Made available in DSpace on 2016-04-27T16:34:02Z (GMT). No. of bitstreams: 1 Ricardo Schers de Goes.pdf: 549426 bytes, checksum: 2a5c736b443ba761e5e4d24902840bb4 (MD5) Previous issue date: 2009-11-27 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This master dissertation aims to analyze, through the propositions of the federal policies in Brazil within the period from 1974 to 2008, how the right to education of a percentage of the population that have been focused by sectorial policies was created, namely, the polices of special education. The delimitation of the initial year for data collecting was chosen due to the creation of the National Center for Special Education CENESP, in 1974, the first federal organ with specific attributions in the area of special education. The year 2008 was chosen because it was the year that the last policy proposition in this area was published in the federal field. The data resources in this research were, fundamentally, three base-documents produced in this period that tried to define the principles that guide these policies: 1) Guidelines and Bases for Action of the National Center for Special Education (BRASIL. MEC. CENESP, 1974); 2) National Policy on Special Education (BRASIL. MEC. SEESP, 1994); and 3) National Policy on Special Education from the Perspective of Inclusive Education (BRASIL. MEC. SEESP, 2008). Subsidiary documents were used when necessary because they are either more specific than these policy propositions of large scope or they are more comprehensive legislations and documentation (guidelines and bases law, federal constitution or worldwide declarations). The analysis of these documents offered us the following main results: the undefined field in which the special education acts contributes to the maintenance of sectorial policies about problems that are in the field of global educational policies; the universalization of the access to basic school (one of the expressions of the right to education) is far from the point to be reached in relation to the students included by the special education; and the permanence and valorization of private institutions with philanthropic character, that assume relevant role in the policy and in the educational attendance of this population, contributes to the maintenance of the disabled people schooling in the field of moral commitment and not in the field of the rights / Esta dissertação de mestrado tem como objetivo analisar, por meio das proposições políticas federais do Brasil, no período de 1974 a 2008, como se configurou o direito à educação de parcela da população que tem sido objeto de políticas setoriais, a saber, as políticas de educação especial. A delimitação do ano inicial para a coleta de dados se deu em razão da criação, em 1974, do Centro Nacional de Educação Especial CENESP, primeiro órgão federal com atribuições específicas no campo da educação especial e o de 2008 por ter sido o ano em que se publicou a última proposição política nesse campo em âmbito federal. As fontes de dados desta pesquisa foram, fundamentalmente, três documentos-base produzidos nesse período que procuraram definir os princípios norteadores dessas políticas: 1) Diretrizes Básicas para Ação do Centro Nacional de Educação Especial (BRASIL. MEC. CENESP, 1974); 2) Política Nacional de Educação Especial (BRASIL. MEC. SEESP, 1994); e 3) Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva (BRASIL. MEC. SEESP, 2008). Foram utilizados documentos subsidiários, quer sejam mais específicos do que os dessas proposições políticas de largo escopo, quer legislações e documentação mais abrangentes (leis de diretrizes e bases, constituição federal ou declarações mundiais) somente quando se sentiu necessidade de complementação. A análise desses documentos nos ofereceu os seguintes principais resultados: a indefinição do campo sobre o qual a educação especial atua contribui para a manutenção de políticas setoriais sobre problemas que são de âmbito das políticas educacionais globais; a universalização do acesso à escola básica (como uma das expressões do direito a educação) está muito longe de ser atingida em relação aos alunos abrangidos pela educação especial; a permanência e valorização das instituições privadas de caráter filantrópico, que assumem papel relevante nas políticas e no atendimento educacional dessa população, contribuem para a manutenção da escolarização dos deficientes no âmbito do compromisso moral e não do direito

