121f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-17T13:28:02Z No. of bitstreams: 1 Dissertacao Tatiane Chatesseg.pdf: 821765 bytes, checksum: c8ba57f8e181c9e560a49f91d81ff9e2 (MD5) / Approved for entry into archive by Rodrigo Meirelles(rodrigomei@ufba.br) on 2013-04-20T15:08:33Z (GMT) No. of bitstreams: 1 Dissertacao Tatiane Chatesseg.pdf: 821765 bytes, checksum: c8ba57f8e181c9e560a49f91d81ff9e2 (MD5) / Made available in DSpace on 2013-04-20T15:08:33Z (GMT). No. of bitstreams: 1 Dissertacao Tatiane Chatesseg.pdf: 821765 bytes, checksum: c8ba57f8e181c9e560a49f91d81ff9e2 (MD5) Previous issue date: 2010 / O currículo trabalhado pela Escola Pública de Trânsito, na Bahia, constitui-se importante fonte de dados para a análise da reprodução escolar das desigualdades de gênero, também presente nas relações pedagógicas de gênero, vivenciadas cotidianamente entre professores/as e alunos/as. Tais relações pedagógicas de gênero podem ser encontradas nas considerações acerca do tempo e do espaço escolares, das metáforas ilustrativas usadas em sala de aula e da interação entre a turma formada e os/as professores/as. As formas através das quais a reprodução dos estereótipos de gênero, percebidos no cotidiano do trânsito urbano, se processa no ambiente educacional devem merecer particular atenção dos curricularistas, sejam eles tradicionais, críticos ou pós-críticos. Neste sentido, a presente análise do currículo adotado pela Escola Pública de Trânsito, inspirada pelas concepções inerentes à Teoria Crítica e com o aporte dos Estudos de Gênero em Educação, envolveu três procedimentos, a saber: 1. Observação das aulas do curso teórico, relativo à aquisição da primeira habilitação; 2. Análise da Proposta Pedagógica; 3. Entrevistas com os instrutores, com base na técnica da entrevista semi-estruturada. Para tais observações e entrevistas, foram usadas, a partir de uma concepção epistemológica inspirada nos Estudos Feministas, como referencial analítico e instrumental, a etnopesquisa e a Teoria das Representações Sociais. Etnopesquisa entendida como pesquisa centrada no sujeito observador e no sujeito observado, ao passo que as Representações Sociais possibilitam o desvelamento do imaginário coletivo, em seu caráter interpretativo das práticas sociais. A partir da utilização dos métodos expostos, constatou-se o surgimento da Andragogia como modalidade pertinente à Educação para o Trânsito, na medida em que os/as adultos/as são abstratamente atendidos/as pelas teorias educacionais em geral. Quanto às imagens utilizadas em sala de aula, poucas inferências foram feitas acerca do seu potencial analítico, referente às representações sociais de gênero em particular. O processo de aprendizagem das mulheres foi considerado, pelos instrutores, como diferenciado em relação ao dos homens. Características como inquietação, indecisão, observância às regras de trânsito e o cuidado extremado ao dirigir foram consideradas tipicamente femininas. Ao final desta dissertação, o conceito de condução perfeita foi problematizado, por representar o tema central das aulas do curso teórico, para aquisição da primeira habilitação. / Salvador

Esta tese teve como objetivo compreender o processo de construção da nova matriz curricular integrada de um curso de Administração, identificando qual o espaço que a educação para o desenvolvimento sustentável (EDS) ocupa, com base na Teoria da Atividade Histórico-Cultural. Para a consecução do objetivo, foi necessário entender o contexto geral de ação, mapeando a atuação das demais IES da cidade, sendo possível perceber que existem algumas diferenças perceptíveis quando da análise mais apurada ou mesmo em um comparativo, porém, percebe-se que para o público em geral, as nuanças que seriam os diferenciais dos cursos, são pouco evidenciadas. O entendimento da instituição e curso também foi necessário, pautando seus principais acontecimentos ao longo dos anos de existência. O curso existe desde 1999 e esta foi a segunda alteração da matriz original, que congregou a integração de atividades entre três cursos, a saber, Administração, Ciências Contábeis e Ciências Econômicas, a partir da proposição de criação de uma Escola de Negócios. A ótica de análise dos dados se deu a partir da visão e percepção dos professores do curso de Administração. A partir do entendimento do contexto, da