A needs assessment of public health professionals: supporting the implementation of Ontario 2010 revised elementary health and physical education curriculum

Based on the Comprehensive School Health framework, Ontario's Foundations for a Healthy School (2009) outlines an integrated approach to school health promotion. In this approach the school, community and partners (including public health) are fully engaged With a common goal of youth health. With the recent introductions of the Ontario Public Health Standards (2009) and the revised elementary health and physical education curriculum (2010), the timing for a greater integration of public health with schools is ideal. A needs assessment was conducted to identify the perceived support required by public health professionals to implement the mandates of both policy documents in Ontario. Data was collected for the needs assessment through facilitated discussions at a provincial roundtable event, regional focus groups and individual interviews with public health professionals representing Ontario's 36 public health units. Findings suggest that public health professionals perceive that they require increased resources, greater communication, a clear vision of public health and a suitable understanding of the professional cultures in which they are surrounded in order to effectively support schools. This study expands upon these four categories and the corresponding seventeen themes that were uncovered during the research process.

Developing an Understanding of Cultural Diversity: How an Experience Living in a Multicultural Nation and an Experience Teaching Abroad Contribute to Southern Ontario Teachers' Identities

This is a narrative design study focusing on the understandings that a group of 6 Southern Ontario teachers have of cultural diversity and how these understandings integrated into their development of teacher identity. Given the high culturally diverse population of Canada and its national multicultural values, conducting this study on Canadian pre-service and in-service teachers offers an interesting contribution to the field. In efforts to explore the participants’ understandings, the research examined a teaching abroad experience. The aim was to investigate how these participants gained insight from their experiences with cultural diversity and whether these insights stimulated a greater culturally conscious teacher identity. Narratives provided a description of the lived experiences of these 6 teachers and identified meanings made from these experiences. Participants included 2 pre-service teachers who were in a teacher education program at the time of the interview, and 4 certified teachers who graduated from a teacher education program within the past 5 years. One on one interviews focused on lived experiences within a participant’s home, school community, and teaching abroad. The researcher used grounded theory during the data analysis to assist in identifying themes, and then compared these themes among participants. Overall, this study suggests that even though these participants live in a multicultural nation, experiences varied greatly based on contributing factors such as heritage and exposure to cultural diversity through their home and school life. Despite their varying level of cultural competence, all participants gained insight from their teaching abroad experience, contributing to a teacher identity that considered inclusive practices. This study suggests that there are some important factors to consider when preparing teachers to teach in a multicultural society.

Conceptual Analysis of Web 2.0 Technology Use to Enhance Parent–School Relationships

Parent–school relationships contribute significantly to the quality of students’ education. The Internet, in turn, has started to influence individuals’ way social communication and most school boards in Ontario now use the Internet to communicate with parents, which helps build parent–school relationships. This project comprised a conceptual analysis of how the Internet enhances parent–school relationships to support Ontario school board administrators seeking to implement such technology. The study’s literature review identified the links between Web 2.0 technology, parent–school relationships, and effective parent engagement. A conceptual framework of the features of Web 2.0 tools that promote social interaction was developed and used to analyze websites of three Ontario school boards. The analysis revealed that school board websites used static features such as email, newsletters, and announcements for communication and did not provide access to parents for providing feedback through Web 2.0 features such as instant messaging. General recommendations were made so that school board administrators have the opportunity to implement changes in their school community with feasible modifications. Overall, Web 2.0-based technologies such as interactive communication tools and social media hold the most promise for enhancing parent–school relationships because they can help not only overcome barriers of time and distance, but also improve the parents’ desire to be engaged in children’s education experiences.

