For the fifth year running, personal and social education (PSE) has been a part of primary school curriculum in the Czech Republic. This study examines how this cross-curricular subject is dealt with in six different primary schools. The theoretical part describes the history of PSE, its objectives, methods of implementation, principles, its position in primary school curriculum and its relationship to other cross-curricular subjects. The research part contains a study of the school curriculum of six primary schools from the point-of-view of PSE, an analysis of questionaires for observer of educational units working with PSE objectives and an analysis of self-examining questionaires for the teachers of these units.

A presente dissertação, que está vinculada à linha de pesquisa Educação, Linguagem e Tecnologias do Programa de Pós-Graduação em Educação PPGEd/UCS, investiga a leitura literária enquanto prática social inserida naturalmente na família, na escola e na sociedade. Dessa forma, ela toma como ponto de partida, indivíduos que habitem uma comunidade de zona rural e que se caracterizem como egressos de curso superior. Seu objetivo é então, analisar como a leitura de obras literárias pode contribuir para o aperfeiçoamento pessoal e profissional de egressos de curso superior, a partir de observações e constatações de suas atividades profissionais e sociais, e de como isso pode afetar as pessoas de sua comunidade, no desenvolvimento de práticas de leitura. Logo, é importante mencionar que esse estudo encontra-se vinculado ao projeto de pesquisa Relação entre profissional eficiente e leitura TEAR 5 . Dentre seus pilares teóricos estão: o conceito de esclarecimento/autonomia de Kant (2002) e Freire (1996); a historicidade da leitura com base em Cavallo e Chartier (1998), Lajolo e Zilberman (1999; 2002); estudos sobre gêneros textuais/discursivos, dos quais fazem parte as concepções de Bakhtin (2003) e Bronckart (2003) e estudos sobre a elaboração de estratégias de leitura, que se apóiam em Solé (1998). A análise dos dados é feita com base em Petit (2008; 2009) que trata um pouco a respeito de mediação; mas, também se fundamenta em Kant (1998) e Jauss (1994) para discutir a questão do gosto estético. Tais pilares buscam focalizar principalmente a formação do leitor, propondo-lhe uma visão ética e estética da realidade que o cerca, visão esta que muitas vezes se encontra fundamentada na literatura ficcional. Esta investigação que se caracteriza como qualitativa e tem bases na etnografia, foi desenvolvida com egressos de curso superior da Comunidade de Monte Bérico, localizada no interior de Veranópolis/RS, durante 2009 e 2010. Do método, faz parte a realização de visitas aos sujeitos da pesquisa, nas quais se buscou observar a existência de materiais de leitura em suas residências ou a presença de algum familiar lendo no momento da visita. Igualmente foram aplicados questionários. Tais instrumentos foram usados com vistas à obtenção de uma amostra representativa da leitura realizada pelos egressos. Sendo assim, a partir de tal quadro foram então elaboradas rodas de leitura, com o objetivo inicial de proporcionar aos participantes desta pesquisa maior contato com o texto literário. As oficinas foram elaboradas visando partir da leitura de crônicas literárias, para então, ampliar o universo de leitura dos sujeitos da pesquisa oferecendo-lhes outros textos dessa natureza. Dessa forma, as rodas de leitura objetivaram não apenas atingir o leitor ou possibilitar a troca de experiências entre eles, mas engajar os egressos de curso superior na realização de um trabalho social com sua comunidade. Assim, a análise dos dados dá indícios de que, diante de um grupo de egressos de curso superior que pouco leem textos literários, há a necessidade de investigar e acompanhar ainda mais que importância está sendo dada à leitura literária, tanto na escola quanto na comunidade, e a partir disso, pensar no espaço que a ela cabe conquistar na universidade. Mas, para que isso possa ser feito, esse estudo possibilitou perceber e então, repensar um elemento decisivo da educação, que é a formação do professor. Discussão essa, fundamentada principalmente em Perrenoud (2002) e Rojo (2000). / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-06-04T18:48:04Z No. of bitstreams: 1 Dissertacao Deline Farenzena.pdf: 13795770 bytes, checksum: 3c84669253dfd81ffd39cbc6612ee64d (MD5) / Made available in DSpace on 2014-06-04T18:48:04Z (GMT). No. of bitstreams: 1 Dissertacao Deline Farenzena.pdf: 13795770 bytes, checksum: 3c84669253dfd81ffd39cbc6612ee64d (MD5) / The present dissertation, which is linked to the research line: Education, Language and Technologies, of the Pos-Graduation Program in Education PPGEd/UCS, researches the literary reading while a social practice inserted naturally in the family, at the school and in the society. In this way, it takes as a start point, individuals who live in a community of rural zone and are characterized as graduated people (with superior course). Its objective is to analyse how the reading of literary works can contribute for the personal and professional improvement of graduated people, from observation and confirmation of their social and professional activities, and how this can affect others in their community, in the development of reading practice. Therefore, it is important to mentionate that this study is linked to the research project ´Relation between efficient professional and reading TEAR 5´. Among its theoretical basis are: the concept of enlightenment/autonomy of Kant (2002) and Freire (1996); the historicity of reading which is supported in Cavallo and Chartier (1998); Lajolo and Zilberman (1999; 2002); studies about textual/discursive genres, from which are part the conceptions of Bakhtin (2003) and Bronckart (2003) and studies about the elaboration of reading strategies, which are based on Solé (1998). The data analysis is made with a base on Petit (2008; 2009) who deals a little with mediation; but it also has fundaments in Kant (1998) and in Jauss (1994) to discuss the question of aesthetic pleasure. These bases search to focus mainly in the reader´s formation, proposing an ethical and aesthetic view of the reality around, which many times is found in the fictional literature. This investigation which is characterized as qualitative and has fundaments in the ethnography, it was developed with graduated people from Monte Bérico Community, located in the interior of Veranópolis/RS, during 2009 and 2010. From the method is part, the realization of visits to the researched individuals, in which were observed the existence of reading materials in their residences or the presence of some familiar reading at the moment of the visit. Equally, questionnaires were applied. These instruments were used with the intention of a representative sample acquisition about the reading realized by the graduated people. So, from this frame, reading circles were elaborated, with the initial objective to provide to the participants of this research a bigger contact with the literary text. The workshops were organized aiming to start from the chronicles, for then, to enlarge the reading universe of the researched individuals, offering other texts of this nature. In this way, the reading circles aimed to not only achieving the reader or turning possible the change of experiences among them, but to engage the graduated people in the realization of a social work with their community. So, the data analysis gives signs of, front of a graduated people group who hardly read literary texts, the need to investigate and to keep up more with which importance is being given to the literary reading, as much at the school as in the community, and from this, to think in the space which is its, in the university. But, for this to be made, this study turned possible to notice and then, to think again in a decisive element of education, which is the teacher´s formation. This discussion is based mainly on Perrenoud (2002) and Rojo (2000).

Made available in DSpace on 2014-12-17T14:35:49Z (GMT). No. of bitstreams: 1 ManoelPRN_pag_1_a_49.pdf: 1454867 bytes, checksum: b42be43c7950effac2e90b584c8b3993 (MD5) Previous issue date: 2005-09-01 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This present work has the aim of reconstruct the biographical profile and the practices of the professor and journalist Julia Medeiros in the county of Caico, State of Rio Grande do Norte, in the 1920 s and 1930 s, justified by the visibility of this professor during the construction of the lettered society from the mentioned State and the participation in potiguar press. How were the women and educator s representations in the 1920 s and 1930 s ? With the aim to get answers, I use as