Made available in DSpace on 2014-06-11T19:24:18Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-09-11Bitstream added on 2014-06-13T19:10:45Z : No. of bitstreams: 1 delgadoneto_j_me_rcla.pdf: 532061 bytes, checksum: f2621939c67fe4dc8433d315bbfd63e0 (MD5) / Secretaria de Educação do Estado de São Paulo / Esta pesquisa investiga o processo de elaboração do Regimento Escolar em Escolas Estaduais da Diretoria de Ensino de Bauru-SP, partindo do contexto da política educacional do fim da década de 1980 e início da década de 1990; dos princípios educacionais de autonomia e gestão democrática presentes na Constituição Federal de 1988, da Lei de Diretrizes e Bases da Educação Nacional nº 9.394/96 e do documento denominado Normas Regimentais Básicas Para as Escolas Estaduais, que serviram de referência para que cada escola elaborasse seu Regimento próprio a partir do ano de 1998. O objetivo deste trabalho consiste em identificar no Regimento de Escolas Estaduais em que medida estas superaram o que prescrevia o documento Normas Regimentais Básicas para as Escolas Estaduais, e o que os pontos analisados sugerem a respeito da autonomia escolar. Para o seu desenvolvimento utilizou-se a metodologia de investigação qualitativa, realizada por meio de dois procedimentos de coleta e análise de dados: no primeiro momento, foi feito um levantamento bibliográfico e documental, com consulta às obras e demais estudos que tratam da questão da autonomia e da autonomia escolar, bem como a legislação e demais documentações referentes ao tema. No segundo momento, foi realizada a coleta de dados referentes às escolas e alguns pontos do seu funcionamento, por meio de um questionário aplicado diretamente aos diretores, além da aquisição da cópia do Regimento de cada escola, cópia da ata de aprovação do Regimento pelo Conselho de Escola e cópia do Parecer da Supervisão Escolar. Ao final, concluiu-se que as escolas alteraram muito pouco do que prescreviam as Normas Regimentais Básicas, e que os pontos modificados sugerem também muito pouco com relação à autonomia das escolas, devido a dois fatores principais:... / This research investigates the process of drafting the Rules Elementary Schools in the State Board of Education of Bauru-SP, on the context of the educational policy of the end of the 80 and beginning of the 90, the educational principles of autonomy an democratic management in the Federal Constituition of 1988; in the National Education Laws of Policies in Bases nº 9.394/96, and the document called Basic Standards Rules for States Schools, which served as a reference for each school draw up its own rules, from the year 1998. The objective of this study is to identify schools in the Rules of State, to what extent they overcame what prescribed the document “Basic Standards Rules for State Schools”, and suggest that the points discussed on school autonomy. For the development of this work was used a methodology of qualitative research, conducted through two procedures for collecting and analyzing data: the first time, it made a documentary and bibliographical survey, consultation with the works and other studies that deal with the issue of and autonomy of school autonomy as well as legislation an other documentation relating to the subject. The second time, it performed the collection of data on schools and some points of this operation, using a questionnaire applied directly to directors, in addition to the acquisition of a copy of the Rules of each school, a copy of minutes of the Rules adopted by the Council of School and copy of the opinion of the School Supervision. In the end, it was concluded that schools changed very little of what prescribed the Basic Standards Rules, and the modified points also suggest very little about autonomy of schools, due to two main factors: the extremely authoritarian and centralized context of the time, and mobilization of small schools to break with that situation.

