Made available in DSpace on 2014-08-20T13:49:07Z (GMT). No. of bitstreams: 1 Helder Madruga de Quadros.pdf: 1653855 bytes, checksum: 6c23f197a72e7b2143205f7c2550deeb (MD5) Previous issue date: 2012-03-30 / The pos graduation in Brazil in its strict sense, in the last decades, has being constituted as a formation in great process of expansion and in the scientific community knowledge consolidation, as in Masters and as PDH s degrees. In this context, the present study has as main goal to describe the Masters Degree students profile in the Physical Education strict-census pos graduation program, in the Physical Education higher education in Federal University of Pelotas (ESEF/UFPel) and the Human Movement science in the Physical Education higher education in Federal University of Rio Grande do Sul (ESEF/UFRGS). This profile description had as essential focus the academic formation and the Masters Degree student s current profession in the period of before, during and after their Masters conclusion. These two programs were chosen for being the only two in Physical Education s area in operation in the state of Rio Grande do Sul (RS) in the specific period of this research. The study is a descriptive work, wish documental basis, characterized by a qualitative approach achieved through the data analysis referred to the Lattes Curriculum of the Masters Degree students. There were collected and analyzed data from 117 curriculums, 81 from ESEF/UFRGS and 36 from ESEF/UFPel, from Masters Degree students enrolled from 2008 to 2010. The main results have revealed that most of the students are from the female gender, with 52,14%, 32,48% of the students had obtained scholarships, 97,56% of the higher graduation course concluded by the students are in the health area, 95,94% of the graduation courses happen in the state of RS, mostly in private institutions, more than 3/4 of the students have already done a pos graduation in the level of a specialization, 29,91% had entered the Doctors and 62,39% are working as professors and teachers in higher and in primary education. Based on the researched literature and taking in consideration that the preparation for being a professor is one of the main goals in pos graduation courses, the results indicate that both programs are fulfilling with its role in Brazilian s pos graduation development. Is up to bring the attention that the data reveled similarities and differences between ESEF/UFRGS and ESEF/UFPel programs and that more researches about the Masters Degree students, in the Physical Education area, enabling a deepen in the discussions that permeate the construction and the consolidation of these programs / A pós-graduação, em seu sentido estrito no Brasil, nas últimas décadas, vem se constituindo como um grande processo de expansão formativa e de consolidação do conhecimento da comunidade científica, tanto em nível de mestrado como de doutorado. Dentro deste contexto, o presente estudo objetivou descrever o perfil de egressos de mestrado dos programas de pós-graduação, da escola superior de Educação Física, da Universidade Federal de Pelotas (ESEF/UFPel) e Ciências do Movimento Humano, da escola superior de Educação Física, da Universidade Federal do Rio Grande do Sul (ESEF/UFRGS). A descrição deste perfil teve como focos essenciais a formação acadêmica e a atuação profissional dos egressos, antes, durante e após a conclusão do mestrado. Os dois programas foram escolhidos por serem os únicos na área de Educação Física, em funcionamento, no período escolhido, no estado do Rio Grande do Sul (RS). O estudo é descritivo, de base documental, caracterizado por uma abordagem qualiquantitativa realizada através de análise de dados referentes aos currículos Lattes dos egressos. Foram coletados e analisados dados de 117 currículos, 81 da ESEF/UFRGS e 36 da ESEF/UFPel, de egressos do mestrado de 2008 a 2010. Os principais resultados encontrados revelam que 52,14% dos egressos são do sexo feminino, 32,48% dos egressos obtiveram bolsas de estudo, 97,56% dos cursos de formação na graduação são da área da saúde, 95,94% dos cursos de graduação são realizados no estado do RS, na sua maioria em instituições públicas, mais de 3/4 dos egressos fizeram pós-graduação em nível de especialização, 29,91% ingressaram no doutorado e 62,39% estão atuando na docência, tanto em nível superior como básico. Com base na literatura pesquisada e levando em consideração que a preparação para a docência no ensino superior é um dos objetivos da pós-graduação, os resultados encontrados indicam que ambos os programas estão cumprindo com o seu papel no desenvolvimento da pós-graduação brasileira. Cabe ressaltar que os resultados encontrados revelam diferenças e semelhanças entre os programas da ESEF/UFRGS e da ESEF/UFPel e, que mais estudos sobre egressos de mestrados, na área de Educação Física, possibilitariam um aprofundamento nas discussões que permeiam a construção e consolidação destes programas