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-08-09T17:00:43Z No. of bitstreams: 1 Mara Lopes Figueira de Ruzza.pdf: 1900272 bytes, checksum: 1de27981611cd4c7b096e9d0a5a108e8 (MD5) / Made available in DSpace on 2016-08-09T17:00:43Z (GMT). No. of bitstreams: 1 Mara Lopes Figueira de Ruzza.pdf: 1900272 bytes, checksum: 1de27981611cd4c7b096e9d0a5a108e8 (MD5) Previous issue date: 2016-06-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The appreciation of the subject Deafness and its culture, language, identity and Deaf Community requires a critical reading of the current context of Brazilian education and inclusion policies that are being implemented. Given the scientific and social relevance of this dissertation entitled " The Educational Inclusion of the Deaf Subject: guaranteed or repressed Right?" the research problem occurs by the complex relationship between the educational inclusion of the Deaf in regular schools and the lack of guarantee in its own right to be Subject Deafness. The overall objective of the research results from the contextualization of its problematic: Critically analyze the educational inclusion policy, checking the conditions in which the subject Surdo has its guaranteed rights or repressed. For discussion of topics such as subject Deafness and their differences, the right to education through the inclusive education and bilingual education for the Deaf, it was used as a conceptual theoretical basis of the research: Federal Constitution (1988), Dorziat (2011), The Person Statute with Disabilities (2015), Lodi and Lacerda (2009), Moura (2000), National Education Plan (2010), Pereira (2011), Quadros (1997 and 2004), Sá (2006), Skliar (1998 and 2003), Strobel (2008) and Vieira (2000). Guided in Severino reflections (2002) and Ludke and André (2013), the methodological options of this work were: mapping through a virtual questionnaire to 194 teachers of Municipal and State Public Schools in São Paulo with subsequent qualitative analysis and structured interviews with 12 teachers who had students in their regular classes Deaf. The data demonstrate that although there knowledge of current legislation and some aspects that underlie the constitution of the subject Deafness, there is no effective change in school practices so that the differences of the Deaf subject are considered. Therefore, as one of the final considerations of this research, it is clear that educational inclusion of deaf students in regular schools is characterized as a repressive state, not ensuring the full right to be Subject Deafness / A valorização do sujeito Surdo e de sua Cultura, Língua, Identidade e Comunidade Surda exige uma leitura crítica do contexto atual da educação brasileira e das políticas de inclusão que vêm sendo implantadas. Tendo em vista a relevância científica e social desta dissertação intitulada “A Inclusão Educacional do Sujeito Surdo: Direito garantido ou reprimido?”, o problema de pesquisa dá-se pela complexa relação entre a inclusão educacional do Surdo na escola comum e a falta de garantia de seu direito pleno de ser Sujeito Surdo. O objetivo geral da pesquisa decorre da contextualização da sua problemática: analisar criticamente a política de inclusão educacional, verificando em que condições o sujeito Surdo tem seus direitos garantidos ou reprimidos. Para discussão de temas como Sujeito Surdo e suas diferenças, direito à educação passando pela educação inclusiva e educação bilíngue para Surdos, foram utilizados como base teórico conceitual da pesquisa: Constituição Federal (1988), Dorziat (2011), Estatuto da Pessoa com Deficiência (2015), Lodi e Lacerda (2009), Moura (2000), Plano Nacional de Educação (2010), Pereira (2011), Quadros (1997 e 2004), Sá (2006), Skliar (1998 e 2003), Strobel (2008) e Vieira (2000). Pautadas nas reflexões de Severino (2002) e Ludke e André (2013), as opções metodológicas desta dissertação foram: mapeamento por meio de questionário virtual de 194 educadores de Escolas Públicas Municipais e Estaduais de São Paulo com posterior análise qualitativa e entrevista estruturada com 12 professores que tiveram em suas turmas regulares alunos Surdos. Os dados analisados demonstram que apesar de haver conhecimento sobre a legislação vigente e de alguns aspectos que perpassam a constituição do Sujeito Surdo, não há mudança efetiva nas práticas escolares de forma que as diferenças do Sujeito Surdo sejam consideradas. Portanto, como uma das considerações finais dessa pesquisa, é possível afirmar que a inclusão educacional de alunos Surdos na escola comum caracteriza-se como uma condição de repressão, não garantindo assim o pleno direito de ser Sujeito Surdo

