Thesis The Philosophy of Education, Theory and Reality focuses on the brief historical development of educational ideals, the determination of the necessary virtues of the raised man, and the subsequent comparison of the established virtues with the current educational policy of the Czech Republic. After comparing with educational documents at national level, it has been found that some of the necessary virtues in these documents are not included.

Made available in DSpace on 2016-08-03T16:15:57Z (GMT). No. of bitstreams: 1 Eliana Mariano Rosa.pdf: 1382217 bytes, checksum: e1e9d7362daee85618e45d981dd19ac0 (MD5) Previous issue date: 2007-12-06 / The main idea on this assignment is to discuss the background in the college and what means for teachers to deal with the upbringing human at the pedagogy course. The focus on this research is to show how are the ways that same of official goals in the college (which are confirmed in our current legislation), are really the reflection on teachers´thought. This bibliography search was done to get an ideal system in the upbringing human, which were influenced on this story of college and University world. To get that information it was developed interviews according to script. After getting that information it was done an individual qualitative analyze to each interview standing out the relevant matters. It was done a general analyze among convergent opinions, although the speeches had been showed different by themselves, we have identified trends towards the thought about the themes. The authors presented in this research show that the college struturation has the achievement to prepare people for the job market, joining up the authors´ opinions and the teachers´ opinions, made us to get understanding that the upbringing human in the college is an ideology. The upbringing human exists in the official speeches and in the legal documents, which works in theory but in practice that system does not work. The opinions´ diversity investigated makes us to believe that the legal recourses referred to college set up an ideological flexible superstructure, which may be absorbed in different ways in the college system s agent and not always operated at the actual structures for that system.(AU) / A finalidade deste trabalho é discutir formação no ensino superior e o que significa formação humana para professores do curso de pedagogia. Considerando a complexidade do tema, a intenção desta pesquisa é apontar os modos pelos quais certas metas oficiais do ensino superior, consagradas na legislação vigente, repercutem na consciência dos professores. Realizou-se uma pesquisa bibliográfica com o objetivo de apurar como o ideal da formação humana se inscreveu historicamente no mundo universitário e no sistema de ensino superior. Posteriormente foi desenvolvida uma pesquisa empírica. Para a coleta de dados, foram realizadas entrevistas seguindo um roteiro. Após a coleta dos dados, foi feita uma análise qualitativa individual de cada entrevista destacando pontos relevantes. Foi realizada uma análise geral com a junção de opiniões convergentes, pois embora os discursos tenham se mostrado diferentes, identificamos tendências de pensamento sobre os temas. Referindo-nos às opiniões dos autores apresentados que sinalizam para uma estruturação do ensino superior voltada a formar pessoas capazes de atender ao mercado de trabalho, e às opiniões dos professores entrevistados nesta pesquisa, podemos entender que a formação humana no ensino superior é uma ideologia. Ela existe no discurso oficial e na documentação legal, mas na prática não se concretiza. A diversidade das opiniões apuradas evidencia que os dispositivos legais referentes ao ensino superior criaram uma superestrutura ideológica flexível cujas fórmulas são suscetíveis de serem apreendidas de modo diferenciado nos agentes do sistema do ensino superior e são pouco operacionalizadas nas atuais estruturas deste sistema.(AU)

