subject:(non formal education)

Universidade Federal da Bahia

1. Jorge Luis Sacramento de Almeida. Ensino e aprendizagem dos Alabês: uma experiência nos terreiros Ilê Axé Oxumarê e Zoogodô Bogum Malê Rundó.

Degree: 2009, Universidade Federal da Bahia

URL: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=2470

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Este trabalho de pesquisa busca descrever, analisar e interpretar a dinâmica do ensino/aprendizagem dos Alabês dos Terreiros Ilê Axé Oxumarê e Zoogodo Bogum Male Rundó.… (more)

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Este trabalho de pesquisa busca descrever, analisar e interpretar a dinâmica do ensino/aprendizagem dos Alabês dos Terreiros Ilê Axé Oxumarê e Zoogodo Bogum Male Rundó. Trata-se de processo conhecido como não-formal, ou informal, contrapondo-se ao processo formal da academia, por ser característica das sociedades fundadas na tradição oral. A linha central da proposta desta pesquisa consistiu na coleta de dados pertinentes ao ensino dos conhecimentos de ritmos e cânticos do candomblé. Nesta dinâmica de ensino/aprendizagem, procurou-se observar, de modo acurado, a constância e o sentido da imitação, da repetição e do improviso criativo por parte dos agentes das comunidades em questão. A figura do professor não existe formalmente e o tempo do aprendiz é sempre respeitado. A metodologia utilizada se vale de aportes da etnografia e da etnomusicologia para se entender melhor o contexto do estudo. Durante a experiência, coletou-se material para analisar e concluir a proposta da tese quanto aos aspectos metodológicos, à avaliação e inserção das atividades. Material de vídeo, entrevistas com os alabês e pessoas da casa, depoimentos e ritmos do candomblé foram transcritos. O referencial teórico foi construído a partir das reflexões suscitadas por duas teses de doutorado, a de Margarete Arroyo, Representações sociais sobre práticas de ensino e aprendizagem musical: um estudo etnográfico entre congadeiros, professores e estudantes de música (1999). E a de Magali Kleber, A Prática de educação Musical em ONGs: dois estudos de caso no contexto urbano brasileiro (2006). Foram também valiosas as pesquisas de antropólogos e etnomusicólogos como Alan P. Merriam (1964) e John Blacking (1973, 1977, 1992) para a fundamentação do estudo. Quanto às informações mais específicas dos rituais do candomblé, o que demandou a abertura da atitude alteritária para compreender a dimensão simbólica própria dessa religião africana milenar, teve importância crucial a tese de doutorado de Ângela Luhning, A música no candomblé Nagô-Ketu (1990). Também foram relevantes os trabalhos de mestrado de Flavia Candusso, sobre o processo de ensino da Banda Lactomia do Candeal (2002), o de Marialva Rios, que estudou o processo de ensino no Terno de Reis Rosa Menina (1995), e o de Adalvia Borges, que pesquisou a transmissão de conhecimentos musicais no Terreiro Ilê Axé Opô Afonjá (1998). Constituem também referências valiosas os trabalhos de mestrado e doutorado de Sonia Chada Garcia, A música dos caboclos (1996) e Um repertório musical de caboclos no seio do culto aos orixás em Salvador-Ba (2001). Por último concluimos que: 1) É possível estabelecer uma interação entre os dois universos em que ocorrem o o ensino e aprendizagem dos percussionista de Salvador, Bahia; 2) Professores da área de educação Musical podem aprender com esta experiência; 3) Contribuímos para fortalecer a consciência da preservação do valor cultural mais significativo da herança africana entre nós o de sua religião.

This work aims to describe, analyze and interpret the dynamic of the…

Advisors/Committee Members: Luiz Cesar Marques Magalhaes, Regina Celia de Souza Cajazeira, Paulo Costa Lima, Alda de Jesus Oliveira, Oscar Nascimento Dourado.

Subjects/Keywords: educação formal/não-formal; candomblé; ritmo/cântico; education; formal; non-formal; candomblé; rhythm/chant; MUSICA

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Almeida, J. L. S. d. (2009). Ensino e aprendizagem dos Alabês: uma experiência nos terreiros Ilê Axé Oxumarê e Zoogodô Bogum Malê Rundó. (Thesis). Universidade Federal da Bahia. Retrieved from http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=2470

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Almeida, Jorge Luis Sacramento de. “Ensino e aprendizagem dos Alabês: uma experiência nos terreiros Ilê Axé Oxumarê e Zoogodô Bogum Malê Rundó.” 2009. Thesis, Universidade Federal da Bahia. Accessed December 12, 2019. http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=2470.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Almeida, Jorge Luis Sacramento de. “Ensino e aprendizagem dos Alabês: uma experiência nos terreiros Ilê Axé Oxumarê e Zoogodô Bogum Malê Rundó.” 2009. Web. 12 Dec 2019.

Vancouver:

Almeida JLSd. Ensino e aprendizagem dos Alabês: uma experiência nos terreiros Ilê Axé Oxumarê e Zoogodô Bogum Malê Rundó. [Internet] [Thesis]. Universidade Federal da Bahia; 2009. [cited 2019 Dec 12]. Available from: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=2470.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Almeida JLSd. Ensino e aprendizagem dos Alabês: uma experiência nos terreiros Ilê Axé Oxumarê e Zoogodô Bogum Malê Rundó. [Thesis]. Universidade Federal da Bahia; 2009. Available from: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=2470

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Johannesburg

2. Jeevanantham, Claudia Irene. Adult literacy development experiences in a community of non-formal learners.

Degree: 2012, University of Johannesburg

URL: http://hdl.handle.net/10210/4357

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M.Ed.

This study focuses on research conducted at a non-formal adult basic education centre in South Hills, Johannesburg. The research population consists of five women… (more)

Subjects/Keywords: Functional literacy; Adult education; Non-formal education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Jeevanantham, C. I. (2012). Adult literacy development experiences in a community of non-formal learners. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/4357

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jeevanantham, Claudia Irene. “Adult literacy development experiences in a community of non-formal learners.” 2012. Thesis, University of Johannesburg. Accessed December 12, 2019. http://hdl.handle.net/10210/4357.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jeevanantham, Claudia Irene. “Adult literacy development experiences in a community of non-formal learners.” 2012. Web. 12 Dec 2019.

Vancouver:

Jeevanantham CI. Adult literacy development experiences in a community of non-formal learners. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10210/4357.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jeevanantham CI. Adult literacy development experiences in a community of non-formal learners. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/4357

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade Nova

3. Lavareda, Joana Frade. Education for sustainable development – How are Portuguese children being educated in order to become responsible consumers.

Degree: 2011, Universidade Nova

URL: http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/10085

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A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business… (more)

Subjects/Keywords: Education for sustainable development; Formal and non-formal education; Children; Parents

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APA (6^th Edition):

Lavareda, J. F. (2011). Education for sustainable development – How are Portuguese children being educated in order to become responsible consumers. (Thesis). Universidade Nova. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/10085

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lavareda, Joana Frade. “Education for sustainable development – How are Portuguese children being educated in order to become responsible consumers.” 2011. Thesis, Universidade Nova. Accessed December 12, 2019. http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/10085.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lavareda, Joana Frade. “Education for sustainable development – How are Portuguese children being educated in order to become responsible consumers.” 2011. Web. 12 Dec 2019.

Vancouver:

Lavareda JF. Education for sustainable development – How are Portuguese children being educated in order to become responsible consumers. [Internet] [Thesis]. Universidade Nova; 2011. [cited 2019 Dec 12]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/10085.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lavareda JF. Education for sustainable development – How are Portuguese children being educated in order to become responsible consumers. [Thesis]. Universidade Nova; 2011. Available from: http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/10085

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

4. Mbae, Margaret Mukwanjeru. The impact of non-formal training on income generation and its gender implications : A case study of seven institutions in Lusaka District, 1996-2003 .

Degree: 2011, University of Zambia

URL: http://hdl.handle.net/123456789/613

► This study investigates the impact of non-formal training on income generation and its gender implication. Since the late 1970s technical education and vocational training in… (more)

▼ This study investigates the impact of non-formal training on income generation and its gender implication. Since the late 1970s technical education and vocational training in Zambia was intended to prepare trainees for the formal sector. However, the decline of the formal sector increased employment in the informal sector. Consequently, to ensure the quality of training, which suits the demands of the economy, the government formulated a new policy called the Technical Education Vocational and Entrepreneurship Training (TEVET). This led to the establishment of the Technical Education Vocational and Entrepreneurship Training Authority (TEVETA), whose responsibility is to interpret and implement the policy. The policy focuses on the provision of equal training opportunity to all the people of Zambia, irrespective of race, tribe, gender, location or financial circumstances.The aim of this study is to examine trainees' enrollment, skills acquisition, certification and employment opportunities for both men and women in non-formal training institutions. The study was undertaken between September and November 2004, in seven non-formal training institutions within Lusaka District. The data were collected using both quantitative and qualitative methods from primary and secondary sources. Primary data was collected using questionnaires and interviews; while secondary data was collected by reviewing records from the training institutions. The samples were drawn using simple random sampling for questionnaire one; purposeful and snowballing for questionnaire two. Data from the questionnaires was analyzed using the Social Science Statistical Package (SPSS), version 10.0. Microsoft Excel was used to draw tables that helped to present and summarize data. The findings of the study indicate that more women than men were trained during the period of study (1996-2003). Majority of these females enrolled for traditionally women's subjects; while majority of males enrolled for traditionally men's subjects. However, there has been a positive change starting from year 2000, when women were found to have enrolled in "men's courses". The medium of instruction was English and local language. Trainees wrote examinations prepared by the Examinations Council of Zambia and they received formal certification. The completion rate in courses for both men and women were generally high. The findings of the study further reveal that colleges did not have programmes to assess the skill needs of the communities they were serving. They also did not evaluate their current programmes to assess their suitability. There were no formal programmes to help graduates find employment after completing training. However, in spite of all these deficiencies, respondents indicated that the courses they undertook were very useful as they improved their standards of living. Majority of married women who were surveyed indicated that the training had made them become financially independent. Furthermore, the training had made them more self-confident and…

Subjects/Keywords: Women – Non-formal education – Zambia; Sex; Non-formal education – Zambia – Lusaka; Education – Study and teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mbae, M. M. (2011). The impact of non-formal training on income generation and its gender implications : A case study of seven institutions in Lusaka District, 1996-2003 . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/613

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mbae, Margaret Mukwanjeru. “The impact of non-formal training on income generation and its gender implications : A case study of seven institutions in Lusaka District, 1996-2003 .” 2011. Thesis, University of Zambia. Accessed December 12, 2019. http://hdl.handle.net/123456789/613.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mbae, Margaret Mukwanjeru. “The impact of non-formal training on income generation and its gender implications : A case study of seven institutions in Lusaka District, 1996-2003 .” 2011. Web. 12 Dec 2019.

Vancouver:

Mbae MM. The impact of non-formal training on income generation and its gender implications : A case study of seven institutions in Lusaka District, 1996-2003 . [Internet] [Thesis]. University of Zambia; 2011. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/123456789/613.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mbae MM. The impact of non-formal training on income generation and its gender implications : A case study of seven institutions in Lusaka District, 1996-2003 . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/613

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Pretoria

5. Kleinen, Ensline. The integration of strategies for non-formal education and development in third world communities.

Degree: PhD, Educational Psychology, 2012, University of Pretoria

URL: http://hdl.handle.net/2263/25874

► The purpose of this dissertation is to investigate the nature and potential of an integrated strategy for non-formal education and development that will alleviate the… (more)

▼ The purpose of this dissertation is to investigate the nature and potential of an integrated strategy for non-formal education and development that will alleviate the problem of milieu-deprivation in Third World communities. This integrated strategy includes compensatory education, community development, and development communication strategies. Learning need structures were investigated and the most important categories of learning needs that exist in socially disadvantaged communities were identified. Community education is a relatively new concept, through which innovation, adaptation and extension of educational opportunities can be achieved, and thus suggests the most suitable infrastructure for the integration of educational and developmental strategies, namely compensatory education, community development and development communication. Community education can be defined as the educational process in which the provisions (services, programmes, resources) of all the educational agencies in a community are utilised in a co-operative and co-ordinated manner, to provide for all of the learning needs of all the people of a community, to develop the community and solve the problems of the community. The milieu-deprived Third World communities of the world are thus depend en t on community education. I n the present practice of community education, the community school serves as community learning centre, and becomes the focal point of the community whereby the school functions as a centre and delivery system for lifelong learning and community development. The operation of educational programmes is realized through a ten phase process. The appointment of a Director of Education, creating an educational milieu and the establishment of an organizational structure for participative planning, establish the necessary infrastructure for community education. The planning and bringing into operation of educational programmes takes place in the next six phases, namely: identification and analysis of problems and needs, formulation of programme objectives, identification and mobilization of community resources, operation of educational programmes, evaluation, and continuous research. The community education process can be implemented for the integration of all the programmes, practices, projects, and learning experiences of compensatory education, community development and development communicaton. The following categories of compensatory education can be realized in a community education set-up: pre-school educational programmes and parent education work-study programmes for youths higher education and adult education counselling reading and language education extracurricular innovations In dealing with community education, one is dealing with a community development strategy: a comprehensive community development strategy is actualised through some variation of the co-ordinating, co-operating process of community education. The following development… Advisors/Committee Members: Pretorius, J.W.M.(Jacobus Willem Martinus), 1936- (advisor).

