• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 332
  • 140
  • 15
  • 12
  • 7
  • 5
  • 5
  • 5
  • 2
  • 2
  • 1
  • 1
  • 1
  • 1
  • Tagged with
  • 609
  • 279
  • 130
  • 115
  • 111
  • 108
  • 101
  • 100
  • 92
  • 88
  • 85
  • 84
  • 83
  • 81
  • 81
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
101

Retention and Graduation Rates as Performance Indicators in 2-Year and 4-Year Postsecondary Institutions

Watson, Lisa 17 December 2010 (has links)
The focus of this dissertation is on performance indicators – specifically, retention and graduation indicators - that impact allocation of the ever-dwindling public sources of money. Decreasing revenue trends make understanding the performance indicators that are often used to fund postsecondary institutions very important. There is a significant amount of literature on funding, types of funding, and performance indicators used in funding; however, there is very little literature on quantitative differences on standard performance indicators in 2-year and 4- year postsecondary institutions. The purpose of this study is to look at retention and graduation rates for part-time and full-time students in public institutions of higher education in the United States. Retention and graduation rates for first-time full and part-time students from the Integrated Postsecondary Educational Data Systems (IPEDS), within the National Center for Educational Statistics, for the years 2005, 2006, and 2007, will be examined to determine if there are differences between two-year and four-year post secondary institutions.
102

A Study of the Relationship Between Revenue Sources and Undergraduate Students' Graduation Rates at Public Research Universities

Lawson, Albertha H. 20 May 2011 (has links)
The public's demand for accountability will have a significant impact on research universities' revenue resources in the future. Driving the demand is a perceived lack of institutional productivity. Undergraduate students' graduation rates represent one product of public research universities. States have already latched onto these rates as a measure of institutional performance; and as a result, states have provided a basis for public research universities to use the relationship between dollars invested in the institution and undergraduate students' graduation rates to respond to accountability issues. Current research provides little insight into this relationship. Research in this study uses concepts from the higher education production function, the resource dependency theory, and the Principal-Agent Model to investigate undergraduate students' four-year and six-year graduation rates as an institutional product. The research provides a greater degree of transparency into the relationship between dollars invested in public research universities and undergraduate students' graduation rates than has previously been shown. As a result of this relationship analysis, the research enables the development of a model for predicting undergraduate student graduation rates relative to dollars invested in the institution from different sources.
103

On Track for Graduation: An Investigation of Causal Factors Related to Student Outcomes in a Credit Recovery Program in a Metro Atlanta School District

Johnson-Reese, Shelia M 29 July 2016 (has links)
This study examined the relationship between credit recovery outcomes and select causal factors. In this study, credit recovery was defined as the extent to which students successfully complete the following courses: coordinate algebra, biology, physical science, and analytic geometry. Independent variables explored in this research were student motivation, student engagement, self-regulation, blended learning models, and formative assessments. A mixed method design was used to triangulate the quantitative data with the teachers’ perceptions data collected from the qualitative data. The qualitative data examined how teachers used formative assessments to improve student learning, the perception of the effectiveness of the program, and how credit recovery helped students to graduate from high school. The quantitative data found that there was no significant relationship between the independent variables in the study and credit recovery outcomes. Additionally, the data revealed that there was no significant relationship between teacher perceptions and credit recovery outcomes. Although there was no significant relationship between the dependent and independent variables in the study, the data did indicate there was a significant relationship between gender and credit recovery outcomes. The study found there was a highly significant relationship between formative assessments and student motivation, validating what research has already demonstrated about the effectiveness of formative assessments and its potential to engage and motivate students. The research also found that there was a highly significant relationship between blended learning and student motivation, suggesting implications for how blended learning can be used to engage and motivate students in credit recovery programs.
104

A epistemologia subjacente ao currículo e à formação de licenciandos em Ciências Biológicas /

