nÃo hà / A presente pesquisa avalia os efeitos do Programa do MinistÃrio da EducaÃÃo e do Meio Ambiente: Vamos Cuidar do Brasil com as Escolas, que foi lanÃado em 2004, visando estimular a realizaÃÃo de experiÃncias que promovam um salto qualitativo na formaÃÃo de princÃpios direcionados à preservaÃÃo do meio ambiente. Referido programa se propÃs a construir um processo permanente de EducaÃÃo Ambiental na escola atravÃs de vÃrias aÃÃes com destaque para a realizaÃÃo das ConferÃncias Infanto Juvenis pelo Meio Ambiente. A III ConferÃncia à o principal alvo dessa pesquisa, focada na atuaÃÃo dos delegados que representaram o Cearà nas fases Estadual, Nacional e Internacional. O foco foi investigar como estes jovens percorreram os caminhos da EducaÃÃo Ambiental, buscando uma trajetÃria de representatividade junto a sua escola/comunidade. A observaÃÃo do engajamento desses jovens em projetos e aÃÃes de EducaÃÃo Ambiental mostrou o quanto o programa em anÃlise contribuiu para a sua caminhada. Quanto à metodologia, trabalhou-se com a abordagem qualitativa, tendo em vista que esta busca relacionar os acontecimentos aos processos humanos numa relaÃÃo de interaÃÃo entre as partes. Foram usadas diferentes estratÃgias, como o questionÃrio, a entrevista em profundidade, o grupo focal e a observaÃÃo livre, utilizando como instrumento o diÃrio de campo. As informaÃÃes foram analisadas a partir do mÃtodo do Discurso do Sujeito Coletivo, na tentativa de se perceber a representatividade desses jovens junto a sua escola/comunidade. Os resultados apontam mudanÃas de atitude por parte dos jovens no seu cotidiano, na convivÃncia com as outras pessoas e com o meio ambiente, mudanÃas estas, influenciadas pela sua participaÃÃo no programa. / In this study we evaluated the effects of a programme launched in 2004 by the Brazilian Ministry of Education and the Ministry of the Environment entitled âVamos Cuidar do Brasil com as Escolasâ. The purpose of this Programme is to encourage educational experiences that will help prepare for a qualitative leap in the creation of principles directed at preserving the environment. The programme proposes to construct a permanent environmental education process in public schools through a range of actions, with emphasis on the organization of Conferences on Environmental Education for Children and Youths. The third edition of this conference, held in Cearà in 2008, along with the delegates representing Cearà during the regional, national and international stages, is the main object of the study. We investigated how the students have assimilated skills and experiences in environmental education and increased their representativeness in their respective schools and communities. Their observed involvement in environmental education activities reflected the importance of the Programme to their learning process. Our approach was qualitative in order to relate events to human processes, highlighting potential interactions. With the help of questionnaires, in-depth interviews, focus group discussions and free observations, information was collected and entered in a field diary. The results were analyzed using collective subject discourse in order to evaluate the representativeness of the children and adolescents in their respective schools and communities. Our study revealed changes in the studentsʼ attitudes towards their daily routine and their interaction with others and the environment as a result of their participation in the Programme.