L'école constitue l'un des principaux lieux de prévention et d'éducation à la santé. Le service de la promotion de la santé en faveur des élèves à la mission d'apporter son soutien à la communauté éducative. L'éducation à la santé et la prévention en milieu scolaire induisent une démarche transdisciplinaire fondée sur un ensemble de valeurs et une approche globale de la personne dans un projet éducatif à l'échelle de la classe et de l'établissement. Au sein de la communauté éducative, les infirmières de l'éducation nationale sont un corps particulier à qui est confiée la mission d'éducation et de promotion de la santé qui nécessite une évolution de leur rôle, de leur posture et de leurs pratiques professionnelles. La littérature souligne le lien entre les connaissances, les systèmes de représentations sociales et de pratiques de références qui s'articulent autour de conceptions individuelles. A partir d'une méthodologie mixte, l'étude porte sur l'analyse des résultats d'une approche qualitative par entretiens auprès d'un échantillon de la population suivie par une enquête nationale par questionnaire. Les infirmières disposent de connaissances largement partagées sur l'éducation à la santé et la promotion de la santé en milieu scolaire mais qui ne se traduisent dans des systèmes de conceptions individuelles et dans les pratiques déclarées très hétérogènes. En effet, les résultats mettent en évidence une diversité des conceptions en éducation à la santé (ES) se structurant entre un pôle orienté vers une déclinaison biomédicale de l'exercice professionnel et un pôle davantage centré sur des pratiques éducatives. Ces conceptions sont fortement influencées par l exercice professionnel au sein de l'éducation nationale. Le rôle des infirmières scolaires dans l'éducation pour la santé évolue en fonction de la durée de l'exercice professionnel, allant de conceptions sanitaires devant être enseignées à une approche globale de l'éducation à la santé en passant par le conseil et le soutien aux écoles, ainsi que la mise en place de ressources pour les enseignants. Cette recherche avance des pistes de réflexion en ingénierie de la formation initiale ou continue avec comme objectif de favoriser la construction de nouvelles compétences permettant aux infirmières de l'éducation nationale de mieux promouvoir la santé à l'école et ainsi d'être plus à même de contribuer à la réduction des inégalités sociales de santé et de favoriser la réussite de tous les élèves. La question de la formation recouvre résolument celle d'une didactique de l'ES en milieu scolaire dans une perspective curriculaire / The school is one of the main settings to undertake prevention and health education. The department of health promotion in favor of pupils’ health aims to support the educating community. Health education and prevention in school settings requires to draw from interdisciplinary approaches rooted in a set of values, a holistic approach to the individual, which set the grounds for educational projects on the level of a class and the level of the whole school. Among the people involved in the educating community, school nurses relate to a particular body of professionals. The inclusion of health promotion and health education as part of their missions, has determined a shift in their role, their attitude, and their professional practice. Findings from the literature underline the link between knowledge, systems of social representations, and reference practices which revolve around individual conceptions. This research is based on a mixed methodology to analyze the qualitative data collected via interviews which were carried out with a sample of individuals. A national survey was undertaken at a second stage. The nurses share knowledge on health education and promotion in school settings, but this shared knowledge does not translate into systems of individual conceptions, nor into professional practices, which are heterogeneous, as declared by school staff. Our results show the diversity in conceptions relating to health education, which range from a biomedical approach to professional practice to educational practices. Nurses’ conceptions