Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-03-23T19:24:21Z No. of bitstreams: 1 2017 - Caio Teixeira Brand?o.pdf: 1105126 bytes, checksum: a836adacfc949c0875098a4b4e6bf11a (MD5) / Made available in DSpace on 2018-03-23T19:24:21Z (GMT). No. of bitstreams: 1 2017 - Caio Teixeira Brand?o.pdf: 1105126 bytes, checksum: a836adacfc949c0875098a4b4e6bf11a (MD5) Previous issue date: 2016-12-15 / This paper presents a masters research accomplished with the students of the Federal Institute of Amapa, on the assumptions of the Theory of the Social Representations and the Estructural Theory of the Social Representation. The research had the goal to investigate the social representations of Technical Education and Professional Training for the participants of the Formation Program. The Social Representations Theory, created by Moscovici in 1961, aims to explain the social representation phenomenon, the common sense knowledge, socially developed and shared, with the goal to make the objects of the reality familiar to a group of individuals. The Structural Approach assumes that a representation possesses a double structure, split in central core and peripheral system, and assigns to each one specific characteristics in the representational sytem operation. The Free Evocaction, a free association technique developed by Pierre Verg?s, was used to identify the semantic universe of the related words (technical education and professional training) in a group of 75 participants, besides, a socioeconomic questionnaire was used to identify the profile of the program?s students. With the aid of the software Evoc 2000?, used to analyze the results of free evocation, the main words associated to the researched words were identified, according to the frequence and order of evocation standards, which were used to elaborate a chart with the possible distribution of the evoked words, according to their centrality. The results show a possible relation between technical education and professional training, observed by the presence of similarities in the words and the answers given by the participants explaining the reasons they choose those words. To technical education were associated words that imply that education is something that belongs outside the individuals, while to professional training were associated words that imply that is something within the individual or a personal quality. The semantic universe of both words, implies a professional education view that is restricted to the labor market, to prepare the students to work in a certain job, bound to the existence of propitious circunstances. Given the limits of the method that was used, the results were not conclusive, but we hope they can contribute to the development of projects and actions that aim to ensure the permanence of the students in the Federal Institute Amapa. / O presente trabalho se refere a uma pesquisa de mestrado realizada com os alunos do Instituto Federal do Amap?, nos pressupostos da Teoria das Representa??es Sociais e da Teoria do N?cleo Central da Representa??o Social. A pesquisa teve por objetivo investigar as representa??es sociais do Ensino T?cnico e da Capacita??o Profissional para os participantes do Programa Bolsa Forma??o. A Teoria das Representa??es Sociais, criada por Moscovici em 1961, busca explicar o fen?meno das representa??es sociais, o conhecimento do senso comum, socialmente elaborado e partilhado, com o objetivo de familiarizar os indiv?duos de um grupo com os objetos da realidade. A abordagem do N?cleo Central pressup?e que a representa??o possui uma estrutura dupla, dividida em n?cleo central e sistema perif?rico, e atribui a cada uma caracter?sticas espec?ficas no funcionamento do sistema representacional. Foi utilizada a Evoca??o Livre, uma t?cnica de associa??o livre criada por Pierre Verg?s, para identificar o universo sem?ntico dos termos pesquisados num grupo de 75 participantes, al?m de um question?rio socioecon?mico, no intuito de identificar o perfil dos participantes do programa. Por interm?dio do Evoc 2000@, um software utilizado para an?lise dos resultados da evoca??o livre, foram identificadas as principais associa??es aos termos pesquisados, seguindo o crit?rio de frequ?ncia e ordem de evoca??o, a partir das quais foi elaborado um quadro com a poss?vel distribui??o das evoca??es, de acordo com a sua centralidade. Os resultados apontaram uma poss?vel rela??o entre ?ensino t?cnico? e ?capacita??o profissional? observada na presen?a de semelhan?as nas evoca??es e nas justificativas dos participantes para a escolha daquelas consideradas mais importantes. Ao ?ensino t?cnico? foram associados termos que denotam aspectos externos aos indiv?duos, enquanto ? capacita??o profissional foram associados atributos individuais ou caracter?sticas pessoais. O universo sem?ntico de ambos os termos, evidencia uma vis?o de forma??o profissional restrita ? prepara??o do indiv?duo para o exerc?cio de uma profiss?o e o ingresso no mercado de trabalho, sujeito ? exist?ncia de circunst?ncias favor?veis. Devido aos limites da metodologia utilizada, os resultados da pesquisa n?o possuem car?ter conclusivo, mas espera-se que eles possam contribuir para a elabora??o de projetos e a??es que visem garantir a perman?ncia dos alunos no Instituto Federal do Amap?.