Esta dissertação de mestrado acadêmico tem por objetivo a compreensão da cultura discente em uma escola de Educação de Jovens e Adultos da Rede Municipal de Ensino de Porto Alegre, Rio Grande do Sul, destinada ao atendimento de alunos em vulnerabilidade social, muitos em situação de rua. Para tanto, a questão norteadora que a pesquisa se propôs a responder ficou assim definida: Como são compartilhados os aspectos simbólicos da cultura de alunos em vulnerabilidade social nas aulas de Educação Física em uma escola da modalidade de Educação de Jovens e Adultos da Rede Municipal de Ensino de Porto Alegre? Sendo assim, neste estudo de natureza qualitativa, foi feita a eleição pelo estudo de caso etnográfico (MOLINA, 2004) por compreender que esse seria o melhor desenho de investigação para conferir profundidade à interpretação dos aspectos simbólicos compartilhados por um público muito particular. O trabalho de campo teve a duração de um ano letivo (março a dezembro de 2016) e contou com os seguintes instrumentos de coleta das informações: observação participante, diários de campo, diálogos, entrevistas semiestruturadas e análise de documentos. As observações eram realizadas quatro turnos por semana, duas no turno da manhã com as Totalidades Iniciais do Conhecimento e duas no turno da tarde com as Totalidades Finais do Conhecimento. Foram feitas observações nas aulas de Educação Física, no pátio da Escola, na entrada e saída dos estudantes da mesma, bem como no refeitório nos horários de intervalo e almoço. Para me auxiliar a responder ao problema de pesquisa, duas categorias de análise foram construídas, a primeira intitulada “Uma identidade marginal” e a segunda “‟Que Educação Física estranha‟: a cultura discente nas aulas de EFI - concepções e entendimentos da disciplina”. Essas duas categorias me auxiliaram na compreensão de que esta instituição possui aspectos simbólicos relevantes compartilhados pelos estudantes aos quais se destina. Assim, pude interpretar que o contexto macrossocial no qual os estudantes desta escola estão inseridos por vezes se reflete em suas atitudes no contexto microssocial, ou seja, nos aspectos simbólicos compartilhados na Escola e, de forma mais específica, nas aulas de Educação Física. Dois conceitos puderam ser destacados como sendo presentes durante todo o trabalho de campo, a violência e a concepção de marginalidade. No que compete às manifestações de violência, interpreto a simbólica (BOURDIEU, 1989; FREIRE 1979; 2015a) como mais representativa para as situações observadas no estudo, mas podendo destacar ainda a violência de gênero como muito presente também. Com relação à noção de marginalidade, esta localizei em Freire (1979) como sendo uma posição de dependência na estrutura social em relação às classes dominantes, na qual interpreto que tanto a Escola quanto os estudantes investigados ocupam. / This dissertation aims to understand the students' culture in a School for Youths and Adults of the Municipality of Porto Alegre, Rio Grande do Sul, wich has the purpose of attending students in social vulnerability, many of them being homeless. To achieve this goal the question that this study proposes to answer is defined thereby: How the symbolic aspects of socially vulnerable students' culture are shared in Physical Education classes of a school for Youths and Adults of the Municipal Education System of Porto Alegre? In this qualitative study, an ethnographic case study was chosen (MOLINA, 2004) because it's understood that it would provide a better research picture and give a more in depth interpretation of the symbolic aspects shared by a very particular public. One academic year was dedicated for fieldwork (March to December 2016) and the following tools were applied for information collection: participant observation, field diaries, dialogues, semi-structured interviews and document analysis. The observations were performed four shifts per week, two in the morning shift with the Initial Knowledge Totalities and two in the afternoon shift with the Final Knowledge Totalities. Observations were made during Physical Education classes in School's courtyard as well as during the students' entrance and exit of school and in the cafeteria during breaks and lunchtime. In order to help me answer the research problem, two categories of analysis were established: the first one entitled "A marginal identity" and the second one "What a strange physical education: the student culture in EFI classes - conceptions and understandings of the discipline". This two categories helped me to understand that this institution of education has relevant symbolic aspects that are shared by its students. Thus, I conclude that the macro social context in which this school's students are inserted are sometimes reflected in their attitudes in the micro social context, i.e., in the symbolic aspects shared at School and, more specifically, at Physical Education classes. Two concepts can be highlighted as being present throughout the fieldwork: violence and the conception of criminality. In what regards to manifestations of violence I understand that the symbolic aspects (BOURDIEU, 1989; FREIRE 1979; 2015a) are more representative of the situations observed in this study, on the other hand gender violence was present as well. According to Freire (1979) the concept of criminality is a condition that involves dependency on social structure related to dominant classes, which I observed as present in both parties: School and the students of this study.

