This research into school identity studies school agency by focusing on how schools act to self-determine an aspirational international identity. Aspirational identity is conceptualized in Bourdieusian terms as intentional position-taking in the face of constraints, both external – field competition for capital resources – and internal - a subject’s habitus (which, for schools, necessitates critical evaluation of the putative notion of institutional habitus). Schools fundamentally distinct from many organizations in that a school’s identity subsumes a role in the determination of the identity of its students, may construe and pursue the realization of an element to their school identity that is international. Schools may do this by creating an international ethos, in order to internationalize student identity. In this study, to analyse ethos- and identity-internationalizing initiatives in a sufficiently broad, unifying manner, applicable to any type of school, use is made of Bernstein’s notion of the pedagogization of knowledge to inspire an analytical framework developed from the Pedagogic Device. Data from interviews with school leaders in 15 schools in 10 countries, showed ethos internationalizing initiatives to be divisible into three classes: firstly, initiatives pertaining to the medium by which knowledge is transmitted, particularly the language of instruction and the nationality mix of students and teachers; secondly, the knowledge transmitted to students may be deemed to be more or less international in content; thirdly, the knowledge to be transmitted may be prepared for transmission to students in ways that are more or less international by the process that Bernstein calls recontextualization. A potent means of internationalizing school identity and thus ethos was seen to be (international) recontextualization of knowledge by schools themselves, sometimes but not always in conjunction with an external agency. It was found that schools, irrespective of the composition by nationality of their student body, according to varying degrees of agency they display to construe and pursue an international identity for themselves and students, may be classified according to three ‘ideal types’: international identity creators; international identity assemblers; or international identity strengtheners. Some of the international identity strengtheners are shown to exhibit positive habitus to aspire to international identity as they stake more advantageous field positions by operating simultaneously in both national and transnational fields.

The school holds particular functions for society; to credential, to contain and to shape the citizens of the future. One much discussed function is the influence of school on the morality and behaviour of young people. This thesis explores the nature of the bond between pupil and school, how it affects behaviour and how it is shaped by the school culture. The focus is derived from an integration of different disciplinary and theoretical paradigm in three previously separate fields; criminology, education and psychotherapy. This thesis is practice-based, using mixed methods research centred on a case-study school and encompasses pupil questionnaires (n=189), pupil interviews (n=5) and extensive ethnographic research. Furthermore, the study is unusual due to the 'insider' status created by my professional role within the school. In this thesis, Hirschi's bond to conformity (1969) is developed to incorporate a pupil's perceptions of the bond. This is defined as a sense of belonging. Findings indicate that a pupil's sense of belonging is significantly linked to pupil behaviour. Furthermore, elemental strands of the sense of belonging signify that the pupil's perception of the school's bond to him, are of key importance. This foregrounds the significance of a school's cultural Character (Berne, 1973) on shaping a pupil's perceptions and sense of belonging. The purpose of this study is to generate useful findings that will support academics, practitioners and policy-makers in attending to a pupil's sense of belonging and a school's culture. The findings that emerge have important implications for professional education and training, and for school development.

This is a qualitative study of how school culture in relation to student identity affects students’ academic performance, especially in a low-income community. The study was conducted in southern Malmö at an elementary school where 9th graders were given the opportunity to participate. Nine students answered a survey anonymously which I then analyzed using identity theory. My conclusions indicate that school culture does play a part in affecting students’ performance. The findings suggest that high performing students more strongly identify academically than low performing students. Finally, this research indicates that more studies on the topic need to be done. I hope this study contributes to a broader interest in how schools can create a culture where students become more motivated and performs better academically. Possible areas to further investigate would be how low performing students are included by schools and what actions schools take, or could take, to create an academic culture for all students.