Orientador: Solange Vera Nunes de Lima D Agua / Resumo: O presente trabalho é resultado de uma pesquisa de Mestrado, cujo objeto de estudo é o Ensino Médio integrado à educação técnico profissionalizante, proporcionado aos alunos da rede pública estadual paulista, entre os anos de 2012 e 2017, por meio do acordo de cooperação técnico educativa entre a Secretaria de Estado da Educação de São Paulo (SEE-SP) e o Instituto Federal de Educação, Ciência e Tecnologia do Estado de São Paulo (IFSP), no âmbito do Programa Rede de Ensino Médio Técnico (REDE). Esse programa foi instituído no Estado de São Paulo pelo Decreto Estadual nº 57.121, de 12 de julho de 2011, e tinha como meta expandir as matrículas no Ensino Médio articulado à educação profissional técnica, nas modalidades integrada e concomitante. Desse modo, de forma geral, buscou-se compreender o Ensino Médio integrado para a educação dos jovens de 15 a 17 anos, oferecido pela parceria SEE-IFSP, tendo em vista a historicidade dessa etapa da escolaridade, bem como da educação profissionalizante de nível técnico no país. Para tanto, foram estabelecidos objetivos específicos, quais sejam, i) analisar a trajetória do Ensino Médio no Brasil; ii) compreender como o Ensino Médio profissionalizante se desenvolveu historicamente no país; iii) compreender a implementação e execução do Programa Rede no acordo de cooperação entre a SEE e o IFSP para a oferta do Ensino Médio integrado no Estado de São Paulo e iv) empreender uma análise da parceria efetivada entre uma escola estadual paulista e... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present work is the result of a Master's research, whose object of study is the High School integrated to the professionalizing technical education, provided to the students of São Paulo state public school, from the years 2012 to 2017, through the technical educational cooperation agreement between São Paulo State Secretariat of Education (SEE-SP) and the Federal Institute of Education, Science and Technology of São Paulo State (IFSP), under the Technical High School Network (REDE) Program. This program was instituted in the State of São Paulo by State Decree nº. 57.121, of July 12, 2011, and aimed to expand enrollment in high school articulated to technical professional education, in integrated and concomitant modality. Thus, in general, we sought to understand the integrated high school for the education of young people from 15 to 17 years old, offered by the SEE-IFSP partnership, in view of the historicity of this stage of schooling, as well as technical level professional education in the country. To this end, specific objectives were established, namely: i) to analyze the trajectory of high school in Brazil; ii) understand how professional high school has historically developed in the country; iii)understand the implementation and execution of the Rede Program in the cooperation agreement between SEE and IFSP for the provision of integrated high school in the State of São Paulo; and iv) undertake an analysis of the partnership between a state school in São Paulo and... (Complete abstract click electronic access below) / Mestre

At a private for-profit hospitality college in Philadelphia, there are rising percentages of students not persisting to the sophomore year. The study was grounded by the theoretical framework of Tinto's model of student retention. The purpose of this causal comparative study was to examine the relationship between student persistence and the academic variables of major, vocational technical preparation, and provisional acceptance. The relationship was analyzed using a chi-square test of independence. The data collected for the study came from archival data based upon the sample of 162 full-time students enrolled during the August 2014 class start in the majors of Culinary Arts, Pastry Arts, Restaurant Management, and Hotel Management. The results displayed that persistence is dependent on the student major of choice and students who had vocational technical preparation. However, the results displayed that persistence was most likely independent of students who were provisionally accepted, suggesting that provisional acceptance had no influence on whether students persisted from freshmen to sophomore year or not. The implications for positive social change on the local level include providing research-based findings on variables associated with first-year student persistence to inform targeted student support services and ultimately improve student persistence at the institution studied. A professional development workshop has been created to educate faculty and staff at the college about the results of the study. The implications for positive social change outside of the institution include a higher number of students who are qualified to obtain jobs and positively help their communities grow and develop.

