FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico / Esta pesquisa teve por intenÃÃo investigar se os professores de ciÃncias do ensino fundamental conhecem e utilizam na sua aÃÃo docente, as diretrizes, orientaÃÃes e objetivos dos PCN para o ensino de ciÃncias naturais. O estudo, utilizando a abordagem qualitativa à descritivo na anÃlise dos dados. Como metodologia escolheu-se o estudo de caso e, os instrumentos de coleta dos dados foram anÃlise documental, observaÃÃo, entrevistas e relatos dos alunos. Inicialmente foram testadas as possibilidades da pesquisa com uma revisÃo de literatura, reunindo autores para a fundamentaÃÃo teÃrica do estudo. Em seguida foi feita uma visita exploratÃria, com a finalidade de escolher as escolas e os sujeitos participantes da pesquisa, selecionados de acordo com alguns critÃrios, tais como localizaÃÃo das escolas, receptividade dos diretores e professores, a formaÃÃo inicial e o tempo de serviÃo dos docentes. Duas escolas, dois professores e seus alunos se enquadraram nos critÃrios estabelecidos, tendo, portanto, sido escolhidos. Com a inserÃÃo no campo, as escolas, os professores e os alunos foram caracterizados com a finalidade de identificar o ambiente e os sujeitos da pesquisa. No primeiro momento do estudo, com a incursÃo à literatura, abordou-se os reflexos do contexto econÃmico, polÃtico e social no desenvolvimento dos currÃculos para o ensino de ciÃncias, analisando as mudanÃas ocorridas no cenÃrio educacional brasileiro, em especial no campo das ciÃncias, destacando as implicaÃÃes para o ensino e aprendizagem a partir de uma reflexÃo epistemolÃgica. No segundo momento, foram estudadas as orientaÃÃes curriculares para o ensino e aprendizagem das ciÃncias prescritas na Lei 9.394/96 e nos PCN de ciÃncias naturais, abordando a importÃncia do uso dos conteÃdos procedimentais e atitudinais no desenvolvimento das aulas, para em seguida analisar as perspectivas atuais para o ensino das disciplinas cientÃficas. Por Ãltimo foi feita a anÃlise do ensino de ciÃncias a partir da aÃÃo docente dos sujeitos da pesquisa, com a finalidade de perceber indÃcios da utilizaÃÃo dos PCN no cotidiano das aulas. Pode-se considerar que os professores de ciÃncias em seu discurso, dÃo indÃcios de conhecerem as orientaÃÃes e objetivos prescritos pelos PCN. No entanto, em sua aÃÃo docente, percebe-se que tais orientaÃÃes se apresentam de modo muito tÃnue, ficando evidente que, a perspectiva de um ensino e aprendizagem embasados nos pressupostos de construÃÃo do conhecimento cientÃfico, proclamada em tais orientaÃÃes curriculares, nÃo à empregada de forma consistente, fato explicitado, tambÃm, pelos alunos em seus relatos sobre as aulas de ciÃncias. Pode-se intuir, portanto, que, apesar dos esforÃos envidados na elaboraÃÃo de parÃmetros e diretrizes curriculares para o ensino de ciÃncias, como sugestÃes de melhoria da qualidade do ensino das disciplinas cientÃficas no paÃs, existe um hiato entre o prescrito e o vivido no cotidiano das aulas. / This research was intended to investigate if the Science teachers of elementary school know and use in their teaching activities, the directives, guidelines and objectives of the âPCNâ for the teaching of Natural Sciences. The study, using a qualitative approach is descriptive in the data analysis. The Methodology was chosen as the case study and the instruments of data collection were document analysis, observation, interviews and reports from students. Initially the possibilities of research were tested with a literature review, gathering authors to the theoretical study. Following an exploratory visit was made in order to choose schools and subjects in the research, selected according to some criteria such as location of schools, school principals and teachers of receptivity, initial training and service time of the teachers. Two schools, two teachers and their students met the criteria established, and therefore has been chosen. With the insertion field, schools, teachers and students were characterized in order to identify the environment and the research subjects. At first the study, with the incursion of literature, we dealt with the repercussions of the economic, political and social development of curriculum for teaching Science, analyzing the changes in the Brazilian educational scenario, especially in the sciences, highlighting the implications for teaching and learning from an epistemological reflection. In the second moment, the curriculum was studied guidelines for the teaching and learning of science prescribed in Law 9.394/96 and âPCNâ Natural Sciences, discussing the importance of using content procedural and attitudinal development classes, then to analyze current perspectives to the teaching of science subjects. Lastly was the analysis of science teaching from the teacher action research subjects, in order to perceive evidences of the use of âPCNâ in the daily lessons. One can consider that the science teachers in his speech give evidence of knowing the guidelines and objectives prescribed by the âPCNâ. However, in his teaching activities, it is perceived that such guidelines are presented in a very thin, making it clear that the prospect of a teaching and learning grounded in assumptions of construction of scientific knowledge, proclaimed in such curriculum guidelines, is not employed consistently, a fact explained also by students in their accounts of the Science classes. One can perceive, therefore, that despite the efforts made in developing curriculum guidelines and parameters for Science teaching, as suggestions for improving the quality of teaching of Science subjects in the country, there is a gap between the prescribed and lived in daily life classes.

