To see the other types of publications on this topic, follow the link: Official curriculum.
Dissertations / Theses on the topic 'Official curriculum'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 48 dissertations / theses for your research on the topic 'Official curriculum.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Brown, Ryan A. "Curriculum consonance in technology education classrooms the official, intended, implemented, and experienced curricula /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278212.
Full textAbstract:
Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, School of Education, 2007.Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3712. Adviser: David Flinders. Title from dissertation home page (viewed May 7, 2008).
2
Au, Yeung Wong Nim-chi Cecilia, and 歐陽黃念慈. "Recent developments of the official curriculum for history in HongkongAnglo-Chinese secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38627747.
Full text
3
Rubio, Olmedo Matías. "An official textbook and non-official EFL curriculum in Chile: a comparative analysis of learning tasks' levels of cognitive demands for second graders." Tesis, Universidad de Chile, 2018. http://repositorio.uchile.cl/handle/2250/152437.
Full textAbstract:
Tesis para optar al grado de Magíster en Lingüística mención Lengua InglesaThe main purpose of the present study is to compare and determine the degree of coherence between the non-official national second grade EFL program published by the Ministry of Education and the respective EFL textbook (Bounce 2) used by students at state schools in Chile. Through the application of Bloom‟s revised Taxonomy (Anderson & Krathwohl, 2001) and the General Model of Hierarchical Complexity (Commons, Trudeau, Stein, Richards, & Krause, 1998; Commons, 2007), learning task instructions were analyzed and tasks were classified in terms of their levels of complexity. A mixed methodological design has been adopted to provide an exploratory account of patterns observed. The classification of tasks made in the EFL textbook and the EFL program for second graders revealed a mismatch between their tasks‟ levels of cognitive complexity. In addition, the interpretation of results also places both documents at an early childhood level of hierarchical complexity, which does not correspond to second grade learners‟ developmental stage.
4
Au, Yeung Wong Nim-chi Cecilia. "Recent developments of the official curriculum for history in Hongkong Anglo-Chinese secondary schools." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627747.
Full text
5
Kim, Eun-Ji Amy. "The Integration of Traditional Ecological Knowledge in Science Curriculum in Canada: Content Analysis of Grades 7 and 8 Official Curriculum Documents." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/22912.
Full textAbstract:
While Western science education has always been ubiquitous in the Canadian educational system and society, many researchers have recognized the scientific and educational values of Traditional Ecological Knowledge (TEK). This study aims to contribute to the understanding of TEK and the integration of TEK into science curricula. The prevalence and representation of TEK in grades 7 and 8 official science curriculum documents used in Canada were examined. To describe TEK in the documents, both quantitative and qualitative content analyses were conducted. The results show the high variation of the prevalence and representations of TEK. Overall, Nunavut and Saskatchewan show the highest prevalence and representation of TEK in their curriculum documents, which could establish a benchmark for developing a national learning framework for integrating TEK.
6
Sanderson, Donald Mark. "Food in an Australian primary school curriculum : a critical sociological study." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/63618/1/Donald_Sanderson_Thesis.pdf.
Full textAbstract:
Food is a multidimensional construct. It has social, cultural, economic, psychological, emotional, biological, and political dimensions. It is both a material object and a catalyst for a range of social and cultural action. Richly implicated in the social and cultural milieu, food is a central marker of culture and society. Yet little is known about the messages and knowledges in the school curriculum about food. Popular debates around food in schools are largely connected with biomedical issues of obesity, exercise and nutrition.
This is a study of the sociological dimensions of food-related messages, practices and knowledge formations in the primary school curriculum. It uses an exploratory, qualitative case study methodology to identify and examine the food activities of a Year 5 class in a Queensland school. Data was gathered over a twoyear period using observation, documentation and interviews methods.
Food was found to be an integral part of the primary school's activity. It had economic, symbolic, pedagogic, and instrumental value. Messages about food were found in the official, enacted and hidden curricular which were framed by a food governance framework of legislation, procedures and norms. In the school studied, food knowledge was commodified as a part of a political economy that centred on an 'eat more' message. Certain foods were privileged over others while myths about energy, fruit, fruit juice and sugar shaped student dispositions, values, norms and action. There was little engagement with the cognitive and behavioural dimensions of food and nutrition. The thesis concludes with recommendations for a whole scale reconsideration of food in schools as curricular content and knowledge.
7
Chan, Man-lok. "A study of the relationships between teachers' perceptions of the official curriculum documents and the implementation of the S.1-3 D&T curriculum through project work." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38627346.
Full text
8
Mereku, Kofi Damian. "A comparison of the official primary mathematics curriculum in Ghana with the way in which it is implemented by teachers." Thesis, University of Leeds, 1995. http://etheses.whiterose.ac.uk/698/.
Full textAbstract:
The official school mathematics curriculum - textbooks, teacher's handbooks, and syllabus - has a powerful influence on classroom practice in a developing country like Ghana, where many teachers with low teaching qualifications hardly ever have access to other sources of information and activity for their teaching. The official mathematics curriculum for Ghanaian primary schools was originally written with the small intellectual elite, who will proceed to secondary and further education, in mind. Concerns have been raised internationally for countries still using such curricula to adjust them, but the Ghanaian official school mathematics curriculum has remained in use in the nation's schools since their introduction in 1975 with no significant revision. The study, on the one hand, involved an investigation of the extent to which primary teachers in Ghana translate the contents of the official mathematics curriculum into classroom reality. On the other hand, it addressed issues related to the nature, and appropriateness, of the current official primary mathematics curriculum, which was an adaptation of the products of the `new-math' project spearheaded by the West African Regional Mathematics Programme in the 1970s. The study used a range of methods for data collection. These include an extensive content and curriculum analysis of the official primary mathematics curriculum materials, and a questionnaire survey of teachers' coverage of the content and teaching methods prescribed by the official curriculum. The questionnaire survey of teachers' coverage of teaching methods involved the observation of teachers in classroom settings. Tape recordings of lessons and instructions from teacher's handbooks were transcribed to provide both qualitative and quantitative data on classroom practice. The analysis of the curriculum revealed several inefficiencies in the Ghanaian primary mathematics curriculum. Though there was rhetoric in the introduction of the curriculum materials on the use of teaching skills that suggest discovery methods, the analysis indicated that learning/teaching activities that would encourage the use of such teaching skills in the materials were not included. It emerged from the findings that neither what the teachers really taught, nor what the official mathematics curriculum prescribed, was found to be adequate enough to meet the full mathematical needs of pupils. It was found that a very substantial part of the content of the curriculum was taught by the teachers, and both the official curriculum and the teachers, who implement it, emphasised expository teaching methods. It was argued in this light that the low pupils' attainment observed in the subject could not be seen simply as a reflection of the teachers' poor coverage of the curriculum, but as a reflection of inefficiencies within it. The findings of this study corroborate what is known about curriculum adaptation in school mathematics. It showed that coverage of textbooks does influence the emphasis on topics presented by teachers in their instruction, and also that topics in arithmetic are the most emphasised by both official mathematics curriculum materials and in teachers' actual classroom practice.
9
Sidenholm, Emelie. "French Makes Communication and Structures Make English : An Analysis of Official Language-Teaching Documents in the Democratic Republic of the Congo and Sweden." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-74411.
Full textAbstract:
The Democratic Republic of the Congo is one of the least developed countries in the world and its school system needs to be improved. The aim of this research is to find out what the Congolese state expects from language teaching (French and English), how this is described in the curriculum, and whether this differs from the curriculum of a more developed country, such as Sweden. Through a content analysis, the language view, the role of the teacher and views of pupil participation are investigated. The Swedish curriculum and the Congolese programme of French show similarities by communicative and constructivist views, while the Congolese programme of English demonstrates behaviouristic features. This study can serve as an example of how the language context, i.e., second language v. foreign language, as well as the national culture, influence the curriculum.Demokratiska republiken Kongo är ett av världens minst utvecklade länder och dess skolsystem är i behov av en förbättring. Språk är en viktig del i utvecklingen av landet. Syftet med den här uppsatsen är att ta reda på vad den kongolesiska staten förväntar sig av sin språkundervisning, hur den beskrivs i styrdokument samt om den skiljer sig från läroplanen i ett mer utvecklat land som Sverige. Genom en kvalitativ innehållsanalys har uppfattningar om uppsatsens teman; språksyn, lärarens roll och elevdeltagande, hittats. Materialet som analyserats är den kongolesiska skolans program för franska och engelska, samt den svenska läroplanen inklusive kursplanerna för franska och engelska. Analysen avser de första åren i den kongolesiska sekundärskolan och det svenska högstadiet, vilka motsvarar varandra när det gäller elevernas ålder. Skillnaden i DR Kongo mellan andraspråk (franska) och främmande språk (engelska) berörs.Den svenska läroplanen samt det kongolesiska programmet för franska visar många likheter genom att lyfta fram kommunikativa och konstruktivistiska perspektiv. Det kongolesiska programmet för engelska har däremot behavioristiska drag. Lärarens olika roller och hur elevdeltagande lyfts fram förstärker dessa språksyner. De två kongolesiska programmen liknar dock varandra när det gäller synen på hur läraren ska behandla språkliga fel i klassrummet. Studien kan ses som ett exempel på hur språkkontexten, d.v.s. andraspråk och främmande språk, likväl som den nationella kulturen påverkar läroplaner.
10
Chan, Man-lok, and 陳文樂. "A study of the relationships between teachers' perceptions of the official curriculum documents and the implementation of the S.1-3 D&Tcurriculum through project work." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38627346.
Full text
11
Mthatyana, Andisiwe Tutula Zinzi. "How are the messages of the official grade ten sexuality education curriculum at a former model C girls' high school in South Africa mediated by student sexual cultures?" Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013262.
Full textAbstract:
The increase in teenage pregnancy among school going learners is reported in the media as a crisis. Politicians and other stakeholders have also raised their views and concerns about pregnancy. In particular, these views and concerns perceive teenage pregnancy among school going learners as a cancer that needs a remedy because it has negative consequences for the learners, in particular the girl child. However, for all the sense of public crisis concerning sexuality and schooling, the voices of young people themselves regarding their own sexual subjectivity are seldom heard. This study focused on how girls in a former model C all girls high school negotiate and make sense of the meaning of the messages that they receive from the formal curriculum. The concept of student sexual cultures was employed in this study. Student sexual cultures are the informal groups that exist in the school and the girls take part in it. It is in these groups that the girls learn about sexuality and also make sense of their own gendered identities. This study employed ethnographic techniques of classroom observation coupled with in-depth interviews, focus groups and solicited narratives in order to understand how the participants experience and "take up" the messages they receive in the formal sexuality education component of the Life Orientation (LO) curriculum. The data was collected over a period of three months and was analysed using a directed content analysis. Four dominant themes emerged from the study. Firstly, the data reveals the school is a space of competing and conflicting discourses of sexuality and the learners are involved in a constant negotiation of the meanings of the messages. Secondly, the data shows the contested and confirmations of learners subjectivity. It shows that learners are regarded as sexual beings both in the formal and informal school cultures but there are limitations around one's sexual subjectivities. Thirdly, the data reveals that the school is a site in which a variety of femininities are reproduced, contested and struggled over. Femininities are constructed in the complex context of the school thus the school emerges as a site in which multiple femininities intersect with class, race and sexuality. Lastly, this study argues for the incorporation of the discourse of erotics in the formal curriculum which allows young people's voices to be heard. This approach (discourse of erotics) can be seen as a process of becoming, which focuses on possibilities of improving sexuality education as opposed to an imposed sexual model that is applied to young people and assumed to be the solution to young people's sexuality.
12
Moraes, Christianne de Lima Borges. "Os documentos orientadores nacionais e estadual (Goiás) no contexto da biologia para o ensino médio: teorias de currículo e ensino de evolução biológica." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/6640.
Full textAbstract:
Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2016-12-21T17:04:57Z
No. of bitstreams: 2
Dissertação - Christianne de Lima Borges Moraes - 2016.pdf: 2163682 bytes, checksum: 90f7284ee10a7ce055acfbbbb664f5a0 (MD5)
license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-12-26T14:25:50Z (GMT) No. of bitstreams: 2 Dissertação - Christianne de Lima Borges Moraes - 2016.pdf: 2163682 bytes, checksum: 90f7284ee10a7ce055acfbbbb664f5a0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
Made available in DSpace on 2016-12-26T14:25:50Z (GMT). No. of bitstreams: 2 Dissertação - Christianne de Lima Borges Moraes - 2016.pdf: 2163682 bytes, checksum: 90f7284ee10a7ce055acfbbbb664f5a0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-09-06
Biology and Science teaching has always been linked to the scientific development and to the educational interest at the time. This interest turns out in the curricula proposed for teaching this curricular component in the elementary school. The curriculum is a field of studies permeated by diverse theories that consider different theoretical frameworks. These theories are defined by concepts they use to conceive reality. In the current scenario, three theories about curricula stand out: traditional, critical and post-critical. Regarding the importance of the curriculum in education, we must consider how it is materialized in the particular teaching of Sciences, in this case, Biology, a science that currently assumed an important social relevance. In this context, this study investigated the curriculum perspectives linked to federal and state guidelines of Biology, emphasizing the teaching of Biological Evolution, considered by the literature as an axis integrating the biological knowledge. More specifically, the objective was to understand the curriculum perspective present in the National Guidance Documents (National Curriculum Parameters for High School - Part III Sciences of Mathematical Nature and their Technologies (PCNEM); National Curriculum Parameters plus Sciences of Mathematical and their Technologies (PCN+EM);Curricular Guidelines for High School - Sciences of Mathematical Nature and their Technologies (OCEM); and state (Reference Curriculum of the State Education Network of the State of Goiás - Biology (CREEGO))of the area of Biology and its relationships with the teaching of Evolution. For these reflections, a documentary analysis was performed in the guiding documents (national and state) for the teaching of Biology. Preliminary data initially indicate a greater amount of ideas in the analysis of the documents, which are linked to Critical and Post- Critical Curriculum theories, but in a more careful analysis we realize that the documents are essentially oriented to a Traditional Curriculum perspective that we consider to influence the teaching of Biology and, consequently, the teaching of Evolution in High School in the State of Goiás. In relation to the ideas of Biological Evolution and its teaching, we realize that, in general, the documents present the Biological Evolution in a fragmented way and with an Ecological- Evolutionary Approach.There is a relationship between the intentions of national documents with the state document, in which we can find converging points in the four documents, throughout our analysis. In summary, with regard to the materialization of the curriculum in schools, there is still much to be researched and investigated in order to reveal to teachers the intentions embedded in the curriculum design.
O ensino das Ciências e de Biologia sempre esteve vinculado ao desenvolvimento científico e aos interesses educacionais vigentes em cada época, sendo que, estes interesses se materializam nos currículos propostos para o ensino desse componente curricular na Educação Básica. O currículo é um campo de estudos permeado por diversas teorias que pensam a partir de diferentes matrizes teóricas. Essas teorias são definidas pelos conceitos que utilizam para conceber a realidade. No cenário atual, destacam-se três teorias sobre currículo: as Tradicionais, as Críticas e as Pós-críticas. Ao considerar a importância do currículo na Educação em geral, devemos considerar, também, como o mesmo se materializa no ensino particular das Ciências, em especial, a Biologia, ciência que atualmente assumiu uma relevante importância social. Desse modo, a pesquisa buscou investigar a que perspectivas de currículo se vinculam as orientações federais e estaduais relacionadas à Biologia, com ênfase no ensino de Evolução Biológica, considerado pela literatura da área como um eixo integrador do conhecimento biológico. Mais especificamente, o objetivo da pesquisa foi compreender a perspectiva de currículo presente nos documentos orientadores nacionais (Parâmetros Curriculares Nacionais para o Ensino Médio – Parte III Ciências da Natureza Matemática e suas Tecnologias (PCNEM); Parâmetros Curriculares Nacionais Mais - Ciências da Natureza Matemática e suas Tecnologias (PCN + EM); Orientações Curriculares para o Ensino Médio - Ciências da Natureza Matemática e suas Tecnologias (OCEM); e estadual (Currículo de Referência da Rede Estadual de Educação do Estado de Goiás - Biologia (CREEGO)) da área de Biologia e as relações dessa com o ensino de Evolução. Para essas reflexões foi realizada uma análise documental nos documentos orientadores (nacionais e estadual) para o ensino de Biologia. Os dados preliminares indicam que aparecem inicialmente, na análise dos documentos, uma maior quantidade de ideias atreladas às teorias Críticas e Pós-críticas de currículo, mas, em uma análise mais criteriosa percebemos que os documentos estão essencialmente voltados a uma perspectiva Tradicional de currículo que consideramos influenciar o ensino de Biologia e, consequentemente, o ensino de Evolução no Ensino Médio do Estado de Goiás. Em relação às ideias de Evolução Biológica e seu ensino, percebemos que, em geral, os documentos apresentam a Evolução Biológica de modo fragmentando e com um enfoque Ecológico-Evolutivo. Há uma relação das intenções dos documentos nacionais com o documento estadual, sendo que é possível observar pontos convergentes nos quatro documentos, ao longo de nossa análise. Concluímos esta pesquisa apontando que, no que se refere à materialização dos currículos nas escolas, ainda há muito o que ser pesquisado e investigado, no sentido de desvelar aos professores as intencionalidades que estão imbricadas na elaboração curricular.
