L'approche démocratique des CPE est reconnue pour favoriser les compétences sociales des enfants. Or, bien que les hommes ne représentent que 4 % du personnel éducateur, des études relatent que leurs approches diffèrent de celles des femmes, et que cette complémentarité peut contribuer au développement positif des enfants. La présente étude a pour objectifs: 1) d'évaluer le lien entre trois aspects des conduites éducatives démocratiques des éducateurs et des éducatrices (la qualité des consignes, le partage du contrôle et les échanges affectifs) et les compétences sociales des enfants; 2) vérifier s'il existe des différences entre les éducatrices et les éducateurs sur ces trois aspects des conduites éducatives. Les données ont été recueillies à partir de l'observation directe de 17 éducateurs et de 19 éducatrices en situation de jeu dyadique avec un garçon et une fille (62 observations au total). Les conduites éducatives sont évaluées à partir d'une grille de fréquence et les compétences sociales par le Profil Socio-Affectif (Dumas et coll., 1995).

A considerable amount of work has been written on race and education in the British context since the 1960s. This work has largely focused on policy issues, curriculum development and teacher training. This work has been important largely for developments in multicultural education in the school context. In Higher Education Institutions (HEIs), the teaching of race related modules and courses have flourished since the 1980s (Jacobs 2006). This interest, however, has not translated into work on praxis, that is, anti-racist teaching practices that aim to improve the situation that students and teachers face when challenging racism. This PhD study by publication begins to redress this by exploring student experiences and classroom dialogue. It adopts an interpretist methodological perspective and uses participant observation and interview methods. The observations and interviews are drawn from my classroom teaching, specifically, my modules dealing centrally with race and racism. Most of the writing around race and HEIs focuses on institutional matters rather than those that seek to enable praxis. The original contribution to knowledge advanced in this critical commentary and my published works submitted here is that it underlines the importance of anti-racism as it emerges organically within classroom engagement and exchange. Anti-racist practice, I claim, becomes fundamental to the learning process, where student experiences are first considered within the teaching process. This study focuses on students' learning experiences as found in my second and third level modules on the Sociology degree on which I teach at Wolverhampton University. My publications examine students' perspectives on racism as they arise in class. They explore student identities as they are experienced and classroom interaction. In this endeavour, I focus on the ways that Critical 5 Theory and Feminism and Critical Pedagogy can challenge students' prior perspectives on their identities and those of others. This work seeks to add to analyses of the ways that racism currently operates and could be challenged in HEIs. It argues that it can be challenged through more fully developing anti-racist educational practices that must engage with debates about ethnicity and identity in education, as discussed in Section One. This is because students’ lived experiences are core to an understanding of how racism impacts on students' lives. This commentary advances the argument that anti-racist debates in HEIs that organically evolve from classroom teaching and learning are paramount to the work of anti-racist education in HEi, because lived experience is seen to be powerful material that can counter mainstream discourse on racism. What is distinctive about my model of anti-racist teaching and learning practices is my anti-racist practice. This informs my academic work with students and encourages them to reconsider their thinking in classroom teaching and learning. The use of Critical Race Theory and Feminist theoretical and methodological approaches and Critical Pedagogy is central to my anti-racist teaching practices in HEis.

