Submitted by Jadson Francisco de Jesus SILVA (jadson@uefs.br) on 2017-02-14T00:39:30Z No. of bitstreams: 1 REDESENHANDO O CURRICULO DO ENSINO MEDIO -.pdf: 3607198 bytes, checksum: fb077176dd0a069f013300679d0cf882 (MD5) / Made available in DSpace on 2017-02-14T00:39:30Z (GMT). No. of bitstreams: 1 REDESENHANDO O CURRICULO DO ENSINO MEDIO -.pdf: 3607198 bytes, checksum: fb077176dd0a069f013300679d0cf882 (MD5) Previous issue date: 2016-07-29 / Historically high school consists in a level of greater complexity in the public policies? elaboration. It is marked by a long process of undefined identity, whose fluctuations involve a propaedeutic model destined to continue studies in higher education and professionals that are directed to the working classes. Nowadays, the high school reformulation policies takes the curriculum as focus of change and seek to overcome this structural duality (KUENZER, 2010) which comes from an integrated training that are structured by axis of work as an educational principle, science and technology as a mode of understanding social and physical transformations and culture as ethics and esthetics? productions of societies. In this scenario, the ?Programa Ensino M?dio Inovador ? ProEMI? (which means High School Program Innovator) established by Decree 971 of 9 October 2009 was born with the goal of enabling the redesign of the school curriculum in order to overcome the educational differences; universalizing access and permanence; consolidate the identity and diversity, to offer significant learning; integrate and articulate knowledge of interdisciplinary and recontextualisation from diverse educational activities inserted in macro fields. In this sense, this research conducted in Educand?rio Oliveira Brito school in Euclides da Cunha City, located in state of Bahia, Brazil, aimed to understand how the institution has been in recontextualisation proposed by ProEMI as curriculum reform and how it has been focused in daily practices; the organizational dimensions of culture and school schedule; and the access and permanence of young people in schoolas well. About the study of ethnographic case, the construction of the ?corpus? came from participant-observation, document analysis, interviews with the coordinators that are responsible for the program, including a manager and seven of the eight teachers that are responsible for the workshops. The option for the analysis of recontextualisation of processes consists in Bernstein (1990, 1996) and Lopes (2008), Goodson (2013), founded the diagnosis of educational changes, Ball (2001, 2006) and Moreira (2012, 2012a, 2012b ) offered subsidies for reflection on educational policies and educational transfer - respectively and finally Bardin (1995) that brings the analysis of enunciation methods of understanding the data collected. Therefore, it became apparent that the recontextualisation of processes from ProEMI occurred in hybrid ways, translated from the actual model of the American high school, reframed by the subjects in the school routine. It also showed a proposal of inflexibility, in that the redesign of the school curriculum includes only one model of pedagogical activity: the workshop. The lack in teacher training processes unfortunately involves the whole school collective. Finally, the examination of questionnaires that was given to students who attend the workshop reflects on the category of youth and the importance of youth participation and the engagement of all subjects in school changes. / Historicamente o Ensino M?dio se constituiu como o n?vel de maior complexidade na elabora??o de pol?ticas p?blicas. Sendo marcado por um longo processo de indefini??o identit?ria, cujas oscila??es abarcavam um modelo proped?utico com destino ? continua??o de estudos em n?vel superior e um profissional direcionado ?s classes trabalhadoras. Atualmente, as pol?ticas de reformula??o do Ensino M?dio tomam o curr?culo como foco de mudan?a e buscam superar essa dualidade estrutural (KUENZER, 2010) a partir de uma forma??o integral estruturada pelos eixos de trabalho como principio educativo, da ci?ncia e tecnologia como forma de compreens?o das transforma??es sociais e f?sicas e da cultura enquanto produ??o ?tica e est?tica das sociedades. Nesse cen?rio, o Programa Ensino M?dio Inovador ? ProEMI, institu?do pela portaria 971, de 9 de Outubro de 2009 nasce com o objetivo de possibilitar o redesenho do curr?culo das escolas de modo a superar as desigualdades educacionais; universalizar o acesso e perman?ncia; consolidar a identidade e diversidade, ofertar aprendizagens significativas; integrar e articular conhecimentos de forma interdisciplinar e contextualizada a partir de atividades pedag?gicas diversificadas inseridas em macrocampos. Nesse sentido, esta pesquisa realizada na escola Educand?rio Oliveira Brito no Munic?pio de Euclides da Cunha/ BA teve como objetivo compreender como a institui??o tem recontextualizado a proposta do ProEMI quanto ? reforma curricular e como esta tem incidido nas pr?ticas cotidianas; nas dimens?es de organiza??o da cultura e curr?culo escolar; assim como no acesso e perman?ncia dos jovens na escola. Enquanto estudo de caso etnogr?fico, a constru??o dos