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2015-04-24T13:45:44Z No. of bitstreams: 1 Simone do Nascimento Nogueira.pdf: 2447132 bytes, checksum: 2e2989c4307798ec84440cd2fb96aa9e (MD5) / Made available in DSpace on 2015-04-24T13:45:44Z (GMT). No. of bitstreams: 1 Simone do Nascimento Nogueira.pdf: 2447132 bytes, checksum: 2e2989c4307798ec84440cd2fb96aa9e (MD5) Previous issue date: 2013-06-28 / This is a qualitative research which aimed to study the construction of the identity of the pedagogical coordinator in the public school system of Cubatão. The study included 22 coordinators, originating from their network teaching, working in day care centers, children's education I and II, I and II school and / or Education for Youth and Adults. The question that guided this research problem was how the coordinators of the public schools of Cubatão build their professional identity. Data collection was conducted through a questionnaire with exploratory intentions, semi-structured interviews and documentary analysis focusing on the elements and processes that have contributed and contribute to this professional identity construction. Entering on the subjectivity field presented by subjects proved essential to answer the proposition presented and thus seek the meanings that attach to be, being, doing and feeling, for the task they daily undertake to coordinate the teaching in school. The transition from raw data to organized data was held from the content analysis enunciated by Bardin (2011) and validated by means of triangulation in perspective Minayo (1999). To support the analysis of thematic coordination pedagogical used the authors: Franco (2005, 2007, 2008, 2012) Fusari (1992.1997) and Placco (2006, 2008, 2011, 2012), for the issue of training, professionalization identity and teaching / professional: Franco (2007, 2008, 2012), Franco and Ghedin (2011), Abdalla (2006), Libâneo (2007, 2008), Pinto (2011), Freire (2002, 2011, 2012), Sacristan (2000), Silva (1996), Contreras (2012), Pimenta (2007, 2012) and Tardif (2009, 2012). The resumption of the history of education and teaching was carried out in theoretical: Romanelli (2012) and Saviani (2008), and to support the pedagogy as science education: Franco (2008), Pimenta (2012) and Libâneo (2008). As a result of this investigation, it was found that the identity construction of the pedagogical coordinator in question is happening in the face of everyday difficulties mentioned by the subjects, which constituted the categories of this research, namely resistance, accumulation and loneliness. These, in turn, the view expressed in this research represent difficulties to overcome in the personal, collective and institutional framework for these professionals may perceive school teacher, based on knowledge of pedagogy. The data collected suggests that for it happening, there have to be spaces and institutional actions, occasioned by the Education Department, highlighting the effective collective work at schools. / Trata-se de uma pesquisa de natureza qualitativa que teve como objeto de estudo a construção da identidade do coordenador pedagógico na rede de ensino pública do município de Cubatão. Participaram deste estudo 22 coordenadores pedagógicos, oriundos da respectiva rede de ensino, que atuam em creches, educação infantil I e II, ensino fundamental I e II e/ou Educação de Jovens e Adultos. A questão problema que norteou esta pesquisa foi como os coordenadores pedagógicos da rede pública de ensino do município de Cubatão constroem sua identidade profissional. A coleta de dados foi realizada por meio de questionário com intenções exploratórias, entrevista semi estruturada, depoimentos e análise documental com foco nos elementos e processos que contribuíram e contribuem para a constituição identitária deste profissional. Adentrar o campo da subjetividade das colocações apresentadas pelos sujeitos se mostrou imprescindível para responder a proposição apresentada e, assim, buscar os sentidos que atribuem ao ser, estar, fazer e sentir, para a tarefa que empreendem diariamente ao coordenar o pedagógico na escola. A transição dos dados brutos para os dados organizados foi realizada a partir da análise de conteúdo enunciada por Bardin (2011) e validada por meio da triangulação na perspectiva de Minayo (1999). Para fundamentar a análise da temática referente à coordenação pedagógica utilizei os autores: Franco (2005, 2007, 2008, 2012) Fusari (1992,1997) e Placco (2006, 2008, 2011, 2012); para a questão da formação, profissionalização docente e identidade docente/profissional: Franco (2007, 2008, 2012), Franco e Ghedin (2011), Abdalla (2006), Libâneo (2007, 2008), Pinto (2011), Freire (2002, 2011, 2012), Sacristán (2000), Silva (1996), Contreras (2011), Pimenta (2007, 2012) e Tardif (2009, 2012). A retomada da história da educação e da pedagogia foi realizada com aporte teórico em: Romanelli (2012) e Saviani (2008), e para fundamentar a pedagogia como ciência da educação: Franco (2008), Pimenta (2012) e Libâneo (2008). Como resultado desta investigação constatou-se que a constituição identitária do coordenador pedagógico em questão está acontecendo no enfrentamento cotidiano das dificuldades apontadas pelos sujeitos e que constituíram as categorias desta pesquisa, a saber: resistência, acúmulo e solidão. Estas, por sua vez, do ponto de vista defendido nesta pesquisa, representam dificuldades a serem superadas nos âmbitos pessoal, coletivo e institucional para que este profissional possa se perceber pedagogo escolar, alicerçado nos saberes da pedagogia. Os dados coletados sugerem que para isso acontecer, há de se ter espaços e ações institucionais, oportunizados pela Secretaria de Educação, que valorizem o efetivo trabalho coletivo nas unidades escolares.

