Made available in DSpace on 2014-12-17T15:25:13Z (GMT). No. of bitstreams: 1 YumaF.pdf: 3104176 bytes, checksum: 62ac4ae0e04437dcb68b0baa42c44181 (MD5) Previous issue date: 2009-07-08 / The first years of the twentieth century in Natal is characterized by several urban interventions that aim was to change the feature of the city basically rural to another that was in line with cities as models of modernity and civilization. In this case all individuals would have to play important social roles, which included men, women and especially children. It was in this atmosphere of bright future that the children were taken as key parts of an idealized society. Some processes were essential in triggering changes in natal s childhood, among them, operated within the families, that this historic moment in public life sought other possibilities of existence, the school education and the construction of which would be the model for urban education the School Groups, propagators of science as mediators of all knowledge, and finally, the medical interventions that disseminating health and hygiene practices has enabled not only the conservation of child life, but also the possibility of building their individuality in a body healthy. If these processes on the one hand tried to crystallize an ideal image of a child making a child identity directly linked to education and the "body hygiene" on the other, giving specific reflexive autonomy to children, providing them see the world through eyes of subject. / Os primeiros anos do s?culo XX em Natal se caracterizaram pelas v?rias interven??es urbanas que tinham como prop?sito modificar a fei??o da cidade quase rural numa outra que estivesse em conson?ncia com as cidades consideradas modelos de modernidade e civiliza??o. Nesse processo, todos os indiv?duos passariam a ter pap?is sociais importantes a desempenhar, o que inclu?am homens, mulheres e, sobretudo, crian?as. Foi nessa atmosfera de futuro promissor que as crian?as foram tomadas como pe?as-chaves de uma sociedade profundamente idealizada. Alguns processos foram indispens?veis no desencadeamento das transforma??es da inf?ncia natalense, entre elas, as operadas no interior das fam?lias que, nesse momento hist?rico, buscaram na vida p?blica outras possibilidades de exist?ncia: a educa??o escolar e a constru??o dos que viriam a ser o modelo de educa??o urbana os Grupos Escolares, propagadores das ci?ncias como mediadoras de todo conhecimento e, por fim, as interven??es m?dicas que, divulgando pr?ticas de higiene e sa?de, possibilitaram n?o apenas a conserva??o da vida infantil, como tamb?m a possibilidade de constru??o da sua individualidade em um corpo saud?vel. Se por um lado esses processos tentaram cristalizar uma imagem ideal de crian?a estabelecendo uma identidade infantil diretamente ligada ? educa??o escolar e ao corpo higi?nico , por outro, deu ?s crian?as determinada autonomia reflexiva proporcionando a elas verem o mundo atrav?s de olhos de sujeito.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-12-29T17:18:53Z No. of bitstreams: 1 LuisaDeMarilacDeCastroSilva_TESE.pdf: 1841698 bytes, checksum: 1cceb8beffac41fda92544444e0dc2d4 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-01-02T19:48:31Z (GMT) No. of bitstreams: 1 LuisaDeMarilacDeCastroSilva_TESE.pdf: 1841698 bytes, checksum: 1cceb8beffac41fda92544444e0dc2d4 (MD5) / Made available in DSpace on 2017-01-02T19:48:31Z (GMT). No. of bitstreams: 1 LuisaDeMarilacDeCastroSilva_TESE.pdf: 1841698 bytes, checksum: 1cceb8beffac41fda92544444e0dc2d4 (MD5) Previous issue date: 2016-02-29 / Esta tese prop?e-se investigar a organiza??o da EAA-RN (Escola de Aprendizes Art?fices do Rio Grande do Norte) no per?odo de 1909 a 1937, buscando compreender a sua materialidade, pelas incurs?es aos arquivos, pelas fontes selecionadas, pelo di?logo entre o entendimento de hist?ria das institui??es educativas e seus agentes com a cultura escolar (ou pr?ticas, na acep??o de Roger Chartier). As fontes selecionadas foram: leis, decretos e regulamentos, mensagens dos governadores do Rio Grande do Norte, Relat?rios do Minist?rio da Agricultura, Ind?stria e Com?rcio, correspond?ncias e fotografias. Na an?lise das fontes documentais utilizamos as no??es de agentes e sujeitos, em nossa pesquisa identificados como servidores e aprendizes/estudantes e cultura escolar. Compreendemos que houve um distanciamento entre o desej?vel, explicitado na legisla??o e o poss?vel, revelado na cultura escolar/pr?ticas educativas da institui??o. / In the first decades of the twentieth century, education began to occupy more and more space in the list of the republican government responsibilities. Following the principles of nationalism into force, the effort to educate the people gained more precise contours. In this context, the school plays an extremely important role and Craftsmen Apprentices Schools (EAA), in particular, take on the challenge of educating citizens useful to the nation, among the disadvantaged fortune. This work, entitled Between Desirable and possible: the School for