Zaneti, Josiane de Cássia. January 2012 (has links)
Orientador: Marcelo Carbone Carneiro / Banca: Fernando Becker / Banca: Luciana Maria Lunardi Campos / Resumo: Esta dissertação se insere na área de pesquisa em formação inicial de professores, investigando especificamente a licenciatura em Ciências Biológicas - modalidade que habilita para a atuação como professor(a) de ciências e biologia. O currículo que investigamos é fruto de uma reestruturação de 2004 que visava atender as Diretrizes Curriculares Nacionais para a formação de professores da Educação Básica. Esta legislação tem como uma de suas pretensões a superação do antigo modelo de organização curricular conhecido como "3+1", no qual a formação de professores figurava como complementação do bacharelado. Entendemos que a formulação do Projeto Pedagógico (PPP) para os cursos de licenciatura e bacharelado em Ciências Biológicas é, até então, orientada por um mesmo documento que, como discutido nesta dissertação, enfatiza a formação do bacharelado, em detrimento da licenciatura. Observamos que este documento não colabora para a superação da organização curricular "3+1". No ano de 2009 foram decretadas novas normas para os cursos de bacharelado em Ciências Biológicas que aparentemente desfazem a equivalência entre este e a licenciatura no mesmo curso. A forma como o professor entende a origem do conhecimento e o modo como esta compreensão influencia sua prática caracteriza o conceito de epistemologia do professor. Nossa crítica à formação de professores se encerra na necessidade do desenvolvimento de uma epistemologia adequada à identidade docente. É sobre este contexto que a presente pesquisa se assenta, ao investigarmos os documentos curriculares de um curso de licenciatura em Ciências Biológicas de uma Universidade Pública do interior do Estado de São Paulo, assumimos que existe uma relação entre currículo e epistemologia e, discutimos a influência... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present work is inserted in the research area of teacher initial formation, investigating, specifically, the degree in Biological Sciences - modality that enables to work as science and biology teacher. The curriculum that the investigate is the result of a restructuring in 2004 which aimed to meet the National Curriculum Guidelines for Teacher Formation in Basic Education. This legislation has a one of its claims to overcome the old model of curriculum organization kwnow as "3+1", in which the formation o teachers was a complement of the bachelor. The formulation of the Political Pedagogical Project (PPP) for licentiate and bachelor of Biological Sciences so far is driven by the same document, as discussed in this thesis, emphasizes the formation of bachelor, rather than licentiate degree. We note that this document does not help to overcome the curriculum "3+1". In 2009 new rules were enacted for the bachelor of biological sciences that apparently undo the equivalence between this and the licentiate in the same course. The way of the teacher understands the origin of knowledge and how this understading influences their practice characterizes the concept of epistemology of the teacher. Our criticism of teacher training ends the need to develop an adequade epistemology of theacher identy. It is about this context that this research is based, by looking at the curriculum documents of a licentiate program in Biological Sciences of a public university in the state of Sao Paulo, we assume that there is a relationship between curriculum and epistemology, and discuss the influence the bachelor program still has on the licentiate. Our claim while seeking to identify the concept of professor that underlies the PPP and the curriculum plan was to... (Complete abstract click electronic access below) / Mestre
105

Metacognição e ensino da Álgebra: análise do que pensam e dizem professores de Matemática da educação básica\". / Metacognition and teaching of algebra: analysis of what basic education Mathematic´s teachers are saying and thinking.

Sousa, Adilson Sebastião de 15 June 2007 (has links)
O presente trabalho tem por objetivo investigar as atividades metacognitivas desenvolvidas pelos professores de Matemática do Ensino Fundamental II, quando eles estão envolvidos no ensino-aprendizagem da Álgebra. A partir da análise do que pensam e dizem os professores desse nível de ensino, procurou-se explicitar e discutir os principais aspectos do seu trabalho pedagógico com a Álgebra. Para isso, foram estabelecidos três eixos: os processos vivenciados na formação inicial e continuada, seus conhecimentos relativos à Álgebra e seu ensino e o exercício reflexivo sobre seu trabalho com Álgebra. / The objective of this present work is to investigate the metacognitives activities developed by Mathematics teachers of Foundation Course II when they are involved in teaching -learning Algebra. According to the analyses of the teachers thoughts and what they say about this teaching level , it attempt to clarify and discuss the main points of their pedagogic work with Algebra. Three axis were established for this:The experienced process with initial and continuos graduation ; their knowledgemnt referring to Algebra teaching and reflexive exercise about his work in Algebra.
106