At present media often deal with the topic of children growing up in institutions. The society's effort is that children grow up in functional families. Also, based on the UNICEF?s criticism a reform has been created. The Czech Republic has been making an effort for a long time already to decrease the number of children not growing up in natural family environment. A few measures had been proposed and some of them implemented but they have been ineffective in achieving their desired outcomes. The transformation of the alternative upbringing system should be made on a complex basis. However, concerns and disagreements arise over the proposed solution. Advantages and disadvantages are published in various coverages, discussions, as well as in professional literature. The thesis title: The attitude of social and welfare workers towards closing baby and children's homes. The thesis is divided into two parts. The theoretical part deals with the topics of today's family, institutional upbringing, alternative family-based care, and particular steps in the effort to reduce the number of children growing up in institutions. The practical part aims at mapping the attitudes of social workers at baby and children's homes concerning the closing these institutions. A partial objective was to investigate whether the age and practical experience influence the attitudes of social workers of baby and children's homes. Another partial objective was to compare attitudes of social workers of baby and children's homes among different regions of the Czech Republic. I set out two hypotheses. Hypothesis 1: "Social workers have negative attitudes towards closing baby and children's homes." Hypothesis 2: "Social workers' opinions of closing baby and children?s homes do not show any differences among regions of the Czech Republic." Empiric data were collected using a quantitative research, interviewing, and questionnaire technique. The research sample was composed of social workers of selected childcare institutions. The number of questionnaires sent to healthcare institutions (baby homes, baby homes at children's homes, children's homes for 1 - 3 aged and child centres) was 34. Other respondents from children's homes were addressed; in total 148 in the Czech Republic. Thus the research sample was composed of 182 respondents. Every institution was contacted twice as to increase the returnability. The population was represented by the same size as the selected sample, that means it is an exhaustive subpopulation. In total 80 questionnaires returned, i.e. the selected sample returnability (filled questionnaires) reached 44%. Obtained results were statistically processed using scaled classification of data in contexts with obtained nominal, ordinal, and cardinal variables. To analyse categorical data, the chi-square test of independence was used. The hypothesis 1 was statistically confirmed. The hypothesis 2 was not possible to adequately evaluate statistically due to the high number of categories (CR regions) into which the data were divided. Results were placed into nominal statistic tables. The descriptive statistics show that the negative attitudes of social workers prevail. Results of the thesis can be used to analyse opinions of social workers concerning the transformation of the system of care of at risk children. There are many studies relating to the underway transformation of the system of care for at risk children that should be elaborated before the reform is launched. In working out the thesis, I identified many topics that might originate writing further theses. They are e.g. opinions of social workers from the competent authority for social and legal protection of children, attitudes of children in institutional care, creation of an optimal model for at risk children, etc.

The diploma thesis deals with the teaching of human protection during emergencies at elementary schools, focusing on primary school pupils. In the theoretical part, the historical development of the protection of human beings during emergencies in the Czech Republic, the definition of the current legislative framework of this issue, the assessment of the current state of the teaching of human protection in emergency situations and the fulfilment of basic school programs for primary schools together with The Concept of Population Protection till 2020 with the outlook to 2030. The theoretical part follows the practical part, which evaluates the preparation of materials, teaching materials and its actual implementation on the Children's Day at Elementary School and Grammar school in Vodňany with a focus on human protection in during emergencies for pupils of the second degree, 6-9th year. The result of the practical part are the lessons learned from the realization of this event.