O mote central da investigação é a dança-teatro e suas possibilidades pedagógicas. O estudo tem por objetivo extrair princípios pedagógicos em dança-teatro a partir de premissas de criação da coreógrafa alemã Pina Bausch e do documentário Sonhos em Movimento (2010), dirigido por Anne Linsel e Rainer Hoffmann, que mostra o desenvolvimento do trabalho de Bausch com jovens, na remontagem do espetáculo Kontakthof (2008). De modo geral, pretende-se evidenciar a dança-teatro como elemento de conhecimento humano, através da educação. Como campo teórico relacionado à dança-teatro são estudados diversos autores brasileiros e estrangeiros que abordam o processo cênico de Bausch. Referente à noção de “juventudes”, são trazidos autores que discutem a relação do jovem com seu meio social, sua criação de identidade e sua corporeidade. Para tratar de conceitos pedagógicos são utilizados escritos de Jacques Rancière, Fernando Becker, Vera Lúcia Bertoni dos Santos, João Pedro Gil e Odailso Berté, dentre outros. Através dos depoimentos dos jovens participantes do documentário pode-se identificar que, mesmo sem este fim, a proposta de Bausch possibilita neles uma nova visão de si perante seu cotidiano a partir da entrada no universo da arte, gerando construção de conhecimento por meio da poética artística. Para finalizar o estudo foi desenvolvida uma oficina com jovens, que gerou o compartilhamento das descobertas da investigação, possibilitando o relato dos participantes acerca de seus aprendizados junto à proposta pedagógica em dança-teatro. / The central theme of the investigation is Dance Theatre and its pedagogical possibilities. This study aims to extract the pedagogical principles of Dance Theatre from creation premises of the German choreographer Pina Bausch and from the documentary Dancing Dreams (2010), directed by Anne Linsel and Rainer Hoffmann, which shows the development of Bausch's work with young people in the recreation of the spectacle Kontakthof (2008). In general, this investigation intends to consolidate Dance Theatre as an element of human knowledge, through education. As theoretical field related to Dance Theatre, several Brazilian and foreign authors dedicated to Bausch's scenic process are studied. Concerning the notion of "youths", we brought authors that discuss young people's relations with their social environment, with the creation of their identity and with their corporeity. To deal with Pedagogy concepts it is used writings of Jacques Rancière, Fernando Becker, Vera Lúcia Bertoni dos Santos, João Pedro Gil, Odailso Berté, among others. Through the testimonies of the young participants of the documentary it can be identified that, even without that intention, Bausch's proposition promotes a new view of themselves towards their daily lives, through their entrance in the Art world, generating the construction of knowledge through the artistic poetics. To end the study, there was a workshop with young people, which made it possible to share the research findings, allowing the participants to report their learnings along with the pedagogical proposition of Dance Theatre.

Made available in DSpace on 2016-04-27T14:30:44Z (GMT). No. of bitstreams: 1 Becky Henriette Goncalves.pdf: 730063 bytes, checksum: 07c8f110d28aa09e9627cf450ae0b1e7 (MD5) Previous issue date: 2011-06-20 / The purpose of this research is intended to build and develop a curriculum proposal for the training of educators of young and adults under the Higher Education, supported by references of Paulo Freire and referenced in critical arrayprocessing, making commitments to equity and autonomy of learners. The questions which encouraged the development of the research relied on the shortcomings of the initial training courses in Pedagogy, which focus on some theoretical and methodological specificity of Youth and Adult's Education (EJA). The construction and development of the proposal was made in the third semester of Pedagogy course, in the discipline entitled Youth and Adult Education: Approaches and Methods, at Guarulhos University in 2009. This study took a qualitative approach and was developed using action research in the discipline s structuring and development taught by the researcher. The methodological procedures encompassed the curriculum s construction and development proposal for training students involved. Records of the development of classes, field diary, questionnaires and semi-structured interviews were used for data collection with the students. Then the researcher did the qualitative analysis of all data collected during the semester, which explained the relevance of initial teacher training and reflective for educators critical formation to commitment of equity and specificity of Youth and Adult's Education. By Freire's reference, concepts such as the rescue of knowledge based on experience, reading the world and the word in the teaching-learning process highlights, but especially the importance of pedagogical praxis of educators in the continuous construction of their identity teaching. It is still necessary the joint worry with training and teaching performance and the specific initial preparation of the future teacher of adult education under the Higher Education / A presente pesquisa tem o objetivo de construir e desenvolver uma proposta curricular para a formação inicial de educadores/as de jovens e adultos, no âmbito do Ensino Superior, subsidiada por referenciais freireanos e referenciada em uma matriz crítico-transformadora, assumindo compromissos com a equidade e autonomia dos educandos. Os questionamentos que fomentaram o desenvolvimento da pesquisa apoiaramse nas lacunas dos cursos de formação inicial de Licenciatura em Pedagogia, que pouco enfocam a especificidade teórica e metodológica da Educação de Jovens e Adultos (EJA). A construção e o desenvolvimento da proposta se efetivaram, no terceiro semestre do curso de Licenciatura em Pedagogia, na disciplina intitulada Educação de Jovens e Adultos: Abordagens e Métodos, na Universidade Guarulhos, no ano de 2009. Esse trabalho assumiu uma abordagem qualitativa e foi desenvolvido, utilizandose da pesquisa-ação na estruturação e desenvolvimento da disciplina, ministrada pela pesquisadora. Os procedimentos metodológicos englobaram construção e desenvolvimento de proposta curricular para formação das discentes envolvidas. Para coleta dos dados foram utilizados registros do desenvolvimento das aulas, em diário de campo, questionários e entrevistas semi-estruturadas com as discentes. Em seguida, foram feitas as análises qualitativas de todos os dados coletados, ao longo do semestre, que explicitaram a relevância de uma formação pedagógica inicial crítica e reflexiva para a constituição de educadores comprometidos com a equidade e especificidade da Educação de Jovens e Adultos. Mediante o referencial freireano, destacam-se conceitos, como o resgate do saber de experiência feito, a leitura do mundo e da palavra no processo de ensinoaprendizagem, mas, sobretudo, a importância da práxis pedagógica do educador na construção contínua de sua identidade pedagógica. Faz-se ainda necessária a preocupação conjunta com a formação e atuação docente e a preparação inicial específica do futuro educador de EJA, no âmbito do Ensino Superior