Subjects/Keywords: Non-formal education; Third world communities; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kleinen, E. (2012). The integration of strategies for non-formal education and development in third world communities. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25874

Chicago Manual of Style (16^th Edition):

Kleinen, Ensline. “The integration of strategies for non-formal education and development in third world communities.” 2012. Doctoral Dissertation, University of Pretoria. Accessed December 12, 2019. http://hdl.handle.net/2263/25874.

MLA Handbook (7^th Edition):

Kleinen, Ensline. “The integration of strategies for non-formal education and development in third world communities.” 2012. Web. 12 Dec 2019.

Vancouver:

Kleinen E. The integration of strategies for non-formal education and development in third world communities. [Internet] [Doctoral dissertation]. University of Pretoria; 2012. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2263/25874.

Council of Science Editors:

Kleinen E. The integration of strategies for non-formal education and development in third world communities. [Doctoral Dissertation]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/25874

University of Nairobi

6. Odhiambo, Siwo D. Factors influencing performance of non formal education learners in tailoring dressmaking course in Kisumu district.

Degree: 2013, University of Nairobi

URL: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/17330

► The inspiration to' conduct this study was derived from a Ph.D. thesis of Dr. Gathenya based in the Ministry of Education, Science and technology (MOEST)… (more)

Subjects/Keywords: Non Formal Education; Tailoring; Dressmaking - - Kisumu District

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Odhiambo, S. D. (2013). Factors influencing performance of non formal education learners in tailoring dressmaking course in Kisumu district. (Thesis). University of Nairobi. Retrieved from http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/17330

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Odhiambo, Siwo D. “Factors influencing performance of non formal education learners in tailoring dressmaking course in Kisumu district. ” 2013. Thesis, University of Nairobi. Accessed December 12, 2019. http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/17330.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Odhiambo, Siwo D. “Factors influencing performance of non formal education learners in tailoring dressmaking course in Kisumu district. ” 2013. Web. 12 Dec 2019.

Vancouver:

Odhiambo SD. Factors influencing performance of non formal education learners in tailoring dressmaking course in Kisumu district. [Internet] [Thesis]. University of Nairobi; 2013. [cited 2019 Dec 12]. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/17330.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Odhiambo SD. Factors influencing performance of non formal education learners in tailoring dressmaking course in Kisumu district. [Thesis]. University of Nairobi; 2013. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/17330

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Pretoria

7. [No author]. The integration of strategies for non-formal education and development in third world communities .

Degree: 2012, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-06262012-122449/

► The purpose of this dissertation is to investigate the nature and potential of an integrated strategy for non-formal education and development that will alleviate the… (more)

▼ The purpose of this dissertation is to investigate the nature and potential of an integrated strategy for non-formal education and development that will alleviate the problem of milieu-deprivation in Third World communities. This integrated strategy includes compensatory education, community development, and development communication strategies. Learning need structures were investigated and the most important categories of learning needs that exist in socially disadvantaged communities were identified. Community education is a relatively new concept, through which innovation, adaptation and extension of educational opportunities can be achieved, and thus suggests the most suitable infrastructure for the integration of educational and developmental strategies, namely compensatory education, community development and development communication. Community education can be defined as the educational process in which the provisions (services, programmes, resources) of all the educational agencies in a community are utilised in a co-operative and co-ordinated manner, to provide for all of the learning needs of all the people of a community, to develop the community and solve the problems of the community. The milieu-deprived Third World communities of the world are thus depend en t on community education. I n the present practice of community education, the community school serves as community learning centre, and becomes the focal point of the community whereby the school functions as a centre and delivery system for lifelong learning and community development. The operation of educational programmes is realized through a ten phase process. The appointment of a Director of Education, creating an educational milieu and the establishment of an organizational structure for participative planning, establish the necessary infrastructure for community education. The planning and bringing into operation of educational programmes takes place in the next six phases, namely: identification and analysis of problems and needs, formulation of programme objectives, identification and mobilization of community resources, operation of educational programmes, evaluation, and continuous research. The community education process can be implemented for the integration of all the programmes, practices, projects, and learning experiences of compensatory education, community development and development communicaton. The following categories of compensatory education can be realized in a community education set-up: pre-school educational programmes and parent education work-study programmes for youths higher education and adult education counselling reading and language education extracurricular innovations In dealing with community education, one is dealing with a community development strategy: a comprehensive community development strategy is actualised through some variation of the co-ordinating, co-operating process of community education. The following development… Advisors/Committee Members: 1936- (advisor).

Subjects/Keywords: Non-formal education; Third world communities; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

author], [. (2012). The integration of strategies for non-formal education and development in third world communities . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-06262012-122449/

Chicago Manual of Style (16^th Edition):

author], [No. “The integration of strategies for non-formal education and development in third world communities .” 2012. Doctoral Dissertation, University of Pretoria. Accessed December 12, 2019. http://upetd.up.ac.za/thesis/available/etd-06262012-122449/.

MLA Handbook (7^th Edition):

author], [No. “The integration of strategies for non-formal education and development in third world communities .” 2012. Web. 12 Dec 2019.

Vancouver:

author] [. The integration of strategies for non-formal education and development in third world communities . [Internet] [Doctoral dissertation]. University of Pretoria; 2012. [cited 2019 Dec 12]. Available from: http://upetd.up.ac.za/thesis/available/etd-06262012-122449/.

Council of Science Editors:

author] [. The integration of strategies for non-formal education and development in third world communities . [Doctoral Dissertation]. University of Pretoria; 2012. Available from: http://upetd.up.ac.za/thesis/available/etd-06262012-122449/

University of Namibia

8. Furayi, Lydia N. Investigating the perceptions of learners, teachers and programme implementers regarding the value of non-formal sexuality education programmes in Rundu circuit, Kavango East region .

Degree: 2017, University of Namibia

URL: http://hdl.handle.net/11070/1943

► The prevalence of learner pregnancy amongst school girls in most African countries is a profound concern (Grant & Hallmark, 2006), and Namibia is heavily impacted… (more)

▼ The prevalence of learner pregnancy amongst school girls in most African countries is a profound concern (Grant & Hallmark, 2006), and Namibia is heavily impacted by this scourge, particularly the Kavango East Education Region. Despite access to information and skills presented by non-formal sexuality education programmes like My Future is My Choice [MFMC] and Kavango Girls Education Project [KGEP] on developing healthy relationships and responsible decision-making about sexual activities, especially during adolescence, many female learners in the Kavango East Educational Region do not complete school as they drop-out prematurely due to early pregnancy. Therefore, the purpose of this study was to investigate the perceptions of learners, teachers and programme implementers regarding the value of non-formal sexuality education programmes in mitigating learner pregnancy at schools where these programmes are offered. This study is a depiction and portrayal of the views of the learners, teachers and programme implementers on the value of non-formal sexuality education programmes in mitigating learner pregnancy in schools in the Rundu Circuit in the Kavango East Educational Region, Namibia. The research was done in an attempt to understand how useful non-formal sexuality education programme is as far as justifying learner pregnancy awareness is concerned. The study employed a qualitative phenomenological research design, due to the contextual nature of the observable fact under investigation. Qualitative data was collected by means of document analysis and face-to-face interviews with three Life Skills teachers, two programme implementers and fourteen female learners (eight non-learner mothers and six learner mothers) from four public schools in the Rundu Circuit. A purposive sampling technique in line with the qualitative orientation was used to select information-rich respondents who were considered to possess experience and knowledge to provide reliable data (Cohen, Manion & Morrison, 2007). The data were analysed by using content oriented analysis. The study found that non-formal sexuality education programmes are relevant in mitigating the rate at which learners fall pregnancy whilst in schools. The research respondents mentioned the following as the benefits of lessons learned from non-formal sexuality education and these includes; pregnancy prevention through abstinence, condom use and contraceptive use, delaying sexual activities, changing of attitudes in making responsible decisions about sexual activities. The study further revealed that learner pregnancy is not simply the result of a girl's failure to obtain and use contraception, but is instead inexorably linked to many social, cultural, educational, and economic factors influencing adolescent risk-taking behaviours. These factors are; peer pressure, poverty, low self-esteem, imitation, fear of losing a boyfriend, and ignorance. The negative social, cultural, economic and educational consequences of teenage pregnancy are considerable, and in order for these…

Subjects/Keywords: Learners perceptions ; Non-formal sexuality education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Furayi, L. N. (2017). Investigating the perceptions of learners, teachers and programme implementers regarding the value of non-formal sexuality education programmes in Rundu circuit, Kavango East region . (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/1943

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Furayi, Lydia N. “Investigating the perceptions of learners, teachers and programme implementers regarding the value of non-formal sexuality education programmes in Rundu circuit, Kavango East region .” 2017. Thesis, University of Namibia. Accessed December 12, 2019. http://hdl.handle.net/11070/1943.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Furayi, Lydia N. “Investigating the perceptions of learners, teachers and programme implementers regarding the value of non-formal sexuality education programmes in Rundu circuit, Kavango East region .” 2017. Web. 12 Dec 2019.

Vancouver:

Furayi LN. Investigating the perceptions of learners, teachers and programme implementers regarding the value of non-formal sexuality education programmes in Rundu circuit, Kavango East region . [Internet] [Thesis]. University of Namibia; 2017. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/11070/1943.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Furayi LN. Investigating the perceptions of learners, teachers and programme implementers regarding the value of non-formal sexuality education programmes in Rundu circuit, Kavango East region . [Thesis]. University of Namibia; 2017. Available from: http://hdl.handle.net/11070/1943

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Hong Kong

9. 顾甲; Gu, Jia. A multiple case study of employees' informal learning with mobile web 2.0 in the context of foreign investment enterprises in China.

