Detta examensarbete handlar om hur lärare i grundskolans tidigare år ser på arbetet med elevernas muntliga förmågor, och då speciellt i förhållande till skolans demokratiuppdrag. Muntlig förmåga är en viktig del av de kunskaper du behöver besitta för att fungera i en demokrati. I dagens samhälle krävs att du har förmågan att tala för din sak och att du kan försvara din åsikt, dessa förmågor blir allt viktigare i ett allt mer individualiserat samhälle. Enligt skollagen skall skolan ge eleverna de kunskaper och förmågor som krävs för att fungera i livet utanför skolan. Frågan som undersökningen ställer är om yrkesaktiva lärare ser kopplingar mellan demokratiuppdraget och arbetet med elevernas muntliga förmågor. Undersökningen visar att lärarna och forskningen är överens om att det finns starka band mellan dessa områden. Det är svårt att leva och vara aktiv i en demokrati om du inte kan samtala med andra människor. Lärarna i undersökningen förmedlar en oro över många elevers bristfälliga kompetenser vad det gäller att kommunicera genom samtal. Forskningen har påvisat att eleverna behöver träna sina muntliga förmågor mer än vad som görs idag, men att många lärare idag saknar kunskap om hur de skall hjälpa eleverna. / This Exam is about the teacher’s outlook of their student’s oral abilities in relation to the democratic mission of the educational body. Oral abilities are crucial to function in a democratic. To be able to make your point and defend your opinion on different subject, is demanded of you today and these skills are even more important in todays individualized society. According to the school act, the school must implement the knowledge and skills necessary for the students to cope with life outside school. The question this study raises is, do the faculty at school acknowledge the connection between the democratic mission and the oral skills of their students. This study shows that educators and research agree on the strong connections between these areas. It is difficult to be active in a democracy if you are not able to express yourself to other people. The teachers in this study are expressing a concern of the lack of skills regarding the ability to communicate orally that many of the students show. Studies has shown that students do need to practice their oral skills more than it is done today but many teachers lack in knowledge in how to help their students. Keyword: oral proficiency, Oral abilities, school`s previous years, school`s democracy mission, rhetoric at school,

