A comparison of life satisfaction, job satisfaction, and happiness using demographic variables

This study examined the interrelationships among life satisfaction, job satisfaction, and happiness and the selected demographic variables of income, age, marital status, education, sex, job tenure, job title, type of school, and location of employment. Survey data were collected from 1,993 elementary, high school, and community college teachers in the southern Ontario area, representing ten public school boards, three Roman Catholic school boards and three community colleges. Several theories were utilized in developing thirteen hypotheses and eleven experimental hypotheses. A thorough review of the literature (to January, 1980) was undertaken and major conclusions noted. Hoppock's (1935) Job Satisfaction Measure, Gurin, Veroff, and Feld's (1960) Happiness Scale, and Converse and Robinson's (1965) Life Satisfaction Scale were used as the instrument. Chi-square analysis was employed as the statistical method. Indicative of the findings: the level of education taught was significantly related to all three organizational variables, sex was unrelated to life satisfaction though positively related to job satisfaction, and income was found not to be related to either happiness or life satisfaction. A minority of findings were contrary to hypothesized relationships. Specifically, age was found to be unrelated to any of the three organizational variables, and educational achievement was not significantly related to happiness. A model was developed to illustrate the interrelationships of the organizational and demographic variables. This model was designed specifically to reflect teacher attitudes, though it may have reasonable application for other relatively homogeneous groups of employees such as nurses, engineers, or social workers.

Test of Hockman and Oldham's job characteristics model in a post-secondary educational setting

One hundred and seventy-two subj ects participated in this quantitative, correlational survey which tested Hackman and Oldham's Job Characteristics Model in an educational setting. Subjects were Teaching Masters, Chairmen and Deans from an Ontario community college. The data were collected via mailed questionnaire, on all variables of the model. Several reliable, valid instruments were used to test the variables. Data analysis through Pearson correlation and stepwise multiple regression analyses revealed that core job characteristics predicted certain critical psychological states and that these critical psychological states, in turn were able to predict various personal and work outcomes but not absenteeism. The context variable, Satisfaction with Co-workers, was the only consistent moderating variable between core characteristics and critical psychological states; however, individual employee differences did moderate the relationship between critical psychological states and all of the personal and work outcomes except Internal Work Motivation. Two other moderator variables, Satisfaction with Context and Growth Need Strength, demonstrated an ability to predict the outcome General Job Satisfaction. The research suggests that this model may be used for job design and redesign purposes within the community college setting.

How Ontario elementary school principals negotiate their varied work roles

This qualitative study>addresses the question of how Ontario elementary school principals negotiate their varied work roles, through interviews with and observations of 6 principals. Using inductive data analysis, principals' negotiations were divided into 5 categories: negotiating priorities, negotiating the process, negotiating constraints, negotiating the roles of others, and negotiating the self. These principals worked within these categories simultaneously, emphasizing some more than others, dependent on the circumstances. For these principals, the time they spent with people in the school and the resulting relationships that enabled them to build were a first priority, and a large part of how each principal chose to negotiate the demands of their role arose from their personality and their personal values.

Burgoyne Centre for Entrepreneurship fonds

An Entrepreneurship Centre was established at Brock University in 1988 as a joint venture between the University and the City of St. Catharines. In Januaray 1989, a generous donation was made to the Centre by the Burgoyne family, proprietors of the St. Catharines Standard. The Centre subsequently became known as the Burgoyne Centre for Entrepreneurship (BCE). The Centre’s mission was to “promote excellence in research, education and training for entrepreneur development and new venture creation”. To achieve this objective, it was necessary for the BCE to become a community focal point and serve as a link between academic, private and government sectors in the Niagara Region that were involved in entrepreneurial activities. This was primarily done with the provision of educational programs offered through cooperating organizations. Funding for the Centre came from multiple sources, including fees for services and contract research, endowments and grants, as well as Brock University. An Advisory Council, composed of local prominent businesspeople and chaired by Henry Burgoyne, assisted the Centre with promotion and fundraising. The partnerships established by the BCE with other community bodies such as the Lincoln County Board of Education and the Niagara Region Development Corporation resulted in important collaborative community initiatives such as the Niagara Enterprise Agency and the New Enterprise Store. Such collaborations increased the Centre’s profile without duplicating or competing with services offered by existing agencies. The BCE was also instrumental in establishing an entrepreneurship curriculum for secondary school students, and collaborated with the Faculty of Education at Brock University to offer an Ontario Secondary School Entrepreneurship Specialist Teaching Certificate Program to teachers. As the BCE became more prolific in the community, and the iniatives it fostered in the community began to thrive, the Centre’s leadership required the authority to make instantaneous decisions. This was at odds with the hierarchical structure of the University, to which the BCE was accountable. Ultimately, this situation led to the demise of the Centre. The university focused its efforts on academic research and undergraduate courses, while the community partners took responsibility for any joint programs.