corpos partiu da observa??o-participante, de an?lise documental, entrevistas realizadas com os coordenadores respons?veis pelo programa, com um gestor e com sete dos oito docentes respons?veis pelas oficinas. A op??o pela an?lise dos processos de recontextualiza??o pauta-se em Bernstein (1990, 1996) e Lopes (2008), Goodson (2013), fundamentou o diagn?stico das mudan?as educacionais, Ball (2001, 2006) e Moreira (2012, 2012a, 2012b) ofereceram subs?dios para a reflex?o sobre as pol?ticas educacionais e de transfer?ncia educacional ? respectivamente e, por fim, Bardin (1995) imprimiu a partir da an?lise da enuncia??o os m?todos de compreens?o dos dados coletados. Dessa maneira, tornou-se percept?vel que os processos de recontextualiza??o do ProEMI ocorrem de maneiras h?bridas, traduzidas do modelo da high school norte-americana, sendo ressignificadas pelos sujeitos no cotidiano da escola. Evidenciou-se tamb?m um engessamento da proposta, na medida em que o redesenho do curr?culo escolar abarca apenas um modelo de atividade pedag?gica: a oficina. A car?ncia nos processos de forma??o docente abarcou todo o coletivo da escola. Por fim, o exame dos question?rios aplicados aos estudantes que frequentam a oficina nos direcionou a reflex?o sobre a categoria da juventude e da import?ncia do protagonismo juvenil e do engajamento de todos os sujeitos nas mudan?as escolares.

Ce projet de recherche décrit, analyse et propose une interprétation du processus par lequel les PME maintiennent leurs relations d'affaires dans des contextes culturels différents. La littérature en marketing sur la relation B-to-B part du postulat que les relations d'affaires durables améliorent la performance, offrent aux partenaires des niveaux de satisfaction plus élevés et un avantage concurrentiel sur le marché national et les marchés internationaux. Il a été démontré que le maintien d'une relation d'affaires requiert que les entreprises développent, selon un cycle de vie séquentiel, confiance, engagement et valeur de la relation. En contexte international, il faut surmonter des difficultés supplémentaires : gérer les importantes distances géographiques et faire face aux « frictions » inhérentes à la communication interculturelle, aux différentes échelles de valeurs et de comportements. Cette thèse se concentre sur le processus de maintien des relations d'affaires internationales dans les PME, qui est le type d'entreprise considéré comme le moins à même de surmonter les obstacles de l'internationalisation. La méthodologie choisie associe une approche longitudinale rétrospective et en temps réel afin de comparer et mettre en perspective quatre relations d'affaires internationales durables : une ethnographie focale – entre un fabricant Français et son distributeur Japonais - et trois études de cas – entre l'entreprise française centrale et un distributeur respectivement Sud-Coréen, Néerlandais et Belge. Ce travail décrypte la complexité du processus de maintien des relations d'affaires internationales à travers l'analyse et l'articulation de trois perspectives : la narration du cycle de vie de la relation reconstruit et objectivé, le processus de communication au cours de de la relation et le processus culturel de « sensemaking » des incidents critiques et événements saillants. Mobilisant l'approche interprétative, la thèse montre que les relations d'affaires internationales peuvent se maintenir bien que les expériences et les perspectives des acteurs sur leurs interactions soient différentes de part et d'autre de la relation. La communication interculturelle est le vecteur des représentations « recontextualisées » des partenaires i.e : modelées par les univers de sens inhérents aux contextes de perception distincts dans chaque relation dyadique. En dépit de recontextualisations asymétriques, les partenaires peuvent développer des attitudes compatibles d'engagement et de confiance l'un envers l'autre. Ce travail met plus particulièrement en lumière le rôle que jouent les visions mythifiées de la relation d'affaires - les représentations constamment élaborées, réinterprétées et recontextualisées de certains aspects de la relation, qui sont ainsi favorablement ou défavorablement déformés. Il apporte une contribution à la littérature en proposant un modèle du processus de maintien de la relation d'affaires internationale. Il suggère que les concepts d'engagement et de confiance méritent davantage d'attention en associant des approches processuelles, interprétatives, et psychologiques. / This research project documents, analyzes and offers a processual interpretation of how business relationships are maintained in SMEs across cultural contexts. The B-to-B relationship marketing literature posits that long-lasting business relationships enhance performance, offer business partners higher levels of satisfaction and a competitive advantage in domestic and international markets. Maintaining business relationships is shown to require the development of trust, commitment and relationship value between the firms through a sequential lifecycle. In international contexts, additional difficulties must be overcome due to operating at large geographical distances and facing frictions inherent