A Mixed-Method Study of Educator Knowledge and Practice Related to Student Socio-moral Development

The purpose of this study was to explore elementary educators’ knowledge of moral development, how this knowledge relates to their beliefs and sense of efficacy pertaining to character education practices and the socio-moral reasoning of their students. It was hypothesized that educators’ beliefs and practices related to character education would reflect their pedagogy rather than knowledge of moral development theory. It was further hypothesized that there would be differences in student socio-moral reasoning specifically the beliefs and desires that guide actions would differ based on grade and gender. This mixed-method study employing self-report questionnaires, open response vignettes, and semi-structured educator interviews yielded quantitative and qualitative data. Findings indicated socio-moral reasoning of students differed according to grade (age) and gender. Knowledge of moral development theory was found to vary among participants however some practices employed by educators did align with a social cognitive approach to moral development. Significant variables identified consistently among educator and student participants included, autonomy, social competence, sense of school community, and supportiveness. These variables, in conjunction with a sense of fairness, have been identified elsewhere as foundational to moral development (Nucci, 2009), and intrinsic motivation (Ryan & Deci, 2000) and are relevant to educators working to develop student socio-moral reasoning as an aspect of character.

Understanding the Intersection of Reformed Faith and Dutch Immigrant Culture in Ontario Independent Christian Schools: Principals’ Experiences and Perspectives

In the aftermath of World War II, a wave of Dutch Reformed immigrants arrived in Ontario, many of whom joined the Christian Reformed Church. Following familiar cultural patterns, history, and their Reformed Christian faith, these immigrants settled in Ontario with remarkable institutional completeness (Breton, 1964). They quickly established independent, parent-operated Christian schools across Ontario. The primary purpose of the schools was to educate children through a comprehensive biblically based school program, yet this religious purpose often intersected with a Dutch immigrant ethnic culture. Van Dijk (2001) states that “the schools were the most important organization in maintaining the religious and ethnic identity of Calvinists” (p. 66). In this qualitative study I explore the intersection of Reformed faith and Dutch Canadian immigrant ethnic culture in Christian schools through the experiential and professional lens of eight retired principals. Employing a theoretical framework informed by Berger’s (1967) Sacred Canopy, I suggest that the intersection of faith and culture was experienced in the schools and was embodied by the schools themselves. Findings point to this intersection being located in the participants’ experience of (a) Dutchness, (b) the struggle for Christian education, (c) the ties that bound the school community together, and (d) the cloud of witnesses that founded and continues to support and encourage the Christian school community. The study offers insight into a Dutch Reformed immigrant group’s experience carving out a niche for themselves on the educational landscape in Ontario. This study also offers suggestions on how Christian schools can broaden their canopy and become more ethnically and denominationally diverse in the future.

Perceptions et attentes d’enseignants du primaire et de parents d’élèves à risque à l’égard de la collaboration école-famille dans l’élaboration des plans d’intervention

