Relações de gênero na escola: feminilidade e masculinidade na Educação Infantil

The text aims to refl ect about masculinity and femininity in children’s education, an almost entirely feminine environment, bringing fi ndings of a study that investigated the social relations of gender in this level of teaching in a school where a man worked as a teacher. Data was composed by observations of pedagogical practices of a woman teacher and a man teacher of Early Childhood Education. After that, those teachers, the pedagogical coordinator, the headmaster and a nursery worker were interviewed. Based on theoretical contributions about culture and gender, the paper shows that the masculine and the feminine identities and social roles for both sexes, historically, are human constructions that can be modifi ed, especially at school.

The days of a man, being memories of a naturalist, teacher, and minor prophet of democracy.

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The days of a man, being memories of a naturalist, teacher, and minor prophet of democracy.

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The Pocket companion; or, Every man his own lawyer. Laid down in so plain a manner, that the farmer, mechanic, apprentice, or school boy, can draw any instrument of writing, without the assistance of an attorney. Prefaced with several pages of scrip, showing a correct form in which an instrument of writing should be drawn, and to instruct those who wish to improve their hand writing at leisure hours, at home, without the instruction of a teacher.

Mode of access: Internet.

Every man his own teacher; or, Lancaster's theory of education, practically displayed; being an introduction to arithmetic, written in thirteen parts. To which are annexed thirty-two cards of lessons, to be suspended in the school-room conformably to the Lancaster plan.

Mode of access: Internet.

Discourse Analysis of Frank McCourt’s Teacher Man Through a Feminist Educational Lens

This qualitative study used critical discourse analysis to highlight how educational stakeholders can examine discourses and react to power in texts using a feminist lens to problematize identity.

Predictors and Correlates of Substance Use among Young Men. The Longitudinal “From a Boy to a Man” Birth Cohort Study.

Substance use is one of our most important public health problems. Studying risk factors in a longitudinal study setting helps to identify subgroups of young people at greater risk for substance-use-related problems, and to facilitate targeted prevention efforts. The aim of this thesis was to study childhood predictors and correlates of substance-use-related outcomes among young men in a longitudinal, nationwide birth cohort study. The study population included 10% of all Finnish-speaking boys born in Finland in 1981 (n=2946, 97% of the target population). In 1989, at age eight, valid measures of psychiatric symptoms (Rutter questionnaires and Children’s Depression Inventory) were obtained from parents, teachers and the boys themselves. In 1999, at age 18, boys were reached at their obligatory military call-up (n=2348, 80% of the boys attending the study in 1989). Self-reports of substance use, psychopathology, adaptive functioning (Young Adult Self-Report), and mental health service use were obtained through questionnaires. Information about psychiatric diagnoses from the Military Register (age 18-23 years) and information about offending from the National Police Register (age 16-20 years) were collected in early adulthood (92% of the 1989sample). Boys with childhood conduct, hyperactive, and comorbid conduct-emotional problems had elevated rates of substance use and substance-use-related crime in early adulthood. Depressive symptoms predicted daily smoking, especially among boys of low-educated fathers. Emotional problems predicted lower occurrence of drunkenness-related alcohol use and smoking. Teacher reports on boys’ problem behaviour had the best predictive power for later substance use. At age 18, frequent drunkenness associated with delinquency, smoking and illicit drug use, and having friends. Occasional drunkenness associated with better psychosocial functioning in general compared to boys with frequent drunkenness or without drunkenness-related alcohol use. Illicit drug use without drug offending was not predicted by childhood psychiatric symptoms, but 22% of boys with illicit drug use had a psychiatric diagnosis in early adulthood. Drug offenders, in turn, had psychiatric problems both in childhood and in adulthood. Psychiatric disorders were common among young men with substance-use-related crime. Recidivist crime associated strongly with having a substance use disorder diagnosis according to the Military Register. At age 18, frequent drunkenness was common among boys entering mental health services, but entering substance use treatment was non-existent. According to the findings of this thesis, substance-use-related outcomes accumulate in boys having psychiatric problems both in childhood and in early adulthood. Targeted early interventions in school health care systems, particularly for boys with childhood hyperactive, conduct, and comorbid conduct-emotional problems are recommended. Psychiatric problems and risky behaviours, such as delinquency should always be assessed alongside substance use. Specialized and multidisciplinary care are required for young men who have multiple or complex needs, for instance, for young men with drug offending and recidivist crime. Integrating a substance use treatment perspective with other services where young men are encountered is emphasized.

