Search

Essa dissertação tem como tema central a implementação do Ensino Médio Politécnico no Rio Grande do Sul (2012 – 2014). Busca compreender a experiência escolar do estudante no Ensino Médio em um contexto de politécnico. Para isso, delimitou-se como sujeitos desse estudo os estudantes do terceiro ano do Ensino Médio na escola Instituto Estadual Rio Branco de Porto Alegre. Através da aplicação de um questionário com 72 estudantes, foi possível entender como eles avaliam essa reestruturação curricular. Também foram realizadas 10 entrevistas semi-estruturadas com os estudantes. Procurou-se abordar as principais inovações do currículo politécnico: trabalho enquanto princípio educativo, protagonismo, ensino pela pesquisa e interdisciplinaridade. O estudo da experiência escolar destes jovens aponta para os seguintes resultados: observou-se que o ensino pela pesquisa enquanto metodologia conseguiu envolver os estudantes em assuntos que eles gostavam de pesquisar; os estudantes foram mais protagonistas dos seus estudos. Por outro lado, os estudantes avaliaram que o politécnico prejudicou o estudo das disciplinas tradicionais e a preparação para o vestibular. Concluiu-se que a reestruturação curricular do Ensino Médio Politécnico possibilitou uma maior relação de sentido dos jovens com a escola. This dissertation is focused on the implementation of the Polytechnic High School in the state of Rio Grande do Sul (2012-2014). It is aimed to understand the schoolar experience of High School students under the context of polytechnic teaching. Regarding to that conditions, the third year students from Instituto Estadual Rio Branco of Porto Alegre city were elected as the subjects of this work. Through the application of 72 questionnaires, besides of 10 semi-structured interviews with those students, it was possible to understand how they evaluated the curriculum restructuring. The main innovations of the polytechnic curriculum were discussed: work as an educational principle, protagonism, teaching by research and interdisciplinarity. The study about the school experiences of youths indicates the following results: it was observed that teaching by research, as a methodology, could engage students in subjects they liked to research; the students were more protagonists of their studies. On the other hand, the students evaluated that the Polytechnic was negative for the study of traditional disciplines and in the preparation for the university entrance tests. It was concluded that the curricular restructuring of the Polytechnic High School allowed a greater sense relation between the youth and the school.

This study aims to examine the psychometric characteristics of Mooney Problem Checklist (MPCL) items using the Rasch measurement model framework in the context of polytechnics. The MPCL with eleven dimensions was administered to 252 respondents who were selected from seven polytechnic institutions in Malaysia. The analysis was conducted using WINSTEPS 3.71.0.1 in order to examine the psychometric properties such as item fit statistics, unidimensionality, local independence, item polarity, reliability, separation index and item-person map with reference to Rasch measurement model. The results obtained showed that 244 items from 327 items was found to have fulfilled the main assumptions and measurement criteria of Rasch measurement model. This study provides significant contribution to improving the scale development and validation of MPCL instrument modification using the Rasch measurement model Malaysia. Keywords : Mooney Problem Checklist; adversities; polytechnic; Raschmeasurement model

É desejável e necessário compreender historicamente a origem da concepção de politecnia associada à formação integrada, assim como da própria formação integrada, dois termos cuja polissemia pode conduzir a interpretações diversas e mesmo antagônicas. Tanto a concepção de politecnia quanto de formação integral aparecem na literatura ligadas à formação escolar, ainda que não se refiram exclusivamente a ela. O objetivo deste texto é duplo. Pretende, de um lado, situar ambas as concepções no universo teórico do materialismo histórico, ressalvando que, por não serem exclusivas deste universo, comparecem em outros, com diferentes significados. De outro lado, intenciona examinar, com algum detalhe, de que forma dois autores-chave - Marx e Gramsci - elaboram suas visões sobre as relações entre a educação e o trabalho mediadas pela concepção da politecnia e da formação integral e, de forma bastante breve, quais as aproximações e distanciamentos entre eles, relativamente a tal questão.It is desirable and necessary to historically understand the origin of the polytechnic conception associated to the integrated education, as well as the very own integrated education, two terms whose polysemy may lead to different and even opposing interpretations. Both the polytechnic and the integral education conceptions can be found in literature connected to the school education, even if not exclusively referring to it. The purpose of this paper is twofold. On the one hand, it is intended to place both conceptions within the theoretical universe of the historical materialism, being pointed out that, as they are not exclusive from this universe, they can be found in other universes, with different meanings. On the other hand, it is intended to examine, in details, how two key authors - Marx and Gramsci - develop their views regarding the relationships between education and work mediated by the polytechnic conception and the integral education, and, in a very summarized manner, which are the similarities and differences between then, in regards to this issue.

Book review of Kostis Kornetis, Children of the Dictatorship: Student Resistance, Cultural Politics and the 'Long 1960s' in Greece, New York and Oxford: Berghahn Books, 2013. 373 pp.

RESUMO Neste artigo se discute a problemática da formação humana no contexto do ensino médio, etapa final da educação básica brasileira. Parte-se do pressuposto de que o objetivo a ser alcançado, na perspectiva de uma sociedade justa, é a formação onilateral, integral ou politécnica. A problemática se estabelece em torno da questão: é possível caminhar nessa direção em uma sociedade capitalista e periférica como a do Brasil? Trata-se de pesquisa bibliográfica que recorreu a pensadores clássicos do campo da sociologia e da educação com vistas a discutir conceitualmente os termos enunciados, notadamente "politecnia" e "formação humana integral". A partir disso, se analisa-se a possibilidade do ensino médio integrado como travessia na direção pretendida. As conclusões sinalizam que, em que pesem as dificuldades e os embates que marcam a trajetória educacional brasileira, cumpre reiterar a defesa de processos formativos emancipatórios, entre os quais se destaca a formação integral e integrada. RESUMEN Se analiza la formación humana, especialmente en la escuela secundaria que es la parte final de la educación básica en Brasil. Se asume el supuesto de que el objetivo a alcanzar, en la perspectiva de una sociedad justa es la formación onilateral, integral o politécnica. Se pregunta: ¿es posible caminar en esa dirección en una sociedad capitalista periférica como Brasil? Es una investigación que hizo un llamamiento a los autores clásicos en el campo de la sociología y educación con el fin de discutir los términos establecidos, en particular el "politécnico" y "desarrollo humano integral". Ante este estudio, se discute la integración entre la escuela secundaria y la enseñanza técnica, como una posibilidad de travesía hacia la formación onilateral. Los resultados indican que, a pesar de las dificultades y conflictos que hacen la trayectoria educativa brasileña cumple reiterar la defensa de los procesos educativos emancipadores entre las que destaca la formación integral e integrada. ABSTRACT The article discusses the problems with students development, in high school - the final stage of basic education in Brazil. This is on the assumption that the objective to be achieved, from the perspective of a just society is the onilateral, integral or polytechnic development. And, this is the question: is it possible to walk in this direction in a peripheral capitalist society like Brazil? This is a literature search that appealed to classic authors in the field of sociology and education in order to conceptually discuss the stated terms, notably "polytechnic" and "integral human development". Therefore, we discuss the integrated school as a bridge in the intended direction. The findings indicate that in spite of the difficulties and conflicts within Brazilian education its progress reiterates the defense of emancipatory educational processes among which stands out integrated education.