13
Santos, Laura Lúcia de Oliveira. "Competência leitora: uma proposta interdisciplinar." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/14342.
Full textAbstract:
Made available in DSpace on 2016-04-28T19:33:57Z (GMT). No. of bitstreams: 1
Laura Lucia de Oliveira Santos.pdf: 838912 bytes, checksum: 315895284849ef35502cc5dd7b440c49 (MD5)
Previous issue date: 2015-03-19Over the recent years, the discussion about what is read and the school's role in the player's training emphasized in education reflections. The documents that guide the public education of São Paulo, since 2008, put this issue as one of its pillars: treat by priority to reading competence and to extend to the writer. The theme of this work is the competence reader. We describe the proposals of the State of São Paulo for the treatment of reading in Portuguese, Geography and History in a school State Network, located 180 kilometers from the capital. Here is thus a public school context in São Paulo, classified as unsatisfactory condition regarding the proficiency scale defined in public documents and within the limits of this study, we aimed to determine which reading on impressions are known by teachers of the humanities. We seek to relate understanding of reading and strategies that the subjects use on a daily basis in order to relate them to the data of the external evaluations. Then we draw a brief historical background on the subject and carry on about the importance of reading in sociointeracional understood aspect of the development of students. We work on Fischer (2006), Solé (1998), and Kleiman (2002). We emphasize teacher training as a precondition for performing a job that contributes to the development of reading competence. Finally, we present a proposal for interdisciplinary work from a song, you want to get involved in the formation of readers teachers of Portuguese Language, History and Geography. We emphasize the selection of strategies to develop the skills necessary readers for the proper formation of the student and their integration into society. We take care to shed light on a reflection on the reading, with the intention to rethink their teaching and practice
Ao longo dos últimos anos, a discussão sobre o que é leitura e o papel da escola na formação do leitor destacou-se em reflexões sobre educação. Os documentos que norteiam a educação pública do Estado de São Paulo, desde 2008, colocam este tema como um de seus pilares: tratam por prioridade para competência leitora e a estendem para a escritora. O tema deste trabalho é a competência leitora. Descrevemos as propostas do Estado de São Paulo para o tratamento da leitura em Português, Geografia e História em uma escola da Rede Estadual, localizada a 180 quilômetros da capital. Apresentamos assim, um contexto de escola pública no interior de São Paulo, classificada como de condição insatisfatória em relação à escala de proficiência definida nos documentos públicos e, nos limites desta pesquisa, objetivamos verificar quais impressões sobre leitura são conhecidas pelos docentes das Ciências Humanas. Buscamos relacionar compreensão sobre leitura e estratégias que os sujeitos da pesquisa utilizam no dia a dia a fim de compará-las com os dados das avaliações externas. Em seguida, traçamos um breve percurso histórico a respeito do tema e discorremos sobre a importância da leitura compreendida num aspecto sociointeracional para o desenvolvimento dos discentes. Baseamo-nos em Fischer (2006), Solé (1998), e Kleiman (2002). Ressaltamos a formação docente como condição fundamental para realização de um trabalho que concorra para o desenvolvimento da competência leitora. Por fim, apresentamos uma proposta de trabalho interdisciplinar a partir de uma canção, que pretende envolver no processo de formação de leitores os professores de Língua Portuguesa, História e Geografia. Enfatizamos a seleção de estratégias que desenvolvam as habilidades leitoras necessárias para a formação adequada do aluno e sua inserção na sociedade. Preocupamo-nos em lançar luz sobre uma reflexão acerca da leitura, com a intenção de repensar seu ensino e sua prática
14
Kovalski, Lenilton. "MODELAGEM MATEMÁTICA: ARTICULAÇÕES ENTRE A PRÁTICA E PROPOSTAS CURRICULARES OFICIAIS." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2016. http://tede2.uepg.br/jspui/handle/prefix/1505.
Full textAbstract:
Made available in DSpace on 2017-07-21T20:56:28Z (GMT). No. of bitstreams: 1
LENILTON KOVALSKI.pdf: 3304089 bytes, checksum: dcb27e8b3330b4b4fdd07c0b4c02586d (MD5)
Previous issue date: 2016-02-16This thesis presents a survey guided by the question: In practice, the Mathematical Modeling contemplates points presented in official curriculum proposals? From this issue, seeks to highlight possible links between the mathematical modeling in practice and official curriculum documents, favorable to working with this methodology, providing theoretical support for teachers who have adopted, or plan to adopt, the mathematical modeling in their teaching practices, and are among some of the obstacles to this, the need to break the traditional way of how the curriculum is worked and, often, the non-acceptance of this methodology by the school community who does not realize immediately the potential of Mathematical Modeling. For the lifting of these joints the present work brings a discussion of the Mathematical Modeling in Mathematics Education, a brief description of the National Curriculum Parameters (PCN) and the draft of the Curriculum Common National Base (BNCC) of focused way to Mathematics discipline in final years of elementary school. Two practices with mathematical modeling, performed by the author, are also described, and finally, the joints identified between the mathematical modeling and the official curriculum documents, PCN and BNCC are listed from the three pillars that support the research: the theoretical framework on Mathematical Modeling; the official curriculum documents that were selected for this study, PCN and BNCC; and the two experiments with mathematical modeling reported. As a result of the interpretations of this research, it is clear that multiple joints can be listed among the Mathematical Modeling in practice and two official curriculum documents, PCN and BNCC, which are favorable to working with the methodology in question, and that the adoption of Mathematical Modeling for basic education teachers can enable an improvement in the teaching and learning of mathematics today, as legitimately proposals found in the NCP and BNCC.
Nesta dissertação é apresentada uma pesquisa norteada pela questão: Na prática, a Modelagem Matemática contempla pontos apresentados em propostas curriculares oficiais? A partir dessa questão, procura-se evidenciar possíveis articulações entre a Modelagem Matemática na prática e documentos curriculares oficiais, favoráveis ao trabalho com essa metodologia, oferecendo respaldo teórico para professores que adotam, ou pretendem adotar, a Modelagem Matemática em suas práticas docentes, e encontram, entre alguns dos obstáculos para isso, a necessidade de quebrar a forma tradicional de como o currículo é trabalhado e, muitas vezes, a não aceitação dessa metodologia por parte da comunidade escolar que não percebe de imediato as potencialidades da Modelagem Matemática. Para o levantamento destas articulações o presente trabalho traz uma abordagem sobre a Modelagem Matemática na Educação Matemática, uma breve descrição dos Parâmetros Curriculares Nacionais (PCN) e da versão preliminar da Base Nacional Comum Curricular (BNCC), de forma voltada à disciplina de Matemática nos anos finais do ensino fundamental. Duas práticas com a Modelagem Matemática, realizadas por este autor, também são descritas, e por fim, as articulações identificadas entre a Modelagem Matemática e os documentos curriculares oficiais, PCN e BNCC, são elencadas a partir dos três pilares que fundamentam a pesquisa: o referencial teórico sobre a Modelagem Matemática; os documentos curriculares oficiais que foram selecionados para este estudo, PCN e BNCC; e as duas experiências com a Modelagem Matemática relatadas. Como resultados das interpretações desta pesquisa, ficam evidentes que várias articulações podem ser elencadas entre a Modelagem Matemática na prática e os dois documentos curriculares oficiais, PCN e BNCC, sendo estas favoráveis ao trabalho com a metodologia em questão, e que a adoção da Modelagem Matemática, por professores da educação básica, pode possibilitar uma melhora no processo de ensino e de aprendizagem da Matemática na atualidade, correspondendo assim às propostas encontradas nos PCN e BNCC.
15
Folke-Fichtelius, Maria. "Förskolans formande : Statlig reglering 1944–2008." Doctoral thesis, Uppsala University, Department of Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9276.
Full textAbstract:
Preschool is a central part of Swedish family life. The manner in which the state regulates preschool through laws, ordinances, and various kinds of written objectives has an impact on many people in the Swedish society.
The thesis examines the development of preschool state regulation from the 1940s until 2008. The starting point of the study is a draft for a new Education Act, put forward in 2003, which proposed that preschool should be integrated into the school system as a new form of school. The purpose of the study is to generate knowledge about the state regulation of Swedish preschool, and how it has contributed to the shaping of preschool as a societal institution. Questions considered in the analysis are how regulation delimits preschool as a social category, what role this regulation assigns preschool in relation to other actors and societal institutions involved in early childhood education and care, and what principles this regulation is based on.
The study has evolved within the research tradition of curriculum theory as developed in studies in educational politics. The analysis is carried out as a text analysis, where the concepts of boundary work, official classification and activity system serve as important analytical tools. Texts produced within the formal chain of decision and legislation: directives for committees, government white papers, ministerial task forces, bills, legislative texts etc., form the empirical foundation for the study.
The analysis shows that economic as well as legal and ideological governing instruments are used in the shaping of the framework of preschool. These frameworks are indicated in the form of different boundary markers that delimit preschool as a specific category and arrange it in relation to other categories. The boundaries indicated by these boundary markers have been subject to extensive discussion during the formulation process. Through this boundary work, preschool has been constructed as a full time preschool, commissioned to provide both education and care. The boundaries of this commission are in some respects indistinct and contain several overlapping elements with regards to family, social services and school. At the same time, preschool holds a fixed core with more distinct boundaries, in the form of a part time public preschool delimited by time and age and regulated by far-reaching legislation regarding the rights of children to attend. Owing to this construction, preschool may balance several different and partly contradictory demands placed on it by other institutions and by different interest groups, while at the same time maintaining a core of identity of its own. In that sense, preschool may be described as a boundary object. Thus, when it is suggested that preschool should constitute a form of school and be placed in the more formal regulation structures of the school system, the balance of this construction is challenged.
16
Souza, Émerson Francisco de. "O currículo da rede estadual paulista de ensino para a disciplina de história: análise, compreensão e crítica dos professores." Universidade Nove de Julho, 2016. http://bibliotecadigital.uninove.br/handle/tede/1404.
Full textAbstract:
Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-06-09T15:32:18Z
No. of bitstreams: 1
Emerson Francisco De Souza.pdf: 847858 bytes, checksum: 9ecec83a05260166e1de3b30c9fd8530 (MD5)Made available in DSpace on 2016-06-09T15:32:18Z (GMT). No. of bitstreams: 1 Emerson Francisco De Souza.pdf: 847858 bytes, checksum: 9ecec83a05260166e1de3b30c9fd8530 (MD5) Previous issue date: 2016-04-06
The state government of São Paulo, through the State Secretary of Education, presented and implemented, in 2008, a new curriculum proposal for all schools in the state public school system. In 2010, this curriculum proposal became the official curriculum. This research object of study is the proposed curriculum for the subject of history. Our main concern is to try to understand how history teachers that work in state schools understand, analyze and incorporate the official curriculum objectives, and procedures, and educational concepts, and guidelines into their routine and school practice. Research sources are constituted of official documents that support the proposal such as the base document, the teacher's notebook and student's notebook, the regulatory framework produced by SEE-SP and a set of four interviews with history teachers. Interviews approach teachers’ educational background, their understanding of the curriculum debate, their analysis of the implementation process and how the proposals present in the curriculum have been incorporated in their daily work at school. In this process, the text initially presents different curriculum theories that inform the current debate to show the approximations and distances with the official curriculum. Following, it presents the official curriculum, its foundations, guidelines and structural axes. At the end, it presents history teachers speeches, specifically relating their training to their understanding of curriculum processes, their reading of the official curriculum, the criticism that manifest, the experiences built daily to deal with the curriculum. In the face of the findings in this research, it is clear that there is little understanding of the curricular debate among teachers and that resistance or acceptance they manifest in relation to the official curriculum is guided by a conception of education that they understand to be critical and disruptive of the official discourse. The practices that they report show critics to the curriculum objectives, specifically to its imposition and linking with the pedagogy of competencies. Teachers defend the need for the curriculum to be standardized across the school network. They incorporate the proposed content, although making remarks to the form of distribution and organization.
El gobierno del estado de São Paulo, por intermedio de la Secretaria del Estado de Educación, he presentado y puesto en práctica, en el año 2008, una nueva propuesta de plan de estudios para todas las escuelas del sistema de educación pública del estado. En 2010, esta propuesta curricular se convirtió en el currículo oficial. El objeto de estudio de esta investigación es el currículo propuesto para la disciplina de la historia. Nuestra principal preocupación es tratar de comprender cómo los profesores de esta disciplina que trabajan en las escuelas de la red estadual de enseñanza entenden, analizan e incorporan en su cotidiano y en la práctica escolar, los objetivos, procedimientos, conceptos y directrices educativas presentes en el currículo oficial. Las fuentes de investigación constituyense de documentos oficiales que apoyan la propuesta como el documento base, el cuaderno del profesor y cuaderno de estudiante, el marco normativo producido por la SEE-SP y un conjunto de cuatro entrevistas con maestros de historia. Las entrevistas discuten acerca de la formación de los maestros, el entendimento que tienen sobre el debate curricular, el análisis que hacen del proceso de implementación y cómo, en su trabajo diario en la escuela, se han incorporado las propuestas presentes en currículo. En este proceso, el texto presenta inicialmente diferentes conceptos de currículo que informan el debate actual con el fin de mostrar las proximidades y las distancias con el currículo oficial. A continuación, se presenta el currículo oficial, sus fundamentos, directrices y líneas de construcción. Al final, se presenta el discurso de los profesores de historia, específicamente cerca de la relación entre su formación y la comprensión del proceso curricular, la lectura que hacen del currículo oficial, la crítica que manifiestan, las experiencias que se crontroyen en el trato diario del plan de estudios. A la vista de los resultados de esta investigación, es posible afirmar que hay poca comprensión entre el profesorado del debate curricular, que la resistencia o la adhesión que manifiestan en relación al currículo oficial es guiada por una concepción de educación que los maestros entienden cómo crítica y contestadora del discurso oficial. Las prácticas que relatan muestran que se critican los objetivos del currículo, específicamente su imposición y vinculación con la pedagogía de las competencias, afirman la necesidad de que el currículo sea estandarizado en toda la red, que incorporan los contenidos propuestos, pero hacen críticas a la forma de distribución y organización.
O governo do Estado de São Paulo, por intermédio da Secretaria de Estado da Educação, apresentou e implementou, no ano de 2008, uma nova proposta curricular para todas as escolas da rede pública estadual de ensino. Em 2010, essa proposta curricular se tornou o currículo oficial. O objeto de estudo dessa pesquisa é o currículo proposto para a disciplina de história. Nossa preocupação central é procurar compreender a forma como os professores dessa disciplina que trabalham na rede estadual de ensino compreendem, analisam e incorporam em seu cotidiano e prática escolar, os objetivos, os procedimentos, as concepções de educação e as diretrizes presentes no currículo oficial. As fontes de pesquisa se constituem dos documentos oficiais que subsidiam a proposta, como o documento base, o caderno do professor e o caderno do aluno, do marco regulatório produzido pela SEE-SP e um conjunto de quatro entrevistas, feitas com professores da disciplina de história. As entrevistas discorrem sobre a formação dos docentes, a compreensão que possuem sobre o debate curricular, a análise que fazem do processo de implementação e como, em seu trabalho cotidiano na escola, as propostas presentes no currículo foram incorporadas. Nesse processo, o texto apresenta inicialmente diferentes concepções de currículo, que informam o debate atual, na perspectiva de mostrar proximidades e distanciamentos com o currículo oficial. Na sequência, apresenta o currículo oficial, seus fundamentos, diretrizes e eixos estruturantes. Ao final, apresenta a fala dos professores de história, especificamente sobre a relação entre sua formação e compreensão dos processos curriculares, a leitura que fazem do currículo oficial, as críticas que manifestam, as experiências que constroem ao lidar cotidianamente com o currículo. Diante dos achados dessa pesquisa, é possível afirmar que há pouca compreensão entre os professores do debate curricular, que a resistência ou adesão que manifestam em relação ao currículo oficial é orientada por uma concepção de educação, que eles entendem como crítica e contestadora do discurso oficial. As práticas que relatam mostram que se criticam os objetivos do currículo, especificamente sua imposição e vinculação com a pedagogia das competências, defendem a necessidade de que o currículo seja padronizado em toda rede, que incorporam os conteúdos propostos, embora façam ressalvas à forma de distribuição e organização.