Musikaliska möten man minns : om musikundervisningen i årskurserna sju till nio som en arena för starka musikpplevelser

Earlier research has shown that strong experiences related to music (SEM) can occur in very different contexts and take on many different forms. Experiences like these seem significant and have among other things reportedly had an affect on the individual's continuing relationship towards music, which makes them interesting from a pedagogical point of view. Formal teaching situations, though, are under-represented in studies where people have been asked to describe strong experiences that they have had in connection with music. The purpose of my thesis is to investigate what SEM may mean to pupils and teachers in lower secondary school (grades 7-9), and to inquire more deeply into the potential "space" for such experiences within school music education. On a comprehensive level my ambition is to deepen the understanding for SEM as a possible element in pedagogical situations. Three empirical perspectives are employed: pupil-, teacher- and curriculum perspectives. The pupil perspective involved an analysis of written accounts of 166 fifteen-year-olds, describing own strong experiences. The teacher perspective involved studying 28 music teachers' conceptions of the purpose of teaching music in school as well as their understanding about strong music experiences in school context. Further, the teachers' descriptions of SEM that they have had themselves were analysed. The curriculum perspective is reflected through a study of how music experience was represented in 24 local and 2 national curriculum texts for music. Grounded in a phenomenological-hermeneutical perspective the material have been analyzed both qualitatively and quantitatively. The result points towards the fact that the music education in school has the potential to become an arena for SEM and that this can happen in relation to a multitude of activities and genres and take on many different expressions. Only one pupil referred to a musical encounter in the classroom environment; all other experiences that occurred inside the frame of school activity had taken place in other arenas (the school hall, public concert halls, and so on). However, more than 98 % of the descriptions concerned musical encounters in leisure time contexts. The significance of SEM is further clarified by narrative constructions. SEM as a conception does not occur on the curriculum level; however the analyze revealed a number of interesting "openings" which are illustrated. Even though all teachers displayed a fundamentally positive attitude towards the idea of regarding SEM as a feature of formal musical learning, it became clear that many teachers never had approached this theme from a pedagogical point of view before. Still, they proved to have an evident "familiarity" towards the phenomenon based on their own experiences of receptive and performative musical encounter. The possible space for strong musical experiences within school music education is specified through a detailed illustration of six specific themes derived from the reasoning of the teachers. Furthermore, this is described through a mapping of the potential experiencing zone, constructed from the teachers descriptions of educational aims.

Man måste tänka själv : klasslärares uppfattningar av undervisning i de naturvetenskapliga läroämnena

A teacher´s perception of a school subject affects a teacher´s teaching and by extension pupils´ learning. The main purpose of this thesis is to describe the variation in the ways class-teachers perceive teaching within science subjects and to illustrate how these teachers choose to work and why they choose as they do. This purpose is operationalized into three central research questions concerning a teacher´s perception of teaching, teachers´ experiences of working methods in the subject and different aspects that are consciously present when the teacher makes his or her choice of working methods. These aspects are viewed from two different perspectives: a subject educational perspective and a teacher perspective. The theoretical background of the study is interdisciplinary. The thesis is a qualitative study where the research approach is phenomenographic. The empirical investigation was made as two separate studies: a semistructured interview study (N = 15) followed by a stimulated recall study (N = 3), a combined interview and video-observation. Results from the empirical investigation indicate that regarding aims for science education teachers wish to awaken or maintain the pupils´ interest in nature and science and that the pupils within the science subjects shall build a base for fundamental general knowledge. As motives for teaching the science subjects teachers view the subjects as a foundation for everyday life, planning and democracy but also for pupils´ further studies and a possible career in the field. The interdisciplinary key competences and the care for the pupils´ well being are aspects that are consciously present when teachers make their choice of working methods. A great variation can be found in the teachers´ perceptions of the science subjects as subjects and of the working methods within these subjects. Teachers describe lack of time on their own part as well as for the pupil´s learning. Results from the empirical investigation also indicate that teachers modestly focus on aims for the teaching and communication regarding these aims. There seems to be an existing need for increased and qualitatively improved inservice education within these subjects.

Learning and healing: a wellness pedagogy for Aboriginal teacher education /

During the last 30 years Aboriginal peoples in Canada have made steady progress in reclaiming the responsibility for the education of their young people, especially in primary and secondary school. In comparison the education and or training of adult populations has not kept pace and many socioeconomic and sociocultural indicators demonstrate a ' , continued confinement of those populations to the margins of the dominant society of Canada. It is the adults, the mothers and the fathers, the grandmothers and grandfathers, the aunties and uncles that are the first teachers of the next generation and the nature of these relationships replicates the culture of unwellness in each subsequent generation through those teachers. There are few examples in the Aboriginal adult education literatures that give voice to the educational experience of the Learner. This study addresses that gap by exploring the perspectives embedded in the stories of a Circle of Learners who are, or were enrolled in the Bachelor of Education in Aboriginal Adult Education program at Brock University. That Circle of 1 participants included 9 women and 1 man, 6 of whom were from various i Anishinabek nations while 4 represented the Hotinonshd:ni nations in southern Ontario. They are an eclectic group, representing many professions, age groups, spiritual traditions, and backgrounds. This then is their story, the story of the heaming and Healing pedagogy and an expanded vision of Aboriginal education and research at Brock University.