unidade de análise e das movimentações em prol da mudança da matriz curricular, optou-se pela utilização da Teoria da Atividade Histórico Cultural, que possibilitou a compreensão das tensões e contradições presentes nas atividades dos atores, sendo utilizada como lente teórico metodológica. Desenvolveu-se uma pesquisa classificada como qualitativa, descritiva, por meio de um estudo de caso, refletindo as características peculiares da organização, do curso e do NDE entrevistado. A coleta de dados repercutiu na disposição de algumas projeções estratégias ao curso: (i) capacitação integral dos professores no Moodle, com a finalidade de disponibilizar um portfólio maior de alternativas em sala de aula; (ii) a criação de uma sala temática para que seja possível o trabalho de diversas disciplinas no mesmo âmbito e (iii) a construção de um banco de dados com a disponibilidade de empresas para visitas técnicas, reforçando a proposição de união teoria/ prática. Em relação à análise do sistema de atividade, foi possível perceber que a expansão do objeto da atividade, de acordo com a proposição inicial, no fomento à criação da Escola de Negócios, não aconteceu. As tensões e contradições existentes durante os estudos e reuniões para a mudança da matriz curricular demonstraram que o processo concentrou-se em analisar disciplinas comuns aos três cursos, algo não descaracterizado como importante dentro do processo, porém, sem a possibilidade de expansão do objeto em relação à proposição inicial lançada. Porém, os docentes do curso de Administração conseguem lançar uma ferramenta metodológica de poder construtivo interessante e que autoriza aos demais professores do curso a possibilidade de experienciar atividades conjuntas, que buscam a interdisciplinaridade, chamado Seminário Integrador. Em relação ao espaço que a educação para o desenvolvimento sustentável (EDS) ocupa nas disciplinas, ainda existem limitadores até mesmo de formação dos próprios professores, apesar de ser um imperativo para os entrevistados, a necessidade de inserção e discussão da temática em qualquer área de atuação, não somente pautada na existência de uma disciplina a tratar destes assuntos no curso. A sugestão de trabalho em torno da próxima mudança curricular é que ela seja acompanhada e guiada de maneira mais próxima pela Pró-Reitoria de Graduação ou mesmo por um professor eleito para tal, com a finalidade de entender melhor o processo e mediar discussões, fluxo de informações, devolutivas entre gestão estratégica e os NDE’s de cada curso. / The following dissertation aimed to comprise the process of construction of the new integrated syllabus in a Business Administration major, identifying the space that education for sustainable development (ESD) holds, based on the Cultural-Historical Activity Theory. To achieve the goal, it was necessary to understand the general context of action, mapping the development of other Higher Education Institutions of the city, being possible to embrace the fact that there are some noticeable differences when going through a more or even in a comparison, however, it is clear that for the general public, the nuances that would be the differential of the majors are little highlighted. The improved understanding of the institution and major was also necessary, basing its main events over the years of existence. The major has been active since 1999 and this was the second amendment of the original syllabus, which brought together the integration of activities among three majors, namely, Business Administration, Accounting, and Economics; from proposing the establishment of an Integrated Business School. The data analysis was from the view and perception of Business Administration faculty members. Considering the understanding of the context, the unit of analysis and the effort to change the syllabus, the Cultural-Historical Activity Theory has been chosen, providing a view on the tensions and contradictions in the activities of the actors, being used as a theoretical and methodological baseline. The research developed has been classified as qualitative, descriptive, through a case study, reflecting the unique characteristics of the organization, major and faculty members interviewed. The data collection reflected the willingness of some projections strategies to the major: (i) comprehensive training of professors at Moodle, in order to provide a larger portfolio of alternatives in the classroom; (ii) the creation of a themed room so that many courses can take place simultaneously, and (iii) the construction of a database with the availability of companies for technical visits, strengthening the proposition of putting together theory and practice. Regarding the analysis of the activity system, it was perceived that the expansion of the object of the activity, according to the initial proposal, fostering the creation of the Integrated School of Business, has not happened. The tensions and contradictions during the studies and meetings to change the syllabus demonstrated that the process focused on analyzing subjects common to the three majors, something not mischaracterized as important within the process, but without the possibility of expansion of the object in relation to the initial proposal posed. Notwithstanding, the faculty of Business Administration get to release a methodological tool of interesting constructive power, providing the other teachers of the major the possibility of experiencing joint activities, aiming to interdisciplinary activities called Integrative Seminar. Regarding the space that education for sustainable development (ESD) holds in the courses, there are still limiting factors even in relation to teachers’ education, despite being an imperative to respondents, the need for integration and discussion of the subject in any area, not only guided by the existence of a course to deal with such issues in the major. The suggestion of work regarding the next syllabus change is that it is followed and guided more closely by the Dean’s Office or even by a professor elected to do so, in order to better understand the process and mediate discussions, flow of information, feedback between strategic management and faculty for each major.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-05T19:21:26Z No. of bitstreams: 1 anapaulacoelhosilva.pdf: 712487 bytes, checksum: aa8a6af6b2a3a84e5e30035ce88e508a (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T04:09:46Z (GMT) No. of bitstreams: 1 anapaulacoelhosilva.pdf: 712487 bytes, checksum: aa8a6af6b2a3a84e5e30035ce88e508a (MD5) / Made available in DSpace on 2016-04-24T04:09:46Z (GMT). No. of bitstreams: 1 anapaulacoelhosilva.pdf: 712487 bytes, checksum: aa8a6af6b2a3a84e5e30035ce88e508a (MD5) Previous issue date: 2013-01-22 / Esta dissertação tem como objetivo apresentar alternativas de ações que aprimorem o processo de implementação dos Conteúdos Básicos Comuns (CBC) em uma escola estadual participante do Projeto Escola-referência, pertencente à Superintendência Regional de Ensino de São João del-Rei (SRE/SJDR). Apesar de analisar as ações dos professores e EEB, enfatizou-se principalmente o papel do diretor escolar como elemento fundamental para a implementação das políticas educacionais na escola, bem como para a garantia do uso dos CBC como currículo oficial. Este estudo sobre a temática curricular fez-se importante, pois se partiu da compreensão de que o currículo é o centro das relações pedagógicas ocorridas na sala de aula e da atuação profissional que a autora exerce na função de inspetora escolar na SRE/SJDR. Assim, para cumprir o objetivo, buscou-se conhecer o desenho da política curricular oficial e como esta foi apropriada pela escola-referência, passando pela SRE/SJDR como primeira instância de implementação. A metodologia de pesquisa utilizada foi a análise de documentos referentes à política de implementação dos CBC, além da consulta a documentos, como livro de ponto, livro de atas, termos de visitas e relatórios de gestão; entrevistas com diretores, professores e especialistas de educação básica, diretora educacional e analistas educacionais da SRE, aplicação de questionário aos professores que atuam no Ensino Fundamental da escola analisada e observação nãoparticipante. À medida que o caso foi configurado, algumas questões de pesquisa foram levantadas e discutidas buscando alguns referenciais teóricos que abordam a implementação de políticas curriculares. Destarte, os dados encontrados na pesquisa demonstram que há uma proeminência da atuação do diretor escolar enquanto ator primordial na implementação da política pública curricular, vez ser ele quem coordena, articula e