17
Nogueira, Paola Gonçalves. "Sentidos atribuídos ao currículo do curso de letras-inglês." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/13578.
Full textAbstract:
Made available in DSpace on 2016-04-28T18:22:32Z (GMT). No. of bitstreams: 1
Paola Goncalves Nogueira.pdf: 1293110 bytes, checksum: 898dfdceb9b6de5f284da8254bb09abb (MD5)
Previous issue date: 2012-05-28This research aims to understand the meanings attributed to the Curriculum of an English Teaching major program, from a University of the Southeast, by professors of the course. Four professors, from this institution participated in this research, which is based on studies of Vygotsky (1930/2007;1934/2008) regarding the constitution of the human consciousness in the sociocultural activity perspective, that is, the dialectical and dialogical relationship with others, through their experiences. It is focused, as central to this research, the concepts of language, meaning, teaching and learning, development and ZPD.Underpin this investigation also the theories of curriculum as praxis, as a practice and as a product (APPLE,2006; GIROUX,1997;PACHECO,2001;SACRISTÁN,2000) as well the national and institutional official documents (BRASIL 1996,2001; UFES 2005,2006), which rule the curriculum investigated. Based on a critical research perspective, the data were produced by means of semi-structured interviews (RIZZINI, 1999) which were audio recorded, transcribed and analyzed. In order to understand the meanings assigned by the professors in the curriculum of the University and its relationship to the official documents, the lexical choices were collected, analyzed and organized according to the thematic content (BRONCKART 1997/2007) the enunciative mechanisms, modalization forms (BRONCKART 1997/2007; KOCH,2006) and argumentative markers (KOCH,2006) in the categorization of the data analysis. The results show that the meaning of the participating teachers may be grounded in the Critical Theory of Curriculum and largely aligned with the official documents. However, discussions should be encouraged at the University researched, seeking greater understanding of this curriculum
Esta pesquisa tem o objetivo de compreender os sentidos e significados atribuídos ao currículo de Letras-Inglês de uma Universidade Federal da região Sudeste por professores do curso. Quatro professoras da instituição em foco foram participantes desta pesquisa, que está fundamentada nos estudos de Vygotsky (1930/1934) quanto à constituição da consciência humana em atividade sócio-histórico-cultural, isto é, na relação dialógica e dialética com outros, por meio de suas experiências. São enfocados, como centrais para esta pesquisa, os conceitos de linguagem; sentido e significado; ensino-aprendizagem, desenvolvimento e ZPD. Alicerçam também este trabalho as teorias de currículo como práxis, como prática e como produto (APPLE, 2006; GIROUX, 1997; PACHECO, 2001 SACRISTÁN, 2000) e ainda os documentos oficiais nacionais e institucionais (BRASIL 1996, 2001), que regem o currículo investigado. Com base na abordagem crítica de pesquisa, os dados foram produzidos por meio de entrevistas semiestruturadas (RIZZINI,1999) que foram gravadas em áudio, transcritas e analisadas. A fim de compreender os sentidos atribuídos pelas professoras ao currículo da Universidade em foco e sua relação com os documentos oficiais coletados, foram analisadas as escolhas lexicais que organizam o conteúdo temático (BRONCKART 1997/2007), os mecanismos enunciativos nas formas das modalizações (BRONCKART 1997/2007, KOCH, 2006) e os marcadores argumentativos (KOCH,2006) nas categorias de análise dos dados. Os resultados encontrados apontam que os sentidos das professoras participantes pode estar embasado na Teoria Crítica de Currículo e em grande consonância com os documentos oficiais. Todavia, discussões devem ser fomentadas na Universidade pesquisada, visando maior compreensão deste currículo
18
You, Hee-Yeun. "Les cultures métalinguistiques dans l’enseignement et l’apprentissage du français et des langues en Corée du Sud." Thesis, Paris 3, 2009. http://www.theses.fr/2009PA030104.
Full textAbstract:
Cette étude porte sur les cultures métalinguistiques dans l’enseignement et l’apprentissage des langues en Corée du Sud, en particulier pour le français, dans l’enseignement secondaire. Cette recherche a pour objectif d’identifier les caractéristiques de la culture éducative en jeu dans l’enseignement des langues au travers des instructions officielles, livres du professeur et manuels des trois langues (coréen, anglais, français). Dans le contexte scolaire coréen, les apprenants de français suivent les mêmes parcours linguistiques que leur enseignant (coréen langue maternelle, anglais première langue étrangère, seule possible). Nous avons essayé de déterminer l’influence de l’ordre de ce déroulement pour l’apprentissage (coréen, anglais, français), en examinant les discours pédagogiques et les descriptions linguistiques qui figurent dans les manuels des trois langues, tous conformes aux normes de la 7ème Réforme du curriculum. Plus particulièrement, nous pensons avoir montré, par une analyse des livres du professeur et des manuels de français, en quoi les cultures métalinguistiques et éducatives repérables dans l’enseignement du français sont influencées par les cultures métalinguistiques et éducatives qui interviennent lors de l’apprentissage des langues coréennes et anglaises. Les auteurs coréens de manuels de français font appel à des notions provenant de la description des langues coréenne et anglaise, quand il n’y a pas d’équivalent entre langue cible et langue sourceThis study bears on the metalinguistic culture that can be found in the teaching of languages in South Korea, at the level of secondary school, especially concerning French. This research aims at identifying which kind of educational culture is involved in the teaching of foreign languages as dispensed in the official instructions and the teacher’s guides and textbooks on the three languages [Korean, English, French]. In the school context, Korean learners follow the very same course in their study of foreign languages as their teachers previously did [Korean native tongue, English as only possible first foreign language]. We tried to determine whether there is an influence related to the order of this obligatory learning sequence [Korean, English, French], by examining the pedagogical discourses and linguistic descriptions which appear in the textbooks on the three languages, all texts coming from the 7th Reform of the curriculum. More particularly, we think we have shown, on the basis of an analysis of the textbooks and teacher’s guides on French, in which way metalinguistic and educational cultures that can be detected in the teaching of French are influenced by the metalinguistic and educational cultures which were referred to during the learning of Korean and English languages. The Korean authors of textbooks on French call upon concepts coming from the description of Korean or English languages, when there is no available equivalent between the target language and the source language
19
Vicente, Luciane da Silva. "O currículo da disciplina de ciências da secretaria de educação do estado de São Paulo: compreensão e perspectiva dos professores." Universidade Nove de Julho, 2017. http://bibliotecatede.uninove.br/handle/tede/1658.
Full textAbstract:
Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-06-14T19:18:05Z
No. of bitstreams: 1
Luciane da Silva Vicente.pdf: 2178567 bytes, checksum: 45a0a807aa08ef3ae8cf401aeae8d674 (MD5)Made available in DSpace on 2017-06-14T19:18:05Z (GMT). No. of bitstreams: 1 Luciane da Silva Vicente.pdf: 2178567 bytes, checksum: 45a0a807aa08ef3ae8cf401aeae8d674 (MD5) Previous issue date: 2017-04-04
The present paper aims to study the current Science Curriculum of São Paulo Education Department (SEESP). It was implemented in 2008 with the purpose to unify the school programmers taught and improve the quality of education of state public schools. The curriculum was developed by a group of experts chosen by SEE without teachers’ participation. In this regard, the goal of the survey is to figure out how teachers comprehend the official curriculum and how this comprehension has been impacting their work. In order to reach the goal, the survey was organized in two different moments. The first one has a bibliographical process, in which part of the literature about approaches and conceptions of the Science Curriculum over the past few years was mapped. During this process, national and state Science curricular purposes produced from the 1990s were analyzed. We see Science teachers’ statements as an important instrument therefore, for the second moment, they were interviewed about their experience, perception, and comprehension about the curriculum and how it has impacted their teaching practice. The interviews were analyzed through articulation between qualitative research and content analysis methodology. The results achieved indicate that the official curriculum of the State of São Paulo ignores the peculiarities of different school contexts and it doesn’t provide appropriate teaching resources and infrastructure. Moreover, the state official curriculum conception turns teachers into mere repeaters of a curriculum built without the participation of those directly involved in teaching process.
La presente investigación tiene como objeto de estudio el actual currículo de ciencias de la Secretaria de Educación del Estado de São Paulo (SEESP), que fue implementado en 2008 con el propósito de unificar los contenidos enseñados en toda la red y mejorar la calidad de la educación en las escuelas públicas estaduales. El currículo fue elaborado por un grupo de expertos seleccionados por la SEESP, pero, sin la participación de los profesores. En este contexto, el objetivo de la investigación es evaluar la comprensión que los profesores de ciencias tienen del currículo oficial y cómo esa comprensión se refleja en su trabajo. Para lograr hacerlo, inicialmente, mapeamos parte de la literatura que trata de los abordajes y de las concepciones del currículo de ciencias a lo largo de los últimos años. Luego analizamos las proposiciones curriculares para la disciplina de ciencias producidas en ámbito federal y por la SEESP a partir de la década de 1990. Entendemos que la declaración de los profesores es un instrumento importante de la investigación, así que, realizamos un conjunto de entrevistas semiestructuradas con profesores de ciencias que aborda la experiencia, la percepción y la comprensión que ellos tienen del currículo y de cómo estos factores impactan la práctica escolar. Las entrevistas fueron analizadas por medio de la articulación entre técnicas de investigación cualitativas y metodológicas de la analice del contenido. Los resultados de esta investigación indican que el currículo oficial para la red estadual de enseñanza del estado de São Paulo desconsidera las peculiaridades de cada contexto escolar: no oferta recursos didácticos ni siquiera una infraestructura correcta para que los profesores realicen su trabajo. Además, su concepción reduce los profesores a reproductores de un currículo construido sin la participación de los involucrados directamente en el proceso educativo de la red.
A presente investigação tem como objeto de estudo o atual currículo de ciências da Secretaria de Educação do Estado de São Paulo (SEESP). Ele é implementado em 2008 com o objetivo de unificar os conteúdos ensinados em toda a rede e para melhorar a qualidade da educação nas escolas públicas estaduais. O currículo foi elaborado por um grupo de especialistas definidos pela SEESP, sem a participação dos professores. Nesse contexto, o objetivo dessa pesquisa é compreender a compreensão que os professores de ciências possuem do currículo oficial e como esse entendimento tem impactado em seu trabalho. Para alcançar esse intento a pesquisa foi organizada em dois momentos. O primeiro, de caráter bibliográfico, mapeamos parte da literatura que trata das abordagens e concepções de currículo de Ciências ao longo dos últimos anos. Nesse mesmo processo, analisamos as proposições curriculares para a disciplina de Ciências produzidas em âmbito Federal e pela Secretaria de Educação do Estado de São Paulo a partir da década 1990. Entendemos que o depoimento dos professores se constitui em instrumento importante da pesquisa, assim, no segundo momento, realizamos um conjunto de entrevistas semiestruturadas com professores de Ciências, que tratou da experiência, percepção e compreensão que eles possuem do currículo e de como impactou a prática escolar. As entrevistas foram analisadas por meio da articulação entre técnicas de pesquisa qualitativa e metodologia da análise de conteúdo. Os resultados dessa investigação indicam que o Currículo Oficial para a Rede Estadual de Ensino do Estado de São Paulo desconsidera as peculiaridades dos contextos escolares, não disponibiliza recursos didáticos e infraestrutura adequada para que os professores realizem seu trabalho. Além disso, sua concepção, reduz os professores à meros reprodutores de um currículo construído sem a participação dos envolvidos diretamente no processo educativo da rede.
20
Dias, Renato de Sá. "O currículo da rede estadual de ensino de São Paulo análise e crítica das professoras de educação física." Universidade Nove de Julho, 2016. http://bibliotecadigital.uninove.br/handle/tede/1407.
Full textAbstract:
Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-06-09T16:04:44Z
No. of bitstreams: 1
Renato de Sa Dias.pdf: 2360638 bytes, checksum: e96c8c7011ecde401dcb70109af4a915 (MD5)Made available in DSpace on 2016-06-09T16:04:44Z (GMT). No. of bitstreams: 1 Renato de Sa Dias.pdf: 2360638 bytes, checksum: e96c8c7011ecde401dcb70109af4a915 (MD5) Previous issue date: 2016-04-05
In 2008, the São Paulo State Secretary of Education announced a new curriculum proposal for all schools in the state public school system. In 2010, this curriculum proposal became the official curriculum. This research object of study is the proposed curriculum for the subject of physical education. The central question to guide our research was to try to understand how physical education teachers that work in state schools understand, analyze and incorporate the official curriculum objectives, and procedures, and educational concepts, and guidelines into their routine and school practice. Research sources are constituted of official documents that support the proposal such as the base document, the teacher's notebook and student's notebook, the regulatory framework produced by SEE-SP and two interviews with physical education teachers. Interviews set teachers’ educational background, their understanding of the curriculum debate, their analysis of the implementation process and how the proposals present in the curriculum have been incorporated in their daily work at school. In this process, the text initially presents different curriculum theories that inform the current debate to show the approximations and distances with the official curriculum. Following, it presents the official curriculum, its foundations, guidelines and structural axes. At the end, it presents physical education teachers speeches, specifically relating their training to their understanding of curriculum processes, their reading of the official curriculum, the criticism they manifest, the experiences built daily to deal with the curriculum. In the face of the findings in this research, it is possible to state that there is little understanding of the curricular debate among teachers and that the resistance or acceptance they manifest in relation to the official curriculum is guided by a conception of education, which they understand to be critical and disruptive of the official discourse. The practices that they report show critics to the curriculum objectives, specifically to its imposition and linking with the pedagogy of competencies.
En 2008, la Secretaria de Educación del Estado de São Paulo anuncia una nueva propuesta de plan de estudios para todas las escuelas del sistema de educación pública del estado. En 2010, esta propuesta curricular se convirtió en el currículo oficial. El objeto de estudio de esta investigación es el currículo propuesto para la disciplina de educación física. La cuestión central a orientar nuestro trabajo fue tratar de comprender cómo los profesores de esta disciplina que trabajan en las escuelas de la red estadual de enseñanza entenden, analizan e incorporan en su cotidiano y en la práctica escolar, los objetivos, procedimientos, conceptos y directrices educativas presentes en el currículo oficial. Las fuentes de investigación constituyense de documentos oficiales que apoyan la propuesta como el documento base, el cuaderno del profesor y cuaderno de estudiante, el marco normativo producido por la SEE-SP y dos entrevistas con maestras de educación física. Las entrevistas situan la formación de los maestros, el entendimento que tienen sobre el debate curricular, el análisis que hacen del proceso de implementación y cómo, en su trabajo diario en la escuela, se han incorporado las propuestas presentes en currículo. En este proceso, el texto presenta inicialmente diferentes conceptos de currículo que informan el debate actual con el fin de mostrar las proximidades y las distancias con el currículo oficial. A continuación, se presenta el currículo oficial, sus fundamentos, directrices y líneas de construcción. Al final, se presenta el discurso de los profesores de educación física, específicamente cerca de la relación entre su formación y la comprensión del proceso curricular, la lectura que hacen del currículo oficial, la crítica que manifiestan, las experiencias que se crontroyen en el trato diario del plan de estudios. A la vista de los resultados de esta investigación, es posible afirmar que hay poca comprensión entre el profesorado del debate curricular, que la resistencia o la adhesión que manifiestan en relación al currículo oficial es guiada por una concepción de educación que los maestros entienden cómo crítica y contestadora del discurso oficial. Las prácticas que relatan muestran que se critican los objetivos del currículo, específicamente su imposición y vinculación con la pedagogía de las competencias.