The reported speech is a fundamental component in children's fictional narratives, fulfilling a representational role of an utterance another in a given utterance (Bakhtin and Voloshinov, 1995). In studies on the production of this type of text written by young scribes in the school, Boré (2009, 2010) points to the importance of dialogue, signaling it as an element capable of acting as an "engine" of the invention, boosting the deployment of storytelling and writing. However, while recognizing the relevance of these investigations conducted by the author, speech development reported in their written statements proves to be a subject still little explored in the context of language acquisition, especially if you look from the perspective of analysis involving the comparison between different languages . Based on these assumptions – they also bring a strong link with the theoretical postulates related to Bakhtin's notions of dialogism and polyphony, and studies in the field of speech reported – developed by Authier-Revuz – and anchored, even in a contribution theoretical and methodological arising Genetics Textbook – from which we conceive of writing as a process – and Enunciation Linguistics, in this work, we are dedicated to investigating the differences and similarities regarding the presence of reported speech found in manuscripts of short stories etiological invented by dyads newly literate students at a school in Brazil and one from France. These manuscripts were collected from the immersion of both groups of students in reading this particular genre – which also known as "origin tale", consists of a fictional narrative that seeks to explain the origin of beings, properties, nature phenomena, etc. (Cascudo, 2006) – and the realization of didactic proposals and similar textual production, made in the classroom of each school in both countries. This expedient gathered more than 80 productions, among which we selected 34 students of French and 37 Brazilians to be analyzed here and, from them, describing the ways in which these students belong, in their texts, this type of discourse, dialogue represented. Our observations suggest, therefore, that such a discursive element is present in more than half the number of manuscripts produced by both the French and the Brazilian students. However, the latter employ it in his tales with a significantly higher frequency than the first. In turn, the reported speech form that predominates in the composition of narratives, both for students and for those of Brazil in France, is the direct discourse (DD), which seems to confirm the hypothesis raised by the theoretical framework assumed in this work, namely: the dialogical structure represented the DD would be reminiscent of dialogic inner speech that would allow these young clerks set up a fictional universe. Thus, we believe it is possible for these students to supplement their storytelling skills. / Fundação de Amparo a Pesquisa do Estado de Alagoas / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O discurso reportado é um componente fundamental nas narrativas ficcionais infantis, cumprindo um papel de representação de uma enunciação outra em uma dada enunciação (BAKHTIN e VOLOSHINOV, 1995). Em estudos voltados para a produção escrita deste tipo de texto por jovens escreventes no âmbito escolar, Boré (2009, 2010) aponta a importância do diálogo, sinalizando-o como elemento capaz de atuar enquanto “motor” para a invenção, impulsionando o desdobramento da narrativa e da escritura. Entretanto, embora se reconheça a relevância destas investigações realizadas pela autora, o desenvolvimento do discurso reportado em suas manifestações escritas revela-se uma temática ainda muito pouco explorada no âmbito da aquisição da linguagem, sobretudo se olhada sob uma perspectiva de análise que envolva a comparação entre línguas diferentes. Com base nestes pressupostos – que trazem ainda uma forte ligação com os postulados teóricos bakhtinianos relacionados às noções de dialogismo e de polifonia, e com estudos no campo do discurso reportado desenvolvidos por Authier-Revuz – e ancorados, ainda, em um aporte teórico-metodológico advindo da Genética de Textos – desde o qual concebemos a escritura como um processo – e da Linguística da Enunciação, neste trabalho, nos dedicamos a investigar as diferenças e as semelhanças no que toca à presença do discurso reportado encontradas em manuscritos de contos etiológicos inventados por díades de alunos recém-alfabetizados em uma escola do Brasil e outra da França. Tais manuscritos foram coletados a partir da imersão de ambos os grupos de alunos na leitura deste gênero em particular – o qual, também conhecido como “conto de origem”, consiste em uma narrativa ficcional que busca explicar a origem de seres, propriedades, fenômenos da natureza, etc. (CASCUDO, 2006) – e da realização de propostas didáticas e de produção textual semelhantes, efetuadas na sala de aula de cada uma das escolas nos dois países. Deste expediente reunimos mais de 80 produções, dentre as quais selecionamos 34 dos alunos brasileiros e 37 dos franceses para serem aqui analisadas e para, a partir delas, descrevermos os modos através dos quais estes alunos inserem, em seus textos, este tipo de discurso, o diálogo representado. Nossas observações indiciam, portanto, que tal elemento discursivo está presente em mais da metade do conjunto de manuscritos produzidos, tanto pelos alunos franceses quanto pelos brasileiros. Porém, estes últimos o empregam em seus contos com uma frequência significativamente maior que os primeiros. Por sua vez, a forma de discurso reportado que predomina na composição das narrativas, tanto para os alunos do Brasil quanto para os da França, é o discurso direto (DD), o que parece confirmar as hipóteses levantadas pelo quadro teórico assumido neste trabalho, qual seja: a estrutura dialogal do DD representado seria uma reminiscência do discurso interior dialógico que permitiria a estes jovens escreventes criarem um universo ficcional. Assim, acreditamos, é possível para estes alunos ampliarem a sua capacidade narrativa.

Submitted by Luciana Sebin (lusebin@ufscar.br) on 2016-09-14T19:17:45Z No. of bitstreams: 1 TesePMO.pdf: 1140092 bytes, checksum: 44f063eeb709eac96325d712a20d3bea (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-15T14:25:18Z (GMT) No. of bitstreams: 1 TesePMO.pdf: 1140092 bytes, checksum: 44f063eeb709eac96325d712a20d3bea (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-15T14:25:27Z (GMT) No. of bitstreams: 1 TesePMO.pdf: 1140092 bytes, checksum: 44f063eeb709eac96325d712a20d3bea (MD5) / Made available in DSpace on 2016-09-15T14:25:35Z (GMT). No. of bitstreams: 1 TesePMO.pdf: 1140092 bytes, checksum: 44f063eeb709eac96325d712a20d3bea (MD5) Previous issue date: 2015-05-12 / Não recebi financiamento / This thesis aims to reveal and to analyze which design New Lourenço Filho School brought up through the prefaces which were published in works Collection Education Library. The assumptions of this research focus in the field of history of pedagogical ideas and historical theory - Critical (Saviani, 2007) adding to these discussions contributions of Certeau (2008). The results point to the conclusion that the design of the New School created and propagated by Lourenço Filho in prefaces written by him - which were published in works Collection Education Library - although fragmented and heterogeneous, was designed with a homogenizer character. By advocating a reform speech, Lourenço Filho created an imaginary in which he articulated by this movement was a departure from what until then had been perpetrated in the educational field. Thus, this new school of design was intended, through the works Collection Education Library, mold/direct the mentality of the teachers of the time. / Esta tese busca desvelar e analisar qual concepção de Escola Nova Lourenço Filho trouxe à tona através dos prefácios que foram publicados em obras da Coleção Biblioteca de Educação. Os pressupostos desta pesquisa centram-se no campo da história das ideias pedagógicas e da teoria histórico – crítica (Saviani, 2007) agregando a essas discussões as contribuições de Certeau (2008). Os resultados apontam para a conclusão de que a concepção de Escola Nova criada e propagada por Lourenço Filho nos Prefácios escritos por ele - que foram publicados em obras da Coleção Biblioteca de Educação - apesar de fragmentada e heterogênea, foi desenhada com um caráter homogeneizador. Através da defesa de um discurso reformador, Lourenço Filho criou um imaginário no qual esse movimento por ele articulado era uma ruptura com o que até então vinha sendo perpetrado no campo educacional. Assim, essa concepção de escola nova tinha como propósito, através das obras da Coleção Biblioteca de Educação, moldar/ direcionar a mentalidade dos professores da época.