Formação do psicólogo: perspectivas de alunos de um curso de graduação / Graduation in Psychology: prospects of students of a university

Pires, Louise Helena Silva 31 July 2008 (has links)
A profissão e formação do psicólogo vêm sendo discutidas na literatura, assim como o papel do profissional de Psicologia junto à sociedade brasileira, principalmente, a partir de 1975, publicação do estudo pioneiro de Sylvia Leser de Mello. Naquela época, demonstrava-se a preocupação existente em torno das áreas de aplicação da Psicologia e suas funções sociais, mostrando a escassa participação de profissionais fora da clínica. Também se apontava a inadequação do Ensino Superior, que tinha um caráter excessivamente teórico. A crítica ao papel da instituição universitária na formação continua presente em vários estudos mais atuais relativos a este tema. Atualmente, os estudos abordam desde necessidades sociais e o significado social da atuação do psicólogo, até discussões sobre as relações entre concepções ou imagens do psicólogo com o currículo de formação e o efeito sobre a atuação. Alguns autores questionam as formas cristalizadas de saber, que excluem o aluno do processo de construção do conhecimento e impedem a politização do que foi aprendido. Os objetivos deste trabalho consistem em identificar as concepções e relatos de experiências vividas de alunos de Psicologia a respeito de seu curso e sua formação, visando compreender um pouco melhor este universo amplo que gera relevante mobilização no meio acadêmico da Psicologia. Os participantes da pesquisa são estudantes de terceiro a quinto ano de graduação de Psicologia de uma Universidade Pública. Os procedimentos de coleta de dados são entrevistas individuais, que oferecem temas como disparadores de uma associação por parte dos estudantes e entrevistas em Grupos Focais. Para a análise dos dados, utilizou-se a Análise de Conteúdo, em uma abordagem qualitativa. Os resultados demonstram críticas dos alunos com relação à carga horária mal distribuída do curso, às aulas pouco satisfatórias, à falta de prática e excesso de teoria descontextualizada nos primeiros anos de formação, além da desarticulação entre os professores e do conteúdo do curso. Os alunos também apontam a necessidade de transformação do sistema de avaliação que deve conter maior coerência e sentido. Sobre o curso em geral, afirmam que é um espaço subjetivo e valorizam as experiências fora de sala de aula. Além disso, relatam sobre um modo de ser próprio do psicólogo que surge ao longo da formação e da necessidade de um espaço que deveria ser oferecido pela instituição universitária aos alunos para o acolhimento e elaboração de suas dificuldades relacionadas ao curso. Os dados permitem a confirmação de algumas constatações da literatura e discordam de outras. Além disso, permitem uma reflexão da análise da instituição e de suas relações em detrimento da análise apenas de situações pontuais. Assim, foi possível concluir que os alunos demonstram insatisfação com aspectos centrais do curso, tais como: aulas, avaliações, carga horária, conteúdos, atividade prática e a inexistência de um serviço de apoio psicológico dirigido aos próprios estudantes. Estes elementos apontam para uma necessidade de transformação por parte da instituição, visando não somente uma modificação isolada dos aspectos citados, mas a criação de espaços de análise da instituição como um todo. / The profession and training of psychologists have been discussed in literature, as well as the role of psychologists inside Brazilian society, particularly, from 1975, when was published a pioneering study of Sylvia Leser de Mello. At that time, there were concerns around the areas of application of Psychology and its social functions, showing the limited participation of professionals outside the clinic. It was also pointed out the inadequacy of graduation at university, which had a character too theoretical. The critical role of the university graduating continues lately in several studies on this subject. Currently, there are the studies that show the social needs and social significance of the role of psychologist, and also studies that discuss relations between the concepts or images of psychologist, comparing them to the curriculum and the effect on performance. Some authors criticize the crystallized knowledge, which exclude the student of the construction of this knowledge and obstruct the politicization of what was learned. The objectives of this study are to identify the concepts and reports of experiences of students of Psychology about their course and their training, aiming to understand a little better this universe that generates relevant broad mobilization in the midst of academic psychology. The Participants of the survey are students of the third to fifth year of graduation of Psychology of a public university. The procedures for data collection are personal interviews and Focal Groups interviews. For the analysis of data, it was used Content Analysis, in a qualitative way. The results show critical of students about the working hours and its distribution across the course, the students also criticized the unsatisfactory lessons and the lack of practice and excess of theory out of context in the first years of graduation, in addition to the disconnection between the teachers and the content of the course. Students also suggest the need for transformation of the system of assessment, which should contain greater coherence. About the course in general, they say that it is a subjective space and they also value the experiences outside the classroom. Moreover, the students report that exists a style of the psychologists who comes along the graduation and a need for a space that should be offered to students by the university for the development of their host and difficulties related to the course. The data allows the confirmation of some findings of literature and disagrees with others. It also reflects an analysis of the institution and its relations contrasting to the analysis of isolated situations. It was possible to conclude that students demonstrate dissatisfaction with some important aspects of the course, such as: classes, evaluations, working hours, content, practical activity and the lack of a service of psychological support for those students themselves. These factors point to a need for the institution to promote a transformation, seeking not only a change isolated from this, but the creation of spaces for analysis of the institution as a whole.
107