Youth engagement: the ethics of inclusion and exclusion

This study focuses on the engagement of children and youth in their communities and the ways they are included in and excluded from community life. Using a content analysis of a small town United States newspaper over a one-year period, examples of engagement were identified and classified into 12 categories: programs, clubs and special events; fundraising and community service; business and community support; participation in community events; school events; athletic and other performances; employment; involvement in local planning and decision making; serving as a community representative; visibility and recognition; criminal activity and accidents; and use of public space. Examples of community exclusion were identified as well. Young people were engaged primarily through activities that were adult-directed or supervised, or organized through schools, churches, and youth clubs. There was little involvement in local planning, decision making, or activism. Some evidence existed of peer teaching, leadership, and self-initiated activities, as well as intentional efforts by adults to give youth a greater voice in community activities. Implications include several ethical issues regarding the role of young people in community life, particularly young children, and the need for greater awareness on the part of communities of the contributions young people can make.

La perception du climat par les enseignants et les élèves et la gestion de la direction à l'école primaire

La gestion des activités éducatives par la direction et le climat de l’école sont souvent étudiés en relation avec leur influence sur la variation de la réussite des élèves (Leithwood, Harris et Hopkins, 2008; Marzano, Waters et McNulty, 2005; Sherblom, Marshall et Sherblom, 2006; Witziers, Bosker et Krüger, 2003). Mais peu d’études abordent de façon explicite le lien entre la gestion de la direction et le climat d’école. La présente recherche veut donc contribuer à une meilleure compréhension du rapport entre ces deux dimensions du fonctionnement de l’école. Des analyses de type corrélationnel sont réalisées sur des données de questionnaire recueillies dans 49 établissements, auprès de 59 enseignants, 823 élèves de 2ème année du 3e cycle et 521 parents. En tenant compte des caractéristiques sociodémographiques des enseignants, des élèves et des écoles, les résultats tendent à montrer que l’estime des élèves envers leurs enseignants est liée à la fréquence des interventions de la direction en matière de supervision de l’enseignement ou celles visant à améliorer l’apprentissage et le rendement des élèves.

Relations entre le leadership transformationnel de directions d’établissement, le contexte scolaire et les conditions favorisant l’engagement du personnel enseignant tels que perçus par des enseignants de quatre écoles primaires de Montréal lors de l’implantation du renouveau pédagogique