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2017-03-17T12:11:41Z No. of bitstreams: 1 Adeline Araújo Carneiro Farias_.pdf: 2608574 bytes, checksum: 39c2db2c395bf2c90dd7ef7fc483a58e (MD5) / Made available in DSpace on 2017-03-17T12:11:41Z (GMT). No. of bitstreams: 1 Adeline Araújo Carneiro Farias_.pdf: 2608574 bytes, checksum: 39c2db2c395bf2c90dd7ef7fc483a58e (MD5) Previous issue date: 2016-11-09 / IFRR - Instituto Federal de Educação Ciência e Tecnologia de Roraima / A presente tese apresenta os resultados de uma pesquisa que visou compreender os significados que os jovens rurais que vivem em Roraima, atribuem à tensão rural-urbano, analisando sua interferência no processo identitário e em seus projetos de vida. Para tanto, realizamos as técnicas de grupos focais e entrevistas individuais junto a oitenta e seis jovens rurais que vivem em quatro localidades diferentes e dispostas em pontos extremos e central do estado de Roraima. Os dados coletados foram analisados a partir da técnica de análise de conteúdo temática, considerado como marcadores de diferenciação duas faixas etárias das juventudes, o sexo, a naturalidade, a localidade em que residem e a auto identificação etnorracial. Foram considerados ainda, aspectos vinculados ao intenso processo migratório e a localização de fronteira do estado de Roraima. Identificamos que as percepções e significados que os jovens rurais conferem aos meios urbano e rural, impactam em seus processos identitários, visto que tal construção opera por meio da contingência e diferenciação. Assim, tais significados também influem sobre seus conflitos acerca de projetos de vida. / The present thesis shows the results of a survey that aimed to understand the meanings that the rural youth living in Roraima impose to the rural-urban tension, analyzing its interference in their identity process and life projects. Thus, we performed the techniques of focus groups and individual interviews with eighty-six rural youth who live in four different localities and arranged in extreme and central parts of the state of Roraima. Data were analyzed using the analysis technique of thematic content, considered as markers of differentiation two age groups of youths, sex, naturalness, the locality where they live and self-ethno racial identification. Were still considered aspects linked to the intense migratory process and the boundary location of the state of Roraima. We identified that the perceptions and meanings that the rural youth impose to the urban and rural areas impact on their identity processes considering that such construction works through contingency and differentiation. Thus, these meanings also influence on their conflicts about the life projects.

<p>There are many good reasons to ponder about what it is that makes life worth living. To observe and reflect on what it is that gives a person a good quality of life is arguably the essential core of social-work. The aim of this research was to investigate how 15-year old youths interpret quality of life. The key areas that we explored in order to meet the research aims were: what did the youths interpret as a good quality of life for a 15-year old and for an adult, how did they view their own quality of life, and did they think that the regional context (i.e. if one lives in a big city or in a small town) affects how one interpret quality of life.</p><p>The studywas based on interviews with four boys and four girls. Half of the respondents lived in a suburb of Stockholm and the other half lived in a small country town. A qualitative method was used to interview the respondents individually. The results were analysed by using Brülde´s theories on quality of life. The results show that to a large extent the youths in both areas shared each others values – a loving and supportive family was deemed to be the most important factor for a good quality of life, followed by friendships and recreational-time for young people and job satisfaction for adults. However, the two groups differed in two ways.</p><p>The suburban youths declared that they experienced a lot of school-stress which the small-town youths did not experience. Also, the Stockholm respondents identified several aspects that could make their lives better. In the contrast none of the small town respondents could identify ways to improve their lives. Explanations for these differing responses are explored in the study.</p>

No description available.