Craftsmen of Rio Grande do Norte: 1909-1937, deals with the organization of these schools, located in Natal, considering the period from 1909, when they were created the EAA through Decree No. 7566 of September 23, until 1937, the year Capanema by Law 378 of 13 January, implemented a reform that, among other things, changed the name of the EAA, which began to call Lyceum Industrial. Our research aimed to investigate the process of organization of the School for Craftsmen of Rio Grande do Norte (EAA-RN), showing the relationship between what was proposed in the legislation and the actions taken in their daily lives. In this perspective, we seek to understand their materiality, the incursions to the files, the sources selected, the dialogue between the understanding of the history of educational institutions and their agents with the school culture. We defend the thesis that in Rio Grande do Norte, the School for Craftsmen contributed to the consolidation of the political-ideological project of construction of Brazilian nationality, to align the republican ideals that had in speech education and work as ingredients for construction of a modern country. However, their practices are aligned to the political and social project favoring elites as practiced strict discipline of disadvantaged fortune. In the analysis of documentary sources we base the thesis on theories of Justino Magalh?es (2004), the use of agents and subject notions in our research identified as servers and learners / students. Along the way, the selected sources were: laws, decrees and regulations, posts of governors of Rio Grande do Norte, Ministry of Agriculture reports, Industry and Commerce, correspondence and photographs. In an attempt to approach the institutional routine, we still use the idea of school culture (Julia, 2014) or educational practices (Chartier, 1990).

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-03-20T22:57:49Z No. of bitstreams: 1 JeffersonMeloDeAraujo_DISSERT.pdf: 3431772 bytes, checksum: af8f468776899efe2e09179c069663cf (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-24T21:11:31Z (GMT) No. of bitstreams: 1 JeffersonMeloDeAraujo_DISSERT.pdf: 3431772 bytes, checksum: af8f468776899efe2e09179c069663cf (MD5) / Made available in DSpace on 2017-03-24T21:11:31Z (GMT). No. of bitstreams: 1 JeffersonMeloDeAraujo_DISSERT.pdf: 3431772 bytes, checksum: af8f468776899efe2e09179c069663cf (MD5) Previous issue date: 2016-10-14 / A presente pesquisa busca uma reflex?o sobre a Dan?a Coral proposta pelo estudioso Rudolf Von Laban. A discuss?o foca a possibilidade de trabalhar essa proposi??o no ?mbito escolar em uma experi?ncia desenvolvida numa escola p?blica com crian?as de 10 a 11 aos de idade. Trata-se assim de um estudo de natureza qualitativa que conjuga a narrativa da trajet?ria docente, pesquisa bibliogr?fica e o estudo de caso. O trabalho tem por objetivo pensar a composi??o em dan?a na escola a partir da Dan?a Coral labaniana como possibilidade de experienciar uma dan?a que ? coletiva e se constr?i no compartilhar dos modos de dan?ar de cada educando. Al?m disso a pesquisa apresenta um substrato te?rico-pr?tico por ora que permite apontamentos preliminares sobre as rela??es tecidas entre a po?tica da aprendizagem da Dan?a Coral e como se propicia um processo de agu?amento focal de percep??es da dan?a, processo ativado pela ludicidade, pela improvisa??o dirigida, pelo di?logo intercorporal, contribuindo para uma mem?ria de sensibiliza??o inicial em dan?a, mesmo com todos os desafios do contexto escolar em sua dinamicidade, ampliando as percep??es e repert?rios em um processo educativo e art?stico, implicando as dimens?es individual e social. A partir da pesquisa, pudemos constatar que a Dan?a Coral se mostrou eficaz para um contato sens?vel e criativo com a dan?a no espa?o escolar. / This research seeks to reflect on the Coral Dance proposed by scholar Rudolf von Laban. The discussion focuses on the possibility of working this proposition in schools in an experiment developed in a public school with children aged 10 to 11 to age. It is thus a qualitative study that combines the narrative of teaching history, literature and the case study. The work is aimed at reflecting the composition in school dance from Dance Coral labaniana as a possibility to experience a dance that is collective and is built in share modes of dance of each student. Furthermore, the research presents a theoretical and practical substrate for now allowing preliminary notes on the relationships woven between the poetics of Coral Dance learning and how it provides a focal sharpening process dance perceptions, process activated by the playfulness, the improvisation directed by interbody dialogue, contributing to an initial awareness of memory in dance, even with all the challenges of the school context in its dynamism, expanding perceptions and repertoires in an educational and artistic process, involving the individual and social dimensions. From the research, we found that the Coral Dance has proven effective in a sensitive and creative contact with dance at school.