nÃo hà / A pesquisa enfoca o Programa Mais EducaÃÃo, polÃtica pÃblica de educaÃÃo integral instituÃda pelo MinistÃrio da EducaÃÃo, como uma estratÃgia para a ampliaÃÃo da jornada escolar. Tem como objetivo principal avaliar o processo do referido programa, no municÃpio de MaracanaÃ, a partir das diferentes concepÃÃes e prÃticas de educaÃÃo integral, no contexto atual das polÃticas educacionais. Reflete sobre as concepÃÃes de educaÃÃo integral presentes nas polÃticas educacionais do paÃs, bem como as que norteiam o programa, analisa o cotidiano escolar e as repercussÃes decorrentes do Programa Mais EducaÃÃo na organizaÃÃo e gestÃo da escola, e relaciona, ainda, tempo e desempenho escolar, avaliando sua efetividade em relaÃÃo à melhoria da aprendizagem dos alunos envolvidos. Parte dos pressupostos de que maior quantidade de tempo nÃo determina por si sà prÃticas escolares qualitativamente diferentes e que hà mÃltiplas e diferentes variÃveis que interagem e permeiam o contexto escolar. Trata-se de uma pesquisa avaliativa, com uma abordagem qualitativa, que buscou contemplar os diversos fatores determinantes do sucesso escolar que se fazem presentes no cotidiano escolar, alÃm de entender e interpretar os fenÃmenos do contraturno, a partir de uma anÃlise ricamente descritiva, proporcionada pelo estudo de caso. Ao confrontar dados concretos e representaÃÃes foi possÃvel compreender a natureza e a gÃnese do processo educativo do Programa Mais EducaÃÃo, alÃm de seus efeitos sobre a comunidade escolar. Possibilitou tambÃm perceber as aÃÃes da escola que consolidam ideias diferentes sobre educaÃÃo integral e sobre o prÃprio programa em questÃo.

Economic reality of these days shows that pension, social, fiscal and educational system (we did not deal with flat politics friendly to young families) suffer from disputable till wrong decisions in last months and years. Many of such a decision seemed not to be effected based on scientific and expert analyses, results and recommendations but based on influence and obstinacy of the lobbyist parties and other groups. In the area of social politics we are missing the real social abstraction (i.e. long-term perspective of the social politics bearing) which could be acceptable by the residents. Pension savings and supplementary insurance act as barter -- we send to you contributions, you invest them into our bonds emitated to balance government debt (caused by this contributions as well) -- you have your profits, we have balance and meet liabilities. Fiscal system with its deductions, discounts and consolidations gives a favour to specific groups prior to the others. Social system with its substitutional durations, early pensions, excess indexation, parent leave duration and other advantages destroys natural development of the society, its revenues and expenditures. Early age educational system cannot ensure a sufficient pre-school education and changes parents into the bribees in bulk in order to find a place for their children (4-years and older). Than prolonged compulsory education causes prolonged entrance to the job market. High schools and universities throw up crowds of graduates without necessary practical skills which cause high amount of a young unemployment. We are the country of phenomenons. In the area of supplementary insurance support to the private pension companies we are the best. In the area of advanced women support for family and occupational life coordination (part-time jobs, flexible labour contracts, huge scale of pre-school day-care service) we are the worst and not only in domestic but also international comparison. We face absence of qualified work-force, human capital (necessary for healthy economic and social progress) in 50 or 60 years. This thesis has had for one's object to confirm or disconfirm the main hypothesis that with combination of defined important instruments and politics (aimed to non-financial benefits and huge flexible labour contracts supply) there is a possibility to achieve the long-term sustainability and balance of the pension account with not big shortage, no direction to destroy the whole economic development and with support to flexible job market. For children the thesis perhaps controversially looks as for human capital but from the economic point of view this is correct. In case of the Czech Republic the government approach does not work, the municipalities approach is absolutely unconceptual which restrains in many regions to achieve the co-operation of work and family life, to achieve the high standard of living of families, both due to unsupported pre-school day-care. We could accept one new solution -- no employers pension funds but employers pre-school day-care in co-operation with government and municipalities. This thesis established a hypothesis at the beginning which has been confirmed. PAYG in case of correct co-operation of important politics remains in long-term period stable (on condition 2 children for 1 mother), is just and effective. State income redistribution has moved to the service provider. Costs of such a day-care have been covered by revocation or reduction of the supplementary pension benefits, cancellation of the second pension pillar, shortening of the parent leave supplement, increasing of the employment and employees activity, increasing of efficiency and productivity and consequently profits of the companies and tradesmen. In combination with the high-quality fiscal politics without distortion and without one-side favouritism and senseless reliefs there has been secured stability of pension account, whole economy and public finance. Lower redistribution has been compensated by higher consumption and investment, government spending etc.