Degree: PhD, 2015, University of Hong Kong

URL: Gu, J. [顾甲]. (2015). A multiple case study of employees' informal learning with mobile web 2.0 in the context of foreign investment enterprises in China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5760961 ; http://hdl.handle.net/10722/226765

►

This study explores how employees in foreign investment enterprises (FIEs) in China adopt mobile Web 2.0 tools in the process of work-related informal learning. Informal… (more)

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This study explores how employees in foreign investment enterprises (FIEs) in China adopt mobile Web 2.0 tools in the process of work-related informal learning. Informal learning in the workplace warrants more attention, and such learning could benefit from the latest mobile technologies together with Web 2.0 applications, which have increasingly been utilized and have the potential to enhance learning outcomes. Literature informs that learning is seen as a key in maintaining competitiveness and dealing with emergent demands of the marketplaces. Employees in cooperate environment continuously engage in informal learning, which describes learning without formally organized content and learning that happens outside of formally organized settings (Sefton-Green, 2004). Informal learning occurs in context of an employee’s attempt to deal with emerging problems in workplace, and they often turn to the Internet to find information and answers. Web 2.0 tools such as blogs, wikis, community bookmarking and social networking are creating opportunities for rapid information gathering and problem solving. Emerging mobile technologies add new dimension and possibilities to this process, however, currently, relevant recommendations on the use of mobile and Web 2.0 technologies in context of workplace learning are lacking. In this study, five participants were selected from different FIEs in the city of Shanghai, China, with the purpose of examining the impact of mobile Web 2.0 applications on informal learning in the workplace, as well as identifying new possibilities of informal learning in the workplace. A mobile application named [email protected] was designed to support participants’ learning activities in the way they deemed fit. There were four functions contained in [email protected]: RSS and podcasting which allowed feed subscription, web searching function which offered learners a unique searching experience, and an internal microblog as an information sharing platform. A log system provided weekly reports on how participants were using the app. Two semi-structured interviews were conducted separately at the beginning and at the end of the study as the major approach to understand changes of participants’ perspectives towards workplace informal learning. Other instruments including participants’ occasional reflections, retrospective online discussions, participants’ artifacts, notes, and online observations were used to identify and analyze the most effective ways of employee’s work-related informal learning in the context of mobile Web 2.0. Active learning activities have been recorded within participants during the study. Findings from the study contributes to the area of research that investigates learning with advanced communication technologies by laying the focus on adult learners in the workplace, and also inspires corporate trainers and policy makers who endeavor to establish a learning organization.

published_or_final_version

Education

Doctoral

Doctor of Philosophy

Subjects/Keywords: Non-formal education - Technological innovations - China

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

顾甲; Gu, J. (2015). A multiple case study of employees' informal learning with mobile web 2.0 in the context of foreign investment enterprises in China. (Doctoral Dissertation). University of Hong Kong. Retrieved from Gu, J. [顾甲]. (2015). A multiple case study of employees' informal learning with mobile web 2.0 in the context of foreign investment enterprises in China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5760961 ; http://hdl.handle.net/10722/226765

Chicago Manual of Style (16^th Edition):

顾甲; Gu, Jia. “A multiple case study of employees' informal learning with mobile web 2.0 in the context of foreign investment enterprises in China.” 2015. Doctoral Dissertation, University of Hong Kong. Accessed December 12, 2019. Gu, J. [顾甲]. (2015). A multiple case study of employees' informal learning with mobile web 2.0 in the context of foreign investment enterprises in China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5760961 ; http://hdl.handle.net/10722/226765.

MLA Handbook (7^th Edition):

顾甲; Gu, Jia. “A multiple case study of employees' informal learning with mobile web 2.0 in the context of foreign investment enterprises in China.” 2015. Web. 12 Dec 2019.

Vancouver:

顾甲; Gu J. A multiple case study of employees' informal learning with mobile web 2.0 in the context of foreign investment enterprises in China. [Internet] [Doctoral dissertation]. University of Hong Kong; 2015. [cited 2019 Dec 12]. Available from: Gu, J. [顾甲]. (2015). A multiple case study of employees' informal learning with mobile web 2.0 in the context of foreign investment enterprises in China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5760961 ; http://hdl.handle.net/10722/226765.

Council of Science Editors:

顾甲; Gu J. A multiple case study of employees' informal learning with mobile web 2.0 in the context of foreign investment enterprises in China. [Doctoral Dissertation]. University of Hong Kong; 2015. Available from: Gu, J. [顾甲]. (2015). A multiple case study of employees' informal learning with mobile web 2.0 in the context of foreign investment enterprises in China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5760961 ; http://hdl.handle.net/10722/226765

University of Tasmania

10. Harrison, Lesley Bronwyn. Teaching strategies used by informal teachers : exploration of use and development of an explanatory model.

Degree: 2003, University of Tasmania

URL: https://eprints.utas.edu.au/19787/1/whole_HarrisonLesleyBronwyn2003_thesis.pdf

► National and international reports and inquiries record the need to improve opportunities for people to engage in ongoing learning throughout their lifetime which has resulted… (more)

▼ National and international reports and inquiries record the need to improve opportunities for people to engage in ongoing learning throughout their lifetime which has resulted in unprecedented interest in community learning and lifelong learning. Formal, non-formal and informal learning within community, organisational or workplace environments are fundamental opportunities for lifelong learning. The processes of informal teaching and learning could be valuable resources for a community, and their presence may explain why some communities can be vibrant, resilient, and maintain a quality of life for their members, while others lack stability. The significance of this study to the field of adult education is in identification and analysis of the perceptions and actions of informal teachers. Knowing who the informal teachers in a community are and how they perceive themselves and document their actions as informal teachers will contribute to our understanding of the informal teaching and learning process from a teaching perspective. The purpose of this study was to locate people deemed to be informal teachers in a community and to examine their role, characteristics, and teaching strategies and actions in informal learning interactions. Using a detailed sampling technique (Community Election Survey) and a verification survey, the community identified thirty informal teachers in Rivertown, a rural community in Tasmania, Australia. The identified informal teachers were not kin, work colleagues, nor necessarily friends of the informal learners. Naturalistic in design, this study used a qualitative case-study method in which the informal teachers were interviewed using a semi-structured schedule, they kept diaries of social interaction for one week, and audio-tape recorded social interactions, and the researcher observed the informal teacher in action. The data from the interview were analysed for categories of meaning and the diaries and audio-tape recorded interactions were content analysed. The categories which emerged from the interview data revealed that the informal teachers confidently perceive themselves to have credibility, interpersonality, and dynamism. They are approached by informal learners because of their credibility, experience and expertise and their involvement in community group membership ahead of their qualifications, employment or hobbies. Their interpersonal characteristics, sense of belonging, social network, and availability contribute to community cohesion and wellbeing. They were depicted as animated and able to accept challenges because of their dynamic characteristics and involvement in community activities. An optimum environment of heterophilous contact (not necessarily those with an affinity) and the exchange of new information, knowledge, and skills, and a homophilous relationship (considered an affinity) for social support and wellbeing was evident. Data from the diaries revealed informal teachers operate in everyday activities through…

Subjects/Keywords: Non-formal education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Harrison, L. B. (2003). Teaching strategies used by informal teachers : exploration of use and development of an explanatory model. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/19787/1/whole_HarrisonLesleyBronwyn2003_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Harrison, Lesley Bronwyn. “Teaching strategies used by informal teachers : exploration of use and development of an explanatory model.” 2003. Thesis, University of Tasmania. Accessed December 12, 2019. https://eprints.utas.edu.au/19787/1/whole_HarrisonLesleyBronwyn2003_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Harrison, Lesley Bronwyn. “Teaching strategies used by informal teachers : exploration of use and development of an explanatory model.” 2003. Web. 12 Dec 2019.

Vancouver:

Harrison LB. Teaching strategies used by informal teachers : exploration of use and development of an explanatory model. [Internet] [Thesis]. University of Tasmania; 2003. [cited 2019 Dec 12]. Available from: https://eprints.utas.edu.au/19787/1/whole_HarrisonLesleyBronwyn2003_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Harrison LB. Teaching strategies used by informal teachers : exploration of use and development of an explanatory model. [Thesis]. University of Tasmania; 2003. Available from: https://eprints.utas.edu.au/19787/1/whole_HarrisonLesleyBronwyn2003_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of British Columbia

11. Mumba, Elizabeth Cisece. Development of a framework for analyzing nonformal education systems .

Degree: 1985, University of British Columbia

URL: http://hdl.handle.net/2429/25475

► This study analyzes the concept of nonformal education and provides a framework for analyzing nonformal education systems. Nonformal education is seen by policy makers and… (more)

Subjects/Keywords: Non-formal education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mumba, E. C. (1985). Development of a framework for analyzing nonformal education systems . (Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/25475

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mumba, Elizabeth Cisece. “Development of a framework for analyzing nonformal education systems .” 1985. Thesis, University of British Columbia. Accessed December 12, 2019. http://hdl.handle.net/2429/25475.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mumba, Elizabeth Cisece. “Development of a framework for analyzing nonformal education systems .” 1985. Web. 12 Dec 2019.

Vancouver:

Mumba EC. Development of a framework for analyzing nonformal education systems . [Internet] [Thesis]. University of British Columbia; 1985. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2429/25475.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mumba EC. Development of a framework for analyzing nonformal education systems . [Thesis]. University of British Columbia; 1985. Available from: http://hdl.handle.net/2429/25475

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Michigan State University

12. Squires, Gregory D. The learning exchange : an experiment in alternative education.

Degree: MA, Dept. of Sociology, 1974, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:13552

Subjects/Keywords: Non-formal education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Squires, G. D. (1974). The learning exchange : an experiment in alternative education. (Masters Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:13552

Chicago Manual of Style (16^th Edition):

Squires, Gregory D. “The learning exchange : an experiment in alternative education.” 1974. Masters Thesis, Michigan State University. Accessed December 12, 2019. http://etd.lib.msu.edu/islandora/object/etd:13552.

MLA Handbook (7^th Edition):

Squires, Gregory D. “The learning exchange : an experiment in alternative education.” 1974. Web. 12 Dec 2019.

Vancouver:

Squires GD. The learning exchange : an experiment in alternative education. [Internet] [Masters thesis]. Michigan State University; 1974. [cited 2019 Dec 12]. Available from: http://etd.lib.msu.edu/islandora/object/etd:13552.

Council of Science Editors:

Squires GD. The learning exchange : an experiment in alternative education. [Masters Thesis]. Michigan State University; 1974. Available from: http://etd.lib.msu.edu/islandora/object/etd:13552

Pontifícia Universidade Católica de São Paulo

13. Silene Fontana. Escola de tempo integral ou escola fora do tempo escolar: o caso de Barretos.

Degree: 2013, Pontifícia Universidade Católica de São Paulo

URL: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=16199

►

This study aims to analyze, by means of two case studies, some movement for the construction of the curriculum of Full-Time Education in an educational… (more)

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This study aims to analyze, by means of two case studies, some movement for the construction of the curriculum of Full-Time Education in an educational context formed by a partnership between two institutions: an elementary school, which includes the formal dimension of education and an Urban Social Center (USC), a socioeducative institution that represents the dimension of the non-formal education, both located in the city of Barretos (SP, Brazil). This study was developed from the participation in the full time project when it was observed that the movements toward the organization of the aforementioned school allowed to infer at first a bias between the formal and non-formal, which was consolidated later on in a diffuse perception of the process and the project, which caused an opening to better understand what is the full time school in the formal and non-formal dimensions. This research was developed from two case studies, C1 and C2, in an elementary school from 1st to 5th grade and an Urban Social Center (USC), which caters to that school unit a full time project. The choice of these institutions occurred because of their location: a neighborhood of lower socioeconomic class of a city in the state of São Paulo. This study brought together teachers, the school principal, and USC educators. The results for the first case study showed that most participants understand the Full Time School (FTS) as a supplementary period of learning. On the overall, the teachers and the school principal pointed out more negative aspects (N=25) than positive ones (N=22) and most report not seeing differences between those students who attend full-time and those who attend part-time school. No differences were noticed regarding the average grades of full-time students and part-time ones. In Case 2, three of the USC educators reported the FTS as being a place where the student stays all day long, and three others as a fully equipped place to meet the needs of students and a place that facilitates the students daily routines and their safety. The main positive aspect mentioned in relation to the FTS was the safety sensation that the school provides for working parents who do not have a place where to leave their children. As a negative aspect, they point out the lack of interaction between parents and children and the students fatigue. The USC offers children/teens dance workshops, physical education and drama. From these studies, it was possible to evaluate the results on the operation of the program or project and on tutoring classes aimed at strengthening the students learning of their curricular subjects. Moreover, the results also pointed out scarce equipment and teaching resources, and insufficient spaces for the students to rest and have recreation. Thus, it was concluded that, comparing what was intended with the full time school with what the literature on this subject shows, the USC, considered as such, was classified as a non-formal education center

O presente trabalho objetiva analisar, por meio de dois estudos de caso,…

Advisors/Committee Members: Antônio Chizzotti.

Subjects/Keywords: CURRICULO; Educação; Escola de tempo integral; Educação formal; Educação não formal; Education; Full time school; Formal education; Non-formal education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Fontana, S. (2013). Escola de tempo integral ou escola fora do tempo escolar: o caso de Barretos. (Thesis). Pontifícia Universidade Católica de São Paulo. Retrieved from http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=16199

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fontana, Silene. “Escola de tempo integral ou escola fora do tempo escolar: o caso de Barretos.” 2013. Thesis, Pontifícia Universidade Católica de São Paulo. Accessed December 12, 2019. http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=16199.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fontana, Silene. “Escola de tempo integral ou escola fora do tempo escolar: o caso de Barretos.” 2013. Web. 12 Dec 2019.