Orientador: Marilena Aparecida Jorge Guedes de Camargo / Banca: Lindamir Cardoso Vieira Oliveira / Banca: Theresa Maria de Freitas Adrião / Resumo: Esta pesquisa investiga o processo de elaboração do Regimento Escolar em Escolas Estaduais da Diretoria de Ensino de Bauru-SP, partindo do contexto da política educacional do fim da década de 1980 e início da década de 1990; dos princípios educacionais de autonomia e gestão democrática presentes na Constituição Federal de 1988, da Lei de Diretrizes e Bases da Educação Nacional nº 9.394/96 e do documento denominado Normas Regimentais Básicas Para as Escolas Estaduais, que serviram de referência para que cada escola elaborasse seu Regimento próprio a partir do ano de 1998. O objetivo deste trabalho consiste em identificar no Regimento de Escolas Estaduais em que medida estas superaram o que prescrevia o documento Normas Regimentais Básicas para as Escolas Estaduais, e o que os pontos analisados sugerem a respeito da autonomia escolar. Para o seu desenvolvimento utilizou-se a metodologia de investigação qualitativa, realizada por meio de dois procedimentos de coleta e análise de dados: no primeiro momento, foi feito um levantamento bibliográfico e documental, com consulta às obras e demais estudos que tratam da questão da autonomia e da autonomia escolar, bem como a legislação e demais documentações referentes ao tema. No segundo momento, foi realizada a coleta de dados referentes às escolas e alguns pontos do seu funcionamento, por meio de um questionário aplicado diretamente aos diretores, além da aquisição da cópia do Regimento de cada escola, cópia da ata de aprovação do Regimento pelo Conselho de Escola e cópia do Parecer da Supervisão Escolar. Ao final, concluiu-se que as escolas alteraram muito pouco do que prescreviam as Normas Regimentais Básicas, e que os pontos modificados sugerem também muito pouco com relação à autonomia das escolas, devido a dois fatores principais:... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research investigates the process of drafting the Rules Elementary Schools in the State Board of Education of Bauru-SP, on the context of the educational policy of the end of the 80 and beginning of the 90, the educational principles of autonomy an democratic management in the Federal Constituition of 1988; in the National Education Laws of Policies in Bases nº 9.394/96, and the document called Basic Standards Rules for States Schools, which served as a reference for each school draw up its own rules, from the year 1998. The objective of this study is to identify schools in the Rules of State, to what extent they overcame what prescribed the document "Basic Standards Rules for State Schools", and suggest that the points discussed on school autonomy. For the development of this work was used a methodology of qualitative research, conducted through two procedures for collecting and analyzing data: the first time, it made a documentary and bibliographical survey, consultation with the works and other studies that deal with the issue of and autonomy of school autonomy as well as legislation an other documentation relating to the subject. The second time, it performed the collection of data on schools and some points of this operation, using a questionnaire applied directly to directors, in addition to the acquisition of a copy of the Rules of each school, a copy of minutes of the Rules adopted by the Council of School and copy of the opinion of the School Supervision. In the end, it was concluded that schools changed very little of what prescribed the Basic Standards Rules, and the modified points also suggest very little about autonomy of schools, due to two main factors: the extremely authoritarian and centralized context of the time, and mobilization of small schools to break with that situation. / Mestre

The objective of this research was to investigate the perceptions and experiences of educators and Grade 6 and 7 learners on the effectiveness of school rules at public primary schools within the Fezile Dabi school district. Chapter Two of this dissertation focused on the specific identification of what effective school rules comprise of, as perceived by the academic community. In order to provide the reader with an overview of the nature of effective school rules, this chapter was divided into providing a short historical reflection on discipline, looking at the nature of discipline, developing a South African framework for legal school rules and taking note of international and foreign law relevant to the topic of this dissertation. The researcher then discussed the outlines of the research design used to collect, edit and analyse the data in Chapter Three. The chapter included the research paradigm, and the difference between research designs was highlighted to motivate the choice for the research design. The research design chosen for this study was a quantitative design. The researcher also indicated that she used a pilot study while conducting the empirical research of this dissertation. It was followed by the data