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2016-06-08T18:05:05Z No. of bitstreams: 1 Lilian Matheus Marques.pdf: 30812693 bytes, checksum: 08b28babd253c181fb54a55511de08f6 (MD5) / Made available in DSpace on 2016-06-08T18:05:05Z (GMT). No. of bitstreams: 1 Lilian Matheus Marques.pdf: 30812693 bytes, checksum: 08b28babd253c181fb54a55511de08f6 (MD5) Previous issue date: 2016-02-25 / Universidade Católica de Santos - Católica de Santos / This essay handles the creation process of Santos Law School, the first catholic university in Santos, the genesis of the first university of Santos region, with a historical cutout between 1951 and 1953, year that preceded the authorization, subsequent year from the authorization for its effective operation and the first year of operation. It intends to interrogate the feeling of belonging in the concrete practices of people who participated in the creation process of the institution and rebuild the two starting years of history of this institution of higher education, attempting to the impacts produced in the city. The record of this journey is important for the construction of institutional and historical Memory, in a way to contribute for the image empowerment of this higher education institution. When working with the concepts of historical and institutional memory and higher education institution, it details the comprehension envolving collective memory; that is, that memory which is narrated by an individual (hereby understood and taken as significative totality, or as a bundle of multiple determinations, relations) who, when reminiscing the past, evidences events defined as socially important and structuring by the society of its time. Therefore, research techniques (interviews, mainly) are used for such purposes and offered by Oral History. / Esta dissertação abordou o processo de criação da Faculdade de Direito de Santos, a primeira faculdade católica de Santos e a gênese da primeira universidade da Região Metropolitana da Baixada Santista, com um recorte histórico entre os anos de 1951 e 1953, respectivamente o ano que precedeu a autorização, o ano subsequente quando da autorização para seu efetivo funcionamento e o primeiro ano de funcionamento. Interrogou sobre o sentimento de pertencimento nas práticas concretas dos sujeitos que participaram do processo de criação da instituição e reconstruir os dois anos iniciais da história desta instituição de ensino superior, atentando para os impactos produzidos na Cidade. O registro dessa caminhada foi importante para a construção da Memória institucional e histórica, posto a contribuir para o fortalecimento da imagem desta instituição de ensino superior. Ao trabalhar com os conceitos de memória (histórica e institucional) e de instituição de ensino (superior), explicitou a compreensão que se tem sobre memória coletiva; ou seja, aquela memória que é narrada por um indivíduo (aqui entendido e tomado como totalidade significativa, ou como feixe de múltiplas determinações, relações) que, ao rememorar o passado, evidenciou acontecimentos que a sociedade do seu tempo definiu como importantes e estruturantes do social. Para tanto, fez-se uso de técnicas de pesquisa (entrevistas, principalmente) oferecidas pela História Oral.

No description available.

As práticas/táticas educativas da Escola Fábrica de Rendas Arp, em Nova Friburgo,Rio de Janeiro, são objeto de estudo desta dissertação. A instituição é apresentada em suas dimensões organizacional, pedagógica e sócio-política cultural, com atenção ao processo constitutivo da identidade do aluno que a freqüentava. A investigação apóia-se nas contribuições de Michel Foucault, no que diz respeito às relações de poder e de Justino de Magalhães, quanto aos atores institucionais e seus atos. A pesquisa empírica foi realizada em arquivos públicos e privados. Nestes últimos destacam-se objetos pessoais de exalunos, como cadernos escolares, fotografias e boletins. Foram também realizadas entrevistas. Procura-se caracterizar a pedagogia “arpiana” sobretudo a consolidada sob a batuta de uma de suas diretoras que lhe dedicou trinta anos de trabalho. Esta investigação é a contribuição à história da educação do município de Nova Friburgo, procurando revelar as relações entre a instituição estudada, as políticas públicas e uma tradição de modos de ensinar socialmente construídos. / The educational practices/tactics of Escola Fábrica de Rendas Arp, in Nova Friburgo, Rio de Janeiro, are the study object of this dissertation. The institution is presented in its organizational pedagogical, socio-political/cultural dimensions, with special attention to the constructive process of the student’s identity who attended it. The investigation is supported by the contributions of Michel Foucault, with regard to power and by Justino de Magalhães, as to institutional actors and their actions. The empirical research was done in public and private files. The latter, personal objects from ex students are pointed out, like copybooks, pictures and school reports. Some interviews were also taken. The “arpiana” pedagogy is characterized and consolidated under the direction of the head teacher that dedicated thirty years of her work to the school. This investigation contributes to the History of Education in Nova Friburgo, trying to reveal the relations between the institution studied here, the public politics and a teaching tradition socially built.

The diploma thesis FFA 2016 looks at ways of communicating the Faculty of Fine Arts BUT. It offers a theoretical proposal of how to present the school to the public and also aims to initiate a discussion between the school management and its teaching staff. I’ve additionally implemented a part of the proposal in cooperation with the faculty. The thesis balances between study, analysis, implementation and opinion. It includes specific applications in form of events, visual identity suggestions, marketing and means of advertising.

My thesis is focusing on Muslim pupil position in the Czech elementary school. It is an actual topic of the Czech school system together with foreign pupil education generally. Pupils are educated in the multicultural era and for this reason it is essential to deal with this topic. I am explaining the selection of the topic within the introduction of my thesis. Theoretical part is introducing topic related information, arranged logically to make a meaningful text. Within this part is described who belongs to this group, what they have in common, how they differ, how they have affected Europe and the Czech Republic from the past to the present. In addition, I am describing the outcome of Muslim integration to the society, view on their differences and of course the Czech elementary schools approach to this topic. To find out the situation of Muslim pupil within the education process in the Czech elementary school system is the objective of the empirical part of my thesis. To get the findings on the Muslim pupil in the elementary school, I have used the observation method. The case interpretation is recorded in this part. Not to focus only on the Muslim pupil, I have made structured interviews with other five home teachers in the same school.

No description available.