Made available in DSpace on 2016-04-04T18:33:09Z (GMT). No. of bitstreams: 1 Regina Carvalho Calvo de Faveri.pdf: 1952643 bytes, checksum: 337c9c02037db012f38c151c795c934d (MD5) Previous issue date: 2013-02-14 / The Full-Time Schools Project was implemented in 2006 by the state government on state educational network of S?o Paulo. This process counted on the official documents publication such as the Full-Time School Guidelines, which guided the implantation of the model in part time schools and now have extended school day hours. We believe that the full-time schools represented, since the earliest experiments in the 1950s, the desire for a quality education and a more complete training, required by contemporary society. The teachers' comprehension about this form of school organization was seen as a prevailing aspect in the process of implementing this educational model. We intended to identify and understand the teachers' perception who works in curriculum workshops and the relationships that can be established with educational policies which ruled the implementation of this model aiming to educational quality. This qualitative research, featured as a case study, started in March 2011 and was developed in two full-time public schools in Campinas, through semi-structured interviews and document analysis. The results pointed to the fact of the perceptions of these professionals, regarding to the educational quality of workshops curricular, interfere in their pedagogical activities and demonstrate oscillation between the development of a differentiated work or remediation of teaching practices in the regular school hour. / O Projeto Escola de Tempo Integral foi implementado na rede estadual de S?o Paulo, no ano de 2006, por iniciativa do governo de estado. Tal processo contou com a publica??o de documentos oficiais, como as Diretrizes da Escola de Tempo Integral, que nortearam a implanta??o do modelo em unidades que atendiam em tempo parcial e passaram a ter jornada escolar ampliada. Consideramos que a escola de tempo integral representou, desde as primeiras experi?ncias na d?cada de 1950, o desejo de uma educa??o de qualidade e uma forma??o mais completa, exigida pela sociedade contempor?nea. A compreens?o dos professores sobre esta forma de organiza??o escolar foi observada como aspecto preponderante no processo de implanta??o desse modelo educacional. Procuramos identificar e compreender as percep??es dos professores que atuam nas oficinas curriculares de escolas de tempo integral e as rela??es que podem estabelecer com as pol?ticas educacionais que regeram a implementa??o desse modelo com vistas ? qualidade educativa. A pesquisa qualitativa, caracterizada como um estudo de caso, teve in?cio em mar?o de 2011 e foi desenvolvida em duas escolas estaduais de tempo integral no munic?pio de Campinas, por meio de entrevistas semiestruturadas e an?lise de documentos. Os resultados apontaram para o fato de as percep??es desses profissionais, no que diz respeito ? qualidade educativa das oficinas curriculares, interferirem em sua atua??o pedag?gica e demonstrarem oscila??o entre o desenvolvimento de um trabalho diferenciado ou o refor?o das pr?ticas pedag?gicas do turno regular.