Vancouver:

Fontana S. Escola de tempo integral ou escola fora do tempo escolar: o caso de Barretos. [Internet] [Thesis]. Pontifícia Universidade Católica de São Paulo; 2013. [cited 2019 Dec 12]. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=16199.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fontana S. Escola de tempo integral ou escola fora do tempo escolar: o caso de Barretos. [Thesis]. Pontifícia Universidade Católica de São Paulo; 2013. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=16199

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Beatriz de Carvalho Pinto Rampim. Entre panelas, livros e tradições: as trajetórias de formação do professor de gastronomia.

Degree: 2010, Universidade Nove de Julho

URL: http://www4.uninove.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=364

► Esta pesquisa de Mestrado atenta seu olhar para a formação do professor do Curso Superior de Tecnologia em Gastronomia, um curso cada vez mais em… (more)

▼ Esta pesquisa de Mestrado atenta seu olhar para a formação do professor do Curso Superior de Tecnologia em Gastronomia, um curso cada vez mais em evidência no panorama educacional, traz como cenário a cidade de São Paulo e apresenta a instituição de ensino que, na cidade, primeiro ofertou esta modalidade educacional: a Faculdade Hotec, palco que abriga os professores, sujeitos de nossas considerações. O estudo teve como propósito identificar os principais aspectos constituintes do processo de formação do professor que ministra aulas para esse curso. Trata-se de uma pesquisa de campo milenar de conhecimento prático, que utilizou, como caminho metodológico, pesquisas bibliográficas, levantamento de dados do INEP (Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira), análise de documentos e registros da instituição, entrevistas para História de Vida e pesquisa de campo, com a participação do corpo docente, onde foram realizadas observações in loco tanto nas aulas teóricas como nas práticas. Dentre as categorias básicas, apresenta a educação formal, a educação não-formal, a educação informal e a formação docente, e como categorias de apoio, a cultura, a subjetividade, o reconhecimento e a identidade. Utiliza-se, como base bibliográfica, para a fundamentação teórica, os escritos de Maria da Glória Marcondes Gohn, Maurice Tardif, Michel de Certeau, Axel Honneth e Terezinha Azerêdo Rios. Constatou-se, por meio de levantamento de informações disponibilizadas pelo INEP (2010) e através de mapeamento acerca da existência dos Cursos Superiores de Tecnologia em Gastronomia, realizado, inicialmente no Brasil, posteriormente no estado e na cidade de São Paulo, a crescente oferta desta modalidade de ensino, que surgiu na cidade de São Paulo no ano de 2002. As narrativas de História de Vida dos professores, que ministram disciplinas práticas e teóricas para Curso Superior de Tecnologia em Gastronomia, ofertado pela Instituição de Ensino que tomaremos como exemplo, possibilitou a análise e o entendimento dos aspectos constituintes da formação deste profissional, bem como o peso atribuído pelos mesmos a cada item existente nos eixos de trajetórias e de pertencimentos. A pesquisa conclui que a formação do docente do Curso Superior de Tecnologia em Gastronomia abrange os saberes e experiências adquiridas, nos tempos do passado e do presente, via aprendizagens das modalidades de educação formal, não formal e informal. Dentre os aspectos constituintes advindos da educação formal, os docentes apontaram os saberes provenientes dos cursos técnicos, de graduação e pós graduação (lato sensu e stricto sensu); dentre os aspectos constituintes provenientes da educação informal, os docentes relataram os saberes adquiridos por meio de saberes herdados, de experiências familiares; dentre os aspectos constituintes advindos da educação não formal, os professores indicaram os saberes adquiridos por meio de experiências com propósito de aprendizagem, de pesquisas, da prática profissional no mundo do trabalho e da realização de cursos… Advisors/Committee Members: Maria Anita Viviani Martins, Maria da Glória Marcondes Gohn, Marcos Antonio Lorieri.

Subjects/Keywords: Educação informal; Informal education; Educação formal; Educação não formal; Formação docente; Gastronomia; EDUCACAO; Formal education; Non-formal education; Teacher Training; Gastronomy.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Rampim, B. d. C. P. (2010). Entre panelas, livros e tradições: as trajetórias de formação do professor de gastronomia. (Thesis). Universidade Nove de Julho. Retrieved from http://www4.uninove.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=364

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rampim, Beatriz de Carvalho Pinto. “Entre panelas, livros e tradições: as trajetórias de formação do professor de gastronomia.” 2010. Thesis, Universidade Nove de Julho. Accessed December 12, 2019. http://www4.uninove.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=364.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rampim, Beatriz de Carvalho Pinto. “Entre panelas, livros e tradições: as trajetórias de formação do professor de gastronomia.” 2010. Web. 12 Dec 2019.

Vancouver:

Rampim BdCP. Entre panelas, livros e tradições: as trajetórias de formação do professor de gastronomia. [Internet] [Thesis]. Universidade Nove de Julho; 2010. [cited 2019 Dec 12]. Available from: http://www4.uninove.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=364.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rampim BdCP. Entre panelas, livros e tradições: as trajetórias de formação do professor de gastronomia. [Thesis]. Universidade Nove de Julho; 2010. Available from: http://www4.uninove.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=364

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade do Estado do Rio de Janeiro

15. Jessica Sarubi de Moura. Pro dia nascer feliz: Possibilidades de articulação entre educação formal e não formal no Colégio Estadual Guadalajara.

Degree: Master, 2014, Universidade do Estado do Rio de Janeiro

URL: http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=7369 ;

►

Esta pesquisa tem por objetivo geral analisar a dinâmica de funcionamento das atividades não formais do Colégio Estadual Guadalajara e apontar para possíveis pontes-diálogo entre… (more)

▼

Esta pesquisa tem por objetivo geral analisar a dinâmica de funcionamento das atividades não formais do Colégio Estadual Guadalajara e apontar para possíveis pontes-diálogo entre educação formal e não formal nesse espaço escolar. Para atingir esse objetivo a dissertação contemplou: a) a descrição das atividades do Núcleo de Cultura do Guadá desde a sua implementação, b) a análise das possíveis relações estabelecidas entre as atividades não formais e as atividades oferecidas pela instituição a partir do proposto pela rede oficial de ensino e c) a influência do Programa Mais Educação na promoção das atividades não formais de ensino pela escola. Nesse sentido, a investigação em foco, ressalta o regime colaborativo entre o ideal de educação integral proposto pelo programa e a perspectiva de formação holística do indivíduo presente nas atividades não formais do C.E. Guadalajara. Para isso conta com aporte teórico de autores como Gohn (2010), Trilla (2008), Gadotti (2005) e Libâneo (2010) para conceituar e categorizar educação formal e não formal. E, com Ferreira (2007), Guará (2006), Cavaliere (2002) e Coelho (s/d) para esclarecer a perspectiva de educação integral e problematizá-la. Os procedimentos metodológicos adotados foram: observação não-participante, análise documental, história oral e aplicação de entrevistas semi-estruturada realizadas com as duas animadoras culturais do Núcleo de Cultura. Os resultados revelam que, de fato existem articulações pontuais entre educação formal e não formal na escola pesquisada. Este aspecto está relacionado com a participação de professores no planejamento das atividades não formais e a melhoria do rendimento dos alunos nas disciplinas formais em virtude da participação nas oficinas ofertadas pelo núcleo. No tocante a colaboração do Programa Mais Educação para a promoção das atividades não formais da escola foi constatado que o programa serviu como auxílio para subsidiar atividades que já ocorriam no espaço escolar sem seu financiamento.

This research has the objective to analyze the dynamics of the operation of non-formal activities of the State College Guadalajara and point to possible dialogue - bridges between formal and non-formal education in the school environment. To achieve this goal the dissertation included: a) a description of the activities of the Center for Culture of Guada since its implementation, b) analysis of the possible relations between the non-formal activities and the activities offered by the institution from the network proposed by official teaching and c) the influence of More Education program in the promotion of non-formal education activities for school. In this sense, the research focus, emphasizes the collaborative arrangements between the ideal of comprehensive education offered by the program and the prospect of holistic training of this individual in the non-formal activities of the EC Guadalajara. For it has theoretical support of authors like Gohn (2010), Trilla (2008), Gadotti (2005) and Libâneo (2010) to conceptualize and categorize formal…

Advisors/Committee Members: Sonia Regina Mendes dos Santos, Elisangela da Silva Bernardo, Wânia Regina Coutinho Gonzalez.

Subjects/Keywords: Educação Não Formal; Educação Formal; Educação Integral; Políticas Públicas; Non-Formal Education; Formal Education; Integral Education; Public Policy; EDUCACAO

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APA (6^th Edition):

Moura, J. S. d. (2014). Pro dia nascer feliz: Possibilidades de articulação entre educação formal e não formal no Colégio Estadual Guadalajara. (Masters Thesis). Universidade do Estado do Rio de Janeiro. Retrieved from http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=7369 ;

Chicago Manual of Style (16^th Edition):

Moura, Jessica Sarubi de. “Pro dia nascer feliz: Possibilidades de articulação entre educação formal e não formal no Colégio Estadual Guadalajara.” 2014. Masters Thesis, Universidade do Estado do Rio de Janeiro. Accessed December 12, 2019. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=7369 ;.

MLA Handbook (7^th Edition):

Moura, Jessica Sarubi de. “Pro dia nascer feliz: Possibilidades de articulação entre educação formal e não formal no Colégio Estadual Guadalajara.” 2014. Web. 12 Dec 2019.

Vancouver:

Moura JSd. Pro dia nascer feliz: Possibilidades de articulação entre educação formal e não formal no Colégio Estadual Guadalajara. [Internet] [Masters thesis]. Universidade do Estado do Rio de Janeiro; 2014. [cited 2019 Dec 12]. Available from: http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=7369 ;.

Council of Science Editors:

Moura JSd. Pro dia nascer feliz: Possibilidades de articulação entre educação formal e não formal no Colégio Estadual Guadalajara. [Masters Thesis]. Universidade do Estado do Rio de Janeiro; 2014. Available from: http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=7369 ;

16. Silva, Carmen Etel da. Saberes de um grupo de quiosqueiros de Capão da Canoa, RS : contribuições para a educação ambiental não-formal.

Degree: 2013, Universidade Federal do Rio Grande

URL: http://repositorio.furg.br/handle/1/6124

► Este estudo, desenvolvido no Programa de Pós-Graduação em Educação Ambiental: Mestrado, na Universidade Federal do Rio Grande - FURG, apoia-se na linha de pesquisa da… (more)

▼ Este estudo, desenvolvido no Programa de Pós-Graduação em Educação Ambiental: Mestrado, na Universidade Federal do Rio Grande - FURG, apoia-se na linha de pesquisa da Educação Ambiental Não Formal. Tem como objetivo investigar a realidade do grupo social denominado Quiosqueiros de Capão da Canoa, conhecer os saberes desse grupo, suas histórias de vida, e, assim, alcançar contribuições para ações de educação ambiental não formal naquela localidade. O trabalho aborda o diagnóstico socioambiental de Capão da Canoa e as questões sobre o impacto ambiental gerado na orla do município, decorrente das atividades comerciais exercidas nos quiosques, principalmente no período do veraneio. A discussão trata dos saberes populares vinculados com a educação popular e a construção da visão de mundo pela perspectiva da educação ambiental, articulando-os com a educação ambiental não formal, considerada como capaz de desenvolver uma práxis voltada para a mudança de atitudes e melhoria/solução das questões socioambientais. Em capítulo específico, é apresentado o contexto sociohistórico e ambiental de Capão da Canoa, que permite a leitura das ações da gestão e da educação ambiental do município, cm base nos aspectos da trajetória do balneário, possibilitando a compreensão do cenário local e a emergência dos conflitos socioambientais. Os dados que embasaram esta pesquisa foram coletados por meio de entrevistas e escuta das histórias de vida dos investigados. A análise dos dados foi ancorada na metodologia da análise textual discursiva (ATD) e o corpus da análise constituiu-se das entrevistas transcritas pelo investigador e validadas pelos participantes (18). Inicialmente ocorre a desconstrução dos textos "a unitarização", identificando as unidades de significados e seus respectivos códigos, com a emergência dos argumentos aglutinadores que embasam o processo seguinte ? a categorização. Nessa fase, operou-se com categorias a priori, que são identificadas como as etapas a serem trabalhadas pelos educadores em uma ação de educação ambiental ? sensibilização; conhecimento e habilidades; mobilização e projeção: ação ambiental, participação e multiplicação ? e com a categoria emergente no processo da análise, identificada como problematização, que representa a visão prévia dos investigados. O metatexto produzido a partir da análise efetuada articula os saberes com a proposição de uma ação de educação ambiental não formal. Essa proposta está alicerçada na perspectiva de problematizar, sensibilizar, redefinir, mobilizar, estimular conhecimentos e habilidades e participar da realidade dos Quiosqueiros a partir dos seus saberes, procurando contribuir para que aconteçam realizações individuais e coletivas e para que a visão do espaço da casa, do trabalho, da rua onde moram, do bairro e da cidade onde vivem seja ampliada. O trabalho é finalizado com a figura da "nuvem de saberes", que traz a representação dos saberes dos Quiosqueiros e das categorias discutidas para a formação de um processo de educação, proposta essa que entendemos ser capaz de… Advisors/Committee Members: Porto, Ivalina, Figueiredo, Mara Lúcia.

