Ecclesiastes has often been seen as a sceptic's view of life and because of its complex nature has not been studied thoroughly nor clearly understood. It is a very interesting book in the Bible because it addresses pertinent issues of life such as pleasure, fame, money, achievement, worship, satisfaction, work, justice, happiness and death. Each of these aspects affects the purpose and fulfilment of life. Solomon, the writer of Ecclesiastes, sought to examine life so that he could determine its real meaning, in order to teach these principles to others and leave a lasting legacy. He was a man who had the time, the money, the wisdom, and the authority to examine life thoroughly and he had the means to pursue his every desire. He came to the conclusion that any pursuit in life, apart from a relationship with God and submitting to His purpose, was transitory and did not bring lasting satisfaction. These discoveries are the focus of Ecclesiastes and they direct one towards the understanding that life only has meaning in a relationship with God and living out His purposes. Solomon uses a unique form of"goad and nail" (Ecc. 12:11) in his writing style to capture the reader's attention and then direct them to a conclusive foundation of truth on which they can base their view of life. I believe it is the "Gospel of the Old Testament" and an authoritative book for evangelising and teaching life skills to Youth today. This thesis is a thorough study of Ecclesiastes, so as to accurately determine the message that Solomon wanted to convey and then apply those truths to Youth today. As a book contained in the Biblical scope of wisdom literature, Ecclesiastes teaches life skills on how to understand, approach and live life meaningfully. This is an important topic for all people and especially for Youth who have their lives ahead of them and are seeking for meaning and purpose, so that they can live fulfilled lives. However, because of the secularisation of our western society and the influence of Postmodernism, Youth are not receiving a true or realistic message on which to base their worldview. Much of what they have gleaned and believe is based on superficial thinking, feeling and presumption. Life's philosophies must be based on a solid foundation of convictions, which are based on absolute truth. This absolute truth is God's truth, as found in the Bible. As God inspired the writing of the book of Ecclesiastes, it becomes one of those bases within the scope of the Scriptures that authoritatively addresses the issues Youth face when developing their life purpose. Before trying to teach Youth the truths of Ecclesiastes one must first gain their acceptance because they have been influenced to reject absolutes. Thus it is necessary to cause them to re-evaluate their philosophies of life before teaching them biblical truth. Positive Deconstruction is the proposed method of approach and re-evaluation. The proposed method of teaching Youth the truths laid out in Ecclesiastes is through interactive discussion. This is a form of discussion that involves them and causes them to think independently. This method can be used by parents with their teens at home, teachers with their learners at school and also Youth leaders at church. Research also includes personal interviews with young people to determine their life goals and purpose. / Thesis (PhD)--University of Pretoria, 2016. / Practical Theology / PhD / Unrestricted

Este estudo insere-se na linha de pesquisa sobre a formação de professores para a Educação Superior e tem como objetivo compreender e analisar como os professores iniciantes configuram as funções de ensino, pesquisa e extensão como indissociáveis ao processo de profissionalidade docente, na fase inicial da carreira na USP-RP. O tema acerca do professor iniciante no Brasil constitui-se relevante para a compreensão da docência universitária, principalmente na sua fase inicial, tendo em vista a orientação política e ideológica que norteia a educação superior nos dias atuais. A investigação apoia-se principalmente em Dias Sobrinho, Sousa Santos, Cunha, Nóvoa, Zabalza e Huberman. A pesquisa, de abordagem qualitativa, utilizou como instrumentos de coleta de dados a análise documental e entrevistas semiestruturadas; para a interpretação dos resultados utilizou-se a análise de conteúdoTendo em vista a dimensão dos dados obtidos na fase documental da investigação, optou-se por um recorte, selecionando um professor iniciante por unidade. Os resultados revelam que os professores possuem background na formação específica, ou seja, conhecimento técnico, demonstrando que os mesmos não possuem formação