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1
Daly, Caroline. "Collective Memory, Commemoration and Ways of Remembering Little Rock: 50 Years After the Integration Crisis at Central High School." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/359.
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This thesis uses the 50th Anniversary of the 1957 Integration Crisis at Central High School as a case study to explore issues of memory and remembrance. After looking at various forms of commemoration, Little Rock proves to provide key insights into the dangers of memory, as well as more effective ways of remembering.
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Philander, Rochelle. "Management of children with sexual behaviour problems, between the ages of five to nine years old, by educators and social workers." University of the Western Cape, 2018. http://hdl.handle.net/11394/6404.
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Magister Artium - MA (Child and Family Studies)<br>The Management of children, younger than twelve years of age, who pose a risk to other
children, remains complex and confusing. When their behaviour includes sexual aggression
towards other children, ignorance about how to manage them becomes even more
challenging. Society has an expectation that any sexual aggressor should be punished,
however, when the aggressor is younger than ten years old, different responses are necessary.
The aim of this current study was to explore the management of learners with sexual
behaviour problems, within the primary school setting. The main question underpinning this
study was: How are children, aged five-to-nine-years, with sexual behaviour problems,
managed by social workers and educators?
A qualitative methodology, with focus group discussions and semi-structured interviews were
used to conduct this study. Educators from primary schools, as well as social workers from
the Western Cape Education Department, were purposively selected to form the sample for
this study. Focus group discussions were conducted with the educators, while semi-structured
interviews were conducted with the social workers.
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Oscarsson, Saga. "English for year nine and English 5 : A comparative study of curricula and teachers' approaches." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-53831.
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This study explores the progression between English for year nine and English 5, based on a textual analysis and comparison of the two curricula, as well as semi-structured interviews with six teachers about their interpretations and concretisations of the curricula. The analysis of the curricula and the analysis of the interviews were compared to each other and discussed in relation to interpretation, concretisation, and progression. The results show that, on the same level of education, i.e. in compulsory school or upper secondary school, teachers’ interpretations and preferred methods of working are very similar. Finally, the results show that slight progression is noticeable in the curricula but more so in the teachers’ practices, especially when the courses are taught separately rather than in merged groups.
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Rodriguez, Diana. "The induction period of nine beginning physical education teachers in Puerto Rico /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11848522.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.<br>Typescript; issued also on microfilm. Sponsor: William G. Anderson. Dissertation Committee: Lenore M. Pogonowski. Includes bibliographical references (leaves 163-175).
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Lima, Izabel Maciel Monteiro. "Educational experiences in the context of the transition from early childhood education for elementary education in a public school in Fortaleza in the perspective of the various segments of the school community." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11256.
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nÃo hÃ<br>A presente pesquisa teve como objetivo geral analisar como se concretizam as estratÃgias de articulaÃÃo curricular utilizadas numa escola pÃblica municipal de Fortaleza no Ãltimo ano da EducaÃÃo Infantil (EI) que visam à continuidade da formaÃÃo da crianÃa na sua transiÃÃo para o primeiro ano do Ensino Fundamental (EF), considerando as perspectivas dos diversos segmentos da comunidade escolar sobre esse processo. No Brasil, os momentos de transiÃÃo escolar ganham destaque a partir das mudanÃas na organizaÃÃo da EducaÃÃo BÃsica, tais como a ampliaÃÃo do EF de oito para nove anos de duraÃÃo e a extensÃo da escolaridade obrigatÃria de nove para quatorze anos. A transiÃÃo da crianÃa entre a EI e o EF à um passo delicado de seu percurso escolar, que pode ter consequÃncias negativas para o desenvolvimento e a aprendizagem dos indivÃduos (LERNER, 1996, apud FORMOSINHO e ARAÃJO, 2004). Portanto, a transiÃÃo à um processo que requer o planejamento de aÃÃes que articulem os modelos curriculares e o repensar acerca da prÃtica pedagÃgica do professor junto Ãs crianÃas (ZABALZA, 2007). Trata-se de uma pesquisa qualitativa de cunho etnogrÃfico, desenvolvida por meio do estudo de caso (BOGDAN E BIKLEN, 1994) de uma turma do Ãltimo ano da EducaÃÃo Infantil. Para a obtenÃÃo dos dados, foram realizadas observaÃÃes a fim de conhecer o currÃculo em curso nesse momento de transiÃÃo e entrevistas com os trÃs segmentos de sujeitos (profissionais da escola, famÃlias e crianÃas), com o intuito de apreender as suas perspectivas sobre o fenÃmeno. Os dados da investigaÃÃo foram analisados à luz da Psicologia de Desenvolvimento (WALLON, 1971; 2007) e das perspectivas de Formosinho (1998; 2001; 2008) e Zabalza (1998; 2007). Os resultados evidenciam que as vivÃncias educacionais das crianÃas na escola Vida de CrianÃa focam principalmente a aprendizagem da leitura e da escrita, para qual se destina a maior parte do tempo na escola. Em consequÃncia dessa prioridade, as brincadeiras, as interaÃÃes, a participaÃÃo das crianÃas e as atividades que envolvem outras Ãreas do conhecimento, como ciÃncias naturais e arte, adquirem pouca relevÃncia no contexto escolar. Assim, a anÃlise empreendida sobre as prÃticas pedagÃgicas aponta para o objetivo preparatÃrio da EI, tendo em vista a prevenÃÃo do fracasso escolar no EF mediante a antecipaÃÃo de prÃticas de escrita, numa perspectiva restrita do prÃprio processo de alfabetizaÃÃo das crianÃas.<br>The present research intended to analyze how the strategies of curricular articulation used in a Fortaleza's municipal public school, in the last year of Early Childhood Education, which aim to give continuity to the development of a child in his transition to the first year of Basic Education, get materialized, considering the perspectives of the several segments of school community about this process. In Brazil, the moments of school transition stand out from the changes in the organization of Early Childhood Education, such as the extension of Basic School period, from eight to nine years, and the increasing in the required period of scholarity, from nine to fourteen years. The child's transition from Early Childhood Education to Basic Education is a delicate step in his school path, and may result in negative consequences to the individuals' development and learning (LERNER, 1996 apud FORMOSINHO, ARAÃJO, 2004). Therefore, this transition is a process that requires the planning of actions that can articulate the curricular models, as well as a reassessment about the teacher's pedagogic practice in relation to children (ZABALZA, 2007). This is a qualitative ethnographic research developed by the study of the case (BOGDAN, BIKLEN, 1994) of a class belonging to the last year of Early Childhood Education. For construction of the data, observations were made in order to get to know the current curriculum in this moment of transition, and interviews were conducted with the three segments of subjects (school staff, families and children) in order to assimilate their perspectives about the phenomenon. The research's data were analyzed in light of Developmental Psychology (WALLON, 1971, 2007) and the prospects of Formosinho (1998, 2008) and Zabalza (1998, 2007). The results show that the educational experiences of children in the Vida de CrianÃa School mainly focus on reading and writing activities, for which most of the time is destined. As a result of this priority, the jokes, the interactions, the participation of children and the activities involving other areas of knowledge, such as natural sciences and art, acquire little relevance in the school context. Thus, the analysis made of the pedagogical practices leads to the objective of adequately preparing Early Childhood Education, in order to prevent school failure in Basic Education by the anticipation of writing practice, taking into consideration that it is a restricted view of the process itself of children's literacy.
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Silva, Viviane Aparecida da. "Participação e expressão das culturas infantis no primeiro ano do ensino fundamental de nove anos: possibilidade de escuta das crianças." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/9804.
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Previous issue date: 2014-10-30<br>This research aimed to understand the extent to which happens the participation and expression of children's cultures in a class of the new first year of elementary school. The investigation was conducted in a public school in the East area of Curitiba and was theoretically supported by studies of the Sociology of Childhood that has contributed to the understanding of children, exploring concepts that point to a conception of the child agent, competent and culture producer. The theoretical basis was complemented by guidance documents from the Ministry of Education and the National Council of Education for the implementation of the new first year, as well as critics of the curriculum. The methodology was the qualitative approach, with procedures including systematic observation, semi structured interviews, document analysis, and listen to the children, seeking to understand how they give sense to school experience. The study showed that traditional and new school models coexist in a controversial manner in the same space, and it was observed that the focus on body control; the fragmentation of disciplines and time and space; and the content transmitted by repetition cause suffocation of the participation and expression of children's cultures. From the data analysis, it was concluded that there are efforts to change the adult-centered culture, but what prevails in the new first year is the reproduction of a curriculum centralized in the voice and in the decisions of the teacher, going against the studies on childhood that point to an active, participatory, creative and curious conception of child that is able to develop their autonomy. This study intends to contribute to reflections on the social function of school education in the subject formation and in the challenge of implementing a new curriculum for the new first year<br>A presente pesquisa teve como objetivo entender em que medida acontece a participação e a expressão das culturas infantis em uma turma do novo primeiro ano do ensino fundamental. A investigação foi realizada numa escola pública da zona leste de Curitiba e tomou como amparo teórico os estudos da Sociologia da Infância, que têm contribuído para o entendimento sobre as crianças, explorando conceitos que apontam para uma concepção de criança agente, competente e produtora de cultura. A fundamentação teórica foi complementada por documentos orientadores do Ministério da Educação e do Conselho Nacional de Educação para a implantação do novo primeiro ano, e de críticos do currículo. A metodologia teve abordagem qualitativa, com procedimentos que incluíram observação sistemática, entrevistas semiestruturadas, análise documental e escuta das crianças, para compreender como buscam dar sentido à experiência escolar. O estudo desvelou que modelos escolares tradicionais e novos convivem conflituosamente no mesmo espaço, e permitiu observar que o foco no controle corporal; na fragmentação de disciplinas e de tempos e espaços; e no conteúdo transmitido por meio da repetição ocasionam um sufocamento da participação e da expressão das culturas infantis. A partir da análise dos dados, concluiu-se que há esforços para se mudar a cultura adultocêntrica, porém o que prevalece no novo primeiro ano é a reprodução de um currículo centralizado na voz e nas decisões do professor, negando os estudos sobre a infância que apontam para uma concepção de criança ativa, participativa, curiosa e criativa, com competência para desenvolver sua autonomia. Este estudo pretende contribuir para reflexões acerca da função social da escola na formação do sujeito e do desafio de se implantar um novo currículo para o novo primeiro ano
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Barbosa, Ana Flávia Miranda. "A importância do letramento emergente no processo de alfabetização: em foco o primeiro ano do ensino fundamental." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-22062012-095228/.
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Esta pesquisa tem como objetivo investigar a influência do letramento emergente no processo de alfabetização em um grupo de alunos que cursaram o primeiro ano do Ensino Fundamental de nove anos em uma escola municipal em Santa Isabel. Tendo constatado a necessidade da recuperação lúdica do letramento emergente para estas crianças, buscamos desenvolver atividades que contemplassem habilidades orais, escritas e leitoras, sempre tendo em mente, o desenvolvimento do letramento que permeava tais habilidades. Com a crença no fato de ser o letramento fundamental na constituição de um cidadão que se posicione criticamente na sociedade, desenvolvemos, por meio de uma pesquisa-ação, um trabalho que buscou ampliar o letramento dos alunos, possibilitando uma passagem pelo processo de alfabetização da maneira mais natural possível, tencionando amenizar as eventuais diferenças existentes devido a fatores sócio-culturais, quando do ingresso destes alunos no Ensino Fundamental. Para tanto, lançamos mão de recursos como: diário de bordo com anotações detalhadas sobre o desenrolar das atividades ao longo das aulas, questionários sócio-culturais com as famílias dos alunos, e entrevistas com algumas mães, além de portfólios e atividades diagnósticas recolhidas ao longo dos anos letivos de 2009 e 2010. Autores como Bakhtin, Vigotsky, Freire, Lahire, Ferreira, Colello, Kishimoto, Soares, Semeghini-Siqueira, entre outros, constituem a fundamentação teórica a partir da qual esta pesquisa foi desenvolvida. A análise dos dados aponta para o fato de que, quando uma criança tem a possibilidade de experimentar eventos de letramento em sua primeira infância, essas vivências a conduzem por um processo de alfabetização sem grandes dificuldades, entretanto, a análise dos dados também nos indica que, embora este processo se desenvolva quase que naturalmente, alguns sujeitos da pesquisa fogem a ele, o que nos permite vivenciar uma riqueza de possibilidades própria da diversidade humana.<br>This research aims to show the influence of literacy in the process of emergent literacy in a group of students from the first level of the elementary school in Santa Isabel. Based on the search for the playful recovery of emergent literacy, we seek to develop recreational activities addressed to writing, reading and oral skills, always bearing in mind the development of the inner literacy skills. With the belief that literacy is crucial in the formation of a citizen who is critically positioned in society, We tried to developed through an action-search, a work that aimed to improve the literacy of students in order to allow a passage through the process of acquiring literacy the most natural way possible, seeing minimized any differences due to existing socio-cultural factors, previous to the admission of students in elementary school. For this purpose we used features such as diary book with detailed notes on the conduct of activities throughout the school, socio-cultural research with the students families and interviews with some mothers, as well as portfolios and diagnostic activities collected over the academic years of 2009 and 2010. Authors such as Bakhtin, Vigotsky, Freire, Lahire, Ferreira, Colello, Kishimoto, Soares, Semeghini-Siqueira among others, constitute the scope on which this study was developed. The data analysis points to the fact that when a child has the chance to experience literacy events in his early childhood, these experiences lead to a process of literacy without major difficulties, however, the data analysis also indicates that, although this process develops almost naturally, some research subjects flee to it, allowing us to experience the wealth possibilities of human diversity itself.
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Leme, Andressa Caroline Francisco. "Agora é para alfabetizar, sim ou não? : análise dos discursos especializados sobre a idade certa para iniciar a alfabetização no contexto da ampliação do ensino fundamental para nove anos." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/100/100135/tde-17102015-183713/.
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Esta pesquisa tem como objetivo efetuar uma análise dos discursos especializados sobre as relações entre a infância e a cultura escolar letrada a partir da perspectiva de Michel Foucault. Mais precisamente, busca-se examinar os discursos sobre a idade mais adequada para o início do processo de alfabetização, que marca a passagem da educação infantil para o ensino fundamental. O interesse pelo tema justifica-se tendo em vista a recente ampliação do ensino fundamental para nove anos, com a antecipação do ingresso no primeiro ano, que passou a ocorrer aos seis anos e não mais aos sete anos de idade. Esse fato gerou uma série de discussões pedagógicas acerca das consequências dessa mudança para as crianças de seis anos, que anteriormente frequentavam a educação infantil e passaram a frequentar o ensino fundamental. A partir do estudo de documentos oficiais e revistas pedagógicas destinados à formação docente, pretende-se identificar os argumentos mobilizados nos discursos para a defesa de uma idade mais indicada para o início do processo de alfabetização. A análise evidenciou que os discursos sobre o tema caracterizam a educação infantil e o ensino fundamental como duas culturas escolares distintas. A educação infantil é concebida como uma etapa da escolarização que tem como propósito favorecer o desenvolvimento infantil espontâneo, de modo que todo aprendizado realizado nessa etapa, inclusive o da leitura e da escrita, deve partir do interesse e da curiosidade das próprias crianças. O ensino fundamental, por sua vez, destina-se à formação do estudante por meio do ensino sistemático das disciplinas escolares definidas no currículo.<br>This research aims to make an analysis of the specialized discourse on the relationship between childhood and schools literate culture, from Michel Foucault\'s perspective. More precisely, it seeks to examine the speeches on the most appropriate age for the beginning of literacy process, which marks the transition from preschool to elementary school. The importance of this subject is justified in view of the recent expansion of primary education to nine years, with the anticipation of entering the first year, which now occur at six and no more at seven years old. This has raised a number of pedagogical discussions about the consequences of this change for children that are six years old, who previously attended kindergarten and began to attend the elementary school. From the study of official documents and pedagogical journals for teachers training, the analysis intended to identify the arguments deployed in the speeches for the defense of a more appropriate age for the beginning of the literacy process. The analysis showed that the speeches on the subject characterize the kindergarten and elementary school as two different school cultures. Early childhood education is conceived as a stage of schooling that aims to foster the spontaneous child development, so that all learning undertaken at this stage, including reading and writing, should start from the interest and curiosity of the children themselves. The primary school, in turn, is intended for the formation of the student through the systematic teaching of school subjects defined in the curriculum.
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Santos, Maria Salete Pereira. "A atividade l?dica nas pr?ticas pedag?gicas dos ingressantes no ensino fundamental: an?lises das aulas de educa??o f?sica." Pontif?cia Universidade Cat?lica de Campinas, 2013. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/717.
