Com que conteúdo eu vou ao currículo que você me convidou? Geografia e história no ensino fundamental

This paper intends to reflect on the search, in the process of teaching formation, of pre-defined contents for the teaching of Geography and History in the series of primary school. This desire for clarity about the appropriated contents for the various series often overshadows the real need to clarify what is the goal of teaching this or that content. It is necessary, in the teacher training, resume and historically contextualize this search for curriculum contents. The risk of prioritizing the discussion about contents is transforming the contents itself into the content goals of education. Reifying the contents contributes to the common process of disconnect teaching from learning. In this case, the educational process becomes a contest of teaching contents, not bothering if these contents were or not learned by the students, which makes education extremely conservative. This phenomenon has it origins in the 1970s, during the curriculum discussions of the various areas of school knowledge. Since then, the concept of didactic transposition has been questioned progressively, in which the curricula were designed as adapted teaching to lower levels of scientific knowledge produced in universities – the place for higher education. The school knowledge, since the 1970s, is considered as autonomous. In other words, knowledge in dialogue with university science, but with typical characteristics of education in school systems. If the curriculum of primary and secondary educations is not the result of the didactic transposition, what content it should be made of? The current paper touches this issue, but subordinates it to most relevant questions about the purposes of learning in inseparable connection with teaching.

Expectativas de aprendizagem e processos avaliativos na educação física para os anos iniciais do ensino fundamental: análise de proposições teóricas e de perspectivas de professores

Pós-graduação em Docência para a Educação Básica - FC

Gestão da escola pública municipal e utilização do IDEB: as "traduções" no contexto da prática

Pós-graduação em Educação - FFC

Trabalho docente na escola fundamental: questões candentes

Derivado de investigação mais ampla sobre a estrutura da escola fundamental, este trabalho apresenta e discute resultados de pesquisa de cunho qualitativo, realizada em escola pública de ensino fundamental, analisando questões relacionadas ao trabalho docente, com destaque para a assistência pedagógica, para as condições objetivas de trabalho na escola e para a gestão do tempo na prática docente cotidiana. O artigo se ampara num conceito de educação como prática democrática, construtora de personalidades humano-históricas, para sugerir a necessidade de transformação na estrutura da escola atual, e traz conclusões a respeito da necessidade de se considerar o caráter peculiar e único do trabalho docente, no encaminhamento de soluções e iniciativas visando à efetiva realização de um ensino de qualidade.

Bestandsaufnahme und Kritik der Versuche zur Integration der Völkerkunde/Ethnologie in den Schulunterricht /// Arbeitspapiere / Institut für Ethnologie und Afrikastudien ; 68

Diese Arbeit ist der Versuch einer Bestandsaufnahme der Diskussion um die Rolle des Fachs Eth¬nologie in den allgemeinbildenden Schulen. Eine solche Übersicht zu den im deutschsprachigen Raum veröffentlichten Beiträgen lag bis dahin noch nicht vor. Sie reicht zurück bis zum Ende des 19. Jahrhunderts. Im vorliegenden Papier wurden die grundlegenden Argumentationen dargelegt, mit denen Fachvertreter und -vertreterinnen ein völkerkundliches/ethnologisches Engagement in den Schulen, in Schulbüchern und bei der Lehrerausbildung forderten. Mit einem historisch vertieften Vergleich dieser Argumentationen wurde angestrebt, Kontinuitäten und Brüche in der Diskussion darzustellen. Diese Perspektive ermöglichte zum einen die Darstel¬lung von älteren und kaum mehr rezipierten Beiträgen in einem größeren Rahmen, zum anderen jedoch auch eine Kritik der vorliegenden, oft nur vordergründig verschiedenen Ansätze. Im Schlusskapitel stellte der Autor essentialistische/relativistische und universalistische Ansätze gegenüber und formulierte darauf basierend Ausgangspunkte eines weiteren schulischen Engagements im Rahmen einer vergleichenden Sozialwissenschaft Ethnologie. Im Anhang der Arbeit befindet sich eine chronologische Biblioghraphie all jener Beiträge, die Ethnologen und Ethnologinnen zur Integration ihres Fachs in die Schulen verfassten.

La promozione dell'inclusione nei sistemi scolastici attraverso l'intervento di cooperazione internazionale: l'esperienza di El Salvador

