An important premise for the study is the pedagogic importance of sports, that children and youth via sports and its leaders consciously and unconsciously incorporate and teach themselves skills, habits and knowledge as well as norms and values. Another premise is that sports leaders, like other teachers and leaders, work in a time where new conditions prevail for children’s upbringing and for the role as a leader. What should be conveyed to children today is not obvious but seems to be dependent on the individual fosterer’s idea on what the role should mean. This is truer for sports leaders, for example, than teachers since the sports movement does not have a prescribed curriculum. The perspective of the study is cultural-sociological and gender-theoretical. In the analyses, Pierre Bourdieu’s key concepts, habitus, capital and field, performed the functions of research tools. A descriptive purpose of the study was to increase the knowledge of who the children and youth leaders of the sports movement are and their views of and valuation of sports, the task and the children. Through studying what the sports leaders are bearers of in terms of personified and symbolic capital, the purpose of the study was also to analyse what was encouraged in the sports environment where many children and young people spend a great deal of their leisure. The analyses were based on an empirical material consisting of questionnaire replies from 525 sport leaders and in-depth interviews with 18 leaders. In addition, more than 1,600 future teachers and youth recreation leaders replied to a questionnaire form. Who the sport movement’s child and youth leaders are cannot be generally answered. It is partly dependent on which sport it is, partly which gender the leader has. The sport leaders’ attitudes to differing aspects of the children’s sports activity varied and various leader groups confronted each other. The leaders primarily appreciated the relations with the children. However, they did not appreciate the parental intervention, children and youths who did not behave themselves and the high demands which leadership signifies. Through sports the leaders primarily wanted to give the children physical and social upbringing. They wanted to educate children to be creative and independent individuals but emphasized at the same time a conscientious ideal. The study showed that differing types of symbolic capital dominate in children and youth’s sports activity and that different leader groups emphasize various values. What is understood as valuable seemed more to be related to the logic of different sports than to gender and the fact that the activities were for children. It is not possible to tell in general how children are fostered and influenced through sports. The results indicate, however, that seriousness dominated over playfulness and that success and achievement are highly valued.

The dissertation thesis "How to use the potential of bilingual environment efficiently" endeavors to highlight bad as well as good practices in bilingual upbringing. Bilingualism represents at present a very topical issue. In connection with increasing globalization, the issue of learning of foreign languages is more and more emphasised. People living in mixed marriages have often no idea how to bring their children up. In many cases they take steps that lead to irreversible consequences. The theoretical part of the thesis gives a survey of bilingualism, the division and kinds of bilingualism and ways of its acquisiton. The theory is practically illustrated in the empirical part through various examples. 42 case studies have been carried out, which include characteristic and uncharacteristic respondents. The findings of the research are compared with the facts mentioned in the reference works. The aim of the dissertation thesis is to find out which educational methods should parents follow in bilingual education and which methods they should better avoid.

194 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-29T13:20:24Z No. of bitstreams: 1 Tese_Claudio Santos Junior.pdf: 832157 bytes, checksum: 1c79ab1843f6a74576c1aa086831f3bf (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-10T18:50:30Z (GMT) No. of bitstreams: 1 Tese_Claudio Santos Junior.pdf: 832157 bytes, checksum: 1c79ab1843f6a74576c1aa086831f3bf (MD5) / Made available in DSpace on 2013-06-10T18:50:30Z (GMT). No. of bitstreams: 1 Tese_Claudio Santos Junior.pdf: 832157 bytes, checksum: 1c79ab1843f6a74576c1aa086831f3bf (MD5) Previous issue date: 2005 / O estudo insere-se no Programa de Pós-Graduação em Educação da Universidade Federal da Bahia na área de concentração Educação, sociedade e práxis pedagógica, especificamente na linha de pesquisa Educação Física & Esporte e Lazer e no Grupo LEPEL/FACED/UFBA. Tem como objeto de estudo a formação dos professores e os parâmetros teórico-metodológicos. Problematiza a formação a partir da critica as condições de oferecimento dos cursos e da produção do conhecimento científico sobre a temática formação de professores nas licenciaturas e na educação física no Brasil. Investiga a base teórico metodológica de três cursos na Bahia, uma instituição particular e duas públicas estadual e federal e pergunta sobre as bases sob as quais estes cursos estão avaliando e propondo reconceptualização ou reformulação curricular para enfrentar as contradições internas aos cursos apontadas e processos avaliativos. Para questionar o que está posto considera a crise mais geral do capital suas expressões e mediações na formação humana através do projeto de mundialização da educação e sua expressão na formação de professores e a necessidade da definição de um projeto histórico como horizonte para a formação, bem como, de parâmetros teóricometodológicos que ajudem a compreender e agir no real na perspectiva da transformação social. Após analisar os dados concretos e teorizar sobre parâmetros teórico-metodológicos é defendida a referencia da dialética materialista histórica para construção da unidade metodológica, ou unidade do ensino, para o enfrentamento e superação das atuais contradições presentes na formação de professores de educação física que contribuem para desqualificar o educador em sua formação acadêmica. / Salvador