Cette recherche vise à examiner les relations entre la perception que des membres du personnel enseignant ont des pratiques du leadership transformationnel de la direction d’école, du contexte scolaire et des conditions favorisant leur engagement à implanter le renouveau pédagogique dans leur école. Le schéma conceptuel et le questionnaire qui sous-tendent cette recherche sont une adaptation de ceux élaborés par Yu, Leithwood et Jantzi (2002). Le questionnaire a été complété par 31 membres du personnel enseignant de quatre écoles primaires montréalaises appartenant à des commissions scolaires anglophones et francophones. À partir de ces données, nous avons calculé des moyennes et nous avons comparé les écoles, à l’aide des tests Mann-Whitney, selon leur niveau d’implantation du renouveau pédagogique, leur niveau socioéconomique et la langue de la commission scolaire d’appartenance. De plus, pour compléter nos données quantitatives, nous avons repris quelques citations des entrevues faites auprès des directions de ces écoles que les professeurs du département d’Administration et fondements de l’éducation de l’Université de Montréal, qui font partie du Groupe de recherche sur l’éducation en milieux défavorisés (GRÉMD), ont effectuées dans le cadre d’une autre étude. Les comparaisons des écoles selon leur niveau d’implantation du renouveau pédagogique révèlent que le personnel enseignant des deux écoles en changement se distingue de celui des deux écoles peu engagées dans le changement sur un seul point majeur : il a évalué moins positivement le contexte scolaire, un résultat appuyé par les analyses non paramétriques. Il semble que, dans les écoles qui ont participé à notre étude, le fait de soutenir l’implantation du renouveau pédagogique serait associé à une évaluation plus faible du contexte scolaire ; la culture de l’école et l’environnement étant les conditions les plus touchées. Un autre résultat de cette recherche est le fait que les enseignantes de l’école favorisée ont évalué le contexte scolaire, notamment la culture, l’environnement et les stratégies pour le changement, moins positivement que les enseignantes des écoles défavorisées. Enfin, les comparaisons des écoles en fonction de la langue de la commission scolaire indiquent qu’il n’existe pas de différence significative dans les évaluations faites des trois variables, que les enseignantes travaillent dans une école appartenant à une commission scolaire anglophone ou francophone. Étant donné que l’échantillon d’enseignantes qui a participé à notre étude est modeste, les résultats de cette recherche ne peuvent pas être généralisés, cependant ils pourraient constituer une base pour des recherches ultérieures dans ce domaine.

Pressions et stratégies dans la formation professionnelle universitaire : le cas de la formation des directions d’établissement scolaire du Québec (1988-1989 à 2008-2009)

La multiplication des formations professionnelles universitaires (FPU) a poussé plusieurs chercheurs à s’intéresser aux caractéristiques de ces formations, leur perméabilité à une multitude de pressions étant l’une des plus fréquemment relevées. Ainsi, les unités responsables de FPU sont confrontées à des pressions diverses et souvent contradictoires. Si les écrits scientifiques sur les FPU témoignent bien de cette réalité, ceux-ci nous informent moins bien de la manière dont les unités responsables de ce type de formation répondent à ces pressions. Cette thèse a donc fait appel à plusieurs concepts de l’approche institutionnelle issue de la sociologie des organisations pour analyser l’évolution récente de la FPU destinée aux directions d’établissement scolaire (DES) du Québec, un champ qui a connu d’importantes transformations au cours des vingt-cinq dernières années. Construite sur une étude de cas interprétative dite à « unités enchâssées » (Yin, 2003), cette thèse s’est intéressée à l’évolution de cette formation dans deux unités universitaires francophones : le Département d’administration et fondements de l’éducation de l’Université de Montréal et le Département de gestion de l’éducation et de la formation de l’Université de Sherbrooke. Couvrant la période allant des années universitaires 1988-1989 à 2008-2009, elle repose sur une analyse du discours produit par les deux unités sélectionnées, et, dans une moindre mesure, par les organisations qui composent le champ organisationnel de la formation des DES au Québec. Pour ce faire, trois corpus documentaires distincts ont été assemblés et une série d’entrevues (dix par unités) ont été réalisées auprès d’informateurs-clés (doyens, directeurs de département/section, responsables de formation). Les résultats montrent comment ces unités tendent à se rendre isomorphes à leur environnement, et comment cela se fait en réponse à des pressions institutionnelles et de compétition diverses émanant d’un champ organisationnel en pleine transformation. En fait, poussée par des changements plus profonds touchant l’administration scolaire, cette transformation amène un champ organisationnel plus structuré, où les attentes concernant la FPU destinée aux DES sont plus explicites. Cela n’est pas sans conséquence sur l’évolution de la formation dans les deux unités. En effet, celle-ci connaît des changements importants, dont plusieurs convergent autour d’une logique de professionnalisation, d’un archétype spécifique de formation (un continuum de formation de 2e cycle, au cœur duquel se trouve un diplôme de deuxième cycle) et d’outils conséquents (conditions d’admission et populations étudiantes élargies; flexibilité dans la structure du programme et professionnalisation des activités; équipes enseignantes plus diversifiées). Les deux unités n’apparaissent cependant pas impuissantes devant ces pressions. Les résultats témoignent d’un certain niveau d’agence des deux unités, qui déploient un éventail de stratégies en réaction à ces pressions. Ces stratégies évoluent au cours de la période observée et visent surtout à gérer la situation de « pluralisme institutionnel » à laquelle elles sont confrontées, notamment entre les pressions externes de nature plus professionnalisantes, et les pressions intraorganisationnelles de nature plus académisantes. Ainsi, plusieurs des stratégies et tactiques composant la typologie d’Oliver (1991) ont été observées, les stratégies de compromis et de manipulation occupant, dans les deux unités, une place de plus en plus importante au gré de l’évolution du champ. La mise en œuvre de ces stratégies vise surtout à maintenir la légitimité de leur offre de formation devant des pressions plurielles et parfois contradictoires. Les résultats montrent aussi que la nature de l’entrepreneuriat institutionnel en place détermine en grande partie les stratégies qu’elles déploient. Cet « entrepreneuriat » est au cœur de l’évolution de la formation. Cependant, les résultats montrent aussi comment celui-ci est en partie contraint ou, a contrario, stimulé par les choix historiques qui ont été faits par les unités et leur université, et par l’empreinte et les dépendances de sentier qui en découlent. Ces résultats apportent un éclairage « institutionnaliste » sur la manière dont deux unités universitaires ont réagi, à une période donnée, aux pressions diverses provenant de leur environnement. Ils brossent un portrait complexe et nuancé qui vient à la fois (1) approfondir notre compréhension de cette spécificité des FPU, (2) approfondir notre compréhension de l’évolution récente de la FPU destinée aux DES québécoises, et (3) confirmer la puissance d’analyse de plusieurs concepts tirés de l’approche institutionnelle.