sources, the Public Archive of Rio Grande do Norte and the Geographical and Historical Institute of Rio Grande do Norte, the newspaper of that time, as the available issues of Jornal das Mo?as (1923-1932), magazines, letters, pictures, and interviews with relatives, ex-students and friends of this intellectual woman. It was noticed that she stood out as a professor at School Group of Senador Guerra and as a journalist, sending opinions about everyday life. With this analysis, it configures, in part, her time and the history of education in Rio Grande do Norte, with the participation of teachers. Despite of her importance during the construction of education and citizenship of women, Julia Medeiros lived the two sides of the same coin: visibilty and anonymity / O presente trabalho tem como objetivo reconstituir o perfil biogr?fico e as pr?ticas da professora e jornalista J?lia Medeiros, no munic?pio de Caic?, Estado do Rio Grande do Norte, nas d?cadas de 1920 e 1930, justificadas pela visibilidade dessa docente na constru??o da sociedade letrada norte-rio-grandense e participa??o na imprensa potiguar. Como era a representa??o de mulher e de educadora nas d?cadas de 1920 e 1930? Na busca de respostas utilizo como fontes o Arquivo P?blico do Rio Grande do Norte e do Instituto Hist?rico e Geogr?fico do Rio Grande do Norte, os jornais da ?poca, como os exemplares dispon?veis do Jornal das Mo?as (1926-1932), revistas, cartas, fotografias, entrevistas com familiares, ex-alunos e amigos dessa intelectual. Constatou-se que ela se destacou como professora no Grupo Escolar Senador Guerra e jornalista atuante, emitindo opini?es acerca do cotidiano. Com esta an?lise, configura-se, em parte, sua ?poca e a hist?ria da educa??o no Rio Grande do Norte, com a participa??o de educadoras. Apesar de sua import?ncia na constru??o da educa??o e da cidadania das mulheres, J?lia Medeiros viveu os dois lados da moeda: visibilidade e anonimato

Made available in DSpace on 2014-12-17T14:36:11Z (GMT). No. of bitstreams: 1 AndrezzaMBNT_TESE.pdf: 2562403 bytes, checksum: 38b78cd772fbf9e933f4d70fb4f45429 (MD5) Previous issue date: 2010-06-30 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This thesis concerns the problem about the pedagogue actuation in the social education into no scholars places. It search to understand the context and the social pedagogue role to his praxis and formation that enlarger the possibilities of the social educative practices into no scholars places. In this direction, we developed an investigation about the actuation of the pedagogues-educators in Natal city, in the 2007-2010 periods, into Municipal Secretary of the Labor and Social Assistance (SEMTAS). Considering that pedagogues are regularly attached in social educators profession as municipals public employees, we re the objective to evaluate their role into the social executed in the no scholars places, with the focus in the environmental dimensions of theirs work s places, pedagogical organization, institutional management and the professional formation. It privileged in this research the Specialized Reference Center of Social Assistance II (CREAS II), the Passages Houses I, II and III, the Social-Educative Measures in Open Environment Execution Program of Natal city (PENSEMA) and the Pitimb? Educational Center (CEDUC-Pitimb?). To realize this study it developed a research with qualitative nature by critic ethnography approach privileging those information collected with the social pedagogue-educators of the mentioned places. Through the methodological procedures adopted; beyond the bibliographical review we remarked the documental research, the semi-structured interview, the questionnaires-routes and the field observations. The analytical results revealed that the politics to the social education in Brazil historically came been dimensioned by the fight of social movements demanding the fundamental rights to the excluded people; that the SEMTAS politics of social education present a relative basic social protection to the excluded children and young people specially into law view; that the politics of social education in Natal city it s close of the logic of sanitarian attention about the disadvantaged groups; that the conceptual, methodological and formatives fragilities needs to the social pedagogues-educators praxis into non scholars places made difficult the operation