Contemporary transformation of the Czech primary educational system is characterized according to RVP ZV. The thesis deal with cohesion of the RVP ZV and ethic aspects. The author focuses on ethic education as a complementary educional branche and surveys approaches of individual teachers to this curriculum. The theoretical part explains basic ideas such as ethic, curriculum and section themes. The work acquaints with the ethic education, its aims, methods and its representation in the curriculum. In the practical part are analysed the statements of respondents and compared the approaches of pedagogues to the own realised curriculum with the ethic aspects. The aim of work is to discover, whether the ethic education is involved in the teaching and how the teachers approach to this education.

My thesis focuses on what values are preferred by children in a children's home, what relationships between values arise, and how values interact. The domain of value orientations, value and attitude preferences must be monitored for a better understanding of the people who surround us, with whom we work, of whom we take care, and also whom we bring up The theoretical part of the thesis, its individual chapters, focuses on the theoretical background of the issue of values and value orientations, as well as on foster upbringing and the characteristics of facilities for institutional upbringing. The first chapter characterizes what foster upbringing of children is, what forms of foster upbringing may be used, and what facilities are legally defined for institutional upbringing. The reasons why institutional upbringing is ordered by courts are analyzed in detail. The second chapter focuses on a children's home as a specific facility for institutional upbringing. Specifically, the Children's Home in Radenín is introduced that was chosen for the research part of the thesis. The definitions of terms relating to values and value orientations, attitudes, interests and motivation are presented in the third chapter. More specifically, the kinds of values, whose characteristics can be found in expert literature, are described. The fourth chapter clarifies what factors operate, influence and shape our value orientation as well as individual values, which become an important part of everyone's lives. Of some interest were also the roles played in this shaping by the school, family, peers but also the media. The empirical part of the thesis defines the objective, during whose accomplishment the basic life values of the children the Children's Home in Radenín were investigated and subsequently analyzed. In line with the objective, a research question was formulates; it was as follows: What life values are preferred by the children in the Children's Home in Radenín? The research was intended to find out what values are recognized and preferred by children who do not grow in their primary families, whose effects are considered as cornerstones in building value orientations of children. Of major interest were the analyses of interrelationships of individual values, interpenetration, and interactions and preferences of these values in children. The benefit of the thesis can be seen in the use of its results in everyday work of educators working with children in children's homes