collection method and the data collection strategies were discussed. Reliability and validity were dealt with and the guarantees thereof included. The chapter negotiated ethical considerations and ended with a discussion of foreseen research challenges. The data were extrapolated from questionnaires. This study was conducted at 6 primary schools in the smaller Metsimaholo district. Learner participants (n = 421), as well as educator participants (n = 54), were selected to answer the same/similar questions on the effectiveness and experiences concerning school rules so as to enable comparisons of learners and educators’ perceptions of learner misconduct. The data were analysed and interpreted. Learner responses were used to determine the factor analysis, after which the same factors were applied for educators. The empirical study led to the following findings: • According to this study, it appears that educators with more experience than the average educator do not necessarily have command of content on the contemporary approach to dealing with learner discipline, which may contribute to learner misconduct. • According to the responses of participants, it seems that the role players are not aware of their influence on one another in terms of learner misconduct. *Educators are not aware of the influence of gang activities on learners. *Educators are not aware of the high prevalence of abuse within their school communities. *Learners are not aware of the educators’ concerns for the influence of family structures and divorces. *Educators feel that they are not respected by parents. • Learners acknowledge that they have less control over and input into the drawing up of school rules, than educators are willing to admit. • Some learners indicate that educators turn to illegal forms of punishment in a desperate attempt to maintain discipline. / MEd, North-West University, Vaal Triangle Campus, 2012

Floorball has gained a lot of popularity recently, mostly owing to its simplicity and affordability. In the Czech Republic, floorball is taught at a majority of school, but its rapid development and lower public awareness might negatively influence a teaching quality of this sport. The thesis aims to analyse possibilities of floorball teaching at secondary schools and assess an attitude of pupils and teachers to it, including an analysis of pupil's knowledge of floorball rules. Considering these findings, floorball teaching model was proposed, practically tested and its benefits was evaluated. 652 pupil's and 19 teacher's questionnaires from 11 secondary school located in Prague was used. Experimental floorball teaching was realized at ZŠ Bohumila Hrabala, where was tested on 2 groups, while other 2 groups were regarded as a control sample. An efficiency of proposed floorball teaching model was evaluated based on a set of proficiency tests that were undertaken in the beginning and at the end of floorball teaching. It was found out that floorball equipment is sufficient at the 64% of examined schools, but dimensions of their gyms are inadequate. Floorball is taught during one tenth of physical education classes on average and a majority of this time is designated to playing matches, which are the...

The objective of this research was to investigate the perceptions and experiences of educators and Grade 6 and 7 learners on the effectiveness of school rules at public primary schools within the Fezile Dabi school district. Chapter Two of this dissertation focused on the specific identification of what effective school rules comprise of, as perceived by the academic community. In order to provide the reader with an overview of the nature of effective school rules, this chapter was divided into providing a short historical reflection on discipline, looking at the nature of discipline, developing a South African framework for legal school rules and taking note of international and foreign law relevant to the topic of this dissertation. The researcher then discussed the outlines of the research design used to collect, edit and analyse the data in Chapter Three. The chapter included the research paradigm, and the difference between research designs was highlighted to motivate the choice for the research design. The research design chosen for this study was a quantitative design. The researcher also indicated that she used a pilot study while conducting the empirical research of this dissertation. It was followed by the data collection method and the data collection strategies were discussed. Reliability and validity were dealt with and the guarantees thereof included. The chapter negotiated ethical considerations and ended with a discussion of foreseen research challenges. The data were extrapolated from questionnaires. This study was conducted at 6 primary schools in the smaller Metsimaholo district. Learner participants (n = 421), as well as educator participants (n = 54), were selected to answer the same/similar questions on the effectiveness and experiences concerning school rules so as to enable comparisons of learners