Cette thèse analyse la pluralité des principes de justice autour des pratiques éducatives auprès des jeunes dans les services et les hébergements du ministère de la Justice et les enjeux qui en résultent pour les éducateurs-fonctionnaires. Il a été également envisagé, à travers l’analyse des compromis et des arrangements en acte, la nature des « solutions » permettant de « tenir ». Ainsi, la thèse est composée de trois parties. La première partie se consacre à l’étude de « l’éducation judiciaire » du point de vue historique et juridique et expose la démarche de recherche engagée en sociologie pragmatique. La perspective boltanskienne examine les justifications et les critiques de ces justifications lorsque les acteurs (et les objets) tentent de sortir des situations de conflit. Méthodologiquement, l’enquête s’appuie sur l’analyse de textes juridiques (internationaux, nationaux et locaux) qui traitent de la « problématique éducative » des jeunes délinquants, d’une enquête ethnographique auprès d’acteurs dans un service régional, deux établissements et trois services éducatifs et d’entretiens avec les acteurs « périphériques ». La seconde partie de la thèse traduit ce cadre théorique à l’éducation judiciaire. Il s’agit de dégager un essai de modélisation permettant de concevoir « le monde qui là » et ses différentes influences sur la pratique éducative. Ces nombreuses disputes et critiques rendent l’épreuve de l’éducation et du judiciaire instable et, montrent que l’éducabilité de la jeunesse déviante est un problème de société et pas simplement de la Justice. Enfin, la troisième partie de la thèse expose les montages plus ou moins cohérents des individus lorsqu’ils organisent un minimum de règles et de prévisibilité sociale autour des pratiques éducatives auprès des jeunes dans deux dispositifs éducativo-judiciaires (hébergements, milieu ouvert). Ainsi, il apparaît que les acteurs, pris dans un processus de normalisation institutionnelle qui, dans le quotidien, doit être « bricolé » (Javeau, 2001) afin de s’ajuster au plus près des situations juvéniles et de leurs spécificités. / This PhD thesis analyzes the plurality of principles of justice regarding educational practices for Youth in Juvenile Justice and hosting services, with special focus on this specific study field, and the challenges resulting there from educators and justice officials. Our analysis of the prevailing compromise and arrangement strategies enabled us to examine the sustainability of envisaged solutions for officials of justice. The thesis is composed of three parts. The first part is devoted to the study of « judicial education » from a historical as well as a legal point of view. It also focuses on and discusses the process of committed research in pragmatic sociology. The Boltanskian framework and perspective examine the justifications and provide a critical analysis of these justifications when actors (and objects) try to deal with a conflict situation. Methodologically, the survey relies on the analysis of legal texts (international laws and conventions, domestic/local laws), which tackle « Educational issues » related to juvenile delinquency. We also conducted an ethnographic survey among individuals of a Regional Judicial Police Service, two territorial establishments and three educational services. Moreover, we conducted interviews with « peripheral actors ». The second part of this thesis translates the above-mentioned theoretical framework into judicial education practices. The purpose is to identify a model design or a preliminary model which would allow us to conceive this « specific world » and its different influences on educational practice. These numerous disputes and criticisms increase the complexity as well as the instability of judicial education and show that the educability of deviant youth is a social matter and not merely a judicial establishments problem. Finally, the third part of this thesis discusses the more or less coherent legal arrangements individuals opt for when they propose to implement a minimum of rules/guidelines or social predictability related to educational practices for youth in two judicial education services (hosting, open system). Thus, it appears that actors get engaged in a process of institutional normalization which needs to be constantly « tinkered with » (Javeau, 2001) in order to adjust themselves as much as possible to juvenile situations and to their specificities.