Nesta Dissertação de Mestrado analisamos a construção da educação e do direito à educação no Brasil e sua proximidade com a Política Nacional de Assistência Social - PNAS. Através da análise de documentos e do uso da história, colocamos em discussão como a construção da educação e do direito à educação, através das práticas sociais, tornaram possível materializar elementos que se articularam às ações de garantia do Direito Social à educação entre o Ministério da Educação e a PNAS, especialmente, através do Programa Mais Educação. Metodologicamente, a pesquisa foi organizada a partir da seleção de materiais que envolveram a construção da educação e do direito à educação e sua aproximação com a Política Nacional de Assistência Social, via Programa Mais Educação, a saber: Constituição Federal Brasileira (1824; 1891; 1934; 1937; 1946; 1967; 1988); Lei de Diretrizes e Bases da Educação Nacional (2005); Política Nacional de Assistência Social (2004); Portaria Interministerial nº.17 (2007); Decreto 7.083 (2010); e Passo a Passo: Mais Educação (s/d.). A análise e a discussão dos materiais se efetivaram através de uma perspectiva foucaultiana que, pelo uso da história como exercício de desnaturalização dos elementos que envolvem os temas de pesquisa, visou compreender como se estabeleceram os arranjos entre governo, verdade e sujeito por entre as práticas sociais. A partir da análise dos materiais percorremos um processo de discussão que acompanhou, desde um contexto onde inexistia a ideia de educação no dicionário português, até ela tornar-se campo de trabalho e de proposição política, afirmando-se, por fim, como estratégia oficial de desenvolvimento e sustentação do Estado brasileiro. Através dessa oficialização discutimos sobre como, principalmente após os anos 1980, houve a produção de toda uma aparelhagem pelo Estado (políticas, programas e benefícios) voltada à garantia do Direito Social à educação amparada pela noção de público, sob a justificativa de superação das desigualdades sociais. Esse processo permitiu incidir sobre um recorte populacional específico e, através da interferência pela esfera pública, justificou a articulação das políticas de educação com as de assistência social afirmando sua conexão pelo Programa Mais Educação. Nas especificidades do Programa colocamos em análise alguns elementos que a junção entre educação e assistência possibilitaram integrar, permitindo um determinado modo de gestão dos sujeitos considerados vulneráveis e em situação de risco (pobres ou excluídos), através das especificidades das políticas que foram sendo postas. / At this master's thesis we analyze the construction of education and the right to education in Brazil, and its proximity to the National Policy for Social Assistance - PNAS. Throughout the analysis of documents and the use of history resource, we put under discussion how the construction of education and the right to education, by social practices, enabled to materialize elements that were articulated to warranty actions of social right to education, between the Ministry of Education and the PNAS, especially through the More Education Program. Methodologically, the research was organized by selecting materials related with the construction and the right to education, and with their approach to the National Policy for Social Assistance, throughout the More Education Program actions, as to know: Brazilian Federal Constitution (1824, 1891, 1934, 1937, 1946, 1967 and 1988); Law of Directives and Bases of the National Education (2005); National Policy of Social Assistance (2004); Interministerial Ordinance nº. 17 (2007); Decree 7.083 (2010); and Step by Step: More Education (n/d.). The materials analysis and discussion had been applied through a Foucault's perspective that, using history resource as an exercise to denaturalize the elements that evolve research subjects, aimed to understand how were settled the arrangements between government, truth and subject, through social practices. From the materials analysis, it was possible to cross a process of discussion that considered, from the moment where the idea of education didn’t exist at the portuguese dictionary, until it became a labor camp and a policy proposition, establishing itself, finally, as an official strategy to develop and support the brazilian state. Throughout this officialization, we discussed how, especially after the 1980’s, there was the production of an entire state apparatus (policies, programs and benefits), focused on ensuring the social right to education, supported by the notion of “public”, under the justification of overcoming social inequalities. This process allowed to adress on a specific population group and, through the interference of the public realm, justified the articulation of the educational policies to the ones of social assistance, stating their connection with the More Education Program. At the program specificities, we put under analysis those elements that the junction “education and assistance” enabled to integrate, allowing a certain way of managing the human beings that were considered vulnerable and at risk (poor or excluded), through the policies specifications that were being put.