are strongly influenced by their professional practice within national Education. The role of school nurses in health education depends on their seniority, and ranges from a biomedical conception which involves teaching about health, to a holistic approach of health education, and includes the provision of advice and support to schools, as well as resources to school staff.This research puts forward leads to design pre-service and in-service training, with the underlying objective to promote the development of competences which could support school nurses in promoting health in schools. This would contribute to the reduction of health inequalities as well as to the promotion of academic achievement for all. The central question relating to training design is that of the didactics of health education in a curricular perspective

This study aimed at getting acquainted with the opinions of physicians and nurses regarding the teaching of Ethics as a response to the needs of professional practice, indentifying ethical conflicts within these professional's practice and getting to know both unfavorable and favorable conditions to the maintenance of ethical affairs within the workplace. The survey was carried out in the city of Aracaju, State of Sergipe and the units of observation were health institutions of the same city. The study sample was simple-random and had nurses and physicians of these health institutions as its respondents. The results showed that the teaching of Ethics in medical and nursing schools is not consistent with the reality experienced by these professionals and the interconnections between theory and practice, as well as the restrictive approach to a particular term or subject and not as a fix element throughout the entire course, is inexistent. Therefore, the respondents which have been experiencing different kinds of ethical conflicts in their workplace routine such as: Inappropriate behaviors towards patients, negligence, inaccuracy, troubled multiprofessional affairs, have been enduring the task of assisting the patients under inappropriate working conditions. They have trouble in making proper decisions since their training process lacked support. Besides ethical conflicts, the workers also reported some unfavorable conditions for the maintenance of ethical relationships in the workplace, such as inappropriate workplace condition and remuneration, hierarchical conflicts, both inappropriate personal and professional practices, the lack of technical ability combined with the ignorance on the ethic code and their careers legislation, among other matters. Therefore, in the light of the demands experienced by physicians and nurses in their working routine, it is reiterated the need for boosting the teaching of Ethics through more dynamic methodologies, interconnected to professional practice situations, as well as becoming a theme for debate throughout the entire undergraduate course. Through this perspective, the training critical, reflexive, ethical and social responsible professionals is definitely a possibility to be believed. / O presente estudo pretendeu conhecer a percepção de médicos e enfermeiros sobre o ensino da ética como resposta às necessidades da prática, identificar situações de conflitos éticos na prática destes profissionais e conhecer as condições desfavoráveis e favoráveis para a manutenção das relações éticas no ambiente de trabalho. A pesquisa foi realizada na cidade de Aracaju-SE, sendo as unidades de observação as instituições de saúde desta. A amostra foi casual simples e foi composta por médicos e enfermeiros lotados nas respectivas instituições de saúde. Através dos resultados obtidos, percebeu-se que o ensino da ética nos cursos de graduação em medicina e enfermagem não é condizente com a realidade vivida por esses profissionais, faltando a correlação entre a teoria e a prática, com abordagem restrita a um período ou a uma disciplina específica, sem permear por todo o curso. Com isto, os respondentes que vivenciam diversos conflitos éticos em seu cotidiano de trabalho tais como: a atitude profissional inadequada com o paciente, a negligência, a imperícia, as relações multiprofissionais conflituosas, submetem a prestar assistência em condições inadequadas de trabalho, entre outros, têm dificuldade em tomar decisões adequadas, visto que não tiveram o devido respaldo no processo de formação. Além dos conflitos éticos, os profissionais também referiram algumas condições desfavoráveis para a manutenção das relações éticas no ambiente de trabalho, entre elas foram