Made available in DSpace on 2017-07-21T20:31:21Z (GMT). No. of bitstreams: 1 Andrea Mulle Mariano.pdf: 1078642 bytes, checksum: 7a4c8e934bf5f15238a8ad5a7f945f64 (MD5) Previous issue date: 2015-02-24 This study aims to analyze the conception of vocational education in the National Curriculum Guidelines for the Middle Level Technical Vocational Education in order to understand how is the relationship between capital and labor and its implications for the formulation of the mentioned document. In this sense, the theoretical framework that guides this research lies within the dialectical and historical materialism, constituting a bibliographic and documentary research, carried through the analysis of the (new) National Curriculum Guidelines for the Middle Level Technical Vocational Education (CNE/CEB No. 06/2012 and CNE/CEB No. 11/2012). The labor category is taken as central discussion, as well as its senses and configurations considering its relations with education, under the dictates of capital, drawing from Marx (2011), Marx and Engels (2007), Lukács (2012), Netto and Braz (2010), Saviani (1989, 2007). In addition, we sought to address, drawing from Mészáros (2008, 2011a, 2011b), the ‘Capital, Labor and State’ tripod as essential category for understanding the study object of this research. Thus, grounded among others in Frigotto (2009, 2010a, 2010b, 2012a, 2012b), Kuenzer (2002, 2008, 2011), Ramos (2010, 2011a, 2012), Ciavatta and Ramos (2012); this research sought to raise determining factors in the education of the worker resulting from the changes caused by the industrial restructuring and flexible accumulation, explaining the implications for the Vocational Education from the 1990s. In this investigative journey, the examination of the conceptual basis and categories highlighted in CNE/CEB No. 11/2012 and CNE/CEB No. 06/2012 took place from the analyzes of Moura (2013) and Saviani (1989 2003), among others, as well as the survey of how these documents are located in the context of relations between capital and labor and to what extent the documents gave legitimacy to polytechnic education and pointed conditions for its development. From these analyzes, we identified improvements, setbacks and also continuities in the new guidelines with respect to previous guidelines. Current guidelines harbor contradictions that, from the point of view of an education project, weaken the idea of integral human education and, in this sense, the possibility of education processes guided by polytechnic. From this perspective, and agreeing with the authors that supported this research, the main challenge ahead certainly lies in Integrating Secondary School and Vocational Education, in its implementation as a right and its effectiveness considering an education project aligned with the polytechnic perspective. Thus, this research carries the intention of adding contributions in this complex and contradictory field. Este estudo tem como finalidade analisar a concepção de educação profissional presente nas Diretrizes Curriculares Nacionais para a Educação Profissional Técnica de Nível Médio de forma a compreender como se dá a relação entre capital e trabalho e suas implicações na formulação do referido documento. Nesse sentido, a concepção teórica que orienta esse trabalho sustenta-se no materialismo histórico e dialético, constituindo-se em uma pesquisa de cunho bibliográfico e documental, efetivada por meio da análise das Diretrizes Curriculares Nacionais para a Educação Profissional Técnica de Nível Médio (Resolução CNE/CEB nº 06/2012 e o Parecer CNE/CEB nº 11/2012). A categoria trabalho é tomada como discussão central, bem como seus sentidos e suas configurações, tendo em vista suas relações, sob os ditames do capital, com a educação, com base em Marx (2011), Marx e Engels (2007), Lukács (2012), Netto e Braz (2010), Saviani (1989, 2007). Além disso, buscou-se tratar, com base em Mészáros (2008, 2011a, 2011b), do tripé “Capital, Trabalho e Estado”, como categoria essencial para a compreensão do objeto de estudo da presente pesquisa. Logo, fundamentada, entre outros, em Frigotto (2009, 2010a, 2010b, 2012a, 2012b), Kuenzer (2002, 2008, 2011), Ramos (2010, 2011a, 2012), Ciavatta e Ramos (2012); esta pesquisa buscou levantar elementos condicionantes na formação do trabalhador, decorrentes das mudanças originadas pela reestruturação produtiva e acumulação flexível, explicitando as implicações para a Educação Profissional a partir da década de 1990. Nesse percurso investigativo, o exame das bases conceituais e categorias evidenciadas no Parecer CNE/CEB nº 11/2012 e na Resolução CNE/CEB nº 06/2012 deu-se, entre outros, a partir das análises de Moura (2013) e Saviani (1989, 2003), assim como o levantamento de que modo se situam esses documentos no contexto das relações entre capital e trabalho e em que medida os documentos conferiram legitimidade à educação politécnica e apontaram condições para seu desenvolvimento. A partir dessas análises, identificaram-se avanços, retrocessos e também continuidades nas novas diretrizes, com relação às diretrizes anteriores. As diretrizes atuais abrigam contradições que, do ponto de vista de um projeto de educação, enfraquecem a ideia de formação humana integral e, nesse sentido, a possibilidade de processos formativos pautados na politecnia. Nessa perspectiva, e concordando com os autores que fundamentaram esta pesquisa, o grande desafio que se vislumbra, reside, certamente, no Ensino Médio Integrado à Educação Profissional, na sua implementação como um direito e na sua efetivação, tendo em vista um projeto de educação alinhado à perspectiva da politecnia. Assim, esta pesquisa carrega a intenção de agregar contribuições nesse campo complexo e permeado de contradições.

Submitted by Aline Batista (alinehb.ufpel@gmail.com) on 2017-07-14T21:14:31Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) O ENSINO MÉDIO POLITÉCNICO NO RIO GRANDE DO SUL E O CONCEITO DE.pdf: 419191 bytes, checksum: 6b2a99a771e08d41a974d86fce3fa3b4 (MD5) Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-07-14T21:31:15Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) O ENSINO MÉDIO POLITÉCNICO NO RIO GRANDE DO SUL E O CONCEITO DE.pdf: 419191 bytes, checksum: 6b2a99a771e08d41a974d86fce3fa3b4 (MD5) Made available in DSpace on 2017-07-14T21:31:15Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) O ENSINO MÉDIO POLITÉCNICO NO RIO GRANDE DO SUL E O CONCEITO DE.pdf: 419191 bytes, checksum: 6b2a99a771e08d41a974d86fce3fa3b4 (MD5) Previous issue date: 2015-01-20 Sem bolsa Este artigo realiza uma breve análise do conceito de politecnia, frente à “Proposta Pedagógica para o Ensino Médio Politécnico e Educação Profissional Integrada” implementada no ano de 2011 no estado do Rio Grande do Sul. Tendo como principal objetivo analisar o conceito de politecnia, a partir da gênese marxista do próprio conceito, em face à implementação da referida proposta, e ainda discutir brevemente o ensino de geografia de acordo com os objetivos apontados pela proposta. Para tanto, realizou-se uma revisão bibliográfica acerca da temática levantada, pela qual se expõe as ideias e resultados do trabalho.

O presente estudo teve por objetivo desenvolver tópicos da Estatística a partir da realização de uma atividade prática de coleta e análise de dados da realidade, enfatizando o posicionamento crítico, a auto-organização, o trabalho coletivo e colaborativo dos alunos. A turma participante era composta por dezessete alunos do segundo ano do Ensino Médio Politécnico noturno de uma escola pública estadual no interior do Rio Grande do Sul. A atividade foi desenvolvida durante as aulas da disciplina de Seminário Integrado. Em grupo, todos planejaram e executaram uma pesquisa de campo focada em temáticas sugeridas pelos próprios alunos. Esta atividade destaca-se pelo fato dos dados terem sido coletados com base em uma amostra aleatória dos habitantes do município. Para realização das entrevistas com os moradores foi necessário que os alunos trabalhassem também fora do horário escolar, enfrentando algumas situações adversas, o que demonstra notável engajamento do grupo. Os resultados da pesquisa de campo foram compilados em planilhas e analisados pelos alunos em discussões na sala de aula. Posteriormente, os resultados considerados mais relevantes foram resumidos em gráficos e apresentados à comunidade escolar. A análise qualitativa de respostas dos alunos a questões específicas, com base na metodologia Discurso do Sujeito Coletivo, permitiu constatar a adequada compreensão dos conceitos de Estatística, e também evidencia a satisfação dos estudantes ao participar do processo. Ficou assim caracterizado o êxito da atividade, fazendo dela uma alternativa viável para promover o aprendizado de Estatística na Escola Básica. Ao final é apresentado um produto didático que consiste num roteiro básico para a realização de trabalhos semelhantes. The aim of this study is to develop topics of Statistics from the accomplishment of a practical activity of collection and real data analysis, emphasizing critical thinking, selforganization, collective and collaborative efforts of students. The participant group consisted of seventeen students of the second year High School (evening classes in a Polytechnic public school) in the countryside of Rio Grande do Sul. The activity was carried out while the students were taking the subject Integrated Seminar. As a group, everyone planned and did field research focusing on themes that had been suggested by the students themselves. This activity stands out because the data collected was based on a random sample of the residents of the town. So that the interviews with the residents could be done, the students needed to work after their school schedule, facing some adverse situations, which shows remarkable engagement of the group. The field survey results were compiled in spreadsheets and analyzed by the students themselves in discussions in the classroom. Later, those considered most relevant results were summarized in graphs and presented to the school community. The qualitative analysis of students' answers to specific questions, based on the Collective Subject Discourse methodology, revealed proper understanding of statistical concepts, and also showed the satisfaction of students to be part of the process. Therefore, the activity has been a success, being a viable alternative to promote the Statistical Learning in Elementary and High School. At the end of the research, an educational product that consists of a basic roadmap for conducting similar work has been presented.

Esta dissertação analisa o processo de implementação da reestruturação curricular do ensino médio ocorrida no estado do Rio Grande do Sul entre os anos 2012-2014, pelo qual se instituiu o Ensino Médio Politécnico. A partir da perspectiva construcionista social do currículo sugerida por Ivor Goodson, se considera a análise curricular em três dimensões: préativa, escrita e ativa. Apresenta-se, primeiramente, as principais reformas do ensino médio da Era Vargas até a atualidade. Ao longo da história, as reformas expuseram diversas disputas sociais que envolviam a relação entre educação e trabalho. Na dimensão pré-ativa do currículo, consideramos que a apresentação da proposta de reestruturação pela Secretaria de Educação do Rio Grande do Sul gerou controvérsias e expectativas nos meios acadêmicos e na opinião pública. Na dimensão do currículo escrito, verificamos que as leis e documentos criados para subsidiar a reforma do ensino médio no Brasil e no Rio Grande do Sul expressam uma tentativa de conciliar a histórica dualidade entre educação e trabalho no país. Na dimensão ativa do currículo se observou que os atores envolvidos no processo de reforma percebem a reestruturação de diferentes maneiras, persistindo uma visão positiva do processo, apesar da identificação de diversos problemas. A reforma do ensino médio ocorrida no Rio Grande do Sul é uma política de reestruturação curricular que se insere em um contexto maior de reforma deste nível de ensino abrangendo a esfera nacional. Todavia, a reforma se mostrou problemática, pois grande parte dos professores e gestores escolares não compreendem bem os conceitos e fundamentos estruturantes desta política, manifestando práticas pedagógicas organizadas sensorialmente, principalmente no que se refere a nova disciplina, Seminário Integrado, se diferenciando da organização referenciada no campo científico como a proposta da Secretaria Estadual de Educação se apresenta. This thesis analyses the process of implementation of the curricular restructuring of high school conducted in the state of Rio Grande do Sul between the years 2012-2014, by which the Ensino Médio Politécnico (Polytechnical High School) was implemented. Based on the social constructionist perspective of the curriculum suggested by Ivor Goodson, the curricular analysis is considered in three dimensions: pre-active, written and active. Firstly, the main high school reforms from the Vargas Age until today are presented. Throughout history, the reforms highlighted many social disputes involving the relation between education and work. On the pre-active dimension of the curriculum, we consider the presenting of the restructuration proposal by the Secretariat of Education of Rio Grande do Sul has generated controversy and expectation in the academia and in the public opinion. On the written dimension of the curriculum, we verified that the laws and documents created to subsidize the high school reform in Brazil and in Rio Grande do Sul express an attempt to conciliate the historical duality between education and work in the country. On the active dimension of the curriculum, it was observed that the actors involved in the reform process perceive the restructuring in different ways, maintaining a positivistic view of the process, despite the identification of many problems. It is believed that the high school reform which has taken place in Rio Grande do Sul is a curricular restructuring policy, inserted in a larger reform context of this level of schooling encompassing the national sphere. However, the reform has proven problematic, for the great part of teachers and school managers do not understand well the concepts and structuring fundaments of this policy, manifesting sensorially organized pedagogical practices, chiefly concerning the new discipline, Seminário Integrado (Integrated Seminar), differing from the organization referred in the scientific field as the proposal of the State Secretariat of Education presents.