and educators’ perceptions of learner misconduct. The data were analysed and interpreted. Learner responses were used to determine the factor analysis, after which the same factors were applied for educators. The empirical study led to the following findings: • According to this study, it appears that educators with more experience than the average educator do not necessarily have command of content on the contemporary approach to dealing with learner discipline, which may contribute to learner misconduct. • According to the responses of participants, it seems that the role players are not aware of their influence on one another in terms of learner misconduct. *Educators are not aware of the influence of gang activities on learners. *Educators are not aware of the high prevalence of abuse within their school communities. *Learners are not aware of the educators’ concerns for the influence of family structures and divorces. *Educators feel that they are not respected by parents. • Learners acknowledge that they have less control over and input into the drawing up of school rules, than educators are willing to admit. • Some learners indicate that educators turn to illegal forms of punishment in a desperate attempt to maintain discipline. / MEd, North-West University, Vaal Triangle Campus, 2012

Lietuvos visuomenė prieš daugiau nei dvidešimt metų visuotiniame referendume priėmė aukščiausios teisinės galios aktą Lietuvoje - LR Konstituciją, kurios preambulėje įtvirtinta, kad Lietuva sieks tapti atvira, teisinga, darnia pilietine visuomene ir teisine valstybe. Tačiau beveik du dešimtmečius nepriklausomoje valstybėje besiformuojančios teisinė, socialinė, ekonominė ir politinė sistemos liudija, kad mūsų visuomenėje įsigalėjo tokia vertybių sistema, kurioje tokia vertybė kaip teisė yra ignoruojama ir atmetama, t.y. stipriai paplito teisinio nihilizmo reiškinys. Šiame darbe analizuojami teisinio nihilizmo kaip socialinio reiškinio ypatumai, jo priežastys bei įveikimo galimybės bendrojo lavinimo mokykloje. Tyrime dalyvavo Radviliškio X pagrindinės mokyklos mokiniai: iš viso 98 mokiniai besimokantys 7-8 klasėse bei 82 jų tėvai. Darbe atlikta statistinė duomenų analizė apdoroti apklausos rezultatams. Svarbiausios empirinio tyrimo išvados: darbe keliama hipotezė – neištyrę teisinio nihilizmo atsiradimo priežasčių bendrojo lavinimo mokykloje ir identifikavę šio reiškinio pasekmių negalima suvokti jo destruktyvaus pobūdžio ir imtis efektyvių priemonių jam mažinti, pirmiausia bendrojo lavinimo mokykloje, o paskui ir visuomenėje. Juk kaip bus suformuojama vaikų teisinė sąmonė ir kultūra mokykloje tokia bus ir visuomenė. Sąvokos teisinio nihilizmo bei taisyklių ir kitų elgesio normų nesilaikymo išreikštumas tėvų tarpe, turinčių aukštesnįjį ir aukštąjį išsilavinimą, nėra... [toliau žr. visą tekstą] / 20 years ago Lithuanian society adopted in the national referendum the Constitution of the Republic of Lithuania in which preamble is stated that Lithuania seeks to become an open, fair, harmonious society and a constitutional state. But nearly two decades in the independent state developing legal, social security, economic and political systems testify that in our society has set in a value-system when such a value as the law is ignored and eliminated, i.e. the phenomenon of legal nihilism has spread. In this work the peculiarities of legal nihilism, also its causes and ways of overcoming in the comprehensive schools are analyzed. 98 students from the 7-8th forms of the Radviliškis X lower secondary school and 82 parents took part in the research. In the work the statistical data analysis was done in order to summarize the questionnaire. The most important findings of the empirical research: hypothesis of the work – not having investigated the causes of legal nihilism in comprehensive school and identified its results, we are not able to understand its destructive nature and to take effective means for its reduction, first in the comprehensive schools, and later in society. The concept legal nihilism and the departure from the rules and the proprieties among the parents with further education and university education isn’t significant statistically. The concept legal nihilism among girls and boys isn’t meaningful statistically. The departure from the rules and the... [to full text]