Utifrån Normaliseringsprincipen och demokratiska strömningar under andra hälften av 1900-talet påbörjades på skolområdet en integreringsprocess. Begreppet inkludering introducerades senare för att markera skolans ansvar i frågan. Trots inkluderingsuppdraget har avskiljande lösningar inom skolan åter blivit vanliga. Studier om rörelsehindrade barns skolvardag visar att det förekommer många exkluderande situationer i skolan, ofta omedvetna och i tron att dessa är bäst för eleven. Dessa situationer är en följd av att skolan inte arbetar på organisationsnivå med inkluderingsfrågor. Syftet med denna studie har varit att belysa inkluderingsaspekter i skolan för elever med rörelsehinder. Deltagarna i studien var tre unga personer med rörelsehinder som gått inkluderade i skolan. Studien har en livshistorisk ansats där deltagarna berättade om sina skolminnen, som sedan analyserades utifrån Tangens modell om fyra dimensioner: tid, mening, relationer, samt självbestämmande och kontroll. Deltagarna bedömer att de i den inkluderade skolverksamheten utvecklats, men att de många gånger fått kämpa för sin rätt och ibland fått lösa uppkomna situationer själva. De har alla haft elevassistent. De unga vuxna som deltagit i studien är positiva till inkludering och menar att detta har gett dem bättre möjligheter i deras vuxna liv. Vidare forskning kan vara longitudinella studier om elever med funktionsnedsättningar och fortsatta studier, hur den marknadsanpassade skolan påverkar elever med funktionsnedsättningars möjligheter att gå inkluderade, studier om elevassistentens funktion samt hur inkluderande idrottsundervisningen ska bedrivas för elever med rörelsehinder. / Based on the Normalization Principle and democratic movements in the second half of the 1900s an integration process considering school began. The concept of inclusion was introduced later to mark the school's responsibility in the matter. Despite the inclusion mission separation solutions for school has again become common. Studies on disabled children's school day shows that there are many exclusive situations in school, often unconscious, and in the belief that these are the best for the student. These situations are a result of schools not working at the organizational level with inclusion issues. The purpose of this study was to illuminate the inclusion aspects of the school for students with disabilities. Participants in the study were three young people with disabilities who have included the school. The study has a life-historical approach in which participants talked about their school memories, which were then analyzed based on Tangen´s model in four dimensions: time, meaning, relationships, and self-determination and control. The participants believe that they included in the school system evolved but they often had to fight for their rights and sometimes had to resolve arisen situations  themselves. They have all had a student assistant. The young adults who participated in the study are positive towards inclusion and believe that this has given them better opportunities in their adult lives. Further research may be longitudinal studies of students with disabilities and further studies, how the market-school affects students with disabilities and their ability to be included at  school, studies on student assistant's function and how inclusive physical education should be conducted for students with disabilities.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2016-12-22T11:18:48Z No. of bitstreams: 2 Tese - Marcilene Pelegrine Gomes - 2016.pdf: 5769789 bytes, checksum: fac5c08c40cf248e51b90e35f3ae542c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-12-27T13:08:36Z (GMT) No. of bitstreams: 2 Tese - Marcilene Pelegrine Gomes - 2016.pdf: 5769789 bytes, checksum: fac5c08c40cf248e51b90e35f3ae542c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-12-27T13:08:36Z (GMT). No. of bitstreams: 2 Tese - Marcilene Pelegrine Gomes - 2016.pdf: 5769789 bytes, checksum: fac5c08c40cf248e51b90e35f3ae542c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-10-13 / This thesis is linked to the line research State, Policies and History of Education of the Program of Post-graduation in Education of the Faculty of Education of the Federal University of Goiás (PPGE/FE/UFG). The study object is the extended school time policy in the Full Time Schools (EMTI) of the Municipal Secretary