Dans le contexte actuel de l’éducation, l’enfant est davantage placé au cœur des relations entre la famille, l’école et la communauté, et les parents sont invités à accompagner leur enfant tout au long de son parcours scolaire. Quant aux enseignants, ils sont conviés à collaborer de façon systématique avec les familles. La collaboration entre les enseignants et les parents devient donc une condition essentielle à la réussite scolaire des élèves, notamment avec ceux qui éprouvent des difficultés d’apprentissage. Actuellement, dans nos écoles, la collaboration se situe principalement au niveau des communications obligatoires de base prescrites par le Régime pédagogique. En ce sens, Kalubi et Lesieux (2006) soulignent que le partenariat tant souhaité dans les documents officiels des ministères concernés ne transparaît pas toujours dans les pratiques quotidiennes. D’ailleurs, la littérature scientifique montre qu’il existe de nombreux obstacles liés à la collaboration école-famille-communauté, tout particulièrement lorsqu’il s’agit d’entretenir des relations harmonieuses avec les parents d’élèves à risque. À cet égard, une plus grande participation parentale est sollicitée en vue d’intensifier la collaboration entre l’école et la famille. Effectivement, les enseignants désirent que les parents s’impliquent davantage auprès de leur enfant dans les travaux et les devoirs à la maison et, du côté des parents, ils se demandent souvent comment agir pour aider encore mieux leurs enfants dans leur apprentissage (Gouvernement du Québec, 2000). Le plan d’intervention est un outil reconnu par les milieux scolaires pour aider l’élève à risque dans son cheminement scolaire puisqu’il sollicite la participation des parents et encourage la collaboration école-famille-communauté. De fait, il s’inscrit dans une démarche dynamique et prend appui sur une vision systémique de la situation de l’élève, ce qui permet de mieux identifier les besoins de l’élève à risque et d’y répondre adéquatement (Gouvernement du Québec, 2004). En prolongement à ce que l’on connaît déjà sur la participation parentale et la collaboration école-famille-communauté, nous orientons cette recherche sur les perceptions et les attentes d’enseignants au primaire en classe ordinaire et de parents d’élèves à risque à l’égard de la participation parentale et de la collaboration école-famille dans le cadre de l’élaboration et du suivi du plan d’intervention. Cette étude emprunte une approche de recherche qualitative de type exploratoire et elle est menée auprès de huit enseignants au primaire et de sept parents d’élèves à risque. Les participants ont délibérément été choisis pour leur représentativité par rapport à l’objet d’étude (Mongeau, 2009). Une procédure d’échantillonnage par volontariat a été appliquée et les données ont été recueillies par le biais d’entrevues semi-dirigées. L’analyse des entrevues révèle que les parents participent au plan d’intervention parce qu’ils veulent soutenir et aider leur enfant dans leur cheminement scolaire. Il existe cependant de multiples façons pour les parents de participer à la réussite scolaire de leur enfant, celles-ci variant particulièrement selon leurs intérêts, leurs compétences et leurs disponibilités. En ce qui concerne les enseignants, les entrevues nous dévoilent qu’ils ont globalement des perceptions positives à l’égard des parents, ce qui favorise grandement l’établissement de relations harmonieuses. Par contre, ils s’attendent à une plus grande participation parentale dans le suivi scolaire de l’enfant à la maison. Tant d’un côté que de l’autre, les résultats indiquent qu’il faut favoriser davantage la participation des parents à l’élaboration et au suivi du plan d’intervention de l’élève à risque. Idéalement, les enseignants et les parents devraient s’enrichir mutuellement de leurs ressources et de leurs expertises complémentaires en créant des relations collaboratives plutôt que hiérarchiques. Ce niveau de collaboration est sans aucun doute celui qui favoriserait avantageusement la réussite scolaire des élèves à risque.

L’engagement professionnel chez les nouveaux enseignants et la satisfaction des gestionnaires d’école à l’égard du travail effectué par les enseignants novices