Formação de doutores para a Saúde Coletiva: representações de orientadores / Academic training of doctors in Collective Health; representations of advisors

Sarubbi Junior, Vicente 19 May 2017 (has links)
A orientação na pós-graduação é um espaço de fundamental importância para a introjeção de valores, estilos e cultura acadêmica, em que o doutorando está em processo de formação para ser docente que formará futuros professores e pesquisadores. Em sua particularidade, para a formação de doutores, a pós-graduação tem o compromisso de formar profissionais críticos e capacitados a exercerem com bom desempenho as atividades presentes na agenda acadêmica da docência, pesquisa e extensão. O docente, enquanto orientador, é o responsável pelo acolhimento e a tutoria teórica e prática em toda a trajetória de seu orientando. O presente estudo tem por objetivo analisar as representações de orientadores sobre suas vivências e atribuições sobre a orientação de doutorandos em programas de pós-graduação na área de Saúde Coletiva. O referencial adotado foi a Teoria das Representações Sociais em articulação com autores da Educação e da Saúde. O estudo abrangeu onze programas de pós-graduação com notas cinco, seis e sete (CAPES) da Área de Saúde Coletiva. Foram realizados sorteios com reposição e entrevistados quarenta e cinco docentes com o uso de um roteiro semiestruturado. As entrevistas foram gravadas e o conteúdo das falas foi transcrito na íntegra e submetido à análise temático-categorial com o suporte dos softwares NVIVO11 e IRAMUTEQ que gerou um quadro temático para análise das categorias e árvores máximas de similitude. Com a análise de conteúdo foi possível identificar 34 unidades de significação que formaram nove categorias temáticas distribuídas em três campos de discussão: vivências e atribuições de orientar doutorandos na Saúde Coletiva, contribuições da orientação para a formação de doutores e o compromisso de formar doutores para a Saúde Coletiva. Não houve diferenças ou dissonâncias significativas sobre os temas abordados sobre a orientação nos programas notas cinco, seis e sete (CAPES). Os orientadores se mostram sensibilizados ao relevante compromisso de formar doutores preparados para exercer as atividades de ensino e pesquisa voltadas ao desenvolvimento científico de um campo multiparadigmático e interdisciplinar, entretanto, não abordam com clareza quais são as estratégias pedagógicas que adotam para construir um caminho comum e de mutua vivência sobre os processos que envolvem a formação. As representações partilhadas pelos docentes salientam que a formação didática do professor é pouco privilegiada como cultura de formação acadêmica, ficando a cargo de cada orientador valorar ou não a sua importância. Não há partilhas, como procedimento de discussão e aprendizado entre os orientadores, sobre situações conflitantes e/ou bem-sucedidas no processo de orientar, visando instigar atitudes pedagógicas favoráveis e mais resolutivas à orientação. Mostra-se relevante a realização de novos estudos para o avanço de estratégias de ensino-aprendizagem que deem suporte ao processo de orientação na pós-graduação / Post-graduate tuition is a space of fundamental importance for the introjection of academic values, styles and cultures, in which the doctoral student is undergoing a process of training as a teacher who will prepare future teaching staff and researchers. Specifically for the training of doctors, the post-graduate course assumes the commitment of preparing professional personnel who are both critical and capable of exercising - on a high level - the activities on their academic agenda consisting of teaching, research and extension work. The teacher, qua advisor, is the one responsible for the reception accorded to the student and the tuition both theoretical and practical offered him throughout the course. This present study seeks to analyze the advisors representations of their students on their experiences and attributions on the guidance given to doctoral students in post-graduate programs in the field of Collective Health. The frame of reference adopted was the Theory of Social Representations together with authors in Education and Health. The study covered eleven post-graduate programs classified as representing, respectively, mark five, six and seven (CAPES) in the field of Collective Health. Draws with replacement were held and forty-five teachers were interviewed with the use of a semi-structured script. The interviews were recorded and the whole content of the conversations was transcribed and submitted to thematic-categorical analysis with the support of the software programs NVIVO11 and IRAMUTEQ which generated a thematic table for the analysis of the categories and the trees of maximum similarity. On the basis of the analysis of content it was possible to identify 34 units of significance which formed nine theme categories distributed in three areas of discussion: experiences and attributions necessary to guide doctoral students in Collective Health, contributions of tuition for the training of doctors, and the commitment to prepare doctors for Collective Health. There were no significant differences or conflicts regarding the themes addressed under the guidance of the class five, six and seven (CAPES) programs. The advisors showed themselves to be sensitive to the important commitment to train doctors prepared to exercise the activities of teaching and research addressed to scientific advance in a multiparadigmatic and interdisciplinary field, they do not, however, explain with clarity what the pedagogical strategies are which they would use to construct a common path, based on mutual experience, as to the processes which this preparation involves. The representations are little valued as a culture of academic training, it falling to the individual advisor to give importance or not to it. There is no sharing, as a process of discussion and learning among the advisors, about situations whether of conflict or success in the tuition process with a view to encouraging favorable pedagogical attitudes and which would assist in the tuition process. The undertaking of further studies would be useful for the development of teaching-learning strategies which would give support to the process of tuition in post-graduate courses
108

Na trilha do desejo: o diagnóstico da subjetividade no ensino fundamental / In the track of desire: the diagnosis of subjectivity in elementary school