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Previous issue date: 2013-06-11<br>This research aimed to investigate the experiences of play in the 1st year of elementary school in a school in Campinas-SP. From analysis of the enactment of the law 11.274/06, determining the mandatory enrollment of children of six years in elementary school and official guidelines published by the Ministry of Education that indicate the importance and urgency of building a new curriculum for the first years of the new elementary school (which the play should be part), investigative works have shown minimal presence of playful activities in children freshmen daily. However, the studies conducted have focused, primarily, classrooms and left uncovered other spaces and times which also make up the school routine. With this research was intended to help fill this gap, and for that, we investigated the occurrence of experiences of playful activities with freshmen of the first year of the new elementary school in physical education classes, seeking to achieve the following objectives: (i) whether and how there are episodes of playful activity, (ii) if positive occurrence, identify among the different modes of play, if any teaching practices emphasize some of it. The theoretical basis of our study lies in the Historical-cultural approach, specifically from the works of L. S. Vygotsky, A. N. Leontiev and D. B. Elkonin, with special interest in the proposals of these authors on the play and pedagogical mediation. The research is qualitative and was developed through participant observation in lessons of focused discipline, during the second half of 2011 and a semi-structured interview with the teacher. In addition, was conducted a research of literature review seeking to locate dissertations and theses that have investigated the new elementary school and documentary research in the official documents of the Ministry of Education that related to issues of expansion of education. In the analysis of the observation records identified the occurrence of several games going on, but developed through the initiative of children and unauthorized by the teacher, representing a counterpoint to prevalence of tests of motor skills in the teaching practices. In terms of modes of play, were recorded more often, games of rules and of exercises, with rare make-believe games. It is proposed that, given the results, a discussion about the role of teacher to incorporate or not the pedagogical practices that include a variety of activities aimed at the psychological development of children in many aspects.<br>Com esta pesquisa buscou-se conhecer experi?ncias de brincadeiras no 1? ano do Ensino Fundamental em uma escola do munic?pio de Campinas-SP. A partir de an?lises sobre a promulga??o da lei 11.274/06, que determina a obrigatoriedade de matr?cula das crian?as de seis anos no ensino fundamental, e das diretrizes oficiais publicadas pelo Minist?rio da Educa??o que indicam a import?ncia e urg?ncia de se construir um novo curr?culo para os primeiros anos do novo ensino fundamental (do qual as brincadeiras devem fazer parte), trabalhos investigativos t?m evidenciado m?nima presen?a da atividade l?dica no cotidiano das crian?as ingressantes. Entretanto, as pesquisas realizadas t?m focalizado, prioritariamente, as salas de aula e deixado a descoberto outros espa?os e tempos que tamb?m comp?em a rotina escolar. Com a presente pesquisa pretendeu-se contribuir para preencher esta lacuna; para isso, investigou-se a ocorr?ncia de experi?ncias de atividades l?dicas com ingressantes do primeiro ano do novo Ensino Fundamental nas aulas de Educa??o F?sica, buscando atingir os seguintes objetivos: (i) identificar se e como ocorrem epis?dios de atividade l?dica; (ii) em caso positivo de ocorr?ncia, identificar, dentre as diferentes modalidades de brincadeiras, se as pr?ticas pedag?gicas privilegiam alguma(s) dela(s). A fundamenta??o te?rica de nosso estudo encontra-se na abordagem Hist?rico-cultural, especificamente a partir dos trabalhos de L. S. Vigotski, A. N. Leontiev e D. B. Elkonin, com especial interesse nas proposi??es desses autores sobre a brincadeira e a media??o pedag?gica. A pesquisa tem car?ter qualitativo e foi desenvolvida por meio de observa??o participante em aulas da disciplina focalizada, ao longo do segundo semestre de 2011, e de entrevista semi-estruturada realizada com a professora. Al?m disso, foram feitas pesquisas de revis?o bibliogr?fica buscando localizar disserta??es e teses que tenham investigado o novo Ensino Fundamental e pesquisa documental nos documentos oficiais do Minist?rio da Educa??o que se referiam a quest?es da amplia??o do ensino. Na an?lise dos registros da observa??o, identificou-se a ocorr?ncia de v?rias brincadeiras, por?m desenvolvidas por iniciativa das crian?as e n?o autorizadas pela professora, representando um contraponto ? preval?ncia de testes de habilidades motoras nas pr?ticas pedag?gicas. Em termos de modalidades de brincadeiras, registraram-se mais frequentemente jogos de regras e de exerc?cios, sendo raras as brincadeiras de faz-de-conta. Prop?e-se, face aos resultados encontrados, uma discuss?o acerca do papel da forma??o do professor para incorpora??o ou n?o de pr?ticas pedag?gicas que contemplem uma diversidade de atividades visando ao desenvolvimento psicol?gico das crian?as em m?ltiplos aspectos.
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Birch, Fabiana. "A ampliação do ensino fundamental para nove anos e o ensino de leitura e escrita nos anos iniciais no município de São João - PR." Universidade Estadual do Oeste do Parana, 2014. http://tede.unioeste.br:8080/tede/handle/tede/957.
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Previous issue date: 2014-07-01<br>This study has been developed from problematizations about the enlargement of Elementary Education (EE), to nine years lasting, referring to reading and writing teaching in the Early Years of learning. The aim was to analyze, with the teachers of 5th and 6th grades of this academic stage, in São João, PR, the relationships of this new
organization of EE and the reading and writing learning process. The survey took place from 2012 to 2013 and involved all eleven state and municipal schools which offer 5th and 6th grades in this town. It was interviewed sixteen people with semistructured questions - six state teachers of Portuguese Language in the 6th grade, seven municipal
teachers of the 5th grade (AIEF ), a municipal pedagogy teacher, the municipal secretary of education and the responsible for AIEF of nine years at Núcleo Regional de Pato Branco. The studied documents were the Pedagogical Proposition of schools for AIEF of the organization lasting eight and nine years of studying at elementary school in São João County; internal data of the institutions, referring to the ages and the scholar learning of Portuguese Language, the classes from 2011, 2012 and 2013, of 4th and 5th grades and 5th and 6th grades. The data were analyzed based on the assumptions of historical materialism as a theoretical-methodological approach that enabled a reflection
upon a the research object, considering it in its entirety, relationships and contradictions, and historical and cultural assumptions of language studies, by Vygostki and Bakhtin, who understand the language as a social phenomenon, resulting from the cultural dimension of human experience and constituent subjects. The results of this study show
that, with the implementation of Elentary Education of nine years lasting in the São João, the guidelines related to the adoption of learning cycles, as proposed for integral formation of students, received emphasis only in the first three AIEF grades , not
contemplating the following grades (4th, 5th, 6th, 7th, 8th and 9th grades); there wasn´t reorganization of school content for classes of 5th grade; there wasn´t planning meetings between state and local teachers reported; and also there was no training for education professionals so it didn´t gave the support for schools and teachers to make the effective transition. This study also pointed improvement in students performance; changes on teachers' practices aiming a more contextualized and dynamic teaching, able to explore the textual diversity, with more time on reading and producing texts, than,
specifically, the normative language teaching; inclusion of specific teaching content of literacy in the reorganized PPC; improved mastery of the written code with regard to the technical issues of writing students who arrive at 5th and 6th grades; and greater interest
in reading. Such positive results in teaching and learning of reading and writing are situated in a historical context multidetermined and beyond the simple relation with the expansion of the time spent in school and its obligation, they may have been influenced by other programs and educational policies. However, the cultural-historical perspective that justified this search, it is recognized that when children get into school earlier, they have enlarged their possibilities of relations with the written culture and thus made possible the expansion of their learning.<br>Este estudo se desenvolveu a partir de problematizações sobre a ampliação do Ensino Fundamental (EF), para nove anos de duração, referentes ao ensino de leitura e escrita nos Anos Iniciais. O objetivo foi analisar, junto às professoras de 5º e 6º anos dessa etapa escolar, do município de São João, PR, as relações dessa nova organização do EF com a aprendizagem de leitura e escrita. A pesquisa foi realizada no período de 2012 a 2013 e envolveu todas as onze escolas estaduais e municipais que ofertam 5º e 6º anos, no município. Foram realizadas entrevistas semiestruturadas com dezesseis sujeitos - seis professoras estaduais de Língua Portuguesa no 6º ano, sete professoras municipais
do 5º ano (AIEF), uma pedagoga da rede municipal, uma secretária de educação do município e a responsável pelos AIEF de nove anos do Núcleo Regional de Educação de Pato Branco. Os documentos analisados foram as Propostas Pedagógicas Curriculares dos AIEF da organização de oito e de nove anos do EF no município; dados internos das instituições, referentes às idades e ao aproveitamento escolar em
Língua Portuguesa, das turmas de 2011, 2012 e 2013, de 4ª e 5ª séries e 5º e 6º anos. As informações coletadas foram analisadas a partir dos pressupostos do materialismo histórico, como opção teórico-metodológica que possibilitou uma reflexão sobre o objeto de pesquisa, considerando-o em sua totalidade, relações e contradições, e
pressupostos histórico-culturais dos estudos da linguagem, de Vigostki e Bakthin, que compreendem a língua como fenômeno social, resultante da dimensão cultural da experiência humana e constituinte dos sujeitos. Os resultados apontam que, com a implantação do Ensino Fundamental de nove anos no município de São João, as orientações referentes à adoção dos ciclos de aprendizagem, como proposta de formação integral dos estudantes, recebeu ênfase apenas nos três primeiros anos dos AIEF, não contemplando os anos seguintes (4º, 5º, 6º, 7º, 8º e 9º anos); que não houve reorganização dos conteúdos escolares para as turmas de 5º ano; não foram relatados momentos de planejamento conjunto entre professores municipais e estaduais; e que as formações destinadas aos profissionais da educação não atenderam às necessidades das escolas e professores, para efetuar a transição. Apontam, também, melhoria no desempenho dos estudantes; alteração das práticas docentes em função de um ensino
mais contextualizado e dinâmico, capaz de explorar a diversidade textual, com maior tempo dedicado à leitura e produção de textos, do que, especificamente, ao ensino normativo da língua; inclusão de conteúdos de ensino específicos da alfabetização na PPC reorganizada; melhora do domínio do código alfabético no que se refere às questões técnicas de escrita dos alunos que chegam aos 5º e 6º anos; e maior interesse pela leitura. Tais resultados positivos no ensino e aprendizagem de leitura e escrita situam-se em um contexto multideterminado historicamente e ultrapassam a simples relação com a ampliação do tempo de permanência na escola e sua obrigatoriedade e podem ter sido influenciados por outros programas e políticas educacionais. Contudo, pela perspectiva histórico-cultural que fundamentou a pesquisa, reconhece-se que, ao ingressarem na escola mais cedo, as crianças têm ampliadas suas possibilidades de relações com a cultura escrita e, consequentemente, possibilitad a a ampliação de suas aprendizagens.
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Klein, Sylvie Bonifacio. "Ensino fundamental de nove anos no município de São Paulo: um estudo de caso." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-15072011-114221/.
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A pesquisa foi motivada pela alteração da organização da educação básica por meio das Leis federais nº.11.114/05, que alterou a idade obrigatória de ingresso no ensino fundamental para seis anos de idade, e nº.11/274/06, que ampliou a duração do ensino fundamental para nove anos. Tinha-se como objetivo analisar a implementação do ensino fundamental de nove anos na rede municipal de São Paulo. Para tanto, foi realizado um estudo de caso em uma turma de 1º ano do ensino fundamental de nove anos, em escola da rede municipal, visando articular as orientações e normatizações da política nacional, sua adequação em nível municipal e sua realização no cotidiano da escola. Como forma de contextualizar o objeto de pesquisa abordou-se aspectos históricos da ampliação do ensino fundamental e buscou-se referências sobre a etapa até então responsável pelo atendimento das crianças de seis anos: a educação infantil. Foram levantados exemplos de experiências de ensino fundamental de nove anos anteriores à alteração nacional, bem como a relação das mudanças estudadas com o financiamento da educação básica. Foi feito levantamento documental sobre o tema nas normatizações nacionais, estaduais de São Paulo e municipais, a fim de subsidiar as análises dos dados da pesquisa de campo. O estudo realizado permite afirmar que a maioria das crianças de seis anos, até a alteraçãoda legislação, estava matriculada em alguma instituição, sendo a etapa da educação infantil a que concentrava a maioria das matrículas. Durante o 1º semestre de 2010, foi feita observação em uma turma de 1º ano de escola da rede municipal e realizadas entrevistas com os sujeitos envolvidos com a mudança: professoras, crianças, mães e representante da equipe gestora da escola. Partindo do referencial teórico do campo da educação infantil e considerando a necessidade da consolidação de uma pedagogia da infância, os dados revelaram que não houve a reestruturação do ensino fundamental a partir do ensino fundamental de nove anos, mas sim a antecipação de práticas de alfabetização antes realizadas na 1ª série do ensino fundamental com oito anos de duração. Também não houve espaço para participação das crianças e dos adultos envolvidos na definição da política e sua implementação.<br>The motivation of this research was the change of the organization of basic education by the federal lows nº. 11.114/05 that changed the mandatory age of entry into the elementary school at the age of six, and nº.11/274/06 that enlarged the duration of elementary school to nine years. This research aimed to analyze the implementation of the nine years elementary school in São Paulos public education system. In order to achieve this aim a study case was performed with a 1st year class of the new elementary school organization, in a public school, aiming to verify the integration of national policies guidelines and norms, yours adequacy at municipal level and its achievement in the school routine. In order to contextualize the research subject it deals with the historical feature of elementary schools enlargement and with kindergarten, which has been responsible for six years of childrens education. Examples of nine years elementary school organization that happened before the national change were collected, as well as the relation between these changes and basic education funding. A documentary research was made about the subject in a national level, state level and municipal level in order to support the data analyses collected in field work. The research data allows us to declare that most of the six years old children, until the change of national low, were enrolled in some kind of institution, most of them in kindergartens. The observation of a public schools 1st year class was performed in the first semester of the year 2010, as well as interviews with those who were involved with the change: teachers, children, mothers and directors of the school. Using the childhood education field as the theoretical basis and considering the need of a childhood pedagogy, the data shows that a reconstruction of the elementary school considering its enlargement did not happened, instead earlier literacy practices of the 1st grade of the eight years elementary school were anticipated. The data also shows that children and adults involved of this new model did not have the chance to participate in the definition and implementations process.
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Maheux, Isabelle. "School-age care programs, an identification of factors related to nine- to twelve-year-olds' desire to drop out and their satisfaction." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ39412.pdf.
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Garcia, Yuska Natasha Bezerra Felício. "Uma criança pequena em uma escola de grandes: sentimentos e emoções no ingresso do ensino fundamental de nove anos." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/16046.
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Previous issue date: 2012-06-05<br>Conselho Nacional de Desenvolvimento Científico e Tecnológico<br>This present research had as main problem to investigate the feelings and emotions of the educators in their work with the students of six years old that are into the nine years High School, as well the six years old students feelings and emotions into this period of admission that represents to them a transition between Pre-School and High School, so giving subsidies to the student and teacher s comprehension, so their interaction and the place of affection in teaching-learning process. For having as priority to investigate the affect dimension, the theoretical framework chosen was the Henri Wallon s development theory. This research had a qualitative approach and, for the information production, were first done interviews with two High School s teachers that have been teaching from the past years in old eight years High School first grade period that the students had seven years old followed by a continuous observation of two classes with 45 students at all, witch in the first one were 24 students and in the second one 22 and their teachers with their daily school dynamics. From the observations done, it was created episodes and boards to help analysis and information discussion. The main results founded were: 1) The most of the feelings and student s inducing situations were related to the teacher; 2) the pleasant students feelings referent to the first grade s experience were preponderant, which was the opposite of the unpleasant feelings; 3) the new High School s system adaptation wasn t only for the kids, but for families, teachers and for the educational institutions, as well; 4) the students expectations of reading and writing outperforms all the existing gaps inside High School. It is concluded there is the necessity of adaptation into the school, as a physical place, to receive those children as better they can and minimize the differences in this period of basic education to pre-school transition process, so the necessity of the teachers - no matter what year they teach - to demonstrate affection, comprehension and flexibility with their students, to favor the teaching-learning process and to remain success on the fulfillment of school s functions<br>A presente pesquisa teve como objetivo central investigar, compreender e analisar os sentimentos e emoções dos educadores no trabalho com crianças de seis anos no Ensino Fundamental de nove anos, bem como os sentimentos e emoções dos educandos de seis anos de idade neste ano de ingresso que representa para eles a transição entre a Educação Infantil e o Ensino Fundamental e assim, dar subsídios à compreensão do aluno e do professor, da interação entre eles e do papel da afetividade no processo ensino-aprendizagem. Por ter prioridade investigar a dimensão afetiva, o referencial teórico escolhido foi da teoria de desenvolvimento de Henri Wallon. A pesquisa teve uma abordagem qualitativa e, para a produção de informações, foram realizadas, inicialmente, entrevistas com duas professoras com exercício da docência no Ensino Fundamental de nove anos que atuaram, em anos anteriores, como docentes na antiga 1ª série do Ensino Fundamental de oito anos em que regularmente os educandos tinham 7 anos de idade seguidas da observação contínua de duas turmas de 45 alunos ao total, sendo 24 alunos em uma e 22 em outra e seus professores em suas dinâmicas escolares cotidianas. A partir das observações realizadas, episódios e quadros foram elaborados para auxiliar na análise e discussão dos dados. Os principais resultados encontrados foram: 1) a maioria dos sentimentos e as situações indutoras dos alunos estão relacionados à professora; 2) os sentimentos dos educandos de tonalidades agradáveis referentes às suas vivências no contexto do 1º ano foram preponderantes, em oposição aos sentimentos de tonalidades desagradáveis; 3) a adaptação ao novo sistema de Ensino Fundamental não é somente das crianças, mas também das famílias, dos professores e das próprias instituições de ensino; 4) o anseio em aprender a ler e a escrever dos alunos supera todos as lacunas existentes na escola de Ensino Fundamental. Conclui-se que há a necessidade de adaptação do meio físico da escola, a fim de receber melhor as crianças de seis anos no Ensino Fundamental minimizando as diferenças no processo de transição entre essa fase da educação básica e a Educação Infantil, assim como, pela também necessidade de todos os professores independentes do ano em que atuem demonstrarem afetividade, compreensão e flexibilidade com seus alunos, no sentido de favorecer o processo de ensino-aprendizagem e o sucesso no cumprimento das funções da escola
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Samways, Andréia Manosso. "ENSINO FUNDAMENTAL DE NOVE ANOS:DIMENSÕES POLÍTICAS E PEDAGÓGICAS." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2012. http://tede2.uepg.br/jspui/handle/prefix/1326.