destacadas as condições de trabalho e remuneração inadequadas, os conflitos hierárquicos, a prática profissional e pessoal inadequada, o despreparo e a inabilidade técnica associados ao desconhecimento do código de ética e da legislação das respectivas profissões, dentre outros. Assim sendo, diante das demandas vivenciadas no cotidiano dos médicos e enfermeiros, reafirma-se a necessidade de valorizar o ensino da ética através de metodologias mais dinâmicas, correlacionadas com as situações da prática profissional, sendo discutida durante todo o curso de graduação. Através disto, acredita-se na possibilidade de formar profissionais críticos, reflexivos, com maior responsabilidade ética e social.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-01-04T18:01:21Z No. of bitstreams: 1 luziaameliaferreira.pdf: 2515538 bytes, checksum: 4fd71d629d37a1fb483d5eeb104e6812 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-01-25T16:04:04Z (GMT) No. of bitstreams: 1 luziaameliaferreira.pdf: 2515538 bytes, checksum: 4fd71d629d37a1fb483d5eeb104e6812 (MD5) / Made available in DSpace on 2016-01-25T16:04:04Z (GMT). No. of bitstreams: 1 luziaameliaferreira.pdf: 2515538 bytes, checksum: 4fd71d629d37a1fb483d5eeb104e6812 (MD5) Previous issue date: 2015-05-29 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O debate sobre a relação entre Serviço Social e questão agrária é algo desafiador para a profissão no Brasil. Referenciados pela análise de autores do Serviço Social, podemos dizer que a relação entre esta profissão e a questão agrária tem pouca expressão no âmbito da formação e do exercício profissional, o que representa um desafio, visto que há pouca literatura específica produzida pelos estudiosos da área, o que o torna um tema com pouca expressividade na produção acadêmica do Serviço Social. Sendo assim, nosso objetivo geral neste trabalho foi aprofundar o debate acerca do Serviço Social, compreendendo a questão agrária como particularidade da questão social no capitalismo contemporâneo a partir da análise dos trabalhos apresentados nos Congressos Brasileiro de Assistentes Sociais (CBAS) e nos Encontros Nacional de Pesquisadores em Serviço Social (ENPESS) realizados nos anos de 2004 a 2014 e das contribuições apresentadas por alguns profissionais que estão atuando ou já atuaram nesta área nos últimos 5 anos. A partir deste contexto geral, especificou-se o estudo da relação entre a questão agrária e o Serviço Social por meio da interface com a questão social; evidenciou-se o espaço agrário como campo potencial de inserção do assistente social e percebeu-se como os assistentes sociais que atuam na questão agrária, significam e valorizam seu exercício profissional. Esta dissertação, portanto, se destinará a apresentar elementos iniciais da relação estabelecida entre questão agrária, questão social e Serviço Social e as determinantes acerca do exercício profissional do assistente social na contemporaneidade. / The debate about the relationship between social work and agrarian question is something challenging for the profession in Brazil. Referenced by the authors of the analysis of Social Work, we can say that the relationship between the profession and the agrarian question has little expression in professional training and practice, which is a challenge, since there is little specific literature produced by specialists, making it a theme with little expression in the academic production of Social Work. Thus, our overall aim of this study was to deepen the debate about the Social Work, comprising the agrarian question as a particularity of the social question in contemporary capitalism, based on the analysis of studies presented at Congressos Brasileiro de Assistentes Sociais - CBAS and Encontros Nacional de Pesquisadores em Serviço Social – ENPESS conducted in the years from 2004 to 2014 and the contributions presented by some professionals who are working or have worked in this field over the last five years.From this general framework, was specified the study of the relationship between the agrarian question and Social Work through the interface with the social question; showed up the agrarian space as a potential field for insertion of the social worker and it was realized how social workers who work with the agrarian question, mean and value their professional practice. This dissertation therefore will be dedicated to present the initial elements of the relationship between agrarian question, social question and social work and determinants regarding the professional practice of social workers nowadays.