Esta dissertação tem o objetivo de refletir sobre as práticas de Curadoria Educativa e Mediação da Arte Urbana a partir da observação de suas relações com Instituições Culturais e Educacionais na cidade de São Paulo. Analisamos exposições de Arte Urbana, entre 2009 e 2013, no Museu de Arte de São Paulo Assis Chateaubriand e no Museu Brasileiro da Escultura, os quais, a partir de agora, serão representados pelas siglas MASP e MuBE. Pesquisamos as mostras: De dentro para fora/De fora para dentro e De Dentro e de Fora, no MASP; e as I e II Bienal Internacional do Graffiti Fine Art, no MuBE. As mostras citadas foram escolhidas por se tratarem de exposições de Arte Urbana sediadas em museus. Realizamos também dois estudos de caso, duas propostas de práticas em Arte Urbana, direcionados à educação. A primeira é o trabalho do Eduqativo do Instituto Choque Cultural que mantém projetos como o Linguagens Artísticas: Arte Urbana na Escola, um projeto de Arte Urbana ligado à educação junto às instituições educativas públicas no município de São Paulo. A segunda é um projeto de Arte Urbana, que acontece na Escola Municipal de Ensino Fundamental Deputado João Sussumo Hirata, citada de forma abreviada (EMEF) Dep. João Sussumo Hirata, localizada no bairro Jardim Ofélia, periferia da cidade de São Paulo, que pelo segundo ano consecutivo, realizou o projeto Fazendo Arte no Sussumo, com base na cultura hip hop cujo encerramento é a festa do Grafite no Sussumo, nomeada de Graffitassu. Preocupados com a leitura dessas imagens, trazemos uma discussão sobre o processo de comunicação entre o emissor e o receptor dessas imagens quando estas transitam em diferentes espaços como os institucionais e os públicos, a rua. Com base nos estudos voltados à Educação de Freire, de Vygotsky, de Foucault, à Sociologia de Bauman, Hall, Bourdieu, Badiou, à Arte-educação de Ana Mae Barbosa e à Arte de Rancière, Baudrillard, Cauquelin, temos o intuito de refletir acerca das práticas e abordagens aplicadas por instituições culturais e educativas, de forma social, política e educativa para contribuir com as discussões direcionadas à Arte Urbana quando em diferentes ambientes, visando a Arte-educação. / This paper aims to reflect on the practices, Educational Curating and Mediation of Street Art, from the observation of its relations with cultural and educational institutions in the city of São Paulo. For this, we analyzed Street Art exhibitions that happened at MASP (Museum of Art of São Paulo Assis Chateaubriand) and at MuBE (Brazilian Museum of Sculpture), made between 2009 and 2013. Our focus is on the exhibitions: De dentro para fora/De fora para dentro e De Dentro e De Fora/Inside out Outside in, both at MASP; and the 1st and 2nd International Biennial of Graffiti Fine Art, both at MuBE. The samples cited were chosen specifically as they were exhibitions based in cultural institutions, as our goal is to investigate how this art manifestation has been addressed by the Educational Curating, and how the work mediation was directed to the schools and/or groups that have visited these exhibitions. In addition to this analysis, we conducted two case studies, two proposal practices in Street Art. The first is the work of the Eduqativo of Institute Choque Cultural that, since 2011, keeps projects like the Artistic Languages: Street Art at school, and Street Art project connecting education with the public educational institutions in São Paulo. The second proposal deals with a Street Art project, which takes place at EMEF Dep. João Sussumo Hirata, school located at Jardim Ofélia neighborhood, suburb of Sao Paulo, which for the second year carries the project Making Art at Sussumo, under the guidance of one of the Arts teacher, based on the hip hop Culture whose final event is the Graffiti party at Sussumo, named Graffitassu. Concerned with the reading of the Graffiti images also bring a discussion of the process of communication between the sender and the receptor of the images. Based on studies in Education of Freire, Vygotsky, Foucault, in Sociology of Bauman, Hall, Bourdieu, Badiou, in Art education of Barbosa and in Art of Rancière, Baudrillard, Cauquelin, the last goal of this research is to reflect in a social, political and educational way about the practices and approaches surveyed with a view to contributing to discussions regards Street Art through different environments with the overriding aim of Art education.

Já há alguns anos presencia-se no Ensino de Física um conjunto de práticas consolidadas que dão maior ênfase aos conteúdos da Física Clássica em detrimento daqueles que se relacionam com a Física Moderna e Contemporânea (FMC), ainda que as pesquisas tenham mostrado nos últimos anos a necessidade de atualização dos currículos. Mas, por que tais mudanças não ocorrem? As crenças de autoeficácia (BANDURA, 1977) formam um constructo que possui uma interessante influência sobre o comportamento humano, desse modo, é importante compreender como as crenças de autoeficácia contribuem para o estabelecimento dessa realidade. O intuito é de tentar observar, através de uma pesquisa de natureza qualitativa, como as crenças de autoeficácia dos professores agem sobre suas práticas, dentro de um contexto de inovação. O contexto de inovação ao qual se refere este trabalho diz respeito às práticas com os conteúdos ligados à Física Moderna e Contemporânea. Para contemplar esses objetivos fez-se uso de três instrumentos para a coleta de dados: um questionário do tipo Likert, que foi utilizado para a aferição do nível de crenças de autoeficácia dos professores participantes de um curso de formação em FMC; um instrumento intermediário