Le monde actuel, marqué par une augmentation incessante des exigences professionnelles, requiert des enseignants une adaptation constante aux changements sociaux, culturels et économiques. Si, pour les enseignants expérimentés, l’accommodation à ces transformations est accompagnée de plusieurs défis, pour les nouveaux enseignants qui ne maîtrisent pas complètement tous les aspects de la profession, l’intégration au milieu scolaire peut être extrêmement difficile ou même insupportable, au point où certains quittent le métier. Néanmoins, à force de persévérance, un certain nombre des nouveaux enseignants franchissent les obstacles imposés par la profession. Dans leur cas, la satisfaction et l’engagement professionnel peuvent être des caractéristiques importantes qui les incitent à continuer à exercer leurs activités d’enseignement. Dans ce contexte, l’étude vise l’analyse des éléments liés à la construction de l’identité professionnelle des enseignants lors de leur insertion dans le métier, à partir des perceptions des nouveaux enseignants et de celles des gestionnaires des écoles primaires et secondaires. L’harmonie entre la perception de ces deux groupes d’acteurs scolaires peut constituer un important facteur du rendement des professionnels dans leur métier et de l’efficacité des institutions d’enseignement. Ainsi, du côté des nouveaux enseignants, l’étude examine les variables qui peuvent être liées à leur engagement professionnel et de celui des gestionnaires, elle vise à analyser les éléments qui peuvent être liés à leur satisfaction sur le travail effectué par les nouveaux enseignants. La présente étude, de type quantitatif, est constituée des analyses secondaires des données issues des enquêtes pancanadiennes auprès des directions et des enseignants d’écoles primaires et secondaires du Canada, menées en 2005 et 2006 par une équipe de professeurs de différentes universités canadiennes. Les analyses statistiques sont basées sur deux modèles théoriques : (1) l’engagement professionnel des nouveaux enseignants et (2) la satisfaction des gestionnaires sur le travail effectué par les nouveaux enseignants. Ces modèles sont examinés en suivant la théorie classique des tests (TCT) et celle des réponses aux items (TRI) afin de profiter des avantages de chacune des méthodes. Du côté de la TCT, des analyses de cheminement et des modélisations aux équations structurelles ont été effectuées pour examiner les modèles théoriques. Du côté de la TRI, des modélisations de Rasch ont été utilisées pour examiner les propriétés psychométriques des échelles utilisées par la recherche afin de vérifier si les données sont bien ajustées aux modèles et si les items se regroupent de façon logique pour expliquer les traits latents à l’étude. Les résultats mettent en évidence le rapport humain qui définit la profession enseignante. Autrement dit, pour les nouveaux enseignants, les émotions en classe, conséquence du processus d’interaction avec leurs élèves, sont le facteur majeur lié à l’engagement professionnel. Dans le même sens, la relation des nouveaux enseignants avec les divers membres de la communauté scolaire (parents des élèves, gestionnaires, personnel de l’école et autres enseignants) est un facteur-clé de la satisfaction des gestionnaires quant au travail des nouveaux enseignants. Les analyses indiquent également l’importance de la satisfaction au travail dans le modèle des nouveaux enseignants. Cette variable est un important déterminant de l’engagement professionnel et peut être associée à tous les autres éléments du modèle des nouveaux enseignants. Finalement, les résultats indiquent le besoin de construction des variables latentes avec un plus grand nombre d’items pour mieux positionner les personnes dans l’échelle de mesure. Ce résultat est plutôt important pour le modèle des gestionnaires qui indique de mauvais ajustements items-personnes.

Impacts d’une formation établissant des liens entre les sciences et la cuisine sur l’enseignement des sciences au primaire

Depuis plusieurs années, l’enseignement des sciences joue un rôle de 2e plan, après le français et les mathématiques, chez plusieurs enseignants du primaire (Lenoir, 2000). Peinant à établir des liens entre les savoirs à enseigner et la réalité quotidienne, ces enseignants ayant souvent une formation lacunaire semblent rechercher de nouveaux outils didactiques efficaces. À cet effet, l’intégration de pratiques sociales de référence (Martinand, 1986) aux situations d’apprentissage peut constituer une pratique innovante favorisant la transposition didactique des savoirs disciplinaires. Misant sur l’intérêt grandissant des Québécois pour la cuisine, cette recherche tente de déterminer l’impact d’une formation continue établissant des liens entre les sciences et les pratiques culinaires sur l’enseignement des sciences au primaire. Pour cette étude de cas descriptive, six enseignants du primaire ont participé à deux rencontres de formation durant lesquelles elles ont expérimenté une situation d’apprentissage et d’évaluation (SAÉ) intégrant des activités culinaires. À la suite d’une période de mise à l’essai de cette SAÉ en classe, les sujets ont été interviewés afin d’établir les apprentissages réalisés durant la formation et de dresser une liste des avantages et des obstacles associés à l’utilisation d’activités culinaires pour enseigner les sciences. De plus, les suggestions émises visant l’amélioration de la SAÉ (rapport bilan écrit) ont permis de mettre en relief la prédominance de préoccupations de nature pédagogique, organisationnelle et socioaffective chez les sujets de l’échantillon. Cette recherche entraîne des retombées pour les didacticiens puisqu’elle fournit des données supplémentaires pouvant contribuer à améliorer la qualité du matériel didactique mis à la disposition des praticiens. De plus, la SAÉ développée pour cette étude constitue un outil didactique novateur pouvant être utilisé par les enseignants du primaire.