monitora sua equipe de trabalho na execução de suas funções, garantindo o seu envolvimento na implementação dos CBC. / The present dissertation has as its goal to present alternative actions which improve the implementation process of the Common Basic Syllabus (CBC, in Portuguese) at a state school that participates in the Reference School Project, belonging to the Regional Education Oversight of São João del-Rei (SRE/SJDR). Although we have analyzed the actions by the teachers and EEB, we have emphasized mainly the role of the school principal as a fundamental element to the implementation of the educational policies at school, as well as to guarantee the use of the CBC as the official syllabus. This study about curriculum is important, since we have comprehended that the curriculum is the center of the pedagogical relations that occur in the classroom and of the professional role which the author has as a school inspector at the SRE/SJDR. Thus, in order to fulfill our goal, we have aimed to understand the design of the official curricular policy and how it was appropriated by the reference school, viewing the SRESJDR as its first stage of implementation. As such, some conditionals and some variables were identified in both contexts which have contributed to the implementation of the CBC the way it was identified in the research. The research methodology utilized was the analysis of documents referring to the implementation policy of the CBCs and consultations to documents and well as check-in book, book of minutes, terms of visit and management reports/ interviews with principals, teachers and basic education specialists, school principal and education analysts at the SRE, survey with the elementary school teachers of the studied school and non-participant observation. As the case was configured, some research issues were raised and discussed regarding the implementation of curricular policies, Therefore, the data found in the research show that there is a prominence in the role of the school principal as a primary actor in the implementation of a curricular public policy, given that they are the ones Who coordinate, articulate and monitor their work teams in executing their functions and guarantees their involvement in the implementation of the CBC.

This study examines the similarities and differences between the Nordic syllabi (the Finnish, Swedish and Norwegian syllabi) and the influence CEFR has had on their structure and development. This was carried out using the method of hermeneutics, looking for similarities and differences using seven different dimensions of comparison. The study shows that there are similarities between the Nordic syllabi which have all been influenced by the CEFR. The most notable similarity between the documents is the communicative nature of teaching and assessment. This could give a deeper understanding of the Nordic countries' similarities and differences when it comes to language teaching. Further studies are needed using quantitative methods to say if these findings and connections between the Nordic syllabi are due to the influence of the CEFR or if other factors have been just as influential.

Purpose: Investigate how fiction can be used in the intermediate school in order to give the students a chance to reach goals in the curriculum and the syllabus. Question formulation: How is fiction used today in order to reach goals in the syllabus and curriculum? How can fiction be used to reach the goals? Method: I have read three fictional books which are used in the intermediate school at two schools today and analysed how these books can be useful to be able to reach goals considering democracy, equality and fair treatment. I did a small interview with two teachers in Swedish who uses these books in their teaching to see how the books are used at the moment and what goals the teachers have set up for their students to reach. Conclusion: Seen to the analysis that I have made I find fiction to be very useful in school as a tool which can be used to reach goals in the syllabus and curriculum which is the foundation of our school today by using discussions as a method of making the students understand what they have read. Teachers who use fiction think that it is a good way of making the students aware of the different worldviews that exists.