Made available in DSpace on 2014-12-17T14:36:40Z (GMT). No. of bitstreams: 1 MarianneCM_DISSERT.pdf: 1440114 bytes, checksum: 8fcb7513207d1d8d1624da2c973aa841 (MD5) Previous issue date: 2012-03-30 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / In current upbringing production, children are often conceived as rightful subjects, and concrete and singular people, marked by specificities that schools must respect, mainly their personal wholeness, their care and attention needs, as well as their abilities to learn and produce culture. In the educational practices frame, routine is considered to have a definitive roll in time, space and activities structuring, as with actions and relations of subjects involved. In that perspective, this research aims to analyze routines of zero to two years old children in the upbringing context, relating to their childish specificities. Anchored in the qualitative approach, a Case Study was developed, according the procedures of daily routine observation and semi-structured interviews with six nursery teachers of CMEI Centro Municipal de Educa??o Infantil, Natal-RN, the research field. The data analysis was based in Speech Analysis principles. The teachers utterances regarding routine and it s roll in the frame revealed significances related to control/regulation of actions theirs and students aiming to streamline tasks; learning relative to routine itself, time and school practices. Thus, prospects of discipline and exercise of power of teachers over students surges, reducing their possibilities to participate. These conceptions reflect the daily routine of the kids and their teachers. By analyzing the methods of routine operation in the time/space/activities frame of CMEI, it was possible to perceive its homogenization of actions and rhythms, not only of the group s children, but the whole institution, which creates, many times, a controlling character that contains/prevents children s initiative. However, it was also possible to observe that in routine recesses, when it s relaxed, and other spaces, times and actions are provided, kids have the opportunity to experience and create different ways of action and relation with time, materials, other kids and teachers, being, as such, respected their specificities. We highlight the importance of reflections regarding routine in upbringing context, as to comprehend it s functions and the need for it s construction to take a multiple character that respects the plurality of situations and singularities of children as persons / No contexto da produ??o atual sobre a educa??o infantil, as crian?as s?o concebidas como sujeitos de direitos e como pessoas concretas e singulares marcadas por especificidades que precisam ser respeitadas pelas institui??es educativas no sentido de respeitarem sua inteireza pessoal, suas necessidades de aten??o e cuidados, bem como suas capacidades de aprender e produzir cultura. Na organiza??o das pr?ticas educativas nas institui??es a rotina ? considerada como tendo um papel definidor na estrutura??o de tempos, espa?os e atividades, portanto das a??es e rela??es dos sujeitos envolvidos. Nessa perspectiva, esta pesquisa objetiva analisar a rotina de crian?as de zero a dois anos no contexto da educa??o infantil em rela??o ?s especificidades infantis. Ancorada nos princ?pios da abordagem qualitativa, desenvolveu-se como um Estudo de Caso mediante procedimentos de observa??o da rotina di?ria e entrevistas semiestruturadas com seis professoras que atuam junto ao grupo de ber??rio no campo da pesquisa: um Centro Municipal de Educa??o Infantil - CMEI, localizado em Natal, RN. A an?lise dos dados orientou-se por princ?pios da An?lise do Discurso. As enuncia??es das professoras acerca da rotina e de seu papel na organiza??o revelaram significa??es relativas a controle/regula??o das a??es delas e das crian?as visando a agiliza??o de tarefas; aprendizagens relativas ? pr?pria rotina, ao tempo, a pr?ticas escolares. Desse modo, articulam-se a perspectivas de disciplinamento e exerc?cio de poder de professoras sobre crian?as e redu??o de suas possibilidades de participa??o. Essas concep??es refletem na rotina vivida pelas crian?as e suas professoras. Mediante a an?lise dos modos como a rotina opera na organiza??o do tempo, do espa?o e das atividades do CEMEI foi poss?vel perceber que ela visa ? homogeneiza??o de a??es e ritmos, n?o s? das crian?as do grupo, mas de toda a institui??o, o que imprime, em muitos momentos, um car?ter de controle que cont?m/impede a iniciativa das crian?as. Mas, tamb?m foi poss?vel observar que, nos intervalos da rotina, quando ela ? flexibilizada, e outros espa?os, tempos e a??es s?o possibilitados, as crian?as t?m oportunidades de experimentar e produzir modos diferentes de a??o e rela??o com o espa?o, o tempo, os materiais, as outras crian?as e as professoras, sendo, portanto, respeitadas suas especificidades. Destacamos a import?ncia de reflex?es acerca da rotina no contexto da Educa??o Infantil no sentido de serem compreendidas suas fun??es e a necessidade de sua constru??o assumir um car?ter m?ltiplo que respeite a pluralidade de situa??es e as singularidades das crian?as como pessoas

Behaviour disorders are beside adequate behaviour in the certain age and in the certain social-cultural surrounding. An individual with behaviour disorders counteracts particular behaviour standards (moral or legal rules). Causes can be innate (hereditary), which are less serious, or as a result of upbringing (impact of people of the same age, family, gangs), when a young man in such a way emulates his or her surrounding. Behaviour disturbances can be generally characterized as a deviation in the area of socialization, when an individual is not able to respect the common standards of behaviour on the level corresponding his age.

My work deals with the alternative pedagogy and its principles, which can be used at the free-time pedagogy. The work intents on the montessori pedagogy and waldorf pedagogy, because these two pedagogy systems are the most common in Czech Republic. It introduces the founders of both systems and the origin of the systems together with the characteristics needed for the understanding of the theme. Main goals of my work are the basic principles of both trends and their usage for free-time pedagogy, especially for the upbringing outside education. It rises up the relation between the teacher and the learner, stressing out the respect for the child.