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-08-10T11:51:09Z No. of bitstreams: 1 JulianaDaRochaESilva_TESE.pdf: 3761610 bytes, checksum: 579bf77abfa085d22d90d7b47a48377d (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-08-11T12:12:36Z (GMT) No. of bitstreams: 1 JulianaDaRochaESilva_TESE.pdf: 3761610 bytes, checksum: 579bf77abfa085d22d90d7b47a48377d (MD5) / Made available in DSpace on 2017-08-11T12:12:36Z (GMT). No. of bitstreams: 1 JulianaDaRochaESilva_TESE.pdf: 3761610 bytes, checksum: 579bf77abfa085d22d90d7b47a48377d (MD5) Previous issue date: 2017-05-19 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Esta investiga??o relaciona as medidas de higiene escolar propostas pelo m?dico e educador Luiz Antonio dos Santos Lima, em ?Hygiene Mental e Educa??o? (1927b), com a legisla??o educacional norte-rio-grandense do per?odo de 1889 a 1930. Para tanto, desenvolvemos a tese de que o discurso de higiene apresentado por Luiz Antonio, voltado para a higieniza??o das mentes dos escolares, apresenta um car?ter inovador quando relacionado ?s medidas de higiene presentes no aparato educacional legal do per?odo destacado, ainda voltadas para o asseio do corpo e a limpeza da estrutura dos pr?dios escolares. Trata-se de uma pesquisa documental-bibliogr?fica que faz uso da tese de doutoramento ?Hygiene Mental e Educa??o?, publicada em 1927, e de leis, decretos, mensagens governamentais, reformas escolares e relat?rios de diretores gerais da instru??o p?blica, datados de 1889 a 1930, no que concerne ? higiene escolar. Para an?lise e interpreta??o das fontes, fazemos uso do enfoque anal?tico das postula??es foucaultianas, as quais nos ajudam a compreender que os documentos analisados se baseavam num saber m?dico-cient?fico e produziram um discurso de verdade que visava controlar, corrigir e normalizar os corpos infantis. Al?m disso, embasamo-nos no pensamento de Canguilhem para a compreens?o de como o saber m?dico passou a arbitrar os padr?es que seriam normais e anormais para a vida, fazendo a Medicina deixar de ser a arte da cura para se tornar a ci?ncia das doen?as. Percebemos que a tese de doutoramento e a legisla??o educacional de 1889 a 1930 destacam a necessidade da forma??o completa ? f?sica, intelectual e moral ? da crian?a, estando essa forma??o diretamente condicionada ?s medidas de higiene que seriam implementadas no ambiente da escola. As medidas de higiene analisadas nas fontes dessa pesquisa se complementam no sentido de trazerem diferentes caminhos para se atingir um mesmo anseio educacional e de mostrarem os lados de um mesmo discurso que tinha como base a influ?ncia da Medicina na Educa??o. Acreditamos que a concep??o de higiene escolar defendida por Luiz Antonio dos Santos Lima apresentou um car?ter inovador frente ? legisla??o educacional na medida em que se debru?ou no aspecto mental apresentado por cada cada crian?a em idade escolar. O potiguar explica detalhadamente como a pr?tica educativa deveria prevenir, corrigir e controlar os desvios mentais apresentados pelos indiv?duos. Assim, percebemos o pensamento educacional de Luiz Antonio dos Santos Lima como um marco novo para o movimento de higiene defendido no estado do Rio Grande do Norte. / This research relates the school hygiene measures proposed by Luiz Antonio dos Santos Lima, a Brazilian educator and physician, in ?Mental Hygiene and Education? (1927b), to the Rio Grande do Norte?s educational law of 1889-1930. For this, we developed the thesis that the hygiene discourse defended by Luiz Antonio, aimed at mental hygiene of schoolchild, shows an innovative aspect when related to the hygiene measures present in educational law of that period, still focused on the bodies cleanliness and structure of school buildings. It is a documentary and bibliographic research that studies ?Mental Hygiene and Education?, a doctoral thesis published in 1927, and law, decrees, government messages, school reforms and director of public education?s reports, dated from 1889 to 1930, with regard to school hygiene policy. For analysis and interpretation of the sources, we use the Foucauldian discourse analysis, which help us to understand that the documents we analysed were based on a medical-scientific knowledge and produced a discourse of truth which aimed to control, correct and monitor the bodies of schoolchildren. In addition, we are based on Canguilhem?s theory to understand how medical knowledge imposed the normal and abnormal patterns of life, with Medicine ceasing to be the art of healing to become the science of disease. We realized that the doctoral thesis and the educational law from 1889 to 1930 emphasize the need for complete education ? physical, intellectual and moral ? of the child, whose formation would be directly conditioned to the hygiene measures to be implemented in school environment. The hygiene measures analyzed in the research sources are complementary as they bring different paths to achieve the same educational desire and to show the sides of a same coin that was based on the influence of Medicine in Education. We believe the concept of hygiene defended by Luiz Antonio dos Santos Lima presented an innovative aspect when it emphasizes the mental characteristics of each schoolchild. The Brazilian educator explains in detail how educational practice should prevent, correct and control every schoolchild mental deviation. Thus, we can conclude that Luiz Antonio dos Santos Lima?s educational thought was a new milestone for the social hygiene movement defended in Rio Grande do Norte state.