount of ingested food. As to quality, protein and lipid ratios above recommended levels are observed. Inversely, average carbohydrate ratios are under the recommendations. One should stress that the protein content in the nourishment of 68.9 per cent students was above the recommended allowances. Simple correlation analysis between energy and nutrient consumption with social-economical variables reveals that the adequacy of nutrients statistically associated with per capita family income are energy, protein, iron, riboflavin, niacin and ascorbic acid.

M. Ed. / The new government that came into power in 1994, brought with it changes to the education legislation, which emphasised the parents as important partners for schools. This partnership was formalised by the South African Schools Act (SASA), which identifies school governing bodies (SGBs) as official partners in school governance. Thus, the new structure of school governance has resulted in the development of new relationships between parents and (SGBs). Collaboration may be viewed as a significant requirement in the relationship between the principal and SGB in order for them to effectively manage their school’s financial resources. Clearly, financial constraints can constitute one of the most significant, inhibitory factors in the creation of good, quality education in schools. Schools therefore need to ensure that financial resources are effectively managed so that quality education is sustained. As schools in South Africa are increasingly functioning as Section 21 schools, there is a stronger emphasis on financial management. However, if collaboration between the principal and SGB is not enhanced, this could ultimately affect the management of financial resources negatively. This places a heavy burden on principals, as they now need to cultivate genuine processes of collaboration in order to empower SGB members in the management of financial resources. This study focuses on the crucial need for schools to initiate and maintain a collaborative relationship between the principal and SGB. Without this, mutual trust, teamwork, collaborative decision-making, open-communication and co-operation will be absent, and can therefore impact negatively on the management of the school’s financial resources. Further, the government’s intention to transform schools and redress past education inequalities may prove futile.

The problem of this study was to determine the status of industrial arts programs in the public secondary schools of Louisiana and perceptions of industrial arts teachers in regards to their programs. The study was a cooperative effort of the Industrial Arts Division of the State Department of Education of Louisiana.

D.Phil. / The government’s educational reforms since 1994 have focused on access, equity, redress, quality, efficiency and democracy. Redressing historical imbalances and achieving equity are central policy components in attempts to restructure South African education. This aspiration is demonstrated in many education policies, such as the post-provisioning norms, rationalisation and redeployment of educators and non-teaching staff, management of school fees, the functioning of governing bodies and the National Norms and Standards for School Funding policy, and acceptable interventions. While inequalities in resource allocation from the state have been removed, inequalities persist for a number of reasons, including the inability of parents to pay fees, the unavailability of qualified educators in some schools, and unfavourable learner-educator ratios, especially in black schools and public schools in general. This research was conducted in an effort to investigate the implications of the National Norms and Standards for School Funding policy on equity in public schools in the Tshwane West District of the Gauteng Province. A quantitative research methodology was used to elicit the perceptions of educators and School Management Teams with regard to the implications of the NNSSF policy on equity in public schools. Based on the three first order factors derived from the first analytic procedure, namely, effective financial management, the management of equity issues and access to educational resources, substantial government subventions to the education system was undertaken. However, the implementation of the National Norms and Standards for School Funding policy has not been fully realised because inequalities based on race, class and gender still persist not only in the education system, but in the South African society as a whole.

M.Ed. (Educational Leadership and Management) / In post-apartheid South Africa, socio-economic and socio-political challenges coupled with serious lack of adequate physical resources in historically disadvantaged public schools are barriers to effective curriculum delivery and the provision of co-curricular activities. The National Norms and Standards for School Funding policy has been designed to address equity and social justice by providing substantial funding to public schools ranked as quintile 1 and 2. The State funding has been earmarked for, amongst others, the purchase of learning and teaching support materials and other phyiscal assets for educational purposes. This study determines the perceptions and experiences of teachers and school managers on the management of physical resources. Governing bodies have been empowered and are held accountable to manage physical assets at public schools. In the case of fee paying schools, the State provides limited funding and consequently, governing bodies are expected to raise funds in order to supplement the State’s funds so that additional physical resources that further the ends of effective education in every public school, may be procured. The management of physical resources is found to be ineffective and inefficient in many schools, paricularly historically disadvantaged schools. This study was framed using the quantitative research method. A structured questionnaire was distributed to a randomly stratified sample consisting mainly of post level one educators and members of the school management teams. This research was conducted at 30 public schools in the Gauteng East district. The questionnaire consisted of three sections: Section A required the respondents’ biograhical details; Section B comprised of 30 items on the management of physcial resources at public schools and Section C contained 11 items indicating the processes concerned with physical resources management. The analytical procedures applied in the empirical investigation revealed that physical resource management consists of three factors, namely, effective management of phyical resources; effective procurement of physical resources; and the provisioning of physical resources by the Provincial Education vi Department. The findings revealed that the educators agree that the governing body effectively manage and effectively procure resources for the school. There was only partial agreement that the Provincial Education Department provides physical resources adequately. It was found that governing bodies and school management teams need to be provided with continual training by the Provincial Education Department. Furthermore, it appears that whilst structures and processes are established to manage physical resources, there is need to constantly appraise and review their functionality.

This study investigated fees in public schools in seven school districts of British Columbia. A conceptual framework was formulated from issues in the literature on privatization, principles of taxation, school fee law and practices, and the public/private sectors of education. The framework was then applied to study the occurrence of school fees in public education and their effects on students. Purposive sampling techniques were employed to select districts, schools, and personnel for the study. Selection criteria included size, wealth, location and ethnic composition of districts and schools. Semi-structured interviews were conducted with a total of fifty-four professionals including school district officials, school administrators and teachers. The data were analyzed using qualitative techniques. Explanations for current fee practices included: 1) financial and budgetary limitations; 2) the philosophy of users' pay; and 3) an educational policy on voluntary educational pursuits. Fees as a source of revenue to maintain, improve and introduce educational services occurred in four categories: curricular, extracurricular, incidental, and supplementary and special. Administrators at the district and school levels emphasized that fee waivers, bursaries and reimbursements could be applied where necessary. However, costs could not always be absorbed by the school and, needy students were not always easily identified. Schools varied in the degree to which they experienced fee administration difficulties. Most principals indicated that the elimination of all school fees would result in curtailment or discontinuation of certain activities and items. Educators agreed that psychological and social effects from charging fees were also important concerns. Main conclusions are: 1) the benefit principle and ability-to-pay principle are both used to justify school fees; 2) school policies and laws define the application of fees according to required and non-required curricula, thus fees are encountered chiefly for course electives and voluntary activities; 3) by charging fees, schools are able to provide resources necessary for student programs and activities; 4) fees can negatively impact on student participation and psychology. Two policy directions are suggested based on the principles of benefit and abilityto- pay: the maintenance of current levels of fees and the augmentation of fee in public schools. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate