Made available in DSpace on 2016-04-27T14:31:01Z (GMT). No. of bitstreams: 1 Maria de Fatima Colaco Correia de Andrade.pdf: 1183453 bytes, checksum: 00929c55e354428a9604758d728c2316 (MD5) Previous issue date: 2012-10-30 / Secretaria da Educação do Estado de São Paulo / This paper is part of the line of research Educator Training of the Post-Graduation Program: Curriculum of the Pontifical Catholic University of São Paulo. The objective of this work is to investigate knowledge and actions of the Educational Supervisor of the public school network of São Paulo, as part of the management trio of public schools, together with the Principal and the Teacher Coordinator, proposing a critical reflection on the supervising function, in order that paths are uncovered and educational supervision is reframed, regarding school teaching-learning process and democratic management. The methodology was based on a qualitative approach, bibliography research, document analysis and field research. The setting of the research was a Director of Education in São Paulo and the subject researched were five Educational Supervisors, five school Principals and five Teachers Coordinators. During this research about knowledge and actions of Education Supervisors, we noticed that Supervisors, as members of the managing team of public schools of the state of São Paulo, are experiencing a changing process in their field of work, thus requiring specific knowledge. The supervising and controlling character of the supervising action in the past is giving way to a necessary mediating and articulating profile of the education supervision in schools. However, the role of supervision, as a member of the management trio of public schools, is still fragile due to the complexity of actions, excessive administrative tasks and central agencies demands. The subjects studied showed that educational supervision should be more focused on pedagogical aspects, therefore, we believe that the supervising function should be subject of discussion, training and investigation of education systems, so that paths can be tracked and this professional can better collaborate with the teaching-learning process and the school democratic management, taking into consideration the needs of the contemporary school / A presente dissertação insere-se na linha de pesquisa Formação de Educadores do Programa de Pós-Graduação Educação: Currículo da Pontifícia Universidade Católica de São Paulo. O trabalho tem como objetivo investigar saberes e fazeres do Supervisor de Ensino da rede estadual paulista, em sua atuação enquanto partícipe do trio gestor das escola públicas, juntamente com o Diretor de Escola e o Professor Coordenador, propondo uma reflexão crítica sobre a função supervisora, para que caminhos sejam desvendados e a supervisão de ensino ressignifique-se,tendo em vista o processo ensino aprendizagem e a gestão democrática da escola. A metodologia apoiou-se em uma abordagem qualitativa e contou com a pesquisa bibliográfica, análise documental e pesquisa de campo. O cenário da pesquisa foi uma Diretoria de Ensino da Grande São Paulo e os sujeitos pesquisados foram cinco Supervisores de Ensino, cinco Diretores de Escolas e cinco Professores Coordenadores.Nesta pesquisa, acerca dos saberes e fazeres dos Supervisores de Ensino numa perspectiva de atuação, enquanto membros da equipe gestora das escolas públicas estaduais, verificou-se que na Diretoria pesquisada os supervisores estão vivendo processos de mudanças no campo de sua atuação, exigindo saberes específicos. O caráter fiscalizador e controlador, imbuído na ação supervisora em outros tempos, vem cedendo lugar a um necessário perfil mediador e articulador da supervisão de ensino junto às escolas. Entretanto, a atuação da supervisão, enquanto partícipe do trio gestor das escolas públicas, ainda mostra-se frágil pela complexidade de ações, pelo excesso de tarefas administrativas e pela demanda dos órgãos centrais.Os sujeitos pesquisados apresentaram a necessidade de a supervisão de ensino estar mais voltada aos aspectos pedagógicos da escola, motivo pelo qual consideramos que a função supervisora deve ser objeto de discussão, formação e investigação dos sistemas de ensino, para que caminhos possam ser trilhados e este profissional possa melhor colaborar com o processo ensino aprendizagem e a gestão democrática da escola, tendo em vista as necessidades da escola na contemporaneidade

Made available in DSpace on 2017-07-10T16:16:58Z (GMT). No. of bitstreams: 1 Andre parte 1.pdf: 8787498 bytes, checksum: 83b667c52b0403120245a5c716ef9e0b (MD5) Previous issue date: 2014-04-01 / In this essay we aim to understand the theoretical-methodological assumptions of teaching the discipline History in public schools of the city of Cascavel in the period between 1990 to 2013, in the light of social, economic and political transformations. Specifically the process of elaboration of the curriculum for the municipal public education network of Cascavel and the implementation of the assumptions of the discipline of History. The adopted timeframe of Brazilian education reform takes place, with the launch of the basic curriculum for schools in the State of Paraná, with the deployment of new LDB (1996) and PCNs (1997) and also the AMOP curriculum (2007) and the municipality of Cascavel-PR (2008). Given these curriculum guidelines focusing on one State and region, we inquired what were the theoretical-methodological assumptions that paved the way the teaching of History, particularly in municipal public schools of Cascavel? And to what extent this new proposal has been implemented? We discussed some theoretical-methodological elements, noting its impact on the teaching of History. We conducted a bibliographical and documentary sources. We conducted field research with teachers of elementary school in Cascavel on new curricular proposal on teaching History in the studied period. We understand that there are problems such as: (i) right about the implementation of standoff theoretical-methodological assumptions of the curricular proposal of teaching History in the city of Cascavel due the intense flow of teachers in public municipal network; (ii) the primacy of form over content; (iii) difficulty of theoretical domain of the proposal on the part of teachers; (iv) the difficulty of understanding of the proposal; and (v) the distance between the formulation of the proposed curriculum and its applicability in practice, resulting in an organic and unitary process / Neste trabalho visamos compreender os pressupostos teórico-metodológicos do ensino de História da rede municipal de ensino de Cascavel no período entre 1990 a 2013, à luz das transformações sociais, econômicas e políticas. Especificamente o processo de elaboração do Currículo para a rede pública municipal de ensino de Cascavel e a implementação dos pressupostos da disciplina de História. O recorte temporal adotado refere-se ao período que compreende das reformas na educação brasileira, com o lançamento do Currículo Básico para as escolas do Estado do Paraná, com a implantação da nova LDB (1996) e dos PCNs (1997) e também do currículo da AMOP (2007) e do município de Cascavel-PR (2008). Diante dessas orientações curriculares incidindo em um mesmo Estado e região, indagamos quais foram os pressupostos teórico-metodológicos que embasaram o ensino de História, em especial nas escolas públicas municipais de Cascavel? E em que medida essa nova proposta vem sendo implementada? Discutimos alguns elementos teórico-metodológicos, verificando suas repercussões no ensino de História. Realizamos um levantamento bibliográfico e de fontes documentais. Realizamos pesquisa de campo com professores do Ensino Fundamental em Cascavel acerca da nova proposta curricular sobre o ensino de História no período estudado. Compreendemos que existem problemas como: (i) certo impasse quanto à implementação dos pressupostos teórico-metodológicos da proposta curricular do ensino de História no município de Cascavel devido ao intenso fluxo de professores na rede pública municipal; (ii) a primazia da forma sobre o conteúdo; (iii) dificuldade de domínio teórico da proposta por parte dos professores; (iv) a dificuldade de entendimento da proposta; e (v) a distância entre a formulação da proposta curricular e sua aplicabilidade na prática escolar, resultando num processo não orgânico e unitário

Made available in DSpace on 2017-07-10T16:27:58Z (GMT). No. of bitstreams: 1 Raul Cesar.pdf: 1396905 bytes, checksum: d27f3dbd595aedc83ffbc86e5dd0f405 (MD5) Previous issue date: 2014-06-27 / The technologies are fundamental tools in human evolution. From the beginning the work provided greater efficacy and intellectual productions, distinguished the man from other animals. Running along the various areas of daily activities, are constantly changing and evolution, influencing behaviors, providing opportunities and effecting social change and cultural dynamics. In the area of formal education, represented by the school, the technologies are essential for teaching. Traditional as paper, pencils, board etc., they are already recognized incorporated into the teaching and learning process, as being fundamental. With the advent and access the electronic and microelectronic technologies, the schools are faced of the new reality, whose potential role and the educational needs of reflections. These new features, represented at schools with greater frequency for televisions, computers and accessories, are they gradually integrated into this institution. In this process, one must consider that these instruments are contaminated by the interests of capitalism through the mass media, using technological resources and its ability to integrate multiple languages, seducing for consumption. In this sense the formal education beyond this challenge need to consider the influence that the mass media have on students. The impacts are clearly perceived in the relationship of students with formal knowledge. Several initiatives, government and teachers are held to find the place and the role of technology in education. Many of them collide on personal, institutional and lack of theoretical depth limits. In this sense the continuing education are fundamental to this debate. This research was based on the experiences of the public schools in Paraná and held in high schools the city of Francisco Beltrão. We seek to identify how they have been used technological resources available at the school, limitations, difficulties and results. We discuss also the differences in the use and control of these resources between teachers and students. As we seek to broaden the debate curricular and social issues that affect the teaching and learning process. / As tecnologias são instrumentos fundamentais no processo de evolução humana. Desde o início proporcionam maior eficácia aos trabalhos e produções intelectuais, que diferenciam o homem dos demais animais. Perpassando os diversos campos das atividades diárias, estão em constante mudança e evolução, influenciando comportamentos, oportunizando mudanças e efetivando dinâmicas sociais e culturais. No campo da educação formal, representada pela escola, as tecnologias são indispensáveis para o ensino. As tradicionais como papel, lápis, lousa etc, já estão reconhecidamente incorporadas ao processo de ensino e aprendizagem, como sendo fundamentais. Com o advento e acesso as tecnologias eletrônicas e microeletrônicas, as escolas estão diante de nova realidade, cujo potencial e o papel educacional necessitam de reflexões. Estes novos recursos, representados nas escolas, com maior frequência por televisores, computadores e seus complementos, são gradualmente integrados a esta instituição. Nesse processo, há que se considerar que estes instrumentos estão contaminados pelos interesses do capitalismo que, por meio das mídias de massa, utilizam os recursos tecnológicos e sua capacidade de integrar múltiplas linguagens, seduzindo para o consumo. Neste sentido a educação formal, além deste desafio precisa considerar a influência que as mídias de massa exercem sobre os alunos, os impactos são claramente percebidos na relação dos alunos com o conhecimento. Diversas iniciativas, governamentais e de professores são realizadas para encontrar o lugar e o papel das tecnologias na educação. Muitas delas esbarram em limites pessoais, institucionais e carência de aprofundamento teórico. Nesse sentido as formações continuadas são fundamentais para este debate. Esta pesquisa foi baseada nas experiências das escolas públicas estaduais do Paraná e realizada em três escolas de Ensino Médio do município de Francisco Beltrão. Procuramos identificar como têm sido utilizados os recursos tecnológicos disponíveis na escola, as limitações e dificuldades no uso destes instrumentos. Abordamos a diferença no uso e domínio destes recursos entre professores e alunos. Assim como, buscamos ampliar o debate para questões curriculares e sociais que interferem no processo de ensino e aprendizagem.

In recent years several municipalities in Sweden have merged their public secondary schools. This has been considered a type of initiative that intends to reduce youth segregation and discrepancies in school quality. This thesis examines in what ways the merging of all public secondary schools in a municipality affects the students’ academic performance and their choice to enroll in the publicschool sector. To do so I use municipality-level aggregate data from the Swedish National Agency for Education on 9th grade students’ academic outcomes and the share of 7th graders enrolled in the public schools. I employ a difference-in-difference approach to estimate the reduced form effect of the school mergers. The control group used in the baseline estimation includes all municipalities that had a constant number of public secondary schools during the time period of my study. I move on to use propensity score matching in order to create a more comparable control group. I then estimate a difference-in-difference regression with match-fixed effects. The results show that the mergers have a negative effect on the municipality-level average GPA. In addition, the municipalities where the mergers have been implemented experience a reduction in the share of students that pass all 9th grade subjects as well as an increase in the share of students who do not have sufficient grades to continue to upper secondary school. The school mergers caused the share of 7th graders enrolled in the publicschool sector to decrease by approximately 10 percentage points. These results indicate that the public secondary school merger is not a panacea for improving student outcomes.

The purpose of this study was to examine curricular programs in private, public choice, and public attendance-zone schools to determine whether differences exist among curricular programs in the three types of schools. The findings from the student survey data indicated that private school students reported their curriculum to be more challenging than public school students, but no other significant differences were noted. Findings from the teacher survey showed more positive results for private schools in indicators of a challenging curriculum, expectations of students, school climate, and external support than public schools. This study showed that of the types of schools examined, Catholic schools exhibited the most consistent and well written curriculum that reflected the four research questions. Future research needs to be done to establish whether these indicators of a challenging curriculum result in higher student achievement.

Este trabalho tem por objeto a realidade da escola pública da periferia, sob a ótica do professor de matemática. Nele são desenvolvidos estudos teóricos preliminares à construção de uma leitura crítica sobre as tramas que constituem essa realidade, tendo como condicionante o fato de o pesquisador fazer parte dela. A metáfora da trama é utilizada para pensar a articulação dos inúmeros fatores que interagem na configuração dos processos e contextos analisados, servindo para aproximar as experiências particulares de sua totalidade social. Essa leitura se mostra importante para intensificar e orientar as predisposições para uma ação educativa transformadora. Sendo algo difícil de ser alcançado pelo professor em exercício, em face da agitada dinâmica da vida contemporânea, duas questões se impõem: (a) como essa barreira pode ser transposta? (b) como esse nível de criticidade pode ser alcançado? No percurso do trabalho, tenta-se responder essas questões mediante a reflexão sobre as próprias ações do pesquisador diante do desafio de construção dessa leitura crítica. Tal leitura consistiria numa forma de interpretação da realidade apurada mediante um processo filosófico-reflexivo de organização das percepções por meio das quais essa realidade é acessada. Isso pressuporia a aquisição de um capital teórico-filosófico que viabilizasse a ampliação das possibilidades dessa leitura. A necessidade desse capital teria apoio nas ideias de Norwood Hanson, para quem os conhecimentos apreendidos previamente é que dão suporte à observação. A organização dessas percepções, por sua vez, teria a finalidade de aclarar as incoerências, inconsistências e contradições que se formam historicamente nos meandros dessas tramas contribuindo para a submissão do ser humano a condições indesejáveis. Esse nível de esclarecimento também requereria certo capital sociológico, que neste caso foi constituído principalmente pelas teorias de Marx, Bourdieu e Adorno. Os estudos teóricos são aqui apresentados na forma de ensaios, sendo o primeiro dedicado às prévias à socialização no campo científico; o segundo, às abordagens teóricas no estudo da realidade; e o terceiro, às tramas da realidade da escola pública da periferia e do ensino de matemática nessas escolas. / The object of this work has been the reality of the urban high poverty public school in Brazil, from the perspective of a mathematics teacher. In it are developed theoretical studies preliminary to the construction of a critical reading of the woof making up that reality, given the fact that the researcher is part of it. The metaphor of woof is used to help thinking the articulations of many factors that interact in the shaping of the process and contexts that was analyzed, serving to approximate the particular experiences of their social totality. This reading shows itself important to step up and guide the predispositions to a transforming educational activity. Being something difficult to achieve by the teacher in exercise, due to the troubled dynamics of contemporary life, two questions are imposed: (a) how that barrier can be transposed? (b) how this level of criticality can be achieved? In the working path, is tried to answer these questions by reflecting on the actions of the researcher facing the challenge of building this critical reading. Such a reading would be a kind of reality interpretation enhanced by a philosophical-reflective process of organizing perceptions through which this reality is accessed. It presupposes the acquisition of a theoretical-philosophical capital that makes feasible the expansion of the possibilities of this reading. The need for this capital would be support by the ideas of Norwood Hanson, for whom the knowledge previously seized is what supports the observation. The organization of these perceptions, in its turn, would have the purpose of clarifying incoherencies, inconsistencies and contradictions that are formed historically in the intricacies of these plots contributing to the submission of the human being to undesirable conditions. This level of information would also require certain sociological capital, which in this case consisted primarily by the theories of Marx, Adorno and Bourdieu. The theoretical studies are presented here in format of essays. The first, dedicated to the preliminary studies in support of the socialization of the researcher in the scientific field; the second, the theoretical approaches in the study of reality; and third, the woof of the urban high poverty public school and the mathematics teaching in such a school.