The National Education Department of South Africa has mandated a policy of outcomes-based education for all learners and educators in this country. Two of the most important principles of outcomes-based education are collaborative work in groups and continuous assessment by the teacher and peers. In Computer Studies, taken on the higher grade, learners are expected to construct algorithms and programs by themselves. In the real world such algorithms and programs would be constructed by groups of people working together. The researcher’s purpose of conducting this study was to breach the gap that exists between what is done in accordance with the outcomes-based curriculum in schools - and what is expected in the real world where collaborative work is the norm. The researcher used Bloom’s high-order thinking skills as his point of departure for this study and examined the implications of how they contribute to real-world situations in the school environment. To evaluate the South African curriculum for Computer Studies on the higher grade, the researcher compared the South African curriculum was the curriculum used in Australia for learners of the same age group. The results led to an intervention in which South African learners were examined on high-order thinking skills and programming in the real world. / Dissertation (MEd (CIE))--University of Pretoria, 2005. / Curriculum Studies / unrestricted

Primary school teacher education in Botswana has undergone a tremendous change in recent years. The former two-year Primary Teaching Certificate has been phased out and replaced by a three-year diploma in primary education. In the three-year teacher training programme, students have the liberty to specialize in two subjects. Since teacher education plays a pivotal role in the efficiency and effectiveness of delivery of the curriculum, it is envisaged that the three-year programme will adequately equip students to ensure efficient and effective syllabi delivery. It is on this premise that this study examined the training of primary school teachers for musical arts education in Botswana’s colleges of primary education. It further identifies the problems in the teacher training programme and proposes ways in which the music training programme could be improved. The research was conducted following a survey method in which data collection techniques of questionnaires, interviews and observations were used. Primary school teachers responded to the questionnaire and some were observed. College lecturers were interviewed. In addition, some important insights were obtained from literature and have been incorporated in this study. Information obtained revealed that students are admitted at the colleges of education with little or no formal music education and this makes it difficult for them to choose music as an area of specialisation. The syllabi that are used for the two music categories do not differ much; there is inadequate allocation of time for music lessons. The syllabi do not cover much African music, concentrating more on Western educationists than on African ones. Colleges of education lack resources for effective training and the emphasis is more on the theoretical aspect than the practical component. The study indicates that teachers are of the opinion that the training they undergo does not adequately equip them to face the challenges of the CAPA (Creative and Performing Arts) syllabus - which deals with practical subjects of which music is one. Consequently, very few activities are employed when teaching the CAPA syllabus at primary schools. Primary schools also lack musical instruments. Teachers are unable to integrate music with other art forms because the training does not include the integration of arts education. These are some of the problems faced by the teacher training as revealed by this study. The research proposes ways in which the admission can be done and the syllabus for musical arts education which can then be used at colleges. There are also recommendations to be considered by the Ministry of Education, music educators and parents, in order to improve musical arts education in Botswana. / Dissertation (MMus)--University of Pretoria, 2008. / Music / unrestricted

The study aims to examine the extent to which considerations of syllabus design and materials development are employed in a grade 9 English textbook of Ethiopia- English for Ethiopia: Secondary English Course: Grade 9 Students Book with particular emphasis on Multiple Intelligence Theory (MIT).The study is an evaluation research which makes use of a mixed method approach. Data were collected using interviews, coding form and a teachers’ questionnaire. The study involved English language syllabus writers in the Ministry of Education in Ethiopia. Furthermore, 50% of the contents of the Grade 9 English Textbook (6 of 12) were used for content analysis. In addition, 218 Grade 9 English teachers from fifty high schools that were drawn from 6 Regional States of the country responded to the questionnaire. In line with this, I collected quantitative data using a coding form and a questionnaire, as well as other forms of qualitative data using interview. Data were analysed both qualitatively and quantitatively. The study revealed that the syllabus writers used the competency-based approach in developing the Grade 9 English language syllabus. However, this approach has some drawbacks. On the one hand, competency-based education is a manifestation of the behaviouristic approach that is excessively reductionist, narrow, rigid and atomized; many areas in which people need certain competencies are impossible to operationalise; the approach does not clearly show how the list of competencies could be realised, how they should be formatted and presented so as to address learner differences. Above all, describing an activity in terms of a set of different competencies is not enough in order to deal with the complexity of the learning process as a