Recent college graduates are clearly facing significant labor market challenges and statistics show that college graduates will more likely find themselves unemployed or underemployed rather than gainfully employed in the current job market. The purpose of this study was to examine the career identity development of non-public high school seniors taking a career preparation program involving internships within all career pathways, not just those requiring a bachelor’s degree or higher. Individual interviews were conducted with ten students, the program director, and four site coordinators to gain the insight from their experiences with the career development course. Results from this study indicated that students experienced a high level of student engagement in the program, exposure to real-world experience in careers, and meaningful relationships with adults who participated in the program. Findings in this study also indicated how self-awareness and self-confidence gained from participating in the program lead to the development of a positive career identity. This study can be used to inform schools and school districts of the value of internships on the development of career identity.

Postconflict governments and counterparts have collaborated to provide skills training to communities as a critical postconflict development strategy. In these undertakings, the role of community members remains largely undefined. The purpose of this qualitative descriptive case study was to understand the perceptions held by rural community members regarding the role they played in influencing government's policy priority for technical and vocational education and training (TVET) as a local human development strategy in postconflict Liberia. The conceptual framework was based on human capital theory and concepts of motivation and achievement. Fourteen participants were purposefully selected for the study. Data were collected from interviews, focus group discussion, and documents and analyzed using constant comparison. Results indicated that increasing human capital, restoring self-esteem, encouraging civic participation, and building peace were among the community members' motivations for establishing a skills training institution. Leadership, advocacy, and ownership were major roles community stakeholders played in establishing their local skill training institution; voluntarism and collaboration were found to be strategies for support to the local TVET initiatives. Findings have positive social change implications for facilitating community-initiated TVET programs for youth employment as well as informing TVET policies in countries transitioning from conflict to development.

Thesis (M.Ed.)--University of Hong Kong, 1986. / Includes bibliographical references (leaf 33-36). Also available in print.

This dissertation is a contribution to understanding the relationship between schooling and gender inequality. The study explores how gender as a social relation is organized and embedded in the daily experiences of classroom life and in the discourses of people who dwell there. The study deals with how classroom encounters contribute to the reproduction or transformation of gender categories and how students' and teachers' discursive practices build and support patriarchal structures. The study is grounded in critical education theory, feminist theory, and ethnographic research. The specific site for the study is the knowledge area described as the Practical Arts, namely home economics and technical studies. The research is limited to a single Grade 8, coeducational, home economics and technical studies program in an inner-city, multi-ethnic, secondary school in western Canada. Evidence is based on participant observation of classrooms, for one school year, with one group of students as they proceed through a combined home economics and technical studies program. Evidence is also obtained through interviews with students and teachers. The study illustrates how classroom practices support the patriarchal structures of division of labour, violence against women, and sexuality. The study shows how the students' and teachers' discursive practices produce girls and women, and less powerful boys, in subordinate positions and as objects of regulation. As well, students' previous experiences in domestic and technical work, and classroom discourse, produce and support the division of labour. The study shows how the conditions of teachers' work, their authoritarian, product oriented approach, and their powerful, institutional discourses grounded in biological and psychological development and equality of educational opportunity, prevent them from challenging patriarchal structures. Although the study shows how students and teachers are actively engaged in the production rather than the transformation of traditional gender relations, it also shows how patriarchy is incomplete: there were divisions within gender categories and there were many contradictions. The study shows how power relations are not static - they are constantly in process of negotiation, thereby opening possibilities for social change.

Today there is an increased demand for secondary agriculture education programs to prepare students to be college and career ready through a program of study. The purpose of this study was to identify risk and protective factors of preparatory and non-preparatory students within an agriculture education program at Anderson County High School in Lawrenceburg, Kentucky. The results of this study did not determine that there was a difference in risk and protective factors between preparatory and non-preparatory students within agriculture education courses. The study concluded that students among both categories were equally exposed to risks such as family conflict and peers that abused alcohol and/or drugs. The study also concluded that both preparatory and non-preparatory students could benefit from increased protective factors such as understanding the relevance of coursework within agriculture education courses, increased parent involvement in schoolwork, and having contact with peers who are involved in CTSO’s such as the FFA. It is recommended that agriculture education researchers at post-secondary institutions conduct further research on retention within career pathways from various theoretical frameworks.

A thesis presented for the Degree of Master of Arts, Department of History, The University of Adelaide. Bibliography: leaves 292-298.

Thesis (M. Ed.)--University of Hong Kong, 1986. / Includes bibliographical references (leaf 33-36).