Made available in DSpace on 2015-05-07T15:08:04Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 680160 bytes, checksum: 368601c7d17f9dfba75722abb6e10286 (MD5) Previous issue date: 2009-05-30 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research presents the mismatch between the training of teachers of early childhood education and the recent process of incorporation of the municipal education systems, reflecting on the repetition of outdated social practices that are in everyday material, such as the devaluation of the professional who works in this step of education, the dichotomy between care and education, the proposed construction of municipal public network without the commitment to quality, the hiring of a professional without the minimum qualification required by the LDB, or high school in Normal mode. Aims to examine the public policy of training teachers of early childhood education, implemented by the State pós-LDB/96, from the seizure of its materialization in daily practice of the city of Bayeux, in Paraíba. For this, it is in the public educational policies from the 1990s, the historian of the teacher training of early childhood education; describe the performance of the official policy in daily practice and resume the main events present the relations between state policies and locations. In the survey, use devices such as legal documents, training plans and reports. Through the analysis it was possible to identify the main characteristics of the teacher training policies of early childhood education in the county searched. We note the sign of dichotomy daycare / preschool policies for teacher training played by the division / service providers, the disparity of the profile of professionals who work in nurseries and pre-schools. For training / development work, the nursery area is considered of lesser qualification, pay less. Although the city has focused on systematic policy of teacher training for early childhood education, professionals in the nursery did not participate in training processes. There is also the imminent impact of programs of continuing education from the Federal Government and the National Curriculum reference to Child Rearing, showing the trend of investment in continuing education. It supports the hypothesis that the formation of public policy professor of early childhood education meet the demands of social and educational practices created by the Brazilian post- LDB/96, triggering power relations - ie. It is noted that there is a mismatch between the official and the daily practice of the municipalities. The research showed that, in the city of Bayeux, the realization of policies from the state and gaps, especially regarding how it is enabled. / Esta pesquisa problematiza o descompasso existente entre a formação do professor de Educação Infantil e o recente processo de incorporação aos sistemas municipais de ensino, refletindo-se na reiteração de ultrapassadas práticas sociais que são materializadas no cotidiano, tais como a desvalorização do profissional que atua nessa etapa de ensino; a dicotomia entre cuidar e educar; a proposta de construção da rede pública municipal sem o compromisso com a qualidade; a contratação de profissional sem a qualificação mínima exigida pela LDB, ou seja, o ensino médio, na modalidade Normal. Visa analisar as políticas públicas de formação inicial do professor de Educação Infantil, implementadas pelo Estado pós-LDB/96, partindo da apreensão de sua materialização na prática cotidiana do Município de Bayeux, na Paraíba. Para isso, pretendem-se situar as políticas públicas educacionais a partir da década de 1990; historiar a formação do professor de Educação Infantil; descrever a materialização das políticas oficiais na prática cotidiana e retomar os principais acontecimentos presentes às relações entre as políticas estatais e as locais. Na pesquisa, utilizamos documentos como dispositivos legais, planos formativos e relatórios. Através da análise, foi possível identificar as principais características das políticas de formação do professor de educação infantil no município pesquisado. Constatamos o sinal da dicotomia creche/pré-escola nas políticas de formação reproduzida pela divisão professora/prestadora de serviço, pela disparidade do perfil das profissionais que atuam nas creches e nas pré-escolas. Relativo à formação/valorização profissional, a creche é tida como espaço de menor qualificação/menor remuneração. Apesar de o Município em foco ter sistematizado políticas de formação do professor de educação infantil, as profissionais da creche não participaram dos processos formativos. Existe também a iminente influência de programas de formação continuada resultantes do Governo Federal, bem como o Referencial Curricular Nacional para a Educação Infantil, revelando a tendência de investimento na formação continuada. Defendese a hipótese de que as políticas públicas de formação do professor de Educação Infantil atendem às demandas das práticas sociais e educativas criadas pelo Estado brasileiro pós- LDB/96, desencadeando relações de poder saber. Salienta-se que existe um descompasso entre o discurso oficial e a prática cotidiana dos municípios. A pesquisa apontou que, no Município de Bayeux, a materialização das políticas oriundas do Estado é lacunosa, especialmente no que diz respeito às formas como ela é acionada.

The 20th century and the beginning of the 21st century have brought a lot of changes in all people´s lifes. There was The big economic crisis, two world wars, totalitarian regime and terrorostic attacks. But there were also some positive events. The 20th century was influenced by progress in car and aircraft industry, medicine and the media. These events intervened in society, in every individual´s life. This happened in the Czech republic too. Except for these events, our country was influenced by totalitarian regime and the following coming of demokracy. How has it changed people´s lifes and children´s behavior in a century, that is also called {\clqq}the century of child``? The aim of this Diploma Work was to map the Influence of the Social Climate on the Childrens Behaviour at Primary Schools in South Bohemian region. A partial aim of the Diploma Work was to compare facts from literature from 70th and 80th years of 20th century and from 90th years of 20th century and after year 2000. I used a secondary data analysis. I compared books and articles about upbringing. Some of them were edited in 70th and 80th years of 20th century and some books and articles were edited in 90th years of 20th century and after year 2000. This method was supplement wit semistandardized interviews with 25 primary and secondary school teachers. The main quota was the teachers´age. They had to be older than 40 years to be able to compare children´s behavior before and after 1989. The results of the interviews showed, that most of asked teachers feel the change in children´s behavior after coming of demokracy in the Czech republic. These teachers think, that it is caused by political change in our country. This fact agrees with literature resources I used in my Diploma Work only partialy. Most of the resources coincide, that the change of the children´s behavior is caused by general development of society, the coming of demokracy is only a part of this development. In the research following hypotheses were determined: Hypothesis 1 Behavior of today´s children isn´t caused only by the coming of demokracy. Hypothesis 2 Playing PC games and watching TV is the most frequent way of spending children´s free time. Hypothesis 3 Older generation of teachers adapt badly to modern teaching techniques. This Work should help teachers to realize, that not only a political system changes children´s behavior. This Work should also help parents and schools to realize, that society development changes children´s behavior. Today´s children are surrounded by many stimulations, material things etc. This could also change their behavior, values and attitudes.

The work deals with the view of Germany idealism on questions concerning to upbringing and education. Basic concepts such as idea, idealism, German idealism have been described in Chapter 1 and further a short aspect follows into ideas of representatives of German idealism (Kant, Fichte, Schelling and Hegel). Further the work is focusing in area of upbringing and education with main accent on antique conception of upbringing represented by Platon and Aristotel. For comparison Rousseau{\crq}s work is mentioned (with his main pedagogic piece Emile or On Education) in contrast to Kant{\crq}s work (About Pedagogy). Finally there are insert some opinions of Fichte and Hegel relevant to upbringing and education. In the last part of the work we can found some cogitation of present philosophers. The main regard is considered on topicality or usability of ideas of German idealism for contemporary pedagogic area.