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-11-08T17:34:37Z No. of bitstreams: 1 2016 - Risonete Santiago da Costa.pdf: 1066426 bytes, checksum: a38b5c0fbc944c547afcb0aeddac360a (MD5) / Made available in DSpace on 2017-11-08T17:34:37Z (GMT). No. of bitstreams: 1 2016 - Risonete Santiago da Costa.pdf: 1066426 bytes, checksum: a38b5c0fbc944c547afcb0aeddac360a (MD5) Previous issue date: 2016-11-28 / This dissertation is a research work at the public Indigenous School Jorge Iaparr?, which is part of the Indigenous Land Ua??, Karipuna of ethnicity, which is located in the village of Manga, municipality of Oiapoque, State of Amap?. This research aimed to report the historical process of construction of the indigenous education and its implications in the educational process where we had the State Indigenous School Jorge Iaparr? as locus school research. Therefore we focus on how historically gave all territorial occupation process of the municipality of Oiapoque whose context occupation exerted great influence in the historical process of building cultural partner Karipuna ethnicity. We also investigated the historical processes of origin of ethnicity, culture, language, socio-economic and political organization. From these findings we see how was the process of education of the indigenous of this ethnic group, the origin of the village Manga and the whole school life in this village. In this context we focus all historicity of school education in its early stages and in the contexts of the various laws that guide the indigenous education considering the specificity of this type of education training of indigenous teachers and non-indigenous. For the analysis we carried out interviews with indigenous teachers, leaders and local and national educational proposals. This whole process was initially through ethnographic research and then carries out new data collection through case study. It was possible to carry out this study in a contextualized perception of indigenous education from the perception of interviewed people. / Esta disserta??o ? um trabalho de pesquisa desenvolvida na Escola Ind?gena Estadual Jorge Iaparr?, que faz parte da Terra Ind?gena Ua?a, da etnia Karipuna, que est? localizada na Aldeia Manga, Munic?pio de Oiapoque, Estado do Amap?. Esta pesquisa teve como objetivo principal relatar o processo hist?rico de constru??o da educa??o escolar ind?gena e suas implica??es no processo educacional, onde tivemos a Escola Ind?gena Estadual Jorge Iaparr?, como escola l?cus da pesquisa. Para tanto enfocamos como se deu historicamente o processo de ocupa??o territorial do Munic?pio de Oiapoque, cujo contexto de ocupa??o exerceu grande influ?ncia no processo hist?rico de constru??o s?cio cultural da etnia Karipuna. Tamb?m investigamos os processos hist?ricos de origem desta etnia, sua cultura, l?ngua, organiza??o socioecon?mica e pol?tica. A partir destas constata??es, verificamos como ocorreu o processo de escolariza??o dos ind?genas desta etnia, a origem da aldeia Manga e a trajet?ria escolar nesta aldeia. Neste contexto enfocamos a historicidade da educa??o escolar em sua fase inicial e nos contextos das v?rias legisla??es que norteiam a educa??o escolar ind?gena, considerando a especificidade desta modalidade de educa??o, a forma??o de professores ind?genas e n?o ind?genas. Para as an?lises buscamos as entrevistas realizadas com os professores ind?genas, lideran?as e as propostas educacionais locais e nacionais. Todo este processo se deu inicialmente atrav?s de pesquisa etnogr?fica e posteriormente realizamos novas coletas de dados atrav?s de estudo de caso, onde foi poss?vel realizar um estudo numa forma contextualizada de educa??o escolar ind?gena a partir da vis?o dos entrevistados.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-08-28T20:01:56Z No. of bitstreams: 1 2017 - Rosil?ia de Oliveira Mundoco.pdf: 1053062 bytes, checksum: 681b2c733eab650b506546a36985265e (MD5) / Made available in DSpace on 2018-08-28T20:01:56Z (GMT). No. of bitstreams: 1 2017 - Rosil?ia de Oliveira Mundoco.pdf: 1053062 bytes, checksum: 681b2c733eab650b506546a36985265e (MD5) Previous issue date: 2017-06-12 / The present study had as its object the study of bilingualism and its contribution to the reaffirmation of ethnoculture in the school education of the indigenous village Tekrejar?tire. The village is located in the indigenous territory of Las Casas, in the southeastern region of the state of Par?. It is made up of indigenous people known as the Kaiap? exoneration, but they call