A pesquisa busca reunir contribuições de estudantes de meios populares para as práticas pedagógicas a partir da investigação de suas relações com o saber escolar. O trabalho foi desenvolvido com base no pensamento de Charlot, especialmente suas formulações sobre leitura positiva, fracasso escolar e mobilização para o saber, e teve como principal objetivo investigar quais relações os estudantes do Ensino Fundamental, entre 11 e 15 anos, estabelecem com os saberes escolares. A pesquisa teve como referência metodológica o Grupo Dialogal. Para dar voz aos sujeitos participantes, constituiu-se um Grupo Dialogal com 15 estudantes moradores da favela da Mangueira (RJ), com renda média familiar de um salário-mínimo, com frágeis relações com suas escolas e a sociedade. Foram realizados cinco encontros ao longo de 14 meses. Os campos teóricos foram estruturados em torno dos temas os jovens e o saber, os sentidos do estudar e as práticas pedagógicas. Buscou-se compreender o estudante como sujeito de direito, como parte integrante de um processo e não como alguém que necessita à escola para torna-se alguém. Os conhecimentos escolares foram compreendidos a partir de um diálogo com as ideias de Sousa Santos a respeito de ciência no plural, de Cunha e Cancline sobre o conceito de cultura. Esses conceitos foram entendidos como campo de trocas e relações entre grupos e não como categorias identificadoras de grupos sociais. As práticas pedagógicas foram compreendidas a partir das contribuições de Franco, para quem as condutas educativas marcadas por posturas autoritárias não são pedagógicas, pois estas dependem de uma intencionalidade conduzida exclusivamente pela crítica reflexiva, que é substancialmente democrática. O material reunido na pesquisa foi dividido em três categorias: relações com os professores e a escola; relações consigo mesmo; e relações com os conhecimentos escolares. Os resultados apontaram para a necessidade de revisões conceituais e práticas, pois os estudantes relataram uma experiência com o saber que só pode ser compreendida se posta ao avesso, uma vez que se tornou evidente que participam de processos de ensino-aprendizagem e não aprendem. A vivência de condições discriminatórias dentro das escolas também foi indicada como obstáculo à aprendizagem. Os estudantes afirmam que para aprenderem precisam de relações coordenadas pelo diálogo e respeito a cada um, precisam participar do cotidiano da escola. O investimento na participação de estudantes na vida escolar é fator que impacta a aprendizagem, conclui a pesquisa. Estudantes vivenciam nas escolas condições muito contraditórias e esta pesquisa buscou identificá-las. / The research has sought to gather contributions from poor community students to the pedagogical practices based on the investigation of their relationship with schooled knowledge. The work was developed based on the thought of Charlot, especially his formulations about positive reading, academic failure and mobilization towards knowledge, and the main purpose was to investigate which relations Basic Education students, between 11 and 15 years old, maintain with the schooled knowledge. The methodological ground of the research was the Dialogical Group. To give voice to the participating students a Dialogical Group was formed with 15 students who lived in the Mangueira slum (RJ), whose average family income was a minimum salary, with fragile relations with their schools and society. Five meetings were held along 14 months. The theoretical fields were structured around the following themes: youth and knowledge, the meanings of study and the pedagogical practices. An effort was made to understand the student as a person who has rights, as an integral part of a process and not as an individual who needs to go to school to be someone. Schooled knowledge was comprehended in a dialogue with the ideas of Sousa Santos regarding science as a plural thing, and of Cunha and Cancline about the concept of culture. These concepts were understood as a field of exchanges and relations between groups and not as categories that identify social groups. The pedagogical practices were comprehended following the contributions of Franco, for whom the educative conducts with authoritative attitudes are not pedagogical as they depend on the intentionality performed exclusively by the reflexive criticism, which is substantially democratic. The material gathered by the research was divided in three categories: relationship with teachers and schools, relationship with oneself and relationship with schooled knowledge. The results show that both conceptual and practical reviews are necessary as the students reported a experience towards knowledge that can only be understood if put inside out, since it was evident that they took part in teaching-learning processes but are unable to learn. Facing discrimination within the school was indicated as a obstacle to learning. Students said that, if they are to learn something, they need relations coordinated by dialogue and respect for every and each person, they need to take part in the school´s everyday life. Investing in the students´ participation in the school routine is a factor that positively affects learning, says the research in its conclusion. At school, students face conditions that are very contradictory and the aim of this study was to identify such conditions.