A contrapelo de um projeto de sociedade e de escola que vem negando cidadania efetiva a um amplo contingente de jovens e trabalhadores no Brasil, a concepção politécnica surge como parte de um projeto emancipador que se distancia da ideologia liberal e de seus reflexos no campo do trabalho e da educação. Ao recolocar a questão do significado da cidadania hoje, este texto tem como objetivo identificar a que conceito de cidadania a noção de politecnia se filia, considerando o campo das práticas educativas e suas interfaces com a atual configuração do mundo do trabalho.In opposition to a community and school project which have been denying the effective citizenship to a great contingent of youth and Brazilian workers, the polytechnic conception emerges as a part of an emancipating project which is far from the liberal ideology and from its reflexes on the education and work fields. Retaking the issue of the citizenship meaning nowadays, this text aims to identify to which citizenship concept the polytechnic conception belongs, considering the educational practices field and its connection to the current aspect of the world of work.

A contrapelo de um projeto de sociedade e de escola que vem negando cidadania efetiva a um amplo contingente de jovens e trabalhadores no Brasil, a concepção politécnica surge como parte de um projeto emancipador que se distancia da ideologia liberal e de seus reflexos no campo do trabalho e da educação. Ao recolocar a questão do significado da cidadania hoje, este texto tem como objetivo identificar a que conceito de cidadania a noção de politecnia se filia, considerando o campo das práticas educativas e suas interfaces com a atual configuração do mundo do trabalho. In opposition to a community and school project which have been denying the effective citizenship to a great contingent of youth and Brazilian workers, the polytechnic conception emerges as a part of an emancipating project which is far from the liberal ideology and from its reflexes on the education and work fields. Retaking the issue of the citizenship meaning nowadays, this text aims to identify to which citizenship concept the polytechnic conception belongs, considering the educational practices field and its connection to the current aspect of the world of work.

フィンランドは，90年代前半の低迷を脱出し，順調な経済発展をみせている。特に，IT を中心とする産業・雇用創出が顕著であるとともに，国際競争力などにおいても世界トップレベルである。この要因の一つとして，多様な高等教育における人材育成のあり方によるところも大きいと考える。本論文では，同国で実施したインタビュー調査をもとに，人材育成における高等教育機関の役割，高等教育機関と企業，産業界の関係等について考察した。その結果，アカデミックな大学に加え実務的なPolytechnicの存在，柔軟なMBAコースの運営，学生（労働者）が教育機関と企業を行き来することによる高等教育機関と企業，産業界の連携の強さなどによるところが大きいと考えられる。

Submitted by Aline Batista (alinehb.ufpel@gmail.com) on 2016-04-11T16:36:26Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) O uso do livro didático de Geografia como elemento mediador na aprendizagem no Ensino Médio Politécnico.pdf: 991679 bytes, checksum: c4c04328e562d5ba2831e4c167f9e2ba (MD5) Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2016-04-11T16:39:04Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) O uso do livro didático de Geografia como elemento mediador na aprendizagem no Ensino Médio Politécnico.pdf: 991679 bytes, checksum: c4c04328e562d5ba2831e4c167f9e2ba (MD5) Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2016-04-11T16:39:15Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) O uso do livro didático de Geografia como elemento mediador na aprendizagem no Ensino Médio Politécnico.pdf: 991679 bytes, checksum: c4c04328e562d5ba2831e4c167f9e2ba (MD5) Made available in DSpace on 2016-04-11T16:39:24Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) O uso do livro didático de Geografia como elemento mediador na aprendizagem no Ensino Médio Politécnico.pdf: 991679 bytes, checksum: c4c04328e562d5ba2831e4c167f9e2ba (MD5) Previous issue date: 2014-12-16 Sem bolsa A pesquisa apresentada tem como objetivo avaliar o papel do livro didático no contexto da nova Proposta de Ensino Médio Politécnico, mas especificamente da área de Ciências Humanas e suas Tecnologias, onde se insere a Geografia, bem como compreender como vem sendo a inserção e adequação dessa proposta nas escolas estaduais da cidade de Pelotas-RS, além de investigar as possibilidades e dificuldades encontradas na sua consolidação. O critério de delimitação das escolas da pesquisa teve como parâmetro entrevista realizada com a responsável pela inserção da proposta de Ensino Médio Politécnico da 5ª CRE - Coordenadoria Regional de Educação da cidade de Pelotas-RS, desta forma definiu-se quatro escolas.Para alcançar os objetivos propostos foi realizada uma pesquisa bibliográfica durante todo o período da execução do trabalho, que teve como temas centrais, educação brasileira, ensino de Geografia, Ensino Médio Politécnico e livro didático.A pesquisa documental a fim de detectar a concepção de ensino construída e como o mesmo vem sendo tratado com o intuito de elucidar as transformações e as influências que atuam na seleção e apresentação dos conteúdos de ensino médio. E a pesquisa de campo que teve como instrumento de coleta de dados, entrevistas com professores que lecionam no Ensino Médio Politécnico – na Área das Ciências Humanas e suas tecnologias de quatro escolas estaduais a fim de avaliar o uso do livro didático neste contexto. Observou-se por meio da análise da pesquisa de campo que o livro didático não contempla suas necessidades para o Ensino Médio Politécnico. Para os professores, o livro didático ainda e ferramenta indispensável no trabalho cotidiano. The following research has the main objective to evaluate the textbook role in the context of the new Polytechnic High School proposal. The study took in count, specifically, the area of Human Sciences and its technologies, in which geography is included. Another objective is to understand how the insertion and suiting processes have happened at the state schools in the city of Pelotas-RS, as well as to investigate the possibilities and difficulties found in its setting. The schools delimitation criteria had, as a parameter, an interview held with a person from 5ª CRE – Regional Education Coordination of the city of Pelotas/RS, that was responsible for the Polytechnic High School proprosal insertion. Four schools were chosen, and to reach the proprosed objectives, three steps were taken. First, a bibliographic research was made on brazilian education, Geography teaching, Polytechnic High Schools, and textbooks throughout the entire work’s execution. Second, a documentary research was made to detect the built conception of teaching and how it has been discussed to clarify the transformations and influences that impact on selection and presentation of high school content. Third, a field research was conducted using, as a data gathering tool, interviews with Polytechnic High Schoolteachers – in the Human Sciences and its technologies area to evaluate the textbook use in this context. It was observed through the field research analysis that the textbook does not contemplate its needs for the Polytechnic High School. For the teachers, the textbook is still an essential tool on their daily work.

Tese de mestrado em Informação, Comunicação e Novos Media, apresentada à Faculdade de Letras da Universidade de Coimbra O desenvolvimento das novas tecnologias da informação e da comunicação, surgidas na segunda metade do século XX, veio trazer à comunidade científica novas formas de comunicar a ciência, interagindo numa dimensão globalizada e tornando as fronteiras do conhecimento cada vez mais esbatidas. A comunicação científica, sujeita aos interesses das grandes editoras comerciais tem tentado libertar-se das grilhetas por elas impostas, procurando obter uma autonomia que tem sido difícil de conquistar, mas paulatinamente conseguida graças ao Movimento de Acesso aberto, permitindo, desse modo, o acesso e a partilha do conhecimento e potenciando a investigação, os investigadores e as instituições a que estão umbilicalmente ligados. Os repositórios institucionais, estrategicamente definidos como ferramentas de divulgação do conhecimento produzido, sobretudo nas instituições de ensino superior, permitem a prossecução dos objetivos estabelecidos por aquele movimento, contribuindo para dar a visibilidade e o impacto tão necessários ao labor científico, sobretudo em situações de conjuntura económica, política e social mais difíceis cujas consequências se refletem junto da comunidade científica. O trabalho que ora se apresenta, pretendeu compreender as atitudes e os comportamentos da comunidade docente do Instituto Politécnico de Coimbra (IPC), no que respeita ao acesso à informação científica e à necessidade de publicação por parte dos docentes, procurando identificar os potenciais constrangimentos ao desenvolvimento de um repositório próprio, tendo sido utilizado, para esse efeito, um questionário sob a forma de inquérito em linha junto da comunidade docente do IPC. Conclui-se que a comunidade docente faz um amplo uso das tecnologias digitais na procura da informação necessária ao seu trabalho de investigação, mostrando-se favorável aos princípios do Acesso aberto que considera ser mais eficaz para divulgação da literatura científica. No entanto, evidencia uma prática diferente, resultante de alguns constrangimentos relacionados com direitos de autor, custos de publicação e alguns receios, mostrando-se favorável à implementação de uma política baseada neste modelo. The development of new information technologies and communication, which arose in the second half of the twentieth century, the scientific community has brought new ways of communicating science, interacting on a global scale, making the boundaries of knowledge increasingly blurred. Scientific communication, subject to the interests of large commercial publishers have tried to free themselves from the shackles imposed by them, seeking an autonomy that has been difficult to achieve, but gradually achieved thanks to the Open Access Movement, thereby allowing access and sharing of knowledge and enhancing research, researchers and institutions to which they are inextricably linked. Institutional repositories are strategically defined as dissemination tools of the produced knowledge, especially in higher education institutions, enabling the pursuit of the objectives set by that movement, helping to provide the visibility and impact so necessary for scientific work, especially during economic, political and social difficult times with consequences that have an effect on the scientific community. The work presented here had as objective to understand the attitudes and behaviour of the teaching community of Polytechnic Institute of Coimbra (IPC), in relation to access of scientific information and the need for publication by teachers, seeking to identify potential constraints to the development of a own repository, having been used, for this purpose, a questionnaire with a form of an online survey near the IPC teaching community. This study has shown that the teaching community makes extensive use of digital technologies to look up necessary information for their research work, thus supporting principles underlying Open Access, which considers this an effective and efficient means for the diffusion of scientific literature. However, this study has also indicated that in practice there are some drawbacks due to constraints related to copyright laws, publication costs and other worries, thereby supporting the implementation of a policy based on this model.