themselves the Meb?ng?kre, meaning "the men of the place among the waters." In the village is situated the EMEF (Municipal School of Indigenous Education of Fundamental Education) Kaiap?, being this the locus of this research. Considering the peculiarities and necessities that urge when addressing the subject of indigenous school education, the present research gathered data about the presence of the Meb?ng?kre culture in indigenous school education, having as a reaffirmation element bilingualism, including the right to preserve ethnoculture and Education. At the outset, the context of the survey is presented describing the Meb?ng?kre people, Tekrejar?tire village and EMEF Kaiap?. In this sense, he broadly outlined important concepts for the development of research, including the theoretical basis of subjects such as Indigenous School Education in Brazil, Indigenous School Education in Par?, Ethnocultural concept, Meb?ng?kre Culture including his native language, Diglossia, diverse Conceptions about bilingualism, and also brought a chronological presentation of bilingualism in indigenous school education throughout our history, from Brazil empire reaching current policies, such as Law 11.645/2008, which makes it mandatory to teach Afro-Indian history , And the policy of quotas for the entry of indigenous people into universities. The methodological paths followed for this qualitative descriptive-exploratory research were based on documentary analysis, questionnaires, interviews, conversations and observation, through which it was possible to verify how this content has been approached in the teaching praxis, as well as how bilingualism reveals itself In the school environment through the actors involved in the educational process of the school and also, as bilingualism has contributed to the reaffirmation of ethnoculture in the school education of the village. The collected data are presented through some graphs and indirect citations of the researched subjects, evidencing as issues inherent to the reality of that school, such as teacher training, didactic-pedagogical materials, literacy process, native language and bilingualism have been Addressed in that village, and especially, sought to observe if this linguistic phenomenon evidenced there has served as ally or villain for the reinforcement of the native culture in the school environment. / A presente pesquisa teve como objeto de estudo o bilinguismo e sua contribui??o para a reafirma??o da etnocultura na educa??o escolar da aldeia ind?gena Tekrejar?tire. A referida aldeia fica situada no territ?rio ind?gena Las Casas, regi?o sudeste do estado do Par?, ? composta por ind?genas que s?o conhecidos pelo ex?nimo1 Kaiap?, mas se autodenominam os Meb?ng?kre, que significa ?os homens do lugar entre as ?guas?. Na aldeia se encontra situada a EMEF (Escola Municipal Ind?gena de Educa??o Fundamental) Kaiap?, sendo esta o l?cus desta pesquisa. Considerando as peculiaridades e necessidades que urgem quando se aborda a tem?tica da educa??o escolar ind?gena, a presente pesquisa reuniu dados acerca da presen?a da cultura Meb?ng?kre na educa??o escolar ind?gena, tendo como elemento de reafirma??o o bilinguismo, abarcando o direito de preserva??o da etnocultura e a uma educa??o diferenciada. De in?cio, ? apresentado o contexto da pesquisa descrevendo o povo Meb?ng?kre, a aldeia Tekrejar?tire e a EMEF Kaiap?. Nesse sentido elencou em linhas gerais conceitos importantes ao desenvolvimento da pesquisa, compondo a fundamenta??o te?rica assuntos como a Educa??o Escolar Ind?gena no Brasil, Educa??o Escolar Ind?gena no Par?, conceito de Etnocultura, a Cultura Meb?ng?kre incluindo-se a sua l?ngua aut?ctone, Diglossia, diversas concep??es sobre o bilinguismo, e ainda, trouxe uma apresenta??o cronol?gica do bilinguismo na educa??o escolar ind?gena ao longo de nossa hist?ria, desde o Brasil imp?rio chegando a pol?ticas atuais, como a lei 11.645/2008, que torna obrigat?rio o ensino de hist?ria afro-ind?gena, e a pol?tica de cotas para ingresso de ind?genas nas Universidades. Os percursos metodol?gicos seguidos para esta pesquisa descritivo-explorat?ria de cunho qualitativo foram pautados em an?lise documental, question?rios, entrevistas, conversas e observa??o, por meio dos quais foi poss?vel verificar como este conte?do tem sido abordado na pr?xis docente, tamb?m como o bilinguismo se revela no ambiente escolar por meio dos atores envolvidos no processo educacional da escola e ainda, como o bilinguismo tem contribu?do para a reafirma??o da etnocultura na educa??o escolar da aldeia. Os dados coletados s?o apresentados por meio de alguns gr?ficos e cita??es indiretas dos sujeitos pesquisados, evidenciando como quest?es inerentes ? realidade daquela escola, como a forma??o docente, os materiais did?tico-pedag?gicos, o processo de alfabetiza??o, a l?ngua nativa e o bilinguismo t?m sido abordados naquela aldeia, e principalmente, buscou observar se esse fen?meno lingu?stico ali evidenciado tem servido como aliado ou vil?o para o refor?o da cultura nativa no ambiente escolar.