to cross-cultural communication, value incongruence and behavioral differences. This thesis focuses on the relationship maintenance process specifically in SMEs as this organizational type is considered to be least able to overcome the internationalization hurdles. The chosen methodology combines a retrospective and invivo longitudinal approach, comparing and contrasting four long-lasting international business relationships among SMEs: the focal ethnography involves a French manufacturer with a Japanese distributor; followed by three comparative case studies between the French pivotal firm respectively with a South Korean, Dutch and Belgian distributor. This work deciphers the complex process of international business relationships' maintenance through the analysis and articulation of 3 perspectives: the narrative of the objectivized reconstructed relationship lifecycle, the relationship communication process and the dyadic cultural sensemaking of critical incidents and salient events. Using the interpretative approach, the thesis shows that international relationships can be maintained in spite of different experiences and perspectives from each side of the dyad concerning their interactions. The cross-cultural communication mediates the partners' representations, which are ‘recontextualized', i.e: shaped by the universes of meaning existing in the dyads' distinct perceptual context. In spite of asymmetrical recontextualizations partners can develop compatible attitudes of commitment and trust toward each other. This work particularly sheds light on the role played by the mythicized visions of the business relationship— constantly shaped, reinterpreted, and recontextualized representations of certain aspects of the relationship that are favorably or unfavorably distorted.. It contributes to the literature by proposing a model of the international business relationship maintenance process. It suggests that the concepts of commitment and trust deserve further attention through a combination of processual, interpretative and psychological approaches.

The aim of this compilation thesis is to describe prerequisites for what, in a Swedish educational context, is often called ‘entrepreneurial learning’ and to examine the possible influence that this has on school practice. The study was carried out in two lower secondary schools and was guided by the following two research questions. First, how is entrepreneurial learning reflected in educational practice regarding teaching, learning and assessment? Second, how has the phenomenon of entrepreneurship been recontextualized in educational discourse through politics and policy? Basil Bernstein’s concepts and theories have consistently been the point of departure for analysis. Altogether, 52 classroom observations were made, particularly focusing on the subjects of social science, science and mathematics. In addition, 8 individual interviews with teachers and 15 group interviews with pupils were conducted. For decades, national and international policy documents have promoted the need for a creative, innovative and flexible future working force; bringing this about has highly involved the education system. In Sweden, entrepreneurship was inscribed in the curriculum in 2011, and it is meant to run like a thread throughout education. In this study the broad approach of entrepreneurship in education, which is about generating an entrepreneurial mindset, is focused. Research points out various difficulties and dilemmas regarding the implementation of entrepreneurial learning. These difficulties and dilemmas are connected to concerns about perceived difficulties in relation to differences in school subjects, pupils’ backgrounds, degree of managerial support and/or collegial consensus and cooperation. The main findings are linked to recurrent difficulties regarding teaching methods and assessments in relation to entrepreneurial learning. Curricula and syllabi express explicit learning outcomes, which both teachers and learners perceive as being challenging to combine with entrepreneurial classroom work. This in turn links to an aspect which is often addressed in research—that is, the question about whether to use traditional or entrepreneurial (progressive) teaching methods. Curricula express a need for both, and teachers often find it difficult to find a functioning balance between them, not least because of current societal discussions and demands. In many respects, the implementation of entrepreneurial learning sends mixed messages. On the one hand, pupils are meant to develop entrepreneurial skills and competencies through cooperation and interaction within groups, and, on the other hand, the essence of entrepreneurship indicates competition; this is yet another dilemma addressed in the study. The study shows that, due to the schools’ different prerequisites regarding, for instance, teachers’ approaches and understandings and the schools’ catchment areas, entrepreneurial learning is performed somewhat different. Bernstein’s concepts and theories offer tools to explain and understand different aspects, including dilemmas and difficulties in relation to both classroom practice and social discourse.