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Previous issue date: 2012-02-29<br>Fundação Araucária de Apoio ao Desenvolvimento Científico e Tecnológico do Paraná<br>The research aimed to analyze the educational policy‟s expansion of Nine-Year Basic Education and relate it to the pedagogical practices developed in the first grade classes of Elementary School of Nine Years. We selected three schools, a network of private and two public municipal city of Ponta Grossa / PR. The research required to establish relationships between the educational practices of schools and the guidelines issued by official bodies such as MEC and SEED / PR, enabled us to identify conceptions of childhood, child and schooling that permeate the discourse and practices of teachers. To meet the objectives of the research, it was used as methodology the participant observation for data collecting, with logbook record and questionnaires to principals, teachers and educators. The subjects were children, teachers, educators and principals of the first grade of Elementary School of Nine Years who work in these schools. In the first chapter, it was made the mapping of the research on the subject, recorded in the database of CAPES. The second chapter covers the history of compulsory education in Brazil and the expansion of the Law in ES. We used theoretical contributions of Heller (1992); of Forquin (1993), de Certeau (1997) and Geertez (2008) to discuss daily life and school, McLaren (1992), Bourdieu (1998) and Foucault (2010) to work the concepts of culture, power, discipline and resistance of teachers and students in practices, the consequences of the subjectivity of the subject. The study made it possible to understand that teaching practices in certain educational fields are not in line with the singularities of the age group of children in the first grade of Elementary School of Nine Years. There was a disruption and a further restructuring in school life, however, an implementation, full of insecurities, doubts and discomfort experienced especially by the teachers of the first grade. This suggests that the educational process defined for classes of the first grade needs to be rethought. The research concluded that the policy of
expansion of the Nine Year Basic Education has brought benefits to children of six years old, but still needs to be legitimized the respect to the uniqueness of the age group of children in primary education schools. There is a need to pay attention for first grade classes, to review the practices
of literacy, understanding the resistance teachers and students present to establish new times and spaces in which the play, the uniqueness of childhood, is present in the child‟s schooling process.<br>A pesquisa teve como principal objetivo analisar a política educacional de ampliação do Ensino Fundamental relacionando-a com as práticas pedagógicas desenvolvidas nas classes do primeiro ano do EFNA. Foram selecionadas três escolas, uma da rede privada e duas públicas da rede
municipal da cidade de Ponta Grossa/PR. A investigação exigiu estabelecer relações entre as práticas pedagógicas das escolas e as orientações emanadas dos órgãos oficiais como o MEC e a
SEED/PR, possibilitou identificar concepções de infância, criança e escolarização que permeiam os discursos e as práticas das professoras. Para atender aos objetivos da pesquisa utilizou-se como metodologia para a coleta de dados a observação participante com registro em diário de bordo e aplicação de questionários aos diretores, pedagogos e professoras. Os sujeitos da pesquisa foram crianças, professoras, pedagogos e diretores do primeiro ano do EFNA, que atuam nas referidas
escolas. No primeiro capítulo, fez-se o mapeamento das pesquisas sobre a temática, registrados no banco de dados da CAPES. O segundo capítulo traz o histórico da educação obrigatória no Brasil e a Lei da ampliação do EF. Como fundamentação teórica utilizou-se das contribuições de
Heller (1992); de Forquin (1993); de Certeau (1996) e de Geertez (2008) para discutir o cotidiano e a escola; de McLaren (1992); de Bourdieu (1998) e de Foucault (2010) para trabalhar os conceitos de cultura, poder, disciplina e resistência observadas nas práticas docentes e discentes e, as consequências da subjetivação dos sujeitos. O estudo tornou possível compreender que as práticas pedagógicas em determinados campos educacionais não estão em consonância com as singularidades da faixa etária das crianças do primeiro ano do EFNA. Houve uma desestruturação e uma nova reestruturação no cotidiano escolar, porém, uma implementação com desconfortos, repleta de dúvidas e muita insegurança vivenciada especialmente pelas professoras dos primeiros
anos. Isso aponta que o processo pedagógico definido para as classes do primeiro ano precisa ser repensado. A pesquisa concluiu que a política de ampliação do Ensino Fundamental de Nove Anos trouxe benefícios às crianças de seis anos, mas ainda necessita ser legitimado o respeito à singularidade da faixa etária da criança no cotidiano das escolas. Há necessidade de se voltar o olhar para as classes do primeiro ano, no sentido de rever as práticas de alfabetização,
compreender as resistências docentes e discentes para estabelecer novos tempos e espaços em que o brincar, singularidade da infância, esteja presente no processo de escolarização da criança.
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Catanante, Ingrid Thaís. "A organização do ensino de matemática no primeiro ano do ensino fundamental." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/59/59140/tde-16092013-163544/.
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A presente investigação se vincula a pesquisa contemplada pelo Projeto Observatório da Educação intitulada: Educação matemática nos anos iniciais do Ensino Fundamental: Princípios e práticas da organização do ensino\". Esta pesquisa é realizada pelo Grupo de Estudo e Pesquisa sobre Atividade Pedagógica GEPAPe/FEUSP e objetiva investigar as relações entre o desempenho escolar dos alunos, representado pelos dados do INEP, e a organização curricular de matemática nos anos iniciais do ensino fundamental. Nossa participação está voltada para a organização do ensino de matemática no contexto da ampliação do ensino fundamental para nove anos no Brasil. A promulgação da Lei de n° 11274/2006, que dispõe a duração do ensino fundamental de nove anos, conduz a relevantes questões para o cenário educacional atual, pois, além de consolidar a política de ampliação do acesso à educação às crianças de 6 anos, é importante assegurar a elas um processo educativo que respeite o tempo da infância e seja consoante à adequação tanto das condições materiais quanto da organização pedagógica, tendo em vista a formação integral da criança. Neste sentido, pretendemos caracterizar a organização do ensino de matemática no primeiro ano do ensino fundamental, a partir de três principais eixos: dos principios, das propostas e do material didático. Apresentamos, inicialmente, os princípios representados pelos documentos legais e de orientação oficial para o ensino de nove anos. As propostas serão indicadas por documentos da Secretaria Municipal de Educação que se constitui o lócus desta pesquisa e por orientações do material didático adotado pela mesma rede. Para observar aspectos da atividade pedagógica, direcionamos nosso olhar para os exercícios de matemática selecionados no material didático voltado ao primeiro ano do ensino fundamental. Esta base material nos dará subsídios para investigar como os princípios e as propostas que orientam a organização curricular no ensino de nove anos se apresentam nos conteúdos propostos no material didático, tornando legítimo, na escola, o que é legalizado pelos documentos, no percurso de efetivação do currículo. Nossos resultados indicam a não existência de um projeto de educação matemática para a infância, bem como a ausência de propostas que contemplem a educação das crianças de 6 anos no ensino fundamental. Portanto, a implantação do ensino de nove anos, vista por muitos como a esperança de um movimento de renovação curricular, se estabeleceu como síntese de um fazer pedagógico direcionado para antecipar as necessidades do mercado e do capital no âmbito de um projeto de sociedade capitalista.<br>The following research is part of a major research made by the Educational Observatory Project entitled: Math education in elementary school initial years: Teaching practices and principles organization. This research is developed by the Pedagogic Activities Research Group GEPAPe/FEUSP and its goal is to investigate the relations between school performance of the students, presented by INEP data, and math curriculum organization in elementary school initial years. Our participation is on organizing math teaching amplifying elementary school teaching to nine years in Brazil. The promulgation of the Law n° 11274/2006, that disposes about the continuance of nine years teaching, conducts to important questions to the present scenario, because, beyond of consolidating the amplification of access to education to 6 years old children, is import to ensure them an educational process that respects the childhood time according to the adequacy of material conditions as much as pedagogical organization, owing to the child development. In this sense, our intent is to characterize math teaching organization in the first year of elementary teaching, from three main subjects: principles, proposals and didactic materials. We present, initially, legal documents principles and official orientation to nine years education. The proposals will be indicated by the City Educational Secretary that is the data of this research and didactic material used by this same Secretary. To observe pedagogical activities aspects, our focus were in math exercises selected from the didactic materials to elementary school first grades. This base material will give us data to investigate how the principles and proposals that guides curriculum organization in nine years teaching are presented in the content proposed into the didactic material, legitimizing, into school, what is legalized by documents, in the course of realization of the curriculum. Our research results in a lack of math education project in infancy, as well as a lack of proposals that contemplates 6 years old students education in elementary school. Therefore, the implantation of nine years teaching, seen by many as curriculum renovation hope, has established as educational synthesis directed to anticipate the needs of market and capitals in a capitalist scope.
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Godin, Johanna. "Lärare, kollegor och dyslexi : en attitydundersökning om lärares attityder till kollegor som har dyslexi." Thesis, University of Gävle, Department of Education and Psychology, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-3030.
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<p>Attityder i samhället till personer som har funktionsnedsättning är ofta negativa. Det finns både lärarstuderande och verksamma lärare som har dyslexi, denna undersöknings syfte är att belysa lärares attityder till kollegor som har dyslexi. Även erfarenheter samt upplevd kunskap om dyslexi ska belysas. Använder enkät av likertskaletyp som datainsamlingsmetod för en deskriptiv surveyundersökning som riktar sig till kommunala grundskollärare i en kommun. Urvalet omfattar fem skolor med 62 respondenter. Ett 50 -procentigt bortfall innebär att resultaten bygger på 31 svarande. Data bearbetas i Excel och resultaten visar större upplevd kunskap än erfarenhet. Respondenternas indexerade värde för erfarenhet och kunskap motsvarar hälften av den möjliga skalan. Resultaten visar mycket positiv attityd till kollegor som har dyslexi och tenderar att öka ju närmare arbetsrelationen är. En tredjedel har haft tidigare kontakt med kollegor som har dyslexi men inget samband finns mellan högt värde på erfarenhet och kunskap och höga attitydpoäng. Resultaten överensstämmer inte med litteraturen där interaktion och information anses viktigt för positiva attityder. Dessa positiva attityder och att så många träffat en kollega som har dyslexi överraskar, eftersom litteraturen påstår att det finns negativa attityder till funktionsnedsättning och att möten sällan sker mellan personer som har funktionsnedsättning och andra på arbetsmarknaden. Undersökningen säger inget om respondenternas handlande eller beteende i autentiska situationer.</p>
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Antunes, Jucemara. "ENSINO FUNDAMENTAL DE NOVE ANOS: EM BUSCA DA LEGITIMAÇÃO NO COTIDIANO ESCOLAR." Universidade Federal de Santa Maria, 2010. http://repositorio.ufsm.br/handle/1/6914.
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This dissertation investigates how policies are implemented in the public life of a private school and public school education in the municipality of Santa Maria, considering the extension of compulsory education in elementary school. In view of this analysis, define general objective is to identify possible changes related to daily school life experienced by teachers in the teaching profession and other subjects in the exercise of management, considering the extension of compulsory education in elementary school. We established the following objectives: To analyze the views of teachers about educational policies that increased the basic education of eight to nine years, identify the changes made in the administrative, physical and educational; know the implications and possibilities that the proposed extension of compulsory education brought to the fundamental teaching. To meet the objectives proposed in this study, we chose a qualitative approach, the case study. We favor as sources of information on structured interviews with teachers in the exercise of management and teachers in the teaching profession who work in classes that have changed. For analysis of data collected and the categories of research and its ramifications, we adopted the content analysis. Data analysis allowed to understand how educational policies, in particular, the intentions of the legislators leave the documents to legitimize the day-to-day schools. We analyzed that the lack of subsidies and guidelines on the proposal before and during the implementation process, feelings of doubt, insecurity and discomfort were experienced by teachers in the teaching profession and the administration and parents. Even colleagues with knowledge of the public policy of the EF of nine years, were considered insufficient. Because of the school community does not feel like participants in the construction of the legal prerogative flagged, it arrived in a hierarchical and imposed. By promoting the mandatory inclusion of the child at six years old at the EF school everyday, we can say that destructured what was hitherto established. To fulfill its role in legitimizing public policy, schools have sought, within its limitations, implement the proposal. Changes in the daily school driven by experienced teachers in the teaching profession and financial management were significant in both contexts. The dialogues contained tissue with colleagues led us to explore the various implications and multiple possibilities that the proposed extension of compulsory primary education brought to the teaching practices experienced. We conclude that the policy of expansion of the EF of nine years is in the process studied in the everyday. Well, to say that there were improvements in the quality of learning, the acquisition of knowledge such as literacy and literacy, it takes time, constant monitoring and evaluation. We assume also the legitimization of PE nine years in education is linked to educational performance, considering that there are laws that promote the changes to ensure the qualification in education, but the teaching practices developed by teachers. It is they who, daily, experience the educational practices in the current education system.<br>Esta dissertação investiga como são implementadas as políticas públicas no cotidiano de uma escola particular e de uma escola pública estadual de ensino do município de Santa Maria, considerando a ampliação da escolarização obrigatória no Ensino Fundamental. Na perspectiva desta análise, definimos como objetivo geral: identificar as possíveis mudanças impulsionadas no cotidiano escolar vividas pelos professores no exercício da docência e nos demais sujeitos no exercício da gestão, considerando a ampliação da escolarização obrigatória no Ensino Fundamental. Estabelecemos como objetivos específicos: Analisar as concepções dos professores acerca da política educacional que ampliou o Ensino Fundamental de oito para nove anos; Identificar as mudanças realizadas no âmbito administrativo, físico e pedagógico; Conhecer as implicações e possibilidades que a proposta de ampliação obrigatória do ensino fundamental trouxe para as práticas pedagógicas. Para atendermos os objetivos propostos neste estudo, optamos pela abordagem qualitativa, do tipo estudo de caso. Privilegiamos como fontes de informações a entrevista semiestruturada com os professores no exercício da gestão e professores no exercício da docência que atuam nas turmas que já sofreram alterações. Para análise dos dados coletados e das categorias de investigação e suas ramificações, adotamos a análise de conteúdo. A análise dos dados possibilitaram compreender como as políticas educacionais, em particular, as intenções dos legisladores saem dos documentos para se legitimar no dia-a-dia das escolas. Analisamos que, pela falta de subsídios e orientações sobre a proposta, antes e durante o processo de implementação, sentimentos de dúvidas, desconforto e insegurança foram vivenciados pelos professores nos exercício da docência e da gestão e pais. Mesmo os colegas tendo conhecimentos sobre a política pública do EF de nove anos, foram considerados insuficientes. Pelo fato da comunidade escolar não sentir participantes da construção da prerrogativa legal sinalizada, esta chegou de forma hierárquica e imposta. Ao promover a inclusão obrigatória da criança aos seis anos de idade no EF nos cotidianos escolares, podemos dizer que desestruturou o que estava, até então, estabelecido. Para cumprir com seu papel de legitimadora das políticas públicas, as escolas buscaram, dentro de suas limitações, implementar a proposta. As mudanças impulsionadas no cotidiano escolar vividas pelos professores no exercício da docência e no exercício da gestão foram significativas em ambos os contextos. Os diálogos constantes tecidos com os colegas nos levaram a conhecer as diversas implicações e múltiplas possibilidades que a proposta de ampliação obrigatória do ensino fundamental trouxe para as práticas pedagógicas vividas. Concluímos que a Política de ampliação do EF de nove anos está em processo de implementação, mas ainda distante de estar legitimado nos cotidianos estudados. Pois, para se dizer que houve melhoras na qualidade da aprendizagem, na aquisição de conhecimentos como a alfabetização e o letramento, é preciso tempo, acompanhamento e avaliações constantes. Pressupomos, também, que a legitimação do EF de nove anos em educação esteja vinculada à atuação docente, considerando que não são as leis que promoverão as modificações para garantir a qualificação no processo educativo, mas as práticas pedagógicas desenvolvidas pelos professores. São eles que, cotidianamente, vivenciam as práticas educativas no atual sistema de ensino.
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Mendes, Joelma de Souza Costa. "Perspectivas e entraves dos professores que trabalham com os três primeiros anos do ensino fundamental de nove anos no Brasil: o caso das Escola Públicas do Município de Macapá." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/11524.
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O presente estudo teve como grande finalidade identificar os entraves e as perspectivas dos professores e dos coordenadores pedagógicos que no ano letivo de 2010 trabalhavam com os três primeiros anos do ensino fundamental de nove anos em Escolas Públicas do Município de Macapá, Estado do Amapá, Brasil.
O estudo contou, em concreto, com a participação de 115 professores e 34 coordenadores pedagógicos, abrangendo 35 escolas integrantes da Secretaria Municipal de Educação do Município de Macapá, do 1º, 2º e 3º anos de cada escola pesquisada. Os dados que tornaram possível o presente estudo foram recolhidos através de um inquérito por questionário.
A análise dos resultados obtidos permitiu inferir que tanto os professores quanto os coordenadores pedagógicos que atuam no sistema de nove anos, em particular nos três primeiros anos de escolaridade, requereriam um conhecimento mais amplo sobre a nova proposta e deveriam beneficiar de formação continuada mais ampla e frequente e mais específica que possam nortear as diretrizes ao atendimento da criança em seus aspectos físico, psicológico, intelectual e social. Concluiu-se que o sistema educacional do município deverá estabelecer um compromisso mais acentuado com a formação continuada dos professores e coordenadores pedagógicos, contribuindo, assim, para atender melhor o aluno, nomeadamente a criança dos três primeiros anos do Ensino Fundamental, na sua aprendizagem; ### ABSTRACT:
PROSPECTS AND BARRIERS OF TEACHERS WHO WORK WITH THE FIRST THREE YEARS OF ELEMENTARY SCHOOL OF NINE YEARS IN BRAZIL:
the case of public schools in the city of Macapá
This study was intended to identify major obstacles and perspectives of teachers and teacher trainers that in academic year 2010 worked with the first three years of basic education of nine years in public schools in the city of Macapá, Amapá State, Brazil The study was, in particular, with the participation of 115 teachers and 35 pedagogical coordinators covering 35 schools members of the Municipal Education Secretariat of the city of Macapá, the 1st, 2nd and 3rd year of each school studied. The data that made possible the present study were collected through a questionnaire survey. The analysis of the results allowed to infer that both the teachers and coordinators who work in educational system of nine years, particularly in the first three years of schooling, require a broader knowledge about the new proposal and should receive ongoing training and broader frequent and more specific guidelines that can guide the care of children in their physical, psychological, intellectual and social. It was concluded that the educational system of the municipality must have a commitment to ongoing training of teachers and teacher trainers thus contributing to better serve in their teaching the student.
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Levy, Stephen P. "An investigation into attitudinal responses of years nine, ten and eleven students towards the programmes of study of the modern foreign languages national curriculum in three west Essex 11-16 LM comprehensive schools." Thesis, Middlesex University, 2002. http://eprints.mdx.ac.uk/13640/.