Polytechnics in Ghana are part of the higher institutional network responsible for training high quality multi-skilled units of human capacity relevant to the national need of the Ghana. This paper empirically examines the management, delivery and the challenges of polytechnics in Ghana. A cross-section design was used as well as multi-stage sampling technique. In addition, both qualitative and quantitative methods of data collections and analysis were also used. The study showed that the governing council is the highest decision making body of the polytechnics which derives its authority from the Provisional National Defence Council (PNDC Law 32. Amended by Parliamentary Act 745 2007) and the rectors are the heads of administration responsible for the efficient utilization of the polytechnic resources. The rectors are supported by the vice rectors, registrars, faculty deans, heads of departments, finance officers, librarian, internal auditors, the planning officers and the students representative council. The study further revealed that all polytechnics operates the semester system and inadequate funding, inadequate staffing, high staff turnover, high enrolment, lack of effective industrial linkages, outdated curriculum delivery and unstable academic environment are some of the challenges the study has found out. Adequate funding by the government, recruitment of qualified lecturers, provision of adequate facilities by the government and revisions of outdated curriculums’ can go a long way to make the polytechnics a better place for middle man power training in Ghana and also to meet the target of the Millennium Development Goals.

This paper contributes to the debate on the educational reforms and the role of the polytechnics in economic development of Ghana. The paper was an outcome of a review of secondary data supported by interviews with, polytechnic Rectors, polytechnic administrators and government officials across seven polytechnics in Ghana. Purposive sampling technique was used to select the key informants and qualitative analysis procedure was used. The study examined the educational development from the colonial period as bases for Ghana educational system today, the period of internal self-governance, the impact of the education development and reforms that took place in 1987. Following the educational reforms, the polytechnics became part of the institutional network responsible for the training of the middle man-power for the socio-economic development of the Ghana. Apart from raising the political and social awareness of citizens in Ghana, the polytechnics have witnessed the unprecedented growth and expansion from the 1990s to date. Many polytechnic trainees who became successful entrepreneurs have provided employment to other citizens in Ghana. They provided the alternative route aimed at easing pressure on the traditional universities and also promoted and encouraged scholarship and community service within Ghana. In that sense, they have made a significant strives as centres for excellence for the development of human resource for national development. The paper calls for government to pay more attention to the polytechnics in Ghana and backed all initiative to develop the country’s polytechnics by legislation.

The paper draws on data of five in-depth interviews with managers of Small-MediumEnterprises (SMEs) who were involved in intellectual property (IP) transfer from one of the polytechnics. This initial study focuses upon IP licensing and collaboration in healthcare,information technology and electronics technology. Findings suggest that a polytechnic is generally understood as a public technology provider that could complement a SME as the coinnovator. Participants share the need for 2-way communication without fear of loosing the enabling confidential data. Either pull or push innovation model works well if the Poly-SME is connected through a reinforcing and complementary functional relationship. Royalty free period, IP co-ownership framework, simple IP valuation are recommendations that facilitate IP negotiations. Continuation of technical and know-how supports beyond the IP licensing contract is the most significant consideration for under-resourced licensees Relevant secondary evidence suggests that the polytechnic sector is expected to produce less foundational knowledge, more translational knowledge in helping SMEs to bring commercial applicable products or services to the marketplace. Government of Singapore, in a typical triple helix innovation model, is providing the Poly-SME TT space with intermediation services, small project gap funding and larger research and development (R&D) funding.

Este artigo discute o significado do ensino médio na condição de etapa final da educação básica, tendo em vista a realidade socioeconômica e educacional brasileira, em que grande parte dos filhos das classes populares precisa trabalhar antes dos 18 anos de idade. Parte-se do pressuposto de que o objetivo a ser alcançado, na perspectiva de uma sociedade justa, é a formação omnilateral, integral ou politécnica de todos, de forma pública e igualitária e sob a responsabilidade do estado. Apesar de essa representar a utopia a ser buscada, a realidade atual está muito distante dessa perspectiva formativa. Neste trabalho, então, questiona-se: é possível caminhar nessa direção, mesmo em uma sociedade capitalista e periférica como a do Brasil? Tendo essa questão como norte do trabalho, discute-se o ensino médio integrado à educação profissional técnica de nível médio como uma possibilidade de travessia na direção formativa pretendida para os jovens brasileiros. O estudo foi desenvolvido tendo como referência os pensamentos de Karl Marx e Friedrich Engels, de Antonio Gramsci, assim como de autores que dialogam com eles. A análise permitiu concluir que a realidade socioeconômica brasileira exige, do ponto de vista teórico e ético-político, conceber e materializar um tipo de ensino médio que garanta uma base unitária para todos, fundamentado na concepção de formação humana integral, tendo como eixos estruturantes o trabalho, a ciência, a tecnologia e a cultura. Garantida essa mesma base, é preciso também que o ensino médio integrado à educação profissional técnica de nível médio seja colocado como uma possibilidade de formação. This article discusses the meaning of secondary education as the final stage in basic education, considering the Brazilian socioeconomic and educational reality, in which a large proportion of the children in the popular classes need to work before the age of 18. It assumes that the objective to be reached in the perspective of a fair society is the omnilateral, integral or polytechnic formation for all, in a public and egalitarian way, and under the responsibility of the state. Despite this representation of the utopia to be searched, the current reality is very far from such formative perspective. In this work, therefore, we question: is it possible to move in this direction, even in a capitalist and peripheral society such as Brazil? Having this question as a guideline, we discuss secondary education integrated to secondary-level technical professional education as a possibility of changing towards the intended formation for Brazilian youngsters. The study was developed having as a reference the thought of Karl Marx and Friedrich Engels, and of Antonio Gramsci, as well as that of authors that dialogue with them. The analysis conducted made it possible to conclude that the Brazilian socio-economic reality requires, from a theoretical and ethical-political point of view, that we conceive and materialize a kind of secondary education that will guarantee a unique basis for all, founded in the integral human formation, and having as its backbone the work, the science, the technology, and the culture. Once such basis is guaranteed, we also need that secondary education integrated into secondary-level technical professional education is offered as a possibility of formation.

A população abrangida pelo presente estudo de investigação pretendeu envolver todos os promotores-líderes dos projetos que participaram no Concurso Poliempreende, vencedores com o primeiro, segundo e terceiro prémio a nível regional e nacional, de todos os Institutos Politécnicos e Escolas Superiores não integradas aderentes, no total de 19 entidades, desde a 1ª (2003-2004) até à 9ª edição (2011-2012). O Concurso Poliempreende consiste no desenvolvimento de ideias originais e inovadoras com o objetivo de criação do próprio negócio, com potencial crescimento, contribuindo para o desenvolvimento do empreendedorismo nas regiões de atuação dos Institutos Politécnicos e Escolas Superiores não integradas aderentes. O concurso já vai na 10ª edição, a realizar-se em 2013 no Instituto Politécnico da Guarda. Este estudo de investigação contemplou três vertentes: a revisão da literatura, pesquisa junto dos Institutos Politécnicos e Escolas Superiores não integradas aderentes ao Concurso Poliempreende, através de questões via correio eletrónico, e a realização de um questionário dirigido aos promotores-líderes dos projetos Poliempreende. O tema deste estudo reside na análise da evolução dos projetos do Concurso Poliempreende premiados a nível regional e nacional. A análise à evolução dos projetos do Concurso Poliempreende premiados a nível regional e nacional permitiu concluir que existem fatores que apresentam um caráter importante na decisão de implementação do projeto Poliempreende, mas que isoladamente os mesmos podem não ser decisivos. Os fatores que poderão influenciar o empreendedor do Concurso Poliempreende a implementar o projeto, mas que podem não ser decisivos são: a origem da criação do negócio, o setor onde se insere a ideia do negócio, o recurso a apoios e a procura ativa de informação sobre os apoios existentes. Esta investigação conduziu à elaboração de um guia de apoio ao empreendedor do Instituto Politécnico de Portalegre, com o objetivo de transmitir informações necessárias e práticas para a criação de negócio (empresa). The target population of this research included all promoters-leaders of the projects submitted to the Poliempreende contest, winners of the first, second and third regional and national prizes, from participant Polytechnic Institutes and non-integrated Colleges, within a total of 19 organizations, since the 1st (2003-2004) to the 9th edition (2011-2012). The Poliempreende contest concerns the development of original and innovative ideas for the creation of a business, with potential growth, contributing to the development of entrepreneurship in the regions of the participant Polytechnic Institutes and non-integrated Colleges. The contest is currently in its 10th edition, to be held in 2013 at the Polytechnic Institute of Guarda. This research focused on three areas: a literature review, research with the Polytechnic Institutes and non-integrated Colleges participating in the Poliempreende contest through questions via email, and the completion of a questionnaire sent to the promoters-leaders of the Poliempreende projects. The subject of this study is based on the analysis of the evolution of regional and national winner projects. The analysis of the above mentioned evolution has shown that there are causes which play an important role in the decision to implement the Poliempreende project, but that they alone may not be decisive. The causes which may influence the entrepreneur of the Poliempreende contest to implement the project, but that may not be decisive are: the origin of the creation of the business, the field which includes the business idea, the resource to supports and the active search for information regarding the existing supports. This research resulted in the development of a support guide for the entrepreneur of the Polytechnic Institute of Portalegre, in order to convey the information and practices necessary to the creation of a business (company).