No ano de 2008, a Secretaria de Estado da Educação de São Paulo anuncia uma nova proposta curricular para todas as escolas da rede pública estadual de ensino. Em 2010, essa proposta curricular se tornou o currículo oficial. Essa pesquisa tem como objeto de estudo o currículo proposto para a disciplina de educação física. A questão central a orientar nosso trabalho foi procurar compreender a forma como os professores dessa disciplina, que trabalham na rede estadual de ensino, compreendem, analisam e incorporam os objetivos, os procedimentos, as concepções de educação e as diretrizes presentes no currículo oficial em seu cotidiano e prática escolar. As fontes de pesquisa se constituem dos documentos oficiais que subsidiam a proposta, como o documento base, o caderno do professor e o caderno do aluno, do marco regulatório produzido pela SEE-SP e duas entrevistas feitas com professoras da disciplina de educação física. As entrevistas situam a formação dos docentes, a compreensão que possuem sobre o debate curricular, a análise que fazem do processo de implementação e como, em seu trabalho cotidiano na escola, as propostas presentes no currículo foram incorporadas. Nesse processo, o texto apresenta inicialmente diferentes concepções de currículo, que informam o debate atual, na perspectiva de mostrar proximidades e distanciamentos com o currículo oficial. Na sequência, apresenta o currículo oficial, seus fundamentos, diretrizes e eixos estruturantes. Ao final, apresenta a fala das professoras de educação física, especificamente sobre a relação entre sua formação e compreensão dos processos curriculares, a leitura que fazem do currículo oficial, as críticas que manifestam, as experiências que constroem ao lidar cotidianamente com o currículo. Diante dos resultados dessa pesquisa, é possível afirmar que as professoras compreendem de forma parcial o debate curricular, que a resistência ou adesão que manifestam em relação ao currículo oficial é orientada por uma concepção de educação, que elas entendem como crítica e contestadora do discurso oficial. As práticas que relatam mostram que se criticam os objetivos do currículo, especificamente sua imposição e vinculação com a pedagogia das competências.
21
Forner, Régis [UNESP]. "Modelagem matemática e o legado de Paulo Freire: relações que se estabelecem com o currículo." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/156018.
Full textAbstract:
Submitted by Regis Forner (regis.forner@unesp.br) on 2018-09-18T16:11:49Z
No. of bitstreams: 1
REGIS FORNER - TESE VERSAO FINAL.pdf: 2471541 bytes, checksum: a345898990094e93d9c2113960b52d3b (MD5)Approved for entry into archive by Adriana Aparecida Puerta null (dripuerta@rc.unesp.br) on 2018-09-18T20:30:14Z (GMT) No. of bitstreams: 1 forner_r_dr_rcla.pdf: 2267206 bytes, checksum: 1b5d985de0a146167947386dfb9f324f (MD5)
Made available in DSpace on 2018-09-18T20:30:14Z (GMT). No. of bitstreams: 1 forner_r_dr_rcla.pdf: 2267206 bytes, checksum: 1b5d985de0a146167947386dfb9f324f (MD5) Previous issue date: 2018-09-05
A tese que ora apresento, tem por objetivo evidenciar algumas reflexões que emanam de um contexto em que se busca uma possibilidade de implementação da Modelagem na Educação Matemática em um ambiente permeado por um currículo prescrito. Para entender esse ambiente e, dessa forma, analisar as potencialidades da Modelagem, foi oferecido um curso para professores de Matemática que lecionam em escolas estaduais que integram a Diretoria de Ensino de Limeira, no Estado de São Paulo. Esse curso teve por objetivo apresentar essa abordagem pedagógica aos professores que, em sua maioria, desconheciam a Modelagem, e elaborar atividades que poderiam ser desenvolvidas em sala de aula. Segundo a abordagem qualitativa, os dados foram produzidos a partir das falas que se deram durante o curso e também em entrevistas realizadas com os professores em formação. Após esses dados serem analisados, buscou-se apresentá-los a partir do levantamento de temas geradores, que metaforicamente como o Método Paulo Freire, denotam uma complexidade própria do tema da pesquisa. A apresentação, durante o desenvolver de suas seções, se deu no diálogo entre o referencial teórico, por meio de seus autores, com as falas dos professores em formação. Objetivou-se com isso refletir sobre o contexto e, com um viés embasado na consciência crítica, propor alguns possíveis inéditos-viavéis frente as situações-limites que se impõem ao professor e que, de certa maneira, influenciam negativamente na possível implementação da Modelagem na Educação Básica. A partir dessa análise, concluo que a Modelagem pode ocupar espaço nas aulas de Matemática, desde que haja um movimento em torno da compreensão das situações-limite e da proposição de inéditos-viáveis que podem se dar por meio da constituição de Espaços Colaborativos de Formação em Modelagem.
The dissertation here presented aims to highlight some reflections that emanate from a context in which the possibility of implementing Modeling in Mathematics Education is sought in an environment permeated by a prescribed curriculum. In order to understand this environment and thus to analyze the potential of Modeling, a course was offered for Mathematics’ teachers who teach in public state schools that are part of the Teaching Board of Limeira, in São Paulo state. This course aimed to present this pedagogical approach to teachers who, for the most part, were not familiar with Modeling and to elaborate activities that could be developed in their classrooms. According to the qualitative approach, the data were produced from the speeches that were given during the course and also in interviews with the teachers in formation. After the analysis of the data, we sought to present them from the survey of generating themes, which metaphorically as Paulo Freire Method, denote a complexity specific to the research theme. During the development of its sections, the presentation took place in the dialogue between the theoretical reference, through its authors, and the statements of the teachers in formation. The objective was to reflect about the context and, with a bias based on the critical consciousness, to propose some possible untested feasibility in the face of the limiting situations that are imposed on the teacher and which, in a certain way, negatively influence the possible implementation of Modeling in Basic education. From this analysis, I conclude that Modeling can occupy space in Mathematics classes, since there is provided there a movement around the understanding of limiting situations and the proposition of untested feasibility that can be given through Teacher Collaboratives of Professional Development.
22
Delhaye, Coralie. "Comparaison des positionnements entre savoirs scientifiques et croyances religieuses à propos des origines du vivant dans les curriculums officiels grec, français et belge." Doctoral thesis, Universite Libre de Bruxelles, 2014. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209167.
Full textAbstract:
La problématique de recherche étudiée dans le cadre de cette thèse, émerge de diverses réflexions, données empiriques et observations, toutes liées à un constat qui a des implications importantes pour l’enseignement des sciences :le rejet partiel ou total de la théorie de l’évolution aux cours de sciences dispensés à l’école, au nom de croyances créationnistes, dans des sociétés modernes européennes où la science fait autorité.La littérature scientifique qui traite de cette problématique dans le cadre de l’enseignement scolaire en Europe ,analyse les conceptions d’acteurs de l’enseignement scolaire – enseignants et/ou élèves – sur ce sujet, en étudiant notamment le lien qu’entretiennent ces conceptions avec les représentations que ces mêmes acteurs ont de la science, avec leurs parcours personnels, avec leur formation, etc. Un point aveugle observé dans cette littérature est la rareté des recherches portant sur les directives officiellement adressées aux enseignants. C’est pourquoi nous avons choisi de nous pencher sur le contenu de ces directives.
Cette recherche a, en premier lieu, une visée exploratoire. Elle consiste à construire et utiliser un instrument théorique et méthodologique qui permet, d’une part, d’identifier des représentations du savoir scientifique, de la croyance religieuse et/ou de leurs rapports (ou non rapports) véhiculées par les curriculums prescrits européens et, d’autre part, de déterminer des mécanismes à travers lesquels ces représentations pourraient influencer, d’une façon ou d’une autre, le rejet ou l’acceptation de la théorie de l’évolution au nom de croyances créationnistes ou encore, inversement, le rejet ou l’acceptation de croyances créationnistes au nom de la théorie de l’évolution. Pour repérer les représentations recherchées, nous utilisons la méthode de l’analyse de contenu thématique.
Une autre visée de cette étude est confirmatoire. Il s’agit de confirmer le postulat suivant lequel la nature des éventuelles représentations repérées au sein des curriculums prescrits au moyen de l’instrument susmentionné peut être mise en lien – lien dont la nature sera définie dans le corps de notre dissertation, sur la base de l’analyse de données sociohistoriques rapportées dans la littérature – avec les modalités de gestion de la laïcité mises en place par les politiques éducatives de différents pays européens :la France, la Grèce et la Belgique francophone. Ces pays ont justement été sélectionnés pour leur profil divergent en matière de politiques de gestion de la diversité culturelle. Pour démontrer ce lien, nous nous livrons à une analyse comparative sociétale.
Doctorat en Sciences Psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
23
Kapitango-a-Samba, Kilwangy Kya. "História e filosofia da ciência no ensino de ciências naturais: o consenso e as pespectivas a partir de documentos oficiais, pesquisas e visões dos formadores." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-04082011-113936/.
Full textAbstract:
A análise do distanciamento entre as orientações teóricas das instâncias decisórias (ID) sobre a inclusão da abordagem dos aspectos da História e Filosofia da Ciência no Ensino de Ciências Naturais (HFCECN) constitui o nosso objetivo de investigação, cujo problema foi identificar as ID e saber em que elas se distanciavam entre si em relação à HFCECN. Para tal, delimitamos o estudo de caso único qualitativo, tendo o Brasil como unidade caso sob o aspecto da HFCECN, cujas múltiplas unidades de análise foram as ID. Para coleta e análise de dados utilizamos a entrevista semiestruturada com especialistas, a análise de conteúdo e a análise documental. Da investigação resultou a identificação de quatro ID em relação à HFCECN, das quais três foram analisadas e identificamos que elas apresentam desconexão/discrepância metodológica e epistemológica de perspectivas diferentes, portanto, a convergência entre as ID está longe de ocorrer na realidade material do sistema educacional, o que pode inviabilizar a efetiva HFCECN. Os regulamentos oficiais apontam para a contextualização externa (sociocultural) e as pesquisas parecem assumir a HFC como conteúdo no ensino de ciências naturais, porém, dos 72 trabalhos de pesquisa analisados, 34 apontam para contextualização interna; 16, criticidade; 9, motivação; 8, contextualização externa. Na formação docente, a maioria das disciplinas aponta para contextualização interna (7); as percepções dos docentes formadores apontam para instrumentação didática e criticidade e uma abordagem da HFC enquanto perspectiva de reflexão crítica. As três ID constituem seus próprios cenários ontológico, político e decisório, formam uma constelação bicondicional com rupturas de sequência comunicativa e tomada de decisões. A realidade escolar não tem sido considerada enquanto instância decisória e nem consultada o suficiente para tomada de decisões e prescrições das três ID. Finalmente, apresentamos algumas reflexões e perspectivas propositivas sobre o tema.Our research goal is to analyze the detachment of the theoretical orientations from the decision-making institutions (DMIs) with regards to the inclusion of aspects of the approach of History and Philosophy of Science in the Teaching of Natural Sciences (HPSTNS), in order to identify the decision-making institutions and learn where they distanced themselves from each other regarding HPSTNS. Thus, a single qualitative case was delimited, using Brazil as a study unit under the HPSTNS aspect and the DMIs as multiple analyses units. To collect and examine the data, semi-structured interviews with experts, content and documentation analysis were used. The outcome of the research was the identification of four decision makers related to HPSTNS, of which three were analyzed. We concluded that they exhibit methodological and epistemological disconnection/discrepancy with different perspectives, therefore, the convergence between the DMIs is far from occurring in the educational systems actual material, rendering unfeasible the effective HPSTNS. The official rules point to an external contextualization (social-cultural) and the research appears to assume the HPS as the natural science teaching content. However from the 72 research papers analyzed: 34 showed internal contextualization; 16, criticisms; 9, motivations; and 8, external contextualization. In teacher education, most of the courses point to the internal context (7), the teachers perceptions indicate didactic instrumentation, and criticism is an HPS approach as a perspective of critical reflection. The three DMIs constitute their own ontological, political and decision-making scenario, they form a bi-conditional constellation with communicative sequence and decision making disruptions. The school reality has not been considered as a Decision-Making Institution nor sufficiently consulted for the recommendations of decisions and directives of those three (DMIs). Finally, we offer some reflections and proactive perspectives on the subject.
24
Cheng, Ka-lok, and 鄭嘉樂. "Translation of nature of science content in the official physics curriculums in mainland China and Hong Kong into the corresponding textbooks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/198822.
Full textAbstract:
International studies, such as the Trends in Mathematics and Science Study, reveal that most teachers rely on textbooks as the basis of their instruction. This is particularly true for new curriculum components. Thus a good alignment between the official curriculums and textbooks is necessary for the classroom implementation of the official curriculums. However, the study of the translation of official curriculums into textbooks is missing in the education literature. The Nature of Science (NOS) content in the Physics curriculums in Mainland China and Hong Kong serves as the context of this exploratory research on official curriculum-textbook translation.
In this study, the extent and manner of the translation of the NOS content in the official curriculums into the text book was first investigated through the analysis of the NOS content found in the official Physics curriculums and the Physics text books in Mainland China and Hong Kong respectively. Two sets of textbooks that were widely adopted by schools in each of the two sites were studied against the corresponding Physics curriculum. The findings of the investigation then paved the way for the subsequent identification of the factors that affect the translation of the NOS content in the official curriculums into the textbook content through interviews with the authors, consultants and editors who assisted in determining the content in the textbooks of the two sites.
It was found that the major NOS ideas found in the official Physics curriculums at both sites were thoroughly included in the corresponding textbooks, yet the translation of the official curriculums into textbook content was not perfect. In some cases, the textbooks nicely illustrated and elaborated upon the NOS ideas with relevant contexts intended by the official curriculums. In other cases, the alignment was simply are-statement of the curricular specifications onto the textbooks.
A number of factors influencing the official curriculum-textbook translation of the NOS content were found in the study. These include authors’ and editors’ belief regarding the benefits brought about by students’ learning of NOS content, students’ background knowledge and reading skills, textbook approval systems and selection practices, teachers’ acceptance towards new NOS content, the absence of NOS-related questions in high-stake examinations and the academic and vocational background of the authors and editors. In addition, the study also revealed other factors that operate differently in the two sites. These include teachers’ criteria of textbook selection, the trial and revision system of textbooks, teachers’ reluctance towards the teaching of new content, and the demand for examination-oriented materials in textbooks.
Through synthesizing the factors that influence curriculum implementation found in the literature and the factors that influence the official curriculum-textbook translation as reported by the informants, a model of the factors that affect the translation of official curriculums into textbook content was proposed. The model builds upon and could be analogously compared to the existing model of classroom-level curriculum implementation.
Through an enhanced understanding of the official curriculum-textbook translation, the current study provides the missing link in the existing literature on curriculum implementation.published_or_final_version
Education
Doctoral
Doctor of Philosophy
25
Crytes, Geneviève. "Le modèle d'enseignement euro-canadien dans le pensionnat autochtone de Saint-Marc-de-Figuery: une étude historique." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26294.
Full textAbstract:
Cette thèse par article présente une étude de cas sur le pensionnat autochtone de Saint-Marc-de-Figuery au Québec, ouvert de 1953 à 1973 pour les jeunes autochtones de l’Abitibi (Algonquins) et du Lac-Saint-Jean (Attikameks). Elle porte principalement sur trois curriculums présents au pensionnat, soit le curriculum officiel, le curriculum enseigné et le curriculum caché.
Cette thèse s’inspire du paradigme de la critique transformative pour expliquer les relations de la politique colonisatrice et dominatrice au sein du système des pensionnats autochtones. Il s’agit d’une recherche qualitative fondée sur la méthode historique à partir d’une analyse de sources écrites et orales. Pour ce faire, j’ai consulté et analysé des documents (sources primaires et secondaires) disponibles et accessibles.
Les résultats se divisent en trois grands points. Le premier étant ce qui a été fait pour le pensionnat en tant que curriculum officiel par le gouvernement fédéral et les Pères oblats. Le second point touche la vie au pensionnat. C’est le point le plus long, car les trois curriculums y sont abordés. Du curriculum officiel et enseigné du gouvernement québécois découlent les programmes d’études, l’horaire et les matières enseignées. Pour cette étude, seule l’histoire a été retenue avec son programme et ses manuels scolaires. Le curriculum caché décrit les aspects dissimulés et indirects comme la perte d’identité, la honte d’être un autochtone et la langue obligatoire de la majorité de la province où se trouve le pensionnat. Le troisième point traite des conséquences ainsi que des effets négatifs et positifs en dehors du pensionnat. Le curriculum caché n’a pas seulement été vécu par les pensionnaires, mais aussi par leurs familles et leur entourage. Néanmoins, il ressort des aspects positifs une implication des pensionnaires dans la communauté et pour certains la poursuite d’études postsecondaires.
À la lumière des résultats, nous pouvons soutenir que le pensionnat de Saint-Marc-de-Figuery, comme institution scolaire des autorités canadiennes, fut à la fois assimilateur, acculturateur et formateur en voulant régler la problématique autochtone au pays.
26
Olguín, Villegas Karin, and Labra Katiuska Vega. "Analysis and comparison of the official chilean curricula for 1st grade English and Mapudungun : vocabulary teaching and languaje ideology." Tesis, Universidad de Chile, 2014. http://www.repositorio.uchile.cl/handle/2250/116176.