La protection de l’intimité et de la vie privée des personnes est une préoccupation majeure de notre société car elle favorise la santé et le bien-être des individus. La confidentialité est un des éléments du droit au respect de la vie privée. Élément indispensable à la relation de confiance, le respect de la confidentialité soulève quelques problèmes quant à son maintien dans la relation impliquant les enfants. L’objectif de la présente étude est tout d’abord, d’explorer les différentes dynamiques entourant le secret thérapeutique ou la confidentialité de même que son application, à la lumière des pratiques internationales. Ensuite, elle vise à comprendre les perceptions et le sens de la confidentialité du dossier médical des enfants chez les professionnels de la santé et de l’éducation. Enfin, ce travail vise à comprendre les motivations et la connaissance des impacts du bris de confidentialité par ces professionnels. Il s'agit d'une étude qualitative de nature exploratoire. Les données proviennent d'entrevues semi-dirigées réalisées auprès de dix-neuf personnes oeuvrant de près ou de loin auprès des enfants. Une grille d'entrevue a été utilisée pour la collecte des données. Les résultats permettent d'observer que : tout d’abord, sur le plan international, il y a une absence d’uniformité dans l’application du concept de confidentialité. Son degré de protection dépend du contexte juridique d'un système donné Ensuite, l’étude démontre une relation entre la sensibilité du répondant et son milieu professionnel usuel. En effet, les professionnels de la santé, membres de corporation professionnelle, ont une vision beaucoup plus déontologique de la confidentialité et ils sont très sensibles à la question de la confidentialité, car celle-ci constitue une valeur centrale. Par contre, les professionnels de l’éducation, en l’absence d’identité professionnelle commune, s’inspirent d’une approche institutionnelle qu’éthique et ils apparaissent nettement moins sensibles à la confidentialité. Bref, le respect de la confidentialité est lié à une question de responsabilité sociale des professionnels. Enfin, le bris de la confidentialité est motivé par divers facteurs légitimes (pour raisons légale ou judiciaire, contexte de collaboration) et illégitimes (la négligence, l’erreur, l’inconduite). / Protecting intimacy and the privacy of individuals is a major concern of our society because it promotes health and well-being of individuals. Confidentiality is an element of the right to respect for privacy. Indispensable to the relationship of trust, the respect of confidentiality raises several problems as for its maintenance in the relationship involving children. The objective of this study is firstly, to explore the different dynamics surrounding therapeutic secrecy or confidentiality and its application in the light of international practices. Second, it seeks to understand perceptions and sense of confidentiality of medical records of children among health professionals and education. Finally, this work aims to understand the motivations and knowledge of the impacts of breach of confidentiality by such professionals. This is an exploratory qualitative study. Data result from semi-structured interviews conducted with nineteen people working near or far from the children. A grid of interview was used for data collection. The results allow observing that: firstly, internationally, there is a lack of uniformity in applying the concept of confidentiality. Its degree of protection depends on the legal context of a given system. Secondly, the study shows a relationship between the sensitivity of the respondent and his usual professional environment. Indeed, health professionals, members of Professional Corporation, have ethics’ view or perception of confidentiality and they are very sensitive to the issue of confidentiality, because it constitutes a core value. On the other hand, the education professionals, in the absence of common professional identity, were inspired by institutional approach than ethical and they appear much less sensitive to confidentiality. In short, privacy is related to an issue of social responsibility of professionals. Finally, the breaking of confidentiality is motivated by legitimate factors (such as legal or judicial reasons, collaboration’s context) and illegitimate (negligence, error, misconduct).