The purpose of this study was to report evidence obtained in a survey based on the Community of Inquiry (CoI) framework (Garrison, Anderson & Archer, 1991; 2000) carried out in different groups. The study comprised 510 higher education students enrolled in blended online courses offered through Moodle platform during one semester. It considered students from different private and public Portuguese polytechnic schools and universities. Moreira & Almeida (2011) have suggested that CoI framework is a valid, reliable, and efficient measure of its dimensions within the Portuguese population. Although similarities in aspects of social presence were discovered among polytechnic and universities students, the two groups showed some differences. In particular, it was observed that the polytechnic students appear to be a more robust community when compared to university students. Fundação para a Ciência e a Tecnologia

Submitted by Boris Flegr (boris@uerj.br) on 2021-01-07T18:08:26Z No. of bitstreams: 1 Tese_Wilson Coutinho_Bdtd.pdf: 1038829 bytes, checksum: aecd70dd0199ad39c135d7a47b0d287b (MD5) Made available in DSpace on 2021-01-07T18:08:26Z (GMT). No. of bitstreams: 1 Tese_Wilson Coutinho_Bdtd.pdf: 1038829 bytes, checksum: aecd70dd0199ad39c135d7a47b0d287b (MD5) Previous issue date: 2011-03-16 The main problem of this work is to verify if the school integration provided by Decree number 5.154/04 may be managed, even under the limits of capitalism, in a way that contributes to the achievement of an educational concept aimed at the polytechnic, with reference to the Brazilian educational legislation, with regard to secondary and technical education after the promulgation of the Educational Law number 9394/96 and, with the main focus of analysis of the provisions of Decree number 5.154/04 and circumstances that may contribute for it to provide the path above. The work aims at analyzing not only the precariousness and the limitation, but also the possibilities of the decree as an alternative way to build another educational concept with a view to overcome the force of neoliberal model. The starting point is the assumption that a theoretical-methodological, epistemological and ethical fundament grounded in the omnilateral training and / or polytechnic that significantly achieves the teachers forums in high school and technical school give support for the Decree 5.154/04 itself to constitute a possibility of overcoming the educational concept of neo-liberal tinge. However, understanding that is not something that can occur spontaneously. We have to understand that the possibility of this way implies intentionality and a dispute over a project that is also social. One concern is revealed repeatedly throughout the work: what should be done? Given the opacity of the time in reducing the oxygen of our hopes in order to exhaust the possibility of conceiving a sociability that, unlike this, has the man as the center, how should we act? And especially, how can we propose an action that does not seem histrionic, disconnected from current conditions of time and space? To the optimism of the will, even against the pessimism of the reason we add Gramsci's thought and poetry in the utopian expectation of becoming the most tangible dimension of transcendence in order to remember that man can be greater than the vexed role given to him by the dominant system. With the intention to dialogue with the experiences that take place in "ground school", we conducted an intentional search field and through empirical data collected from directors and teachers from institutions of the federal network of technologic education three units of the federation we compare the information obtained with the main arguments presented in the study. Este trabalho tem como problema central verificar se a integração do ensino médio facultada pelo Decreto n. 5.154/04 poderá constituir-se, ainda que sob os limites do capitalismo, num caminho que contribua para a concretização de uma concepção educacional voltada para a politecnia, tomando como referência a legislação educacional brasileira, no que diz respeito ao ensino médio e à educação profissional técnica de nível médio a partir da promulgação da LDB n. 9.394/96 e, tendo como foco principal de análise as disposições do Decreto n. 5.154/04 e as circunstâncias que eventualmente contribuem para que ele se constitua no caminho referido. Seu objetivo é analisar a precariedade, as limitações de alcance, mas também, as possibilidades do decreto como caminho alternativo na construção de outra concepção educacional, na perspectiva de superação do modelo vigente de inspiração neoliberal. O pressuposto ponto de partida é de que uma fundamentação teórico-metodológica, epistemológica e ético-política calcada na formação omnilateral e/ou politécnica que alcance significativamente os fóruns docentes, no âmbito do ensino médio e da educação profissional técnica de nível médio, dá suporte para que o Decreto n. 5.154/04 constitua-se de fato, numa possibilidade de travessia rumo à superação da concepção educacional de matiz neoliberal. No entendimento de que isso, todavia, não é algo que possa ocorrer espontaneamente, pelo contrário. Entendendo que a possibilidade dessa travessia implica uma intencionalidade e a disputa de um projeto que é também social. Uma preocupação se revela recorrente ao longo do trabalho: o que fazer? Face à opacidade do tempo presente pródigo em reduzir o oxigênio das nossas esperanças, em exaurir a possibilidade de se conceber uma sociabilidade que, diferente desta, tenha o homem como centro, agir de que maneira? E, principalmente, como propor uma ação que não pareça histriônica, descolada das atuais condições de tempo e espaço? Ao otimismo da vontade, ainda que face ao pessimismo da razão do pensamento gramsciano somamos utopia e poesia na expectativa de tornarmos a dimensão da transcendência mais tangível. Para lembramos que o homem pode ser maior do que o acabrunhado papel para ele determinado pelo sistema dominante. Com a intenção de dialogarmos com as experiências que se dão no chão das escolas , realizamos uma pesquisa intencional no campo empírico e através de dados colhidos junto a dirigentes e professores de três instituições da rede federal de educação tecnológica, de três unidades da federação, procuramos confrontar as informações obtidas com os principais argumentos apresentados no trabalho.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2020-10-19T18:01:06Z No. of bitstreams: 1 2010 - Ulysses Tavares Carneiro.pdf: 3169006 bytes, checksum: d2417723906b0b9f875ebe4a122e55e9 (MD5) Made available in DSpace on 2020-10-19T18:01:06Z (GMT). No. of bitstreams: 1 2010 - Ulysses Tavares Carneiro.pdf: 3169006 bytes, checksum: d2417723906b0b9f875ebe4a122e55e9 (MD5) Previous issue date: 2010-12-13 This paper aimed to investigate how professionals and students of the Federal Network of Professional, Scientific and Technological Education understand the concepts of integral and polytechnic education, again included in the formulation of public policies for Professional Education. The term ?polytechnic?, strongly present in the education debate since the eighties of last century, weakened during the period in which policies for Professional Education in Brazil followed the neo-liberal bias in the nineties and the first third of this decade. Nowadays this concept reappears and returns to the debate on public policy for high school and Professional Education exactly in the moment that reframes the Federal Network of Professional, Scientific and Technological Education. The case study was opted that was conducted with students and teachers in Computer Technician Course, built in the modalities integrated, subsequent, concomitant and PROEJA, from Catarinense Federal Institute of Education, Science and Technology, in Sombrio municipality, in Santa Catarina. The research is qualitative, both in the collection, and in the analysis and discussion of the data. The data were collected through questionnaire and documentary analysis. The data presentation was done through frames and graphs. This research aimed to verify that the concept has not been mentioned at the current documents from Catarinense Federal Institute of Education, Science and Technology and the Campus. Only one quarter of the teachers who participated in the survey know that educational concept, while the students who participated in the survey do not know that concept. The understanding of what should be the goals of technical education is different for students and teachers, since for these, the technical courses should allow fast entry into the labor market, while those had declared that technical education should provide continuity of study for entry into undergraduate. Este trabalho investigou como os profissionais e os estudantes da Rede Federal de Educa??o Profissional, Cient?fica e Tecnol?gica compreendem os conceitos de educa??o integral e politecnia, novamente presentes nas formula??es das pol?ticas p?blicas para a educa??o profissional. A express?o ?politecnia?, fortemente presente no debate educacional a partir da d?cada de oitenta do s?culo passado, perdeu for?a no per?odo em que as pol?ticas para a educa??o profissional no Brasil seguiram o vi?s neoliberal, na d?cada de noventa e no primeiro ter?o desta d?cada. Atualmente este conceito retorna ao debate e reaparece nas pol?ticas p?blicas para o ensino m?dio e para a educa??o profissional, exatamente no momento em que se ressignifica a Rede Federal de Educa??o Profissional, Cient?fica e Tecnol?gica. Optou-se pelo estudo de caso realizado com estudantes e professores do Curso T?cnico em Inform?tica, nas modalidades integrado, subsequente, concomitante e PROEJA, do Campus Sombrio do Instituto Federal de Educa??o Ci?ncia e Tecnologia Catarinense, no munic?pio de Sombrio, Santa Catarina. A pesquisa ? de natureza qualitativa, tanto na coleta, quanto na an?lise e discuss?o dos dados. Os dados foram coletados por meio de question?rio e an?lise documental. A apresenta??o dos dados foi feita atrav?s de quadros e gr?ficos. A pesquisa verificou que o conceito n?o ? mencionado nos atuais documentos do Instituto e do Campus. Apenas um quarto dos professores que participaram da pesquisa conhece essa concep??o pedag?gica, enquanto os estudantes participantes a desconhecem. A compreens?o de quais devem ser os objetivos do ensino t?cnico ? distinto para estudantes e professores participantes, j? que, para estes, os cursos t?cnicos deveriam possibilitar o ingresso r?pido no mundo do trabalho, enquanto aqueles declaram que deveriam possibilitar a continuidade de estudos em n?vel superior.