Poverty reduction and Education for All (EFA) are important policy issues in many developing countries as they are both Millennium Development Goals (MDGs). As the existing literature suggests, education positively influences poverty reduction, while poverty, or low income, adversely affects the quality and quantity of education. Accordingly, if education fails to facilitate poverty reduction, the following generation's schooling is likely to be adversely affected, thus perpetuating a vicious education–poverty circle. It was against such a background, and employing a mixed methods approach to data collection and analysis, that this study investigated the relationship between education and multidimensional poverty at an individual as well as household level, and the influence of deprivation on children's education, in the context of the slum in Delhi, India. The thesis reveals that education – particularly primary and middle schooling – enhances the earnings of male slum dwellers in particular, the overwhelming majority of whom suffer from informality and instability of employment. It also emerges that education plays an important role in the ability to participate with confidence in the public sphere. At the household level, education proves to have a positive association with monetary poverty, but a higher level of education per se does not necessarily facilitate escape from non-monetary poverty. In such a nexus of poverty and education, the thesis found that household wealth in association with social group and migration status tends to be positively correlated with child schooling, education expenditure, and basic learning. There may be a chance of escaping poverty through education, but such a likelihood is limited for those households that are underprivileged in terms of caste and religion owing to slow progress in basic learning, as well as migrant households due to lack of access to schooling. The thesis concludes by proposing some education policies drawn from the major findings of the study that may be implemented in the Indian slum context.

Educational subsidies are becoming important mechanisms in promoting access to education among many countries. In Ghana, subsidy for Secondary Education is available to all students irrespective of their income backgrounds with the government granting only partial subsidies. Despite the strong political commitment to redress historical inequities in educational funding mechanisms, policy actions in relation to Secondary Education Financing in Ghana appear to fall short of achieving the desirable goals when viewed through a vertical equity philosophical perspective. It was against this background that this study sought to explore the management of educational subsidies in public Senior High Schools in Ghana and its implications for enhancing meaningful access and participation in Secondary Education. Although the education financing field presents a landscape and proliferation of theories, this study employed the vertical equity theory as its theoretical foundation. The study employed the concurrent triangulation research strategy by incorporating both positivist and interpretivist paradigms (combining both qualitative and statistical analysis). This was necessary because of the wide range of data needed to draw the necessary conclusion on effective funding mechanism for Secondary Education. Heads of Senior High Schools, management of the Secondary Education Division of the Ghana Education Service and parents of students at the secondary school level participated in the study. Both primary and secondary data were collected. Interview guides were used in the collection of qualitative data while statistical data were collected from EMIS. Statistical data analysis was done using Microsoft Excel. The qualitative data from the interviews were thematically analysed using data transcription. The study found out that, social accountability mechanisms to monitor how heads of schools utilised their allocated funds are highly ineffective due to lack of transparency. There were weak internal controls and monitoring systems. The releases of the subsidy have been unduly delayed due to government inability to release the funds on time. The subsidy as a mechanism of financing Secondary Education in Ghana is quite inequitable; giving students with different needs the same amounts of resources. There is the need to verify the enrolment figures submitted by heads of schools for the subsidies before disbursement of funds are made while ensuring that the relevant stakeholders are involved in the management of the funds. Government alone cannot afford to provide secondary education hence a cost sharing policy seems to be the optimal choice in providing adequate funds to schools. However, it is essential to ensure that the poor who lack the ability to pay in a cost sharing system are targeted and their education paid for by the government. Again policies in relation to education financing must consider the principles of equity, affordability, adequacy and efficiency. The implication therefore is the formulation of an objective, targeting mechanism to cater for those who cannot pay.