Subjects/Keywords: Quiosqueiros; Saberes; Educação ambiental não-formal; Knowledge; Non-formal environmental education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Silva, C. E. d. (2013). Saberes de um grupo de quiosqueiros de Capão da Canoa, RS : contribuições para a educação ambiental não-formal. (Masters Thesis). Universidade Federal do Rio Grande. Retrieved from http://repositorio.furg.br/handle/1/6124

Chicago Manual of Style (16^th Edition):

Silva, Carmen Etel da. “Saberes de um grupo de quiosqueiros de Capão da Canoa, RS : contribuições para a educação ambiental não-formal.” 2013. Masters Thesis, Universidade Federal do Rio Grande. Accessed December 12, 2019. http://repositorio.furg.br/handle/1/6124.

MLA Handbook (7^th Edition):

Silva, Carmen Etel da. “Saberes de um grupo de quiosqueiros de Capão da Canoa, RS : contribuições para a educação ambiental não-formal.” 2013. Web. 12 Dec 2019.

Vancouver:

Silva CEd. Saberes de um grupo de quiosqueiros de Capão da Canoa, RS : contribuições para a educação ambiental não-formal. [Internet] [Masters thesis]. Universidade Federal do Rio Grande; 2013. [cited 2019 Dec 12]. Available from: http://repositorio.furg.br/handle/1/6124.

Council of Science Editors:

Silva CEd. Saberes de um grupo de quiosqueiros de Capão da Canoa, RS : contribuições para a educação ambiental não-formal. [Masters Thesis]. Universidade Federal do Rio Grande; 2013. Available from: http://repositorio.furg.br/handle/1/6124

17. Campos, Ricardo José Farias Guerreiro. Pensar a identidade: do museu à escola como experiência do tangível.

Degree: 2017, Repositório Científico do Instituto Politécnico de Lisboa

URL: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/8409

►

Projeto de Intervenção apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Artística – Artes Plásticas na Educação… (more)

▼

Projeto de Intervenção apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Artística – Artes Plásticas na Educação

O presente estudo debruça-se sobre um projeto de investigação-ação desenvolvido em contexto formal, cujo âmbito se situa no diálogo entre os contextos escolar e museológico. Apresentar-se-á uma proposta de reflexão, em torno do conceito de identidade, que acompanha o referido projeto de uma turma de 11º ano do Curso Científico-Humanístico de Artes Visuais em visita ao Museu Coleção Berardo; esse será um processo que acontecerá ao longo do desenvolvimento de três Unidades de Trabalho conseguintes à visita, realizadas em espaço escolar. A interpretação do tema sobre identidade individual, identidade coletiva e o espaço vivencial, culminou numa intervenção site specifc onde a escola se transformou num museu transparente, imprevisível e mutável. Ao longo do projeto foram desenvolvidas estratégias para pensar a prática do desenho na disciplina de Desenho A, valorizando o cruzamento com as práticas artísticas contemporâneas, sobretudo a fotografia, a instalação e a performance.

ABSTRACT The present study focuses on an action-research methodology project, developed in a formal context, whose demesne is placed in the dialog between scholar and museological contexts. A proposal for reflection will be presented, encompassing the concept of identity that follows the aforesaid project of an 11th grade class from the Scientific-Humanistic course in Visual Arts, while visiting the Coleção Berardo Museum; this will be a process to take place along the development of three Work Units consequent to the visit, held in school ground. The interpretation of the theme concerning individual and collective identities and the existential space culminated in a site specific intervention, where the school turned into a transparent museum, unforeseeable and changeable. Throughout the project, strategies were developed to reflect the practice of drawing in the discipline of Desenho A, valuing the crossing with contemporary artistic practices, mainly photography, installation and performance.

N/A

Advisors/Committee Members: Pereira, Teresa Isabel Matos.

Subjects/Keywords: Educação formal; Desenho; Arte contemporânea; Identidade; Educação não formal; Site specific; Formal education; Non formal education; Drawing; Contemporary art; Identity

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APA (6^th Edition):

Campos, R. J. F. G. (2017). Pensar a identidade: do museu à escola como experiência do tangível. (Thesis). Repositório Científico do Instituto Politécnico de Lisboa. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/8409

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Campos, Ricardo José Farias Guerreiro. “Pensar a identidade: do museu à escola como experiência do tangível.” 2017. Thesis, Repositório Científico do Instituto Politécnico de Lisboa. Accessed December 12, 2019. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/8409.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Campos, Ricardo José Farias Guerreiro. “Pensar a identidade: do museu à escola como experiência do tangível.” 2017. Web. 12 Dec 2019.

Vancouver:

Campos RJFG. Pensar a identidade: do museu à escola como experiência do tangível. [Internet] [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2017. [cited 2019 Dec 12]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/8409.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Campos RJFG. Pensar a identidade: do museu à escola como experiência do tangível. [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2017. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/8409

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

18. Casado, Mariana Rosa Rocha. Os roteiros pedagógicos na indústria agroalimentar do alentejo: um estudo exploratório.

Degree: 2017, Universidade de Évora

URL: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/21029

► O presente estudo pretendeu conhecer e descrever os Roteiros Pedagógicos de três empresas do ramo agroalimentar na região Alentejo. As empresas foram escolhidas pela sua… (more)

▼ O presente estudo pretendeu conhecer e descrever os Roteiros Pedagógicos de três empresas do ramo agroalimentar na região Alentejo. As empresas foram escolhidas pela sua expressão e dimensão na região e pela diferenciação da área de produção. Tendo em conta estes pressupostos no estudo, assume-se a seguinte questão de partida: Como foram desenhados e concretizados os roteiros pedagógicos na indústria agroalimentar do Alentejo? No estudo foi desenvolvida uma investigação de natureza descritiva e interpretativa, nomeadamente um estudo exploratório. Na metodologia da investigação, de natureza qualitativa, recorremos à aplicação de entrevistas semiestruturadas. Na análise e interpretação dos resultados, concluiu-se que existem diferenças entre as três empresas estudadas, nomeadamente: i) na forma de implementação do roteiro pedagógico ii) na importância do mesmo dentro da estrutura da empresa iii) nos resultados inerentes à aprendizagem em contexto não formal; Abstract The present study aims to understand and describe the pedagogic itineraries in three agribusiness sector companies in Alentejo region. The companies were chosen for their expression and dimension in the region, and the differentiation of the production area. Given these assumptions in the study, it is assumed the following initial question: How were designed and are implemented pedagogical scripts in the agrifood industry in Alentejo? This study was developed a descriptive and interpretive nature research, including an exploratory work. In the research methodology of qualitative nature, we resort to the application of semi-structured interviews. In the analysis and interpretation of results, it was concluded that there are differences between the three companies studied, namely: i) the implementation of the pedagogic script ii) the importance of it within the company´s iii) the results inherent learning in non-formal context. Advisors/Committee Members: Nico, Lurdes Judite Dionísio Pratas.

Subjects/Keywords: Aprendizagem ao longo da vida; Educação formal; Educação não-formal; Agroindústria; Lifelong learning; Non-formal education; Formal education; Pedagogical roadmap; Agroindustry

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APA (6^th Edition):

Casado, M. R. R. (2017). Os roteiros pedagógicos na indústria agroalimentar do alentejo: um estudo exploratório. (Thesis). Universidade de Évora. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/21029

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Casado, Mariana Rosa Rocha. “Os roteiros pedagógicos na indústria agroalimentar do alentejo: um estudo exploratório.” 2017. Thesis, Universidade de Évora. Accessed December 12, 2019. https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/21029.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Casado, Mariana Rosa Rocha. “Os roteiros pedagógicos na indústria agroalimentar do alentejo: um estudo exploratório.” 2017. Web. 12 Dec 2019.

Vancouver:

Casado MRR. Os roteiros pedagógicos na indústria agroalimentar do alentejo: um estudo exploratório. [Internet] [Thesis]. Universidade de Évora; 2017. [cited 2019 Dec 12]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/21029.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Casado MRR. Os roteiros pedagógicos na indústria agroalimentar do alentejo: um estudo exploratório. [Thesis]. Universidade de Évora; 2017. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/21029

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

RMIT University

19. King, J. The transformative possibilities of formal and non-formal education sector partnership: a case study of the global connections program.

Degree: 2011, RMIT University

URL: http://researchbank.rmit.edu.au/view/rmit:160154

► This thesis addresses ways that formal and non-formal education providers can form effective partnerships in order to construct school-based educational interventions. Formal education systems are… (more)

▼ This thesis addresses ways that formal and non-formal education providers can form effective partnerships in order to construct school-based educational interventions. Formal education systems are increasingly challenged to provide innovative educational responses in a context of limited resources and a rapidly changing and complex world. It would seem that working with outside organisations which are alternatively resourced and alternatively experienced offers a way of extending schoolsâ€™ capability. However, partnerships between fundamentally different organisations with different mandates and rationales for educational activity are inherently problematic. The empirical work that supports this thesis involved investigating one set of such partnerships. State secondary schools in Melbourne, Australia and the child-centred development organisation Plan Australia combined to implement an innovative program called Global Connections which challenged young people from two countries to mutually explore and act on social issues of concern to them. Qualitative case studies which focussed on the partnersâ€™ activity were developed for each of the school sites where Global Connections was implemented in 2008 and 2009. The empirical data generated were characterised by evidence that the existing structures, roles and processes of each partner remained essentially unchanged and were utilised separately to implement Global Connections. Further to this, each organisation utilised different interpretive frameworks to understand and evaluate the educational purpose, content and pedagogies of Global Connections. The research problem of constructing effective partnerships was identified as being about ways of bridging the different educational sectors additional to the operational problem of coordinating the work of individuals within separate organisational structures. An interpretive framework was developed by adapting and inter-relating three distinct theoretical approaches. Firstly, Global Connections was considered with regard to being complicated (many interwoven parts) and complex (uncertain outcomes) (Rogers, 2008). The partners were then positioned with regard to how they interacted with the programâ€™s complexity and complicatedness, and with each other. To this end, an engagement continuum which looked at the extent to which each partner contributed to the processes of implementing Global Connections was combined with qualitative dimensions of partnership related to the commitment each partner brought to partnership and the value that they assigned to working together. A model of cross-sectoral educational partnership is offered which describes a â€˜collaborative partnership spaceâ€™ within which explicit understanding is developed. The space is theorised as acting in a governance-type role and involves actively addressing critical partnership factors of trust, mutuality and reciprocity so that they are understood and reinforced by both partners. The collaborative partnership space is envisaged as being distinct…

Subjects/Keywords: Fields of Research; Partnership; education; collaboration; formal education; non-formal education; cross-sectoral

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APA (6^th Edition):

King, J. (2011). The transformative possibilities of formal and non-formal education sector partnership: a case study of the global connections program. (Thesis). RMIT University. Retrieved from http://researchbank.rmit.edu.au/view/rmit:160154

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

King, J. “The transformative possibilities of formal and non-formal education sector partnership: a case study of the global connections program.” 2011. Thesis, RMIT University. Accessed December 12, 2019. http://researchbank.rmit.edu.au/view/rmit:160154.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

King, J. “The transformative possibilities of formal and non-formal education sector partnership: a case study of the global connections program.” 2011. Web. 12 Dec 2019.