Made available in DSpace on 2014-06-11T19:27:52Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-08-25Bitstream added on 2014-06-13T20:17:23Z : No. of bitstreams: 1 ribeirofilho_fg_me_rcla.pdf: 731462 bytes, checksum: 541c22f66419ab11b736de9967f86b90 (MD5) O ensino de Geografia nos cursos técnicos de nível médio integrados do IFPI é o objeto desta dissertação. Sua realização resultou da nossa preocupação para com as lacunas que temos presenciado à medida que exercemos a nossa função como profissional do ensino de Geografia nessa instituição. Definimos como seu objetivo geral a caracterização do trabalho realizado pelos professores de Geografia nesses cursos, identificando algumas de suas repercussões na formação dos alunos. Situamos como objetivos específicos: a identificação dos referenciais epistemológicos que fundamentam as práticas e as posturas dos professores, considerando as diretrizes legais para esse ensino e a literatura que tem tratado desse tema; a identificação dos modos como o ensino de Geografia se manifesta, visando contribuir para a construção e a preservação da memória desse ensino; e, ainda, a identificação de traços da cultura de Geografia que resulta das experiências no trabalho de ensino dessa disciplina. O percurso metodológico adotado apoiou-se na visão elaborada por Gramsci, ao abordar suas idéias relacionadas à escola unitária, assim como procuramos nos servir dos subsídios da pesquisa etnográfica e dos fundamentos inerentes à análise do discurso, visando conhecer elementos da cultura e da conseqüente memória que esse ensino tem produzido no IFPI. Realizamos uma análise da evolução da Geografia como ciência e como disciplina escolar, atendendo às determinações das leis que têm disciplinado os currículos no Brasil. Utilizando instrumentos de pesquisa na forma de questionários e entrevistas, colhemos subsídios junto aos professores e aos alunos para a consecução dos nossos objetivos. Como resultado, identificamos que os cursos em questão, e dentro deles o ensino de Geografia, não são bem compreendidos por professores e alunos, reflexo do não conhecimento dos fundamentos da integração suscitada pela legislação Geography teaching in middle level technicians integrated courses of IFPI is the object of this dissertation. His achievement resulted from our concern for the gaps that we witnessed as we exercise our role as professional Geography teaching at that institution. We define as its general goal the characterization of the work done by Geography teacher in these courses, identifying some of its effects on training of students. We place the following objectives: the identification of references epistemological underpinning the practices and attitudes of teachers, considering the legal guidelines for such education and literature that has dealt with this issue, identifying the ways the geography teaching is manifested in order to contribute building and preserving the memory of that teaching, and also the identification of traces in the culture of geography that results of experiments in the work of teaching that course. The methodological used was based on the vision elaborated by Gramsci, in addressing their ideas related to the school unit, as we seek to provide subsidies of ethnographic research and the submissions relating to discourse analysis, to determine elements of culture and the consequent memory that this education has produced the IFPI. An analysis of the geography evolution, science and school discipline, given the determination of the laws that have disciplined curricula in Brazil. Using research instruments in the form of questionnaires and interviews, we reap benefits from the teachers and students to reach our goals. As a result, we identified that the courses concerned, and within them the geography teaching, are not well understood by teachers and students, a reflection of lack of knowledge from the fundamentals of integration raised by legislation that sets out its guidelines, and/or absence of a planning built by the protagonists of this work, able to provide identity to the IFPI this teaching

The paper depicts the possibilities of implementing marketing concepts in Croatian higher education. Building on the claim that the education is an important factor of the development and the quality of life of society, the authors discuss the influence of the macroenvironment to the educational system. They especially stress the globalization process, entering the European Union, tertiarization of the economy, technological advances and the changes in the number and structure of the population as important factor influencing the educational system. The perceived trends impose the need of all subjects involved in the educational system to adjust to the conditions of their environment.

Artykuł poświęcony jest zarządzaniu szkołami wyższymi w Finlandii. Przedstawiono w nim stan obecny szkolnictwa wyższego oraz najnowsze zmiany. Omówiono części składowe systemu szkolnictwa wyższego, a także procesy decyzyjne, organy przedstawicielskie, doradcze i kontrolne. The article pays attention to management of higher education institutions in Finland. It presents present condition of higher education system and the newest changes. There were discussed constituent elements of higher education system, decision-making process, representative body, advisory body and supervisory body.

É desejável e necessário compreender historicamente a origem da concepção de politecnia associada à formação integrada, assim como da própria formação integrada, dois termos cuja polissemia pode conduzir a interpretações diversas e mesmo antagônicas. Tanto a concepção de politecnia quanto de formação integral aparecem na literatura ligadas à formação escolar, ainda que não se refiram exclusivamente a ela. O objetivo deste texto é duplo. Pretende, de um lado, situar ambas as concepções no universo teórico do materialismo histórico, ressalvando que, por não serem exclusivas deste universo, comparecem em outros, com diferentes significados. De outro lado, intenciona examinar, com algum detalhe, de que forma dois autores-chave - Marx e Gramsci - elaboram suas visões sobre as relações entre a educação e o trabalho mediadas pela concepção da politecnia e da formação integral e, de forma bastante breve, quais as aproximações e distanciamentos entre eles, relativamente a tal questão. It is desirable and necessary to historically understand the origin of the polytechnic conception associated to the integrated education, as well as the very own integrated education, two terms whose polysemy may lead to different and even opposing interpretations. Both the polytechnic and the integral education conceptions can be found in literature connected to the school education, even if not exclusively referring to it. The purpose of this paper is twofold. On the one hand, it is intended to place both conceptions within the theoretical universe of the historical materialism, being pointed out that, as they are not exclusive from this universe, they can be found in other universes, with different meanings. On the other hand, it is intended to examine, in details, how two key authors - Marx and Gramsci - develop their views regarding the relationships between education and work mediated by the polytechnic conception and the integral education, and, in a very summarized manner, which are the similarities and differences between then, in regards to this issue.

O objecto de estudo, aqui privilegiado, centra-se nos processos de transição do ensino secundário para o superior a partir de uma realidade concreta e com especificidades próprias como as do Instituto Politécnico de Santarém (IPS). Para tal lançou-se um inquérito aos alunos do primeiro ano deste Instituto com o fim de se proceder a uma caracterização social do recrutamento e trajectórias escolares; e, em articulação, à análise da formação de escolhas acerca da formação que pretendem desenvolver., Interacções, vol. 1 n.º 1 (2005): A problemática das transições entre os diferentes ciclos de ensino e entre a educação e o trabalho.