denominado de Situações, que auxiliou na definição final da amostra, bem como proporcionou conhecer um pouco mais das práticas dos sujeitos; e entrevistas semiestruturadas. Para as entrevistas, foram selecionados seis sujeitos que apresentavam distintos níveis de crenças de autoeficácia pessoal para compreender como as suas crenças de autoeficácia influem em seu trabalho com FMC. Os dados permitiram concluir que: i-) os professores que apresentaram um elevado nível de crença de autoeficácia pessoal são mais propensos a adoção de metodologias diversificadas e a implementação de conteúdos ligados a FMC para a promoção do interesse dos alunos; ii-) o reconhecimento de seu trabalho pelos alunos, bem como a relação afetiva com o conhecimento são interessantes fatores que contribuem para a estruturação das crenças de autoeficácia dos indivíduos; iii-) os professores que demonstraram elevado índice de crença de autoeficácia pessoal buscam alternativas para lidar com as dificuldades presentes em seu cotidiano; iv-) as persuasões verbais, realizadas pelos pares, influenciam de forma considerável os sujeitos que apresentaram baixos níveis de crenças de autoeficácia e parecem não serem tão decisivas sobre os sujeitos com altas crenças de autoeficácia; v-) os diferentes níveis de crenças de autoeficácia mostraram que os professores interpretam e lidam com situações semelhantes de forma distinta; vi-) a formação dos sujeitos é um fator relevante na constituição de suas crenças de autoeficácia. Esse estudo possibilitou também visualizar a relação intrínseca presente entre os níveis de crenças de autoeficácia dos indivíduos e a sua manifestação em contextos específicos. E, por fim, esse trabalho tornou possível enfatizar a problemática inerente aos instrumentos declarativos para aferição das crenças de autoeficácia dos indivíduos, o que reforçou a necessidade de estudos de natureza qualitativa nessa área de pesquisa. / It has been already presence in the Physics teaching a set of consolidated practices that give more emphasis to the contents of the Classic Physics in detriment those that relate with Modern and Contemporary Physics (MCP), even though the research has shown in recent years the necessity of updating the resumes. But, why such changes do not occur? The self-efficacy beliefs (BANDURA, 1977) form a construct that has an interesting influence on the human behavior, in this manner, it is important to understand how those self-efficacy beliefs contribute for this reality establishment. The aim is to try to observe, through a qualitative research, how the self-efficacy beliefs of teachers about their practices act within a context of innovation. The innovation context in which this work is related concerns about the practices linked contents to the Modern and Contemporary Physics. To contemplate these objectives they used three instruments for the data collection: a Likert questionnaire, that was used for the gauging of the level of self-efficacy beliefs of the participant teachers of a course of formation in MCP; a intermediate instrument called of Situations, that assisted in the final definition of the sample, as well provided to know a little more about the practical of the teachers; and the semi-structuralized interviews. For the interviews, six teachers had been selected that presented distinct levels of personal self-efficacy beliefs to understand how their selfefficacy beliefs have an influence at their work with MCP. The data allowed us to conclude that: i) the teachers that had presented a high level of personal self-efficacy beliefs are more inclined to the adoption of diversified methodologies and the implementation of the contents related to the MCP for the promotion of interest often pupils; ii) the recognition of its work by the pupils, as well the affective relation with the knowledge are interesting factors that contribute for the organizations of the self-efficacy beliefs of the individuals; iii) the teachers that had demonstrated a high index of personal self-efficacy beliefs search for alternatives for dealing with the difficulties presented in their daily life; iv) the verbal persuasions, done in pairs, have an influence in a considerable form at those teachers that had presented basses levels of self-efficacy beliefs and seem not to be so decisive in the teachers with a high self-efficacy beliefs; v) the different levels of self-efficacy beliefs had shown that teachers interpret and deal with similar situations in distinct forms; vi)the formation of the teachers is a relevant factor in the constitution of its self-efficacy beliefs. This study could also make it possible to visualize the intrinsic relation presence among levels of self-efficacy beliefs of the individuals and its manifestation in specific contexts. And finally, this work has made it possible to emphasize the inherent problematic to the declarative instruments for gauging the self-efficacy beliefs of the individuals, what has strengthened the necessity of studies in a qualitative nature in this seek area.