capacity of a educative proposition anchored in a institutional action guided by the idea of emancipator education; that the SEMTAS take face several difficulties to developed a web assistance as preview in the reception proposition elaborated by the social pedagogues-educators. However in despite the tensions we remarked the value of this potentiality to the non scholar social education in her attempt to constitute herself in a legitimate space to the pedagogue professional actuation. In despite the obstacles to work and formation quotidian, across those non scholar spaces in the municipalities institutes to the social politics, it demonstrated personal sensibility and professional creativity in learning mediations and educative action to the children and younger derived from exclusion process and the social iniquities / Esta tese aborda a problem?tica da atua??o do pedagogo na Educa??o Social realizada em espa?os n?o escolares. Busca-se compreender o lugar e o fazer do pedagogo social para oferecer reflex?es de pr?xis e de forma??o que ampliem as possibilidades da pr?tica educativa social em Espa?os N?o Escolares. Nesse sentido, desenvolvemos uma investiga??o sobre a atua??o de Pedagogos-Educadores Sociais, junto ? Prefeitura Municipal do Natal. Privilegiamos a Secretaria Municipal de Trabalho e Assist?ncia Social (SEMTAS) por seus Pedagogos estarem vinculados regularmente ? profiss?o de Educadores Sociais na condi??o de servidores p?blicos efetivos em Natal-RN. A Tese objetiva desenvolver uma avalia??o do papel do pedagogo na Educa??o Social realizada nos espa?os n?o escolares da SEMTAS em Natal-RN, no per?odo de 2007 a 2010, enfocando as dimens?es ambiente f?sico-institucional, organiza??o pedag?gica, gest?o institucional e forma??o. Em outras palavras, busca-se conhecer, compreender e avaliar os espa?os de Educa??o Social em Natal, real?ando a legitimidade da atua??o do Pedagogo nesses Espa?os N?o Escolares. Privilegiamos nesta pesquisa o Centro de Refer?ncia Especializado de Assist?ncia Social (CREAS II), as Casas de Passagens I, II e III, o Programa de Execu??o de Medidas S?cio-Educativas em Meio Aberto da Cidade do Natal (PENSEMA) e o Centro Educacional Pitimb? (CEDUC-Pitimb?). Para realizar o estudo, desenvolveu-se pesquisa de natureza qualitativa, por meio da abordagem etnogr?fica cr?tica, privilegiando as informa??es coletadas junto aos Pedagogos-Educadores Sociais desses espa?os citados. Dentre os procedimentos metodol?gicos que materializaram a pesquisa, destacamos revis?o bibliogr?fica, pesquisa documental, entrevistas semiestruturadas, question?rio-roteiro, observa??o, fotografias e di?rio de campo. Os resultados das an?lises revelaram que as pol?ticas destinadas ? Educa??o Social no Brasil, historicamente, v?m sendo dimensionadas por meio da luta dos Movimentos Sociais que reivindicam os direitos fundamentais dos exclu?dos; que a pol?tica de Educa??o Social da SEMTAS apresenta como aspecto mais importante a relativa prote??o social b?sica de crian?as e jovens exclu?dos pela ?tica do direito; que a pol?tica de educa??o social do exclu?do em Natal-RN se aproxima da l?gica da aten??o sanitarista; que as fragilidades conceitual, metodol?gica, democr?tica e formativa necess?rias ?s pr?xis dos Pedagogos-Educadores Sociais em Espa?os N?o Escolares dificultam a operacionalidade de uma proposta educativa ancorada em um processo intencional possibilitador da educa??o emancipadora; que a SEMTAS enfrenta in?meras dificuldades para desenvolver o atendimento em rede previsto na proposta de acolhimento dos Pedagogos-Educadores Sociais; por?m, apesar das tens?es, ressaltamos o valor dessa possibilidade de educa??o social n?o escolar pela tentativa de se constituir em espa?o leg?timo de atua??o do pedagogo, que apesar dos obst?culos do cotidiano do trabalho e da forma??o, t?m demonstrado sensibilidade e criatividade na media??o positiva de aprendizagens sobre consci?ncia com a diversidade, consci?ncia das injusti?as e a possibilidade da transforma??o social

The work has two parts {--} teoretic, which consists concepts connected with developing creativity and conditions, which has influence on creativity. Art project is the second {--} practical part with introduction and explaining of the structure. Art project is inspired by fairy tale The Little Prince and contains prosocial topics and creative activities of many art spheres.