Made available in DSpace on 2016-04-27T14:30:48Z (GMT). No. of bitstreams: 1 Ricardo Costa Mesquita.pdf: 1354503 bytes, checksum: bf946eb2481f7652df7cceb3cf86b863 (MD5) Previous issue date: 2011-09-30 / The present dissertation gives an account of an experiment related to a field trip held in a school of the private network of São Paulo, and aims to discuss the conditions for its curricular integration. The author starts from the observation that, at times, the curriculum based on the disciplinary matrix encounters difficulties to cater for the frequent movements of curriculum integration in schools, especially in elementary school courses, an example of which being the field trip itself. The author then reflects on these difficulties, assuming the dual assumption that they can provide clues about the effectiveness of the formative potential which is thought to occur in the promotion of curricular integration and that can also reveal something about the school and the fulfillment of the role that society expects of it today. Besides his own experience with field trips, the author brings to his study tales and impressions obtained from conversations with teachers and students. In terms of theory, he uses the concepts of hybridism and recontextualization of discourses that make up the curriculum. He also brings different views on interdisciplinarity, brief fundamentals of classical modalities of curriculum integration, as well as some aspects of recent thinking regarding the school curriculum. In addition, due to the proximity to the school practice that the work seeks to maintain, it has as axis the idea of formative experience, an experience capable of providing meaning to the subject: student, teacher and even school. It is intended, therefore, to describe how the specific design of the studied curriculum integration and its implementation imply a game of identity construction, and how this game may be useful for the pedagogical and educational practice. It is hoped that the work would serve the school manager as a reflection about the daily dilemmas experienced in the construction of the curriculum as it happens on the real everyday practice of the school / A presente dissertação traz o relato de uma experiência de estudo do meio realizada em uma escola da rede particular de São Paulo e procura refletir sobre as condições de realização da integração curricular. O autor parte da constatação de que a organização curricular com base na matriz disciplinar não convive sem dificuldades com os movimentos de integração curricular frequentes nas escolas, mormente nos cursos de Ensino Fundamental, e dos quais o estudo do meio é um exemplo. Reflete sobre tais dificuldades, assumindo a dupla hipótese de que elas podem fornecer pistas sobre a efetivação do potencial formativo que se pensa haver na promoção da integração curricular e de que podem também revelar algo sobre a escola e o cumprimento do papel que hoje a sociedade espera dela. Além de sua própria experiência com estudos do meio, o autor traz para o seu relato falas e impressões obtidas em conversas com professores e alunos. No plano da teoria, utiliza-se das concepções de recontextualização e hibridismo dos discursos que compõem o currículo. Traz também diferentes visões sobre a interdisciplinaridade, breves fundamentos das modalidades clássicas de integração curricular, bem como alguns aspectos do pensamento recente sobre a organização curricular. Além disso, em função da proximidade com a prática escolar que o trabalho procura sempre manter, ele tem como eixo a ideia de experiência formativa, como vivência capaz de imprimir sentido no sujeito aluno, professor e até mesmo escola. Trata-se, pois, de descrever de que modo o projeto específico de integração curricular estudado e sua implementação implicam um jogo de construção de identidades e o que esse jogo pode ter de promissor para a prática pedagógica e educacional. Espera-se que o trabalho possa servir ao gestor escolar como reflexão a respeito dos impasses vividos na construção cotidiana do currículo tal como se dá na prática, no nível do assim chamado chão da escola

Submitted by Mário Sérgio Machado Souza (marios_machado@yahoo.com.br) on 2016-07-20T17:50:00Z No. of bitstreams: 1 Dissertação_Mário Sérgio_Versão final digital.pdf: 889800 bytes, checksum: 03c3876e3e935f39bdde43ef12be107a (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2016-07-21T14:48:01Z (GMT) No. of bitstreams: 1 Dissertação_Mário Sérgio_Versão final digital.pdf: 889800 bytes, checksum: 03c3876e3e935f39bdde43ef12be107a (MD5) / Made available in DSpace on 2016-07-21T14:48:01Z (GMT). No. of bitstreams: 1 Dissertação_Mário Sérgio_Versão final digital.pdf: 889800 bytes, checksum: 03c3876e3e935f39bdde43ef12be107a (MD5) / Esta dissertação, Mobilização e Recontextualização dos Saberes Docentes: um estudo sobre a prática