Ammattikorkeakoulun opinnäytetyön käytäntöjä on luotu viimeisen kymmenen vuoden aikana. Opinnäytetyöhön on kohdistunut paljon odotuksia niin työelämän kuin ammattikorkeakoulujärjestelmän suunnalta. Opinnäytetyön tekijät, opiskelijat, ovat olleet tilanteessa, jossa opinnäytetyön vaatimuksiin on liitetty toisaalta teoreettisuus ja toisaalta ammattialan asiantuntijuuden osoittaminen. Ammattikorkeakoulujen työelämälähtöistä opinnäytetyötä on ohjannut myös tarve erottua selkeämmin tiede- ja taidekorkeakoulujen sekä yliopistojen pro gradu ­tutkielmista. Tässä tutkimuksessa hain vastauksia seuraaviin kysymyksiin; mikä on työelämälähtöisen opinnäytetyön tehtävä ammattikorkeakoulussa, mitä työelämälähtöisyys merkitsee opinnäytetyössä, mitä opinnäytetyössä opitaan ja millaista osaamista opinnäytetyö kehittää työelämäkontekstissa. Työelämäkontekstilla tarkoitetaan tutkimuksessa sekä opiskelijan oppimisen että työelämän odotusten kontekstia opinnäytetyössä. Tutkimuksen teoreettinen tarkastelu kiinnittyy kolmikantayhteistyön, työelämän, opiskelijan ja ammattikorkeakoulun, vuorovaikutukseen ja työelämässä oppimiseen sekä tietämyksen ja asiantuntijaosaamisen kehittämiseen. Tutkimusraportissa ammattikorkeakoulun työelämälähtöistä opinnäytetyötä tarkastellaan teorian ja empirian välisenä vuoropuheluna. Tutkimuksessa käytettiin fenomenografista tutkimusotetta. Fenomenografinen tutkimusote on laadullinen lähestymistapa, jossa pyritään kuvaamaan, analysoimaan ja ymmärtämään todellisuuden, tässä tapauksessa työelämälähtöisen opinnäytetyön, erilaisia käsityksiä. Tässä tutkimuksessa ollaan erityisesti kiinnostuneita siitä, mitä ihmiset oppivat työelämälähtöisessä opinnäytetyössä ja kuinka he ymmärtävät työelämälähtöisen opinnäytetyön ilmiön. Tutkimuksessa on tarkasteltu työelämän edustajien että opiskelijoiden erilaatuisia käsityksiä työelämälähtöisestä opinnäytetyöstä. Tutkimuksen empiirinen aineisto koostuu yhdeksästätoista tradenomin opinnäytetyötä kuvaavasta haastattelusta. Haastateltavina ovat olleet sekä opinnäytetyön tekijät että opinnäytetyössä mukana olleet työelämän edustajat. Valitun tutkimusotteen tavoitteena on ollut kuvata todellisuuden ymmärtämisessä, tässä tapauksessa työelämälähtöisessä opinnäytetyössä, ilmeneviä eroja, jolloin käytetty ote korostaa sisällön merkitystä että kokemuksellisia asioita. Työelämälähtöisen opinnäytetyön lähtökohdat ovat työelämän asettamissa ongelmissa sekä työelämän kehittämistarpeissa. Ammattikorkeakoulujen työelämälähtöinen opinnäytetyö liittyy vahvasti työelämän ja ammattien kehittämiseen ja tutkimiseen. Näin ollen työelämän tieto- ja taitovaatimukset luovat perustan myös ammattikorkeakoulun työelämälähtöiselle opinnäytetyölle. Tutkimus vahvisti käsitystä siitä, että työelämäkontekstissa toteutettu opinnäytetyöprosessi luo autenttisen mahdollisuuden ammattitaidon oppimiselle ja asiatuntijaosaamisen kehittymiselle. Se ei missään tapauksessa kuitenkaan takaa sitä. Kriittisiä tekijöitä tässä mielessä ovat sekä työyhteisön sitoutuneisuus opinnäytetyöprosessiin että opiskelijan omakohtainen mielenkiinto ongelmanratkaisuun ja halu oppia itseohjautuvasti. Ammatillisen tietämyksen ja osaamisen kehittymisen kriittisiä tekijöitä työelämälähtöisessä opinnäytetyössä ovat niin ikään tiedonsiirron avoimuus, keskustelut sekä luottamus siihen, että osaamista voidaan kehittää tietoa jakamalla. Tästä syystä ammattikorkeakoulujen tehtävänä on luoda uusia työelämälähtöisiä toimintatapoja sekä kehittää metodeja työelämälähtöisen opinnäytetyön toteuttamiseksi. Tutkimus nosti esiin myös sen, kuinka aito ammattikorkeakoulun opinnäytetyön rooli voi olla työelämän kehittämisessä. Työyhteisöissä on runsaasti oppimis- ja tutkimismahdollisuuksia, joiden merkitystä ei voida aliarvioida. Ammattien ja työkäytäntöjen hiljaista tietoa on mahdotonta tutkia ja oppia ilman osallistumista aitoihin työympäristöihin. Tästä näkökulmasta työelämälähtöisiä opinnäytetyöprosesseja tulisikin suunnata niihin kohteisiin, joissa ammattitiedon säilymisen ja siirtämisen uhkakuvat sukupolvelta toiselle (esim. yrittäjyyden ammattispesifi tieto) ovat olemassa. Tämän tutkimuksen ongelmanasettelu jätti avoimeksi kysymyksen ammattikorkeakoulun opinnäytetyön ohjauksen roolista työelämälähtöisessä opinnäytetyöprosessissa. Perinteinen tutkintotyön ohjaaminen ei riitä silloin, kun opinnäytetyöllä haetaan eväitä käytännön ratkaisujen lisäksi myös kehittämiskohteen arviointiin ja asiantuntijuuden kasvuun. Tämä merkitsee ensisijaisesti opinnäytetyöohjauksen muutosta, jolloin sekä työelämän asiantuntijaverkostoissa toimimisesta että ammatillisen tutkimus- ja oppimisprosessin ohjaamisesta tulee ohjaustyön keskeisin sisältö. Jatkotutkimuksen arvoista on se, miten työelämälähtöisen opinnäytetyöohjauksen mallit rakentuvat käytännössä ja kuinka ohjaajan oma käsitys ammattikorkeakoulun opinnäytetyöstä suuntaa opinnäytetyöprosessia. Tutkimus osoitti sen, että työelämälähtöisen tutkimus- ja kehitystyön vaarana on lyhytjännitteisyys ja välitön tulosten tavoittelu. Tästä syystä työelämälähtöisessä opinnäytetyössä ammattikorkeakoulututkimuksen ja työelämän välinen vuoropuhelu on oleellista. Vuoropuhelun tulee alkaa ensinnäkin siitä, mitä kysymyksiä opinnäytetöissä nostetaan esiin ja mihin tutkimus- ja kehitystyöosaamista suunnataan. Edelleen on pohdittava sitä, miten verkostoissa tuotettua asiantuntijatietoa esitetään ja kuinka työelämää uudistetaan myös eettisesti kestävältä pohjalta. Tämän keskustelun on oltava avointa ja kritiikille alistettua. Työelämälähtöinen opinnäytetyöprosessi on myös aina opiskelijan omakohtainen oppimis- ja kehittymisprosessi, jonka sisältöä ja laatua ei voida täysin ulkoapäin ohjata. Työelämälähtöiseen opinnäytetyöprosessiin kuuluu niinikään oppimisen ja kehittämisen vapaus ja vastuu. This study was conducted to find answers to following questions: What is the task of a working life based final project in polytechnic studies? What does a working life based approach mean? What is being learned in that process and what kind of expertise is being developed during such a final project process? The approach in this study is that of phenomenography, which analyzes, desribes, and categorizes different kind of subjective conceptions of working life based final projects experienced by students and company representatives. The theoretical concepts of this study are linked to the framework of a working life based final project as well as to the development of working life. Futhermore, the content of research-based learning and the concept of developing competence and shared expertise are studied. The empirical data were obtained through nineteen interviews. The data were collected in autumn 2000 from ten different BBA final projects implemented in co-operation with companies. Both the students and the company members were interviewed. The empirical results of this study are divided into horizontal categories which represent different dimensions of a working life based final project. These categories provide a summarized picture of the research problems studied in this research from both the students`and the company representatives`viewpoints. The findings showed that a working life based final project develops professional competence widely. However, it is vital to decide the bases and the basic aim of a final project of this nature. The results showed very clearly that it is important to solve the issue of combinig working life expectations and students` learning goals in research projects. The working-life context of a final project requires the use of multiple methods as well as sharing and transferring the professional knowledge, expertise and competence. On the basis of the research results it can be said that it is essential not to productionize a working life based final project and launch it only as knowledge package as, in that case, professional learning and sharing competence, which are typical of a polytechnic final project, would not develop. In addition, this would also compromise the role of polytechnics in developing and researching working life. Research Centre for Vocational Education - Ammattikasvatuksen tutkimus- ja koulutuskeskus

Maamme ammattikorkeakouluverkko rakennettiin 1990-luvulla pääosin oppilaitosfuusioiden kautta. Tämän tutkimuksen tarkoitus tiivistyy kolmeen tutkimustehtävään: (1) miten valtioneuvoston velvoitteesta yhteen liitettyjen alueellisten ammattikorkeakouluhankkeiden, eli Kotkan väliaikaisen ammattikorkeakoulun ja Kouvolan seudun ammattikorkeakouluhankkeen, strateginen yhteen kasvaminen on käytännössä toteutunut; (2) mitkä ovat ammattikorkeakoulun strategisen johtamisen keskeiset esteet ja (3) miten ammattikorkeakoulun strateginen johtaminen voidaan mallintaa. Monialaisen ammattikorkeakoulun kehittyminen on muutosprosessi, jonka yhtenä keskeisenä funktiona on oppilaitosten rakenteellisen ja toiminnallisen kokonaisuuden ja yhteistyösuhteiden luominen, ylläpitäminen ja kehittäminen. Muutosprosessin elementtejä ja edellytyksiä haetaan tutkimuksessa strategia-ajattelun ja sen keskeisen osa-alueen, strategisen johtamisen viitekehyksessä. Kyseessä on strategiatutkimus,joka kohdistuu Kymenlaakson ammattikorkeakouluun. Tutkimusaineisto on laaja ja sisältää eri tiedonkeruun menetelmiä. Aineisto on vuosilta 1996-2001. Alueellisten ammattikorkeakouluhankkeiden yhdistäminen ja monialaisten oppilaitosyhtymien muodostaminen on ilmiö, jonka seurannaisvaikutukset voivat olla hyvinkin samansuuntaiset muissakin ammattikorkeakouluissa. Ammattikorkeakoulun strategiaa ilmiönä voi luonnehtia erittäin kompleksiseksi. Taustalla ovat osakeyhtiömuotoisen ammattikorkeakoulun kahden ylläpitäjätahon aiheuttama alueellinen polarisaatio, organisaation rakenteelliset ja toiminnalliset tekijät sekä strategisen vastuun selkeytymättömyys. Nämä tekijät osaltaan luonnehtivat käyttämääni käsitettä piilostrategia. Stragisessa johtamisessa keskeistä on strategiaprosesseissa haettava tasapaino erilaisten ulkoisten vaatimusten ja ammattikorkeakoulun omien tavoitteiden ja strategisten resurssien välillä sekä kysymys, millä tavoin strategiaprosesseissa tehdyt valinnat ja linjaukset ilmenevät budjettiprosesseissa ja edelleen ammattikorkeakoulun toiminnassa taloudellisten resurssien kohdentamispäätöksinä. Ammattikorkeakoulun strategisen johdon tehtävä ja asema on erittäin vaativa ja haasteellinen. Operatiiviselle johdolle, joka käytännössä vastaa ammattikorkeakoulun perustehtävistä, on luotava selkeät osallistumis- ja vaikuttamismahdollisuudet, ts. suorittavan tason on riittävästi päästävä vaikuttamaan ammattikorkeakoulun strategiaan ja tavoitteisiin. Strategia-ajattelun ja strategisen johtamisen haasteena on kehittää ammattikorkeakoulua avoimena järjestelmänä ja innovatiivisena korkeakouluna. Koulutusohjelmien tulee verkottua todellisiin toimintaympäristöihin ja työelämään. Ammattikorkeakoulun tulee olla aktiivinen toimija alakohtaisten innovaatioverkostojen kehittämisessä ja liittyä osaksi alueellista ja tietyillä vahvuusalueilla osaksi kansallista innovaatiojärjestelmää.