La ricerca si colloca all’interno di un complesso intervento di cooperazione internazionale realizzato in El Salvador tra il 2009 e il 2014. Il Progetto di cooperazione è stato promosso dal Dipartimento di Scienze dell’Educazione dell’Università di Bologna e finanziato dalla Cooperazione Italiana. L’esperienza studiata rappresenta un esempio di promozione dell’inclusione nei sistemi scolastici di Paesi del Sud del mondo e si propone due obiettivi: 1) analizzare il processo di cambiamento della prospettiva di intervento promossa dalla cooperazione internazionale, evidenziando la dimensione educativa che sostiene processi di empowerment e ownership delle istituzioni locali; 2) contribuire al dibattito sull’ “inclusive education”, sostenendo processi di inclusione scolastica e sociale rivolti a tutti coloro che si trovano in situazione di svantaggio psico-fisico e/o socio-culturale. Le politiche locali del Ministero dell’Educazione dal 2009 hanno promosso un modello educativo con l’obiettivo di garantire il diritto all’educazione per tutti nella scuola pubblica. Lo studio costituisce un'indagine di tipo valutativo sul processo di sviluppo della scuola inclusiva in El Salvador, supportato dall’intervento di cooperazione internazionale. La ricerca utilizza in modo integrato strumenti di natura quantitativa (questionari) e qualitativa (interviste). Dai dati raccolti emerge come il processo di cooperazione sia stato caratterizzato dal principio della pari dignità tra esperti internazionali e autorità politiche e tecniche locali. Inoltre, la ricerca ha consentito di verificare come la cultura dell'inclusione si sia radicata in modo diffuso nella percezione della missione della scuola e il suo ruolo tra i protagonisti del sistema scolastico. Alla luce dei risultati, appare fondamentale continuare a investire sulla formazione tecnica delle figure chiave del sistema educativo; facilitare il processo di inclusione dei disabili nelle scuole regolari con una parallela trasformazione delle scuole speciali in centri di supporto all’integrazione; promuovere una sinergia di azione formativa tra il ministero, mondo accademico e della formazione professionale.

The Swiss Schools have been Governed by Local Lay Authorities

After the introduction of the liberal-democratic constitutions in the Swiss cantons in the first half of the 1830ies the grid of existing schools has been systemized and broadly expanded. The school systems have ever since been characterized by one key element: a special local authority type called „Schulkommission“ or „Schulpflege“. They take the form of committees consisting of laymen that are appointed by democratic elections like all the other executive bodies on the different federal levels in Switzerland. When it comes to their obligations and activities these community level school committees conform very much to the school boards in the American and Canadian school systems. They are accountable for the selection and supervision of the teachers. They approve decisions about the school careers of pupils and about curricular matters like the choice of school books. Normally their members are elected by the local voters for four year terms of office (reelection remains possible) and with regard to pedagogics they normally are non-professionals. The board members are responsible for classes and teachers assigned to them and they have to go to see them periodically. These visitations and the board meetings each month together with the teachers enable the board members to attain a deep insight into what happens in their schools over the course of their term of office. But they are confronted as laymen with a professional teaching staff and with educational experts in the public administration. Nevertheless this form of executive power by non-professionals is constitutive for the state governance in the Swiss as well as in other national political environments. It corresponds to the principles of subsidiarity and militia and therefore allows for a strong accentuation of liberty and the right of self-determination, two axioms at the very base of democratic federalist ideology. This governance architecture with this strong accent on local anchorage features substantial advantages for the legitimacy and acceptability of political and administrative decisions. And this is relevant especially in the educational area because the rearing of the offspring is a project of hope and, besides, quite costly. In the public opinion such supervision bodies staffed by laymen seem to have certain credibility advances in comparison with the professional administration. They are given credit to be capable of impeding the waste of common financial resources and of warranting the protection and the fostering of the community’s children at once. Especially because of their non-professional character they are trusted to be reliably immune against organizational blindness and they seem to be able to defend the interests of the local community against the standardization and centralization aspirations originating from the administrational expertocracy. In the paper these common rationales will be underpinned by results of a comprehensive historical analysis of the Session protocols of three Bernese school commissions from 1835 to 2005.

The prevalence of burnout among psychologists and psychological associates in the state of Texas

This study investigates the prevalence of burnout among a sample of Texas psychologists and psychological associates as well as differences between the three categories of practitioners within that group (Licensed Psychology Health Care Providers (LPHCP), Licensed Psychologists - Certified Psychologists (LP-CP), Psychological Associates (PA)).^ The Maslach Burnout Inventory and a questionnaire seeking demographic information was used in this cross-sectional survey. Sample size was 654. A stratified proportionate random sample of Texas Psychologists was drawn. The response rate based on usable returns was 55% (n = 359). General demographic characteristics were determined mainly by frequency distributions. For comparing means of samples, t and multiple range tests were used. A series of one-way and two-way analysis of variance procedures were used to compare subgroup differences in burnout.^ The universe was representative for the sample and for the three categories of psychologists. Urban subjects were more likely to respond, as were male PAs. Practitioners were as likely male as female, working in an urban area, in their present job eight years, and in the occupation for fifteen. The LPHCP group were older, had been in psychology and at their present job longer, and were more likely to belong to both state and local professional organizations than the other two groups. Males outnumbered females in this group and in LP-CPs. This gender trend was reversed for PAs. Of the total sample, 76% reported high job satisfaction and 77% had high levels of perceived job autonomy. There was no significant difference between the study sample and the mental health norms in emotional exhaustion (EE). Our sample had significantly less feelings of depersonalization (DP) and higher feelings of personal accomplishment (PA). Psychological Associates felt significantly less personal accomplishment than the other groups. Predictors for the total sample indicated younger practitioners and those with low job satisfaction had significantly higher burnout, as did males when compared to their female cohorts. Some types of jobs were more likely to contribute to burnout than others. Membership in their local area professional organization lessened the chances for burnout significantly. Predictors for categories of psychologists indicated that males in the LPHCP and LP-CP groups were at higher risk than females. Further, for LP-CPs low job satisfaction and job autonomy, as well as job sites, were significant. Those in this group who worked as school psychologists were at the highest risk for burnout. Job dissatisfaction was the major predictor of burnout for psychological associates. Practitioners working in state or government agencies, school systems and administrative jobs generally had higher burnout than those on a university faculty or in private practice. (Abstract shortened by UMI.) ^