PRIM an Open Mobile Robot Platform. Motivation, Present and Future Trends

This paper is focused on the robot mobile platform PRIM (platform robot information multimedia). This robot has been made in order to cover two main needs of our group, on one hand the need for a full open mobile robotic platform that is very useful in fulfilling the teaching and research activity of our school community, and on the other hand with the idea of introducing an ethical product which would be useful as mobile multimedia information point as a service tool. This paper introduces exactly how the system is made up and explains just what the philosophy is behind this work. The navigation strategies and sensor fusion, where machine vision system is the most important one, are oriented towards goal achievement and are the key to the behaviour of the robot

Módulo Activo Recreo Activo -MARA: una estrategia para incrementar la actividad física en niños y niñas de 5º grado en Bogotá.

Objetivo: Evaluar la efectividad de MARA (Modulo Activo Recreo Activo), sobre el tiempo de actividad física moderada vigorosa (AFMV) y de comportamiento sedentario de niños y niñas de 5º grado en 2 instituciones educativas oficiales de la ciudad de Bogotá. Materiales y métodos: Los participantes fueron 128 niños entre 10 y 12 años de edad, de 5to grado que asisten a dos colegios públicos en la localidad de San Cristóbal en Bogotá. La actividad física de los niños fue medida con acelerómetro GT3X+, durante 7 días entre julio y octubre de 2013. Uno de los colegios fue seleccionado aleatoriamente para ser intervenido por Muévete Escolar y su Módulo Activo Recreo Activo (MARA), (CIM) y otro colegio fue el grupo control (CC). El tiempo gastado en actividad física durante el día y en el momento de recreo fue medido antes y en la semana 10 después de la intervención: sedentario ( SED), actividad física leve ( AFL), actividad física moderada(AFM), actividad física vigorosa(AFV) y actividad física moderada a vigorosa (AFMV). Resultados: Posterior al análisis estadístico a través de modelos mixtos multinivel para ajustar por el efecto de conglomerado, se observó diferencia significativa entre CIM y CC (p < 0.0049) representado por incremento en los minutos de AFMV en CIM. Después de la intervención, los CMI disminuyeron los minutos de comportamiento sedentario (p= 0.0029), comparativamente con los CC. Conclusiones: El presente estudio contribuye a investigar sobre los efectos a corto plazo de modificar el momento del recreo, mediante la implementación de actividades guiadas, supervisadas y con el uso de materiales y equipos de juego. Los resultados del estudio sugieren que los efectos de la intervención con MARA fueron significativos especialmente en promover la práctica de AF diaria logrando incrementar los minutos de AFMV diaria, y así mismo disminuyendo comportamiento sedentario en el día. .

El valor dinamitzador dels projectes d'innovaci?? educativa de caire institucional

Els projectes d'innovaci?? educativa promoguts per les administracions p??bliques es poden convertir en eines poderoses de dinamitzaci?? d'un centre escolar. La implementaci?? del Projecte d'immersi?? en angl??s a la tardor i el Projecte ARCE al CEIP Blai Bonet (Santany??), mitjan??ant un conjunt de tasques interdisciplin??ries i interc??cliques, ha servit per promoure el treball en equip; una estructura educativa en xarxa; una comunitat d'aprenentatge i un sentit compartit de pertinen??a a l'escola. Aquestes finalitats s'han anat assolint a partir de la planificaci?? i aplicaci?? d'activitats significatives per als alumnes en relaci?? amb cinc blocs tem??tics convergents en els dos projectes educatius: Aigua, Terra, Flora, Fauna i Impacte hum?? de l'entorn mediambiental (la comarca, l'illa, la pen??nsula Ib??rica, el planeta Terra). Explicarem la nostra experi??ncia educativa i el valor dels projectes d'innovaci?? com a for??a impulsora per millorar les compet??ncies b??siques dels alumnes i per generar pr??ctiques de col??laboraci?? entre l'equip docent, la comunitat educativa i les institucions de l'entorn.