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-06-20T22:37:48Z No. of bitstreams: 2 joao_paulo_silva_andrade.pdf: 1322254 bytes, checksum: e88b6cfa0731b701c278dfb675ddd285 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-06-22T13:18:33Z (GMT) No. of bitstreams: 2 joao_paulo_silva_andrade.pdf: 1322254 bytes, checksum: e88b6cfa0731b701c278dfb675ddd285 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-06-22T13:18:33Z (GMT). No. of bitstreams: 2 joao_paulo_silva_andrade.pdf: 1322254 bytes, checksum: e88b6cfa0731b701c278dfb675ddd285 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017 / Esta disserta??o tem por objetivo compreender como as institui??es escolares da cidade de Montes Claros (MG) representaram um importante instrumento mantenedor do Status Quo do Estado Brasileiro na Primeira Rep?blica (1889-1930). O marco temporal ? o per?odo de 1916 a 1918, e justifica-se pelas fontes utilizadas e que tratam de assuntos referentes ? Escola Normal Norte Mineira e ao Grupo Escolar Gon?alves Chaves. Objetiva-se conceituar e interpretar a hist?ria da educa??o na cidade de Montes Claros, na busca compreender os sujeitos envolvidos nos processos hist?ricos para a constitui??o das sociedades, bem como as suas pr?ticas e adequa??es aos moldes do novo Estado Republicano Brasileiro. Justifica-se a relev?ncia da referida pesquisa devido ao enriquecimento das discuss?es acerca do per?odo trabalhado e das contribui??es para a hist?ria local. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Ci?ncias Humanas, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / This dissertation aims to understand how school institutions of the town of Montes Claros (MG) represented an important instrument maintaining the Status Quo of Brazilian State in First Republic (1889-1930). The time frame is the period from 1916 to 1918, and it is justified by the sources used and approaches matters related to the Escola Normal Norte Mineira and Grupo Escolar Gon?alves Chaves. It aims to conceptualize and interpret History under the bias of Cultural History, which seeks to understand the subjects involved in the historical processes for the constitution of societies, as well as their practices and adjustments to the molds of the new Republican Brazilian State. The relevance of this research is justified due to the enrichment of the discussions about the period worked and the contributions to the local history.

Made available in DSpace on 2014-12-17T14:36:29Z (GMT). No. of bitstreams: 1 EricaNAP_DISSERT.pdf: 2915013 bytes, checksum: 839df88f5c925552ccb6d8a8653eb917 (MD5) Previous issue date: 2010-12-16 / It aims to consider the possible relationship between formal school education and work, from the experience of the State School House of the Minor Worker CMT of Natal-RN in this first decade of the 21st century. In this institution, children and adolescents are enrolled in the Fundamental Teaching sponsored by the State Public System studying the regular curriculum contents defined for this level of teaching, and in the opposite shift they take part in career workshops which are kept by members of a religious congregation. CMT has had as its object, since its foundation, to take children and adolescents from the streets and to provide them with a full time education associating basic education and training/qualification for the job market. In our research, we tried to learn a little bit of the expectations, concerns and knowledge of the young participants of two workshops: carpentry and bakery, so that we could gain sufficient understanding of the learning process of these youths, while still keeping an approximation with the reality of the aforementioned subjects. It was possible for us to conduct a description of the contexts and of characteristics of the subjects which make up CMT, capturing concrete aspects and aspects of the thoughts of students, teachers, instructors and coordinators. The main point of our research was: how does the approximation between formal school education and work take place in the House of the Minor Worker? To search for possible answers we have made use of basic techniques for the data construction - questionnaire, observation, conversation groups, assessment drills which allowed an approximation and a good dialogue with the participants. We also discussed the job world in the context of the capitalist exploration, from the contributions of M?sz?ros (2005), Frigotto (1989); (1993); (1999); (2002); Ferretti (1994); (2004); Kuenzer (1989); (1997), in order to understand the skills demanded of the worker and the necessity of an education which allows the professional qualification of youths eager to enter the job market, through the first job. In this perspective, the study that we have systematized here aims to show the relevance of an education which manages to take a firm and