Početkom XIX. stoljeća u Europi su se za školovanje inžinira i arhitekata osnivali politehnički instituti izvan postojećih sveučilišta, koji su negdje sredinom stoljeća pretvarani u visoke tehničke škole s posebnim odjelima. Krajem XIX. stoljeća visoke tehničke škole zakonski su izjednačene po pravima sa sveučilištima kada su dobile pravo dodjele doktorata tehničkih znanosti. U Hrvatskoj se rasprava oko opravdanosti i nužnosti osnivanja visoke tehničke škole vodila između inžinira okupljenih u Društvu inžinira i arhitekata i kr. Zem. vlade na prijelazu iz XIX. u XX. stoljeće., In the early 19th century, architectural and engineering education in European countries was provided in polytechnics operating independently of the existing universities. By mid-century they were turned into technical colleges with special departments. By the end of the 19th century, technical colleges were leveled with universities in terms of their legal rights and were allowed to award doctorates in technical sciences. In Croatia, discussions about the need and justification of founding technical colleges were carried on between the Association of Engineers and Architects and the Royal National Government in the late 19th and the ea 20th centuries.

Tutkimuksen lähtökohtana on ollut se, että henkilöstöllä käsityksineen on organisaation laatutyössä keskeinen rooli. Käsitykset ohjaavat joko tietoisesti tai tiedostamatta henkilöstön toimintaa. Tästä syystä käsitysten käyttöä laadun ja laatutyön tutkimisessa voidaan pitää tarkoituksenmukaisena perinteisten laatuindikaattoreiden käytön ohella. Laatutyöllä tarkoitetaan organisaation tietoista kehittämistä laadun parantamiseksi. Laadun tarkastelua on tutkimuksessa tehty eri laatunäkökulmien sekä laatutasomallien avulla. Laatunäkökulmat mahdollistavat laadun tarkastelun eri painotuksin, ja siten laatukäsite on saatu konkreettisemmaksi. Laatunäkökulmia ovat asiakaskeskeinen -, tuotanto-, prosessi- ja valmistuskeskeinen -, ympäristö- ja yhteiskuntakeskeinen -, tuote- ja suunnittelukeskeinen -, arvokeskeinen - sekä kilpailukeskeinen laatu. Tutkimuksen tekemisen syynä on olettamus, että laadulla ja työyhteisön ilmapiirillä on yhteyksiä, jotka vaikuttavat organisaation laadun ja laatutyön tasoon. Tutkimusaineisto on kerätty Oulun seudun ammattikorkeakoulun henkilöstölle suunnatulla kyselyllä vuonna 1999. Kohdejoukon koko oli 220 opetushenkilöstöön kuuluvaa. Vastausprosentti oli 63,6. Tutkimustulokset kuvaavat siis yhden ammattikorkeakoulun henkilöstön käsityksiä tiettynä ajankohtana. Aineistoa on käsitelty faktori- ja polkuanalyysien sekä epälineaaristen analyysien avulla. Näiden tilastomatemaattisten menetelmien avulla on pyritty löytämään riippuvuus- ja vaikutussuhteita ilmiöiden välillä. Tulosten mukaan opetushenkilöstö näytti kokevan työssään kehittämismahdollisuuksia, mikä voidaan tulkita ainakin osittain positiivisiksi odotuksiksi tulevassa toiminnassa. Ongelmana työssä koettiin rajalliset vaikutus- ja osallistumismahdollisuudet. Selkeää syytä tähän ei voida tutkimustulosten valossa määritellä. Henkilöstö koki tekevänsä työnsä mahdollisimman hyvin, mutta osaamiseen perustuvaa urakehitystä ei pidetty mahdollisena. Syy tähän tulisi selvittää mahdollisimman pian, koska sen vaikutus tarvittavan kehitysmotivaation syntyyn saattaa aiheuttaa jälkeenjääneisyyttä verrattuna niihin, joilla tämä asia koetaan toisin. Palautteen antaminen, rohkaiseminen aloitteellisuuteen sekä uusien toimintatapojen käyttöönottoon edellyttävät myös kehittämistä. Henkilöstön käsityksissä painottuu asiakaslaatu, joka edellyttää kuitenkin konkretisoimista. Ympäristö- ja yhteiskuntalaatua ei pidetä samalla tavalla tärkeänä. Kuitenkin tärkein laatutekijä on tulosten perusteella tuotanto-, prosessi- ja valmistuslaatu, koska muut laatunäkökulmat näyttävät olevan sidoksissa siihen. Laatukäsityksissä ja -työssä oli havaittavissa koulutusalakohtaisia eroja. Ainoastaan arvolaatua koskevat käsitykset olivat samansuuntaisia eri koulutusalojen kesken. Tutkimus ei pystynyt vastaamaan siihen, mistä havaitut erot johtuvat, mutta tutkittaessa tiedekorkeakoulujen tieteenalojen toimintaa, on myös havaittu samansuuntaisia eroja. Tuloksista seuraa havainto, ettei ammattikorkeakoulua ole syytä käsitellä yhtenä kokonaisuutena, vaan erilaisuutta kunnioittaen. Ilmapiirin ja laadun välisistä yhteyksistä tutkimus nosti esille viitteitä työilmapiirin ominaisuuksista, jotka ovat erityisen merkityksellisiä organisaation laadun kannalta. Työskentelyolosuhteiden tulisi olla osallistumisen mahdollistavia, tehtävä - ja roolisuhteiden selkeitä, työssä tulee voida tun-tea kannustusta, työn tulee tarjota mahdollisuuksia vuorovaikutuksessa oppimiseen ja henkilöstön tulee voida työskennellä autonomisesti, sillä autonomiakäsitykset näyttävät selittävän kolmanneksen laatukäsitysten vaihtelusta. Stressitekijöillä ei näytä olevan yhteyttä laatutekijöihin. Tulokset edellyttävät organisaation hallintomallin sekä suositun tiimityön edellytysten kriittistä analysointia. Laadun ja ilmapiirin välisistä yhteyksistä saatiin viitteitä myös siitä, että laadun merkitys hyvän ilmapiirin syntymiselle voi olla suurempi kuin hyvän ilmapiirin olemassaolo laadun syntymiselle. Tulokset antoivat myös aineksia organisaation johdon merkityksen uudelleen arviointiin laadun ja laatutyön kannalta. Johdon rooli korostuu toimintaedellytysten luomisessa, eikä niinkään pelkkänä laadun "keulakuvana" olemisena. Tämä siksi, että laatutekijät selittävät johdon tukea ja kannustusta merkittävässä määrin. Tulos saattaakin antaa aineksia laatu- sekä johtamisteorioiden kehittämiseen. Atmosphere Factors of Quality at Polytechnic Oulu Polytechnic started as a permanent polytechnic in 1996. The first years have been a time of change for the Polytechnic and have required special efforts for developing the quality of education. The starting point of this study is a wish to promote the quality work in the Polytechnic. The study areas include the polytechnic teachers' own conception of the quality of their unit, the quality work and atmosphere as well as the relationships between these phenomena. The paradigm of the study underlines the fact that the staff has an active role in the quality work of the organisation, and therefore their conceptions are particularly important in developing quality work. The frame of reference for the quality study consists of analysing different viewpoints of quality (Garvin 1988) and quality level models (Dale, Lascalles & Boaden 1994). An atmosphere meter constructed by Ruohotie (1998) was used in the atmosphere part. The material has been collected with a structured form in 1999. The target group was 220 members of teaching staff. 134 persons answered the questionnaire, and the turnout percentage was 60.9. According to the results, the work of the teaching staff contains development possibilities. The greatest problem in the work was the limited influence and participation possibilities. The staff feel that they do their work as well as possible, but skill-based career development is not possible. Giving feedback, encouraging the staff to initiatives and readiness to adopt new methods also require development. In the study, the quality of higher education has been approached from different viewpoints of quality. According to the study, customer quality is emphasised in the conceptions of the staff. A contributory factor in this quality requires concretisation, however. Environment and society quality were not rated important in the same way. According to the results it seems, however, that production, process and manufacturing quality is the most important quality factor, and other quality viewpoints are connected to it. There are discipline-specific differences in the idea of quality and quality work. Only the ideas on value quality are similar between different disciplines. The study cannot answer what causes the observed differences. A young polytechnic not be treated as a single body when starting quality work. According to the results, clear task and role relations in the organisation are important atmosphere factors for quality work and quality. The incentive value of the work role seems to be the most important atmosphere variable that directly influences quality factors. That, in its turn, depends on how the work community offers possibilities for learning interaction. Developing skill resources influences learning possibilities interactively and through them also quality factors indirectly. Stress factors seem to have no connection with quality factors, whereas ideas of autonomy seem to account for a third of the variation in ideas of quality. The staff also must have possibilities to participate operative planning and goal setting, because that has an effect on how the staff perceives the quality of the organisation. The study indicates that quality factors significantly explain the support and incentive from the management. The result may provide further research material for developing the quality theory and managing the organisation. The role of the management in quality work cannot therefore be construed very unambiguously. Keywords: Polytechnic, quality, quality work, atmosphere, autonomy, discipline.

The purpose of this study was to report evidence obtained in a survey based on the Community of Inquiry (CoI) framework (Garrison, Anderson & Archer, 1991; 2000) carried out in different groups. The study comprised 510 higher education students enrolled in blended online courses offered through Moodle platform during one semester. It considered students from different private and public Portuguese polytechnic schools and universities. Moreira & Almeida (2011) have suggested that CoI framework is a valid, reliable, and efficient measure of its dimensions within the Portuguese population. Although similarities in aspects of social presence were discovered among polytechnic and universities students, the two groups showed some differences. In particular, it was observed that the polytechnic students appear to be a more robust community when compared to university students.