Orientador: Maria Helena Salgado Bagnato / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-15T20:23:56Z (GMT). No. of bitstreams: 1 Lacaz_CristianePessoadaCunha_D.pdf: 4672909 bytes, checksum: beb019961d721568531cb81455287f8b (MD5) Previous issue date: 2010 / Resumo: Esta tese resulta de reflexões e questionamentos sobre a forma pela qual o corpo é entendido e representado nos Parâmetros Curriculares Nacionais - PCN - para o Ensino Fundamental, à luz, principalmente, de referenciais foucaultianos. Como profissional das áreas de Saúde e de Educação, procurei desenvolver este estudo motivada por reflexões a respeito de como penso o conceito de corpo e de que maneiras gostaria de vê-lo ressignificado na escola. Por intermédio dos indícios que a leitura dos PCN fornece, busquei tornar visível o invisível contido nas recomendações sobre o corpo. As análises dos PCN revelaram diferenças significativas entre as orientações sobre o corpo, nas disciplinas pesquisadas. As verdades sobre o corpo foram construídas por um discurso produzido na confluência entre diversas vertentes pedagógicas e exercem efeitos de poder e saber sobre cada um de nós: alunos, professores, pais, familiares e profissionais de diversas áreas. Conhecer com mais profundidade os escritos de Foucault sobre corpo, poder, saber, disciplina e sujeito, apontou-me possibilidades outras, de resistências, de lutas, de reflexões, frente ao que está posto. Permitiu-me também considerar outros modos de pensar e fazer a educação do corpo e no corpo. No híbrido em que se constituem os PCN, o corpo chega a ser uma questão de opção entre as diversas possibilidades apresentadas aos alunos e, em muitos dos conteúdos, precisa ser mais bem problematizado e reconstruído, indo muito além da materialidade biológica, que prevalece como base no documento oficial. / Abstract: This thesis is the result of observations and questions about the way the body is perceived and represented in the National Curriculum Parameters - NCP - for the Fundamental Education in the light of Foucault's references, especially the concepts of body, power, knowledge, discipline and subject. As a professional in the areas of health and education, I sought to develop this study motivated by thoughts about how I think the concept of body and in what ways I would like to see it reframed in school. Through the evidence that the reading of the NCP provides, sought to make visible the invisible recommendations contained in the body. Analysis of NPC revealed significant differences between the guidelines about the body, in the studied fields. The truth about the body were built by a speech made at the confluence of several pedagogical purposes and exerts power and knowledge effects about each one of us: students, teachers, parents, families and professionals from different areas. Knowing more deeply the writings of Foucault on body, power, knowledge, discipline and subject, pointed me other possibilities of resistance, struggles, reflections, against what already exists. It enabled me to also consider other ways of thinking and make the education of the body and in the body. Taking into account the hybrid way of NPC, the body gets to be a matter of choice between the various scenarios presented to students and, in a lot of the contents, needs to be further debated and reconstructed, going far beyond the biological materiality, which prevails as base on the official document. / Doutorado / Ensino, Avaliação e Formação de Professores / Doutor em Educação