In this essay I explore complexity of democratic praxis in compulsory school and after school age-educare. I use reflective writing and set off from a personal story and dilemma with a purpose to gain greater understanding on:  - why I as a teacher seems exclude ore furthermore - perceived as racist -when I set out on praxis democracy and equality. I also aim for a greater understanding in how freedom and upbringing are to be connected in democratic praxis as it seems to be a paradox. The theorizing is based on Michel Foucault and postcolonial theory on power, freedom, racism, and subject positions.  The reflective writing combined with theorizing helps me to gain a greater understanding of the dilemma. I come to realize that I need to take personal responsibility on my actions and create ethical and moral principles against oppression. I also need to be responsive to make changes when needed. By being responsive I will be able to se my shortcomings and therefore make necessary changes when needed. By theorizing I realized that I had not completely knowledge about how to understand racism and therefore I made mistakes. / I denna essä använder jag mig av ett reflekterande skrivande och en tolkande hermeneutisk ansats för att försöka utveckla en förståelse av hur det kommer sig att jag i min praktik som fritidslärare utövar en exkluderande didaktik och ytterligare för att försöka förstå hur fostran och frihet kan tänkas höra samman. Jag utgår från ett dilemma som visar på komplexiteten i att fostra i demokratiska värderingar eftersom det kan upplevas som motsägelsefullt i att fostra i en värdering i relation till en annan. I dilemmat framkommer även att min praktik upplevs som rasistisk trots att jag har intentioner om att förmedla en etik i linje med demokratiska värderingar och allas lika värde.  Min undersökning tog avstamp i ett socialkonstruktivistiskt perspektiv via Foucault och postkolonial diskurs om makt, subjekts positionering och rasism. Detta eftersom jag tänkte mig att fostran kan ses som en subjektiv praktik som syftar till att forma eleverna efter önskade värderingar och för att få syn på hur det kommer sig att jag upplevs som rasist Genom den skrivande reflektionen fick jag syn på och utvecklade min förståelse i relation till dilemmat. Där den ”nya förståelsen ” visade på att jag måste ta ett personligt ansvar och vara lyhörd men också att jag hade en dålig förförståelse kring hur rasism manifesteras. Det jag kom fram till var att jag behöver ta ett personligt ansvar för att formulera en etik och moral som motverkar förtryck och jag behöver vara lyhörd för att få hjälp med att se mina egna tillkortakommanden. Genom att vara lyhörd ges jag möjligheten att kunna korrigera min praktik så att den stämmer överens med min praktik.

The thesis deals with gender aspects of parental choice of common and Montessori kindergarten. The theoretical part focuses on topics related to both gender identity and its development and with the preschool period, which is described primarily in terms of gender. Given that important parts of childhood are toys, the theoretical part also focuses on the gender aspect and explores it. Gender equality is offered as one of the possible approaches to children upbringing and education. The Montessori method of education occupies a large space of the theoretical part. The thesis also compares Montessori kindergartens with common kindergartens. Research of the thesis is based on a qualitative analysis of interviews with mothers of children in the pre-school and early school age. This analysis goes through all the interviews. It searches and then compares common categories. The research shows that parents choosing a kindergarten for their child do not reflect forms of gender socialization in the kindergarten. Alternative kindergarten is often chosen by parents of children who apply elements of gender- sensitive education in their upbringing. Parents, who chose child Montessori kindergarten for their child, have more specific and clearly defined selection criteria than parents collecting common...

The diploma thesis deals with the issue of digital technologies in relation to toddler children, analysis of differences in education and approach of their parents. The theoretical part defines terms such as digital literacy, digital technology, parent, toddler and others, which is closely related to the topic, mentions their brief characteristics and evokes connections between them. It introduces the reader to the developmental specifics of the toddler's child and presents different styles of attitudes of parents and educators to the current nature of digital media and the subsequent impact on the chosen age group. Based on the comparison of used literature and deeper exploration of the topic, the thesis confirms the chosen hypothesis, which is the starting point for the practical task. The practical part is focused on application-didactic work, where we find a list of suitable recommendations, available programs and applications, which are a guide for parents and educators who are not fully oriented in the risks and consequences of using current digital technologies, especially the target group of children in the pre-stage. entering pre-school education.