A presente dissertação, que está vinculada à linha de pesquisa Educação, Linguagem e Tecnologias do Programa de Pós-Graduação em Educação PPGEd/UCS, investiga a leitura literária enquanto prática social inserida naturalmente na família, na escola e na sociedade. Dessa forma, ela toma como ponto de partida, indivíduos que habitem uma comunidade de zona rural e que se caracterizem como egressos de curso superior. Seu objetivo é então, analisar como a leitura de obras literárias pode contribuir para o aperfeiçoamento pessoal e profissional de egressos de curso superior, a partir de observações e constatações de suas atividades profissionais e sociais, e de como isso pode afetar as pessoas de sua comunidade, no desenvolvimento de práticas de leitura. Logo, é importante mencionar que esse estudo encontra-se vinculado ao projeto de pesquisa Relação entre profissional eficiente e leitura TEAR 5 . Dentre seus pilares teóricos estão: o conceito de esclarecimento/autonomia de Kant (2002) e Freire (1996); a historicidade da leitura com base em Cavallo e Chartier (1998), Lajolo e Zilberman (1999; 2002); estudos sobre gêneros textuais/discursivos, dos quais fazem parte as concepções de Bakhtin (2003) e Bronckart (2003) e estudos sobre a elaboração de estratégias de leitura, que se apóiam em Solé (1998). A análise dos dados é feita com base em Petit (2008; 2009) que trata um pouco a respeito de mediação; mas, também se fundamenta em Kant (1998) e Jauss (1994) para discutir a questão do gosto estético. Tais pilares buscam focalizar principalmente a formação do leitor, propondo-lhe uma visão ética e estética da realidade que o cerca, visão esta que muitas vezes se encontra fundamentada na literatura ficcional. Esta investigação que se caracteriza como qualitativa e tem bases na etnografia, foi desenvolvida com egressos de curso superior da Comunidade de Monte Bérico, localizada no interior de Veranópolis/RS, durante 2009 e 2010. Do método, faz parte a realização de visitas aos sujeitos da pesquisa, nas quais se buscou observar a existência de materiais de leitura em suas residências ou a presença de algum familiar lendo no momento da visita. Igualmente foram aplicados questionários. Tais instrumentos foram usados com vistas à obtenção de uma amostra representativa da leitura realizada pelos egressos. Sendo assim, a partir de tal quadro foram então elaboradas rodas de leitura, com o objetivo inicial de proporcionar aos participantes desta pesquisa maior contato com o texto literário. As oficinas foram elaboradas visando partir da leitura de crônicas literárias, para então, ampliar o universo de leitura dos sujeitos da pesquisa oferecendo-lhes outros textos dessa natureza. Dessa forma, as rodas de leitura objetivaram não apenas atingir o leitor ou possibilitar a troca de experiências entre eles, mas engajar os egressos de curso superior na realização de um trabalho social com sua comunidade. Assim, a análise dos dados dá indícios de que, diante de um grupo de egressos de curso superior que pouco leem textos literários, há a necessidade de investigar e acompanhar ainda mais que importância está sendo dada à leitura literária, tanto na escola quanto na comunidade, e a partir disso, pensar no espaço que a ela cabe conquistar na universidade. Mas, para que isso possa ser feito, esse estudo possibilitou perceber e então, repensar um elemento decisivo da educação, que é a formação do professor. Discussão essa, fundamentada principalmente em Perrenoud (2002) e Rojo (2000). / The present dissertation, which is linked to the research line: Education, Language and Technologies, of the Pos-Graduation Program in Education PPGEd/UCS, researches the literary reading while a social practice inserted naturally in the family, at the school and in the society. In this way, it takes as a start point, individuals who live in a community of rural zone and are characterized as graduated people (with superior course). Its objective is to analyse how the reading of literary works can contribute for the personal and professional improvement of graduated people, from observation and confirmation of their social and professional activities, and how this can affect others in their community, in the development of reading practice. Therefore, it is important to mentionate that this study is linked to the research project ´Relation between efficient professional and reading TEAR 5´. Among its theoretical basis are: the concept of enlightenment/autonomy of Kant (2002) and Freire (1996); the historicity of reading which is supported in Cavallo and Chartier (1998); Lajolo and Zilberman (1999; 2002); studies about textual/discursive genres, from which are part the conceptions of Bakhtin (2003) and Bronckart (2003) and studies about the elaboration of reading strategies, which are based on Solé (1998). The data analysis is made with a base on Petit (2008; 2009) who deals a little with mediation; but it also has fundaments in Kant (1998) and in Jauss (1994) to discuss the question of aesthetic pleasure. These bases search to focus mainly in the reader´s formation, proposing an ethical and aesthetic view of the reality around, which many times is found in the fictional literature. This investigation which is characterized as qualitative and has fundaments in the ethnography, it was developed with graduated people from Monte Bérico Community, located in the interior of Veranópolis/RS, during 2009 and 2010. From the method is part, the realization of visits to the researched individuals, in which were observed the existence of reading materials in their residences or the presence of some familiar reading at the moment of the visit. Equally, questionnaires were applied. These instruments were used with the intention of a representative sample acquisition about the reading realized by the graduated people. So, from this frame, reading circles were elaborated, with the initial objective to provide to the participants of this research a bigger contact with the literary text. The workshops were organized aiming to start from the chronicles, for then, to enlarge the reading universe of the researched individuals, offering other texts of this nature. In this way, the reading circles aimed to not only achieving the reader or turning possible the change of experiences among them, but to engage the graduated people in the realization of a social work with their community. So, the data analysis gives signs of, front of a graduated people group who hardly read literary texts, the need to investigate and to keep up more with which importance is being given to the literary reading, as much at the school as in the community, and from this, to think in the space which is its, in the university. But, for this to be made, this study turned possible to notice and then, to think again in a decisive element of education, which is the teacher´s formation. This discussion is based mainly on Perrenoud (2002) and Rojo (2000).