Orientador: Silvio Donizetti de Oliveira Gallo / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-10T20:10:27Z (GMT). No. of bitstreams: 1 Correia_WilsonFrancisco_D.pdf: 1315312 bytes, checksum: 1f3d61cfabf716c20060648e9762f904 (MD5) Previous issue date: 2008 / Resumo: A presente pesquisa, inspirada no conceito de modo de endereçamento, analisa o currículo da ética como Tema Transversal dos Parâmetros Curriculares Nacionais e busca respostas para as perguntas: o que esse currículo ¿pensa¿ que é? Quem ele ¿pensa¿ que seu alvo é? Esse currículo é uma inovação curricular? O percurso metodológico da pesquisa teórico-qualitativa circunscreve o objeto desta investigação ao âmbito das políticas curriculares públicas e o aborda mediante o emprego da análise de conteúdo. Com base nos resultados conceituais colhidos neste estudo, parece plausível o entendimento de que o alvo do currículo da ética dos PCN é o estudante de quem espera que seja cidadão, trabalhador e consumidor moralizado, disciplinado, controlado e útil à e na sociedade administrada e de mercado. Dessa maneira, torna-se prudente não caracterizar esse currículo como uma inovação curricular, uma vez que se fundamenta em pressupostos escolanovistas e tecnicistas das Pedagogias Liberais, surgidas no início e ao longo do século XX com o matiz justificador do ethos autoritário, excludente, injusto e desigual do sistema capitalista. Essa compreensão se torna tão plausível quanto a tese de que o sentido de um currículo depende de sua articulação com as dimensões macro, meso e micro da realidade vivida e com os aspectos econômicos, culturais, políticos e ideológicos do modelo societário em que se insere, uma vez que o currículo é um campo de relações de poder, as quais determinam o índice de acertos, ou erros, nos quais uma mensagem curricular pode incorrer. O que é feito com um currículo se torna mais significativo para a educação escolar do que aquilo que ele ¿pensa¿ ser e do que aquilo que ele ¿pensa¿ que seus destinatários são. Interessa, então, o modo como estudante e professor lidam com seus mecanismos de controle e disciplinamento curriculares, objetivando viabilizarem estilos existenciais que vão ao encontro de mais justiça sistêmica, mais liberdade fática e mais democracia real / Abstract: This research, inspired by the concept of how to address, analyzes the curriculum of ethics as a Transversal Subject of the Parâmetros Curriculares Nacionais ¿ PCN (National Curricular Parameters) and seeks answers to the following questions: what the curriculum "thinks" it is? Who it "believes" that its target is? This curriculum is a curricular innovation? The methodological route of that theoreticalqualitative research limited its object within the framework of public policies of curriculum focusing on the analysis of its content. Based on the results collected in this conceptual study, it seems plausible to understand that the target of the curriculum of ethics of PCN is the student who is expected to become a citizen, na employee and a moralized consumer, disciplined, controlled and useful to the administered society and market. Thus, it is prudent not to characterize this as a curricular innovation, since it is based on assumptions of Liberal Pedagogies with characteristics of the New School Pedagogy and of Technicism, which emerged at the beginning and throughout the twentieth century with the hue that justifies the authoritative ethos of the exclusionary, unfair and uneven capitalist system. This understanding is as likely as the thesis that the purpose of a curriculum depends on its connection with the macro, meso and micro dimensions of the reality experienced in economic, cultural, political and ideological aspects of the model of society of which it is part. Once the curriculum is a field of power relations, which determines the rate of successes, or mistakes, in which a curricular message may incur. What is done with a curriculum becomes more significant for the school than what it "thinks" being in what it "thinks" that the recipients are. What matters, then, is how students and teachers deal with its mechanisms of control and curricular disciplinarian, aiming to make possible existential styles of more systemic justice, more freedom and more real democracy / Doutorado / Historia, Filosofia e Educação / Doutor em Educação