Étude exploratoire et comparative de la culture organisationnelle de deux commissions scolaires du Québec : une commission scolaire francophone et une commission scolaire anglophone : le point de vue de cadres intermédiaires.

Cette recherche est issue d'un questionnement personnel au regard d'impressions singulières ressenties lors de certaines interactions professionnelles avec des confrères de commissions scolaires distinctes au niveau de la langue d’enseignement. Elle compare les cultures organisationnelles de deux commissions scolaires différentes par la langue d'enseignement et de travail : une commission scolaire francophone et une commission scolaire anglophone. Ces cultures organisationnelles sont esquissées à partir de propos recueillis auprès de cadres intermédiaires issus de différentes unités administratives de chacune des commissions scolaires. Ce statut d'emploi a été choisi car ces cadres sont au cœur des flux informationnels entre le sommet stratégique et les centres opérationnels. De plus, bien qu’ils interviennent officiellement dans les processus consultatifs et décisionnels de leur commission scolaire, leurs rôles sont peu étudiés par les chercheurs en administration. Cette recherche exploratoire de deux commissions scolaires utilise une approche multiperspective afin d'éclairer les différentes facettes que peut présenter une culture organisationnelle. Trois perspectives sont considérées : la perspective de l'intégration qui explore les caractéristiques culturelles qui favorisent une cohérence des comportements des acteurs aux objectifs organisationnels; la perspective de la différenciation qui tente de discerner l'existence de sous-cultures dans les organisations; la perspective de la fragmentation qui interroge les significations particulières que peuvent attribuer, aux actions et aux décisions des pairs, certains regroupement d'individus. Deux processus d'enquête ont été utilisés dans cette recherche : l'interview semi-directif et la recherche documentaire. Les données recueillies ont été analysées selon le procédé de l'analyse thématique. Ainsi, les propos émis par les cadres intermédiaires ont été transposés en un certain nombre de thèmes en rapport avec l'orientation de recherche. Les résultats révèlent que les cadres intermédiaires sont des acteurs réflexifs dans l'appropriation, la construction et la diffusion de la culture générale de leur commission scolaire, mais également d'une culture identitaire de leur unité administrative. De plus, des différences significatives ont été identifiées, entre autres, sur l'identification des éléments culturels propre à chacun des groupes linguistiques. Alors que les cadres de la commission scolaire francophone décrivent leur culture comme une structure d'encadrement des processus consultatifs, décisionnels et d'accompagnement, les cadres de la commission scolaire anglophone mentionnent surtout des valeurs associées à des postulats de base issus de leur appartenance linguistique.