Giorgion, Mariana de Campos Pereira 04 April 2018 (has links)
A partir dos processos históricos que marcam a alfabetização no Brasil, da realidade em que vivemos (que não garante a alfabetização da maioria até o 3º ano do EF1) e dos desafios relacionados à efetiva inclusão de todos os alunos, como estabelecer um diagnóstico que contribua para uma escola focada na relação ensino/aprendizagem? O objetivo principal desse trabalho foi caracterizar o diagnóstico da subjetividade, recortado como um olhar para a subjetividade infantil e um manejo que se estabelece a partir da compreensão de alguns aspectos dessa subjetividade afeitos à escolarização. Como objetivo secundário verificou-se como participantes do Projeto Desafios (O Desafio de ensinar a leitura e a escrita no Fundamental de 9 anos) assimilaram as estratégias do Projeto, para refletir sobre como as pesquisas acadêmicas podem incidir de maneira mais efetiva no chão da escola. Entrevistamos sete professores e/ou pesquisadores ligados ao Projeto e quatro educadores que atuam como diretores/coordenadores, a partir de três parâmetros: 1. A atenção flutuante; 2. As histórias de vida e 3. O relato da experiência individual com a educação. A análise incluiu estratégias da psicanálise, da teoria das representações sociais e da história oral temática e de vida, promovendo uma transcriação dos discursos individuais para a constituição de um discurso coletivo. Teoricamente, embasamo-nos no diagnóstico das condições subjetivas de letramento e nas estratégias de enfrentamento nomeadas como ponto de giro, em relação com a conceituação de vida espontânea e essencial, conectada à ideia de que essa vida só pode ser social e marcada pelo compromisso civilizatório. Para pensar as relações dos alunos com o saber, buscamos refletir sobre o universo simbólico infantil e o lugar que a escola assume nesse universo, pensando na constituição de um ambiente capaz de mobilizar a criança. Concluiu-se que o prisma gerado a partir do diagnóstico da subjetividade desnuda a corporalidade infantil, decomposta nas ideias de corpo, memória e linguagem, a curiosidade, a fantasia e a imaginação e o sentimento de alteridade que sustenta o senso de pertencimento e cidadania. Também são elementos para a reflexão o contexto familiar e a escolaridade anterior. As intervenções mobilizadoras deslocam a criança de seus entraves, mas também propõem uma escolarização mais atraente, desafiadora e contextualizada, que encara as dificuldades como inerentes a todo processo, implicando educadores e alunos na jornada. Esse olhar permite também que não se cristalizem as dificuldades, distanciando a escola dos rótulos socioeconômicos e medicalizantes. O olhar singular para a criança e o grupo extrai da heterogeneidade seus valores e potencialidades e é por essa vivência que o aluno se torna um adulto capaz de sustentar sua singularidade, respeitando a diversidade. Um projeto pedagógico coletivo, com profissionais focados nos objetivos por série, são condições para o diagnóstico da subjetividade, porém o fraco repertório ofertado na academia e a falta de estrutura para trabalhar constituem impedimentos para o estabelecimento dessa postura profissional. / Through the knowledge of historical phases which have left their mark on the learning of reading and writing in Brazil, our present reality (which does not guarantee the learning process