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Questions which prompted interest in this area of research in 1988 Has the introduction of the National Curriculum with its concomitant statutory requirements made any measurable difference to students' responses to MFL classroom activities? If so, then in what way and to what extent might MFL study be now more (or less) appealing to more able 13-15 year-old students in local 11-16 LM Comprehensives? The last large-scale attempt to explore pupils' views on MFL classroom activities was in 1985, as part of the Assessment of Performance Unit (APU) surveys in Secondary Schools. There has been no attempt using the techniques of applied research to investigate pupils' views since the introduction of GCSE or indeed the National Curriculum. Despite this the research of Chambers, Clarke and Stables and Wikeley in the 1990s provided significant insight into the health of the subject at secondary level. Many of the concerns raised in these works are echoed in action research based in local schools in West Essex-in particular, the impact of target language teaching, the question of relevancy and the declining popularity of Languages. The research aims to record students' responses to the PoS and to find possible reasons for these constructs. The results will be compared with other findings including those of the APU from 1985. Using the Programme of Study as a means of measurement seems a worthwhile starting point. This statutory requirement of the National Curriculum forms a blueprint for MFL teaching and learning and could constitute the framework of an investigation into student responses to MFL tasks and skills. Furthermore, teachers teach increasingly by consensus. Professionals should constantly seek to exploit better the preferred learning activities of their students; if MFL staff do not know what these are they need a working model to find out this information. The research also makes use of APU questionnaires to assess the perceived enjoyment, usefulness and difficulty of MFL study as well as measuring the level of desired contact with other European students. Findings of the investigation in 2000. Many of the findings of this study may be said to report favourably on aspects of the PoS inMFL. Among the more positive responses were: • communicating with each other in pairs and groups, and with their teacher. This largely underlined the popularity of role-plays; • developing understanding and skills through a range of language activities, e.g. games, role-play, surveys and other investigations discuss their own ideas. Discuss interests and experiences and compare them with those of others. Listen, read or view for personal interest and enjoyment, as well as for information This reflected the preference of many teenagers for exercising a degree of control in the pace and direction of the tasks set; • listening and responding to different types of spoken language. Skimming and scanning texts, including databases where appropriate, for information. This suggests that such exercises are popular for reasons that are likely to be related to pace of work; • using a range of resources for communicating, e.g. telephone, electronic mail, fax, letters; • redrafting writing to improve its accuracy and presentation, e.g. by wordprocessing. Using dictionaries and reference materials. Students are not always comfortable with the seemingly random nature of language and welcome quick methods of eliminating doubt and establishing accuracy; • Express agreement, disagreement, personal feeling and opinions. Learning by heart phrases and short extracts, e.g. rhymes, poems, songs, jokes, tongue twisters. Pupils enjoy such activities but are critical when the material is unappealing. However, many of the findings indicated less positive experiences of the students in MFL. These included: • A significantly low level of perceived enjoyment in MFL study among average and more able students in all three schools in the study falling from an already \O\,v base in Year 9 to lower levels in Year 10 and Year 11; • This experience is often more pronounced in MFL than in other GCSE subjects; • A reluctance to use the target language as a means of communication. Elements of the PoS most strongly connected to this finding were: using language for real purposes, as well as to practise skills, using everyday classroom events as a context for spontaneous speech, initiating and developing conversations, developing strategies for dealing with the unpredictable, producing a variety of types of writing, asking about meanings, seek clarification or repetition in the TL. • Teachers do not always accurately assess the popularity or unpopularity of MFL classroom tasks; • Definitions of difficulty are often determined by levels of motivation; • The desire for contact with the target language community is minimal and there are low levels of integrative motivation in all three schools; • Ethnocentricity does not appear to contribute to this; • Comparisons with 1985 APU findings indicate a far more negative outlook for MFL study in some West Essex schools with virtually no interest in post 16 MFL study.
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Cavalheiro, Caroline Battistello. "Inserção da criança de seis anos no ensino fundamental : do currículo prescrito ao currículo em ação em uma escola da rede privada de Florianópolis - SC (2006-2013)." Universidade do Estado de Santa Catarina, 2014. http://tede.udesc.br/handle/handle/1005.
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Previous issue date: 2014-02-27<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Based on the theory and curriculum analysis of Gimeno Sacristan (2000), this research aims to reflect on curricular prescription - the inclusion of six year old children in brazilian elementary education was presented to the teachers, formed in the Political Pedagogical Project and put into action by teachers of a private school in the city of Florianopolis between 2006-2013. The researched school has confessional character and serves approximately 500 elementary and high school students. The research was based on the analysis of two documents proposed by MEC: "Guidance for the inclusion of Six Year Old Children" (BRASIL, 2007) and "Six year old children, the written language and the Nine-Year Elementary Education" (BRASIL, 2009). It is understood that an operative expression of the prescribed curriculum and the political pedagogical project of the school for the years 2001, 2007 and 2013, and seven notebooks from first year students from 2008 to 2012. Specifically, with respect to prescriptive documents and notebooks was privileged information regarding on the topic of literacy to perform the analysis. The research included interviews and a questionnaire to collect data. Interviews were conducted with two coordinators and a teacher of the institution, and the questionnaire was conducted for a former coordinator. From these results, it was possible to observe two agencies who were responsible for taking guidance on the prescribed curriculum of the institution: Editora Positivo and the Trade Union of Private Schools of Santa Catarina (SINEPE / SC). The question about how the institution had organized to adapt and adopt the official prescriptions for six year old children included in early childhood education, indicators of three core features were found:search for external consulting, using childhood education references and a relative presence of teachers during the process of developing an organizational document - PPP. The analysis of school notebooks had specific tasks which were heavily focused on the systematic and mechanical teaching of the units of written language, with little emphasis on productive and creative activities .<br>Alicerçada na teorização e análise curricular de Gimeno Sacristán (2000), esta pesquisa objetiva refletir sobre como uma prescrição curricular a inserção da criança de seis anos no ensino fundamental brasileiro - foi apresentada aos professores, modelada no Projeto Político Pedagógico e posta em ação pelos professores de uma escola privada do município de Florianópolis, no período de 2006 a 2013. A escola pesquisada possui caráter confecional e atende a aproximadamente 500 estudantes do Ensino Fundamental e Médio. A pesquisa partiu da análise de dois documentos propostos pelo MEC: Orientação para a Inclusão da criança de seis anos de idade (MEC, 2007) e A criança de 6 anos, a linguagem escrita e o Ensino Fundamental de Nove Anos (MEC, 2009), aqui entendidos como expressão operativa do curriculo prescrito e dos projetos políticos pedagógicos da escola referentes aos anos de 2001, 2007 e 2013 e de sete cadernos de alunos do 1° ano com datas de 2008 a 2012. Especificamente com relação aos documentos precritivos e aos cadernos foi privilegiado a temática da alfabetização para realizar a análise. As investigação contou com entrevistas e com um questionário para a coleta de dados. As entrevistas foram realizadas com duas coordenadoras e com uma professora da instituição e o questionário foi realizado com uma ex-coordenadora. A partir dessas referências foi possível observar dois agentes responsáveis por levar orientação sobre o currículo prescrito para a instituição pesquisada: a Editora Positivo e o Sindicato das Escolas Particulares de Santa Catarina (SINEPE/SC). Sobre a forma pela qual a instituição se organizou para adaptar e adotar as prescrições oficiais, quando da inserção da criança de 06 anos no ensino fundamental, foram verificados indícios com três características centrais: busca por consultoria externa, utilização de referências da Educação Infantil e uma relativa presença dos professores no processo de elaboração do documento organizativo PPP. A análise dos cadernos
escolares aponta para tarefas excessivamente focadas no ensino sistemático e mecânico das unidades da língua escrita, com pouca ênfase em atividades de produção e criação.
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Câmara, Regina Celia dos Santos. "A ALFABETIZAÇÃO E O ENSINO FUNDAMENTAL DE NOVE ANOS: OS DESAFIOS DO 1º ANO." Universidade Metodista de São Paulo, 2012. http://tede.metodista.br/jspui/handle/tede/1044.
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Previous issue date: 2012-09-27<br>The present study consists of a survey on the entry of children of six years in elementary education with a duration of nine years at four public schools in the state of São Paulo. As a foundation for the analysis of this educational policy, the theoretical approach is guided studies on the legislation, the concept of childhood, knowledge about the learning processes of reading and writing, training and practice of teachers. This is a qualitative research, structured analysis of propositions in official documents, in a questionnaire (for 25 teachers) and interviews with five of deepening teachers among those who answered the questionnaire. The purpose of the questionnaire and the interviews presented as objective: profiling and studying aspects of the professional life of teachers (research subjects); examine the ideas that guide their literacy practices; were prepared to analyze how this new reality, to discuss the progress and / or difficulties encountered in developing the pedagogical work with children from 1 year and analyze what they believe to be guaranteed for the successful education of these children. The research shows that include children six years in elementary school was, for the respondents, a positive measure, however, the deployment occurred without the preparation of schools and teachers. Teachers who took classes fell 1st year of the challenge, even without the structural conditions and proper training, organize time and school spaces. It was evident in the analysis, reporting about the practices of the teachers interviewed, the emphasis on literacy and literacy, although all recognize the importance of playful dimension in educational activities in the classroom. This emphasis stems from interpretations that make the determinations of the State Secretariat for Education and the indirect pressures perceived by them as the commitment to literacy in the 1st year of compulsory schooling, between them, the expectation of the school community parents and teachers the years following Elementary School. Finally, the data also show the need to ensure the training of educators, as well as discussions about the curriculum of classes for six years.<br>O presente estudo consiste em uma pesquisa sobre o ingresso das crianças de seis anos no Ensino Fundamental com duração de nove anos, em quatro escolas públicas do Estado de São Paulo. Como fundamento para as análises desta política educacional, o referencial teórico adotado pauta-se em estudos sobre a legislação, a concepção de infância, os conhecimentos sobre os processos de aprendizagem da leitura e da escrita, a formação e a prática dos professores. Trata-se de uma pesquisa de cunho qualitativo, estruturada na análise das proposições dos documentos oficiais, na aplicação de um questionário (para 25 professoras) e realização de entrevistas de aprofundamento com cinco professoras dentre aquelas que responderam o questionário. O propósito da aplicação do questionário e da realização de entrevistas apresentou como objetivos: traçar o perfil e conhecer aspectos da vida profissional das professoras (sujeitos da pesquisa); analisar as ideias que norteiam suas práticas de alfabetização; analisar como foram preparadas para esta nova realidade; discutir sobre os avanços e/ou as dificuldades encontradas para desenvolverem o trabalho pedagógico com as crianças do 1º ano e analisar sobre o que acreditam que deve ser garantido para o sucesso da escolaridade destas crianças. A pesquisa revela que incluir as crianças de seis anos no ensino fundamental foi, para as entrevistadas, uma medida positiva, no entanto, a implantação ocorreu sem o preparo das escolas e dos professores. Aos docentes que assumiram as classes de 1º ano coube o desafio de, mesmo sem as condições estruturais e a devida formação, organizarem o tempo e os espaços escolares. Ficou evidente nas análises, acerca do relato das práticas das professoras entrevistadas, a preocupação dada à alfabetização e o letramento, entretanto, todas reconhecem a importância da dimensão lúdica nas atividades pedagógicas da sala de aula. Esta preocupação decorre das interpretações que fazem das determinações da Secretaria Estadual de Educação e das pressões indiretas percebidas por elas quanto ao compromisso com a alfabetização neste 1º ano da escolaridade obrigatória, entre elas, a expectativa da comunidade escolar pais e professoras dos anos seguintes do Ensino Fundamental. Por fim, os dados revelam, ainda, a necessidade de se garantir a formação dos educadores, bem como de discussões sobre o currículo das turmas de seis anos.
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Simão, Ana Lucia. "Escola fundamental de nove anos: em destaque o trabalho do professor do 1º. ano na rede municipal paulistana." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/10327.
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Previous issue date: 2011-09-27<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This study aimed to investigate the work of the classroom´s teacher of the current 1st year of the
nine years elementary school implemented in accordance with Law No. 11.274/06, which
determines the inclusion of six years old children in a nine years term elementary school. We
tried to capture the daily activities of the teacher of the six years old children, as well as the
organization of the educational work. It is a qualitative research complemented by an analysis of
the legislation enforcing the expansion of the term of the elementary school. Instruments were
the observation and questionnaires , based in the work of two teachers and first year students in a
public school in São Paulo. The theoretical framework was based on the investigative process in
Wallon for understanding social interaction in the learning process and development of the child.
The data point to a sudden commute of children in early childhood education to the elementary
school, marked by the concern of teachers in literacy, but generally there is no understanding by
the students in reading and writing. Time and space intended for recreational activities and
collectives, were considered inadequate to meet the specifics of the education of children this age
group<br>Este estudo teve como objetivo investigar o trabalho educativo da escola fundamental de nove
anos, em especial o trabalho do professor da sala de aula de 1º ano atual, decorrente da Lei nº
11.274/06, a qual determina a inclusão das crianças de seis anos de idade na escola fundamental
de nove anos. Buscou-se apreender como se dão as atividades cotidianas da escola e do
educador, em especial às crianças de seis anos, bem como, a organização do trabalho pedagógico.
Trata-se de uma pesquisa qualitativa acrescida da análise de documentos legais que tratam da
ampliação da educação fundamental. Teve como instrumentos a observação e o questionário,
tendo como sujeitos duas professoras de classe de 1º ano e seus alunos, em uma escola pública do
município de São Paulo. A fundamentação teórica teve como base o processo investigativo em
Wallon para o entendimento da interação social no processo de aprendizagem e desenvolvimento
global da criança. Os dados apontam para uma passagem brusca da criança da educação infantil
para a educação fundamental, acentuada pela preocupação por parte dos professores em
alfabetizar, porém, de modo geral, não há, por parte dos alunos compreensão na leitura e na
escrita. No que se refere ao tempo e ao espaço destinados para as atividades lúdicas e coletivas
foram considerados inadequados para atender às especificidades ligadas à educação das crianças
nessa faixa etária
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Thomé, Andréa Cristine Mesquita Bergamasco. "Ensino Fundamental de nove anos: dificuldades enfrentadas e aprendizados construídos por gestores e professores." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-22102013-152939/.
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A temática da ampliação do ensino fundamental de oito para nove anos, em obediência à legislação em vigor - Lei n. 11.114/ 2005 e Lei n. 11.274/2006 -, vem produzindo debates e posições antagônicas frente à obrigatoriedade da inserção da criança de seis anos no ensino fundamental. O presente estudo, de caráter qualitativo, defende a necessidade de se compreender, na concretude da implementação dessa proposta, quais as dificuldades enfrentadas, algumas soluções buscadas e aprendizados construídos pelos envolvidos nessa ampliação. A investigação toma como base a realidade de uma rede de ensino de um município em processo de implantação do ensino fundamental de nove anos. Utilizou-se como fonte principal de material empírico entrevistas semiestruturadas realizadas com cada participante no início, no meio e no final do ano letivo. Os participantes são: a supervisora da secretaria municipal de educação; profissionais das três escolas do município - uma coordenadora e uma professora de primeiro ano de cada escola. O referencial teórico-metodológico do trabalho orienta-se pelos pressupostos da perspectiva da Rede de Significações. O processo de análise seguiu a redação orientada por sete eixos: 1-Condições oferecidas; 2- O sujeito do ensino fundamental de nove anos: a criança de seis anos; 3- Currículo; 4- Material didático adotado/centralidade na alfabetização; 5- Acompanhamento e formação; 6- Avaliação da ampliação/Adaptação?; 7- Aprendizados construídos. As falas das participantes são entendidas como um meio de se compreender os sentidos e significações que foram sendo construídos ao longo do ano no processo de implantação da nova política educacional. Encontramos nas falas das participantes o despreparo dos envolvidos - gestores, professores e funcionários - e a ausência de organização prévia para receber a criança de seis anos, o que gerou dificuldades de várias ordens: de infra-estrutura; na organização de tempos e espaços escolares; no processo de acompanhamento e avaliação do trabalho; na ação pedagógica das professoras. Essas dificuldades levaram o município estudado a adotar um material didático terceirizado, caracterizando para a rede e seus profissioanais uma novidade adicional. Apesar das dificuldades, são afirmadas importantes aprendizagens que foram sendo construídas nas relações vivenciadas com as crianças que trouxeram ritmos e demandas específicas. Essas especificidades impactaram concepções e sentidos das participantes entrevistadas. Os aprendizados construídos nesse processo podem ser apoio a novas experiências e contribuir para importantes reflexões envolvendo a extensão do ensino fundamental para nove anos e a consequente inserção da criança de seis anos nesse nível educacional, bem como pontos de discussão de outras reformas que, certamente, virão.<br>The theme of extending elementary school cycle from eight to nine years, thus obeying ruling Law 11.114/ 2005 and Law 11.274/2006, has been debated and had antagonistic positions due to the mandatory entrance of six-year-olds in elementary school. The present study, in a qualitative character, defends the need to understand, in the concreteness of implementing this proposal, some difficulties which are faced, some solutions which are searched and learnings built upon by those involved in this extension. The study has as its base the reality of a municipal school network in a town which is undergoing a process of implementation of the nine-year elementary school cycle. The use of semi-structured interviews with each participant at the beginning as main empiral material, in the middle and at the end of the school year were used. The participants are: the municipal Education secretary supervisor; professionals from three municipal schools - a coordinator and a first grade teacher from each school. This study\"s theoretical and methodological reference is based upon the documents of the Significance Network (Rede de Significações) perspective. The analysis process was oriented by seven pillars: 1 - Material conditions; 2 - The elementary school 9 subject: the six-year old child; 3 - syllabus; 4 - teaching material adopted / centrality in literacy; 5 - Observation and assessment; 6 - Expansion assessment / Adaptation?; 7 - Built learnings. The participants\" speech is understood as a means of understanding the meanings and significances which were being built throughout the process of implementing the new educational politics. We found, in the participants\" speech, the lack of preparation in those involved - principals, teachers and staff - and the lack of previous organization to welcome a six-year old child, which brought about difficulties of several types: infrastructure, time management and school spaces, in the process of follow-up and assessment of work and teachers\" teaching performance. These difficulties made the town which was studied to adopt an outsourced teaching material, thus bringing novelty to the network. In spite of difficulties, important learnings are affirmed, which have been shared with the children and brought specific rhythms and demands. These specificities clashed with conceptions and meanings from the participants who were interview. The learnings built in this process can be the support to new experiences and contribute to important considerations which involve the implementing of the nine-year elementary school cycle and the consequent entrance of a six-year old child in this educational level, as well as points of discussion of other restructures which will certainly come.