Full textAbstract:
Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa.Until very recently in the history of Second Language Acquisition (SLA) studies kept vocabulary acquisition in a lower status compared to other aspects of language as a system of communication. Current research has demonstrated the importance of vocabulary acquisition within the SLA field. This study tries to bring together two fundamental components of language teaching - the vocabulary component and the way it is presented and taught, and the cultural models and ideologies that influence the creation of a language course through the analysis and comparison of the two official Chilean 1st grade curricula for teaching English and Mapudungun. Results suggest there are problems both in terms of SLA theoretical support and in terms of vocabulary acquisition theories. Each program upholds clear, but quite different cultural models that define the status of these two languages in our country.
27
Jesus, Rhenan Ferraz de. "O ensino de temas relacionados à saúde em um espaço escolar : analisando a sua abordagem a partir de documentos oficiais da educação, de documentos escolares e do componente curricular de biologia." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/173622.
Full textAbstract:
Este trabalho buscou analisar as possíveis articulações da abordagem de temas em torno da saúde no ensino de Biologia no Ensino Médio, contextualizando essa abordagem desde os documentos oficiais da educação até as práticas educativas que acontecem em uma escola pública, referentes a esse componente curricular. De natureza quali-quantitativa, esta pesquisa adotou a metodologia do tipo de estudo de caso, tendo como partícipes uma escola central de um município da fronteira oeste do Rio Grande do Sul e professores de Biologia que nela atuam. O método de análise utilizado nos materiais coletados foi a análise de conteúdo. Dos documentos oficiais analisados, um deles apresentou elementos suficientes que o identificasse como um importante documento que visa dar suporte pedagógico aos professores, trazendo possibilidades e exemplos, de fácil compreensão, em como trabalhar os assuntos relacionados à saúde no componente curricular de Biologia, e envolvendo outras áreas do conhecimento. Quanto às concepções e às recomendações a respeito da abordagem de temas alusivos à saúde, constatou-se que os aspectos biológicos e socioambientais, para as questões que envolvem à saúde, estão articulados em consonância nos documentos oficiais, nos documentos escolares e para a área das Ciências da Natureza (CN), bem como no ensino de Biologia. Isso demonstra a importância e a necessidade de se discutir os aspectos sociais para a construção do conhecimento com os estudantes, além dos biológicos, bem como a ampliação da percepção sobre saúde e os seus determinantes. Outro fato importante na pesquisa foi que a maior parte das concepções analisadas nos registros dos documentos oficias da educação e dos documentos escolares estudados estão pautados, prioritariamente, na promoção da Literacia em saúde. Além disso, percebeu-se a existência de distintas concepções de saúde nos diferentes materiais de estudo, embora cada uma ressaltou as suas teorias e epistemologias, todas assinalam caraterísticas e elementos essenciais para entender e perceber a importância da abordagem de temas relativos à saúde dentro do contexto escolar. Também, notou-se que a escola estudada é vista como um espaço importante para estimular discussões em torno da saúde, associando o ensino de Biologia como uma área essencial para trabalhar os diversos assuntos relacionados à saúde em sala de aula com os estudantes. Espera-se que os conhecimentos atuais e mais relevantes em relação à saúde, traçados na escola e trabalhados no ensino de Biologia, sejam contemplados e considerados, com mais ênfase, na elaboração dos documentos oficiais estudados, bem como as diversas problemáticas que cercam as práticas de vida dos estudantes, os quais carecem de maiores esclarecimentos e orientações a respeito da abordagem de temas relacionados à saúde no contexto do Ensino Médio.This study aims to analyse possible articulations of health themes approach in Biology teaching on High School, contextualizing this approach since official education documents until educational practices that happens at a public school, in relation this curriculum component. With qualitative and quantitative nature, this research adopted a methodology of type case study, having as participants a central school of front county Rio Grande do Sul State and its Biology teachers. The analyse method used in materials collected are content analysis. One of official documents analysed presents sufficient elements that identifies it as an important document that aim to give pedagogical support to teacher, bringing possibilities and examples of easy understanding in how to work issues relational to health in Biology, and involving others knowledge areas. About conceptions, recommendations regarding of health issue approach, we verify that socio-environmental, and biologic aspects has articulated in consonance on official documents, scholar documents and to Science Nature (SN) area, as well in Biology teaching. This demonstrate the importance and necessity of argue the social aspect for as knowledge construction with students, besides biological, as too enlargement of perception about health and its determinants. Other research important fact was that main part of conceptions analysed in education official and scholar documents registers, it primarily based in health literacy promotion. Beside this, we perceive existence of different health conceptions in the study materials, although each one evidence its theories and epistemologies, all of it appoints characteristics and elements essentials for understanding and perceiving the importance of health issue approach in of scholar context. In addition, we notes researched school it has seen as unique space for encouraging argue around of health, associating Biology teaching as one essential area for working several health themes in classroom with students. It will expected that current and more relevant health knowledge, traced on school and in Biology teaching, it might be contemplate and considered in the studied official documents elaboration with more emphasis, as well the different issues around students’ lifestyle, which needs major clarifications and orientations about health issue approach in High School context.
28
Majeski, Sergio. "Ensino médio, currículo e cotidiano escolar : sobre movimentos e tensões nos discursos oficiais." Universidade Federal do Espírito Santo, 2013. http://repositorio.ufes.br/handle/10/6078.
Full textAbstract:
Made available in DSpace on 2016-12-23T14:01:51Z (GMT). No. of bitstreams: 1
Sergio Majeski.pdf: 1611826 bytes, checksum: 7e2a0d00ace5eecbf4fe56cb939064e7 (MD5)
Previous issue date: 2013-08-30This work was motivated by our concern and interest in the issue of education in Brazil, and especially with our empathy with High School. At first we explain the general issues about this educational level, and then we discuss the three most important official policies for high school today: the National Curriculum Guidelines for Secondary Education (DCNEM), the Innovative High School Program (ProEMI) and National Secondary Education Examination (ENEM) focusing on curricular issues and understandings/uses that the practicing subjects make of them in school everyday. Amid questioning these policies are the speeches of teachers and students on the same issues. We try to elucidate the importance that such policies have for the actors of the school everyday and raise questions about the legal framework created by the Ministry of Education and the Department of Education of the State of Espírito Santo. We ve noticed that most official guidelines are not fully assimilated in school, where practicing subjects adopt their work strategies according to their needs. The questioning of the policies highlighted the growing importance of ENEM, which leads us to believe that over and over all the projects and guidelines for high school will have the influence of this examination
O presente trabalho foi movido pela nossa preocupação e interesse pela questão educacional no Brasil, especialmente por nossa afinidade com o Ensino Médio. Num primeiro momento explanamos questões gerais sobre essa etapa de ensino para, em seguida, problematizar as três principais políticas oficias para o Ensino Médio na atualidade: as Diretrizes Curriculares Nacionais para o Ensino Médio (DCNEM), o Programa Ensino Médio Inovador (ProEMI) e o Exame Nacional do Ensino Médio (ENEM), focando as questões curriculares e os entendimentos/usos que os sujeitos praticantes fazem desses instrumentos nos cotidianos da escola. Em meio a problematização dessas políticas, estão as falas dos professores e alunos sobre os assuntos relacionados às mesmas. Tentamos elucidar a importância que tais políticas têm para os atores do cotidiano escolar e levantar questionamentos sobre o arcabouço legal criado pelo Ministério da Educação e pela Secretaria de Educação do Estado do Espírito Santo. Constatamos que grande parte das orientações oficiais não são plenamente assimiladas/usadas ou conhecidas na escola, onde os sujeitos praticantes adotam mecanismos de trabalho de acordo com suas necessidades. A problematização das políticas evidenciou a importância crescente do ENEM, o que nos leva a crer que cada vez mais todos os projetos e orientações destinados ao Ensino Médio terão como pano de fundo esse exame
29
Agbodjogbe, Basile Djessounounkon. "L’implémentation des nouveaux programmes par compétences au Bénin : des textes officiels aux pratiques d’enseignement : analyses didactiques en éducation physique et sportive et en sciences de la vie et de la terre en classe de 5ème." Thesis, Toulouse 2, 2013. http://www.theses.fr/2013TOU20028/document.
Full textAbstract:
La thèse analyse l’implémentation des nouveaux programmes d’EPS et de SVT au Bénin dans le cadre de la réforme curriculaire selon l’approche par les compétences. Cette question est envisagée selon une approche comparative en termes de transposition didactique. Trois études emboitées structurent le travail empirique. La première caractérise les nouvelles matrices disciplinaires en EPS et en SVT à partir d’une analyse de contenus des documents officiels. La seconde s’intéresse aux points de vue des acteurs impliqués dans cette réforme depuis dix ans (inspecteurs, conseillers pédagogiques, enseignants). La troisième rend-compte, sous couvert de la théorie de l’action conjointe en didactique, des pratiques d’enseignement de 6 enseignants (3 en EPS : basket-ball et 3 en SVT : relations d’exploitation interspécifiques). Les résultats mettent en évidence les contraintes qui pèsent sur la mise en œuvre de ces nouveaux programmesThis thesis is about the curriculum reform in physical education and biology as implemented in the Republic of Benin. The research is conveyed through a comparative approach and look at the didactical transposition. Three studies are conducted. The first one characterizes from a content analysis of official documents the new disciplinary matrix of the physical education curriculum and the biology curriculum. The second study concerns the discourses held by different actors (supervisors, mentors, and teachers) on the curriculum reform which began ten years ago. The last one is about the teaching practices of 6 teachers (3 in PE teaching basket-ball; 3 in Biology teaching predation and parasitism as inter species relations). The findings highlight the constraints that weight on the ways these new curricula are implemented in classroom
30
Agbodjogbe, Basile Djessounounkon. "L'implémentation des nouveaux programmes par compétences au Bénin : des textes officiels aux pratiques d'enseignement : analyses didactiques en éducation physique et sportive et en sciences de la vie et de la terre en classe de 5ème." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2013. http://tel.archives-ouvertes.fr/tel-00904230.
Full textAbstract:
La thèse analyse l'implémentation des nouveaux programmes d'EPS et de SVT au Bénin dans le cadre de la réforme curriculaire selon l'approche par les compétences. Cette question est envisagée selon une approche comparative en termes de transposition didactique. Trois études emboitées structurent le travail empirique. La première caractérise les nouvelles matrices disciplinaires en EPS et en SVT à partir d'une analyse de contenus des documents officiels. La seconde s'intéresse aux points de vue des acteurs impliqués dans cette réforme depuis dix ans (inspecteurs, conseillers pédagogiques, enseignants). La troisième rend-compte, sous couvert de la théorie de l'action conjointe en didactique, des pratiques d'enseignement de 6 enseignants (3 en EPS : basket-ball et 3 en SVT : relations d'exploitation interspécifiques). Les résultats mettent en évidence les contraintes qui pèsent sur la mise en œuvre de ces nouveaux programmes.
31
Passelaigue, Theys Dominique. "Grandeurs et mesures à l'école élémentaire." Thesis, Montpellier 2, 2011. http://www.theses.fr/2011MON20161/document.
Full textAbstract:
Depuis 2002, dans un nouveau domaine des mathématiques intitulé « grandeurs et mesure », les auteurs des textes officiels proposent d'aborder les grandeurs au travers d'activités de comparaison directe, indirecte, en utilisant des étalons arbitraires avant d'introduire les unités conventionnelles et en puisant dans le réservoir d'activités que sont les sciences expérimentales.Ces injonctions ont été à l'origine de ce travail.Une analyse épistémologique des concepts nous a permis de montrer que la distinction« grandeur/mesure », présentée comme naturelle, est pertinente pour ce niveau d'enseignement.Nous avons cherché l'origine de la proposition des prescriptions officielles en étudiant les textes duprimaire de sciences et de mathématiques depuis 1923. Nous avons constaté un tournant décisif dans les programmes : à la suite de la réforme des mathématiques modernes, l'étude des grandeurs avant la mesure apparaît en sciences comme en mathématiques, s'appuyant sur les travaux des psychologues de l'époque. Cette étude dans les deux disciplines ne sera plus demandée jusqu'en 2002.Dans notre travail, nous avons mis en évidence une mauvaise maîtrise des concepts de « grandeur »et « mesure » ainsi qu'une conception erronée de « grandeur » chez les professeurs d'école. Certains d'entre eux sont par ailleurs réticents à adopter la démarche décrite dans les textes pour l'ensemble des grandeurs.Nous avons étudié l'impact des activités de comparaison avec l'utilisation d'étalons arbitraires sur la construction du concept de masse et sur le sens de la mesure, à l'aide de la mise en œuvre deux ingénieries comparatives en CE1. Nos résultats montrent que le niveau de conceptualisation des élèves, tel qu'il est évalué à l'aide de nos critères, est supérieur tant pour le sens de la grandeur que pour celui de la mesure, chez les élèves ayant vécu une séquence introduisant la masse à partir d'activités de comparaisons détachées du nombreSince 2002, in a new domain of the mathematics entitled " quantity and measurement ", the authors ofthe curriculum suggest approaching the quantity through activities of direct, indirect comparison, byusing arbitrary standards measurement before introducing the conventional units and by drawing fromthe reservoir of activities that are the experimental sciences.These orders were at the origin of this work.An epistemological analysis of the concepts allowed us to show that the distinction "quantity/measurement", presented as natural, is relevant for this level of teaching.We looked for the origin of the curriculum's proposition by studying the texts of the primary schoolin sciences and mathematics since 1923. We noticed a decisive bend in the programs: following thereform of the modern mathematics, the study of quantity before measurement appears in sciences asin mathematics, leaning on the works of the contemporary psychologists. This study in both disciplineswill not be any more asked until 2002.In our work, we brought to light a bad control of the concepts of "quantity and "measurement " as wellas a misconception of "quantity" at the primary school teachers. Some of them are besides reluctantto adopt the approach described in curricula for all the quantities.We studied the impact of the comparison's activities with the use of arbitrary standards on theconstruction of the concept of mass and on the sense of moderation, by means of the implementationtwo comparative engineerings in 2nd year of primary school. Our results show that the level of pupil'sconceptualization, such as it is estimated by means of our criteria, is upper so much for the sense ofthe quantity than for that of the measure, at the pupils having lived a sequence introducing the massfrom comparison's activities out of the number
32
Naidoo, Jason. "An action research inquiry into outcomes-based education and training in an adult learning environment at the Forensic Science Laboratory." Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/17404.
Full textAbstract:
Thesis (MPhil)--University of Stellenbosch, 2006.ENGLISH ABSTRACT: The Forensic Science Laboratory (FSL) is a component of the South African Police Service (SAPS). The Questioned Document Unit (QDU) is a section within the FSL. It has been practice in the QDU to recruit members of the SAPS for training as Questioned Document Examiners within the FSL. Although the SAPS has a policy on education, training and development, it is not applied. Even after the establishment of the South African Qualifications Authority (SAQA) and the National Qualifications Framework (NQF), the QDU and the rest of the FSL continued their training practices at the workplace outside the outcomes-based paradigm. As part of standard practice, the FSL has taken content experts (forensic analysts) and turned them into trainers. These forensic experts had no training qualifications and little or no facilitation skills. Their knowledge of outcomes-based education (OBE) and adult learning was also either inadequate or non-existent. This shortcoming has influenced the quality of learning in this environment. In 2004 the Forensic Science Laboratory began to give some members an opportunity to be trained as trainers, assessors and moderators of learning. However, this has been a disjointed effort. Generally, learners have had to endure a frustrating period of more than four years of internal training before being certified as competent to act as examiners. Before 1994 the QDU employed mostly white personnel as examiners. Most black personnel still occupy the lower salary levels amongst examiners. There are no black trainers. At present (2006) in the FSL, the tendency is that white personnel hold senior positions and black personnel are juniors. There is covert racial tension among the members. In the QDU, the training manager has always been a trainer as well. In the training environment at the QDU there have been obvious problems, namely – ���������� poor practice of OBE and adult learning; ���������� relationship problems between trainer and learners; ���������� distrust and a lack of communication and dialogue between trainer and learners; and ���������� underlying racial tension. The action research process on which we (the learners, training manager and I) embarked was aimed at – ���������� opening dialogue/communication between the training manager and learners; ���������� increasing learner participation in the process; and ���������� providing the opportunity for both the learners and the training manager to increase their knowledge of adult learning and OBE. We hoped that by making the entire action research process transparent we could create a platform for the learners and the training manager to build relationships in order to bring about an improvement in learning practice. We used an action research process that included participation by both the learners and the training manager. Change occurs within the action component of the action research process, while the research component is meant to generate knowledge. We used a cyclic method that entailed stages of planning, action, observation and reflection. Continuity was achieved by the reflection stage of one cycle informing the planning stage of the next. The action research process used in this setting has supported the existing theory and assumptions that adult learners want to participate, be involved in decision-making, and learn by doing. It has also shown that they are critically aware. The learning practice at the QDU has improved. The action research process that took place at the unit can serve as a powerful case study for trainers who endeavour to improve practice in other environments.