of the majority up to the third school year) and the challenges connected to the real inclusion of all students, how to formulate a diagnosis that may contribute to a school focused in the relation teaching/learning? The main objective of this study consists was to characterize the diagnosis of subjectivity, as a look at child subjectivity and a management that is established based on the understanding of some aspects of this subjectivity that affect schooling. As a secondary objective, it has been observed how the participants of Projeto Desafios (The challenge of teaching reading and writing in the Fundamental of 9 years) have assimilated the strategies of this Project, in order to consider how academic research can more effectively be influent inside the schools. Seven teachers connected to the Project as well as four educators who work as coordinators or principals were interviewed according to three guidelines: 1. The floating attention; 2. The histories of life e 3. The report of their individual experience in education. The analysis included strategies of psychoanalysis, the theory of social representations and thematic oral history and life promoting a transcription of the individual discourses for the constitution of a collective discourse. Theoretically, the basis of the work was in the findings of subjective conditions of literacy and the confrontational strategies named turning point, as related to the conception of spontaneous and essential life, connected to the idea that such a life can only be social and branded by civilizing commitment. To think about students\' relationships with knowledge, we seek to reflect on the symbolic childhood universe and the place that the school assumes in this universe, thinking about the constitution of an environment capable of mobilizing the child. It was concluded that the prism generated from the diagnosis of subjectivity bare the infant corporality, decomposed in the ideas of body, memory and language, to the curiosity, the fantasy and the imagination and to the feeling of alterity that sustains the sense of belonging and citizenship. The conclusion points to the subjectivity diagnosis center being the look to infantile corporeality, broken down into body, memory and language, to the curiosity, to fantasy and imagination and to a feeling of otherness which support the feeling of belonging and citizenship. Also as elements of reflection are the family and previous schooling. Mobilizable interventions move the children from their hindrances, but also propose a more attractive schooling, more challenging and contextualized, which faces the difficulties as part of the process, calling both students and educators to the journey. Such a look avoids the crystallization of difficulties, setting the school apart from socioeconomic and medicinal labels. The singular look at a child and the group extracts from the heterogeneity its values and potentialities and it is through this experience that the student becomes an adult capable of defending their own singularity and of respecting diversity. A collective teaching project, with professionals dedicated to yearly objectives, presents the necessary conditions to the subjectivity diagnosis; however, the poor repertoire offered by academia, and the lack of working conditions are hindrances to the settlement of such a professional posture.
109