Submitted by Márcio Maia (marciokjmaia@gmail.com) on 2016-08-15T20:03:59Z No. of bitstreams: 1 arquivototal.pdf: 2131416 bytes, checksum: 6a7635e0b6f7534ef681f5a4e76b8f88 (MD5) / Made available in DSpace on 2016-08-15T20:03:59Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2131416 bytes, checksum: 6a7635e0b6f7534ef681f5a4e76b8f88 (MD5) Previous issue date: 2016-04-29 / The school rules are represented as a tool to "establish" the order in the school environment. In this perspective, the school rules define what behaviors and attitudes that should be, through a repetitive routine, inculcated in the students. The reflections developed in this paper are based on the Education Cultural Studies and they are referenced in sociologist Norbert Elias’ procedural theory , in order to notice how these nearby / connections can contribute to understand some specifics of the field of Education. We will cover throughout the text the concepts of interdependence, figuration and power games in the view of eliasiana theory. The general purpose of this study is to analyze the power relations established between and by the student body in the school routine, up against the school rules. Therefore, we have constituded the following specific objectives: to analyse the continuities and discontinuities in the history of the surveyed school; to investigate how the students establish the power games in the school life; to problematize, from the data gotten on, as the students deal with the rules in the researched school. It is a case study carried out at the Escola Estadual de Ensino Fundamental e Médio (Elementary and High State School) Francisca Martiniano da Rocha , placed in Lagoa Seca city, a provincial town in the Paraiba State. The methodology for this study was qualitative, in ethnographic modality (ANGROSINO, 2009), data collection was based on three skills: in the observation of the field of study; in the application of the questionnaire; and in research in the internal file of the school. The analysis of data obtained by these three skills was the triangulation (FLICK, 2009). It was identified from the data obtained that the students don’t agree with the school rules, however, this does not randomly happened and/or isolatedly. This disagreement is interwoved to the complex history of the school and also to the authoritaritative , desultory and vertical form that the rules were elaborated and applied in the researched school. / As regras escolares são representadas como instrumento para “estabelecer” a ordem no ambiente escolar. Nessa perspectiva, as regras escolares definem quais as condutas e posturas que devem ser, por uma rotina repetitiva, inculcadas nos/as alunos/as. As reflexões desenvolvidas nesta dissertação são pautadas nos Estudos Culturais da Educação e referenciadas na teoria processual do sociólogo Norbert Elias, a fim de perceber como essas proximidades/conexões podem contribuir para o entendimento de algumas especificidades do campo da Educação. Abordaremos, ao longo do texto, os conceitos de interdependência, figuração e os jogos de poder na ótica da teoria eliasiana. O objetivo geral deste estudo é analisar as relações de poder estabelecidas entre e pelos/as discentes no cotidiano escolar, diante das regras escolares. Para tanto, constituímos os seguintes objetivos específicos: analisar as continuidades e descontinuidades da história da escola pesquisada; investigar como os/as alunos/as estabelecem jogos de poder no cotidiano escolar; problematizar, a partir dos dados obtidos, como os discentes lidam com as regras na escola pesquisada. Trata-se de estudo de caso, realizado na Escola Estadual de Ensino Fundamental e Médio Francisca Martiniano da Rocha, localizada no município de Lagoa Seca, cidade interiorana do estado da Paraíba. A metodologia adotada para esse estudo foi à qualitativa, na modalidade etnográfica (ANGROSINO, 2009), a coleta de dados se baseou em três modalidades: na observação do campo de estudo, na aplicação de questionário, e na pesquisa em arquivo interno da escola. A análise dos dados obtidos por estas três habilidades foi realizada por peio da triangulação (FLICK, 2009). Identificou-se, a partir dos dados obtidos, que os/as alunos/as não concordam com as regras escolares, porém, isto não aconteceu aleatoriamente e/ou isoladamente. Tal discordância está entrelaçada à complexa história da escola e também à forma autoritária, desconexa e vertical com que as regras foram elaboradas e aplicadas na escola pesquisada.

Uppsatsen handlar om huruvida dagens styrdokument för grundskolan medger en disciplinmodell som grundar sig på fotbollens spelregler. Uppsatsen bygger på textanalys, då den undersöker vad läroplan, skollag och övriga styrdokument säger om upprätthållandet av regler och dess konsekvenser i skolan. För att kunna jämföra upprätthållandet av regler i en skolkontext och en fotbollskontext valde jag ut fyra områden som återfinns i de båda kontexterna: demokrati, makt, trygghet och nolltolerans. Resultatet av undersökningen visar att det finns utrymme i de rådande dokumenten för att tillämpa Frisk-modellen, som jag kallar min disciplinmodell. / The purpose of the essay is to examine whether the current guiding documents for the compulsory school admits a discipline model based on the rules of football. The essay is based on text analysis, as it examines what the curriculum, the school law and other guiding documents say about the preservation of rules and its consequences in school. In order to compare the preservation of rules between school and football I chose four fields that are present in both contexts. These fields are democracy, power, security and zero tolerance. The result of the examination shows that the existing documents admit usage of my own discipline model, which I have named the Frisk model.