AFRIKAANSE OPSOMMING: Die Forensiesewetenskapslaboratorium (FWL) is 'n komponent van die Suid-Afrikaanse Polisiediens (SAPD), terwyl die Betwistedokumente-Eenheid (BDE) ʼn afdeling binne die FWL is. Sedert die stigting van die BDE was dit algemene praktyk om lede van die SAPD te werf en hulle binne die FWL as eksaminatore van die BDE op te lei. Alhoewel die SAPD ʼn beleid het ten opsigte van onderwys, opleiding en ontwikkeling, word dit nie toegepas nie. Selfs ná die totstandkoming van die Suid-Afrikaanse Kwalifikasieowerheid (SAKO) en die Nasionale Kwalifikasieraamwerk (NKR), het die BDE en die res van die FWL hul werkgebaseerde opleidingspraktyke buite die paradigma van uitkomsgebaseerde onderwys voortgesit. Die FWL het tot dusver forensiese skeikundiges in opleiers omskep. Hulle het geen kwalifikasies in opleiding gehad nie en hul kennis van uitkomsgebaseerde onderwys (UGO) en volwasseneleer, asook hulle fasiliteringsvaardighede, was onvoldoende. In sommige gevalle het dit geheel en al ontbreek. Hierdie tekortkoming het ʼn nadelige invloed op die gehalte van leer gehad. Onlangs (2004) het die FWL begin om sommige polisielede die geleentheid te bied om as opleiers, assessors en moderators van leer opgelei te word, maar hierdie pogings is nog nooit behoorlik gestruktureer nie. Binne die huidige opset is daar leerders wat meer as vier jaar interne opleiding moes ondergaan voor hulle as bevoeg gesertifiseer is om as opleiers op te tree. Die BDE het in die verlede meesal wit personeel in diens geneem as eksaminatore. Die meeste van die swart eksaminatore in die BDE is op die laer salarisvlakke, en daar is geen swart opleiers nie. Tans (2006) is daar hoofsaaklik wit personeel in die seniorposte in die FWL, met die swart personeel meesal in juniorposte. Daar is onderliggende rassespanning onder die lede. In die BDE was die opleidingsbestuurder nog altyd ook ʼn opleier. Die volgende probleme is in die opleidingsomgewing van die BDE geïdentifiseer: ��������� swak praktyk t.o.v. UGO en volwasseneleer; ��������� troebel verhoudings tussen die opleier en die leerders; ��������� wantroue en gebrekkige kommunikasie en dialoog tussen die opleier en die leerders; en ��������� onderliggende rassespanning. Die aksienavorsingsproses wat ons (ek, die leerders en die opleidingsbestuurder) aangepak het was daarop gemik om – ��������� dialoog/kommunikasie tussen die opleidingsbestuurder en die leerders te vestig; ��������� leerderdeelname in die proses te verhoog; en ��������� vir beide die leerders en die opleidingsbestuurder die geleentheid te bied om hul kennis van volwasseneleer en UGO uit te brei. Deur die hele aksienavorsingsproses deursigtig te maak, het ons gehoop om vir alle rolspelers ʼn geleentheid te skep om verhoudinge te bou ten einde ʼn verbetering in die leerpraktyk teweeg te bring. ʼn Aksienavorsingsproses is aangewend wat deelname deur beide die leerders en die opleidingsbestuurder ingesluit het. In aksienavorsing vind verandering binne die aksiekomponent van die proses plaas, terwyl die navorsingskomponent daarop gemik is om kennis vir die deelnemers – en as deel van die proses self – te genereer. Ons het ʼn sikliese metode gebruik wat beplanning, handeling, waarneming en refleksie behels het. Kontinuïteit is verseker deurdat die refleksiestadium van een siklus die basis gelê het vir die beplanningstadium van die volgende. Die aksienavorsingsproses wat in hierdie opset gebruik is, het die bestaande teorie en aannames ondersteun dat volwasse leerders wil deelneem, dat hulle by besluitneming betrokke wil wees, dat hulle wil leer deur te doen, en dat daar ‘n groter kritiese bewussyn is. Die leerpraktyk aan die BDE het verbeter. Die aksienavorsingsproses aan die BDE kan ʼn betekenisvolle gevallestudie wees vir diegene wat poog om hul praktyk in ander omgewings te verbeter.
33
Souza, Baltazar Donizete de. "O ENSINO POLICIAL E A FORMAÇÃO DE OFICIAIS NA ACADEMIA DE POLÍCIA MILITAR DO ESTADO DE GOIÁS." Pontifícia Universidade Católica de Goiás, 2003. http://tede2.pucgoias.edu.br:8080/handle/tede/3779.
Full textAbstract:
Submitted by admin tede (tede@pucgoias.edu.br) on 2017-10-04T13:43:56Z
No. of bitstreams: 1
BALTAZAR DONIZETE DE SOUZA.pdf: 1530918 bytes, checksum: b6db561ee5e0bbacc57c98806558c942 (MD5)Made available in DSpace on 2017-10-04T13:43:56Z (GMT). No. of bitstreams: 1 BALTAZAR DONIZETE DE SOUZA.pdf: 1530918 bytes, checksum: b6db561ee5e0bbacc57c98806558c942 (MD5) Previous issue date: 2003-08-01
This dissertation is a study of the formation course taken by police officers at the Goiás Military Police Academy. It aims at suggesting changes in the military police 20 curriculum, in particular in the military language of the curriculum and pedagogical practice of the instructors – and in the pedagogical terminology of the teachers. So it is hoped to find ways to develop a proposal for a more humane and better-qualified police force, in response to the demands of today’s world. The academic and scientific importance of this study, in accompanying the curricular and pedagogical changes in military police formation, aimed at forming professionals with the profile of officers who can more humanely guarantee the safety of the population, without using the physical and symbolic repression of the Ideological State Apparatus, shows its relevance. This study is theoretically based on research covering the organization of the State and its re-adaptation from the point of view of Faoro (2001), with criticism of the adoption of Minimal State Involvement. The ideological apparatus of the state is examined according to the theories of Althusser (1970), the history of the military institution and its teaching according to Lara (1986), Skidmore (1988), Ludwig (1998), Germano (2000) and Gaspari (2002). The historical review and evaluation of police and police education at the Academy was carried out by means of analysis of documents and of the curricular proposals of Academies from other States, as well as from Goiás. Emphasis was given to the curricula of this course, throughout its history, from the foundation of the Academy in 1940 up to the present day. In addition, the theoretical basis covers the history of curriculum presented by Luzuriaga (1946), Brzezinski (1987), Silva (1989), Pacheco (1996), Doll (1997), Moreira (1999), Roldão (1999), Libâneo (2000) and Silva (2001), among others. The research uses qualitative methodology in the form of a case study. The field work was carried out through observation and interviews, with pre-structured questions. A random selection of informants was made of former commandants/former directors of the Academy, former instructors and teachers, present instructors and teachers, officers formed by the Academy in the 1992-2001 period and present students attending the police officer formation course for the last two years. From the data obtained, the theoretical basis and the records of observation and the interviews carried out, it can be concluded that the curriculum practice and the teaching/learning process undertaken today at the Goiás Miliary Academy, unlike that used during the military regime, is centered on the student and his/her experience. Another relevant conclusion was confirmation of the military character of the institution, that is, the Goiás Military Police give more emphasis to disciplinary issues, particularly in what concerns the hierarchy and organization of the academic sphere. It was also seen that the present curriculum of the Goiás Military Police Academy reflects sociopolitical changes in the profile of the subjects it offers, thereby assuming a more civil than military character. The research also allows one to conclude that the Academy, in its formation of police officers, has not adopted one single pedagogical theory. Rather, it uses a combination of Comte and Herbart’s positivist theory and of Dewey’s progressivism.
A presente dissertação consta de um estudo sobre o curso de formação de oficiais da Academia de Polícia Militar do Estado de Goiás. Tem o propósito de sugerir mudanças no ensino policial militar, especialmente, no currículo e na prática pedagógica dos instrutores - linguagem militar – e dos professores - terminologia pedagógica. Pretendemos, pois, encontrar caminhos para desenvolver uma proposta de formação de oficiais mais humanitária e melhor qualificada, concernente às exigências do mundo contemporâneo. A relevância desta investigação encontra-se em sua dimensão acadêmico-científica ao acompanhar as mudanças curriculares e pedagógicas do ensino policial militar, tendo em vista a exigência de formar profissionais com um perfil de oficial que possa garantir a segurança da população civil, com ações mais humanas, sem o uso de repressão física e simbólica desse Aparelho Ideológico do Estado. O referencial teórico está fundamentado em estudos que abrangem a organização do Estado e sua refuncionalização, sob a ótica de Faoro (2001), com críticas à adoção do Estado Mínimo. Os aparelhos ideológicos do estado são vistos sob a teorização de Althusser (1970); a história da instituição militar e de seu ensino segundo Lara (1986), Skidimore (1988), Ludwig (1998), Germano (2000), Gaspari (2002) e outros. A revisão histórica e a conceituação de polícia e de ensino policial na Academia foram realizadas por meio da 19 análise documental e das propostas curriculares da APM de outros Estados e da APM de Goiás. Damos ênfase aos currículos desse curso, ao longo de sua história, desde a criação da APM, em 1940, até ao que se encontra em vigor. Ainda, o referencial teórico abrange a história de currículo sustentada em Luzuriaga (1946), Brzezinski (1987), Silva (1989), Pacheco (1996), Doll (1997), Moreira (1999), Roldão (1999), Libâneo (2000) e Silva (2001). A metodologia da pesquisa é qualitativa, sob a forma de estudo de caso. A pesquisa de campo deu-se mediante observação e entrevistas, com roteiro pré-estruturado. Os informantes foram selecionados por amostra aleatória, entre os ex-comandantes/ex-diretores da APM, exinstrutores e ex-professores, atuais instrutores e atuais professores, oficiais egressos formados na APM, no período compreendido entre 1992 a 2001 e alunos que estão freqüentando o curso de formação de oficiais, nos dois últimos anos. Diante dos dados obtidos, do referencial teórico, do registro das observações e das entrevistas realizadas, é possível concluir que as práticas curriculares e o processo ensino-aprendizagem hoje desenvolvido pela APMGO, contrariamente ao que ocorria durante o regime militar, vêm se centrando mais no aluno e nas suas experiências. Outra conclusão relevante refere-se à confirmação do caráter militar da instituição, qual seja, a PMGO dá maior ênfase aos aspectos disciplinares, notadamente no que diz respeito à hierarquia e à organização do ambiente acadêmico. Constatou-se que a atual grade curricular da APMGO reflete as mudanças sócio-políticas no perfil das disciplinas ministradas, assumindo caráter mais civil do que militar. A pesquisa permite concluir que a Academia não adota uma única teoria pedagógica na formação do oficial, traduzindo-se, entretanto, com maior preponderância, uma conjugação entre a teoria positivista de Comte, Herbart e a teoria progressivista de Dewey.
34
Martínez, Asís Francisco. "Estudio de una intervención pedagógica para la enseñanza de la pronunciación inglesa en 4º curso de la E.S.O." Doctoral thesis, Universidad de Murcia, 2004. http://hdl.handle.net/10803/10812.
Full textAbstract:
Con esta investigación se pretende validar la hipótesis de que un tratamiento innovador de la pronunciación inglesa, que incluye enseñanza explícita y práctica de materiales comunicativos, puede ayudar a restablecer un equilibrio entre las destrezas escritas y orales de nuestros alumnos así como mejorar la competencia lingüística global de éstos en lengua inglesa. Para ello se realizó un estudio cuasi-experimental con grupo control y experimental en el 4º nivel de la E.S.O. El grupo experimental recibió el tratamiento innovador de la pronunciación inglesa y el grupo control recibió un tratamiento tradicional de contenidos de pronunciación inglesa según lo establecido en el Programación Didáctica Anual del Centro. Después de nueve meses de tratamiento, los resultados obtenidos mostraron para las destrezas lingüísticas orales una mejora estadísticamente significativa del grupo experimental con respecto del grupo control, sin que esto supusiera ninguna pérdida para el grupo experimental en las destrezas lingüísticas escritas.This investigation has tried to validate the hypothesis that an innovative teaching course of treatment in English pronunciation, which includes implicit and explicit learning practice of communicative pronunciation materials, can help to restore an equal balance between the oral and written linguistic skills of our secondary education students in Spain, and also help to improve their global linguistic competence in the English language. To achieve this, a quasi-experimental study with a control and an experimental group was undertaken on the 4th level of E.S.O. (Compulsory Secondary Education in Spain). The experimental group received an innovative teaching treatment of English pronunciation, whereas the group control received a traditional treatment of pronunciation contents as established on the school's official educational programme for the subject of English in the 4th level E.S.O. After nine months of pronunciation teaching treatment, the results obtained showed for the two oral linguistic skills (speaking and listening skills) a significant statistical improvement on the part of the experimental group with respect to those of the control group, this not implying any backwardness on the written linguistic skills performance for the experimental group.
35
Kalesi, Eleni. "La laïcité dans les manuels scolaires grecs: quelles transformations depuis l'adhésion de l'État à la Communauté européenne (1981)?" Doctoral thesis, Universite Libre de Bruxelles, 2018. https://dipot.ulb.ac.be/dspace/bitstream/2013/278958/4/EK.pdf.
Full textAbstract:
(FR) Depuis l’établissement de l’État grec moderne au XIXe siècle, son système éducatif véhicule un discours scolaire imprégné de la religion orthodoxe. Participation au cours de religion, fêtes religieuses et prière matinale dans le milieu scolaire en sont quelques exemples significatifs. Mais, que s’est-il passé depuis que la Grèce a adhéré à la Communauté européenne en 1981 et qu’elle est désormais obligée de se conformer aux règles européennes en matière de liberté de religion ?Parvient-elle à répondre au défi de l’européanisation qui stipule la formation de citoyens européens à travers un discours laïcisé promouvant le respect du pluralisme et de l’altérité ?Cette thèse de doctorat traite de ce défi, dit laïcité, et des moyens que le système éducatif grec utilise pour intégrer le concept dans son discours scolaire. Elle se base sur les grandes composantes de la laïcité :a. les valeurs fondamentales de la liberté et de l’égalité indépendamment de la religion et/ou d’autres convictions personnelles, b. la raison dans le cadre d’un régime démocratique et c. la distinction et l’autonomie simultanée de l’État et des religions. Le but est, d’abord, d’analyser le contenu des manuels scolaires de religion, d’histoire et d’éducation civique de l’enseignement primaire et secondaire au cours des trente-sept dernières années et, ensuite, de constater les transformations éventuelles dans la façon dont la laïcité est présentée.L’analyse des données montre que le discours véhiculé ne présente ni une grande évolution ni un changement total par rapport à celui du début des années 1980. Les trois matières favorisent de manière sélective certaines des composantes de la laïcité, cependant leur caractère ethnoculturel et nationaliste reste fort présent.(EN) Since the establishment of the modern Greek state in the XIXth century, its educational system conveys a school discourse imbued with the orthodox religion. Participation in religion classes, religious celebrations and morning prayer in school are some significant examples. But what happened when Greece joined the European Community in 1981 and is now obliged to comply with EU rules on freedom of religion? Does it manage to meet the challenge of Europeanization which stipulates the formation of European citizens through a secular discourse about respect for pluralism and otherness?The present doctoral dissertation deals with this challenge, known as laïcité, and the means that the Greek education system uses to integrate the concept into its school discourse. It is based on the major components of laïcité: a. the fundamental values of freedom and equality regardless of religion and/or other personal beliefs, b. the reason in a democratic regime and c. the simultaneous distinction and autonomy of state and religions. The first aim is to analyze the content of religious, history and civic education school textbooks of primary and secondary education during the last thirty-seven years and then, to observe the possible transformations in the way laïcité is presented.The data analysis shows that the conveyed discourse presents neither a great evolution nor a total change compared to that one of the early 1980s. The three courses selectively favor some of the components of laïcité, yet their ethnocultural and nationalist character remain shighly present.