pedagógica de professores(as) de cursos técnicos de Educação Profissional, apresenta pesquisa qualitativa realizada no Mestrado em Educação da Faculdade de Educação da Universidade Federal da Bahia. O título indica o objetivo geral da pesquisa em compreender a forma com que docentes da Educação Profissional e Tecnológica recontextualizam, isto é, de que forma eles selecionam, se apropriam e relacionam os diversos saberes em sua prática cotidiana, de modo a criar novos saberes. Para tanto, utilizamos enquanto aporte teórico, entre outros autores, as ideias de Tardif e Charlot sobre saberes docentes, Bernstein e Caria sobre mobilização e recontextualização do conhecimento. Utilizamos na pesquisa a abordagem qualitativa, em forma de estudo de caso, mas com inspirações no método etnográfico, já que, além de realizar entrevistas com os docentes, fizemos o acompanhamento de suas rotinas de trabalho, incluindo sua atuação em sala de aula e o momento de interação entre eles nos espaços da instituição. Visamos descrever o mais detalhado possível as situações descritas e vivenciadas pelos docentes de forma a exaltar o potencial formativo da prática e da troca de experiências. A pesquisa de campo se organizou em três momentos: 1) registro por meio de observação em sala de aula da atuação docente; 2) registro de observação dos momentos de interação e troca de experiências pelos docentes; 3) realização de entrevistas individuais com os docentes. O campo de pesquisa foi uma instituição privada de Educação Profissional e Tecnológica de Salvador, onde os sujeitos foram 10 professores que ministram várias disciplinas nos cursos ofertados pela instituição. Ao final da pesquisa, a compreensão sobre a mobilização e recontextualização dos saberes dos professores/as foi construída de forma interativa entre o pesquisador e os sujeitos da pesquisa. Observamos que, para que haja um avanço significativo e perene nas políticas de formação de docentes para esta modalidade de ensino, é necessário valorizar não apenas os conhecimentos formais, sistematizados, escolarizados, mas, também, os saberes oriundos das experiências desses docentes. Esses saberes, por sua vez, se constituem em uma soma de fatores que vão desde suas histórias de vida e passam por suas relações cotidianas com seu trabalho, com os outros e consigo, que constroem e reconstroem saberes, contribuindo para uma formação docente emancipadora. / ABSTRACT This dissertation, Mobilization and contextualization of Knowledge Teachers: a study of the pedagogical practice of teachers (the) technical courses Professional Education presents qualitative research conducted in the Master of Education Faculty of the Federal University of Bahia Education. The title indicates the general objective of the research to understand the way teachers of Vocational and Technological Education, recontextualize that is, how they select, they appropriate and relate the various knowledge in their daily practice, in order to create new knowledge. Therefore, we use as a theoretical contribution, among others, the ideas of Tardif and Charlot on teaching knowledge, Bernstein and Caria on mobilization and re-contextualization of knowledge. We use research qualitative approach in the form of case study, but with inspirations in the ethnographic method, as well as conduct interviews with teachers, made the monitoring of their work routines, including his performance in the classroom and the time interaction between them in the spaces of the institution. We aim to describe as detailed as possible to the situations described and experienced by teachers in order to exalt formative potential of practice and exchange of experiences. The field research was organized in three stages: 1) record through observation of classroom teaching performance; 2) observation record of the moments of interaction and exchange of experiences by teachers; 3) conducting individual interviews with teachers. The research field was a private institution of Professional and Technological Education of Salvador, where the subjects were 10 teachers who teach various disciplines in the courses offered by the institution. At the end of the research the understanding of the mobilization and re-contextualization of knowledge of teachers (as) was built interactively between the researcher and the research subjects. We note that, so there is a significant and lasting improvement in teacher training policies for this type of education, it is necessary to appreciate not only the formal, systematized, schooled knowledge, but also the knowledge derived from the experiences of these teachers. This knowledge, in turn, constitute a sum of factors ranging from their life stories and go through their daily relationships with their work, with others and with that construct and reconstruct knowledge, contributing to teacher training emancipatory.