Vancouver:

King J. The transformative possibilities of formal and non-formal education sector partnership: a case study of the global connections program. [Internet] [Thesis]. RMIT University; 2011. [cited 2019 Dec 12]. Available from: http://researchbank.rmit.edu.au/view/rmit:160154.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

King J. The transformative possibilities of formal and non-formal education sector partnership: a case study of the global connections program. [Thesis]. RMIT University; 2011. Available from: http://researchbank.rmit.edu.au/view/rmit:160154

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Iowa

20. Howard, Caran Amber Crawford. "I've always been for education": Mexicana/o participation in formal, non-formal, and informal education in the Midwest, 1910-1955.

Degree: PhD, Educational Policy and Leadership Studies, 2015, University of Iowa

URL: https://ir.uiowa.edu/etd/1634

► This dissertation provides a history of Mexicana/os' participation in three modes of education: formal, non-formal, and informal, in the midwestern states of Iowa, Kansas,… (more)

Subjects/Keywords: publicabstract; Formal education; Informal education; Mexican American; Midwest; Non-formal education; Educational Administration and Supervision

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Howard, C. A. C. (2015). "I've always been for education": Mexicana/o participation in formal, non-formal, and informal education in the Midwest, 1910-1955. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/1634

Chicago Manual of Style (16^th Edition):

Howard, Caran Amber Crawford. “"I've always been for education": Mexicana/o participation in formal, non-formal, and informal education in the Midwest, 1910-1955.” 2015. Doctoral Dissertation, University of Iowa. Accessed December 12, 2019. https://ir.uiowa.edu/etd/1634.

MLA Handbook (7^th Edition):

Howard, Caran Amber Crawford. “"I've always been for education": Mexicana/o participation in formal, non-formal, and informal education in the Midwest, 1910-1955.” 2015. Web. 12 Dec 2019.

Vancouver:

Howard CAC. "I've always been for education": Mexicana/o participation in formal, non-formal, and informal education in the Midwest, 1910-1955. [Internet] [Doctoral dissertation]. University of Iowa; 2015. [cited 2019 Dec 12]. Available from: https://ir.uiowa.edu/etd/1634.

Council of Science Editors:

Howard CAC. "I've always been for education": Mexicana/o participation in formal, non-formal, and informal education in the Midwest, 1910-1955. [Doctoral Dissertation]. University of Iowa; 2015. Available from: https://ir.uiowa.edu/etd/1634

Euskal Herriko Unibertsitatea / Universidad del País Vasco

21. De Alba Eguiluz, Baikune. Las escuelas de música del País Vasco. Análisis de una realidad educativa.

Degree: 2015, Euskal Herriko Unibertsitatea / Universidad del País Vasco

URL: http://hdl.handle.net/10810/17750

► Las escuelas de música tienen una prolongada trayectoria en el País Vasco, donde comenzaron su andadura en el curso 1992-1993. La entrada en vigor de… (more)

Subjects/Keywords: escuelas de música; educación musical; DAFO; educación no formal; music education; SWOT; non formal education

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APA (6^th Edition):

De Alba Eguiluz, B. (2015). Las escuelas de música del País Vasco. Análisis de una realidad educativa. (Doctoral Dissertation). Euskal Herriko Unibertsitatea / Universidad del País Vasco. Retrieved from http://hdl.handle.net/10810/17750

Chicago Manual of Style (16^th Edition):

De Alba Eguiluz, Baikune. “Las escuelas de música del País Vasco. Análisis de una realidad educativa. ” 2015. Doctoral Dissertation, Euskal Herriko Unibertsitatea / Universidad del País Vasco. Accessed December 12, 2019. http://hdl.handle.net/10810/17750.

MLA Handbook (7^th Edition):

De Alba Eguiluz, Baikune. “Las escuelas de música del País Vasco. Análisis de una realidad educativa. ” 2015. Web. 12 Dec 2019.

Vancouver:

De Alba Eguiluz B. Las escuelas de música del País Vasco. Análisis de una realidad educativa. [Internet] [Doctoral dissertation]. Euskal Herriko Unibertsitatea / Universidad del País Vasco; 2015. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10810/17750.

Council of Science Editors:

De Alba Eguiluz B. Las escuelas de música del País Vasco. Análisis de una realidad educativa. [Doctoral Dissertation]. Euskal Herriko Unibertsitatea / Universidad del País Vasco; 2015. Available from: http://hdl.handle.net/10810/17750

22. Gonçalves, Ana Margarida Bastos. Educação artística e matemática: uma experiência de ensino no 1.º ciclo do ensino básico.

Degree: 2017, Repositório Científico do Instituto Politécnico de Lisboa

URL: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/8410

►

Projeto de Intervenção apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Artística, especialização de Artes Plásticas

Esta… (more)

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Projeto de Intervenção apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Artística, especialização de Artes Plásticas

Esta investigação procura identificar quais os contributos da educação artística para a educação básica quer ao nível do desenvolvimento de competências especificas e transversais, quer na aquisição/apropriação de conceitos da linguagem visual e de matemática. Para tal, foi desenhada e desenvolvida uma experiência de ensino em sala de aula, numa turma do 3º ano do 1º ciclo do ensino básico, com o objetivo de estudar possibilidades de ligação entre a expressão plástica e a matemática. Tendo por base os três eixos da educação artística Fruição/Contemplação, Reflexão/Interpretação e Experimentação/Criação, o plano de intervenção foi organizado em torno de diferentes atividades que incluem sempre a observação e fruição de obras de arte, uma reflexão sobre elas, e uma produção plástica. Assim, foram escolhidos para a intervenção dois artistas plásticos portugueses, Joaquim Rodrigo e Lourdes Castro, cujas obras permitiram explorar os conceitos matemáticos e de expressão plástica identificados a partir dos respetivos programas curriculares. Esta investigação estruturada numa parceria entre um artista-educador e um professor, é também uma experiência de ligação entre o ensino não formal e o formal, desenvolvida no próprio contexto formal, a sala de aula.

ABSTRACT This research seeks to identify the contributions of artistic education to basic education in the development of specific and transversal competences and in the acquisition/ appropriation of visual language and mathematics concepts. Thus, a teaching experience was designed and developed in a 3th year class (first degree of basic education) to study the possibilities of linking visual arts with mathematics. Based on the three axes of artistic education, Contemplation, Reflection and Experimentation, the intervention plan was organized around different activities that always include the observation and fruition of works of art, a reflection on them and an artistic production. Therefore, two Portuguese visual artists, Joaquim Rodrigo and Lourdes Castro, were chosen for the intervention, and their work allowed to explore the concepts of visual expression and mathematical which were identified in the respective curricular programs. This research, structured in partnership between an artist-educator and a teacher, is also an experience of linking non-formal and formal teaching, developed in the formal context itself, the classroom.

N/A

Advisors/Committee Members: Castro, Sílvia, Loureiro, Cristina.

Subjects/Keywords: Educação artística; Expressão plástica; Matemática; Experiência de ensino; Ensino não formal e formal; Ensino formal; Artistic education; Visual arts; Mathematic; Teaching experience; Non formal education; Formal education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Gonçalves, A. M. B. (2017). Educação artística e matemática: uma experiência de ensino no 1.º ciclo do ensino básico. (Thesis). Repositório Científico do Instituto Politécnico de Lisboa. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/8410

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gonçalves, Ana Margarida Bastos. “Educação artística e matemática: uma experiência de ensino no 1.º ciclo do ensino básico.” 2017. Thesis, Repositório Científico do Instituto Politécnico de Lisboa. Accessed December 12, 2019. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/8410.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gonçalves, Ana Margarida Bastos. “Educação artística e matemática: uma experiência de ensino no 1.º ciclo do ensino básico.” 2017. Web. 12 Dec 2019.

Vancouver:

Gonçalves AMB. Educação artística e matemática: uma experiência de ensino no 1.º ciclo do ensino básico. [Internet] [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2017. [cited 2019 Dec 12]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/8410.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gonçalves AMB. Educação artística e matemática: uma experiência de ensino no 1.º ciclo do ensino básico. [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2017. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/8410

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of KwaZulu-Natal

23. [No author]. The implications of new policy and legislation on non-formal adult education programmes : a case study of the KwaZulu-Natal Poultry Institute.

Degree: Education, 2007, University of KwaZulu-Natal

URL: http://hdl.handle.net/10413/1209

► This study identifies and describes the implications of new policy and legislation on non-formal adult education and training focusing on the KwaZulu-Natal Poultry Institute (KZNPI)… (more)

Subjects/Keywords: Non-formal education – KwaZulu-Natal.; Adult education – KwaZulu-Natal.; Education.

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APA (6^th Edition):

author], [. (2007). The implications of new policy and legislation on non-formal adult education programmes : a case study of the KwaZulu-Natal Poultry Institute. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/1209

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

author], [No. “The implications of new policy and legislation on non-formal adult education programmes : a case study of the KwaZulu-Natal Poultry Institute. ” 2007. Thesis, University of KwaZulu-Natal. Accessed December 12, 2019. http://hdl.handle.net/10413/1209.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

author], [No. “The implications of new policy and legislation on non-formal adult education programmes : a case study of the KwaZulu-Natal Poultry Institute. ” 2007. Web. 12 Dec 2019.

Vancouver:

author] [. The implications of new policy and legislation on non-formal adult education programmes : a case study of the KwaZulu-Natal Poultry Institute. [Internet] [Thesis]. University of KwaZulu-Natal; 2007. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10413/1209.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. The implications of new policy and legislation on non-formal adult education programmes : a case study of the KwaZulu-Natal Poultry Institute. [Thesis]. University of KwaZulu-Natal; 2007. Available from: http://hdl.handle.net/10413/1209

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

24. Berardi, Mary Kate. PARENTAL PARTICIPATION IN NON-FORMAL EDUCATION ACTIVITIES.

Degree: MS, Agricultural and Extension Education, 2009, Penn State University

URL: https://etda.libraries.psu.edu/catalog/10360

► According to Rodenburg (1994) both children and adults lack connections with the natural world. The fast-paced life most people operate in today makes outdoor experiences… (more)

Subjects/Keywords: barriers; involvement; outdoor education; informal education; non-formal education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Berardi, M. K. (2009). PARENTAL PARTICIPATION IN NON-FORMAL EDUCATION ACTIVITIES. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/10360

Chicago Manual of Style (16^th Edition):

Berardi, Mary Kate. “PARENTAL PARTICIPATION IN NON-FORMAL EDUCATION ACTIVITIES.” 2009. Masters Thesis, Penn State University. Accessed December 12, 2019. https://etda.libraries.psu.edu/catalog/10360.

MLA Handbook (7^th Edition):

Berardi, Mary Kate. “PARENTAL PARTICIPATION IN NON-FORMAL EDUCATION ACTIVITIES.” 2009. Web. 12 Dec 2019.

Vancouver:

Berardi MK. PARENTAL PARTICIPATION IN NON-FORMAL EDUCATION ACTIVITIES. [Internet] [Masters thesis]. Penn State University; 2009. [cited 2019 Dec 12]. Available from: https://etda.libraries.psu.edu/catalog/10360.

Council of Science Editors:

Berardi MK. PARENTAL PARTICIPATION IN NON-FORMAL EDUCATION ACTIVITIES. [Masters Thesis]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/10360

The Ohio State University

25. Zelak, Katheryn, Zelak. An exploratory study of factors influencing zoo educator message communication.

Degree: MS, Agricultural and Extension Education, 2018, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1524048203458515

► In recent decades, the world has faced an abundance of environmental problems, such as an increase in frequency and severity of natural disasters and widespread… (more)

Subjects/Keywords: Environmental Education; environmental education; conservation communication; non-formal education

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APA (6^th Edition):

Zelak, Katheryn, Z. (2018). An exploratory study of factors influencing zoo educator message communication. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1524048203458515

Chicago Manual of Style (16^th Edition):

Zelak, Katheryn, Zelak. “An exploratory study of factors influencing zoo educator message communication.” 2018. Masters Thesis, The Ohio State University. Accessed December 12, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524048203458515.