O impacto do contrato de autonomia através das percepções dos actores educativos : o caso da Escola-Piloto ES/3 João G. Zarco

Este trabalho pretende identificar as alterações introduzidas pela atribuição de competências resultantes da celebração do Contrato de Autonomia numa escola secundária com 3ºciclo e reflectir sobre o reforço da autonomia e da capacidade de intervenção dos órgãos de direcção para melhorar a eficácia da execução das medidas de política educativa e da prestação do serviço público de educação. Para isso realizamos entrevistas para conhecer as percepções e as atitudes de alguns intervenientes directos, nomeadamente dos elementos da comissão de acompanhamento local, director da escola e alguns docentes envolvidos nos diferentes órgãos de gestão. A atribuição de autonomia à escola visa dotá-la de uma capacidade de decisão e organização interna de forma a ser capaz de responder em tempo útil aos desafios que a comunidade local coloca. Não parece que tenha sido isso que aconteceu, pelo menos na perspectiva dos entrevistados. Para que um contrato de autonomia produza os seus verdadeiros efeitos, ele não pode ser imposto. Sendo certo que cada escola tem as suas particularidades, pode-se todavia estabelecer um conjunto de condições consideradas essenciais entre as quais: projecto educativo eficaz e eficiente, internalizado pela comunidade escolar, um corpo docente estável, lideranças assertivas e partilhadas.

Casa-Museu Leal da Câmara: serviço educativo e estratégias de comunicação

RESUMO: A presente dissertação de Mestrado teve como objectivo a análise e caracterização das actividades do serviço educativo e das estratégias de comunicação da Casa-Museu de Leal da Câmara (CMLC). Partindo de um estudo de caso, pretendeu-se apresentar perspectivas futuras para o alargamento dos públicos, das actividades e das acções de comunicação na CMLC e em museus do mesmo tipo. Esta investigação incide sobre o período de 2003 a 2011, isto é, desde a criação do serviço educativo até aos dias de hoje. Para melhor conhecer o objecto de estudo torna-se necessário apresentar o artista/patrono e caracterizar o território (Rinchoa) onde se insere a CMLC, bem como a comunidade que habita no Município de Sintra. Esta comunidade, outrora chamada saloia, influenciou a obra do artista assim como as suas actividades. De modo a caracterizar o público-alvo das actividades educativas foram realizados inquéritos sobre o serviço educativo. Pretendeu-se com estes inquéritos, por um lado, conhecer o nível de satisfação do público escolar e não escolar e, por outro, aferir quais as condições que permitiriam o alargamento das actividades educativas ao público em geral. Tendo ainda por objectivo conhecer a visibilidade e os meios através dos quais o público teve conhecimento da CMLC, realizou-se o inquérito sobre comunicação. Para além dos inquéritos sobre o serviço educativo e comunicação foram ainda realizadas seis entrevistas, três das quais aos dirigentes da Câmara Municipal de Sintra directamente ligados aos destinos da CMLC e outras três entrevistas a parceiros e participantes nas actividades do serviço educativo. Após análise de todos os dados recolhidos conclui-se que o público-alvo do serviço educativo é o público escolar e que a CMLC é visitada maioritariamente pela comunidade local escolar. A maioria dos visitantes fica a conhecer a CMLC através de outros meios como a escola ou o trabalho e não através dos meios de comunicação onde a Casa-Museu é frequentemente divulgada. ABSTRACT: The aim of this Master's thesis was to analyze and characterize the activities of the educational service and communication strategies of the Casa Museu Leal da Câmara (CMLC). Starting from a case study, we have sought to present future prospects for extending the public, the activities and these communication actions from CMLC to the museums of the same type. This research focuses on the period from 2003 to 2011, i.e. (that is), since the creation of the educational service to the present day. To better understand the object of this study it is necessary to present the artist / patron and the territory around CMLC (Rinchoa) where it belongs, as well as the community that inhabits the Municipality of Sintra. This community, formerly known as rustic (saloia) has influenced the artist's work and his activities. There were conducted surveys about the educational service to further understand the target of the educational activities. This was intended to determine the level of school and non school public satisfaction with this service and the main needs for its extension to the general public. To understand the visibility and the means by which the public was aware of the CMLC an inquiry was held on the communication methods. In addition to inquiries about the educational service and communication six interviews were also carried out, three of which to the leaders of the Municipality of Sintra directly linked to the policies of the CMLC and the others to partners and participants in the activities of educational services. After analyzing all the data we have concluded that the target audience of educational services is the school public and that the CMLC is visited mostly by the local school community. Most visitors became aware of the CMLC through other means as school or workplace and not through the media where the CMLC is often released.