Doctorat en Sciences psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
36
Martinez, Trabucco Ximena Cecilia. "Decolonizing the Curriculum in Chile: A Critical Discourse Analysis of the Notion of Human Being and Citizenship as Presented in the Subject of History Geography and Social Science in the Elementary Level Curriculum." Thesis, 2013. http://hdl.handle.net/1807/42854.
Full textAbstract:
Through an analysis of History Geography and Social Science subject matter in the elementary level curriculum in Chile, this thesis highlights the role of official education in constructing a notion of human being that gravitates toward Whiteness. The law of education and the curriculum are analyzed to examine the way in which official curriculum operates as a mechanism for oppression, exclusion, and marginalization. It is argued that through the curriculum, a national ideology that incorporates a hegemonic notion of ideal human being and citizen is promoted. Using an anti-colonial, anti-racist discursive framework, and techniques from Critical Discourse Analysis, this work locates Chilean official education and curriculum as the culmination of colonial and racist notion of human and citizenship values supported by the neoliberal state. The researcher advocates for equity and justice in the education system that acknowledges Chile as a multicultural country where different ways of knowing coexist.
37
Collins, Janice A. "The deliberative approach to official sexuality curriculum planning an ethnographic study of a Family Life-Human Growth & Development Advisory Council /." 1997. http://catalog.hathitrust.org/api/volumes/oclc/37906560.html.
Full textAbstract:
Thesis (Ph. D.)--University of Wisconsin--Madison, 1997.Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 277-282).
38
Holcroft, Edward O. "Theory and practice in continuous assessment: a discussion of an examplar of CASS practice in a Johannesburg secondary school, in the light of a paradigm shift in the official perspective on assessment." Thesis, 2014.
Find full text
39
Basbozkurt, Hakan. "Faces of mathematics teachers in policy and practice." Thesis, 2009. http://hdl.handle.net/10539/7328.
Full textAbstract:
This paper will report on the findings of the research that was conducted in a private school in Johannesburg about mathematics teachers’ identities described in policy and how these are demonstrated in practice. The central questions that guided the study were: ‘How are identities of mathematics teachers described in the new mathematics curriculum policy?’ and ‘How are these identities demonstrated in practice?’ I anticipated comparing teacher’s personal pedagogic and official pedagogic identities in classroom practice for Further Education and Training (FET) band from learners’ perspective since learners are at the center of the Outcome-Based-Education (OBE). This study was informed by theoretical concepts of ‘identity’ from Gee (2001), Boaler and Greeno (2000), and Jansen (2001). Naidoo and Parker’s (2005), Jita and Vandeyar (2006) and Parker (2006) analyzed tension between personal pedagogic and official pedagogic subject identities of South African teachers provided me a contextualized framework for this study. My analysis confirms that although the two teachers’ identities still have tension, reconstruction of the ‘new face’ of the teachers is on progress that has relation with ‘the kind of teacher’ is referred by the NCS.
40
Du, Plessis Lynette Erika. "The implementation of outcomes-based education in the Eastern Cape - a management perspective at micro level." Thesis, 2005. http://hdl.handle.net/10500/1529.
Full textAbstract:
The research focuses on the implementation of Outcomes-based Education (OBE) from a management perspective, in the Eastern Cape province of South Africa. This being a largely rural province, teachers are often un- or underqualified and in-service training for curriculum implementation is constrained by logistical problems such as vast distances, lack of physical facilities and resources and language barriers. In spite of extensive socio-political changes since 1994, these barriers remain. A thorough study of the literature provides an understanding of the foundations of OBE in the light of a need for relevant education in a democratic South Africa. The purpose, forms, characteristics and key elements of an outcomes-based approach are described, as well as the role of the teacher in curriculum implementation. OBE is a futuristic education approach embodying a radical shift from the traditional content-based approach followed in the previous education dispensation. The initial curriculum aimed at realising the new OBE approach, was known as Curriculum 2005 and is described according to its key elements. Thereafter, the debate surrounding Curriculum 2005 and the problems associated with its implementation are identified. The Revised National Curriculum Statement, produced after the review of Curriculum 2005, is outlined and the roles of the teacher, principal and district officials in terms of the new curricula are then dealt with. Attention is then given to the roles of district officials, principals and teachers in managing the curriculum since all three role players have crucial roles to play at district, school and classroom levels. This theoretical discussion provides the framework for the qualitative study in determining the perceptions of these role players in the implementation of OBE in the Eastern Cape. Data was collected by means of individual and focus group interviews with a small sample of district officials, principals and teachers, selected through a combination of judgement and convenience sampling. An examination of documents was also carried out. The findings suggest factors that encouraged or hampered the implementation of OBE at district, school and classroom levels. Finally, based on the findings of both the literature and empirical studies, recommendations were provided for the improvement of OBE implementation in the Eastern Cape.Education Management
D.Ed. (Education Management)
41
Asselin, Madeleine. "Les lignes de force des programmes d'études de chimie 11e et 12e années au Manitoba français depuis 1974: une analyse comparative du contenu officiel." 2014. http://hdl.handle.net/1993/24035.
Full textAbstract:
Les objectifs de ce mémoire étaient de déterminer les orientations curriculaires du contenu manifeste des programmes d'études manitobains de chimie depuis 1974 et de démontrer l'évolution de ces orientations, en ce qui a trait aux quatre thèmes de la culture scientifique: (1) la science en tant que savoir, (2) la science en tant que démarche de recherche, (3) la science en tant que façon de penser et (4) la science et ses interactions avec la technologie et la société. Une analyse de contenu a donné un excellent niveau de concordance et les résultats ont révélé que le programme d'études de 1974 favorisait les thèmes 1 et 2 et négligeait les thèmes 3 et 4. En 1988, l'orientation favorisait le thème 4. Aujourd'hui, l'orientation favorise le thème 2 et traite des thèmes 1, 3 et 4 plus également. L'évolution curriculaire depuis 1974 démontre un éloignement de l'apprentissage par le rappel des informations pour favoriser l'expérimentation, la résolution de problèmes et les enjeux socio-scientifiques.
42
Huang, Yun-Ting, and 黃韵庭. "The Role of Culture in Foreign Language Teaching in Taiwan:Analysis of teaching materials and correspondence with the official curriculums." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/24114601253561526011.
Full textAbstract:
碩士淡江大學
西班牙語文學系碩士班
100
With the rapid development of world, diversification has become one of the major phenomena, this trend reflects the need of cross-cultural education. In view of this, to expand students'' international perspective and have multi-cultural attitude are the main objective of foreign language teaching. Language learning is culture learning, especially in the foreign language teaching. Understanding cultural knowledge is the key to study language. Culture is crucial factor in Language teaching and learning. Changes in linguistic and learning theory demonstrate that culture can be used as an important element in language classrooms. The relationship between culture and language is inseparable. Take culture as the background, regard training students’ language skills (listening, speaking, reading and writing) as the main purpose, pass through and insert the knowledge of the language among them. Besides, culture learning can reduce the difficulties of language learning. Adopting it will improve the efficiency of teaching and learning. While neglecting, it will make all the efforts in vain. It is impossible to teach language well without the knowledge of culture background. In other words, the teaching of the cultural knowledge is the key to reach teaching goal of language. Material is a very important medium in teaching. The material has important impacts of language acquisition. For this reason, we must pay attention to the content of culture at the materials. The cultural content is a key to effective teaching and learning a language. Material should be used in accordance with students'' level, teaching goal, syllabus, moreover, adds that suitable tasks can be given to learners. Considering this, any material should be used to complete the gap between the competency and performance of the language learners in order to achieve the teaching goal, which is a common problem among the nonnative speakers. This requires the language patterns being put into practice in real life situations. Therefore, how to introduce the subject cultural at the course and the material selected whether or not it conforms to the standard are very important. In recent years, the teaching of culture is concerned increasingly in Taiwan, but still a new issue, we are short of the bibliography or thesis related. This paper aims to research the concept of culture and describe the situation of culture teaching and learning, and further, analyze the materials of culture courses in order to evaluated these materials and answer the questions of when and how authentic materials should be used in classrooms, and how cultural content may be included in the curriculum. By the discussion and analysis the thesis, we hope this study can provide information about the circumstances of teaching culture and the result of measure can be used as teaching reference or basis. Keywords: intercultural education, foreign language teaching, cultural knowledge, cultural teaching, cultural teaching materials
43
Rocke-Collymore, Joanna. "Exploring lifelong learning as a strategy for professional technical vocational education and training curriculum developers in Botswana." Diss., 2014. http://hdl.handle.net/10500/18601.
Full textAbstract:
This research is a critical analysis of lifelong learning (LLL) as a strategy for continuous professional development (CPD) of curriculists in the Department of Technical Vocational Education & Training (DTVET) in Botswana. The assumption that formal education will provide the required competencies for the duration of the work cycle is obsolete. The researcher argues that the workplace provides a rich environment for informal, problem-centred learning and that LLL skills are essential tools that enable practitioners to be actively involved in their professional development.
The main discussion is within a postmodern paradigm which views learning and development as both a cognitive process as well as a social construct. This view forms the basis for an analytical construct to examine the fundamental question; do practitioners see themselves as observers on the outside, or as active participants, within the experience, having the ability to adapt to changes in the nature of work?
The study used a mixed, exploratory design to determine, motivators and barriers to LLL, and the LLL skills practitioners require to perform efficiently in their jobs. The conclusion was that in order to enhance the skills of practitioners to a level consistent with an evolving knowledge economy that continuous development rests on the inclusive principles of LLL, and on the acquisition of LLL skills. Data indicated that these modern day skills are perceived to empower practitioners to, not only manage change, but also to be change agents through the use of information technology, research, self-management, and team work. The fundamental barriers emanating from the research were the lack of support from DTVET management as well as cultural barriers which inhibit self-directed learning. Data from the study were conclusive in showing that LLL was an effective strategy to enhance CPD. Based on the roles, barriers, motivators and LLL skills identified in the research, recommendations are presented along with a conceptual model for LLL as a strategy for CPD.Adult Basic Education (ABET)
M. Ed. (Adult Education)
44
Miranda, Ana Catarina Ribeiro de. "Da angariação de clientes à tradução final: um estágio em contexto empresarial na Euro Translation." Master's thesis, 2017. http://hdl.handle.net/1822/56155.
Full textAbstract:
Relatório de estágio de mestrado em Tradução e Comunicação MultilingueO presente relatório pretende descrever e analisar o estágio curricular realizado na empresa Euro Translation Lda., inserido no âmbito do Mestrado em Tradução e Comunicação Multilingue da Universidade do Minho. A oportunidade de uma primeira experiência no mercado de trabalho com orientação é de grande importância, e, neste sentido, o estágio curricular é a melhor ocasião para poder pôr em prática toda a teoria, conhecimentos, competências e metodologias adquiridas numa primeira fase do mestrado. A tradução técnica e a tradução de documentos oficiais apresentam características muito próprias, que exigem ao tradutor uma grande diversidade de tarefas. Como tal, os problemas que surgem neste tipo de tradução necessitam, por diversas vezes, de uma análise específica, pois exigem que se defina qual o verdadeiro propósito de uma tradução, de forma a que o resultado seja de maior qualidade e mais correto tendo em conta a mensagem e o objetivo originais. Assim, neste relatório procura-se um enquadramento teórico e metodológico no domínio dos Estudos de Tradução, de forma a poder fazer uma ponte entre a teoria e a prática da atividade de tradução, tendo em conta a experiência em estágio curricular, avaliando os problemas mais comuns que foram surgindo ao longo das traduções, bem como a metodologia utilizada para os ultrapassar.
This present report aims to describe and analyze the curricular internship at Euro Translation Lda., within the scope of the Master in Multilingual Translation and Communication of the University of Minho. The opportunity of a first experience in the labour market with supervision is of great importance, and, in this therefore, the internship is the best opportunity to put into practice all the theory, knowledge, competences and methodologies acquired in the first phase of the master's degree. Technical translation and the translation of official documents present include very specific features, which require the translator a great diversity of tasks. As such, the problems that arise in this type of translation need a specific analysis, because they require you to define what the true purpose of a translation is, so that the result is of higher quality and more correct, given the original message and purpose. So, this report was analysed within the theoretical and methodological framework of Translation Studies, in order to bridge the gap between the theory and practice of translation activity, by taking into account the experience of an internship, evaluating the most common problems that arose in the course of the translations, as well as the methodology used to overcome them.
45
Bento, Maria da Conceição Reis Lima. "A língua portuguesa na educação básica : o discurso sobre a reorganização curricular e a sua recontextualização pedagógica." Doctoral thesis, 2009. http://hdl.handle.net/1822/9804.
Full textAbstract:
Tese de doutoramento - Ramo do Conhecimento Educação. Metodologia do Ensino do PortuguêsO presente estudo tem como objecto a Reorganização Curricular no 3º Ciclo do Ensino Básico (RCEB), desencadeada em Portugal a partir de 2001, ao nível da sua recontextualização por diversas instâncias: professores (nas suas concepções e práticas pedagógicas), autores e editores de manuais escolares e nos próprios livros didácticos. Foram estabelecidos os seguintes objectivos: i) Analisar o estatuto do manual escolar enquanto instrumento de regulação da prática pedagógica e lugar de articulação com os programas escolares; ii) Analisar as formas de apropriação do currículo oficial pelas instâncias editoriais através do manual escolar e de outros materiais instrucionais; iii) Caracterizar concepções de professores de Língua Portuguesa e de autores de manuais escolares de Língua Portuguesa acerca da RCEB; iv) Analisar modos de apropriação da RCEB realizada por professores de Língua Portuguesa, autores de manuais escolares e editores; v) Indagar acerca do estatuto do manual escolar de Língua Portuguesa no Ensino Básico enquanto lugar de inovação/conservação. A consecução desses objectivos envolveu a construção de um referencial teórico em que avultaram autores como Egil Johnsen (1993), Basil Bernstein (1994), Alain Choppin (1999), Carlos Lomas (2003), António Augusto Batista (2004), Jorge Martins (2005) e Luiz Marcuschi (2005). No processo de investigação, utilizámos uma estratégia metodológica que envolveu abordagens qualitativas e quantitativas. Os dados foram gerados a partir da análise dos doze manuais escolares de Língua Portuguesa do Ensino Básico mais adoptados a nível nacional, aquando da implementação da RCEB no 3º Ciclo (2002), e de vinte entrevistas a professores e a autores e editores de manuais escolares. Ao longo do estudo, procedeu-se a uma triangulação dos resultados obtidos e chegou-se às seguintes conclusões principais: i) Os sujeitos entrevistados reconheceram algumas das alterações características da RCEB, nomeadamente as áreas curriculares não disciplinares e a reorganização dos tempos escolares, mostrando-se todavia pouco sensíveis à flexibilização curricular e ao “trabalho por competências”; ii) Autores e editores introduziram alterações tendentes à adequação dos manuais escolares e materiais curriculares ao novo quadro curricular e àquilo que é percebido como o “estilo” do professor; iii) O manual escolar passou a ser ainda mais “totalizante” e coadjuvado por um conjunto de materiais que auxiliam e estruturam a prática pedagógica do professor.
Cette étude concerne la Reorganização Curricular (“Réorganisation Curriculaire”) de l’Enseignement Basique du troisième cycle au Portugal, issue depuis 2001, au niveau de sa recontextualisation par plusieurs instances: les enseignants (dans leurs représentations et pratiques pédagogiques), les auteurs et les éditeurs de manuels scolaires et encore les livres scolaires, eux-mêmes. Nous avons établi comme objectifs ceux-ci: i) Analyser le status du manuel scolaire comme instrument régulateur de la pratique pédagogique et comme lieu d’articulation des programmes scolaires; ii) Analyser les formes d’appropriation de la Réorganisation Curriculaire du curriculum officiel par les instances éditoriales à travers le manuel scolaire et les autres matériaux instructionnels; iii) Caractériser les représentations des enseignants de Langue Portugaise et celles des auteurs de manuels scolaires de Langue Portugaise sur la Réorganisation Curriculaire; iv) Analyser les modes d’appropriation de la Réorganisation Curriculaire réalisés par les enseignants de Langue Portugaise ainsi que ceux des auteurs des manuels scolaires et des éditeurs; v) Quêter sur le status du manuel scolaire de Langue Portugaise à l’enseignement basique comme lieu d’innovation/conservation. La réalisation des objectifs ci-dessus a entraîné la construction d’un référentiel théorique où se détachent les auteurs suivants: Egil Johnsen (1993), Basil Bernstein (1994), Alain Choppin (1999), Carlos Lomas (2003), António Augusto Batista (2004), Jorge Martins (2005) e Luiz Marcuschi (2005). Dans le processus de cette recherche, nous avons utilisé une stratégie méthodologique qui a concerné plusieurs approches qualitatives et quantitatives. Les données ont été obtenues par l’analyse des douze manuels scolaires de Langue Portugaise de l’Enseignement Basique, les plus adoptés sur le plan national au moment de l’introduction de la RCEB dans le troisième cycle (2002) et des vingt interviews à des enseignants, à des auteurs et à des éditeurs de manuels scolaires. Le long de cette étude, nous avons fait une triangulation des résultats obtenus et on nous sommes arrivés à ces conclusions: i) Les personnes interviewées ont reconnu quelques changements de la RCEB, notamment en ce qui concerne les domaines curriculaires qui ne touchent pas les disciplines et la réorganisation de temps scolaires; toutefois, ils n’ont pas été très sensibles à la flexibilisation curriculaire et au travail par compétences; ii) Les auteurs et les éditeurs ont introduit des changements concernant l’adéquation des manuels scolaires et des matériaux instructionnels au nouveau contexte curriculaire et au «style» de l’enseignant; iii) Le manuel scolaire est devenu encore plus «totalisateur» et entouré par un ensemble de matériaux instructionnels qui soutiennent et structurent la pratique pédagogique de l’enseignant.