Reintegro y permanencia universitaria en Bogotá : el caso de la Facultad de Ingeniería de la Universidad Distrital, 2000-2009

El presente trabajo de investigación, estudia a través del caso de la cohorte del 2000 de la Facultad de Ingeniería de la Universidad Distrital, el tipo de coyuntura que le permitió a este grupo de jóvenes reingresar a la Universidad y culminar la carrera al haber tenido que abandonarla en un primer momento, por problemas socio-económicos y/o académicos. Por medio del estudio del reintegro universitario, este trabajo se enmarca en el campo, poco explorado, de la existencia y efectividad de medidas de "segundas oportunidades" educativas que las instituciones de educación superior le ofrecen a estudiantes que por problemas de orden estructural se ven obligados a abandonar la Universidad.

O papel do gestor escolar na formação de uma cultura da escola

RESUMO: Este trabalho investiga o papel do diretor escolar como agente formador de uma cultura da escola. Investigaram-se os conceitos de cultura, cultura escolar, gestão escolar, ambos com foco na atuação do diretor. Como hipótese de investigação considera-se que a opinião pessoal, aspirações, atitudes, concepção de educação, modelo de gestão e compromisso ético-profissional assumido, enfim, aspectos idiossincráticos do diretor influenciam de maneira decisiva a cultura de uma escola, passando pela equipe gestora (direção, coordenação), professores, funcionários, e por fim chegando até os alunos e suas famílias. Imagina-se que isso se deva em grande parte à liderança e autoridade conectadas ao papel central que o diretor exerce na instituição escolar, bem como se relaciona com as dificuldades que a democratização dos processos de gestão escolar encontra para uma atuação efetiva. Entre os objetivos deste estudo estão levantar informações sobre o papel do gestor escolar; identificar características da gestão escolar que favorecem a formação de uma cultura da escola; comparar as concepções acerca da gestão escolar como promotora de uma cultura da escola a partir das concepções dos diretores e coordenadores envolvidos nesse processo de gestão. Este estudo procura contribuir para compreensão do papel do gestor na promoção de uma cultura da escola, no sentido em que entende a gestão escolar como motor para articulação de processos, e dos envolvidos – professores, funcionários, alunos e comunidade – na busca de um ambiente escolar que seja traduzido e reconhecido como sua cultura, definindo assim um jeito de ser escola, uma espécie de identidade da escola. Como resultados, verificamos que a gestão escolar assume um papel decisivo na formação de um ambiente onde se cria uma cultura de escola, quando compartilha a sua visão de direção com a equipe gestora e fornece um direcionamento claro para suas ações. Desse modo, o estudo realizado evidencia a necessidade de se investir na produção de contextos escolares que favoreçam a construção de práticas democráticas, onde a cultura da escola possa ser vivenciada por todos e a partir de todos. ABSTRACT: This study investigates the role of school principal as a formation agent of the school culture. Investigated the concepts of culture, school culture, school management, both focusing on the action director. As a research hypothesis, it is considered that personal beliefs, aspirations, attitudes, vision of education, management model and professional and ethical commitment made at last respects idiosyncratic director's influence decisively the culture of a school, passing by the team management (leadership, coordination), faculty, staff and finally reaching the students and their families. It is thought that this is due in large part to the leadership and authority connected to the central role that the director has in the school and how it relates to the difficulties that the democratization processes of school management to find an effective action. Among the objectives of this study are collect information on the role of the school manager, identify characteristics of school management that promotes the formation of a school culture; compare the conceptions of school administration as a promoter of a school culture based on conceptions of directors and engineers involved in the management process. This study seeks to contribute to both, and thus an emancipatory purpose in the sense that believes the school management as an engine for articulating and processes involved - faculty, staff, students and community - in search of a school environment that is translated and recognized as its culture, thus defining a way to be a school, a sort of school identity. As a result, we found that the school management plays a decisive role in shaping an environment where you create a culture of school, he shares his vision of leadership with the management team and provides a clear direction for their actions. Proposes to invest in the production of school contexts that promote the construction of democratic practices, where the school culture can be experienced by everyone and from everyone.