There are many good reasons to ponder about what it is that makes life worth living. To observe and reflect on what it is that gives a person a good quality of life is arguably the essential core of social-work. The aim of this research was to investigate how 15-year old youths interpret quality of life. The key areas that we explored in order to meet the research aims were: what did the youths interpret as a good quality of life for a 15-year old and for an adult, how did they view their own quality of life, and did they think that the regional context (i.e. if one lives in a big city or in a small town) affects how one interpret quality of life. The studywas based on interviews with four boys and four girls. Half of the respondents lived in a suburb of Stockholm and the other half lived in a small country town. A qualitative method was used to interview the respondents individually. The results were analysed by using Brülde´s theories on quality of life. The results show that to a large extent the youths in both areas shared each others values – a loving and supportive family was deemed to be the most important factor for a good quality of life, followed by friendships and recreational-time for young people and job satisfaction for adults. However, the two groups differed in two ways. The suburban youths declared that they experienced a lot of school-stress which the small-town youths did not experience. Also, the Stockholm respondents identified several aspects that could make their lives better. In the contrast none of the small town respondents could identify ways to improve their lives. Explanations for these differing responses are explored in the study.

No description available.

I denna studie undersöks följderna av en revisionsrapport kring det kommunala uppföljningsansvaret i Stockholms stad. I rapporten, som är från 2009, ger stadens revisorer rekommendationer för hur arbetet med att följa upp ungdomar 16-19 år kan effektiviseras. Revisorerna anser bland annat att kommunstyrelsen bör utarbeta ett förslag till kommunfullmäktige om hur innebörden av det kommunala uppföljningsansvaret kan förtydligas. Revisorerna påpekar vidare att det finns behov av att utveckla samverkansformer mellan olika aktörer för att ungdomarna ska kunna erbjudas mer än enbart utbildning. Detta är vad ungdomarna i dagsläget erbjuds, genom Gymnasieslussen, men ingen söker aktivt upp de individer som tackar nej till utbildning eller inte nås. Studiens resultat visar att kommunstyrelsen inte följt revisorernas rekommendation om att ge fullmäktige underlag för ett förtydligande. Vidare framkommer att det kommunala uppföljningsansvaret från och med 1 januari 2011 överförts till den nystartade Arbetsmarknadsnämnden. Vilka följder detta får för arbetet med ungdomarna, om det innebär några förändringar eller förbättringar enligt revisionens rekommendationer, ger studien inte svar på då ansvariga politiker valt att inte medverka. Genom intervjuer med två borgarrådssekreterare framkommer att det saknas målformuleringar och visioner för arbetet med det kommunala uppföljningsansvaret. Det finns heller inga resurser avsatta för arbetet i stadens budget 2011-2013. / This study examines the impact of an audit on the responsibility of municipal monitoring in the city of Stockholm. The report, which dates from 2009, gives the city auditor’s recommendations for how the process of following up youths between the ages of 16-19 can be streamlined. The auditor’s consider among other things that the city should prepare a proposal for the city council about the meaning of the municipal monitoring responsibility and how it can be better clarified. The auditor’s also observed that there is a need to develop forms of collaboration between the participants so that the youths could be offered more than just education. This is what the youths are currently being offered by Gymnasieslussen, however no one is actively searching out those individuals who either turn down the education or were not possible to contact. The results of this study demonstrate that the city has not complied with the auditor’s recommendation to give the council the foundation for a clarification. Furthermore, it appears that the responsibility of municipal monitoring was transferred from January 1, 2011 to the newly created Labour Council. The study does not answer questions as to what effects this has on the working with youths and it is unclear if changes and improvements could occur in accordance with the audit recommendations. Interviews which were conducted with two vice-Mayors found that a lack of goal formulation and vision exists regarding the responsibility of municipal monitoring. In addition there are no resources allocated for such work in the city’s budget from 2011-2013.