Made available in DSpace on 2016-07-18T17:54:14Z (GMT). No. of bitstreams: 1 MARIA RITA_DISSERTACAO_25_05_2011.pdf: 242376 bytes, checksum: 9f2d1e2bcf555fe58b9d6f6ca2344a6e (MD5) Previous issue date: 2011-07-08 / The national curriculum guidelines of the nursing graduation course of 2001 emphasizes that the desired professional profile is of a general, humanist, critic and reflexive formation with the general competences related to health attention, decision making, communication, leadership, administration, management and continuing education. Among other characteristics, a qualified professional who performs the nursing function based on the scientific and intellectual precision and also according to the ethics principles. Aware of these demands, we present the research: Ethics Teaching in the Nursing College Course: a case study, with the objective of identifying how ethics teaching is developed in the nursing course and analyzing its repercussion in the professional practice of the nurse to get subsidy for changes. The research was developed using the case study methodology approach. To collect data we used the reflexive, demi-directed and demi-structured interview. The sample is composed of ten ex-students with ages over eighteen, both genders, who are nurses in Presidente Prudente city (SP) and graduated after 2003, year when the Nursing Practices subject curriculum went through changes. To analyze the data collected and based on the Bardin (2008) references, the information was organized through recording scripts, reading and analyses of the material and, then, classified in the topics: ethics, ethics teaching and repercussion in the professional practice. The categories used were: family, school, attitudes, methodologies, legislation, discipline, respect, secret and security, getting to the conclusion that ethics should be inserted in the whole curriculum and that the teaching methods should be based in the social context of the student and the Nursing. / As Diretrizes Curriculares Nacionais do Curso de Graduação em Enfermagem de 2001, apontam que o perfil desejado do egresso seja o de formação generalista, humanista, critica e reflexiva; com as competências gerais de atenção à saúde, tomada de decisões, comunicação, liderança, administração, gerenciamento e educação permanente. Entre outras características, que também seja um profissional qualificado para o exercício de enfermagem com base no rigor científico, intelectual e pautado em princípios éticos. Cientes destas exigências é apresentada a pesquisa: O ENSINO DA ÉTICA NO CURSO DE ENFERMAGEM: UM ESTUDO DE CASO, que tem o objetivo de identificar como o ensino da ética é desenvolvido no curso de Enfermagem e analisar sua repercussão na prática profissional do enfermeiro, como subsídio para mudanças. É uma pesquisa de natureza qualitativa, que tem como abordagem metodológica o Estudo de Caso. Foi utilizado para a coleta de dados a entrevista reflexiva, semi-dirigida e semi-estruturada. A amostra é composta por um total de dez (10) ex-alunos, com idade acima de 18 anos, de ambos os sexos, que estejam atuando como enfermeiros na cidade de Presidente Prudente (SP), formados após 2003, período de alteração dos conteúdos curriculares da disciplina de Exercício de Enfermagem. Para operacionalizar a análise das informações e apoiados pelo referencial proposto por Bardin (2008), os dados foram ordenados através da transcrição de gravações, releitura do material e organização; sendo posteriormente classificados nos eixos: ética, ensino da ética e repercussão na prática profissional e categorizados em: família, escola, atitudes, metodologias, legislação, disciplina, respeito, sigilo e segurança, resultando na proposta de que a ética seja inserida transversalmente em toda a grade curricular e que os métodos de ensino sejam fundamentados no contexto social do aluno e da enfermagem

Historically, a disconnect has existed between the education and practice of architecture. Architectural education has long prided itself on the value of creative problem-solving, research, and the fine arts. In contrast, the practice of architecture has evolved to emphasize technical knowledge, specialization, communication, business, and collaboration. This disconnect has led education to miss opportunities to teach students business skills and knowledge required for the workplace, and allowed practice to lose sight of the importance of artistry and research. Architecture educators, students, and practitioners each have a unique set of knowledge and skills to offer the other, and a corresponding set of need and challenges which must be addressed for the profession’s continued success. By analyzing history, current debates in the field, and case studies of current innovative practices and educational models, this thesis addresses these issues with a new model of architectural synergy, embodied through a facility for lifelong learning in architecture. The primary goal of this building is to inspire integrative and collaborative processes between students, researchers, educators, and practitioners to address the current disconnect between them. Through this facility, each group will have the opportunity to leverage their unique strengths and successes to help the others. This collaborative model will allow each role mutually beneficial opportunities for lifelong learning through the exchange of knowledge, ideas, and processes between different groups.