A Study Examining Contributing Factors That Impact the Persistence of African-American Girls Completing a 4-Year High School Program and Strategies for Improvement

Hope Harness, Latonya 20 May 2019 (has links)
The purpose of this mixed methodological study was to discover the possible causes of persistence for African-American high school girls attending a 4-year program in Mississippi. Currently there is a precise focus on African-American high school girls and the detrimental outcomes that follow as a consequence of behavioral referrals within schools. Unfortunately, the narrative of African-American high schools girls centers on discipline as a leading concern in their academic performances. This study sought to determine whether student perception of completing a 4-year high school program plays a significant role for African-American girls. Support systems of teachers towards high school African-American girls were assessed in consideration for the educational professionals and their influence to the academic advancement of students. Lastly, the social influences of social media were investigated as a contemporary factor for African- American girls considering completing a 4-year program. The consideration of organizational structures that are not conducive to the advancement of high school graduation is the primary discussion for educational leaders to evaluate.
110

O currículo do Curso de Pedagogia em Movimento: Como se formam pedagogos na UCG?

Firmino, Luciano Julio 15 September 2005 (has links)
Made available in DSpace on 2016-07-27T13:53:00Z (GMT). No. of bitstreams: 1 Luciano Julio Firmino.pdf: 536642 bytes, checksum: 8961733fa1aae651f61c28a1529cf805 (MD5) Previous issue date: 2005-09-15 / This dissertation is a study about the developing process of the curricular proposal to the Pedagogy Course, applied by the department of Education of the Catholic University of Goiás EDU/UCG, in the first semester of 2004, therefore the object of this research is the Pedagogy Course in UCG. Its proposal is to identify the relations between the majoring conception expressed in the curricular proposal and the teaching practice of the teachers in the Education Department. The research qualitative in the class of action research. The research procedures adopted to reach the desired objectives were: the delimitation of the focus of the study, the progression of the literature s review; the extensive usage of comments and information along with a active observation; the definition of categories and their analysis. The theoretical reference regards studies about the curriculum theory and the graduation of teachers based on the ideas of authors, such as Brzezinski (1987, 1996, 1999, e 2002), Andrade(1985), Liston & Zeichner (1993), Pacheco (1996, 2000, 2003), Moreira (1999), Silva ( 1999, 2000), Sacristán (2000), Silva (2003), Coelho ( 2004), among others. The historical review of Pedagogy Course in Brazil has been enriched by the research made in documental fonts laws, decrees, resolutions, reports and indications -, with the objective of place the paradigms in the graduation of the pedagogue that, in a certain way, influence the actual curricular proposal of the EDU/UCG. The field research was developed by the active observation and by interviews with a semi-structured script with teachers and tutors of the new curriculum. The students were used as a font of information by the use of the technique of group interviews. With the data collected from the theoretical reference, the interviews and the observations made was possible to affirm that the Project Political-pedagogic of the course of Pedagogy 2004/1 tries to maintain the principles discussed and adopted collectively in 1984 and assumes the teaching as the Pedagogue s identity. Though it is affirmed that the reference of this proposal has its origins on that curriculum, the actual document does not show it on a clear manner and it assumes a moderate political speech despite of being well expressed on it the conceptions of man, society, graduation and the practice of the pedagogue. The research allowed to be concluded that the graduation practice of