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Chaves, Suellen da Silva. "Implementação do ensino fundamental de nove anos em uma escola municipal de Salvador: processo participativo ou força da lei?" reponame:Repositório Institucional da UFBA, 2012. http://www.repositorio.ufba.br/ri/handle/ri/12654.
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Previous issue date: 2012<br>A pesquisa tem como objetivo analisar como os membros do conselho escolar de uma escola municipal de Salvador compreendem o processo de participação na
implementação do ensino fundamental de nove anos. Nesse sentido, a investigação
configura-se enquanto um estudo de caso e busca responder a seguinte questão:
como os membros do conselho escolar interpretam a participação que tiveram no
contexto de implementação do Ensino Fundamental de nove anos em uma escola
municipal de Salvador-Bahia? Tomando como referencial uma abordagem de
pesquisa qualitativa, que possibilita a compreensão e interpretação de uma
realidade social para além de objetividades e concretudes, a pesquisa documental
envolveu, num primeiro momento, a identificação e análise de documentos
produzidos pelos órgãos competentes, enquanto que a análise da literatura
específica foi utilizada para a construção do referencial teórico do trabalho. O estudo
de caso foi desenvolvido em uma escola municipal de Salvador, no bairro de Itapuã,
e os sujeitos de pesquisa foram aqueles que integram o conselho escolar, a saber:
diretora, coordenadora pedagógica, professora, funcionária escolar e representante
da comunidade local. A realização de entrevistas e o uso do questionário semiestruturado
com os sujeitos da pesquisa revelaram que a compreensão acerca da
participação parece ser difusa e que tal conceito tem sido mal compreendido em sua
complexidade e, muitas vezes, banalizado nas práticas de gestão escolar. Por isso,
a discussão das potencialidades e percalços da participação da população na
gestão da escola envolve elucidar questões internas e externas que influenciam a
realização de tal prática, que perpassa por aspectos de ordem institucional,
ideológica e cultural.<br>Salvador
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Assis, Liliane Souza de. "As crian?as de seis anos no ensino fundamental: implica??es na organiza??o do trabalho pedag?gico de escolas municipais de Concei??o do Jacu?pe (2007-2012)." Universidade Estadual de Feira de Santana, 2015. http://localhost:8080/tede/handle/tede/218.
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Previous issue date: 2015-05-12<br>Funda??o de Amparo ? Pesquisa do Estado da Bahia - FAPEB<br>This research discusses the implications of Law 11.274 / 06 in the organization of educational work to care for six year-old children inserted in elementary public schools in Concei??o do Jacu?pe, from 2007 to 2012. For this, the study elected as a matter central question: What are the implications of Law 11.274 / 2006 in the organization of educational work to care for six year-old children inserted in elementary public schools in Concei??o do Jacu?pe? In dialogue with this issue, this research aimed to analyze the implications of Law 11.274 / 2006 in the organization of educational work to care for six year-old children inserted in elementary
public schools of Concei??o do Jacu?pe. The methodology is based on qualitative approach and seeks to articulate policy analysis with the processes experienced by the subjects, taking as main categories of analysis the concepts of childhood and organization of educational work. As data collection instruments, were used analysis of national and local official documents related to the object, particularly those that indicate the guidelines for education
policy in the municipality, as well as semi-structured interviews with teachers who work in the first year, teaching managers and coordinators of two municipal schools, and systematic
observations of educational relations established in schools in order to care for six year-old child. The data collected allow us to infer that the documents prepared by the Education City of Concei??o do Jacu?pe to implement the basic education of nine years, dialogue with the proposal of the law, with regard to operational aspects: a gradual transition from elementary school from eight to nine years' duration; cutting age for enrollment and the recast proposal of
the organization of pedagogical work to care for six year-old children. The analysis of the processes experienced by the subjects in the law implementation process revealed the theoretical and methodological challenges that come into play, especially regarding the vagueness of childhood conception and organization of educational work in the statements of the subjects and the documents of the institutions; the fragility of discussions about the
organization of the pedagogical work and its relationship with childhood specificities and the need for a debate, in the municipality, on for what and for whom we are educating.<br>Esta pesquisa problematiza as implica??es da Lei 11.274/06 na organiza??o do trabalho pedag?gico para atendimento das crian?as de seis anos inseridas no ensino fundamental, em escolas municipais de Concei??o do Jacu?pe, no per?odo de 2007 a 2012. Para isso, o estudo elegeu como quest?o central de investiga??o: Quais as implica??es da Lei 11.274/2006 na organiza??o do trabalho pedag?gico para atendimento das crian?as de seis anos inseridas no ensino fundamental, em escolas municipais de Concei??o do Jacu?pe? E di?logo com esta quest?o a pesquisa teve como objetivo analisar as implica??es da Lei 11.274/2006 na organiza??o do trabalho pedag?gico para atendimento das crian?as de seis anos inseridas no ensino fundamental, em escolas municipais de Concei??o do Jacu?pe. A metodologia dotada
baseia-se na abordagem qualitativa e busca articular a an?lise da pol?tica com os processos vividos pelos sujeitos, tomando como principais categorias de an?lises os conceitos de inf?ncia e organiza??o do trabalho pedag?gico. Como instrumentos de coleta de dados foram usados an?lise de documentos oficiais nacionais e locais relacionados ao objeto, particularmente os que indicam as diretrizes para as pol?ticas educacionais no munic?pio, bem como entrevistas semiestruturadas com professores que atuam no primeiro ano, gestores e coordenadores pedag?gicos de duas escolas municipais, al?m de observa??es sistem?ticas das rela??es educativas estabelecidas nas escolas com vista ao atendimento das crian?as de seis anos. Os dados coletados permitem afirmar que os documentos elaborados pelo Conselho Municipal de Educa??o de Concei??o do Jacu?pe para implanta??o do ensino fundamental de nove anos, dialogam com a proposta da lei, no que diz respeito aos aspectos operacionais: transi??o gradativa do ensino fundamental de oito para nove anos de dura??o; idade de corte para matr?culas e proposta de reformula??o da organiza??o do trabalho pedag?gico para atendimento das crian?as de seis anos. A an?lise dos processos vividos pelos sujeitos no processo de implementa??o da lei revelaram os desafios te?ricos e metodol?gicos que entram em cena, especialmente em rela??o ? indefini??o de concep??es de inf?ncia e organiza??o do trabalho pedag?gico nos depoimentos dos sujeitos e nos documentos das institui??es; ? fragilidade das discuss?es acerca da organiza??o do trabalho pedag?gico e suas rela??es com as especificidades da inf?ncia, bem como, a necessidade de um debate, no munic?pio sobre para que e para quem estamos educando.
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Pugliese, Ebe Camargo. "Implantação do ensino fundamental de nove anos e mudança educacional: estudo de duas experiências escolares no município de Taubaté/SP." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01072016-102714/.
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Esta pesquisa teve como objeto de estudo a implantação da política educacional do ensino fundamental de nove anos, tal como expressa na lei federal no. 11.274/06. Partiu-se da suposição básica de que mudanças educativas efetivas dependem da implicação dos atores diretamente envolvidos com as práticas no interior das escolas. O compromisso da investigação foi trazer possíveis respostas aos seguintes questionamentos: como procedeu-se à implantação da política de ampliação do Ensino Fundamental para nove anos em um município do interior paulista? Que debates e medidas formativas foram considerados pela gestão educacional do município? No âmbito de duas unidades de ensino fundamental, que discussões sobre a política de ampliação foram feitas e quais processos formativos foram desenvolvidos? Como objetivos específicos constaram: investigar que medidas foram consideradas pela gestão local visando à implantação da política no município; averiguar qual a inserção e participação de professores na implementação dessa política em duas escolas públicas municipais do interior paulista; compreender quais ações formativas foram desenvolvidas na esfera local e, particularmente, nos contextos de trabalho, visando ao acolhimento da política educacional; identificar que impressões gestores locais e professores das unidades estudadas revelaram a respeito de suas vivências no processo de implantação. Como referenciais teóricos, o estudo baseou-se nos textos dos documentos legais, nos estudos de Michael Fullan e Andy Hargreaves para abordar os conceitos de inovação e mudança educativa e nas formulações a respeito da formação de professores e profissionalismo docente de autores como António Nóvoa, Gimeno Sacristán, Christopher Day, João Formosinho, Júlia Oliveira-Formosinho, Paulo Freire e outros. A investigação de natureza qualitativa (LANKSHEAR, KNOBEL, 2008) constou de um estudo de caso múltiplo (STAKE, 1999; YIN, 2005) envolvendo duas unidades educacionais públicas de Ensino Fundamental I e II pertencentes à Secretaria Municipal de Educação de Taubaté/SP. Com o estudo, constatou-se que a implantação do ensino fundamental de nove anos preteriu do debate e do envolvimento os profissionais da educação. Identificou-se que as escolas estudadas não estavam devidamente organizadas tanto no que tange à infraestrutura para receber o público mais novo de seis anos, como também no tocante às suas propostas pedagógicas. Os depoimentos das professoras indicam que elas foram conduzidas a pensar estratégias emergenciais para atender crianças de seis e sete anos que estavam no 1º e no 2º ano, respectivamente. Além disso, a adoção de um sistema apostilado não atendeu às necessidades daquela população escolar do ensino fundamental. Conclui-se que há um enorme abismo entre o texto da lei, as orientações emanadas da esfera federal e aquilo que aconteceu no nível da municipalidade e, mais, no nível das unidades de educação do município.<br>The object of study of this research was the implementation of the nine-year elementary school educational policy, as expressed in the Federal Law 11.274/06. This research was based on the basic assumption that effective educational changes rely on the implication of the actors directly involved with the school practices. In this context, this investigation was committed to bring possible answers to the following questions: how was the extension policy from the eight to the nine-year elementary school implemented in a city in the interior of the São Paulo State? Which debates and formative measures did the city´s educational council consider? In the sphere of two elementary schools, what were the discussions about this extension policy and which formative measures were developed? The specific objectives of this research comprised: investigate the measures considered by the local management with regards to the implementation of this policy in the city; inquire into the insertion and participation of teachers in the implementation of this policy in two municipal public schools in the interior of the São Paulo State; understand which formative actions were developed in the local sphere and particularly in the working context aiming at the reception of this educational policy; identify the impressions that local managers and teachers of the schools studied had with regards to their experiences in the implementation process. As theoretical references, this study derived from the legal documents, the studies of Michael Fullan and Andy Hargreaves to approach the concepts of innovation and educational change and the formulations related to the development and professionalism of teachers from authors such as António Nóvoa, Gimeno Sacristán, Christopher Day, João Formosinho, Júlia Oliveira-Formosinho, Paulo Freire amongst others. The investigation of the qualitative nature (LANKSHEAR, KNOBEL, 2008) included a multiple-case study (STAKE, 1999; YIN, 2005) involving two educational public units from Elementary I and II schools associated with the Secretariat of Municipal Education from Taubaté/SP. This study revealed that the implementation of the nine-year elementary school policy neglected to involve the educational professionals in the debate. It was also identified that the studied schools were not properly organized concerning their pedagogical propositions and the infrastructure to receive the younger six-years-old children. The testimonials of teachers indicated that they were led to formulate emergency strategies to cope with six and seven-years-old children that were in the first and second years of school, respectively. In addition to that, the adoption of a workbook system did not meet the necessities of that educational population. It was concluded that there is an enormous abyss between the law, the guidance from the federal sphere and what happened in the municipality level and in the schools.
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Paulino, Clóvis Edmar. "Quantidade e qualidade no ensino fundamental de 9 anos e uma escola municipal de São Paulo." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-15022017-142331/.
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Esta pesquisa discute a alteração do Ensino Fundamental, gratuito e obrigatório, de 8 para 9 anos. Verificando, quanto se houve modificações ou não do direito democrático frente ao par quantidade e qualidade no Ensino Fundamental de 9 Anos (EF9). Referencialmente, definimos qualidade e quantidade como componentes indissociáveis de uma Educação democrática. Vogamos nos marcos legais e políticos do primeiro estágio da educação escolar brasileira, verificando como estes conduziram a Educação nacional da instrução primária ao novo Ensino Fundamental de 9 (nove) Anos. Verificamos as possíveis modificações do direito democrático de um ensino de qualidade que vem (ou não) se expressando nos 5 Anos Iniciais do Ensino Fundamental (EF) na nova organização escolar dada pelas Leis Federais n°. 11.114/2005 e n° 11.274/2006, pois elas estabeleceram: a obrigatoriedade para o país da matrícula no EF a partir dos seis anos de idade redefinindo a Educação Infantil (EI) à faixa etária de 0 a 5 anos de idade; e a reorganização do EF, com a ampliação em 1 ano de sua duração, passando de 8 para 9 anos. Verificamos as alterações nas matrículas, suas quantidades e qualidades educacionais (do Brasil e do Município de São Paulo) e verificamos o cotidiano escolar de uma escola da rede municipal paulistana sempre analisando as quantidades e qualidades educacionais, isto é, modificações no direito democrático à Educação. E, finalmente, elaboramos algumas considerações políticas e pedagógicas, em uma reflexão cotidiana vivida por professor-pesquisador, do EF9 que num processo em que a política pública do Ensino Fundamental de 9 (nove) Anos não foi introduzida no sistema educacional sozinha e produziu ou acarretou ou elencou outras políticas públicas, concomitantemente conferiu à Educação brasileira um grande dinamismo e trouxe, aos sistemas educacionais, novas situações dado que a cada nova política introduzida se gerou novas demandas (quantidades) que não estavam diretamente direcionadas à melhoria da Educação e estas novas políticas foram geradoras de novas burocracias, novos obstáculos ao direito democrático de um ensino com novas quantidades e qualidades para EI e o EF, este que por muitas vezes para não ter rumo ou apenas perseguir padrões distantes ou artificiais em relações aos estudantes e aos cotidianos escolares. Portanto, podemos afirmar que o Ensino Fundamental de 9 (nove) Anos não tem sido uma política de ampliação das oportunidades educativas, uma ampliação que tenha significado além da entrada das crianças de 6 (seis) anos no Ensino Fundamental; e, também, não tem sido uma política educacional de orientações para novos arranjos qualitativos nas relações pedagógicas.<br>This thesis is about the change of Brazilian elementary education, free and compulsory, that went from 8 to 9 years. Verifying, as to whether or not there was a change in democratic law in relation to the quantity and quality of the dialectical pair in the new Brazilian Elementary Education called \" Ensino Fundamental de 9 (nove) Anos \" (EF9). We define quality and quantity as inseparable components of a democratic Education.. We have taken on the legal and political milestones of the first stage of Brazilian school education, verifying how they have led the National Education of primary education to the new Basic Education of 9 (nine) Years. We also investigate the possible changes in the democratic right to a quality education that comes (or is not) expressed in the initial 5 years of Elementary School (EF) in the new school organization given by Federal Laws no. 11.114/2005 and 11.274/2006, since they established: the obligation for the country of enrollment in EF from the six years of age to redefine Early Childhood Education (EI) to the age group from 0 to 5 years of age; And the reorganization of EF, with a 1-year extension of its duration, from 8 to 9 years. We verified the changes in the enrollments, their quantities and educational qualities (from Brazil and the Municipality of São Paulo), and during the research we followed the school daily life of a school in the city of São Paulo always analyzing the educational quantities and qualities, ie, changes in the law Education. And, finally, we elaborate some political and pedagogical considerations, in a daily reflection lived by professor-researcher of the EF9 that - in a process in which the public policy Ensino Fundamental de 9 (nove) Anos was not introduced in the educational system alone and produced Or entailed or imposed other public policies, concomitantly - gave Brazilian Education a great dynamism and brought new situations to educational systems, given that each new policy introduced generated new demands (quantities) that were not directly directed to the improvement of Education and These new policies have generated new bureaucracies, new obstacles to the democratic right to a teaching with new quantities and qualities for EI and EF, which for many times not to have or only to pursue distant or artificial patterns in student relations and Of the Brazilian school system. Thus, we can affirm that the 9-Year Primary School has not been a policy of expanding educational opportunities, an extension that has meant beyond the entry of children of 6 (six) years in Elementary School; And it has not been an educational policy of guidelines for qualitative changes in pedagogical relationships.
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Ribeiro, Rosangela Benedita. "A crian?a de seis anos no ensino fundamental de 9 anos: o processo de implementa??o ao longo de uma d?cada no munic?pio de Itajub?/MG." Pontif?cia Universidade Cat?lica de Campinas, 2014. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/738.