This master diploma thesis examines the possibilities of personality development through the volunteer work, with a focus on the educational and pedagogical aspects, from the perspective of volunteers themselves. The theoretical part provides an insight into the concepts of personality development, including selected development theories, followed by part about role of education in a personal development, goals of education and selected educational concepts. The theoretical part ends with a chapter about volunteering in Czech context, with a focus on a process of volunteer professionalization and benefits of volunteering by research. The empirical part is mapping particularly an importance, benefits and pitfalls of volunteering from the point of view of volunteers themselves. The empirical part is based on qualitative research, where the acquired data is generated through semi-structured interviews. The research results show the specific benefits volunteering can provide to volunteers, describe the importance of volunteer work for volunteers themselves and identify the pitfalls that volunteer activity may entail. The master thesis concludes with evaluation of presented findings and suggestion of applicability of research conclusions for practice.

This master's thesis deals with virtues of first grade primary school pupils. The theoretical part is focused on explanation of the term "virtues" and on description of individual areas in which the virtues can appear within education in first grade of primary school. The attention is paid to how the topic "virtues" is related to the goals and contents formulated in "RVP ZP" (General education programme for primary school education). In this part I also focus on introduction of context of ethics, where I concentrate on theories of Jean Piaget and Lawrence Kohlberg, and ethics education. Furthermore, there are programmes, projects and aids mentioned in this thesis, which deal with development of virtues, with education to values and with ethics education. The practical part of this thesis consists of active research. In the research are stated four lessons which deal with the way, this topic can be realised as a content of education and the way the pupils understand this topic. I also deal with virtues of respect and empathy in detail. These education units which develop the topics of virtues are suggested, verified and reflected. Keywords Virtues, ethics education, social and personal competence, personal-social education lessons, first grade of primary school, educational content

Hanková This thesis focuses on the experiential pedagogy about the implementation of personal and social education. The research aims to investigate and describe the determinants of the experiential pedagogy, particularly about the didactical thinking of group teachers who plan and implement teaching personal and social education in a Czech basic school. The theoretical grounds of this current study are based on the extensive comparison of heterogenous terminology of experiential pedagogy, general didactics, and didactics of personal and social education. This study adopts the qualitative research paradigm with multiple-case- studies research design. The data have been gathered from thematic writing and focus group interviews which were analysed by the content analysis method with the support of axial analysis. The analysis of didactical thinking is concerned with the objective and the experience as a means of learning and reflection and revealed that teachers determine their didactical thinking and practice by the knowledge of the group and individuals concerning psychological safety. The experience during the game is understood as a way of learning facilitated by reflection. The interpretations concur with the constructivist teaching practices based on a socio-cognitive conflict as a learning...

The task of contemporary education is not only to equip pupils with skills and knowledge, but to give them postures and values as well. That is one of the goals of the so-called cross-curricular subjects, which were brought by the education reformation accomplished several years ago. This area is as new for many teachers as it is for pupils and that is the reason why this master thesis was created. It provides basic information about cross-curricular subjects and supplies options for their practical implementation in the education. The theoretical section aims at the characterization of Czech and foreign cross-curricular subjects and their mutual comparison. The research section, among others, contains practical suggestions interconnecting the cross-curricular subjects with natural sciences education, and some of them have been verified in practice. Questionnaire survey follows, finding out the position of high school students towards the cross-curricular subjects and towards key-competence developing activities. Students also expressed their opinion on the practical suggestions application during education in this survey. In conclusion of the study, the observed results were evaluated and compared with the literature and author's opinions.