Life Orientation is a new learning area in the National Curriculum Statement. The Learning area promises to improve the quality of education for all the South Africans. This study was founded upon the Structural Curriculum Theory to investigate how secondary school teachers understand, response to and implement Life Orientation. Life Orientation is a core subject area according to the Department of Education. A total number of thirty six Life Orientation teachers form five secondary schools in different circuits in Gert Sibande Region in Mpumalamga Province participated in the study. Data was collected through the focus group, individual interviews and qualitatively analysed. The results revealed that teachers are frustrated, lack knowledge, understanding, has negative response and are ignorant in implementing the subject area in schools. Teachers lack sufficient support, not suffiently qualified, disregard the importance of the subject area, low status of the subject area, limited time allocation for the learning area. In the light of the results, recommendations are made with regard to the study on training monitoring and support of teachers. The Department of Education should increase school-based support visits and monitoring by district officials. These visits should be more intense and should include practical demonstrations of curriculum implementation. District officials must monitor progress by following-up previous visits. Heads of Department should exercise control and provide guidance with regard to curriculum implementation. Learning area teachers and the Heads of Department should be empowered by the Department of Education through scheduled workshops. Specific emphasis should be given to the interpretation and practical implementation of the learning area policy components. Heads of Department should deliberately create opportunities for Life Orientation staff to collaborate to exchange creative ideas and information that will improve teachers’ understanding and interpretation of the curriculum. Schools should acknowledge the status and importance of the learning area. Life Orientation should not be disregarded and deliberately allocated to ineffective teachers or to fill up gaps in the timetable of teachers. Teaching Life Orientation should not be imposed on teachers. Higher Education Institutions should have programmes that will prepare teachers as specialists in Life Orientation as a learning area. The Department of Education and Higher Education Institutions should actively recruit students to become specialists in Life Orientation as a learning area for better implementation of Life Orientation in South African schools. / Thesis (PhD)--University of Pretoria, 2011. / Early Childhood Education / unrestricted

This study focuses on the extent to which the National Curriculum Statement (NCS) Professional Development (PD) orientation programme for Intermediate Phase educators achieved its intended outcomes. The study was conducted with 17 Intermediate Phase educators who attended the NCS PD orientation programme, which was presented by the Department of Education officials. This orientation programme was aimed at ensuring that Intermediate Phase educators are equipped with the necessary knowledge, skills and attitudes to implement the NCS effectively. The participants in this study are all Intermediate Phase educators in Mpumalanga Province, Nkangala Region. The researcher used both quantitative and qualitative methods in gathering data. Questionnaires, interviews and documentary analysis were used as data streams. The study revealed that the NCS PD orientation programme achieved its intended outcomes but the majority of teachers are still struggling to implement the NCS in line with the requirements of the NCS policy. The research also revealed that the support these educators obtain from the district subject advisors result in these educators developing a dependency syndrome and therefore compromising their professional roles as designers of learning programmes and constructors of knowledge (constructivist approach to teaching and learning). Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Curriculum Studies / unrestricted

The learning difficulties prevalent among mathematics students are widely documented. This case study explores the difficulties experienced by National Certificate (Vocational) Level 2 mathematics students at a Technical and Vocational Education and Training (TVET) College in Gauteng in the learning of functions. The primary research question was: What conceptual and procedural knowledge difficulties do NC(V) L2 students experience when learning the concept of functions in mathematics? Qualitative data was generated from the students (n=17) through lesson observations, test responses and interviews. The convenient sample of students all belonged to one L2 mathematics class. The findings revealed that the students experience conceptual knowledge difficulties in terms of defining a function, identifying functions, translating between representations of functions, and interpreting the behaviour of a function. The findings also revealed procedural knowledge difficulties prevalent among the students. The errors that students committed in this regard included factorisation errors, structural errors, misapplication and modification of the rules. In general, the findings indicated that the students in this sample lack procedural knowledge and conceptual understanding of functions. The lesson observations revealed a prevalence of several misconceptions regarding functions among the students which were seemingly not recognised nor remedied by the teacher. The teacher’s instructional practices thus appeared to be among the possible sources of the difficulties that the students experience in the learning of functions. This finding was also confirmed by the students during the interviews. Shaky foundations from previous grades were also a factor. / Dissertation (MEd)--University of Pretoria, 2020. / Science, Mathematics and Technology Education / MEd / Unrestricted