Essa dissertação procurou refletir sobre qual é o lugar ocupado pelos bebês e crianças pequenas com deficiência nas ações e políticas públicas promovidas pelo Estado na educação brasileira. A necessidade em saber quem são essas crianças; quantas são nos sistemas de ensino; suas demandas diante do direito à educação e se elas possuem algum espaço nas instituições de educação infantil, foram os grandes motivadores que nos levou a constituição dessa pesquisa. Para tal reflexão, o trabalho que aqui se apresenta, buscou, a partir da coleta e análise de documentos oficiais como leis, decretos, portarias, normativas, diretrizes e convenções; de dados estatísticos produzidos pelo governo federal por meio do Censo Demográfico Populacional de 2010 e suas projeções; e das Sinopses Estatísticas dos Censos Escolares de 1996 a 2016, lançar luz sobre as situações de deficiência na primeira infância, a partir do recorte proporcionado pela educação. O percurso metodológico tomou como referencial a análise de conteúdo, pautada por Bardin (2011), que consiste em uma técnica metodológica passível de ser utilizada nos mais variados tipos de comunicação, sejam eles discursos, dados estatísticos ou outras produções. Partindo dos dados levantados, concluímos que o lugar atribuído aos bebês e as crianças pequenas com deficiência pelo poder público, e pela sociedade de um modo geral, é o vazio da invisibilidade. Essas crianças, ao longo de toda história, foram direcionadas a ocupar um não-lugar, um espaço onde os direitos sociais e a cidadania lhes são negados. Como parte do processo metodológico, investigamos se a academia, por meio de suas pesquisas e produções, tem voltado seu olhar sobre essas questões. Realizamos buscas nos bancos de teses e dissertações da Universidade de São Paulo e da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, além de artigos publicados nos periódicos: Revista Brasileira de Política e Administração da Educação, publicada pela ANPAE, e Revista Brasileira de Educação, publicada pela ANPED assim como nos Anais dos trabalhos apresentados em encontros dessa última instituição sobre o tema discutido nesse trabalho , na Revista Brasileira de Educação Especial e na revista Inclusão: a Revista da Educação Especial, publicada pelo MEC. A análise dos trabalhos selecionados, dessas bases de dados, por meio de categorias pré-estabelecidas decorrentes do foco dessa dissertação, constituíram-se em um elemento que reedificaram a invisibilidade de bebês e das crianças com deficiência no contexto social e nas pesquisas acadêmicas. Por fim, uma das grandes contribuições que se faz presente no trabalho, ao publicizar o não-lugar, imposto aos bebês e as crianças com deficiência nos ambientes escolares, é pautar as reflexões e debates necessários sobre a continuidade histórica de exclusão que estamos conduzindo essa faixa da população nas políticas públicas de educação e em seus direitos sociais; assim como indicar a urgência de estudos na área que possam vir a contribuir com as discussões e construções de políticas públicas efetivas que possibilitem o acesso e a permanência das crianças de zero a cinco anos de idade com deficiência ao direito à educação de qualidade. / This thesis sought to reflect on the place that is occupied by disabled babies and small children in the actions and public policies promoted by the State in the Brazilian education. The great motivation for this investigation came from the need to know who are these children; how many there are in the school systems; what are their specific demands in the face of the right to education and if there is room for them in child education institutions. For such issues, the work presented here started with the collection and analysis of official documents such as acts of law, decrees, directives, regulations, guidelines and conventions; statistical data produced by the federal government through the 2010 Populational Demographic Census and its projections; and the Statistical Synopses of the 1996 and 2016 School Censuses, with the purpose of shedding light over the situations of disability in early childhood based on the angle provided by education, whose methodological framework was content analysis as set by Bardin (2011), consisting of a methodological technique usable in a variety of types of communication, either discourses, statistical data or other productions. Upon gathering the intended data, I have concluded that the place assigned by the public authorities and society in general to disabled babies and small children is the void of invisibility. Such children throughout history have been urged to take a nonplace, a space where the social rights and citizenship are denied to them. As part of this methodological process, I looked into the academia to check if through its studies and productions these issues have been dealt with. I searched the databases of thesis and dissertations kept by the University of São Paulo and by the Division for Higher Education Personnel Improvement in addition to the articles published in the journals: Revista Brasileira de Política e Administração da Educação, edited by ANPAE, and Revista Brasileira de Educação,edited by ANPED, as well as in the Annals of the papers presented in the meeting of the latter institution about the topic in question here, in the Revista Brasileira de Educação Especial and in journal Inclusão: Revista da Educação Especial, edited by the Ministry of Education. The analysis of the Works found in those databases turned out to be an element that confirms the findings so far achieved; that disabled babies and small children are invisible in the social context and the academic journals cooperated with such invisibility. Finally, one of the great contributions that can be found herein, by publicizing the nonplace inflicted on to disabled babies and small children in the school environment is to encourage most-needed reflections and debates about the historical continuity of exclusion that keeps being adopted for this segment of the population in the public education policies and in their social rights; as well as to highlight the urgency of studies in this area that may add to the discussions and the making of effective public policies that will allow for the access and permanence of disabled children aged zero to five years old to their right to quality education.