1982 census of governments.

"GC82(1)-(7)".

Abstracts from American schools in transition,

Prepared under the auspices of the Columbia university Council for research in the social sciences.

Education pamphlets

A collection of miscellaneous pamphlets.

Report of the Federal Security Agency :

Index for 1867-1907 issued as the Office's Bulletin no. 407.

A case study of the assignment of withdrawal codes for reporting dropout in two disciplinary alternative schools

Dropout rates are major issues facing any nation's continued economic and social progress. The seriousness of this issue in the United States is evidenced by the recent legislation of the 2001 No Child Left Behind Act. The purpose of this study was to use the richness of qualitative methodology to analyze inaccuracies in the assignment of withdrawal codes by school administrators in two different disciplinary alternative schools. The primary codes examined were Code 05, any students over the age of 16 who leaves school voluntarily with no intention of returning; Code 15, any PK–12 student who is withdrawn from school due to nonattendance; Code 22, whereabouts unknown; Code 23, no other code can be used to identify the student's reason for leaving school, and Code 26, entering an adult program. ^ The cross-case method was used for this study. The participants were comprised of 19 school personnel and 25 students from two disciplinary alternative schools, designated X and Y, in the Miami-Dade County Public School system, Miami, FL. Data collection procedures included semi-structured interview, observations, field notes, and district documents. With a matrix, these data were analyzed to compare patterns and themes that emerged within both schools. ^ Results indicated that withdrawal codes were assigned inaccurately for two distinct reasons. At School Y, withdrawal codes were inaccurately assigned intentionally to keep the students from returning to a regular school without notification. At School X, withdrawal codes were inaccurately assigned due to lack of ability to properly track students and ascertain the real circumstances for their departure from school. The end result in both cases was that the school systems were not accurately identifying the whereabouts of students. It was recommended that further investigation be conducted to compare the accuracy of reporting dropouts among traditional/regular high schools and disciplinary alternative schools. ^

Waking the sleeping giant: Beliefs of Brazilian and *American teachers concerning liberation curriculum

The school curriculum is a matter mandated by the educational system rather than determined by the school stakeholders of a community, as Freire (1993) suggests. At the present time, one significant vision of school is challenging the current order of curriculum practice. It focuses on school as a liberating agency grounded on the belief that the abilities to access information and to think critically about it will educate an individual capable of making independent decisions. This dissertation investigates teacher's beliefs concerning curriculum. It was assumed that there is a discrepancy between what has been the position proposed by critical theorists including Freire (1998a, 1993); Apple (1979); Giroux (1998), and the position on curriculum which school systems are typically advancing. ^ There were four purposes of this study. The major purpose of this study was to determine whether or not Brazilian and American Teachers believe that a school curriculum based on Freirean principles could be implemented in the schools in which they worked. Also, this study sought to determine the differences found between teachers' beliefs in the Brazilian and American contexts. Another purpose was to determine how Brazilian and American teachers justify their beliefs and actions when these may represent conflicting values. Finally, this study sought to determine if these teachers believe that the curriculum is in need of change or if they accept the current curriculum as adequate. This study consisted of quantitative and qualitative data collection through multiple methods involving surveys and interviews. The study involved 171 teachers (88 Brazilian and 83 American) from multiple settings with the majority working for public systems. Overall, it seems that Brazilian and American teachers believe that a curriculum based on Freirean principles of education can be implemented in their schools, if ongoing education is provided. The majority of Brazilian teachers believe a curriculum change is necessary while half of the American teachers believe a curriculum change is needed and the other half seems to believe curriculum is adequate. Teachers explain that it is hard to implement a curriculum they believe to be most appropriate for students because the current curriculum is mandated by the school system or by national guidelines. The majority of Brazilian teachers and those American teachers who believed a curriculum change is necessary explained their rationale for change in terms of social justice, problem-solving, collective work, student-centered and context-based curriculum. American teachers, who believed that the curriculum is adequate, explained that they are satisfied with their student's achievements. They stated that their students are doing well on tests and are learning what is required. ^