whole. Regardless of these drawbacks, CBL was used to identify and list down the contents as well as the learning outcomes to be incorporated in the textbook. Thus, the how aspect remain obscured in that a theory driven approach to developing teaching/learning materials that meet learners' differences was not markedly taken note of as a guiding framework in developing the Grade 9 English language syllabus. The study showed that the great majority of the language tasks are meant to nurture verbal/linguistic intelligence followed by interpersonal and intrapersonal intelligences respectively. As a language textbook, it is good that it gives more coverage to these two intelligence profiles. When it comes to intentional application of principles of task design and materials development, many of the listening, reading and speaking lessons are appropriate in terms of providing comprehensible input, engaging students cognitively and affectively, promoting emotional/affective involvement and facilitating better language use. Similarly, visual imaging is also well taken care of with exception of few of the vocabulary and the grammar lessons. The study also revealed that the syllabus writers were well aware of the need of integrating various language skills, and it was found that the issue of using the integrated approach to ELT materials development was also well addressed and most of the language tasks are designed in an integrated manner with the exception of few of the vocabulary and the grammar lessons. Some drawbacks were also identified with few of the vocabulary and the grammar lessons in terms of providing comprehensible input and enhancing language use. On the other hand, as implementers of the textbook, the target schools’ Grade 9 English language teachers have a good understanding of language learning theories and task design principles. This understanding could help them design supplementary language tasks for their English classes. At last, conclusions are drawn and recommendations are given. / English Studies / D. Litt. et Phil. (English)

Introduction: In Sweden, it is vital that children acquire swimming ability at an early age because of the easy access to the sea, rivers, lakes, and swimming pools. Swimming ability is a life skill necessary for conducting outdoor life safely and using nature as an arena for recreation both near and in the water. Therefore, over the past century, swimming and water safety have been an essential part of the Swedish Physical Education (PE) subject to increase the likelihood that students will be able to save themselves and others from drowning. Aims: The aim of this investigation is to provide a greater understanding of the ways in which swimming ability has been described in Swedish PE syllabi for compulsory and upper secondary schools from 1962 to 2020.  Materials and methods: Discourse analysis (DA) has been used to analyze the Swedish PE syllabi from 1962 to 2020. Theoretical framework: This study is inspired in a Foucauldian genealogy perspective.  Results: Two main result categories were constructed from the analysis. (a) Swimming education has been present in all PE syllabi for compulsory school since 1962. These syllabi note that outdoor life, lifesaving, and swimming skills overlap and reinforce one another and suggest that swimming is an important part of Swedish culture. However, since 1994, the Physical Education and Health (PEH) syllabus for upper secondary school omits swimming skills from its content. (b) Swimming ability has a prominent position in the most recent (2011) PEH syllabus for elementary schools. Nevertheless, it is excluded from the 2011 PEH syllabus for upper secondary schools.Discussion Even though swimming ability is vital for safely conducting outdoor life and using nature as an arena for physical activity, as shown in the latest PEH syllabus, it has been excluded from current upper secondary education. Conclusion: The exclusion of swimming ability from upper secondary school syllabi may mean that some students, such as newly arrived students who migrate to Sweden, are denied opportunities to learn to swim and be safe close to and in the water.

This study acknowledges how the democratic mission has changed over time and which role it has today. By using a comparative idea analysis, fourteen Swedish and Finish curriculums and syllabuses stretching from 1970 to 2015 has been analysed and compared. Therefore, our purpose is to analyse how the curriculums and syllabuses can be compared to the modern society versus the late modern society, by using ideal types based on theories that legitimates our study. With this method, we were able to compare how much the late modern society has influenced the Swedish and Finnish curriculums and syllabuses. In the result, we concluded that the Finnish curriculums are still influenced by the modern society in a broader way than the Swedish. The Swedish curriculums have been more influenced by the late modern society as a result of the increased focus on the individual, which is a consequent of the development from the modern to the late modern society. The latest Finnish curriculums are also influenced by the late modern society. However, when they write about individuals, the importance of being a part of the community is always the primary goal. The comparison between the countries syllabuses shows a different sight of the subject social studies. In Sweden, it plays a larger role in the mission of creating democratic citizens, as to Finland, where it plays almost the same role as all the other subjects. The final discussion in this study is whether the democratic mission is still functioning in the society we are living in today. The conclusion is that it has to be changed, otherwise it will not legitimize in the late modern society. Furthermore, it has to change from being a firm mission to a more fluid one. Additionally, it has to create an environment where the pupils can become liberate subjects.