of Education of Goiânia (SME). The general objective is to investigate the effectiveness of this policy by the analysis of the financial, administrative and pedagogical capacity of the educational system to guarantee the material and human conditions for the quality of the teaching and learning process in Full Time Schools. This is a case study carried out with the first five (05) schools that implemented the EMTI in the Municipal Education System in 2015. The procedures used in this research were documental, bibliographic and field research. The main analyses consisted on the following areas: the financing, the school infrastructure, the development of the teaching process and the school management conditions. Based on quantitative and qualitative and objective and subjective data, the investigation is epistemologically supported by the studies of Amaral (2012), Brasil (2006, 2009a, 2010a, 2010b), Carreira and Pinto (2007), Dourado, Santos and Oliveira (2007), Dourado and Oliveira (2009), Fineduca (2013) Oliveira and Araújo (2005), Oliveira (2007), Pinto (2014, 2015), Souza, Gouveia and Scheneider (2011), Scheneider (2012) and Barra et al. (2015). In the development of the exhibition registers, through data and analysis, in municipal policy falls within the set of policies for basic education in Brazil implemented over the last two decades with centrality in the expansion of the school day in order to ensure improvement in student academic performance and, at the same time, offer a full-time care for children in situations of social vulnerability. It is stated as a thesis that material and human conditions, objective and subjective, municipal policy implementation in the five in outline stresses and contradictions present in municipal law, in speeches and in everyday school officials who, in turn, show limits, challenges and possibilities for the effectiveness of the proposal on RME de Goiânia as State public policy. / Esta tese inscreve-se na linha de pesquisa Estado, Políticas e História da Educação do Programa de Pós-Graduação em Educação da Faculdade de Educação da Universidade Federal de Goiás (PPGE/FE/UFG). Tem como objeto de pesquisa a política da Secretaria Municipal de Educação de Goiânia (SME) para ampliação da jornada escolar em Escolas Municipais de Tempo Integral (EMTI). Seu objetivo geral consiste em investigar a efetividade desta política mediante a análise da capacidade financeira, administrativa e pedagógica que o sistema de educação apresenta para garantir as condições materiais e humanas para a qualidade do processo de ensino e aprendizagem em escolas de tempo integral. A pesquisa configura-se em um estudo de caso, desenvolvido no ano de 2015, em cinco (05) escolas, as primeiras experiências de EMTI da Rede Municipal de Educação (RME), e fundamenta-se nos procedimentos próprios das pesquisas documental, bibliográfica e de campo, tendo como principais eixos de análise: as condições de financiamento, as condições de infraestrutura da escola, as condições para o exercício da docência e as condições de gestão da escola. Esses eixos, constituídos por variáveis quantificáveis e não quantificáveis, objetivas e subjetivas, sustentam-se epistemologicamente, principalmente, nos estudos de Amaral (2012), Brasil (2006a, 2009a, 2010a, 2010b), Carreira e Pinto (2007), Dourado, Santos e Oliveira (2007), Dourado e Oliveira (2009), Fineduca (2013) Oliveira e Araújo (2005), Oliveira (2007), Pinto (2014, 2015), Souza, Gouveia e Scheneider (2011), Scheneider (2012) e Barra et al. (2015). No desenvolvimento da exposição registra-se, por meio de dados e análises, que a política municipal de EMTI se insere no conjunto das políticas para o ensino fundamental no Brasil implementadas nas últimas duas décadas com centralidade na ampliação da jornada escolar, tendo em vista assegurar a melhoria no desempenho escolar discente e, concomitantemente, oferecer um atendimento em tempo integral a crianças em situação de vulnerabilidade social. Afirma-se como tese que as condições materiais e humanas, objetivas e subjetivas, de implementação da política municipal nas cinco EMTI explicitam tensionamentos e contradições presentes na legislação municipal, nos discursos oficiais e no cotidiano escolar que, por sua vez, evidenciam limites, desafios e possibilidades para a efetividade da proposta na RME de Goiânia como política pública de Estado.

Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-02-21T18:50:49Z No. of bitstreams: 2 Juliana_Ubinski2016.pdf: 1928264 bytes, checksum: 5f09b48a3896e968b0f23b017ddb8c72 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-21T18:50:49Z (GMT). No. of bitstreams: 2 Juliana_Ubinski2016.pdf: 1928264 bytes, checksum: 5f09b48a3896e968b0f23b017ddb8c72 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-05-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / To provide an education that can form critical citizens, active and transformers of society, far from being a contemporary challenge, it permeates debates and inspires educational theories long ago. One of the proposals to contribute to the achievement of this goal is the expansion of the school day. Although the debates on the subject can refer to an idea of recent and innovative proposal, in Brazil, experiences with full-time education focused for less economically favored social classes are realities for at least five decades. During this period, there were beginnings and closures cycles with these experiences. However, although there are several debates between advocates and opponents of this educational policy, there are not so many researches that address the impacts of these activities for teachers and students involved in these proposals. Through research that discusses and reflects on expansion programs of the school day, it is expected to be possible to ascertain whether the practice performed contributes to the goals proposed for the program. In this sense, through this study, it is intended to determine whether the activities in the area of environmental education, linked to programs of expansion of the school day in state schools of Cascavel-PR, contribute to the achievement of the main objective of the journey expansion programs school: reduce educational inequalities (BRAZIL, 2010). Therefore, Scientific Literacy indicators will be used to enable verifying the level of scientific literacy of students in the subjects addressed in the extracurricular activities they are enrolled. Analysis of the legislation was made which regulates the expansion of the school day, in the proposals of activities in the field of environmental education and also interviews with teachers and students involved in the activities. The different stages of the research show that some gaps in the legislation that regulates the extracurricular activities can negatively impact the development and results of the activities. Among the five analyzed activities, it was possible to realize the contribution of only one for Scientific Literacy of the students. It is noticed that there is still a long way to go in order that the extracurricular activities, at least in most cases, contribute to student learning and, consequently, for education. / Proporcionar uma educação que possa formar cidadãos críticos, atuantes e transformadores da sociedade, longe de ser um desafio contemporâneo, há muito permeia debates e inspiram teorias educacionais. Uma das propostas que visam a contribuir para o alcance desse objetivo é a ampliação da jornada escolar. Embora os debates acerca do tema possam remeter a uma ideia de proposta recente e inovadora, no Brasil, experiências com o ensino em tempo integral voltado para classes sociais menos favorecidas economicamente são realidades há pelo menos cinco décadas. Nesse período, houve inícios e encerramentos de ciclos com essas experiências. No entanto, embora haja vários debates entre os defensores e opositores dessa política educacional, não há muitas pesquisas que contemplem os impactos dessas atividades para professores e alunos envolvidos nessas propostas. Através de pesquisas que discutam e reflitam sobre programas de ampliação da jornada escolar, espera-se ser possível verificar se a prática realizada contribui para os objetivos propostos para o programa. Neste sentido, através da presente pesquisa, pretendeu-se verificar se as atividades na área de Educação Ambiental, vinculadas aos programas de ampliação de jornada escolar nas escolas estaduais de Cascavel-PR, contribuem para o alcance do principal objetivo dos programas de ampliação da jornada escolar: diminuir as desigualdades educacionais (BRASIL, 2010). Para tanto, os indicadores da Alfabetização Científica serão utilizados para possibilitar verificar o nível da Alfabetização Científica dos alunos nos temas abordados nas atividades em contraturno em que estão matriculados. Foram realizadas análises da legislação que regulamenta a ampliação da jornada escolar, nas propostas das atividades na área de Educação Ambiental e também entrevistas com professores e alunos envolvidos nas atividades. As diferentes etapas da pesquisa mostraram que algumas lacunas na legislação que regulamenta as atividades em contraturno podem impactar de forma negativa o desenvolvimento e resultados das atividades. Dentre as cinco atividades analisadas, foi possível perceber a contribuição de apenas uma para a Alfabetização Científica dos alunos. Percebe-se que ainda há um longo caminho a ser percorrido para que as atividades contraturno, pelo menos em sua maioria, contribuam para aprendizagem dos alunos e, consequentemente, para a Educação