conscientious stand in connection with the hegemonic capitalist project and to provide for a humane, ethical, responsible, critical and civic background / Procura refletir acerca da rela??o poss?vel entre educa??o escolar e trabalho a partir da experi?ncia da Escola Estadual Casa do Menor Trabalhador - CMT de Natal/RN nessa primeira d?cada do s?culo XXI. Nesta institui??o as crian?as e adolescentes est?o matriculados no Ensino Fundamental mantido pelo sistema p?blico estadual estudando os conte?dos curriculares regulares previstos para este n?vel de ensino, e no turno oposto participam de oficinas profissionalizantes que s?o mantidas por iniciativa de membros de uma congrega??o religiosa e doa??es. A CMT teve por objetivo desde sua funda??o retirar crian?as e adolescentes das ruas e proporcionar a estes uma educa??o em tempo integral associando educa??o b?sica e forma??o/qualifica??o para o mundo do trabalho. Em nossa pesquisa procuramos conhecer um pouco das expectativas, preocupa??es e saberes dos jovens participantes de duas oficinas: marcenaria e panifica??o, para que assim tiv?ssemos subs?dios necess?rios ? compreens?o do processo formativo destes jovens, e ainda, manter uma aproxima??o com a realidade dos referidos sujeitos. Tornou-se poss?vel para n?s realizarmos uma descri??o dos contextos e de caracter?sticas dos sujeitos que comp?em a CMT, apreendendo aspectos concretos e dos pensamentos do alunado, professores, instrutores e coordenadores. A quest?o central de nossa pesquisa foi: como se processa na Casa do Menor Trabalhador a aproxima??o entre educa??o escolar e trabalho? Para buscarmos poss?veis respostas utilizamos t?cnicas b?sicas para a constru??o dos dados question?rio, observa??o, roda de conversa, exerc?cios avaliativos - que permitiram uma aproxima??o e bom di?logo com os sujeitos participantes. E ainda, discutimos o mundo do trabalho no contexto de explora??o capitalista a partir das contribui??es de M?sz?ros (2005), Frigotto (1989); (1993); (1999); (2002), Ferretti (1994); (2004), Kuenzer (1989); (1997), de modo a compreender as habilidades requeridas do trabalhador e a necessidade de uma educa??o que propicie a qualifica??o profissional de jovens em busca por inser??o no mundo do trabalho atrav?s do primeiro emprego. Nessa perspectiva, o estudo que aqui sistematizamos, objetiva mostrar a import?ncia de uma educa??o que procure se posicionar reflexivamente em rela??o ao projeto capitalista hegem?nico e viabilize uma forma??o humana, ?tica, respons?vel, cr?tica e cidad?

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-06-28T17:15:32Z No. of bitstreams: 1 2016 - Cinara dos Santos Costa.pdf: 1912788 bytes, checksum: 105daf51d10d54f1594be9022f2a6240 (MD5) / Made available in DSpace on 2017-06-28T17:15:32Z (GMT). No. of bitstreams: 1 2016 - Cinara dos Santos Costa.pdf: 1912788 bytes, checksum: 105daf51d10d54f1594be9022f2a6240 (MD5) Previous issue date: 2016-06-29 / This research analyzes the methodological difficulties in teaching faced by the school teachers and students of the Middle Level Technician Course in Agriculture Livestock in the Integrated Shape, mode EJA / PROEJA - Indigenous of the Federal Education Institute of Amazonas - Campus Tabatinga. Addresses questions about the historical contextualization of the Youth and Adult Education (EJA) in the country and of the Integration Program of Professional Technical Education of Middle Level to the High School in the Youth and Adult Education Model (PROEJA). Another issue addressed in this research is the Indigenous Education, seen as a right, an achievement. From the author's experience as a pedagogical coordinator in the period 2013/2015, it was possible, through teacher reports in pedagogical meetings, to perceive methodological difficulties in teaching in the challenge at teaching classes in the PROEJA modality. Another challenge pointed out by them was to mediate knowledge with indigenous students. After all, the offer of this course was exclusively registration for indigenous and many spoke and understood Portuguese with difficulty, as the native language predominated. This research aims to examine the trajectory of the Course of Agriculture and Cattle Raising - Modality PROEJA - Indigenous of the Tabatinga Campus based on the Course Plan since its implementation and to verify the impacts of the methodology, the Pedagogy of Alternation in teaching practice. In this context, it seeks support in the legal basis and the authors that address indigenous education, as well as in educational public policies to the indigenous and training of indigenous teachers and non-indigenous. The survey was conducted through a qualitative approach, having as individuals involved the management team, of Campus Tabatinga, teachers and students of the already mentioned course, using as instruments of data collection, bibliographic research