[pt] Durante o seu desenvolvimento histórico, o campo do design foi marcado por divisões epistemológicas e culturais que distanciaram o ensino acadêmico da prática profissional. Como forma de investigar a passagem entre a graduação e o início da carreira em design, a pesquisa teve como principal objetivo entender como se compara a prática de projeto em ambos os ambientes através das perspectivas de profissionais formados. A partir de uma pesquisa bibliográfica, discutiu-se o conceito de projeto no campo do design, seus paradigmas no ensino superior, suas relações com a prática profissional e as questões sociais que os permeiam. De forma complementar, foram realizadas entrevistas semi-estruturadas em profundidade e um questionário aberto com designers profissionais com experiências e perfis distintos. A partir da análise dos dados e do seu cruzamento com a bibliografia, foi possível concluir que um dos maiores desafios vivenciados pelos designers em formação é o alinhamento entre os perfis pessoais individuais com os perfis das universidades e empresas nas quais eles se inserem. / [en] The design field was historically shaped by epistemological and cultural gaps that separated academic education and professional practice. To investigate the transition between graduation and career in design, the research main objective was to understand how design practice compares in both environments through the perspectives of graduated professionals. From literature research, the concept of project in the field of design, its paradigms in higher education, its relations with professional practice and the social issues that permeate them were discussed. In addition, in-depth semi structured interviews and an open question survey were applied to professionals designers with distinct profiles and experiences. It was possible to conclude from comparing the data analysis with literature that one of the biggest challenges for designers in training is the alignment between their personal profiles with the universities and companies profiles.

No description available.

Au cours de la dernière décennie, les changements observés sur le marché amènent les organisations à améliorer leurs conditions de travail afin d’être en mesure d’attirer et de retenir des travailleurs performants. Les PRH n’y font pas exception. En effet, les PRH présentent des attentes bien précises et développent un contrat psychologique qui leur est propre. Cette recherche porte sur l’intention de quitter des PRH. Plus précisément, elle vise à identifier à travers la théorie du contrat psychologique, les conditions d’emploi et d’exercice de la profession qui, lorsqu’elles ne sont pas respectées, influencent positivement l’intention de quitter des PRH. Il ressort de nos analyses statistiques que la violation du contrat psychologique, notamment des conditions d’emploi et des conditions d’exercice de la profession, influence positivement l’intention de quitter des PRH. Nos analyses nous ont permis d’identifier les différentes conditions d’emploi et d’exercice de la profession qui ont une influence sur l’intention de quitter des PRH. En ce qui concerne les conditions d’emploi, il s’agit de celles reliées au développement de carrière, à l’atmosphère au travail et au contenu de l’emploi. Du côté des conditions d’exercice de la profession, il s’agit du rôle d’agent de changement et de partenaires d’affaires qui ont une influence positive, tandis que le rôle d’expert fonctionnel influence négativement les intentions de quitter des PRH. Nos analyses mettent en évidence l’importance du respect des conditions d’emploi comparativement à celles associées aux conditions d’exercice de la profession. En effet, on constate que les trois conditions d’emploi qui ont une influence positive sur les intentions de quitter des PRH peuvent, sans contredit, être associées au développement professionnel, une valeur importante chez les PRH. / During the last decade, many changes have been observed in the labor markets which have lead organizations to review their work conditions. By improving the work environment, organizations have been able to attract and retain good workers. Human resource professionals (HRP) are not an exception. Indeed, HRP have specific expectations, they also develop their own psychological contract. This research attempts to understand the intent to quit of a HRP. Specifically, this research seeks to identify the conditions of employment and of professional practice through the theory of psychological contracts. When these conditions are not met, they positively influence the intent to quit of a HRP. According to our statistical analyses, psychological contract breach of the conditions of employment and of the conditions of professional practice positively influences the intent to quit of a HRP. More specifically, the conditions of employment which influence the intent to quit of a HRP are related to career development, social atmosphere and job content. Moreover, the role of a change agent and a strategic partner are the conditions of professional practice that influence negatively the intent to quit of a HRP. However, the role of an administrative expert influences positively the intent to quit of a HRP. Finally, our analysis highlights the importance of respecting the conditions of employment compared to those associated to the conditions of professional practice. Indeed, we find that the breach of three conditions of employment that have a positive influence on the intent to quit of a PRH can be associated to career development, which is a value that is more and more important for a PRH in current times.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.