ABSTRACT The topic of this diploma work is ``The operating family as the most effective prevention of the Child´s and Youth´s Criminality``. As the topic itself says, this work concentrates on a family as the most effective factor within the bounds of the prevention of child´s and youth´s criminality. The theoretical part of this diploma work contains the description of a family as an integral system, which has its roles, functions. It is also focused on disorders of these functions in view of child´s and youth´s criminality. The main stress is laid on emotional and socializational role. Author describes the phenomenon of criminality itself as well as the socially pathological effects, which can be tied in with the criminality. Important part of this work concentrates on prevention of criminality both in its general meaning and, mainly, prevention within the family too. In the end of this work there is survey of statistics of criminality, which is devided according to regions and districts. More attention is given to region of Karlovy Vary, which the practical part of the work is based on too. The practical part works with the case studies of ten youths, delinquents, who come from the region mentioned above. For better understanding there are graphs added, which highlight the effects with the biggest influence on criminality. In this part of diploma work the author proceeds to work with the theoretical facts given in the first part, including comperison of the criminality statistics. It was found out, that these young people mostly come from families with functional disorders. According to this we can say, that these families have bad influence on the possible future criminal behaviour of their children. The aim of this diploma work is to discuss the matter of well-operating families and families with functional disorders in view of child´s and youth´s criminality, and then give possible hypotheses. On the basis of the studied theory and author´s own research, there is a kind of `` Ten rules of bringing up children`` established, which can help all parents in the prevention of criminality of their children.

Orientador: Helena Altmann / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Física / Made available in DSpace on 2018-08-16T20:06:59Z (GMT). No. of bitstreams: 1 Mariano_Marina_M.pdf: 748449 bytes, checksum: ecf163385e0f064317ec5f087388774d (MD5) Previous issue date: 2010 / Resumo: Esta pesquisa trata das relações de gênero estabelecidas entre professor/a e alunos/as nas aulas de Educação Física dentro de escolas de Educação Infantil. Para a realização de tal, foram feitas observações de aulas de um professor e uma professora, ambos graduados em Educação Física, que lecionam em escolas públicas no município de Vinhedo, interior do estado de São Paulo. Em meio às observações, foi realizada uma entrevista com esses mesmos docentes, a fim de relacioná-la com suas práticas na rotina escolar. Focalizando trechos da aula e da entrevista do e da docente que deixem transparecer aspectos relacionados à categoria gênero, busco analisar de que forma tais situações podem colaborar para reforçar ou romper paradigmas sociais que classificam e hierarquizam homens e mulheres, meninos e meninas. Veremos que dentro da especificidade de cada um, as diferentes formas de trabalho entre a professora e o professor caracterizam expectativas e incentivos distintos para meninos e meninas, apresentam formas variadas de lidar com o sucesso ou o fracasso de um e outro gênero e como outros aspectos tais quais falas e gestos são efetivos na produção de comportamentos. Procuro assim refletir sobre os modos como o professor e a professora interferem e produzem significações nas relações de gênero durante suas aulas. Pensando na escola como o primeiro momento coletivo de educação, torna-se fundamental identificar como acontecem essas relações no interior da instituição escolar para refletirmos sobre ações acerca da igualdade de gênero e buscar extinguir práticas sexistas / Abstract: This research deals of the relations of sort established between teachers and pupils in the lessons of Physical Education inside of schools of Infantile Education. For the accomplishment of such, comments of lessons of a teacher man and a teacher woman had been made, both graduated Physical Education, that teach in public schools in the city of Vinhedo, interior of the state of São Paulo. In way to the comments, an interview with these was carried through same professors, in order to relate it with its practical in the pertaining to school routine. Focusing stretches of the lesson and the interview of and the professor that leave to be transparent aspects related to the category sort, I search to analyze of that it forms such situations can collaborate to strengthen or to breach social paradigms that men and women, boys and girls classify and classify. We will see that inside of the particularity of each one, the different forms of work between the teacher woman and the teacher man characterize expectations and distinct incentives for boys and girls, present varied forms to deal with the success or the failure of one and another sort and as other aspects such which you speak and gestures are effective in the production of behaviors. I thus look for to reflect on the ways as the teacher man and the teacher woman intervenes and produces meanings in the sort relations during its lessons. Thinking about the school as the first collective moment of education, one becomes basic to identify as these relations in the interior of the pertaining to school institution happen to reflect on action concerning the sort equality and to search to extinguish practical that they differentiate the sex / Mestrado / Educação Fisica e Sociedade / Mestre em Educação Física