The aim of this study is to explore values education as it takes place in everyday interactions between teachers and students. Focus has been on rule practice between teachers and students, which has been interpreted during the research process as the most salient phenomenon in the practice of values education. The study is based on fieldwork in two schools. Two kindergarten-classes, two classes in grade 2, and two classes in grade 5 – in sum, 141 students and 13 teachers – participated. The analysis was accomplished by means of procedures influenced by Grounded Theory. According to the results, teachers’ practice of values education is primarily manifested in everyday teacher-student–interactive rule practice, which refers to all aspects of everyday activity by which participants construct, maintain, mediate, and negotiate rules for and in everyday interaction. A significant part of values education is unplanned and reactive, embedded in everyday life of school with a focus on students’ behaviour, and mostly or partly unconscious. The analysis of the rules in the two schools resulted in five rule categories: relational rules, structuring rules, protecting rules, ersonal rules, and etiquette rules. The meaning of the rule system is to construct order in school and to foster the students in a moral sense by mediating a construction of the desirable student: the benevolent fellow-buddy and the wellbehaved student. According to the findings, four main intervention strategies are used by the teachers within the everyday rule practice: assertion, explanation, negotiation, and preparation. Students meaningmaking of rules vary across the rule-categories. Furthermore, the meanings students make of the rules affect how they value the rules. Relational rules are seen as the most important rules. Many protecting rules and structuring rules are also valued as important. In contrast to these rules, tiquette rules are valued as least important or unnecessary, which, at least in part, could be explained by the students’ problem in making meaning of these rules. To perceive a reasonable and trustworthy meaning behind a rule seems to be a significant part in students’ rule acceptance. Furthermore, students reflect on and judge their school rules and their teachers’ performance in rule practice. Perceptions of injustice, inconsistencies, nonsense, or deceptiveness in relation to rules or teacher behaviour, evoke critique among students, even if students seldom or never articulate their arguments in front of the teachers. The results are discussed in relation to other research and theories such as social constructivism, domain theory, and symbolic interactionism. / Syftet med denna studie är att utforska den värdepedagogik som äger rum i de vardagliga interaktionerna mellan lärare och elever i skolan. Fokus har riktats mot det som under forskningsarbetets gång har växt fram och som framstår som det mest framträdande i den vardagliga värdepedagogiska praktiken: regelarbetet mellan lärare och elever. En fältstudie har genomförts på två skolor. Två förskoleklasser, två klasser i år 2 och två klasser i år 5 – sammanlagt 13 lärare och 141 elever – har deltagit i studien. Analysen genomfördes genom procedurer inspirerade av Grounded Theory. Enligt resultatet kommer lärares värdepedagogik främst till uttryck genom ett vardagligt lärarelev–interaktivt regelarbete, vilket avser alla aspekter av den vardagliga praktiken genom vilka deltagare konstruerar, upprätthåller, medierar och förhandlar om regler i och för det vardagliga samspelet. En stor del av värdepedagogiken är oplanerad och reaktiv, delvis eller i stor utsträckning oreflekterad eller omedveten samt inbäddad i skolans vardag med ett fokus på elevernas beteende. Analysen av regler i de två skolorna har resulterat i fem regelkategorier: relationella regler, strukturerande regler, skyddande regler, personella regler och etikettsregler. Regelsystemets mening är att skapa ordning i skolan och att fostra eleverna genom att mediera konstruktionen av den önskvärda eleven: den välviljande medkamraten och den skötsamma eleven. Enligt resultatet använder lärare fyra interventionsstrategier i det vardagliga regelarbetet: påtryckning, förklaring, förhandling och preparering. Elevernas meningsskapande av regler varierar mellan olika regelkategorier och detta tycks även påverka deras värdesättande av regler. Relationella regler värderas som de viktigaste reglerna. Flera skyddande regler och strukturerande regler värderas som viktiga. Till skillnad från dessa regler värderas etikettsreglerna i regel som minst viktiga eller helt onödiga, vilket åtminstone delvis kan förklaras av elevernas svårigheter i att skapa mening med dessa regler. Att uppfatta en resonabel och trovärdig mening bakom en regel tycks vara en betydelsefull del i elevers regelacceptans. Flera elever reflekterar över och bedömer sina skolregler och sina lärares insatser i regelarbetet. Upplevelser av orättvisa, inkonsistenser, onödigheter eller lögn i relation till regler eller lärares beteenden väcker kritik bland elever, även om eleverna sällan eller aldrig verbaliserar sina argument inför lärarna. Resultaten diskuteras i ljuset av annan forskning om skolans moraliska praktik och elevers meningsskapande av detta samt teorier som socialkonstruktivism, domänteori och symbolisk interaktionism. / I den elektroniska versionen är figur 1 på sidan 110 ersatt med den korrekta figuren.