Fundação para a Ciência e a Tecnologia (FCT)
46
Sibisi, Maria Magdalene. "The use of English as the language of learning and teaching to grade 1 isiZulu-speaking learners." Diss., 2019. http://hdl.handle.net/10500/25961.
Full textAbstract:
The decision by some public primary schools situated in the King Cetshwayo District, in KwaZulu Natal, South Africa, to use English as language of learning and teaching (LoLT) in teaching isiZulu-speaking learners in Grade 1 classrooms, is a matter of concern. English is not the learners’ home language and the practice is also against the policy of the Department of Basic Education. In considering the recommendation by the South African Constitution, Acts and language policies of the country, it is expected to see all Foundation Phase (Grade R-3) learners being taught in their home language.
The aim of this study was to explore the use of English as LoLT in teaching Grade 1 isiZulu-speaking learners. The interpretivist/constructivist paradigm underpinned the study as did the Language Acquisition Theory proposed by Skinner and Teacher Efficacy Theory by Bandura. This study adopted a qualitative multiple-case study as it aimed to explore the use of English as the LoLT in teaching Grade 1 isiZulu-speaking learners. One-on-one, semi-structured interviews, observations and document analysis were used as data collection instruments. A purposive sampling of six Grade 1 teachers from three public primary schools was employed. Thematic data analysis method was used to analyse collected data. Data collected were analysed, categorised into codes and themes were identified.
Overall, it was found that the communities regard the schools, offering English as the LoLT in teaching Grade 1 IsiZulu-speaking learners, as the best performing schools, though the language policy was not taken into consideration and the teachers are challenged in using the target language in their teaching. It was found that five Grade 1 teachers used English in conjunction with isiZulu and only one teacher used a minimal amount of isiZulu to clarify concepts for learners to understand. It was concluded that some teachers found themselves frustrated in using English as the LoLT due to lack of proper mentoring and support from the School Management Teams (SMTs). It is recommended that the provincial Department of Education, under the leadership of the Member of the Executive Council (MEC), should review the language policy and give some clarity to ensure that schools receive guidance on how to choose the most appropriate LoLT. It is also recommended that the SMTs should provide the proper mentorship programmes, especially for teachers who are new in the school where English is used as the LoLT.Qeto ea likolo tse ling tsa mathomo tsa sechaba tse seterekeng sa King Cetshwayo, KwaZulu-Natal, Afrika Boroa, ho sebelisa Senyesemane e le puo ea ho ithuta le ho ruta (LoLT) ho ruta bana ba buang Senyesemane lihlopheng tsa 1 tsa phapusi, ke taba ea ho ameha. Senyesemane hase puo ea lehae ea liithuti ebile mokhoa ona o khahlanong le leano la Lefapha la thuto ea motheo. Ha re hlahloba khothatso ea Molao-motheo oa Afrika Boroa, Liketso le lipuo tsa puo tsa naha, ho lebeletsoe ho bona liithuti tsohle tsa thuto ea Sehlopha sa Motheo (R-3) li rutoa ka puo ea habo bona. Sepheo sa thuto ena e ne e le ho hlahloba tšebeliso ea Senyesemane joaloka LoLT ho ruta barutoana ba 1 ba buang Senyesemane. Paradigm ea li-interpretivist / constructivist e ile ea tšehetsa thuto joaloka Sephiri sa Thekiso ea Lipuo e hlalositsoeng ke Skinner le Teacher Efficacy Theory ea Bandura. Phuputso ena e ile ea amohela thuto e nang le mekhoa e metle e le hore e hlahlobe tšebeliso ea Senyesemane jwale ka leleme la ho ruta barutoana ba 1 ba buang IsiZulu. E mong le e mong ho ea ho e mong, lipuisano tse sa tšoaneng, litlhaloso le tlhahlobo ea litokomane li ile tsa sebelisoa e le lisebelisoa tsa ho bokella data. Sampula e hloekileng ea basoue ba tšeletseng ba likhaolo ho tloha likolong tse tharo tsa sechaba tsa pele e ne e sebelisoa. Tsela ea ts'ebetso e sebeliselitsoe ho hlahloba lintlha tse bokelitsoeng. Lintlha tse bokelitsoeng li ile tsa hlahlojoa, tsa aroloa ka mekhoa le lihlooho tse fumanoeng. Ka kakaretso, ho fumanoe hore sechaba se nka likolo, se fana ka Senyesemane e le leleme la ho ruta le ho ithuta lithuto tsa mphato wa pele wa barutoana ba Sezulu, e le likolo tse ntle ka ho fetisisa, le hoja polelo ea puo e sa hlokomeloe 'me basoue ba phephetsoa ho sebelisa sepheo puo ha ba ruta. Ho fumanoe hore mesuoe e mehlano ea Bakala 1 e sebelisitse Senyesemane hammoho le Senyesemane mme mosuoe a le mong feela o sebelisitse Senyesemane se fokolang ho hlakisa maikutlo a hore baithuti ba utloisise. Ho ile ha fihleloa qeto ea hore basuoe ba bang ba ile ba iphumana ba tsielehile ha ba sebelisa Senyesemane e le LoLT ka lebaka la ho hloka tataiso e viii nepahetseng le ts'ehetso ea Lihlopha tsa Tsamaiso ea Sekolo. Ho kgothaletswa hore Lefapha la Thuto la profinse, tlas'a boeta-pele ba Lekhotla la Tsamaiso (MEC), le lokela ho hlahloba leano la puo le ho fana ka ho hlaka ho netefatsa hore likolo li fumana tataiso mabapi le mokhoa oa ho khetha LoLT e nepahetseng ka ho fetisisa. Ho boetse ho kgothaletswa hore basebeletsi ba SMTs ba fane ka ts'ebetso e nepahetseng ea ho fana ka ts'ebetso, haholo-holo ho mesuoe e mecha sekolong moo Senyesemane se sebelisoang e le LoLT.
Isinqumo sezinye izikole zamabanga aphansi emphakathini wesiyingi iKing Cetshwayo, KwaZulu-Natali, eNingizimu Afrika, sokusebenzisa isiNgisi njengolimi lokufunda nokufundisa (LoLT) ekufundiseni abafundi beBanga 1 abakhuluma isiZulu, kuyindaba yokukhathazeka. IsiNgisi akulona ulimi lwasekhaya lwalaba bafundi kanti futhi lesi senzo siphambene nenqubomgomo yoMnyango Wezemfundo Eyisisekelo. Uma ubhekisisa izincomo zomthethosisekelo waseNingizimu Afrika, imithetho nezinqubomgomo zolimi lwezwe, kulindeleke ukuthi bonke abafundi bamabanga aphansi (Grade R-3) bafundiswe ngolimi lwabo lwasekhaya. Inhloso yalolu cwaningo kwakuwukuhlola ukusetshenziselwa isiNgisi njengolimi lokufunda nokufundisa (LoLT) ekufundiseni abafundi beBanga 1 abakhuluma isiZulu. I-interpretivist / constructivist paradigm yalekelela lolu cwaningo njengoba kwenza i-Language Acquisition Theory ehlongozwa u-Skinner Kanye ne-Teacher Efficacy Theory ka-Bandura. Lesi sifundo sithatha uhlelo lwe qualitative multiple-case study njengoba sihlose ukucwaninga ukusetshenziswa kwesiNgisi njengolimi lokufunda nokufundisa lapho kufundiswa abafundi beBanga 1 abakhuluma isiZulu. Izingxoxo zomuntu nomuntu kusetshenzisw imibuzo ehlelwe kahle, ukubuka lapho kufundiswa kanye nokuhlaziywa kwamabhuku kwasetshenziswa njengamathuluzi okuqoqa ulwazi. Isampula elicacile labafundisi abayisithupha beBanga 1, abavela ezikoleni ezintathu zamabanga aphansi lasetshenziswa. Indlela yokuhlaziya ulwazi ye-Thematic yasetshenziselwa ukuhlaziya ulwazi olwaqoqwa. Ulwazi olwaqoqwa lwahlaziywa, lwahlukaniswa ngamakhodi nezindikimba. Ngokujwayelekile, kwatholakala ukuthi imiphakathi ibheka izikole, ezihlinzeka isiNgisi njengolimi lokufunda nokufundisa (LoLT) ekufundiseni abafundi beBanga 1 abakhuluma IsiZulu, njengezikole ezenza kahle kakhulu, nakuba inqubomgomo yolimi ingabhekiwe futhi othisha behlangabezana nobunzima lapho besebenzisa lolu limi olukhethiwe ekufundiseni kwabo. Kwatholakala ukuthi othisha abahlanu beBanga 1 basebenzisa isiNgisi ngokuhlanganyela nesiZulu kanti uthisha oyedwa kuphela wasebenzisa isiZulu esincane kakhulu lapho ecacisa imibono ukuze abafundi baqonde. Kwatholakala ukuthi abanye othisha bazithola bexakekile lapho besebenzisa isiNgisi njengolimi lokufunda nokufundisa (LoLT) ngenxa yokungatholi ukulekelelwa okufanele kanye nokusekwa amathimba okuphatha izikole (SMTs). Kunconywa ukuthi uMnyango Wezemfundo wesifundazwe, ngaphansi kobuholi beLungu loMkhandlu oPhethe (MEC), ubuyekeze inqubomgomo yolimi, ubuye unikeze izikole inqubo ecacile ukuqinisekisa ukuthi izikole zikhetha ulimi lokufunda nokufundisa ngendlela okuyi yona yona. Kuyanconywa futhi ukuthi amathimba aphethe izikole ahlinzeke ngezinhlelo ezinhle zokulekelela othisa, ikakhulukazi othisha abasha esikoleni lapho isiNgisi sisetshenziswa khona njengolimi lokufunda nokufundisa.
Curriculum and Instructional Studies
M. Ed. (Curriculum and Instructional Studies)
47
Halbe, Johannes. "Governance of Transformations towards Sustainable Water, Food and Energy Supply Systems - Facilitating Sustainability Innovations through Multi-Level Learning Processes." Doctoral thesis, 2017. https://repositorium.ub.uni-osnabrueck.de/handle/urn:nbn:de:gbv:700-2017022715609.
Full textAbstract:
A fundamental change in societal values and economic structures is required to address increasing pressures on ecosystems and natural resources. Transition research has developed in the last decades to analyze the co-dynamics of technological, institutional, social and economic elements in the provision of key functions such as energy, water and food supply. This doctoral dissertation provides conceptual and methodological contributions to the pro-active governance of sustainability transitions. Three research gaps are identified that are addressed in this dissertation. First, a comprehensive conceptualization of learning in sustainability transitions is currently missing that comprises learning at multiple societal levels (ranging from individuals to policy-actors). Learning concepts are often not explicitly discussed in transition research even though learning is considered as fundamental for innovation processes, niche formation and development as well as breakthrough and diffusion of innovations. Second, methods for the analysis and design of transition governance processes are lacking that specify case-specific intervention points and roles of actors in the implementation of innovations. Third, participatory modeling approaches are only applied to a limited extent in transition research despite a high potential for supporting communication and learning.
The conceptualization of multi-level learning developed in this doctoral research conceptualizes learning at different societal levels as specific learning contexts ranging from individual and group contexts to organizational and policy contexts. The conceptual framework further differentiates between learning processes, intensity, objects, outcomes, subjects and factors, allowing for a more detailed analysis of learning within and across learning contexts. Thus, learning contexts can be linked by processes that involve actors from different learning contexts (e.g., community groups and policy-makers), as well as exchanges of physical aspects, institutions and knowledge (in the form of ‘learning factors’). This research has also provided a classification of model uses in transition research that supports a purposeful discussion of the opportunities of modeling and promising future research directions.
The methodology developed in this doctoral research aims at the analysis and design of transition governance processes by specifying the various opportunities to contribute to sustainability transitions through purposeful action at different societal levels, as well as related roles of stakeholders in implementing such processes of change. The methodology combines different streams of previous research: 1) a participatory modeling approach to identify problem perceptions, case-specific sustainability innovations as well as related implementation barriers, drivers and responsibilities; 2) a systematic review to identify supportive and impeding learning factors from the general literature that can complement case-specific factors; and 3) a method for the analysis and design of case-specific transition governance processes. Three case studies in Canada (topic: sustainable food systems), Cyprus (water-energy-food nexus) and Germany (sustainable heating supply) have been selected to test and iteratively develop the methodology described above.
The results for each case study reveal that there are learning objects (i.e., learning requirements) in all learning contexts, which underscores the importance of multi-level learning in sustainability transitions, ranging from the individual to the group, organizational and policy levels. Actors have various opportunities to actively facilitate societal transformations towards sustainable development either directly through actions at their particular societal levels (i.e., context-internal learning) or indirectly through actions that influence learning at other societal levels. In fact, most of the learning factors require cooperation across learning contexts during the implementation process. The comparing of learning factors across case studies underline the importance of several factor categories, such as ‘physical a ‘disturbance or crisis’, ‘information and knowledge’. Of the 206 factors identified by stakeholders, 40 factors are case-specific and not contained in the general, review-based factor list. This underscores the value of participatory research, as general, top-down analyses might have overlooked these case-specific factors.
The methodology presented in this dissertation allows for the identification and analysis of case-specific intervention points for sustainability transitions at multiple societal levels. The methodology furthermore permits the analysis of interplay between individual, group, organizational and policy actions, which is a first step towards their coordination. The focus on sustainability innovations links the broad topic of sustainability transitions to a set of opportunities for practical interventions and overcoming their implementation barriers. The methodology presented allows for the analysis and design of these interlinkages between learning contexts. While the methodology cannot provide any ‘silver bullets’ for inducing sustainability transitions, it is flexible enough to identify an appropriate abstraction level for analyzing and designing transition governance processes. The methodology developed in this doctoral research also provides several contributions for the development of participatory modeling methods in transition research. Thus, the participatory method supports an integrated analysis of barriers and drivers of sustainability innovations, and allows application in practice and education.
The concepts and methods developed in this research project allow for reflection on transition governance processes from a systemic viewpoint. Experiences in the case studies underline the applicability of the concepts and methods developed for the analysis of case-specific transition governance processes. Despite substantial differences in the geographic location, culture and topics addressed, all case studies include promising sustainability innovations and the engagement of multiple actors in their implementation. The diversity and multitude of initiatives in the case study regions provides an optimistic outlook on future opportunities for large-scale sustainability transitions.
48
Van, Eeden Paulus Dirk. "An evaluation of learning programmes in the South African Police Service." Diss., 2015. http://hdl.handle.net/10500/19177.
Full textAbstract:
In this study, the transfer of learning criteria that can be implemented before, during and after a learning programme was investigated. The transfer of learning criteria was identified, after which the Station Management Learning Programme was evaluated to see whether transfer of learning criteria was used during the facilitation of the programme. The study population for the research was comprised of facilitators and station commanders, who facilitated and attended the Station Management Learning Programme in Gauteng as part of their development as Station Commanders. The study methodology involved qualitative and quantitative approaches to data collection, with questionnaires and one-on-one interviews. Descriptive statistics were produced and literature, questionnaires and interviews were examined to establish whether transfer of learning took place. The findings of the study reflect that various learning transfer strategies exist and that these can be used to transfer learning from the classroom to the work environment. The study concludes that a significant number of transfer of learning strategies are already implemented in the South African Police Service, in the presentation of the Station Management Learning Programme.Adult Basic Education (ABET)
M. Ed. (Adult Education)