MLA Handbook (7^th Edition):

Zelak, Katheryn, Zelak. “An exploratory study of factors influencing zoo educator message communication.” 2018. Web. 12 Dec 2019.

Vancouver:

Zelak, Katheryn Z. An exploratory study of factors influencing zoo educator message communication. [Internet] [Masters thesis]. The Ohio State University; 2018. [cited 2019 Dec 12]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1524048203458515.

Council of Science Editors:

Zelak, Katheryn Z. An exploratory study of factors influencing zoo educator message communication. [Masters Thesis]. The Ohio State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1524048203458515

26. Vinha, Gisele Cristina Gentilini. Nada para fazer! Interesses, processos educativos e suportes presentes nas interações dos jovens com o Projovem Adolescente em Ribeirão Preto - SP.

Degree: Mestrado, Educação, 2014, University of São Paulo

URL: http://www.teses.usp.br/teses/disponiveis/59/59140/tde-27072014-233656/ ;

► Criado pelo Governo Federal, em 2008, o Projovem Adolescente Serviço Socioeducativo vem sendo executado de forma descentralizada e através de parcerias que envolvem o Governo… (more)

▼ Criado pelo Governo Federal, em 2008, o Projovem Adolescente Serviço Socioeducativo vem sendo executado de forma descentralizada e através de parcerias que envolvem o Governo Federal e governos de administrações locais. De natureza socioeducativa, compreendemos o Projovem Adolescente como uma iniciativa pública que propõe adensar e diversificar os processos de socialização secundária e ampliar os suportes de determinados segmentos da juventude brasileira, mediante (re)inserção do jovem no sistema escolar e o oferecimento de atividades de educação não formal. A partir de inquietações profissionais da pesquisadora, o estudo visou (1) compreender os processos de implantação e implementação da versão do Projovem Adolescente Serviço socioeducativo, num território específico da cidade de Ribeirão Preto; (2) verificar os interesses e as opiniões dos sujeitos que interagiram com as atividades socioeducativas e ainda; (3) levantar as contribuições daquela iniciativa pública aos jovens homens e mulheres que tiveram interesse em acessar e fruir das ações educativas de natureza não formal ou não escolar sob a perspectiva da socialização secundária e dos suportes. O estudo é de natureza qualitativa, no qual realizamos levantamento e leitura de obras pertinentes às temáticas centrais da pesquisa, formulamos e aplicamos questionário estruturado com 47 jovens que participaram das atividades socioeducativas do Projovem nos anos de 2008 a 2012, realizamos entrevistas semiestruturadas com quatro (4) profissionais representantes da geração adulta que interagiram com aqueles jovens; e investimos em atividades de observação. O conjunto dos dados obtidos por meio dos procedimentos mencionados foi analisado, a partir de referências situadas nos domínios das Ciências Sociais. Os resultados indicaram que as etapas de implantação e desenvolvimento dos Coletivos socioeducativos do Projovem Adolescente em diferentes bairros de Ribeirão Preto, especialmente no bairro Quintino II, foram marcadas por problemas de diferentes ordens: estruturais, de recursos humanos, e dificuldades dos responsáveis diretos em estabelecer parcerias com os setores municipais e demais instituições, em especial com os gestores das unidades escolares. Já os resultados da aplicação dos questionários, da observação e das interações com os sujeitos jovens, demonstraram que o poder público local não proporcionou espaços e condições adequadas para os jovens viverem a condição juvenil com qualidade. Ao ingressar nas atividades socioeducativas da Estação do Alto, no bairro Quintino II, os jovens buscavam ampliar as opções de socialização secundária, principalmente aquelas direcionadas à capacitação para a inserção no trabalho formal, de acesso às atividades culturais, de lazer e ocupação do tempo livre e adensar a rede de amizades. Para os jovens que permaneceram nas atividades socioeducativas da Estação do Alto, eles tiveram suas experiências juvenis mais diversificadas, pois puderam expandir os quadros socializadores e contar com o suporte possibilitado pelas interações… Advisors/Committee Members: Almeida, Elmir de.

Subjects/Keywords: educação não formal; Jovens; non-formal education; Projovem Adolescente; Projovem Adolescente; Young people

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Vinha, G. C. G. (2014). Nada para fazer! Interesses, processos educativos e suportes presentes nas interações dos jovens com o Projovem Adolescente em Ribeirão Preto - SP. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/59/59140/tde-27072014-233656/ ;

Chicago Manual of Style (16^th Edition):

Vinha, Gisele Cristina Gentilini. “Nada para fazer! Interesses, processos educativos e suportes presentes nas interações dos jovens com o Projovem Adolescente em Ribeirão Preto - SP.” 2014. Masters Thesis, University of São Paulo. Accessed December 12, 2019. http://www.teses.usp.br/teses/disponiveis/59/59140/tde-27072014-233656/ ;.

MLA Handbook (7^th Edition):

Vinha, Gisele Cristina Gentilini. “Nada para fazer! Interesses, processos educativos e suportes presentes nas interações dos jovens com o Projovem Adolescente em Ribeirão Preto - SP.” 2014. Web. 12 Dec 2019.

Vancouver:

Vinha GCG. Nada para fazer! Interesses, processos educativos e suportes presentes nas interações dos jovens com o Projovem Adolescente em Ribeirão Preto - SP. [Internet] [Masters thesis]. University of São Paulo; 2014. [cited 2019 Dec 12]. Available from: http://www.teses.usp.br/teses/disponiveis/59/59140/tde-27072014-233656/ ;.

Council of Science Editors:

Vinha GCG. Nada para fazer! Interesses, processos educativos e suportes presentes nas interações dos jovens com o Projovem Adolescente em Ribeirão Preto - SP. [Masters Thesis]. University of São Paulo; 2014. Available from: http://www.teses.usp.br/teses/disponiveis/59/59140/tde-27072014-233656/ ;

27. Oliveira, Cristiane Gonçalves de. Educação não formal de crianças e adolescentes: expectativas quanto ao programa de núcleos comunitários em Campinas, SP.

Degree: Mestrado, Educação, 2008, University of São Paulo

URL: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-12062008-153428/ ;

►

O problema proposto para esta pesquisa é: como se relacionam as expectativas das pessoas implicadas no programa de Núcleos Comunitários de Crianças e Adolescentes frente… (more)

▼

O problema proposto para esta pesquisa é: como se relacionam as expectativas das pessoas implicadas no programa de Núcleos Comunitários de Crianças e Adolescentes frente a este mesmo programa? Trata-se de uma política municipal em Campinas, SP, destinado a crianças e adolescentes de 7 a 14 anos no período inverso ao escolar, numa proposta de educação não formal. A hipótese principal é que aquelas expectativas são basicamente convergentes, embora haja também pontos nos quais divergem ou em relação aos quais se confrontam. Foi feita uma reconstituição histórica do programa, situando-o nas variações de significados das noções de infância, adolescência, assistência social, educação integral, educação não formal. Além da coleta de documentos oficiais e da sistematização de registros de matrículas, o estudo do caso empregou entrevistas abertas com roteiro semi-estruturado. O objetivo central foi identificar as expectativas das pessoas implicadas no programa, considerando os grupos: usuários (crianças, pré-adolescentes, adolescentes e jovens egressos); famílias (mães de crianças, de pré-adolescentes, de adolescentes e de jovens); profissionais (monitoras e assistentes sociais); autoridades (coordenadoras regionais e setoriais; diretora e secretários municipais). Os grandes aspectos do programa examinados foram: apoio à escola; formação para o trabalho; sociabilidade; proteção. A análise procurou estabelecer se as expectativas convergiam, divergiam ou se confrontavam em cada um e entre os grupos. Se convergissem, supôs-se que o programa contaria com ampla aceitação e reconhecimento, necessários a uma implementação eficiente. A hipótese principal foi confirmada, mas, embora as expectativas se centrem nos aspectos identificados como mais recorrentes nos registros de matrículas, variam, na maior parte das vezes, quanto ao significado atribuído a cada aspecto.

The problem proposed in this research is: how do the people\'s expectations, applied in the educational program Núcleos Comunitários de crianças e adolescentes (Teenagers and Children Community Center) relate themselves with this same program? It concerns about a municipal policy of the city of Campinas, São Paulo, assigned to children and teenagers from seven to fourteen years old, in the inverse period of the school, with a proposal of non-formal education. The main hypothesis is that those expectancies are basically convergents, even though there are some items that diverge or that confront themselves. A historical reconstitution of the program were made, locating it in the variations of meaning about the infantile, juvenile, social assistance, full-time education and non-formal education notions. Besides the official document gathering and the registration number systematization, the study applied open interviews with semistructured questionnaire. The key objective was to identify people\'s expectations related to the program, considering the following groups: users (children, teenagers, young people, ex-students) familiars (students, teenagers and young mothers)…

Advisors/Committee Members: Ghanem Junior, Elie George Guimaraes.

Subjects/Keywords: Assistência social; Educação não formal; Non-formal education; Políticas públicas; Public policies; Social work

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Oliveira, C. G. d. (2008). Educação não formal de crianças e adolescentes: expectativas quanto ao programa de núcleos comunitários em Campinas, SP. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-12062008-153428/ ;

Chicago Manual of Style (16^th Edition):

Oliveira, Cristiane Gonçalves de. “Educação não formal de crianças e adolescentes: expectativas quanto ao programa de núcleos comunitários em Campinas, SP.” 2008. Masters Thesis, University of São Paulo. Accessed December 12, 2019. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-12062008-153428/ ;.

MLA Handbook (7^th Edition):

Oliveira, Cristiane Gonçalves de. “Educação não formal de crianças e adolescentes: expectativas quanto ao programa de núcleos comunitários em Campinas, SP.” 2008. Web. 12 Dec 2019.

Vancouver:

Oliveira CGd. Educação não formal de crianças e adolescentes: expectativas quanto ao programa de núcleos comunitários em Campinas, SP. [Internet] [Masters thesis]. University of São Paulo; 2008. [cited 2019 Dec 12]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-12062008-153428/ ;.

Council of Science Editors:

Oliveira CGd. Educação não formal de crianças e adolescentes: expectativas quanto ao programa de núcleos comunitários em Campinas, SP. [Masters Thesis]. University of São Paulo; 2008. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-12062008-153428/ ;

28. Schlochauer, Conrado. Um estudo exploratório sobre a autodireção da aprendizagem em ambientes informais.

Degree: PhD, Psicologia Escolar e do Desenvolvimento Humano, 2012, University of São Paulo

URL: http://www.teses.usp.br/teses/disponiveis/47/47131/tde-21092012-112003/ ;

►

Esse trabalho teve como principal objetivo investigar o processo de aprendizagem autodirigida em aprendizes adultos com formação universitária. Destaca-se a relevância de se identificar modalidades… (more)

▼

Esse trabalho teve como principal objetivo investigar o processo de aprendizagem autodirigida em aprendizes adultos com formação universitária. Destaca-se a relevância de se identificar modalidades autônomas e intencionais de aprendizagem adulta, a fim de se atingir os objetivos propostos pela UNESCO relacionados à aprendizagem ao longo da vida em um ambiente de mudanças constantes e profundas do ponto de vista social, cultural, ambiental e econômico. O trabalho procura identificar, de modo específico, a incidência de projetos de aprendizagem com características autodirigida, o perfil do aprendiz e as características do projeto, a ocorrência de aprendizagem informal e não-formal e a influência das crenças de autoeficácia e da motivação intrínseca na aprendizagem dirigida. Foram utilizados dois instrumentos: o protocolo de entrevistas para estudo de projetos de aprendizagem de Allen Tough e o Appraisal of Learner Authonomy (ALA), desenvolvido por pesquisadores da Regent University, que mensura as crenças de autoeficácia para a aprendizagem autônoma. Os resultados encontrados demonstram que todos os participantes realizaram projetos de aprendizagem nos doze meses anteriores à realização da entrevista (média = 8,9 projetos/ano). A maioria dos aprendizes adultos (97,9%) realizou pelo menos um projeto por meio da aprendizagem autodirigida, sendo que mais de metade do grupo (68,1%) realizou mais projetos de aprendizagem autodirigidos do que heterodirigidos, apresentando o que denominamos tendência à autodireção (TA). As crenças de autoeficácia não se relacionaram de modo significante com nenhuma das variáveis estudadas. Os participantes com TA realizaram 83,6% de seus projetos em ambientes informais e demonstraram motivação intrínseca em 86,2% dos projetos realizados. Apresentamos um modelo relacionado sobre o aprendiz adulto autodirigido, a autodireção da aprendizagem, as crenças de autoeficácia e a motivação intrínseca

This work aimed to investigate the process of self-directed learning in adult learners with a university degree. We emphasized the importance of identifying intentional and autonomous methods of adult learning in order to achieve the objectives proposed by UNESCO relating to lifelong learning in a profound and constant change environment from social, cultural, environmental and economic point of view. This study seeks to identify, specifically, the incidence of learning projects with selfdirected features, the profile of the learner and the project features, the event of informal and non-formal learning and the influence of self-efficacy beliefs and internal motivators in taught education. Two instruments were used: the interviews protocol for the study of learning projects by Allen Tough and the Autonomy Appraisal of Learner (ALA) developed by researchers at Regent University, which measures selfefficacy beliefs for autonomous learning. The results show that all participants were involved in learning projects in the twelve months prior to the interview (mean = 8.9 projects/year). Most adult learners…

Advisors/Committee Members: Leme, Maria Isabel da Silva.