A pesquisa busca reunir contribuições de estudantes de meios populares para as práticas pedagógicas a partir da investigação de suas relações com o saber escolar. O trabalho foi desenvolvido com base no pensamento de Charlot, especialmente suas formulações sobre leitura positiva, fracasso escolar e mobilização para o saber, e teve como principal objetivo investigar quais relações os estudantes do Ensino Fundamental, entre 11 e 15 anos, estabelecem com os saberes escolares. A pesquisa teve como referência metodológica o Grupo Dialogal. Para dar voz aos sujeitos participantes, constituiu-se um Grupo Dialogal com 15 estudantes moradores da favela da Mangueira (RJ), com renda média familiar de um salário-mínimo, com frágeis relações com suas escolas e a sociedade. Foram realizados cinco encontros ao longo de 14 meses. Os campos teóricos foram estruturados em torno dos temas os jovens e o saber, os sentidos do estudar e as práticas pedagógicas. Buscou-se compreender o estudante como sujeito de direito, como parte integrante de um processo e não como alguém que necessita à escola para torna-se alguém. Os conhecimentos escolares foram compreendidos a partir de um diálogo com as ideias de Sousa Santos a respeito de ciência no plural, de Cunha e Cancline sobre o conceito de cultura. Esses conceitos foram entendidos como campo de trocas e relações entre grupos e não como categorias identificadoras de grupos sociais. As práticas pedagógicas foram compreendidas a partir das contribuições de Franco, para quem as condutas educativas marcadas por posturas autoritárias não são pedagógicas, pois estas dependem de uma intencionalidade conduzida exclusivamente pela crítica reflexiva, que é substancialmente democrática. O material reunido na pesquisa foi dividido em três categorias: relações com os professores e a escola; relações consigo mesmo; e relações com os conhecimentos escolares. Os resultados apontaram para a necessidade de revisões conceituais e práticas, pois os estudantes relataram uma experiência com o saber que só pode ser compreendida se posta ao avesso, uma vez que se tornou evidente que participam de processos de ensino-aprendizagem e não aprendem. A vivência de condições discriminatórias dentro das escolas também foi indicada como obstáculo à aprendizagem. Os estudantes afirmam que para aprenderem precisam de relações coordenadas pelo diálogo e respeito a cada um, precisam participar do cotidiano da escola. O investimento na participação de estudantes na vida escolar é fator que impacta a aprendizagem, conclui a pesquisa. Estudantes vivenciam nas escolas condições muito contraditórias e esta pesquisa buscou identificá-las. / The research has sought to gather contributions from poor community students to the pedagogical practices based on the investigation of their relationship with schooled knowledge. The work was developed based on the thought of Charlot, especially his formulations about positive reading, academic failure and mobilization towards knowledge, and the main purpose was to investigate which relations Basic Education students, between 11 and 15 years old, maintain with the schooled knowledge. The methodological ground of the research was the Dialogical Group. To give voice to the participating students a Dialogical Group was formed with 15 students who lived in the Mangueira slum (RJ), whose average family income was a minimum salary, with fragile relations with their schools and society. Five meetings were held along 14 months. The theoretical fields were structured around the following themes: youth and knowledge, the meanings of study and the pedagogical practices. An effort was made to understand the student as a person who has rights, as an integral part of a process and not as an individual who needs to go to school to be someone. Schooled knowledge was comprehended in a dialogue with the ideas of Sousa Santos regarding science as a plural thing, and of Cunha and Cancline about the concept of culture. These concepts were understood as a field of exchanges and relations between groups and not as categories that identify social groups. The pedagogical practices were comprehended following the contributions of Franco, for whom the educative conducts with authoritative attitudes are not pedagogical as they depend on the intentionality performed exclusively by the reflexive criticism, which is substantially democratic. The material gathered by the research was divided in three categories: relationship with teachers and schools, relationship with oneself and relationship with schooled knowledge. The results show that both conceptual and practical reviews are necessary as the students reported a experience towards knowledge that can only be understood if put inside out, since it was evident that they took part in teaching-learning processes but are unable to learn. Facing discrimination within the school was indicated as a obstacle to learning. Students said that, if they are to learn something, they need relations coordinated by dialogue and respect for every and each person, they need to take part in the school´s everyday life. Investing in the students´ participation in the school routine is a factor that positively affects learning, says the research in its conclusion. At school, students face conditions that are very contradictory and the aim of this study was to identify such conditions.