This thesis is of a historical character. It is methodologically based on historical comparative analysis, analysis of sources and methods of oral history. The diploma thesis deals with the study of ordinary life of primary schools teachers in Czechoslovakia between 1948-1989. It uses studies and analysis of texts based on legislative sources, characteristics of school teacher's everyday life in professional and teacher magazines and other professional literature. Memories of witnesses who immediately experienced the period between 1948-1989 and worked in primary schools at that time are used. These memories will be confronted with the facts obtained by studying printed sources. The thesis consists of two parts - theoretical and practical. In the theoretical part, the thesis deals with the historical context of the time, describes the school itself and the teachers at school during socialism. The way it used to be at schools and what the teacher's job was. The theoretical part describes for example school laws, communist education, school regulations, curricula. In the practical part, the oral method is used to talk with teachers - witnesses. It discovers opinions, attitudes and experience of teachers. It also deals with the comparison of the facts obtained from professional literature and the...

La protection de l’intimité et de la vie privée des personnes est une préoccupation majeure de notre société car elle favorise la santé et le bien-être des individus. La confidentialité est un des éléments du droit au respect de la vie privée. Élément indispensable à la relation de confiance, le respect de la confidentialité soulève quelques problèmes quant à son maintien dans la relation impliquant les enfants. L’objectif de la présente étude est tout d’abord, d’explorer les différentes dynamiques entourant le secret thérapeutique ou la confidentialité de même que son application, à la lumière des pratiques internationales. Ensuite, elle vise à comprendre les perceptions et le sens de la confidentialité du dossier médical des enfants chez les professionnels de la santé et de l’éducation. Enfin, ce travail vise à comprendre les motivations et la connaissance des impacts du bris de confidentialité par ces professionnels. Il s'agit d'une étude qualitative de nature exploratoire. Les données proviennent d'entrevues semi-dirigées réalisées auprès de dix-neuf personnes oeuvrant de près ou de loin auprès des enfants. Une grille d'entrevue a été utilisée pour la collecte des données. Les résultats permettent d'observer que : tout d’abord, sur le plan international, il y a une absence d’uniformité dans l’application du concept de confidentialité. Son degré de protection dépend du contexte juridique d'un système donné Ensuite, l’étude démontre une relation entre la sensibilité du répondant et son milieu professionnel usuel. En effet, les professionnels de la santé, membres de corporation professionnelle, ont une vision beaucoup plus déontologique de la confidentialité et ils sont très sensibles à la question de la confidentialité, car celle-ci constitue une valeur centrale. Par contre, les professionnels de l’éducation, en l’absence d’identité professionnelle commune, s’inspirent d’une approche institutionnelle qu’éthique et ils apparaissent nettement moins sensibles à la confidentialité. Bref, le respect de la confidentialité est lié à une question de responsabilité sociale des professionnels. Enfin, le bris de la confidentialité est motivé par divers facteurs légitimes (pour raisons légale ou judiciaire, contexte de collaboration) et illégitimes (la négligence, l’erreur, l’inconduite). / Protecting intimacy and the privacy of individuals is a major concern of our society because it promotes health and well-being of individuals. Confidentiality is an element of the right to respect for privacy. Indispensable to the relationship of trust, the respect of confidentiality raises several problems as for its maintenance in the relationship involving children. The objective of this study is firstly, to explore the different dynamics surrounding therapeutic secrecy or confidentiality and its application in the light of international practices. Second, it seeks to understand perceptions and sense of confidentiality of medical records of children among health professionals and education. Finally, this work aims to understand the motivations and knowledge of the impacts of breach of confidentiality by such professionals. This is an exploratory qualitative study. Data result from semi-structured interviews conducted with nineteen people working near or far from the children. A grid of interview was used for data collection. The results allow observing that: firstly, internationally, there is a lack of uniformity in applying the concept of confidentiality. Its degree of protection depends on the legal context of a given system. Secondly, the study shows a relationship between the sensitivity of the respondent and his usual professional environment. Indeed, health professionals, members of Professional Corporation, have ethics’ view or perception of confidentiality and they are very sensitive to the issue of confidentiality, because it constitutes a core value. On the other hand, the education professionals, in the absence of common professional identity, were inspired by institutional approach than ethical and they appear much less sensitive to confidentiality. In short, privacy is related to an issue of social responsibility of professionals. Finally, the breaking of confidentiality is motivated by legitimate factors (such as legal or judicial reasons, collaboration’s context) and illegitimate (negligence, error, misconduct).