Ethical Care of the Self and the Teacher in the Pedagogical Relationship: Reflections Based on the Latest Foucault

Our conception of education is that it is the responsible action whereby man becomes human, trains and faces the challenges that life and the world present, as man enters a larger, shared cultural tradition and thus joins the world. However such sharing implies that we must not just rely on tradition, but remain open to new ideas. It is essential for schooling to preserve a field where the art of living intersects with the world for which future generations are being prepared. It is in this field of intersection that this essay seeks to discuss Michel Foucault's thought, care of the self and the role played by others in the acquisition of ethical attitudes pertaining to one's conduct in life. Through reconstructing Foucault's ideas, we elaborate on the hypothesis that, before morally shaping students, teaching them values, or aiding in their skill acquisition in the sense prevailing in schooling today, it is important to understand the notion of care of the self (and how the notion implies interaction with others for effective care of the self). Care of the self is vital for thoroughly understanding the relationships between ethics and education in school. We particularly examine how Foucault's ideas and his analysis of the teacher's role in shaping the student's life conduct can help educators rethink pedagogical action in an ethical sense and find within it a certain openness to the formation of attitudes in educators and students

Popsongs im Deutschunterricht : Wie man schwedische Schüler und Schülerinnen durch deutsche Popsongs für Lyrik interessieren kann

It can be hard to inspire teens for poetry and Lyric. Especially when it is to be performed in a foreign language. I am thinking of myself at that age. German was absolutely not my favorite subject. It was far too theoretic and I often did not get through the grammar. I have often thought about how I would have managed the subject of German, if the lessons had been designed in a different way. At the age of 16, I decided to end my German studies, since they impaired the rest of my grades. What did excite me at the age of 13-18 years? Love was of paramount importance. And what touched the most about Love? For me it was the music, and I think that is the same for many other teenagers. Would it be possible to achieve a different result by the processing of German lyrics in the classroom, than my teacher did? If so, how can we design the teaching, so that it serves its purpose, and follows the curriculum?

"Man(n) wird da so hineingelobt" – Ko-Konstruktion von Männlichkeit und Aufstieg ins Schulleitungsamt an Grundschulen

Die Autorin greift in ihrem Beitrag den Aspekt der Reproduktion männlicher Herrschaft in pädagogischen Institutionen auf. Unter dem Titel „Man(n) wird da so hineingelobt“ – Ko-Konstruktion von Männlichkeit und Aufstieg ins Schulleitungsamt an Grundschulen nimmt die Autorin die Beobachtung zum Ausgangspunkt, dass auch in diesem frauendominierten Feld die Wahrscheinlichkeit einer Übernahme von Leitungsfunktionen für männliche Lehrkräfte nach wie vor größer ist als für weibliche. Sie zeigt auf, wie in der pädagogischen Institution Schule die ‚Eignung‘ von Personen für eine bestimmte Funktion durch spezifische Geschlechterkonstruktionen hergestellt wird. Auf der Basis von Interviews und Beobachtungen bei Qualifikationsmaßnahmen für an Leitungspositionen interessierten Lehrkräften wird rekonstruiert, wie die Beteiligten von einer mangelnden Passung zwischen Männlichkeit und dem Aufgabenfeld einer Grundschullehrkraft und gleichzeitig von einer Eignung der Männer für Leitungsaufgaben ausgehen. Beides mündet in konkrete Formen der Aufstiegsermutigung für männliche Lehrkräfte, die ihre weiblichen Kolleginnen nicht erfahren, sodass es auf der Basis zugeschriebener Eignung bei der unhinterfragten Verknüpfung von Männlichkeit und institutionalisierten Einflussmöglichkeiten bleibt. (DIPF/Orig.)

A educação física na educação infantil e as relações de gênero : educando crianças ou meninos e meninas?

Universidade Estadual de Campinas . Faculdade de Educação Física

O ensino do esporte paralímpico na escola a partir da visão dos professores : o caso do Goolball e do voleibol sentado = The teaching paralympic sport at school from teacher's perspective : the case of Goalball and sitting volleyball

Universidade Estadual de Campinas . Faculdade de Educação Física