the EDU is more progressist than the one that the document brings, therefore this practice is recognized by the intention on the realization of a work where the unity between theory and practice, the critical reading of the school s pedagogue s job and the multi subjects are learned by the students since their first semester. Conflicts and contradictions were also identified regarding the try to wide the Pedagogue s vision to beyond the school education practice, even though the proposal of the course have it as on of its objectives, there is no explanation and subjects on the curriculum. It was also concluded that some of the teachers have difficulties on the realization of group work, demonstrating not enough integration, assuming independent and isolated practices that contribute very few to the graduation of the professional Pedagogue. / Desta dissertação consta um estudo sobre o processo de desenvolvimento da proposta curricular do Curso de Pedagogia, implantado pelo Departamento de Educação da Universidade Católica de Goiás EDU/UCG, no primeiro semestre de 2004, portanto o objeto de pesquisa é o Curso de Pedagogia da UCG. Tem o propósito de identificar as relações entre a concepção de formação expressa na proposta curricular e a prática formativa dos professores do Departamento de Educação. A pesquisa é qualitativa na modalidade de pesquisa-ação. Os procedimentos de pesquisa adotados para o alcance dos objetivos propostos foram: a delimitação progressiva do foco do estudo; o aprofundamento da revisão de literatura; o uso extensivo de comentários e informações ao longo da observação participante; a definição de categorias e sua análise. O quadro de referência teórica, volta-se para os estudos que tratam da teoria de currículo e da formação de professores, fundamentados em idéias de autores como Brzezinski (1987, 1996, 1999 e 2002), Andrade (1983), Liston & Zeichner (1993), Pacheco (1996, 2000, 2003), Moreira (1999), Silva (1999, 2000), Sacristán (2000), Silva (2003), Coelho (2004), entre outros. A revisão histórica acerca da evolução do Curso de Pedagogia no Brasil foi enriquecida por pesquisa em fontes documentais leis, decretos, resoluções, pareceres e indicações , objetivando situar os paradigmas de formação do pedagogo que, de certo modo, influenciaram a atual proposta curricular do EDU/UCG. A pesquisa de campo desenvolveu-se por meio da observação participante e de entrevistas mediante roteiro semi-estruturado com professores e gestores do novo currículo. Alunos também foram sujeitos informantes, utilizando-se a técnica de entrevistas coletivas, em grupo focal. De posse dos dados coletados, do quadro de referência teórica utilizado, bem como das entrevistas e observações realizadas pode-se afirmar que o Projeto Político-pedagógico do Curso de Pedagogia 2004/1 busca manter os princípios discutidos e adotados coletivamente em 1984 e assume a docência como a base da identidade do Pedagogo. Entretanto, embora se afirme que o referencial dessa proposta se origine naquele currículo, o documento atual não os apresenta de forma clara e, assume um discurso político mais moderado a despeito de estarem bem expressos concepções de homem, sociedade, formação e atuação do pedagogo. A pesquisa permitiu concluir que a prática formativa do EDU apresenta-se de forma mais progressista da que o documento procura registrar, sendo esta prática, transversalizada pela preocupação em realizar um trabalho em que a unidade entre teoria e prática, a leitura crítica da atuação do pedagogo escolar e a interdisciplinaridade seja apreendida pelos alunos desde o primeiro semestre. Conflitos e contradições também foram identificados, no que concerne a tentativa de ampliação da visão do Pedagogo para além da prática educativa escolar, embora os propósitos do curso objetivem esta formação, não há sua explicitação em eixos curriculares e disciplinas no documento base. Constatou-se também que alguns docentes têm dificuldade em realizarem um trabalho coletivo, demonstrando pouca integração, assumindo práticas independentes e isoladas que pouco contribuem para a formação do profissional Pedagogo.

Page generated in 0.2916 seconds