The school has an anti-racist mission where teachers, especially social studies teachers, have a central role. Previous research shows, however, that the school often lacks in counteracting racism, which raises questions about how teachers see racism as a phenomenon and school as an anti-racist place. There is a lack of knowledge about how social studies teachers perceive the anti-racist work and whether and, in such cases, how they implement anti-racism within the framework of social science teaching. The purpose of this study was therefore to investigate social studies teachers' perceptions of and implementation of an anti-racist mission in upper secondary school. This was done through five semi-structured interviews which were analyzed with Michael Lipsky's (2010) theory of grassroots bureaucracy which is supplemented by Gert Biesta and Sarah Robinson's (2015) theory of cultural and structural factors, Nicholas Abercrombie, Stephen Hill & Brian Turners (2006) definitions of individual and structural racism and Emma Arnebacks (2012) identified courses of action against racism. The results show that no teacher has an explicit anti-racist attitude, but they perceive the task as aimed at counteracting students 'tendencies to express "problematic" thoughts or opinions, which is a description of purpose that is influenced by teachers' understanding of racism as an individual phenomenon. The attitude to the assignment is positive, but it is perceived to be fraught with challenges that arise partly because of a perceived limited scope for action, and partly because of the teachers believing that there is a measure of anti-racism in the teaching. The teachers also perceive the social studies teacher's special role in an anti-racist assignment partly negatively as it is described as becoming a workload. Criticism is directed at a deficient teacher education that structurally limits the anti-racist work as they feel that it has to a low degree equipped them with competence in racism despite the subject's special relevance, and partly because the entire teacher education was not characterized by this which could even the workload. The teachers believe that they implement the anti-racist mission, and the courses of action are mediating, democratizing, and partly relationally characterized where concrete strategies in social studies are to provide knowledge and practice critical reflection in the students. Important knowledge is mainly about democracy and human rights, and an important skill is critical thinking. The study's conclusions are that social studies teachers do not perceive the school as an explicit anti-racist place, but rather in an implicit way. The fact that the mission is not explicitly carried out can mean that anti-racism is lacking when knowledge of racism is limited, especially when a structural reflexivity is lacking. Although teachers may neglect different expressions of racism in school, the implementation is still often consistent with the curricula's formulations of the anti-racist mission.

This study, largely based on literature review supplemented with information from lectures and interviews, attempts to give guidelines and make recommendations on how the gap between the school and the working world can be narrowed in South Africa to improve the employability of school-leavers. Chapter One involves the identification of the problem to be investigated. Chapter Two defines the economic role and function of the school in society in the light of different theories and practices. The present state of education in South Africa, with specific focus on how it relates to the working world, is examined in Chapter Three. Chapter Four examines the relationship between schooling and the working world in selected countries. Chapter Five proposes some guidelines and recommendations for the closer integration of the school with the world of work in South Africa. Chapter Six deals with final conclusions, new perspectives and guidelines for future research. / Educational Studies / M. Ed.

SELF-EVALUATION IN SECONDARY SCHOOLS Abstract The dissertation thesis focuses on self-evaluation - self-evaluation of schools - in secondary schools in the Czech Republic with an emphasis on creation and development of professional community of teachers and creation of schools as Learning Organizations. The current state of research in the field of self-evaluation is described by the study of Czech and foreign literature. Self-conducted empirical investigation helped to determine the real state of its implementation in our secondary schools. In the framework of the thesis, self-evaluation is understood as a condition for further development of the school, improvement of the quality of teachers and all school activities; so that the school would be able to best reflect the needs of the market and its social partners. The purpose is to allow the school itself to assess its situation, to define its own problems and to find solutions - to find self-improvements. The thesis introduces a variety of approaches, benefits and difficulties that the current state of self-evaluation causes. The first part defines basic concepts, describes quality management systems used in educational process and legislative framework for the implementation of self-evaluation in secondary schools. Supporting part comprises a summary of...

This study, largely based on literature review supplemented with information from lectures and interviews, attempts to give guidelines and make recommendations on how the gap between the school and the working world can be narrowed in South Africa to improve the employability of school-leavers. Chapter One involves the identification of the problem to be investigated. Chapter Two defines the economic role and function of the school in society in the light of different theories and practices. The present state of education in South Africa, with specific focus on how it relates to the working world, is examined in Chapter Three. Chapter Four examines the relationship between schooling and the working world in selected countries. Chapter Five proposes some guidelines and recommendations for the closer integration of the school with the world of work in South Africa. Chapter Six deals with final conclusions, new perspectives and guidelines for future research. / Educational Studies / M. Ed.