Concern over the social development of children who are home schooled has caused parents and educators to question the wisdom of this practice. A review of home-schooling research has not revealed whether a difference exists between the social skills of homeschooled children and children who attend public schools. This study explored the socialization of home-schooled children by comparing Social Skills Rating System scores of home-schooled children with the scores of their mothers and a comparison sample of publicly-schooled chi ldren. Forty-six home-schooled children (23 boys and 23 girls), their mothers, and 39 publicly-schooled children (16 boys and 23 girls) participated in the study. Children and their mothers were asked to report the frequency of social behaviors engaged in by the child. Publicly-schooled girls reported engaging in more positive social behaviors than did home-schooled girls. No differences were found between publicly-schooled and home-schooled boys' scores. Mothers of home-schooled children reported their children's behaviors as more assertive than did their children, while children reported their behaviors as more cooperative than did their mothers. Home-schooling mothers' and their children's perceptions of socialization were also explored by interviewing I 0 mother-child dyads. Results of qualitative analyses revealed that acceptance of, and the ability to communicate well with individuals of varying ages rather than association with same-aged peers was a key concept in the home-schooling perception of socialization. Home-schooling families believed that their perceptions of socialization were different from non-home-schooling families, who, they believed, focused more on same-age peer interaction. Findings also revealed that the family was seen as the primary socializing agent by home-schooling families. However, they were aware of, and tried to include, other positive socializing agents that could influence their children's social development.

This study investigated schooled unemployment by focusing on the following aspects: The importance of a positive interaction between the education system and the labour market. The importance of a positive interaction between the education system and employment opportunities. The importance of the involvement of employers in education. With a "school-to-work change, it is clear that the economic "health" of the community is located in the viability of school education. The country is experiencing an acute need for highly trained workers, and this inhibits its long-term economic growth and international competitiveness. It thus seems as if a gap exits between the labour market's changing requirements and the education system's way of preparing the country's youth for a career. Education, according to literature, is too academic, while vocationally directed education does not receive sufficient attention. The value of any education system is seated in the preparation of learners for employment opportunities and better living conditions, and in this connection theory and practice ought to be integrated, which will result in the education system providing in the real needs of the community. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

This study investigated schooled unemployment by focusing on the following aspects: The importance of a positive interaction between the education system and the labour market. The importance of a positive interaction between the education system and employment opportunities. The importance of the involvement of employers in education. With a "school-to-work change, it is clear that the economic "health" of the community is located in the viability of school education. The country is experiencing an acute need for highly trained workers, and this inhibits its long-term economic growth and international competitiveness. It thus seems as if a gap exits between the labour market's changing requirements and the education system's way of preparing the country's youth for a career. Education, according to literature, is too academic, while vocationally directed education does not receive sufficient attention. The value of any education system is seated in the preparation of learners for employment opportunities and better living conditions, and in this connection theory and practice ought to be integrated, which will result in the education system providing in the real needs of the community. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

Black males’ quality of life indicators are at a crisis level. This has been the perception of Black males for many years. The purpose of this study is to understand how exposure to positive prototypes of Black maleness impacts other Black males’ initial perception of their own collegiate academic experiences. This study addresses the following overarching research question: How does the exposure to positive images of prototypes of Black maleness influence fellow Black males’ initial perceptions of their own collegiate academic experiences? This study employs the conceptual framework that is a hybrid of Africana Critical Theory (ACT) and Critical Race Theory (CRT). I used the methods of historicizing of knowledge and the CRT tenets of permanence of racism and counter-narrative accounts. The symbiotic use of the conceptual framework, methods, and research design assists the inquiry into how exposure to positive prototypes of Black maleness may impact academic experiences. The research around Black males has conveyed pejorative findings for over 30 years. The study findings were interesting. The three participants were positively impacted by exposure to positive prototypes of Black maleness. They all conveyed that associations with positive prototypes of Black maleness are necessary; however, the academic impact that these prototypes have is still very much undetermined. A longer span of research might determine how impactful the positive prototypes of Black maleness are to other Black males. One finding was very apparent among the three participants- Black males do like to learn affirmative history about other Black males.