Made available in DSpace on 2016-04-04T18:33:00Z (GMT). No. of bitstreams: 1 Andreia Bissaro.pdf: 348273 bytes, checksum: 05e6c6e08ccb3c0b770af9521a3e26bf (MD5) Previous issue date: 2005-02-11 / The objective of this work, which is inserted in the research line of University, Teaching and Teacher s Formation, is to investigate teacher s educational practices. The individuals of this study are the teachers of the pedagogy course at a private institution in the city of Campinas, and the students of pedagogy of the same institution that teach or that have already taught in another moment in the primary education. By means of questionnaires, we could survey if those individuals discuss with their students about issues related with the development of a critical attitude about what can be seen or listened in the television, specially about the consumerism transmitted on this mean of communication. We could verify that the development of this attitude is deficient in the educational practices of those individuals. However, they feel the need to develop such attitude, but sometimes they do not know how to make it. We understand that television, and overall, the television advertising, have the purpose to create demand for induced wants and to influence the consumers decisions. The idea of consuming frequently transmitted by the television is transformed as the solution to all problems. In this context, the education must be enrolled in a deep critical analysis about the way to deal with reality. By doing this, it can be possible to change the way teachers educate their students, in the face of the consumerism society. We point out the importance of teachers to pay attention about the television an about the consume exacerbation transmitted on this media. Teachers must pay attention not only in the way to watch it but also in a way to study it pedagogically. / O objetivo do presente estudo, inserido na linha de pesquisa Universidade, Doc?ncia e forma??o de professores, ? investigar a pr?tica pedag?gica dos professores. Os sujeitos deste estudo s?o os professores do Curso de Pedagogia de uma Institui??o Particular localizada na cidade de Campinas e os alunos da mesma Institui??o, que de modo geral lecionam ou que em outro momento lecionaram na Educa??o B?sica. Por meio da aplica??o de question?rios, verificamos se os sujeitos discutem com seus alunos quest?es que abordam o desenvolvimento de um pensamento cr?tico sobre o que se v? e o que se ouve na televis?o, em especial sobre os apelos consumistas anunciados nesse meio. Constatamos que o desenvolvimento desse pensamento ? de certa forma prec?rio na pr?tica pedag?gica realizada pelos sujeitos, no entanto, eles sentem necessidades de desenvolver tais pensamentos, mas nem sempre sabem como realizar. Entendemos que a televis?o e sobretudo a publicidade veiculada nesse meio, tem como prop?sito administrar as vontades e as decis?es dos consumidores. A id?ia de consumo freq?entemente veiculada pela televis?o ? transformada em solu??o para todos os problemas. Nesse contexto, a educa??o precisa ser envolvida numa profunda reflex?o cr?tica na sua maneira de ver a realidade, para que assim seja poss?vel uma mudan?a na forma de educar os alunos, frente a essa sociedade de consumo. Ressaltamos a import?ncia dos professores em atentarem para a televis?o e para a exacerba??o do consumo instalada nessa m?dia, n?o somente de modo a espect?-la, mas tamb?m de modo a estud?-la pedagogicamente.

Notre recherche explore les pratiques éducatives, dans la gestion des situations de conflit, de violence et d’incivilité entre les élèves, dans la perspective de comprendre leur impact sur le développement social de l’individu. Nous supposons que ces pratiques relèvent d’une pédagogie de la non-violence et agissent en limitant toute forme d’interaction physique entre les élèves, qu’elle soit une interaction ludique ou une agression intentionnelle. Cette étude, menée dans trois écoles primaires au Val d'Aoste, associe une méthodologie à la fois quantitative et qualitative : des questionnaires (472 familles) ; des entretiens d'explicitation (Vermersch, 2006) et collectifs (49 enseignantes) ; des observations en milieu scolaire (24 enseignantes ; 194 élèves). Nos résultats portent, premièrement, sur la modélisation de ces pratiques éducatives, qui sont confrontées à la multi-dimensionnalité des manifestations agressives et à l’implication de la subjectivité des enseignantes dans leur appréciation.Deuxièmement, ils montrent un agir éducatif distinct des interactions soit verbales – gérée surtout par une médiation dialogique -, soit physiques – engageant des stratégies plus directives. C’est ainsi que la régulation des jeux de lutte relève de cette attention à la sécurité des élèves et d’une volonté à pacifier les relations humaines.Nos résultats interpellent la formation des enseignants et ouvrent des perspectives de recherche.Dans ce cadre, la gestion des manifestations agressives à l’école est une question socialement vive (Legardez et Simonneaux, 2006), car elle interpelle la société, les savoirs de référence et les savoirs scolaires. / Our research explores educational practices, in the management of conflict, violence and incivility situations among pupils, in order to understand their impact on the social development of the individual. We assume that these practices arise from pedagogy of non-violence and act by limiting any form of physical interaction between students, whether it is a playful interaction or an intentional assault.This study, carried out in three primary schools in Aosta Valley, combines a quantitative and qualitative methodology : questionnaires (472 families); explicitation (Vermersch, 2006) and collective interviews (49 teachers) ; observations in schools (24 teachers, 194 pupils).First, our results focus on the modeling of these educational practices, confronted to the multi-dimensionality and variety of aggressive manifestations and to the involvement of the teacher subjectivity in their appreciation. Secondly, they show a distinctive educational action according to whether the interaction is verbal - managed mainly by dialogical mediation - or physical - engaging more directive strategies. It is in this way that the regulation of fighting games shows this attention to the safety of pupils and a pacify human relations intent. Our reflection question teachers' training and suggest prospects for future research. In this context, the management of social interactions in schools is a socially vivid question (Legardez and Simonneaux, 2006), because it raises in society, in reference knowledge and in school knowledge.