As atitudes dos professores face à inclusão de alunos com deficiência no Ensino Regular

As sociedades actuais caracterizam-se pela mudança, complexidade e diversidade cultural. De dia para dia assistimos cada vez mais à passagem das responsabilidades educativas da comunidade para a escola, assumindo esta, um papel preponderante na formação dos nossos jovens. O professor, é assim, considerado um elemento chave na construção de uma escola inclusiva e para que haja uma efectiva mudança da escola e das estratégias da sala de aula (Costa, 1999). O objectivo deste estudo é investigar as atitudes dos professores, determinando como estes percepcionam as suas Competências e de que forma essas atitudes são influenciadas, ou não, tendo em conta a experiência profissional, o grupo disciplinar a que pertencem, a experiência no ensino de alunos com deficiência e a formação inicial cujas áreas de estudo, estiveram directamente relacionados com a deficiência. A amostra deste estudo foi constituída por um total de 741 professores do ensino regular (534 afectos ao género feminino e 207 afectos ao género masculino). Foi aplicado o questionário APIAD – Atitudes dos Professores face à Inclusão de Alunos com Deficiência (Leitão, 2011), inferido através da resposta a 14 afirmações, em que cada uma delas deverá ser relacionado com 4 condições de deficiência (deficiência visual, deficiência auditiva, deficiência mental e deficiência motora). Concluiu-se então que, relativamente ao Grupo Disciplinar, as diferenças significativas se encontram entre os professores de Educação Física e os professores de Humanidades e de Ciências, sendo que os primeiros têm uma atitude mais positiva relativamente às suas competências. Quanto ao Contacto com a Deficiência, os resultados indicaram que os professores que têm experiência no ensino de alunos com deficiência têm uma atitude mais positiva relativamente às suas competências. No que se refere à Experiência Profissional, os nossos resultados encontram diferenças significativas entre os professores com menos anos de experiência e os professores com mais anos de experiência, sendo que os primeiros têm uma atitude mais positiva relativamente às suas competências Por último, em relação à Formação Inicial, os professores cujas áreas de estudo, na sua formação inicial, estiveram directamente relacionados com deficiência têm uma atitude mais positiva relativamente às suas competências. ABSTRACT: Today, societies are characterized by change, complexity and cultural diversity. Each day, we saw more and more responsibilities passing from the educational community to school, assuming that a major role in the formation of our youth. Teacher is considered a key element in the building of an inclusive school and for that there is a real change of school and classroom strategies (Costa, 1999). The purpose of this study is to investigate teacher´s attitudes, determining how they perceive their skills and how these attitudes are or aren´t influenced taking into account the professional experience, the subject group they belong to, the experience in students with those particular needs teaching and last, the initial training with chairs that had contact with people with needs. The study sample consisted in a total of 741 teachers of the regular education (534 allocated to the female and 207 assigned to the male gender). We used the questionnaire APIAD - Attitudes of teachers towards the Inclusion of Students with Disabilities (Leitão, 2011), inferred by the response to 14 statements, each one of them should be related to four conditions of disability (visual impairment, hearing impairment, mental retardation and physical disabilities). It was concluded then that for the Disciplinary Group, significant differences are found between the physical education teachers and teachers of Humanities and Sciences, and the former have a more positive attitude to their skills. How to contact the Disability, the results indicated that teachers who have experience teaching students with disabilities have a more positive attitude to their skills. With regard to professional experience, significant differences were found between teachers with fewer years of experience and teachers with more years of experience, and the former have a more positive attitude to their skills. Finally, regarding to initial training, teachers in their initial training formation who have contact with people with disabilities have a more positive attitude to their skills.