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Previous issue date: 2014-12-17<br>This research aims to examine the implementation and introduction of primary education of nine years (EF) in the city of Itajub? / MG over a decade. Justified interest in this subject by the pioneering spirit of the municipality in relation to the proposed extension of the EF, it deployed in 2002, given that only in 2006 was published federal law 11.274 that determined its mandatory throughout the territory Brazilian and that 2010 was the deadline set by the Ministry of Education for organizing, planning and expansion of the new EF in all Brazilian municipalities. The construction of the research was done through conducting a literature review on SciELO base and BDTD. The articles, theses and dissertations were categorized and organized in spreadsheets; First there was the reading of abstracts and later the full reading of those texts that addressed the new nuclear EF way. These readings showed obstacles encountered by school units and the educational systems in relation to the expansion and implementation of EF nine years. It was considered valid, then investigate, from the contributions of historical-cultural theory, which reveal the speeches of the coordinators regarding the establishment and implementation of EF nine years (EF9A), with special interest in: i) chronicle as was the establishment and implementation of EF9A; ii) describe and analyze the construction of EF9A the curriculum for the 1st year, the city of Itajub?; iii) To investigate the methodology proposed for the pedagogical practices and the inclusion of playing together with the children of six years and iv) to examine documents guiding the pedagogical proposal published by bodies Federal, State and Municipal. For research we chose to semi-structured interviews with coordinators of municipal Itajub?, with at least ten years of experience with the implementation of the new EF in that municipality; is the set of respondents composed of 05 supervisors. Two were organized axes analysis i) Tell the history of deployment / implementation of EF9A in Itajub?MG - evidence from which those who experienced and ii) dichotomy between playing and learning (reading and writing); ass qualitative analyzes guided up the studies of Vygotsky and colleagues. We hope that with this research, from the path analysis of the Itajub? city's experience over a decade, we can contribute to reflections on the ways in which new public policies are deployed / implemented in Brazil, with regard to the construction of new curricula, teaching practices and teacher training.<br>A presente pesquisa tem por objetivo analisar a implanta??o e implementa??o do Ensino Fundamental de nove anos (EF) do munic?pio de Itajub?/MG, ao longo de uma d?cada. Justifica-se o interesse por esse tema pelo pioneirismo do referido munic?pio em rela??o ? proposta de amplia??o do EF, nele implantada no ano de 2002, tendo em vista que somente em 2006 foi publicada a lei federal 11.274 que determinou sua obrigatoriedade em todo o territ?rio brasileiro e que 2010 foi prazo final estabelecido pelo Minist?rio de Educa??o para organiza??o, planejamento e amplia??o do novo EF em todos os munic?pios brasileiros. A constru??o da pesquisa se deu pela realiza??o de uma revis?o bibliogr?fica realizada na base Scielo e na BDTD. Os artigos, teses e disserta??es foram categorizados e organizados em planilhas; primeiramente realizou-se a leitura dos resumos e posteriormente a leitura na ?ntegra daqueles textos que abordavam o novo EF de maneira nuclear. Estas leituras evidenciaram obst?culos encontrados pelas unidades escolares e pelas redes de ensino em rela??o ? amplia??o e implementa??o do EF de nove anos. Considerou-se v?lido, ent?o, investigar, a partir dos aportes da teoria Hist?rico-cultural, o que revelam os discursos dos coordenadores pedag?gicos em rela??o ? implanta??o e implementa??o do EF de nove anos (EF9A), com especial interesse em: i) Historiar como ocorreu a implanta??o e implementa??o do EF9A; ii) Descrever e analisar a constru??o do curr?culo do EF9A, para o 1? ano, do munic?pio de Itajub?; iii) Investigar a metodologia proposta para as pr?ticas pedag?gicas e a inser??o da atividade l?dica, junto ?s crian?as de seis anos e iv) Analisar documentos orientadores da proposta pedag?gica publicados pelas inst?ncias Federal, Estadual e Municipal. Para a investiga??o optou-se por entrevistas semi-estruturadas com coordenadores pedag?gicos da rede municipal de Itajub?, com pelo menos dez anos de experi?ncia com a implementa??o do novo EF no referido munic?pio; o conjunto de entrevistados ? composto por 05 supervisores. Foram organizados dois eixos de an?lise i) Historiando a implanta??o/implementa??o do EF9A em Itajub?MG evid?ncias a partir que quem as vivenciou e ii) dicotomia entre brincar e aprender (a ler e escrever); ass an?lises qualitativas pautam-se nos estudos de Vigotski e colaboradores. Esperamos que com esta pesquisa, a partir da an?lise de percurso da experi?ncia do munic?pio de Itajub? ao longo de uma d?cada, possamos contribuir para reflex?es sobre os modos pelos quais novas pol?ticas p?blicas s?o implantadas/implementadas no Brasil, no que se refere ? constru??o de novos curr?culos, pr?ticas pedag?gicas e forma??o de professores.
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Zanon, Daiane. "Aumento do tempo na educação formal e performance dos estudantes : evidências de curto e médio prazo." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/172461.
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Embora o sistema educacional brasileiro tenha alcançado progressos consideráveis no acesso à educação, os desafios relacionados à qualidade são muitos. Para melhorar o desempenho acadêmico dos estudantes, a expansão do período escolar é uma importante política pública educacional. O Ensino Fundamental de nove anos foi uma ação do governo brasileiro nesse sentido, que procurou antecipar em um ano a entrada das crianças na educação formal. Nesta dissertação avaliou-se a efetividade da política ao estimar o efeito de um ano a mais de educação no desempenho escolar de curto prazo, através de uma amostra de alunos da 4ª série/5º ano, e no médio prazo, quando foi considerado o desempenho dos alunos na 8ª série/9º ano. Para este fim, utilizou-se a abordagem de Diferenças em Diferenças em um contexto de experimento natural, proporcionado pela variação exógena no tempo de implementação do Ensino Fundamental de nove anos entre as escolas. De um modo geral, os resultados apontam que um ano a mais de educação, associado ao ingresso antecipado das crianças no ensino fundamental, possui impacto positivo e significativo no desempenho escolar de Português e Matemática no curto prazo, que variam entre 0,06 e 0,13 desvios padrão. No entanto, não existem evidências de que os efeitos foram persistentes no médio prazo<br>Although the Brazilian educational system has achieved considerable progress in access to education, the challenges related to quality are many. To improve the academic performance of students, expanding the school period is an important educational public policy. In this sense, the nine-year Elementary School was an action of the Brazilian government, which sought to anticipate in a year the entrance of children into formal education. In this dissertation, the effectiveness of the policy was evaluated in estimating the effect of an additional year of education on the short-term school performance, through a sample of 4th grade/5th year students, and on the medium-term, when the performance of students in 8th grade/9th year was considered. To this end, a Differences-in-Differences approach was used in the context of a natural experiment, provided by the exogenous variation in the implementation time of nine-year Elementary School between schools. Overall, the results suggest that an additional year of education, associated with the earlier enrollment of children in elementary school, has a positive and significant impact on the school performance of Portuguese and Maths in the short term, ranging from 0.06 to 0.13 standard deviations. However, there is no evidence that the effects were persistent in the medium term.
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Moraes, Milene Carla Rovaron. "O ingresso da criança de seis anos no ensino fundamental de nove anos na perspectiva de professoras da rede estadual de ensino do Estado de São Paulo." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/16136.
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Previous issue date: 2014-05-15<br>Secretaria da Educação do Estado de São Paulo<br>This study aims to understand the changes in the educational system from the Law 11.274/2006, which expanded elementary school for nine years duration including the entry of a child of six years , aiming to improve the equity and quality of basic education for children pursuing studies , achieving higher levels of education and to ensure that entering early, children have a longer time to the learning of literacy and literacy . Based on this assumption, the research aims to investigate, from the testimony of teachers , as is enabling the nine-year elementary school and entering the six year old in the first year at State Schools in the State of São Paulo . The survey was conducted with five teachers from the first year of elementary school in State Schools in the State of São Paulo and methodological option directed to the qualitative approach. We used semi-structured interview and, after collecting data using document analysis, characterization and interview subject, departed to the confrontation between these data to treat them and analyze them making this research relevant for studies in Education. Among the challenges mentioned by teachers are: the restructuring of the physical space to fit a child of six years; continuing education about the specifics of these children , as well as guidance on the use of teaching materials , the need to have an assistant professor class and reducing the amount of students per class. Therefore necessary to actualize what determines the Law 11.274/2006 changes are: partnership between ESS, managers and teachers in order to meet the needs of the school and the teacher feel supported to do their jobs; integration between school planning polyvalent teachers and specialists, that is, teachers of all disciplines and arts, and physical education, respectively, sufficient for teachers to maintain a decent standard of life and dedicate themselves only to the State Schools in the State of São Paulo remuneration<br>Este estudo busca compreender as mudanças do sistema de ensino a partir da Lei nº 11.274/2006, que ampliou o Ensino Fundamental para nove anos de duração incluindo o ingresso da criança de seis anos, visando melhorar as condições de equidade e de qualidade da Educação Básica, para as crianças prosseguirem nos estudos, alcançando maior nível de escolaridade e assegurar que, ingressando mais cedo, as crianças tenham um tempo mais longo para as aprendizagens de alfabetização e letramento. Partindo desse pressuposto, a pesquisa tem como objetivo investigar, a partir do depoimento de professoras, como está se viabilizando o Ensino Fundamental de nove anos e o ingresso da criança de seis anos no primeiro ano na Rede Estadual de Ensino do Estado de São Paulo. A pesquisa foi realizada com cinco professoras do primeiro ano do Ensino Fundamental I da Rede Estadual de Ensino do Estado de São Paulo e a opção metodológica direcionou-se para a abordagem qualitativa. Foi utilizada a entrevista semiestruturada e, após a coleta de dados utilizando a análise de documentos, caracterização dos sujeitos e a entrevista, partiu-se para a confrontação entre esses dados para tratá-los e analisá-los tornando esta pesquisa relevante para os estudos em Educação. Dentre os desafios mencionados pelas professoras estão: a reestruturação do espaço físico para adequá-lo à criança de seis anos; a formação contínua a respeito das especificidades dessas crianças, bem como orientações quanto à utilização dos materiais pedagógicos; a necessidade de ter um professor auxiliar de classe e a redução da quantidade de alunos por sala. Portanto, as mudanças necessárias para efetivarmos o que determina a Lei 11.274/2006 são: parceria entre a SEE, os gestores e professores, a fim de suprir as necessidades da escola e o professor sentir-se amparado para exercer sua função; integração do planejamento escolar entre professores polivalentes e especialistas, isto é, professores de todas as disciplinas e de arte e educação física, respectivamente, remuneração suficiente para os professores manterem um padrão de vida digno e se dedicarem apenas à Rede Estadual de Ensino do Estado de São Paulo
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Nerman, Kristina, and Malena Persson. "Ett splittrat ämne: Konceptioner av svenskämnet i grundskolans styrdokument och lokala kursplaner. A split subject: Conceptions of Swedish as a Subject in the Policy Documents and Local Syllabuses for the Nine-year Compulsory School." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35030.
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Syftet med föreliggande uppsats är att undersöka vilka olika uttryck för svenskämneskonceptioner som finns i styrdokumenten samt i 15 lokala kursplaner för grundskolans senare år i ämnet svenska. Ämneskonceptionerna undersöks genom ett antal kriterier som vi hämtat och sammanställt ur befintlig litteratur. Analysen börjar med undersökning av den nationella kursplanen i svenska samt Lpo94 och följs av undersökningen av de utvalda lokala kursplanerna för att avslutas med en jämförelse mellan de båda. Resultatet pekar på stor splittring i ämnessyn i såväl styrdokumenten som i de olika lokala kursplanerna, både inom enskilda och vid jämförelse av olika dokument. De dominerande ämneskonceptionerna skiljer sig åt mellan styrdokument och deras lokala uttolkningar.
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Appelgren, Maria, and Pia Sjöwall. "Varför får allt fler elever problem att nå målen i engelska i år 9 och år ett på gymnasiet? Why does an increasing group of pupils not pass English in year nine and in year one in upper secondary school education?" Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31393.
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Abreu, Ludmila Passos. "O ingresso no 1º ano do ensino fundamental de nove anos: sentimentos revelados por crianças de uma escola pública." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/16602.
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Previous issue date: 2010-05-12<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Based upon the theory proposed by Henri Wallon, the present study researched the feelings of children from a public school when entering the first year of fundamental school. The gathering of data happened during three sessions organized with a small group of children in a public school located in the state of Pernambuco. The sessions happened in February, August and October. The first one was made with four children, but in the following two sessions, only three of them were present, and eventually became the subjects of the study. In each session, a warm-up activity was proposed, in which they made drawings about the experiences of children in the first year of fundamental school. From the beginning of this activity, the conversation among the children and with the researcher brought significant insights into their feelings. The gathered data was analyzed by means of the explicit signification, which allowed the definition of three categories: material and physical space of the school; encounters and unencounters with the teacher; the act of reading viewed through the perspective of emotion. The results showed that these aspects unleash several emotions in children, whether pleasant or unpleasant. The material and physical space of the school bring out some urges on the children, which cannot be fulfilled, given the real conditions of the school. The feelings about the teacher change during the year. In the beginning, they feel scared by the demands of discipline in the classroom. Later, they recognize her authority, and in the end they even justify some of her actions, standing by her side. Regarding the learning of reading, they have a vague notion in the beginning of the school year, and by the end they consider themselves able to read, even though they recognize this as a still evolving ability<br>Com base na teoria proposta por Henri Wallon, o presente estudo investigou os sentimentos de crianças de uma escola pública ao ingressar no 1º ano do ensino fundamental de nove anos. Para a produção de informações foram realizados três encontros com um pequeno grupo de crianças em uma escola da rede municipal de uma cidade localizada no interior de Pernambuco. Os encontros aconteceram nos meses de fevereiro, agosto e outubro. Participaram inicialmente quatro crianças. No segundo e terceiro encontros estavam presentes apenas três, que se estabeleceram como participantes da pesquisa. Em cada encontro, foi proposta como atividade de aquecimento a elaboração de um desenho relacionado às vivências das crianças no 1º ano do ensino fundamental. Desde o momento da execução do desenho, a conversa das crianças entre si e com a pesquisadora trouxe elementos significativos para a apreensão de seus sentimentos. As informações obtidas foram transcritas e analisadas por meio da explicitação de significados, procedimento que permitiu a definição de três categorias: material e espaço físico da escola; encontros e desencontros com a professora; a leitura na ótica do sentimento. Os resultados apontaram que esses aspectos desencadeiam nas crianças diversos sentimentos, tanto de tonalidade agradável como desagradável. O material e o espaço físico da escola fazem vir à tona alguns desejos das crianças que, devido às condições reais oferecidas pela escola, não podem ser realizados. Os sentimentos em relação à professora se modificam ao longo do ano. No início, as crianças se mostram amedrontadas devido a sua forma de exigir a disciplina em sala de aula. Mais tarde, reconhecem sua autoridade e por fim chegam a justificar algumas de suas ações, defendendo-a. Quanto à aprendizagem da leitura, apresentam uma noção vaga no início do ano, e já ao final se consideram aptas a ler, reconhecendo que esta é uma habilidade ainda em construção.
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Araújo, Rita de Cássia Barros de Freitas. "Construindo sentidos para a inclusão das crianças de seis anos de idade no ensino fundamental: um diálogo com professores." Universidade Federal de Juiz de Fora (UFJF), 2008. https://repositorio.ufjf.br/jspui/handle/ufjf/3490.
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Previous issue date: 2008-04-03<br>O presente trabalho constituiu-se como uma pesquisa qualitativa de cunho histórico cultural, tendo como objetivo compreender, através dos discursos, os sentidos que os professores do 1º ano do Ensino Fundamental estão construindo para a inclusão das crianças de seis anos de idade nesse segmento de ensino. Os construtos teóricos de Lev Semenovich Vygotsky e Mikhail Bakhtin, principais representantes
da perspectiva histórico-cultural, apresentaram-se como fundamentos teóricos capazes de oferecer um sólido embasamento para a realização de tal pesquisa. Participaram como sujeitos quatro professoras do primeiro ano do Ensino Fundamental de duas escolas da Rede Municipal de Ensino de Juiz de Fora, sendo uma escola reconhecida como de Ensino fundamental e outra reconhecida como de Educação Infantil. Além dos dados levantados em entrevistas com as professoras, foram realizadas leituras dos Projetos Político - Pedagógicos das duas escolas e algumas observações in loco, registradas em um diário de campo. A análise dos dados baseou-se nos estudos de Aguiar (2000, 2001, 2005) e Aguiar & Ozella (2006) e está organizada em três núcleos de significação: (i)a nova formatação do ensino: impactos e desafios; (ii)infância, desenvolvimento e aprendizagem; (iii)reflexões sobre dicotomias. Nesta pesquisa, concluiu-se que os sentidos construídos para a inclusão das crianças de seis anos de idade no Ensino Fundamental de nove anos foram-se constituindo a partir do imaginário pedagógico a respeito do trabalho a ser exercido na Educação Infantil, no Ensino Fundamental e no trabalho a ser realizado com as crianças de seis anos. Constatou-se ainda a falta de apoio pedagógico às professoras, o esconhecimento dos documentos oficiais que orientam o trabalho com as crianças de seis anos, a necessidade de
fundamentação teórica mais consistente por parte das docentes e o movimento coerente e positivo de construção de sentidos e de busca de conhecimentos que se estabeleceu a partir da nova formatação do ensino. Ressaltou-se também a importância da realização de pesquisas que dêem continuidade a este trabalho.<br>The present work was a result of a qualitative research under a historical cultural perspective aimed at understanding the different meanings first-year primary school teachers are providing through their discourse for including six-year-old children in this school grade. The theories by Lev Semenovich Vygotsky and Mikhail Bakhtin, who were the major representatives of the historical cultural perspective, proved to be a solid basis for carrying out the research. Four first-year primary school teachers
from two schools of the Municipal School Network of Juiz de Fora were selected as subjects, one school being ranked as Primary School and the other as Secondary School. Apart from data collecting by means of interviews with the teachers, the educational policy guidelines from these schools were analysed, and some in loco observations were made and recorded as field work. Data analysis was based on the
works by Aguiar (2000, 2001, 2005), and Aguiar & Ozella (2006) and was divided up into three meaninful blocks: (i) the new educational arrangement: impacts and challenges; (ii) childhood, development and learning; and (iii) reflections on dichotomies. In this research the meanings constructed for the inclusion of six-year old children in the nine-year school schedule were found to be built through the pedagogical imagery about the work to be done in both primary and secondary schools and the work to be done with six-year-old children. Lack of pedagogical support and knowledge about official documents guiding the work with six-year-olds were also found, apart from the need for more thorough theoretical framework on the teachers´ part and for a consistent process of meaning construction and knowledge search which was established by the new educational arrangement. The importance of carrying out continued research in this area was also highlighted.