Submitted by Mariana Dornelles Vargas (marianadv) on 2015-03-17T12:38:33Z No. of bitstreams: 1 dimensao_pedagogica.pdf: 995750 bytes, checksum: 2c2b7522ab69c0cec6dc0a5cf23c4ea6 (MD5) / Made available in DSpace on 2015-03-17T12:38:33Z (GMT). No. of bitstreams: 1 dimensao_pedagogica.pdf: 995750 bytes, checksum: 2c2b7522ab69c0cec6dc0a5cf23c4ea6 (MD5) Previous issue date: 2012 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Vários países vêm realizando reformas no ensino da graduação objetivando integrar suas funções às necessidades da sociedade, tendo como pano de fundo a produção de conhecimento que preparasse o capital humano para atender a inclusão no circuito da globalização. Este é o caso dos cursos da área da saúde e, no enfoque deste estudo, o Curso de Nutrição. Sem minimizar a importância das habilidades técnicas na formação dos estudantes, essas demandas estão exigindo novas configurações curriculares e distintas práticas educativas. Compreender o exercício profissional do nutricionista, como uma ação eminentemente pedagógica, remete a repensar as práticas acadêmicas vividas na sua formação e o papel dos formadores nesse contexto. Embora se possa considerar esse fenômeno como um processo global, neste estudo foram tomadas experiências de formação nos Cursos de Nutrição de Portugal, da Argentina e do Brasil. No primeiro foi selecionado o Curso de Nutrição da Faculdade de Ciências da Nutrição e Alimentação- FCNAUP, da Universidade do Porto; na Argentina, a Escuela de Nutrición da Facultad de Medicina, da Universidade de Buenos Aires, e no Brasil, o Curso de Nutrição da Universidade Federal de São Paulo- Campus Baixada Santista. A experiência brasileira foi eleita por caracterizar-se como uma experiência singular no seu aporte curricular e metodológico. As demais escolhas decorrem de estudos realizados em doutorado sanduíche nos respectivos países. A pesquisa assumiu uma condição qualitativa, com inspiração nos princípios etnográficos. Foram realizadas dezessete entrevistas, com docentes, estudantes e egressos, buscando compreender se e como a dimensão pedagógica está presente na formação do nutricionista e se influência os saberes desse profissional. Também foram explorados os documentos legais que incidem na constituição dos três Cursos. No percurso investigativo foi possível observar que os Projetos Políticos Pedagógicos, - enquanto manifestação da organização dos Cursos - procuraram ser o ponto de partida para o desenvolvimento e a inovação curricular, na direção da integração dos conhecimentos e das práticas que valorizam as aprendizagens coletivas. A dimensão pedagógica do profissional nutricionista aparece de forma distinta na legislação e nas propostas curriculares dos três Cursos, nos diferentes países. Enquanto nas Diretrizes Curriculares brasileiras este ponto é enfatizado, nos outros países parece constituir-se num valor para as comunidades acadêmicas, mas expresso com mais nebulosidade na legislação educacional. Provavelmente essa condição é favorecida pela adequação das políticas de educação às políticas de saúde, após a criação do Sistema Único de Saúde (SUS) no Brasil. A constituição participativa do Projeto Pedagógico incide sobre o saber dos professores e engajamento aos seus princípios, como foi possível perceber nas três realidades estudadas. A relação teoria-prática aparece como fundamental na formação, no sentido de favorecer a visão de realidade que embasa o conhecimento e o compromisso dos estudantes. Nesse sentido parece ter sido fundamental o estabelecimento de relações entre Universidade e os Serviços de Saúde que devem agir em conjunto, visando a formação dos futuros profissionais. O processo educativo desenvolvido de forma coletiva, no qual todos os atores envolvidos, docentes, alunos e comunidade aprendem mutuamente, favorece o desenvolvimento da autonomia, dando condições para transformar o indivíduo em um sujeito mais solidário. A pesquisa, que teve a finalidade de investigar os cenários contemporâneos da formação do profissional nutricionista, procurou contribuir para a qualidade dessa formação e ampliar os cenários e possibilidades para uma prática educativa coerente com as demandas de uma sociedade mais justa e de maior bem estar. Apostou no valor da dimensão pedagógica da ação daqueles que trabalham no campo da saúde que, inclui, também, a concepção do conhecimento partilhado e solidário, criando condições para uma conscientização de que a atividade principal do profissional nutricionista é promover a humanização dos indivíduos / Several countries have conducted reforms in undergraduate teaching aiming to integrate its functions to the needs of society, having as background the production of knowledge to prepare the human capital to meet the inclusion in the circuit of globalization. This is the case of courses in the area of health, and under the perspective of this doctoral study-- the Nutrition course. Without minimizing the importance of technical skills in the training of students, these demands require new curricular settings and different educational practices. Understanding the nutritionist´s professional exercise, as an eminently pedagogical action, refers to rethinking academic practices experienced in his/her training and the role of trainers in this context. Although one can