Denna uppsats diskuterar fyra unga vuxnas, i Växjö, relation till vinylskivor som format för musiklyssning. Genom den kvalitativa intervjumetoden görs ett försök att beskriva hur informanterna motiverar användandet av vinylskivor, vilka egenskaper som de tillskriver skivorna och hur det förhåller sig gentemot digital musiklyssning. Materialet har analyserats med hjälp av teorier kring retrologier (skapandet av sätt att se tillbaka), affordance (vinylskivans polyvokala egenskaper) och rekontextualiseringsprocesser (vilka egenskaper tillskrivs formatet i en modern kontext). Studien visar på vinylskivans förmåga att frambringa en särskild känsla hos informanterna och hur detta skapas utifrån flertalet olika dimensioner, så som skivans fysikalitet, visuella egenskaper och inbjudan till ett aktivt lyssnande.

This thesis documents and explores health-related exercise (HRE) policy and practice within selected secondary schools in England and Wales, and examines the impact of the National Curriculum for Physical Education (NCPE) revisions (DfEE/QCA and Welsh Assembly, 1999) on the status and expression of HRE in the curriculum. It also considers the factors affecting teachers' approaches to change and their consequent decisions and behaviours. Specifically, the research makes comparisons between the policy and practice in schools at the time of data collection (2000) and that reported by Harris (1997). The methodology incorporated both qualitative and quantitative approaches. Case studies were completed in 2001 in five strategically selected mixed sex state schools, three of which were located in one Local Education Authority (LEA) in England and two of which were in one LEA in Wales. One of the English schools was a specialist sports college (SSC). Case study data analysis focused on the status and expression of health within each school, with particular attention to HRE policy and practice prior to and following the National Curriculum revisions. This analysis also explored the factors influencing the delivery of HRE in each department. The case study element of the research included the lesson observation of a unit of work on health-related aspects of PE in one school from the English LEA. This allowed an examination of the translation of school level policy into practice. A survey of all the secondary schools in the two case study LEAs in 2001 elicited questionnaire responses from 67.5% of heads of PE departments (PE HoDs). Analysis employed the Statistical Package for Social Scientists (SPSS). The findings revealed that delivery of HRE in case study schools was based on a fitness for sports performance perspective, utilising fitness testing and training. This was despite many teachers reporting a philosophy for physical education that reflected a fitness for life perspective with pupils adopting active lifestyles as its goal. Case study schools reported that the NCPE had influenced HRE delivery, however, limited change had resulted from the 1999 revisions.

The purpose of this paper is to understand how national identity is discursively constructed by Hizbullah at a time of national crisis, and to shed light on its potential effects on the social world. The critical discourse analysis focuses on how difference and otherness are constructed on Hizbullah’s television channel Al-Manar. It illuminates Hizbullah’s discursive construal of a national in-group and an ‘enemy’ out-group, and identifies the main discourses that Hizbullah draws upon. The backdrop is the violent events in the Lebanese town of Arsal, erupting in early August 2014 and soon amounting to a national crisis. How Hizbullah, one of the main political actors in Lebanon and the region, constructs the world discursively does arguably have impact on the social world. The analysis identifies an order of discourse that on the one hand is permeated by pluralism and inclusion and on the other hand influenced by an exclusionary discourse connecting the out-group to terrorism. The author suggests that the Western discourse of ‘war on terrorism’ has been recontextualised by Hizbullah, and argues that there are reasons to pay close attention to the potentially harmful socially constructive effects of this discourse. Nevertheless, a cross-confessional national unity is simultaneously highlighted in Hizbullah’s discourse.

No description available.