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Wallén, Ulrika. "Effektivitet i grundskolan i anslutning till en stadsdelsnämndsreform /." Stockholm : Ekonomiska forskningsinstitutet vid Handelshögsk. (EFI), 2003. http://www.hhs.se/efi/summary/626.htm.
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Chen, Wei-lung, and 陳威龍. "A Nine-Years Consistent and Integrated Curricula Teaching Aided System for Elementary School." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/37834299175566419788.
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碩士<br>南華大學<br>資訊管理學研究所<br>94<br>The purpose of this thesis is to apply the network environment to assist teachers developing a nine-year consistent and integrated curricula teaching aided system for elementary school. We first perform the system analysis,planning,and implementation. After that, we apply the system to the real curriculum planning,design,and implementation.We also evaluate its fitness of curriculum design and supporting content to assist teachers to solve the problems they meet. Moreover, teachers can improve their teaching Performace. After this system is planned and implemented, the results and contribution are obtained as follows:
1.The functions of this system can actually assist teachers to promote the ability of designing curriculum. Also, teachers can obtain related teaching support through the teaching process.
2.This system emphasizes on creation and transmission of knowledge experience and search of relevant curriculum reference. The teachers can save the complicated process of designing integrated curricula.
3.This system can assist teachers to interpret the connotation of each field, goal, and the meaning of leveled competence indicators in the nine-year integrated curricula. Also,it can assist teachers to choose and organize the teaching material, decide the topic and the teaching goal, draw up the sequence of integrated curriculum content, and design suitable teaching activities.
Our research results can provide a reference for future integrated curricula teaching aided system. They can also offer the motivation for teachers, and change traditional teaching model.By means of the integration of subjects,the system can solve the problems that teachers encounter in editing and integrating curriculum plans.
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Yeh, Ya-wen, and 葉雅雯. "Word Analysis of Elementary School Chinese Textbook in Nine-Year Integrated Curriculum." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/97623261496049001563.
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碩士<br>國立臺南大學<br>教管所國語文教學碩士班<br>94<br>The purpose of this study is to survey for literacy material in the textbooks under the Nine Year Curriculum Alignment Guide. This study is according to the Nine-Year Curriculum Alignment on 2003, and focus on the words in the twelve Chinese textbooks published by Nani, Kangshen, Hanlin, and Ranlin. The author surveys by literature research and content analysis. First the author explores the relative literatures to understand about amounts of words, word frequency, radicals, the principles of six categories of Chinese characters, and the number of strokes, which would affect the difficulties of literacy and writing. Second, the author discusses and compares different texts by content analysis and statistics, then provides suggestions according to the research results for those who are interested of editing, choosing, and using of Chinese textbook.
In this study there are five chapters. In the first chapter the author introduces the motivation and purposes for the research, recently research results, and the areas and boundary of the study. The second chapter is about relative literatures, in which the author surveys some relative literatures and focus on the elements about the ‘literacy and writing ability’ indicators in the Language Ability index in the first and second stages of the 9 Year Curriculum Alignment Guide. In the third chapter, the first part of content analysis, the author discusses the amount and frequency of words and the radicals. In the fourth chapter, the second part of content analysis, the author discusses the characteristics recognized by the principles of six categories of Chinese characters, the categories, and the value, and the number of strokes as an indicator to understand if arrangement of the difficulties of literacy and writing is fit to children recognition development. The fifth chapter is conclusion in which the results and suggestions would be displayed. By the survey and discussion about the words of these editions of textbook, this study provides references for editors to improve the teaching materials and for teachers to choose materials and improve teaching.
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Tzou, yu-tay, and 鄒裕泰. "The study of the view and coping of elementary school teachers toward Nine-years Joint Curricula ：Evidence from the Taoyu an County." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/16691185330549953420.
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碩士<br>國立新竹師範學院<br>課程與教學碩士班<br>90<br>A study of the view point and coping strategies of elementary school teachers toward Nine-years Joint Curriculum ：Evidence from the Taoyuan County
Tzou, yu-tay
Abstract
The main research methods are questionnaire and corroborate interview. The main purpose of the research is to explore the views point and coping strategies of elementary school teachers toward “Nine-years Joint Curriculum” in the County of Taoyuan in Taiwan. The research tool is 5-point scale “the teachers’ view point and coping strategies of elementary school teachers toward Nine-years Joint Curricula” developed by the researcher. The total samples are 1,045, from which 716 are effective. The effective rate is 68.5﹪. The statistical methods include descriptive statistics, factor analysis, reliability analysis, t-test, analysis of variance, Scheffe' method, product-moment correlation, and etc. The conclusions are as following below：
1. The view point of elementary school teachers in Taoyuan County toward “Nine-years Joint Curricula” in cognition（3.69）、support（3.39）、effectiveness（3.22）are at intermediate level.
2. There are significant differences in teachers’ backgrounds in the view point of elementary school teachers toward Nine-years Joint Curricula in Taoyuan County.
3. The coping strategies of elementary school teachers toward Nine-years Joint Curricula are at intermediate level in Taoyuan County.
4. There are significant differences in teachers’ backgrounds in the coping strategies of elementary school teachers toward Nine-years Joint Curriculum in Taoyuan County.
5. The elementary school teachers coping strategies are at lower level in teaching the Nine-years Joint Curriculum class actively, in developing school-based curriculum and in action research.
6. There is significant positive correlation between the view point and coping strategies in Nine-years Joint Curriculum.
7. The teachers consider as the most important related strategy is to increase the teacher members.
8. In order to alter the concept of parents, government needs to reinforce the propaganda on the Nine-years Joint Curriculum.
9. The most achievement felt by the teachers is the implementation of multitude of evaluation.
10. The most difficult task felt by the teachers is the implementation of evaluation of curriculum.
Based on the results and conclusions, some suggestions for educational administration departments, elementary schools, teachers, parents and new researchers in the future are presented.
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Jui, Hsiao Tung, and 蕭東瑞. "Nine-year elementary school fourth grade field of rhetoric Teaching of Chinese Language." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/46189420073745591325.
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童師薇. "A Study of Junior High School Teachers'' Beliefs on nine-year Integrated Curriculum." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/54480596889432326193.
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碩士<br>國立彰化師範大學<br>生物學系<br>92<br>The purpose of this study was to investigate the secondary school science teachers’ beliefs toward the “9-year Integrated Curriculum”. The thesis also analysis the difference in teaching beliefs and teaching practice from teachers’ background variables, such as gender, age, seniority, educational degree, school’s distinct, etc.
The author developed the survey questionnaires according to some related researches. The questionnaires include two sections, the first section has nine questions for the background information, and the second section divides to eight index groups with total 54 questions. Samples of this study were randomly sampling from 1024 science and life technology related teachers from 148 public secondary schools distributed in Taiwan area, including Taipei and Kaohsiung city. There were 720 valid copies from total 746 returns; the information was analyzed through descriptive statistics, t-test and ANOVA method.
The research findings are presented as followed:
1.Science teachers’ beliefs toward the “9-year Integrated Curriculum” are progressive.
2.Teaching experience is significant variable on science teachers’ beliefs toward the “9-year Integrated Curriculum”.
3.Male/female science teachers have significant difference beliefs on “perception about curriculum change” index.
4.Seniority, academic background and textbook selection are significant variables on science teachers’ beliefs in “instructional process” index.
5.School distinct is significant variable on science teachers’ beliefs toward the “9-year Integrated Curriculum” in “ nature of science”、”teacher’s role” indexes.
6.The adoption of the new curriculum is significant variable in “pedagogical content knowledge”、”student learning and learning environment” indexes .
7.Science teachers tend to preserve their original classroom assessment methods, even though they suppose that the evaluation of the “9-year Integrated Curriculum” should extend to multiple assessments.
8.The major obstacles to adopt the new curriculum are the teaching loading are heavier and the new curriculum did not take their professional development into consideration.
KEY WORDS: 9-year Integrated Curriculum, science teachers’ beliefs, science and life technology
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Neng, Yang Chih, and 楊志能. "The action research on implementation Nine-year Integrated Curriculum in junior high school." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/01310656702508483135.
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博士<br>國立高雄師範大學<br>教育學系<br>91<br>The Action Research on Implementation Nine-Year Integrated Curriculum in Junior High School: A case study of the environmental education in Tsuei Ping Junior High School
Abstracts
The research focuses on the environmental education which carries out integrated curriculum in the field of Chinese and Natural Science. The research involves 4 Chinese teachers, 4 Natural Science teachers, 12 School administrators and all the 7th grade students.
The research conclusions are as follows: 1. The teachers play a vital role in the reformed curriculum. 2. The current educational resources do not meet the demand of teachers. 3. The reformed curriculum always burdens the teachers. 4. The Ability Indicator of the reformed curriculum is too abstract to be put into practice. 5. It is necessary to allow teachers to have more free access. 6. It is more practical to encourage the teachers to work harder by offering more autonomy than rewards. 7. It is hard for the students to meet the requirement on their ten basic capabilities in a short term. 8. It is reluctant to examine the progress on the environmental education. 9. The future development on School-Based Curriculum has to be revised and persisted. 10. It helps teachers enhance their capabilities of resolving the practical problems and change their point of views on teaching through action research.
The suggestions are given as follows: 1. Upgrade the professional capabilities of teachers through the interactive discussion and communication. 2. The school authority concerned should map out a long-term education programs. 3. Combine flexible classes with comprehensive activity hours in order to finalize the hours of classes of important issues. 4. The experts should provide instructions and corrections on the difficultly transferable Abilities Indicator. 5. Establish teaching databases to provide the teaching information. 6. Respect the professional capability of teachers and give free access to their teaching career. 7. Develop the basic capabilities through the long-term comprehensive class arrangement. 8. The environmental education should put more emphasis on daily life. 9. Set up an information exchange group in order to upgrade the teaching ability of teachers.
Key words: Nine-Year Integrated Curriculum, School-Based Curriculum, Action Research
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Chen, Chien-fa, and 陳見發. "The nine-year integrated curriculum for elementary school children factor learning performance and misconceptions." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/76389266582481120318.
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碩士<br>國立屏東教育大學<br>數理教育研究所<br>100<br>Since 2003 announced a nine-year integrated mathematics syllabus (outline), and 94 academic year were from first grade students and seventh grade students of its implementation, and stressed that the idea is: In addition to mathematical knowledge, math skills, abstract ability and inference ability is the main axis of the entire mathematics education.
Many studies have found that students’ factor knowledge representation is not ideal. When children learn the number of certain misconception, this is because the numbers of an overview of the concepts are quite abstract; students can not understand the concept of factor, thus resulting in a bottleneck study. If children can not understand the significance of the number of future study comparing high-end number of hours, the fear will produce old and new knowledge convergence difficulties.
The purpose of this study under the implementation of the nine-year integrated mathematics curriculum, the factor is knowledge of elementary school students'' learning performance, and try the analysis of elementary school students Factor solving reasons for using the wrong strategy, to understand the misconceptions of the reasons students learning factor.
After the researchers for elementary school students explore the 1-9 math curriculum, the student factor learning performance through the analysis of the school factor solving error for strategic reasons, to understand students'' learning factor of the reasons for misconceptions, provide teachers cited as learn good teaching and teaching preparation redress in order to reach the goal of the factor of teaching.
The conclusions of this study are as follows:
1.Elementary school students factor of task performance: (1) the overall accuracy rate of about 70%.(2) to determine the number of the error rate of less than 20%.(3) prime error rate is high.(4) the number of application problems (word problems) average error rate of about 76.7 percent application problems (word problems) is the students learning factor the greatest difficulty.
2.Elementary school students factor problems using the reason of the error problem-solving strategies: (1) lack of prior knowledge of the factor of knowledge. (2) due to the careless error of judgment caused by the omission or more to write. (3) due to not understand the significance of prime numbers, or by their own meaning of problem solving do not realize that the number of significance, or according to their own meaning of problem solving. (4) can not understand because of the number of public factor, greatest common factor arising from misunderstandings or confusion. (5) the solution of application problems (word problems) when misunderstanding the meaning of the questions do keyword associates want.
3.Elementary school students learn the knowledge factor may have misconceptions reason：(1) due to prior knowledge of the factor knowledge and terminology does not understand. (2) careless, the strategic use of improper. (3) prior knowledge of an error, the strategic error of judgment, do not understand the subject misunderstood the meaning of the questions, do not know how to problem-solving.
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Hung, Li-chien, and 洪儷倩. "Grammatical Structure Recycling in Junior High School English Textbooks for Nine-year Integrated Curriculum." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/7732ee.
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碩士<br>國立臺灣師範大學<br>英語學系<br>96<br>ABSTRACT
This study aims to investigate the recycling of structures in the junior high school English textbooks and to provide pedagogical suggestions for textbook writers and language teachers. First, a questionnaire designed based on the “List of Suggested Grammar and Sentence Structures” appended to the Curriculum Guidelines was used as an instrument to investigate thirty English teachers’ perceptions regarding the troublesome structures for their students. Further, an in-depth content and quantitative analysis was conducted to investigate the recycling presentation of the five major troublesome structures for students in the textbooks, including (1) recycling distribution, (2) recycling frequency, (3) recycling rate, (4) spiral presentation, and (5) degree of contextualization for recycling. The textbooks being examined are from five publishers, including Longman, Joy, Kang-Hsuan, Nan-i, and Hess.
The five troublesome structures for junior high school students included present perfect, relative clause, passive voice, past perfect, wh-clause, and present/past participle as adjective. As past perfect is not targeted in all textbooks, it was excluded in the study; the rest of the five structures were the target structures in this study. Owing to the difficulty of these structures, it was supposed that adequate recycling should be provided in the textbooks. The recycling of the five structures was then examined after they are first taught.
The results of analysis can be summarized as follows. First, the distribution of recycled structures falls mostly in two kinds of lessons: lessons that provide spiral learning for the target structure, and review or recycle lessons that aim to review the structures. Second, the overall recycling frequencies of structures in textbooks from high to low are: Present perfect > Relative clause > Passive voice > Wh-clause > Present/Past participle as adjective. This order matches with teachers’ perceptions of the level of difficulty these structures are. This indicates that textbooks do emphasize more on the structures that are regarded by teachers to be troublesome. Third, the extent target structures are recycled in textbooks is as follows: Textbook K > Textbook N > Textbook L > Textbook J > Textbook H. Averagely, Textbook K, Textbook N, and Textbook L normally provide more recycling of target structures for learners compared to Textbook J and Textbook H. However, if considering the quality of recycling in the textbooks, Textbook N performs the best among all, for it provides at least a threshold of five exposures to a target structure in most lessons. Although Textbook K has the highest recycling rate, it does not show similar high quality of recycling. Fourth, Textbook L, Textbook K, and Textbook N tend to provide spiral learning for the structures, facilitating the recycling of the structures for students. With the spiral lesson, more recycling of the structures is provided. Fifth, the proportions for recycling structures in passages/dialogues in textbooks range between 30% and 55%. Although Textbook N and Textbook J tend to present the recycled structures in passages or dialogues, the percentages are only around 50%, showing the inadequacies of textbooks for presenting structures in large contexts, like passages and dialogues.
Overall, based on the research findings, some pedagogical implications are provided in the study for textbook writers and language teachers.
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Li-yin, Chang. "Evaluation of Grammar Activities in Junior High School English Textbooks for Nine-year Integrated Curriculum." 2005. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2004200716504090.
Full text
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Chang, Li-yin, and 張麗滎. "Evaluation of Grammar Activities in Junior High School English Textbooks for Nine-year Integrated Curriculum." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/45892011269856331891.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>英語學系<br>94<br>The present study is aimed at investigating grammar activities in junior high school English textbooks in the Nine-year Integrated Curriculum (NIC). The issues explored in this study include the proportion of grammar activities, the explicitness and communicativeness of grammar activity presentation, and the coverage and sequencing of grammar points. The comparison of the issues mentioned above among the target textbooks can provide a reference for textbook evaluation, selection, and compilation. Furthermore, detailed information about grammar activities in this study can be a referential source for teachers in grammar teaching.
With the development of the open market and NIC policy, textbooks are now designed by individual private publishers and need to be approved by the National Institute for Compilation and Translation. Individual publishers may have different ways of writing textbooks. When they design the textbooks considering useful topics and communicative functions, what are the sequencing and coverage of grammar points in the textbooks? What is the extent of the explicitness and communicativeness of grammar activity presentation? Are there differences and congruence in these aspects among these commercial textbooks? These are the issues concerning teachers when they make textbook selections and consider grammar teaching.
The textbooks evaluated in this study are the standard versions of five approved commercial textbooks (L, N, J, H, K) from Volumes 1 to 6. Four raters participated in the process of rating including the researcher herself and her three colleagues. These teachers are all experienced teachers; three of them are members of the Compulsory Education Advisory Group of Hsinchu Municipal Department of Education and one is also a seed teacher for the nine-year elementary education program hosted by the Ministry of Education (MOE).
The raters first built up a consensus on the criteria for the classification of grammar activities using a rating system. Then the formal rating was conducted by the researcher and one other rater on the basis of these criteria and some scholars’ classifications. The inter-rater reliability was calculated to see if it reached an acceptable level. The target items for rating were the definition and proportion of grammar activity, the explicitness of grammar presentation (overt and covert), and communicativeness of grammar activity (mechanical, meaningful, and communicative). Additionally, the sequencing and coverage of grammar points were also explored. For comparison, the researcher adopted the MOE textbook as a referential baseline to see the differences and congruence among these target textbooks. Furthermore, a comparison among the MOE textbook and other textbooks was also conducted to see differences in grammar activities in textbooks after the implementation of NIC.
The major findings of this study are as follows:
1. On the whole, the proportions of grammar activities in these commercial textbooks are reduced in comparison to the MOE textbook. Textbook H has the greatest proportion, higher than 50%, and is greater than the MOE textbook. Textbook N has the smallest proportion.
2. In terms of explicitness of grammar activities, these textbooks all have over 60% of grammar activities adopting explicit methods of grammar teaching, namely, grammatical explanation and example elucidating. On the whole, the proportions of explicit grammar activities in these commercial textbooks are smaller than in the MOE textbook. Textbook J has the largest proportion and it is larger than in the MOE textbook. Textbook L has the smallest proportion of explicit grammar activities.