consider this phenomenon as a global process, experiments in this study were taken from Nutrition Training Courses in Portugal, Argentina and Brazil. At first we selected the course of Nutrition of the School of Science of Nutrition and Food- (FCNAUP) at the University of Porto; in Argentina, the Escuela de Nutrición da Facultad de Medicina at the University of Buenos Aires, and in Brasil, the Course of Nutrition of the Federal University of São Paulo- Baixada Santista campus. The Brazilian experience was chosen for characterizing itself as a unique experience in its curricular and methodological approach. The other choices are the result of sandwich doctoral studies in the respective countries. The research took a qualitative approach, with inspiration from ethnographic principles. Seventeen interviews were conducted with the faculty, undergraduates and graduates, trying to understand whether and how the pedagogical dimension is present in the nutritionist training and whether it influences the knowledge of this professional. Legal documents that involve the formation of the three courses were also examined. In the course of the research it was possible to observe that the Pedagogical Political Projects, while manifestation of the organization of the courses sought to be the starting point for curriculum development and innovation, toward the integration of knowledge and practices that value the collective learning. The pedagogical dimension of the professional nutritionist appears differently in the legislation and in the proposed curriculum of the three courses, in the respective countries. While this aspect is emphasized in the Brazilian Curricular Guidelines, in other countries it seems to be a value for the academic communities, but expressed with more cloudiness in educational legislation. Probably this condition is favored by the adequacy of education to health policies, after the creation of the Unified Health System (SUS) in Brazil. The creation of participatory Pedagogical Project focuses on the knowledge of the faculty and their commitment to its principles, as it was revealed in the three realities studied. The relation between theory and practice appears to be essential for the formation in the sense of promoting the vision of reality that underlies the knowledge and commitment of the students. In this sense it seems fundamental the establishment of relationships between the university and health services that must act together for the training of future professionals. The educational process developed in a collective way in which all actors involved such as the faculty, undergraduates and community learn jointly, favors the development of autonomy, providing conditions to transform the individual into a subject of greater solidarity.The research, which aimed to investigate the contemporary settings of the professional nutritionist training, sought to contribute to the quality of training and expand the scenarios and possibilities for an educational practice consistent with the demands of a fairer society and greater welfare. It bet on the value of the pedagogical dimension of the action of those who work in the field of health that also includes the design of knowledge-sharing and solidarity, creating conditions for the awareness that the main activity of the professional nutritionist is to promote the humanization of individuals

Made available in DSpace on 2016-04-28T20:56:19Z (GMT). No. of bitstreams: 1 Fernanda Santini Franco.pdf: 704645 bytes, checksum: af40c6345331caf38d2e81a80e136680 (MD5) Previous issue date: 2010-10-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The goal of this research was to understand parent s care towards their children, considering it as an experience of care (Fürsorge), from the Heideggerian perspective. This is a qualitative, interventive, phenomenological-based study and its data were collected through the analysis of parent s narratives gathered in two reflective meetings, one with mothers and other with fathers. The reflective meetings already happen every six months in a low income community in Sao Paulo as part of a larger project and aim to discuss about psycho educational practices. Each meeting was recorded, transcribed and resulted in a text that was object of a hermeneutic analysis. The narratives of the 9 fathers and the 11 mothers participants were organized into constellations and the analysis showed that the fact that the population investigated live in a vulnerable area, influences the way they take care of their children. For the fathers, the care (Fürsorge) is related to making interventions in the world, changing the public space for their children to live in a better world. For the mothers, the care (Fürsorge) is related, mainly, to the creation of strategies to protect their children through the development of a dialogical relationship with them and the search of family or community support. They associate prohibition with negative consequences, avoiding using this feature / O objetivo desta investigação foi compreender o cuidado de pais e mães em relação aos seus filhos, considerando-o como uma experiência de solicitude, a partir da analítica heideggeriana. Trata-se de um estudo qualitativo, de base fenomenológica, de cunho interventivo, que teve como procedimento