The aim of the study is to investigate the effect of creative drama- based instruction on 7th grade students&rsquo / achievement in probability concept and their attitude toward mathematics. Another purpose of the study is to investigate the gender differences regarding mathematics achievement and attitude. The study was conducted with two 7th grade classes from a public school in the 2010-2011 academic year, lasting 17 lesson hours (six weeks). Twenty-two of the participants received Creative Drama Based Instruction (CDBI), and twenty-one received Regular Instruction (RI). Experimental design was used in which two different learning environments / creative drama based instruction and regular instruction was compared. In order to measure students&rsquo / mathematics achievement Probability Achievement Test (PAT) was used. The participants were given Mathematics Attitude Scale (MAS), in order to quantify the levels of attitude towards mathematics. These instruments were implemented before and after the treatment as pre-test and post-test. Independent samples t-test was performed on gain scores of PAT and MAS. Moreover, two way ANOVA was performed to examine the data. Two way ANOVA results yielded that there was a statistically significant difference between the mean scores of Experimental Group and Control Group in terms of achievement in favor of Experimental Group. Moreover, female students had significantly higher mathematics achievement scores than males. The results of mathematics attitude scale showed that the seventh grade students&rsquo / attitudes towards mathematics were not significantly different with respect to teaching method. Also, it could be stated that gender difference regarding of mean attitude scores was not statistically significant.

This study examines the experiences of nine hijabi and non-hijabi Muslim girls from diverse backgrounds with curriculum/schooling in public secondary schools in Ontario. The study uses individual interviews and a focus group discussion to delve into how Muslim girls understand their educational experiences. The participants were independent, thoughtful, and conscientious students who were evolving as individuals through their curriculum/schooling experiences. School was a forum where they questioned themselves, discovered their interests, and made sense of their multiple identities. The differences between a participant’s home and school life varied, and each girl had a unique manner in dealing with the various ideological and practical conflicts. As Muslim girls, they were confronted with certain challenges in school; however, this did not detract from the overall positive aspects of their public schooling experiences. My participants felt respected and validated as individuals in their schools and optimistic regarding their futures as Muslim Canadian females.

This study examines the experiences of nine hijabi and non-hijabi Muslim girls from diverse backgrounds with curriculum/schooling in public secondary schools in Ontario. The study uses individual interviews and a focus group discussion to delve into how Muslim girls understand their educational experiences. The participants were independent, thoughtful, and conscientious students who were evolving as individuals through their curriculum/schooling experiences. School was a forum where they questioned themselves, discovered their interests, and made sense of their multiple identities. The differences between a participant’s home and school life varied, and each girl had a unique manner in dealing with the various ideological and practical conflicts. As Muslim girls, they were confronted with certain challenges in school; however, this did not detract from the overall positive aspects of their public schooling experiences. My participants felt respected and validated as individuals in their schools and optimistic regarding their futures as Muslim Canadian females.

The purpose of this study was to reveal and define the problems middle school mathematics teachers experienced in applying transformational geometry and the solutions they proposed to overcome these problems. A total of six elementary mathematics teachers (grades 5-8) in Ankara participated in the study. The data were collected by means of one-to-one interviews with the participants. The findings indicated that the participants&rsquo / problems divided into three parts. These problems were problems arising from teachers, problems arising from students and problems arising from resources. The participants expressed challenges in teaching due to lack of materials, textbooks, and visualization ability of teachers, classroom size, and time. According to the findings, rotation was the most problematic issue. The participants claimed insufficient technological materials were the reason of this problem. Participants did not feel confidence enough to implement transformational geometry especially in rotation since they lacked adequate training and support. The participants claimed that the Ministry&rsquo / s support should be increased, concrete and technological materials should be sufficient in number, and the duration of transformational geometry lesson should be increased.