A gestão democrática da escola: do legislado ao instituído. Um estudo de caso numa escola

RESUMO: O presente trabalho enfoca a gestão da escola, um assunto ainda pouco discutido na realidade educativa cabo-verdiana, mas necessário, principalmente a partir do momento que a legislação se propõe a democratização da gestão da escola. Partindo da importância atribuída pela Ministério de Educação à participação da família e dos demais segmentos da comunidade educativa, expressada e enfatizada no decreto-lei que regula a organização e o funcionamentos dos estabelecimentos do ensino secundário, conjugado com o referencial teórico que sustenta que não basta decretar para que a gestão da escola se torne democrática, questionamos em que medida a gestão democrática, entendida como espaço de partilha de poder e de negociação, vem sendo construída e/ou conquistada, nas escolas secundárias. Perante esta problemática, o presente trabalho tem como finalidade investigar em que medida a gestão democrática proposta no Decreto-Lei nº20/2002 de 19 de Agosto, vem sendo construída ou conquistada no ensino secundário. Encontramos em Barroso, Lima, Patermam, Bordenave, Romão e Gadotti, entre outros, a sustentação teórica para as análises realizadas. Desta forma, a presente investigação insere-se numa abordagem descritivo-analítica. Nessa perspectiva, e em função da metodologia utilizada, estabeleceu-se como campo de pesquisa uma escola secundária pública, onde foram auscultados, por meio de entrevista e questionário, membros do conselho directivo, membros da associação de estudantes, pessoal docente e pais ou encarregados de educação. A realização da pesquisa permitiu perceber que, no contexto analisado, o processo da implementação da gestão democrática carece ainda de um amadurecimento profundo, pois os actores educativos são capazes de verbalizar um discurso articulado sobre o tema, mas não chamam a si a responsabilidade de promover ou criar incentivos efectivos à participação de toda a comunidade educativa no processo decisório e na construção de um projecto educativo comum. ABSTRACT: This work focuses on the democratic self-management of the school, a subject not much discussed in the educational reality of Cabo Verde, although its relevance, especially since the time that the legislation proposes the democratization of the school management. The importance given by the Ministry of Education to the participation of the families and other segments of the educational community is expressed and emphasized in the ordinance that regulates the organization and operation of secondary schools. This fact in conjunction with the theoretical underpinning that it is not enough to enact in order that the school management become democratic, we question the extent in which democratic management, understood as a space of power sharing and negotiation, has been constructed and / or conquered, in secondary schools. Facing that problem, this study aims to investigate in which extent the school democratic management, as proposed by the Decree-Law No. 20/2002 of the 19th August, is being built or conquered in secondary education. The theoretical underpinning for the analysis performed is based in the works of Barroso, Lima, Patermam, Bordenave, Romão and Gadotti, among others. Thus, the present research has a descriptive and analytical approach. From this perspective, and according with the adopted methodology, it was chosen a public high school as the research field, where members of the Board, members of the students association, staff and parents were listened through interviews and surveys. The research allowed us to realize that, in the context examined, the implementation process of a democratic school management still needs to mature. In fact, the educational actors are already able to verbalize an articulate discourse on the subject, but they do not call themselves to take the responsibility of promoting or create incentives for the effective participation of the whole school community in the decision making process or in the building a common educational project.