Submitted by Maria Aparecida (cidazen@gmail.com) on 2017-05-04T13:02:08Z No. of bitstreams: 1 RAYANA PEREIRA SOTÃO ARRAES.pdf: 929825 bytes, checksum: c0ff57576facb193781ec406cebfd96c (MD5) / Made available in DSpace on 2017-05-04T13:02:08Z (GMT). No. of bitstreams: 1 RAYANA PEREIRA SOTÃO ARRAES.pdf: 929825 bytes, checksum: c0ff57576facb193781ec406cebfd96c (MD5) Previous issue date: 2016-01-29 / The Constitution of 1988 expressly guaranteed the State's commitment to promote education, culture, sport and recreation to citizens. Similarly, in order to achieve the goal of promoting the Republic development, it disciplined economic order in particular session and expressly tutored private property and free enterprise. Although the operation of educational and cultural activities has been authorized to the private sector with significant autonomy, leaving the state the role of monitoring the compliance of the exercise of such activity to the values of society - such as the exercise of the social function of property - State interference upon free initiative of the entertainment business sector has been gigantic, on the grounds of democratization of education and culture, as with federal laws 9870/99 and 12.933 / 2013. This paper analyzes such laws, seeking to identify the incompatibility thereof with the Constitution, as well as demonstrating the negative consequences to democracy, the economic environment and access to education and culture, in that it interferes with administrative and financial autonomy of private enterprises of the branches pointed out, to ensure the rights to education and culture, transfering this burden to the private sector. / O texto constitucional de 1988 trouxe expressamente o compromisso do Estado em promover a educação, cultura, esporte e lazer aos cidadãos. Da mesma forma, com o intuito de concretizar o objetivo da República de promoção do desenvolvimento, disciplinou a ordem econômica em sessão específica e tutelou expressamente a propriedade privada e a livre iniciativa. Embora a exploração de atividades educacionais e culturais tenha sido autorizada à iniciativa privada com significativa autonomia, restando ao Estado o papel de fiscalização da conformidade do exercício de tal atividade aos valores da sociedade – tais como o exercício da função social da propriedade – a interferência do Estado na livre iniciativa do setor empresarial de entretenimento tem sido agigantada, sob a justificativa de democratização da educação e da cultura, como acontece com as leis federais 9.870/99 e 12.933/2013. O presente trabalho analisa as referidas leis, buscando apontar a incompatibilidade das mesmas com o texto constitucional, bem como demonstrando os reflexos negativos à democracia, ao cenário econômico e ao acesso à educação e à cultura, na medida em que interfere na autonomia administrativo-financeira das empresas privadas dos ramos apontados, sob a justificativa de garantia dos direitos à educação e à cultura, por via reversa de transferência deste ônus à iniciativa privada.