Submitted by Eunice Novais (enovais@uepg.br) on 2018-02-08T12:37:31Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Viviane Terezinha Koga.pdf: 4078080 bytes, checksum: 5ee62ab52a0a7a17050985a463f8d77e (MD5) / Made available in DSpace on 2018-02-08T12:37:31Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Viviane Terezinha Koga.pdf: 4078080 bytes, checksum: 5ee62ab52a0a7a17050985a463f8d77e (MD5) Previous issue date: 2017-12-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A investigação teve como objetivo apresentar as representações sociais dos alunos do nono ano do ensino fundamental acerca das práticas de educação moral presentes em escolas estaduais. A escolha das quatro escolas participantes levou em conta três aspectos: a presença de problemas relacionados à moralidade, a ausência de iniciativas para enfrentar esses problemas e a localização periférica. A referida pesquisa teve inspiração etnográfica e caracteriza-se como qualiquantitativa. Para a sua fundamentação teórica foram utilizadas a Teoria das Representações Sociais, proposta por Moscovici e colaboradores, e a Teoria do Desenvolvimento Moral, proposta por Piaget. A coleta dos dados foi realizada mediante quatro estudos: 1) a coleta de 90 ocorrências em que são registrados os conflitos escolares; 2) a realização de 58 observações; 3) a aplicação de questionário para 359 alunos; 4) a realização de oito grupos focais, além de um estudo exploratório realizado com as pedagogas. Os dados foram analisados com o apoio dos softwares SPSS, EVOC, SIMI e ALCESTE e também pela análise de conteúdo e análise documental. Os resultados indicaram que os problemas morais estão presentes em todas as escolas investigadas e em nenhuma delas há iniciativas e/ou projetos próprios da escola para resolvê-los ou minimizá-los. Também se verificou que as ocorrências possuem, em sua maioria, registros com conteúdo moral, nas quais não há propostas para a resolução, havendo apenas encaminhamentos que consistem em conduzir o aluno de uma instância para outra superior. As observações realizadas evidenciaram aulas expositivas e atividades com cópia do quadro e do livro didático, além de diversos mecanismos de controle adotados de forma unilateral e autoritária pelos professores e gestores. A análise dos dados demonstrou ainda que os alunos representam as regras escolares a partir dos objetos celular, uniforme e do valor respeito, deixando indícios de que por vezes eles colocam no mesmo patamar regras convencionais e morais. Frente aos objetos há uma ambivalência, pois de um lado estão os aspectos normativos e de outro os aspectos funcionais das regras escolares. Já diante do valor há um consenso acerca da sua importância e necessidade para o convívio escolar. Com relação às representações sociais observadas nos grupos focais, os alunos dão indicativos das práticas morais desejadas por eles, como uma escola mais democrática, com diálogo, respeito mútuo e que permita a participação dos alunos no processo de elaboração das regras e nas tomadas de decisão na escola. / This investigation aimed at analyzing the social representations that students in the ninth year of elementary school present in relation to the moral education practices in state schools. The choice of the four schools that took part in the study took into account three aspects: the presence of problems associated to morality, the absence of initiatives to tackle these problems and these schools peripheral location. The research was ethnographic and quali-quantitative. The theoretical background was based on the Social Representation Theory by Moscovici and co-workers, and the Moral Development Theory, proposed by Piaget. The data collection was carried out by developing four studies: 1) the collection of 90 occurrences in which school conflicts were registered; 2) 58 observations; 3) the application of a questionnaire to 359 students; 4) work with eight focal groups, and a exploratory study with the educators. The data analysis was aided by the software SPSS, EVOC, SIMI and ALCESTE and also by the content and document analyses. The results indicated that moral problems existed in all schools under investigation and none of them had initiatives and∕or their own projects to solve or minimize them. Most of the occurrences were also seen to contain moral content register, for which there were no remedies, and the students were only sent from one authority to the one immediately above. The observations carried out evidenced teacher centered lessons and activities based on copy from either the board or the book, in addition to several control mechanisms adopted in a unilateral and authoritarian manner by the teachers and educators. The data analysis also demonstrated that the students’ representation of school rules involve mainly objects such as the cell phone, uniform and the value respect showing that many times they place at the same level conventional and moral rules. Regarding the objects, there is certain ambivalence, since on the one hand there are the normative aspects and on the other hand there are the functional aspects of school rules. In relation to the value respect, there is a consensus about its importance and need for good school coexistence. The social representations found in the focal groups revealed that students show some of the moral practices desired by the group such as a more democratic school, with dialogue, mutual respect and that allows students’ participation in the processes of elaborating rules and the school decision making.