Bakgrund: Den dagliga fysiska aktiviteten hos barn minskar, nya aktiviteter och intressen som utförs framför dator är en bidragande faktor till detta. Ökat stillasittande kan leda till ett flertal konsekvenser. Fysisk aktivitet kan motverka detta och bidrar till förbättrad kondition, muskelstyrka, blodtryck, blodfetter, bentäthet och BMI hos barn och unga i skolåldrarna. Syfte: Att sammanställa hur fysisk aktivitet under skoldagen för elever (åldern 6–19) påverkar skolprestationen. Metod: Denna systematiska litteraturstudie baseras på 13 vetenskapliga artiklar. Studierna har en kvantitativ ansats, och var genomförda med randomiserade kontroll studier RCT). En kvalitetsgranskning av materialet gjordes med hjälp av GRADE. Resultat: I resultatet framkommer inget enhälligt resultat gällande hur fysisk aktivitet påverkar elevers skolprestation. Studierna visar i stället på tre huvudområden som sammanfattas till positivt resultat på skolprestation efter intervention, ingen förändring på skolprestation efter intervention och slutligen andra effekter av intervention. Slutsats: Ingen generell slutsats har kunnat dras gällande ökad fysisk aktivitet och elevers skolprestation. Endast en liten del kan ha påverkats negativ av interventionen ökad fysisk aktivitet under skoldagen. Generellt kan ingen negativ påverkan ses på elevernas skolprestation efter interventionerna. Forskning visar också på att elever som hade fått ta del av dessa insatser utveckla färre problem med ångest, jämfört med barn i en kontrollgrupp. / Background: The daily physical activity of children decreases, new activities and interests performed in front of a computer are a contributing factor to this. Increased sedentary lifestyle can lead to a few consequences. Physical activity can counteract this and contribute to improved fitness, muscle strength, blood pressure, blood fats, bone density and BMI in children and adolescent of school age. Aim: To compile how physical activity during the school day for students (age 6-19) affects school performance. Method: This systematic literature study is based on 13 scientific articles. The studies have a quantitative approach and were conducted with randomized control studies (RCT). A quality review of the material was done with the help of GRADE. Result: The result does not show a unanimous result regarding how physical activity affects students' school performance. Instead, the studies show three main areas that are summarized as a positive result on school performance after intervention, no change in school performance after intervention and finally other effects of intervention. Conclusion: No general conclusion has been drawn regarding increased physical activity and students' school performance. Only a small part may have been negatively affected by the increased physical activity during the school day. In general, no negative impact can be seen on students' school performance after the interventions. Research also shows that students who have taken part in these interventions develop fewer problems with anxiety, compared with children in a control group.

Student self-report surveys showed bullying behaviors were problematic among students in one Midwest middle school. Despite implementing a version of the Olweus Bullying Prevention Program, students continued to self-report bullying behaviors that occurred on school property during school hours. It is crucial that educators are proactive in intervening and preventing bullying to establish a safe environment for academic success. The purpose of this study was to describe teachers' perceptions of bullying behaviors and their practices in reporting bullying incidents. Bandura's social learning and Locke's social contract theories served as the study's framework. Teachers were asked to describe behaviors they perceived as bullying and their practices in reporting bullying incidents. A qualitative, bounded, descriptive case study was used to collect interview data from 12 purposefully selected classroom teachers who were tasked with bullying intervention and prevention. Thematic analysis using the lean, open coding strategy was used to analyze the data. Teachers reported observing physical, verbal, and cyber bullying behaviors, credited their bullying knowledge to schoolwide professional development (PD), and believed they recognized bullying behaviors when incidents occurred. Teachers also reported bullying incidents to the principal and to parents if they had a positive relationship with them. Based on these findings, a 4-day PD was designed for teachers to collaboratively develop uniform practices in reporting bullying incidents to parents or guardians. These endeavors may contribute to positive social change by equipping teachers with procedures in reporting bullying incidents; thus, reducing bullying, improving the learning environment, and creating a safer school culture for teachers and students.

No description available.