pedagógica para o desempenho das atividades da docência. Os professores iniciantes assinalam em seus depoimentos alguns dos dilemas relacionados à gestão da disciplina em sala de aula, considerando a motivação dos estudantes, a organização do trabalho em classe, relacionamentos interpessoais com os estudantes e com os colegas. Foi relatado pelos professores quanto ao desconhecimento sobre a organização administrativa e acadêmica da universidade, os processos de avaliação docente, bem como as funções referentes ao ensino, pesquisa e extensão, a orientação de estudantes na iniciação científica, e na pós-graduação. O distanciamento de informações sobre o fomento para o financiamento de pesquisas e extensão são expressos como dificuldades enfrentadas pelos professores iniciantes, sendo essas atividades necessárias para a produção científica, inerente a atividade da docência. Estes professores apontam os processos de gestão da universidade pública, a ausência da formação para docência, ser professor e pesquisador, os dilemas em conciliar as funções exigidas para a função docente, necessidade de apoio dos colegas e da instituição como balizadores no âmbito das questões que envolvem o professor iniciante. / This study is part of the research on teacher education for Higher Education and aims to understand and analyze how beginner teachers reconfigure the teaching, research and extension functions as inseparable from the process of teacher professionalism in the initial phase of career at USP-RP. The theme about the novice teacher in Brazil is relevant for understanding of university teaching, especially in its initial phase, given the political and ideological orientation that guides higher education in the present day. The research, of qualitative approach, used as instruments of data collection the documentary analysis and semi-structured interviews; for the interpretation of the results the content analysis was used. The research had theoretical support based mainly on Cunha, Dias Sobrinho, Souza Santos and Nóvoa, among others. Considering the dimension of the data obtained in the documentary phase of the research, a cut was chosen, selecting a novice teacher per unit. The results show that teachers have background in the specific training, which is, technical knowledge, demonstrating that they do not have pedagogical training for the performance of teaching activities. Novice teachers point out in their testimonies of some dilemmas related to the management of the discipline in the classroom, considering students\' motivation, the organization of class work, interpersonal relationships with students and with colleagues. It was reported by the professors regarding the lack of knowledge about the administrative and academic organization of the university, the processes of teacher evaluation, as well as some functions related to teaching, research and extension, the orientation of students in scientific initiation, and in graduate studies. The distancing of information on the promotion of research funding and extension are expressed as difficulties faced by novice teachers, and these activities are necessary for scientific production, inherent to teaching activity. These teachers point out the processes of management of the public university, the absence of training for teaching, being a teacher and researcher, the dilemmas in reconciling the functions required for the teaching function, the need to support colleagues and the institution as involve the novice teacher.

The aim of this diploma thesis is to show to pupils in primary education, on the base of an example study of Šumava region, a topic from the didactic point of view. A paThe aim of this diploma thesis is to show to pupils in primary education, on the base of an example study of Šumava region, a topic from the didactic point of view. A part of the example study is a time-space comparison of chosen villages in the region, from the demographic point of view, form the point of view of landscape changes, way of life and other aspects. The problematics is set into a wider context. The result of the didactic topic application in the second part is creating of materials for project teaching and for concrete topics for primary education. rt of the example study is a time-space comparison of chosen villages in the region, from the demographic point of view, form the point of view of landscape changes, way of life and other aspects. The problematics is set into a wider context. The result of the didactic topic application in the second part is creating of materials for project teaching and for concrete topics for primary education.

Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2017-06-03T15:00:13Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tania Cristina Silva Pessoa.pdf: 736598 bytes, checksum: 589ef6defbf716efd48cf9d24cd152c7 (MD5) / Made available in DSpace on 2017-06-03T15:00:13Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tania Cristina Silva Pessoa.pdf: 736598 bytes, checksum: 589ef6defbf716efd48cf9d24cd152c7 (MD5) Previous issue date: 2016-11-30 / This study was attached to a research line titled “The School Education and Pedagogical practice of a Professional Teacher”, a part of the Postgraduate Program in Education from Universidade do Oeste Paulista, which has as theme the difficulties and problems that a teacher faces during its trajectory and professional insertion. The main idea was to identify and to analyze the construction of teacher’s identity through the perception of the beginning teachers at the moment of their career insertion, as well as understanding the conflicts and difficulties at this process. In a specific way, the research aimed to find out which are the dilemmas and the difficulties founded by teachers in the beginning of their career; to identify the formative activities that Public School System and schools provide to them and which one contribute to the construction of their identity; to investigate the moments that occurs the exchange of knowledge between the peers; to analyze the perception that this teachers have about their own formation at the professional context; to show the distance between beginning formation and practice and how this impact when they are inserted at the school environment.The methodology used was qualitative descriptive and interpretative, having as technical procedure a bibliographical research. The searches were done in digital databases such as Capes, SciELO e BDTD. For data collection it was used a questionnaire and a semistructured interview, applied to eight (8) beginner teachers of Rancharia – SP. For the data analysis, four categories were established according to Bardin (2009): The choice of teaching; Teacher’s insertion and the reality shock; Construction of professionalism and teaching identity and Future projections. As a result of the research, it was pointed that teachers who chose teaching career do that because they believe that there is a big professional field in the area; they also realize that the initial training was not enough to overcome with the problems that they deal with the profession, contextualizing such perceptions through "clash of reality”; they look for a recognition for their skills, constructing by this way , their daily identity as workers through action/reflection/action of their own pedagogical practice and continuous formation to keep into their profession. Therefore, we concluded that this study can create discussions and reflections about policies to support beginner teachers and process of teacher’s formation. / Esta pesquisa vinculou-se à linha de pesquisa intitulada "Formação e Prática Pedagógica do Profissional Docente", do Programa de Pós-Graduação em Educação da Universidade do Oeste Paulista, que teve como temática a problematização da trajetória docente e as dificuldades em sua inserção profissional. O objetivo foi identificar e analisar a construção da identidade docente, a partir do olhar do professor iniciante no momento de sua inserção na carreira, bem como compreender os conflitos e dificuldades neste processo. Buscou-se verificar os dilemas e dificuldades encontrados no seu início de carreira; identificar atividades formativas que a Rede Pública de Ensino e a escola oferecem a estes professores e que colaboram para a construção de sua identidade; investigar os momentos em que ocorre a troca de saberes entre os pares; averiguar a percepção que os professores iniciantes têm a respeito de sua própria formação no contexto profissional; explicitar o distanciamento que há entre a formação inicial e a prática docente e a implicação no momento de sua inserção no ambiente escolar. A metodologia teve uma abordagem qualitativa, de caráter descritivo-interpretativo. Como procedimento realizou-se uma pesquisa bibliográfica com buscas nas bases de dados digitais como Capes, SciELO e BDTD, e para a coleta de dados, utilizou-se questionário e entrevista semiestruturada, aplicada a oito docentes iniciantes da Rede Municipal de Rancharia/SP. Para as análises foram construídas quatro categorias segundo Bardin (2009), a saber: A escolha da docência; Inserção docente e o choque da realidade; Construção da profissionalidade e Identidade docente e Projeções futuras na docência. Os resultados da pesquisa indicaram que os professores ingressantes na carreira docente o fazem porque acreditam que há um maior campo de atuação profissional na área; percebem que a formação inicial não foi suficiente para suprir os problemas com os quais se deparam na profissão, contextualizando tais percepções por meio do “choque com a realidade”; desejam ver o resultado dos seus trabalhos reconhecidos por suas competências, construindo, desse modo, a identidade profissional diária, a partir da ação/reflexão/ação da sua própria prática pedagógica e a busca de formação continuada para prosseguir na profissão docente. Concluímos que esse estudo poderá suscitar discussões e reflexões sobre políticas de apoio ao professor iniciante e processos de formação de professores

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