and interviews, through oral history. / Esta pesquisa analisa as dificuldades metodol?gicas do ensino enfrentadas pelos docentes e discentes do Curso T?cnico de N?vel M?dio em Agropecu?ria na Forma Integrada, Modalidade EJA/PROEJA - Ind?gena do Instituto Federal de Educa??o do Amazonas ? Campus Tabatinga. Aborda quest?es sobre a contextualiza??o hist?rica da Educa??o de Jovens e Adultos (EJA) no pa?s e do Programa de Integra??o da Educa??o Profissional T?cnica de N?vel M?dio ao Ensino M?dio na Modalidade de Educa??o de Jovens e Adultos (Proeja). Outra quest?o abordada nesta pesquisa ? a Educa??o Escolar Ind?gena, vista como um direito, uma conquista. A partir da experi?ncia da autora como coordenadora pedag?gica no per?odo 2013/2015, foi poss?vel, por interm?dio de relatos de professores nas reuni?es pedag?gicas, perceber dificuldades metodol?gicas no trabalho docente diante do desafio em ministrar aulas na modalidade Proeja. Outro desafio apontado por eles foi de mediar o conhecimento com alunos ind?genas. Afinal, a oferta desse curso foi com matr?cula exclusiva para ind?genas e, muitos falavam e compreendiam o portugu?s com dificuldade, pois a l?ngua materna predominava. Esta pesquisa tem por objetivo examinar a trajet?ria do Curso de Agropecu?ria ? Modalidade Proeja - Ind?gena do Campus Tabatinga com base no Plano de Curso desde sua implanta??o e verificar os impactos da metodologia, a Pedagogia da Altern?ncia, na pr?tica docente. Nesse contexto, busca-se apoio na fundamenta??o legal e nos autores que abordam o tema educa??o escolar ind?gena, assim como, nas pol?ticas p?blicas educacionais voltadas aos ind?genas e na forma??o de professores ind?genas e n?o ind?genas. A pesquisa foi realizada atrav?s de uma abordagem qualitativa, tendo como sujeitos envolvidos a equipe gestora do Campus Tabatinga, docentes e discentes do curso j? mencionado, utilizando como instrumentos de coletas de dados a pesquisa bibliogr?fica e entrevistas, atrav?s da hist?ria oral.

Made available in DSpace on 2016-04-04T18:33:11Z (GMT). No. of bitstreams: 1 BARBARA CARVALHO MARQUES TOLEDO LIMA.pdf: 564793 bytes, checksum: 3db46388ff0efed37b9158c5b7b4c218 (MD5) Previous issue date: 2013-02-26 / This research dissertation discusses the concepts of child, school and professor of early childhood education outlined in a pedagogical proposal of an institution that serves children 0-6 years of age in the city of Campinas. Through historical materialist and dialectical epistemology we propose the analysis of such pedagogical institution, in order to identify their design school, child and teacher of early childhood education, using interviews with teachers and pedagogic advisor and analysis of the documents of the institution. This is on the assumption that early childhood education, currently, needs to overcome the arguments that set a space in which education must accompany child development, intervening as little as possible and also those who value the capability and skills training for the student to meet market requirements. Based on the assumptions of cultural-historical theories of human development and critical historic l education, it was possible to understand the contradictions which underlie the education of children today, I propose, therefore, contribute to the defense of the early childhood education must be conceived as school education, to be valued as practices that enforce the teaching and learning through transmission of systematized knowledge. / A presente pesquisa de disserta??o de mestrado objetiva discutir as concep??es de crian?a, escola e professor de educa??o infantil delineadas em uma proposta pedag?gica de uma institui??o que atende crian?as de zero a seis anos incompletos no munic?pio de Campinas. Atrav?s da epistemologia materialista hist?rico-dial?tica realizamos a an?lise da proposta pedag?gica de tal institui??o com vistas a identificar sua concep??o de escola, crian?a e professor de educa??o infantil, utilizando a entrevista com professoras e orientadora pedag?gica e an?lise dos documentos da institui??o. Parte-se do pressuposto de que a educa??o infantil, atualmente, necessita superar os argumentos que a colocam como espa?o na qual a educa??o deve acompanhar o desenvolvimento infantil, intervindo o m?nimo poss?vel e tamb?m aqueles que valorizam a potencialidade e forma??o de compet?ncias no aluno para atender ?s exig?ncias do mercado. Com base nos pressupostos das teorias hist?rico-cultural do desenvolvimento humano e hist?rico-cr?tica da educa??o, foi poss?vel compreender as contradi??es por quais perpassam a educa??o da inf?ncia na atualidade, propomos, com isso, contribuir com a defesa de que a educa??o infantil deve ser concebida como educa??o escolar, para que sejam valorizadas as pr?ticas que efetivem o ensino e a aprendizagem atrav?s da transmiss?o do conhecimento sistematizado.