Syftet med denna studie är att undersöka hur den fria leken på svenska förskolor är begränsad för att gå i linje med förskolans uppdrag som det är presenterat i läroplanen. För att uppnå detta har vi intervjuat sju förskollärare på två svenska förskolor angående deras syn på den fria leken och hur den är begränsad. Det insamlade materialet är sedan analyserat med hjälp av Michel Foucaults teorier samt Jennifer M. Gores mikro-praktiker om makt för att synliggöra hur den fria leken är begränsad och varför. De tre centrala teman som presenteras i läroplanen är: säkerhet och välmående; grundläggande och demokratiska värderingar samt lärande, utveckling och livslångt lärande. En hierarki bland dessa teman blev uppenbar där säkerhet ses som viktigast följt av de grundläggande och demokratiska värdena och sist lärande, utveckling och livslångt lärande. Vi fann även att förskollärarna hellre reglerar leken så att den stämmer överens med läroplanen än att bryta den samt att läroplanens tolkningsbarhet leder till olika strategier bland förskollärarna för att uppnå deras önskade resultat.

In-service education and training (INSET) has become a key vehicle for the professional development of educators in the school context. However, its role and impact has yet to be fully comprehended. This study resulted from the realization that educators often attend short training courses without being tracked or monitored afterwards. Using an illuminative approach to evaluation, this study aimed to establish the impact of INSET on educators’ ability to effectively implement the Life Orientation (LO) curriculum, after attending national INSET in 2005. It was also important to gauge if educators had gained the knowledge and skills to deal with emergent issues not addressed during the training. The field of adult education offered a particular lens through which I aimed to look at both LO and INSET. The sample selected for this study consisted of three teachers teaching at co-educational government schools in Johannesburg, who attended the 2005 Gauteng provincial training in LO for grade 10. Data collection methods included questionnaires, naturalistic observations, semi-structured interviews and document analysis. The findings of this study suggest that the success of this INSET programme depends heavily on the individuals who attend them and their personal experiences and beliefs. The study concluded that for educators to implement LO effectively they would not only have to develop professionally but they should also be committed to lifelong learning.

Recently a new national curriculum was introduced in Swedish grade schools. This study set out with the purpose to investigate how teachers have interpreted and perceived the new policy documents during their first year in action. The theoretical framework consists of Aristotle's qualification of knowledge which divides knowledge into three forms: episteme (scientific knowledge), techne (practical knowledge, skills, and crafts) and phronesis (practical wisdom). Through the lens of Aristotle's three forms of knowledge, we analyze the results of our semi structured survey which consists of both closed, semi-open, and open questions. The data consists of eleven survey answers by history teachers across the country. The results illustrate that teachers have interpreted and perceived the new national curriculum differently, and have, therefore, drawn different conclusions based on their different circumstances. However, the teachers seem to share a mutual understanding that subject knowledge is more emphasized in the new national curriculum. Most of the teachers devote time to practical knowledge in their lesson plans, but argue that the development of practical wisdom, however, is rather a spontaneously occurring form of knowledge that is not or cannot be planned ahead as easily. Lastly, the results of this study indicate that training, collegial communication, and consultation can have an impact on the understanding of a curriculum.

This qualitative exploratory case study covers Lebanon’s conflicted history that has left its people with unfulfilling history education. The purpose was to explore potential stakeholders and possible factors to motivate participation in Lebanon’s process towards a formal history education. Previous research has shown a need to combine stakeholders with a top-down approach to resolve conflicts over history education in post-conflict societies such as Lebanon. The study was conducted through a sample of digital articles representing people from Lebanon. The sample was analysed with a Qualitative content analysis. The findings showed that sceptical individuals have the potential to act by both enabling and challenging historical narratives in the social space they have access to. Stakeholders such as teachers and historians are today already organised to move history forward within education. Potential factors that could motivate Lebanese to participate in the process were cognitive- and financial rewards that today are left out. These findings showed an optimistic outlook on the long struggle over history education in Lebanon and could work as a recommendation for further research.