As atitudes dos alunos face à inclusão dos seus pares com deficiência nas aulas de Educação Física

RESUMO: Quando se fala em inclusão escolar torna-se primordial estudar as interacções que se estabelecem entre os alunos numa sala de aula, sendo essencial que estes tenham atitudes positivas nessas interacções (Roldão, 2007). Estas atitudes não aparecem subitamente numa criança, pelo que as atitudes demonstradas pelas escolas, pelos professores e pelos pais, são factores que influenciam as atitudes dos alunos perante os seus pares com deficiência. Objectivo: O presente estudo pretende analisar as atitudes dos alunos ditos “normais” face à inclusão dos seus pares com deficiência nas aulas de Educação Física, verificando se estas atitudes variam consoante o ciclo de escolaridade. Método: Participaram neste estudo 520 alunos que frequentam o 2º ciclo, 3º ciclo e secundário, com idades compreendidas entre os 10 e os 20 anos. O instrumento utilizado foi o questionário AID – EF (Leitão, 2011), para análise das atitudes dos alunos face à inclusão de alunos com deficiência nas suas aulas de Educação Física (EF). Resultados: Na globalidade, as atitudes dos alunos ditos “normais” face à inclusão dos seus pares deficientes nas aulas de EF, não variam consoante no ciclo de escolaridade (p=0,074). Ainda assim, nas seguintes variáveis verificou-se que: o grupo de alunos que frequenta o secundário manifesta significativamente atitudes mais positivas face aos inconvenientes da inclusão, em relação aos outros ciclos de escolaridade (p<0,001); quanto às atitudes dos alunos face à inter-ajuda / cooperação entre alunos com e sem deficiência, constatou-se que os alunos do secundário apresentam significativamente atitudes mais positivas (p<0,001); no que respeita às percepções dos alunos face às atitudes dos professores em relação à inclusão, verificou-se que existem diferenças significativas nos três ciclos de escolaridade, sendo que o 2º ciclo apresenta atitudes mais positivas, seguido do 3º ciclo e por fim o secundário (p<0,001); verificou-se ainda, que os alunos do 2º ciclo apresentam significativamente atitudes menos positivas face às atitudes que os seus pais têm em relação à inclusão de alunos com deficiência nas aulas de EF (p=0,002). Conclusões: Este estudo revela que na generalidade os alunos têm tendência para demonstrar atitudes positivas em relação à inclusão de alunos com deficiência nas aulas de EF, contudo ainda longe do esperado e desejado, sendo urgente e necessário que ocorra uma revolução de valores e atitudes na comunidade escolar.ABSTRACT: When it comes to school inclusion it becomes essential to study the interactions that take place among students in a classroom, it is essential that they have positive attitudes in these interactions (Roldão, 2007). These attitudes do not appear suddenly in a child, so the attitudes demonstrated by schools, teachers and parents, are factors that influence the attitudes of students towards peers with disabilities. Objective: This study aims to analyze the attitudes of students said "normal" face to the inclusion of peers with disabilities in physical education classes, ensuring that these attitudes vary according to the school cycle. Method: This study is based on 520 students that attend the 2nd cycle, 3rd cycle and secondary, ages between 10 and 20 years old. The instrument used was a questionnaire AID - EF (Leitão, 2011), to analyze the students attitudes towards the inclusion of students with disabilities in their physical education classes (EF). Results: Overall, the attitudes of students said "normal" face to the inclusion of peers with disabilities in PE classes, do not vary depending on the cycle of education (p = 0.074). Still, the following variables showed that: the group of students attending secondary, manifested significantly more positive attitudes to the disadvantages of including, in relation to other cycles of education (p <0.001). As for the attitudes of students towards interSupport / cooperation between students with and without disabilities, it was found that secondary school students have significantly more positive attitudes (p <0.001), with regard to students perceptions in relation to teachers attitudes regarding inclusion, it was found that there are significant differences in the three cycles of education, 2nd cycle students present more positive attitudes, followed by 3th cycle students and then secondary students (p <0.001)it was also found that students from the 2nd cycle have significantly less positive attitudes compared with those of their parents have in relation to the inclusion of students with disabilities in PE classes ( p = 0.002). Conclusions: This study shows that in general students tend to show positive attitudes towards the inclusion of students with disabilities in PE classes, but is still far from the expected and desired, it is urgent and necessary that we have a revolution of values and attitudes in school community.