3. In terms of the communicativeness of grammar activities, the grammar activities in these commercial textbooks are mainly meaningful activities. The proportions of these meaningful activities are all greater than in the MOE textbook. These textbooks all have smaller proportions of mechanical activities than the MOE textbook. As for the proportion of communicative activities, Textbooks L, N, and H have greater proportions than the MOE textbook. Textbook J has a smaller proportion than the MOE textbook. Textbook K has a similar proportion to the MOE textbook.
4. In the aspect of grammar sequencing, Textbooks N and K are the most similar to the MOE textbook. Textbooks L and J are the most different from the MOE textbook.
5. In respect of coverage of grammatical items, Textbook J covers the most grammatical items in grammar activities. Textbook H covers the fewest. The present study only deals with the grammatical items presented in complete grammar activities. As for what are introduced as sentence structures for recognition or vocabulary/ phrases in dialogues and readings, the present study does not include them in the calculation. Among 141 different grammar points presented in the grammar activities of these textbooks, 58.85% of them are covered in more than four textbooks.
The findings regarding grammar proportion, explicitness and communicativeness of grammar activity in this study can serve as a reference for teachers to design suitable methods that meet students’ needs and levels. The findings regarding grammar sequencing and coverage can further provide a referential base for teachers and schools in textbook selection. It is hoped that they can all select one suitable set of textbooks for students and make adaptations according to students’ needs and levels.
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Pan, Pei-hsuan, and 潘姵璇. "Evaluation of Learning Activities in Junior High School English Textbooks for Nine-year Integrated Curriculum." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/17791047425474919882.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>英語研究所<br>93<br>The present study aims to investigate the language learning activities in five sets of junior high school English textbooks published by commercial publishers, H, J, K, L, and N. Each set of textbook, published between 2002 and 2004, includes four volumes, from Book One to Book Four. They were designed for the first year of Nine-year Integrated Curriculum in Taiwan.
Since the Nine-year Integrated Curriculum began, it has always been emphasized that teaching materials should be communicative. The purpose of this study is to explore if the language learning activities in these textbooks follow the Curriculum Guidelines in this regard. One primary focus of the study is to investigate the extent of communicativeness of the language learning activities in textbooks. The classification adopts Dubin and Olshtain’s (1986) scale of communicativeness for evaluating learning activities. Activities are categorized into 7 types, levels 1 to 7, ranging from the most communicative activities to the least communicative ones. The second focus of this study is to examine the percentage of different language skills in the language learning activities. It is aimed at assessing whether or not the four language skills get balanced in activities. Besides, whether the four skills are integrated with one another is also examined in this study.
The results reveal that the language learning activities in the junior high school textbooks mainly fall into the categories of 4, 5, and 6. Among the five sets of textbooks, Textbook L has the most communicative activities. With regard to the percentages of four language skills in activities, Textbooks, H, J, K, and N are found to have put a lot of emphasis on listening and speaking, and not many of their activities actually engage students in writing. In contrast, Textbook L conforms to the Curriculum Guidelines in balanced emphasis on four language skills. As for integration of different skills, each series of textbook has more activities with integrated skills than those with individual ones. 61.2% of activities in five textbook series integrate more than one skill. Textbook K has the most activities with an integration of 2 skills, while Textbook L has the most activities integrating 3 skills.
It is suggested that future textbook writers improve the communicativeness of activities, and equalize the proportions of listening, speaking, reading, and writing in activities. It is also suggested that similar investigations be conducted with the new forthcoming textbooks.
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"Sustained school improvement in a turbulent reform environment: case studies of four primary schools' nine-year trajectories in Hong Kong." 2012. http://library.cuhk.edu.hk/record=b5549628.
Full textAbstract:
香港政府在二千年推行教育改革，目的在培養終身學習者。然而，對於學校如何在教改下進行改進，特別是初步校外支援後的發展，仍未有任何研究。本研究探討四所小學在教改下九年來的發展軌跡(1999-2008) ，旨在揭示學校改善的進程和能持續改進的原因。<br>研究挑選了四個初步成功改革的學校個案，探討有關問題。研究資料來自兩個時段( 2001-03 年和2007-08 年) ，資料搜集方法包括訪問學校不同持份者和校外夥伴;實地觀察課堂、學生活動、專業發展活動和不間類型的會議;以及分析文件。<br>研究發現，經過近十年的努力，四所學校在教與學、管理和組織、專業發展及家校合作四方面，都有顯著改善。這些改善相互支持學生的主動學習。然而，四所學校都面對著教育環境不斷變化所帶來的考驗，而學校能否將挑戰轉化為發展機會，取決於學校領導的集體解難能力。<br>研究進一步發現學校變革的六個進程「聚焦和構建」、「管理阻力」、「試驗和技術轉移」、「試驗延展」、「深化和擴大改革」和「應付新抗戰」。這些進程標誌了學校在不同的改進階段所要解決的關鍵問題，以及校內外的變革能動者如何合力解決這些難題，推進學校發展。<br>研究又發現，學校領導、校外支援、新的學校組織結構，以及校外政策環境，是推動學校改進的關鍵因素。透過學校領導的中介作用，政府的教改政策和所提供的各種資源，為學校改進提供了必要的方向、壓力和支持。學校導、校外支援和新的組織結構在不同階段的交互作用，以及不斷調校以回應不同時期的改進需求也是至關重要的。最後，隨著學校變革，學校出現了一群新領導，他們不僅幫助學校深化和擴大改革，也幫助學校回應新挑戰。<br>本研究對學校改進的知識領域有三方面的貢獻，它揭示了1) 學校成功改善的進程和持續改進所需的條件; 2) 學校領導在學校改進中所扮演的角色;以及3) 政府政策影響學校教與學及行事方式的途徑。根據研究結果，本研究對教育當局和為學校提供專業支援的組織應如何協助學校改進，以及學校領導如何領導變革，作出建議。<br>This study aims to understand the processes and dynamics of sustainable school improvement. To do so, it examined the nine-year improvement trajectories (1999-2008) of four Hong Kong primary schools that had received initial intensive support from a school improvement program in the context of educational reform. The government sponsors education reform aimed at developing life-long leamers. However, little is known about how schools improve in the current reform environment, especially beyond the initial stage of intensive support. This study seeks to fill these gaps.<br>The study employed a longitudinal multiple-case design. Four primary schools with initial reform success were purposefully chosen. Schools' improvement trajectories were traced using data gathered from two time periods (2001-2003 and 2007-2008)'. Data collected include interviews of key stakeholders and external partners; observations of classes, student'activities, staff development activities, and meetings at different levels; and review of documents.<br>The study found that after a decade of conscientious reform efforts, the four schools underwent transformational changes in four areas of practice: Teaching and learning, organization and management, professional development, and parental involvement. The improved practice in these four areas synergistically supported students' active learning. However, the schools also faced daunting challenges posed by the changing educational environment. The leaders' collective problem-solving ability determined how well the schools could address these new challenges.<br>The study uncovered six common processes that led to the schools' deep qualitative changes of practice. These processes are: Focus and Build, Manage Resistance, Skills Transfer, Scale Up, Deepen and Broaden Reform, and Cope with New Challenges. The processes mark the critical issues and challenges across the schools' different stages of improvement, and how different actors addressed these issues. The processes also show how improvement advanced in the schools, from when new practice took root in a group of teacher leaders, to gradual involvement of the whole faculty.<br>The study further found that school leadership worked synergistically with external support, new school structures, and external influences to drive school improvement. Specifically, mediated by school leadership, policy mandates and various external resources provided the needed direction, pressure and support for improvement. The synergistic interplay and adaptation of leadership, external support and school structures to the schools' changing needs was also vital. Last but not least, empowered by the principal, external support and organization redesign, the emerged senior and mid-level leaders not only helped the schools deepen and broaden reform, but also increased their capacity to address new challenges.<br>The study contributes to the knowledge of school improvement in three ways. First, it reveals the previously undescribed processes of successful school transformation and what is needed to sustain improvement. Second, it deepens the understandings of school leadership's role in school improvement. Third, it makes explicit the pathways of government policies in changing school practice. Based on the fmdings, the study suggests that policymakers and support providers should invest in several key levers to effect school improvement, take school leadership into account in designing and funding support programs, and adjust interventions according to schools' developmental needs. The study also makes several recommendations for school leaders to lead and manage change.<br>Detailed summary in vernacular field only.<br>Detailed summary in vernacular field only.<br>Detailed summary in vernacular field only.<br>Detailed summary in vernacular field only.<br>Detailed summary in vernacular field only.<br>Detailed summary in vernacular field only.<br>Li, Yuk Yung Charlotte.<br>"October 2011."<br>Thesis (Ph.D.)--Chinese University of Hong Kong, 2012.<br>Includes bibliographical references (leaves 309-326).<br>Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Abstract also in Chinese.<br>Abstract --- p.i<br>摘要 --- p.iii<br>Acknowledgements --- p.v<br>Figures --- p.ix<br>Tables --- p.x<br>Chapter Chapter One --- Introduction --- p.1<br>School Improvement in a Turbulent Reform Environment --- p.2<br>The Mystery ofImprovement beyond Initial Support --- p.4<br>Current State of Research on Sustained School Improvement --- p.7<br>Research Aims and Questions --- p.10<br>Importance of the Study --- p.11<br>Structure of the Thesis --- p.13<br>Chapter Chapter Two --- Reform Context --- p.16<br>Reform Antecedents --- p.17<br>Education Reform since 2000 --- p.22<br>New Role of Tertiary Institutions in School Improvement --- p.33<br>Summary: The Turbulent Environment of School Improvement --- p.37<br>Chapter Chapter Three --- Literature Review --- p.39<br>Theoretical Perspectives on School Change --- p.40<br>Empirical Evidence on Sustained School Improvement --- p.49<br>Local Research on School Change --- p.65<br>Summary: Gaps in Knowledge and Theoretical Implications for the Study --- p.76<br>Chapter Chapter Four --- Research Design and Methodology --- p.78<br>Research Design --- p.78<br>Data Sources --- p.87<br>Data Analysis --- p.97<br>Methodological Issues --- p.117<br>Summary --- p.120<br>Chapter Chapter Five --- Improvement of Practice in the Four Schools: Before and After --- p.122<br>The Four Case Schools --- p.123<br>The Improvement Context: 1999/2001 --- p.127<br>Changes in School Practice Observed: 2007-2008 --- p.138<br>Summary: Improved Practice in the Four Schools --- p.172<br>Chapter Chapter Six --- The Common Improvement Processes --- p.175<br>Focus and Build --- p.178<br>Manage Resistance --- p.186<br>Skills Transfer --- p.192<br>Scale Up --- p.199<br>Deepen and Broaden Refonn --- p.204<br>Cope with New Challenges --- p.217<br>Summary: The Common Improvement Processes --- p.224<br>Chapter Chapter Seven --- The Dynamics of School Improvement --- p.227<br>External Influences and Mediations of School Leadership --- p.228<br>Synergy of School Leadership, External Support and Organization Redesign in Driving Change --- p.238<br>From Principal Leadership to a Broad-based School Leadership --- p.255<br>Summary: The Dynamics of School Improvement --- p.263<br>Chapter Chapter Eight --- Conclusions and Implications --- p.265<br>Overview of the Research Process --- p.265<br>Summary of the Major Findings of the Study --- p.268<br>Implications of the Study --- p.276<br>Limitations and Direction for Research --- p.292<br>Appendices --- p.296<br>Bibliography --- p.309
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HO, HAU CHIN, and 許清和. "The Survey of Nine-year Integrated Curriculum Implementation in Elementary & Junior High School in Keelung." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/41635446388081450024.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>教育研究所<br>92<br>The Survey of Nine-year Integrated Curriculum Implementation in Elementary & Junior High School in Keelung
Abstract
The research is based on “Nine-Year Integrated Curriculum Temporary Outline in Elementary & Junior High School” printed by Ministry of Education in Jan., 2001, trying to understand Nine-Year Integrated Curriculum Implementation in Keelung in 2002. And how do the teaching, evaluation and correction go under the organizations of curriculum development in schools? I investigated 750 teachers in junior high schools. According to “The Survey of Nine-year Integrated Curriculum Implementation in Elementary & Junior High School in Keelung “ by the researcher instructed by Professor Wen Jing Shan, the researcher gets the following conclusion through statistical analysis First, in the Function of Curriculum Development Committee in School, most teachers consider Curriculum Development Committee as the administrative jobs subjectively and wouldn’t like to participate in it. Second, teaching in coordination is difficult to fulfill and be accepted. According to the analysis, there’s no obvious difference between the teachers with self-devised supplementary teaching materials and the teachers without self-devised supplementary teaching materials. Third, in Measures of Correction & Cooperation, most Schools emphasize the instilled lectures but shortage of innovatory practices while planning advanced studies of Nine-Year Integrated Curriculum. So, the innovatory teaching emphasized by Nine-Year Integrated Curriculum on the basis of the school is expected to be developed well through the participation of the community and parents.
Key word: Nine Year Integrated Curriculum
Curriculum Implementation
Curriculum Tidelity Perspective
Curriculum Adaptation Perspective
Curriculum Enactment Orientation
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Shan-Yin, Yeh, and 葉珊吟. "Effectiveness of Illustrations in Junior-Grade Elementary School Mandarin Textbooks under the Nine-year Integrated Curriculum." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/64364762818086838857.
Full textAbstract:
碩士<br>國立臺中教育大學<br>語文教育學系碩士班<br>95<br>The Ministry of Education announced the New Curriculum Standards in 1996 in order to provide superior educational content and enhance national competitiveness. The Ministry of Education simultaneously announced that the textbook market would be formally opened, and would no longer be the monopoly of the National Institute for Compilation and Translation. Many private publishing companies immediately entered the textbook market, which then became the scene of flourishing competition.
In order to make their textbooks more distinctive and boost sales, all the competing publishing companies put great efforts into recruiting well-known illustrators. Through the use of bold colors, lively styles, and rich media use, new illustrators launched a revolution in traditional textbook illustrations, and gave students, teachers, and the public a completely new impression.
Nevertheless, illustrations in textbooks and pictorial books for general readers are different. Textbook illustrations must be interpreted in a way consistent with course content, and must be more educational than artistic. Limited by their professional backgrounds, illustrators commonly misinterpret or fail to fully understand the text. In addition, the strongly personal drawing styles of individual illustrators sometimes make it hard for young students to understand illustrations' meanings. Illustrations fail to assist reading of the text in these cases.
This study therefore seeks to investigate the effectiveness of illustrations in junior-grade elementary school Mandarin textbooks, and gains the following three conclusions:
1. Through literature-analysis, we know that the illustrations in textbooks have the functions of cognition and affection. The examining-terms of illustrations in textbooks are: conforming to the levels and preferences of users, conforming to the educational relationships of pictures and texts, displaying the suitable illustrations.
2. Through content-analysis, the researcher examined the meaning of the illustrations in elementary school Mandarin textbooks and assessed if the pictures and texts are well-matched. The researcher found that as to the arrangement of pictures and texts, three publishers- Nan Yi、Kang Shiuan and Han Lin, pay extremely attention in drawing and editing according to fit with the educational purposes. But, we still could find some pictures and texts are not well-matched and the space of the publications is imbalanced in minority lessons. In designing of illustrations, three publishers still have some problems in, for example, the correction of illustrations and the texts covered by the illustrations. As for the materials-using, it’s plentiful and diversifies.
3. The researcher interviewed the users of the textbooks through interviewing and surveying. From the aspects of teachers, the researcher found that most teachers hold positive attitudes toward illustrations in textbooks. They often use illustrations to assist teaching. They generally consider that students don’t have enough ability to use illustrations by themselves and need the instructions of teachers. The teachers also mentioned some illustrations that need to improve. From the aspects of students, the researcher generalizes the students’ preferences of illustrations are pictures-abounding, animals as the important figures. The students’ dislike characteristics are dull, unclear-subjects pictures.
One through this research, let mandarin textbook illustration give play to efficiency actively, represent the plural style and features, in order to improve the domestic textbook level.
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Ching, Su Yuh, and 蘇裕清. "The evaluation of curriculum leadership of nine-year curriculum system in elementary school of Hsinchu County." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/17963732022011612611.
Full textAbstract:
碩士<br>國立新竹師範學院<br>課程與教學碩士班<br>91<br>This research aims at probing analysis on relevant questions and status of implementation of leadership curriculum in elementary school of Hsinchu County, and design syllabus for study. This study will be administrated by discussed the findings on the issue as well as observation and interviews, and questionnaire will be conducted to the employees in elementary school of Hsinchu county. Generalize a conclusion from cross-examination and interview with six educationists.
Participant of this questionnaire included 722 directors and teachers within Hsinchu County. Reclaim 679 questionnaires; rate of retrieval is 94%.
The analysis method of this research has divided into two parts: quality and quantity. Under quality, interview would be summarized. On the other hand, under quantity, methods like frequency distribution, percentage, average rate, T test, item analysis, coefficient of variation and Scheffe’s post hoc test would be the essential statistical method.
Conclusion of this research as the following:
A) Most of the findings on the issue as well as the observation and interviews are concentrate on: significance and purpose of leadership curriculum, curriculum development, planning of curriculum, execution of curriculum, evaluation of curriculum,
B) Degree of satisfactory on the implementation of 1st —9th curriculum alignment has appeared appropriate. Average rate of satisfactory on curriculum development is 3.59, average rate of satisfactory on curriculum planning is 3.78, average rate of satisfactory on execution of curriculum is 3.75, and average rate of satisfactory on overall curriculum is 3.73. According to the result, the implementation of leadership curriculum of elementary school director of Hsinchu County has appeared appropriate.
C) Divergence has occurred base on different background, gender, different position, school system and length of service.
D) Such divergence has only effect on the dimension curriculum planning, (function of service) has reach above 0.05 level.
Base on the outcome of this research, advice and follow-up research has been given out to local educational department and elementary school directors.