Vor einhundert Jahren eröffnete die Wissenschaftlerin und Sozialreformerin Dr. med. Maria Montessori in Rom ihre erste Kindertagesstätte, das „Casa dei Bambini”. Inzwischen gibt es allein in Deutschland ca. eintausend Kindergärten und auch Schulen, die nach ihrem Konzept arbeiten. Der Beitrag will auf die Zusammenhänge zwischen dem Menschenrecht auf Bildung, dem pädagogischen Konzept der Maria Montessori und ihrem natur- und verhaltenswissenschaftlich begründeten Ansatz der Lernforschung hinweisen. / One hundred years ago the scientist and reformist Dr. med Maria Montessori established her first kinder garden, called “Casa dei Bambini” in Rome. By now there are approximately one thousand kinder gardens and schools established in Germany which follow the concept of Maria Montessori. The article tries to point out the connection between the human right to education, the pedagogical concept of Maria Montessori and her nature- and behaviour-science-based approach of learning-research.

Šis darbas – tai galimybė išsamiau susipažinti su vaikų globos namų auklėtinių patiriamais mokykloje mokymosi, profesijos pasirinkimo ir įgijimo sunkumais, jų priežastimis. Vaiko teisė į mokslą remiasi pagrindine prielaida, kiekvienas vaikas privalo nuolat lankyti mokyklą, įgyti vidurinį išsilavinimą, o profesinį ir aukštąjį išsilavinimą įgyti pagal gabumų lygį. Mokslo siekimas yra glaudžiai susijęs su motyvacija. Kur yra teisė, ten yra ir pareiga. Jei vaikas turi teisę į mokslą (neatsižvelgiant į jo socialinę padėtį visuomenėje), jo pareiga yra mokytis. Šis darbas susideda iš dviejų dalių. Pirmoji dalis – teorinė, kurioje buvo analizuojami dokumentai, kurie reglamentuoja vaiko teisę į mokslą. Aiškinamasi, kokie santykiai mokykloje vyrauja tarp šeimų ir vaikų globos namų auklėtinių, kokie vaikų globos namuose gyvenančių auklėtinių psichologiniai ir motyvaciniai ypatumai. Antroji dalis praktinė. Šioje dalyje buvo aktualu išsiaiškinti, kaip motyvuojami vaikų globos namų auklėtiniai siekti mokslų. Ar vaikai supažindinami su lengvatomis, kokia parama suteikiama, kol jie mokosi bendrojo lavinimo mokykloje, profesinėje ar aukštojoje mokykloje ir pirmą kartą įgyja profesinę kvalifikaciją. Kokios mokymosi sąlygos sudaromos globos namuose, ar pedagogai bendradarbiauja su globos namų darbuotojais. Koks vaikų globos namų auklėtinių požiūris į mokslą, ką mano apie ateitį ir specialybės pasirinkimą. Šio darbo metu paaiškėjo, kad našlaičių akademiniai laimėjimai yra žemi, žada įgijus... [toliau žr. visą tekstą] / This thesis – it’s a possibility to get acquainted with learning, profession selection and gaining difficulties, their reasons experienced by pupils of children’s foster home, in more detailed way. The right of a child to education is referred to the main presumption that each child must attend school constantly; to gain a secondary education, occupational and higher education can be gained according to the level of abilities. Seeking for education is closely related to motivation. Where is a right, where is a duty as well. If a child has a right to education (not referring to his social status in society), its duty is to learn. This thesis consists of two parts. The first part – is theoretical in which documents regulating the right of a child to education were analyzed. It is explained what relationships are prevailing at school between pupils from families and from children’s foster home, what are psychological and motivational peculiarities of pupils living in children’s foster home. The second part is a practical one. In this part it was relevant to find out how pupils from children’s foster home are motivated to seek for education. Are the children got acquainted with privileges, what support is provided while they are learning at school of general education, at occupational school or is acquiring professional qualification for the first time. What learning conditions are made up in foster home, whether pedagogues collaborate with employees from foster home. What is... [to full text]

Thesis (PhD (Education management, law and policy))-University of Pretoria, 2008. / Includes bibliographical references.