Relações de género a nível de currículo e prática docente

Este trabalho analisa a forma com que é tratado o Currículo a partir da Prática Docente acerca do trabalho em vivência sobre temas relacionados às Relações de Gênero na Escola Estadual de Referência em Ensino Médio de Panelas – Pernambuco - Brasil. Um trabalho situado entre os estudos de Ciências da Educação, onde inicia uma reflexão sobre o conceito de gênero, onde referencia os teóricos Joan Scott, Guacira Louro, Claúdia Vianna, Sandra Unbehaum, Marion Quadros, Branca Alves, Cavaleiro, Michel Foucault, Mary Del Priore, ainda tratou do conceito de Currículo defendidos por Michael Apple, Silva, Lopes, e por fim a discussão de Prática Docente a partir da visão de Arroyo, entre outros. Foi seguido uma relação de estudos acadêmicos acerca de como cuidava-se do tema sobre Relações de Gênero no âmbito escolar ao passar dos tempos, percebendo a pouca vivência de tema de tal importância para formação sociocultural do ser, assim como um apanhado sobre a importância de se ater-se ao currículo da escola para melhor desenvoltura por parte do professor, foram discutidos os vários significados do que venha a ser a formação cultural do ser homem e mulher a partir de uma comparação da sociedade mais antiga até os dias atuais, a importância de incluir no currículo escolar temas como Relações de Gênero e como vinha sendo a prática docente a cerca destes assuntos. A pesquisa teve um caráter qualitativo e quantitativo, desenvolvida em uma escola estadual da cidade de Panelas – Pernambuco, durante os anos de 2011 e 2012. Os dados para a realização empírica foram obtidos por meio de questionários aplicados aos estudantes e por meio de entrevistas junto aos educadores. A grande importância de ater-se aos dados gerados a partir da participação dos sujeitos, deu-se a condição de questionamentos de como estava sendo aplicado o trabalho referente a relações de gênero na escola, sobre a prática docente e como era a vivência do currículo neste ensejo. Desta forma, tento mostrar que os estudos de gênero podem instigar o cidadão a conhecer e compreender a necessidade deste trabalho sobre relações de gênero para a formação cultural do cidadão, e perceber a falta de formação do docente, para que se possa dar o devido valor à construção da educação.

Participação da família na gestão da Escola : um estudo nas Escolas Públicas Municipais de ensino fundamental de Santa Luzia do Itanhi – Sergipe

Esta pesquisa destinou-se a estudar e analisar a política da Gestão Democrática com ênfase na “Participação da Família” nos processos decisórios da escola. Enfoques sobre esse tema é concernente à aprendizagem, onde se busca conhecer as influências da interação das famílias com a escola e o impacto dessa relação na aprendizagem. O processo da democratização e descentralização contribui muito para a formulação de estratégias políticas visando à participação, ou seja, garante essa participação através de representações que os pais fazem nas instituições como Associações de Pais e Mestres, Conselhos Escolares e outros, como processo fundamental para fortalecer as lideranças escolares e a gestão democrática e participativa nas unidades de ensino público. Sem esquecer que quando se fala em comunidade escolar, além dos segmentos de alunos, professores e funcionários envolvidos (comunidade externa) está falando de todo um segmento de pessoas posicionadas no entorno das escolas, dedicando-se às mais variadas atividades, e, com especial ênfase, está se referindo às famílias desses alunos. Em linhas gerais, a lógica da gestão é orientada pelos princípios democráticos, caracterizada pelo reconhecimento da importância da participação consciente e esclarecida das pessoas nas decisões das atividades escolares. A pesquisa foi extensiva investigando 4 escolas, sendo 2 da zona urbana, 2 da zona rural, estendendo-se aos conselhos escolares com participação em reuniões, assembléias, entrevistas e momentos de observação durante 4 meses. Neste sentido, os Conselhos Escolares e entrevistados, afirmam a importância da participação na Gestão Escolar, contudo, ainda faltam requisitos técnicos para se consolidar um trabalho mais efetivo de participação. Os resultados também apontam à necessidade de repensar a formação e capacitação dos gestores, voltada para a promoção de uma cultura de reflexão, crítica e assimilação de idéias, associadas à ação, pelo conjunto dos que fazem à realidade escolar, contemplando a relação entre Escola e Família.