a análise de narrativas de pais, coletadas em dois encontros reflexivos, um com mães e outro com pais homens. Os encontros reflexivos já acontecem semestralmente em uma comunidade de baixa renda de São Paulo como parte de um projeto mais amplo e tem como objetivo a reflexão de práticas psicoeducacionais. Cada encontro foi gravado, transcrito e deu origem a um texto síntese que foi objeto de uma análise hermenêutica. As narrativas dos 9 pais e 11 mães participantes foram organizadas em constelações e a análise revelou que o fato de a população investigada viver em uma região vulnerável, influencia no modo de cuidar dos filhos. Para os pais homens, a solicitude está relacionada a realizar intervenções no mundo, modificar o espaço público para que os filhos vivam em um mundo melhor. Para as mães, a solicitude está relacionada, principalmente, à criação de estratégias de proteção dos filhos através do desenvolvimento de uma relação dialógica com eles e da busca de apoio da família ou comunidade. Associam a proibição a consequências negativas, evitando utilizar esse recurso

Estudo de natureza qualitativa que teve como objetivo analisar as práticas de Educação em Saúde desenvolvidas com gestantes atendidas pela Estratégia de Saúde da Família no município de Quissamã no Rio de Janeiro. Para a coleta de dados foi utilizada a técnica do grupo focal, sendo realizados três grupos em unidades com elevadas taxas de cesárea, a fim de refletir sobre a relação entre a participação nas atividades e a escolha pelo tipo de parto. Os sujeitos do estudo foram 18 mulheres que tiveram seus filhos no ano de 2008 e que participaram de qualquer atividade educativa desenvolvida pelas unidades. A análise de dados foi orientada pela análise de conteúdo de Bardin e das falas das mulheres emergiram 03 categorias e uma subcategoria. A investigação apontou que a participação nas práticas educativas ajuda nas escolhas durante a gestação, pois as mulheres sentem-se mais seguras e preparadas para o parto e o pós-parto. Contudo, a escolha pelo tipo de parto ainda é determinada pelos profissionais. O estudo indica que há uma disputa entre o projeto de assistência obstétrica delineado pela mulher e o projeto do profissional, de modo que a indicação médica continua a prevalecer. Apesar dos esforços dos profissionais da Estratégia de Saúde da Família do município investigado, as práticas educativas realizadas com as gestantes, ainda precisam ser desenvolvidas a fim de possuir um cunho emancipatório, na superação de uma prática transmissora de modo a empoderar a mulher para a sustentação de suas decisões. Observa-se que as atividades são orientadas por um planejamento, entretanto, a avaliação das ações não acontecem, de modo que se faz necessária a reflexão dos profissionais acerca das formas de avaliação das práticas desenvolvidas. A pesquisa recomenda a criação de comitês de avaliação das indicações de cesárea; o investimento na formação permanente dos profissionais, sobretudo em Educação e Saúde; e a reavaliação da metodologia de desenvolvimento dessas atividades com o intuito de se pensar em estratégias que possam envolver as mulheres na construção das práticas educativas, no sentido de empoderá-las para a tomada de decisão e para a defesa de seu projeto de parto. / Study of qualitative nature had as objective to analyze the Educative practices in health developed in pregnant women attended by Health Family Strategy in Quissamã County in Rio de Janeiro. In order to collect data was used the Focus Group Technique, being done three groups in units with high rates of caesarean to reflect about the relation between activities participation and kind of choice. The subject of study were 18 women that had their babies in 2008 and that attended in any kind of educative activity developed by the units. The data analysis was guided by analysis of Bardins content and from statements of the women raised 06 categories and one under-category. The investigation showed that participation in educative practices help in the choice during the pregnant period, because women feel more secure and prepared to birth and after-birth. However, the choice about the kind of birth is still determined by professionals. This study indicates that there is a dispute between the Obstetric Assistance project established by the woman and the professional project, the professional choice is still dominant. In spite of efforts of health Family Strategy professionals in Quissamã county investigated, the Educative practices done with pregnant women still need to be developed in order to have an emancipating objective, in overcoming a transmission practice to empower woman to keep her decisions.Its observed that the activities are guided by a schedule, however, the evaluation of the actions doesnt happen, so, its necessary the professionals reflection about the kind of evaluation of developed practices. The research recommend the creation of committees of evaluation of caesarean indications; the investment in permanent formation of professionals, over all in Education and Health and the reevaluation of methodology of development of these activities in order to think about strategies that can involve women in building of Educative practices, to empower them to take the decision to her birth project defense.