Subjects/Keywords: Adult; Adulto; Aprendizagem; Desenvolvimento Humano; Educação não formal; Human Development; Learning; Non-formal Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Schlochauer, C. (2012). Um estudo exploratório sobre a autodireção da aprendizagem em ambientes informais. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/47/47131/tde-21092012-112003/ ;

Chicago Manual of Style (16^th Edition):

Schlochauer, Conrado. “Um estudo exploratório sobre a autodireção da aprendizagem em ambientes informais.” 2012. Doctoral Dissertation, University of São Paulo. Accessed December 12, 2019. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-21092012-112003/ ;.

MLA Handbook (7^th Edition):

Schlochauer, Conrado. “Um estudo exploratório sobre a autodireção da aprendizagem em ambientes informais.” 2012. Web. 12 Dec 2019.

Vancouver:

Schlochauer C. Um estudo exploratório sobre a autodireção da aprendizagem em ambientes informais. [Internet] [Doctoral dissertation]. University of São Paulo; 2012. [cited 2019 Dec 12]. Available from: http://www.teses.usp.br/teses/disponiveis/47/47131/tde-21092012-112003/ ;.

Council of Science Editors:

Schlochauer C. Um estudo exploratório sobre a autodireção da aprendizagem em ambientes informais. [Doctoral Dissertation]. University of São Paulo; 2012. Available from: http://www.teses.usp.br/teses/disponiveis/47/47131/tde-21092012-112003/ ;

29. Saladino, Alexandre de Oliveira. Análise crítica e subjetiva da integração da anatomia com a cirurgia no ensino em arena: o uso dos teatros anatômicos.

Degree: Mestrado, Anatomia dos Animais Domésticos e Silvestres, 2010, University of São Paulo

URL: http://www.teses.usp.br/teses/disponiveis/10/10132/tde-16022011-152410/ ;

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A Anatomia, independente da fase histórica, sempre foi o estandarte da cirurgia. De certa forma isso foi negligenciado pelos tecnólogos da educação que não souberam… (more)

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A Anatomia, independente da fase histórica, sempre foi o estandarte da cirurgia. De certa forma isso foi negligenciado pelos tecnólogos da educação que não souberam adaptar as novas tendências ao ensino da prática Médica, diminuindo a vivência cirúrgica e o uso da dissecção. Paralelamente houve uma desvinculação de disciplinas básicas e aplicadas dificultando a evolução do aprendizado anatomo-cirúrgico. Diante de tais fatos, esse trabalho preocupou-se em trazer uma opção de ensino integrado de Anatomia e Cirurgia utilizando-se de um espaço não-formal sob a forma de Teatros Anatômicos. Após construção e adaptação do Teatro Coliseu, seguindo os moldes dos Teatros Anatômicos da antiguidade, foram realizadas 6 cirurgias divididas em 6 experimentos com a participação de 15 alunos no total, os quais formaram a platéia do Teatro. Esses alunos foram avaliados e classificados antes e depois das participações nos procedimentos onde tiveram que identificar estruturas anatômicas participantes do contexto cirúrgico juntamente com a simulação do procedimento anteriormente observado. Em todos os experimentos houve melhora significativa do conhecimento anatomo-cirúrgico, sendo que todos os alunos (100%) terminaram classificados no grupo A (acima de 75% de acertos) independente da classificação inicial, que foi na sua maioria C (25 a 50%) e D (abaixo de 25%). Terminados os experimentos, os alunos participantes responderam a um questionário de satisfação com relação às funcionalidades do Teatro utilizado. Nesses questionários, houveram diversas manifestações positivas tornando o Teatro Anatômico um modelo eficiente tanto no quesito técnico quanto motivacional. Observado os resultados, indicamos o Teatro Anatômico como modelo eficaz de ensino não-formal de Anatomia e Cirurgia Veterinária

The Anatomy, regardless of historical period, has always been the inspiration of surgery. Somehow this was overlooked by educational technologists who were unable to adapt to new trends in the teaching of medical practice, diminishing the surgery visualization and the use of surgical dissection. In parallel there was a discrepancy between basic and applied disciplines hindering the progress of learning. Given these facts, this work was concerned to bring an option for integrated teaching of anatomy and surgery using a non-formal space in the form of Anatomical Theatres. After construction and adaptation of the Coliseum Theatre, along the lines of the classic Anatomical Theatres , were performed six surgeries with experiments involving 15 students in total, which formed the audience of the Theatre. These students were evaluated and graded before and after participation in the procedures and they had to identify anatomical structures participating in the surgery with the simulation of surgical procedure previously observed. In all experiments a significant improvement was observed in knowledge of anatomy, surgical, and all students (100%) ended classified in group A (above 75% accuracy) independent of the initial classification, which was mostly C…

Advisors/Committee Members: Bombonato, Pedro Primo.

Subjects/Keywords: Anatomical Theater; Animal Surgery; Cirurgia Animal; Ensino não-formal; Non-formal education; Teatro Anatômico

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Saladino, A. d. O. (2010). Análise crítica e subjetiva da integração da anatomia com a cirurgia no ensino em arena: o uso dos teatros anatômicos. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/10/10132/tde-16022011-152410/ ;

Chicago Manual of Style (16^th Edition):

Saladino, Alexandre de Oliveira. “Análise crítica e subjetiva da integração da anatomia com a cirurgia no ensino em arena: o uso dos teatros anatômicos.” 2010. Masters Thesis, University of São Paulo. Accessed December 12, 2019. http://www.teses.usp.br/teses/disponiveis/10/10132/tde-16022011-152410/ ;.

MLA Handbook (7^th Edition):

Saladino, Alexandre de Oliveira. “Análise crítica e subjetiva da integração da anatomia com a cirurgia no ensino em arena: o uso dos teatros anatômicos.” 2010. Web. 12 Dec 2019.

Vancouver:

Saladino AdO. Análise crítica e subjetiva da integração da anatomia com a cirurgia no ensino em arena: o uso dos teatros anatômicos. [Internet] [Masters thesis]. University of São Paulo; 2010. [cited 2019 Dec 12]. Available from: http://www.teses.usp.br/teses/disponiveis/10/10132/tde-16022011-152410/ ;.

Council of Science Editors:

Saladino AdO. Análise crítica e subjetiva da integração da anatomia com a cirurgia no ensino em arena: o uso dos teatros anatômicos. [Masters Thesis]. University of São Paulo; 2010. Available from: http://www.teses.usp.br/teses/disponiveis/10/10132/tde-16022011-152410/ ;

Universidade Federal da Bahia

30. Ivan dos Santos Messias. Hip hop, educação e poder: o rap como instrumento de educação não-formal.

Degree: 2009, Universidade Federal da Bahia

URL: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=2334

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This ethnographic research entitled Hip Hop, education and power: the rap music as instrument of non-formal education analyzes the educational pratices of the Hip Hop… (more)

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This ethnographic research entitled Hip Hop, education and power: the rap music as instrument of non-formal education analyzes the educational pratices of the Hip Hop movement in Salvador, Bahia. It adopts a case study in qualitative methodology. The participative research takes into consideration the effort of cultural groups to fit the poor and black youth in the public life. This approach of non-formal education shows how different is the way to gather people around art as social movement in education; it shows the Hip Hop efforts to connect poetry, music and information. Discourses and events are analyzed to pursue the problem of this research. People who live in economically poor neighborhoods are listened. Not only members of that movement are interviewed but children who take part in lecture of rap music as well. As methodological resources this text describes not only the pedagogic actions of the Hip Hop group Sistema Nervoso Abalado, but the various educational instruments of the Hip Hop groups that inhabit Salvador. They teach children and teenagers to keep away from drugs and criminality. The Stuart Halls arguments are very important to analyze the dynamic of the identity constructions and ideological fields inside the Hip Hop movement. The Maria da Gloria Ghon studies on education and social movements give the theoretical lines to conduce the thoughts about non-formal-education. So that the results from this research is that rap music in Salvador promotes non-formal education by producing not only texts, rhymes and music but values, hope, solidarity and self-esteem as well. It promotes discussions on social politic problems in the neighborhood, in the city and in the country.

Esta pesquisa etnográfica intitulada Hip Hop, educação e poder: o rap como instrumento de educação não-formal objetiva analisar as práticas educacionais do movimento Hip Hop na cidade Salvador, Bahia. Tal pesquisa adota o estudo de caso como metodologia qualitativa, a qual leva em consideração os esforços de grupos culturais para inserir a população pobre e negra na vida pública. A história da educação não-formal mostra quão diferentes são os modos de reunir pessoas em torno da arte como movimento social de educação; mostra os esforços do Hip Hop para conectar poesia, música e informação. Discursos e eventos são analisados, a fim de perseguir o problema desta pesquisa. Moradores de bairros economicamente pobres são ouvidos. Entrevistam-se participantes do referido movimento e crianças que freqüentam as aulas de música rap. Ainda como recurso metodológico, este texto descreve não só as ações pedagógicas do grupo Sistema Nervoso Abalado, estudo de caso, mas também os vários instrumentos de educação de grupos que habitam Salvador. Eles ensinam crianças e adolescentes a se manterem afastados de drogas e da criminalidade. Os argumentos de Stuart Hall são imprescindíveis para analisar a dinâmica das construções identitárias e campos ideológicos nas entranhas do movimento Hip Hop. Ademais, os estudos de Maria Glória Ghon acerca de…

Advisors/Committee Members: Leonardo Vincenzo Boccia, Ana Celia da Silva, Fernando Costa da Conceição.

Subjects/Keywords: educação não-formal; rap; poder; Hip hop; COMUNICACAO; rap; hip hop; non-formal education; power

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Messias, I. d. S. (2009). Hip hop, educação e poder: o rap como instrumento de educação não-formal. (Thesis). Universidade Federal da Bahia. Retrieved from http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=2334

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Messias, Ivan dos Santos. “Hip hop, educação e poder: o rap como instrumento de educação não-formal.” 2009. Thesis, Universidade Federal da Bahia. Accessed December 12, 2019. http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=2334.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Messias, Ivan dos Santos. “Hip hop, educação e poder: o rap como instrumento de educação não-formal.” 2009. Web. 12 Dec 2019.

Vancouver:

Messias IdS. Hip hop, educação e poder: o rap como instrumento de educação não-formal. [Internet] [Thesis]. Universidade Federal da Bahia; 2009. [cited 2019 Dec 12]. Available from: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=2334.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Messias IdS. Hip hop, educação e poder: o rap como instrumento de educação não-formal. [Thesis]. Universidade Federal da Bahia; 2009. Available from: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=2334

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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