Orientador: Ennio Peres da Silva / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Engenharia Mecânica / Made available in DSpace on 2018-08-22T07:48:46Z (GMT). No. of bitstreams: 1 Marques_CristianePeresBergamini_D.pdf: 1279101 bytes, checksum: 200f4724ba62914e545ff37c0ce3e344 (MD5) Previous issue date: 2013 / Resumo: Além de proporcionar à sociedade energia elétrica em quantidade e qualidade adequadas, as concessionárias e permissionárias desse serviço público no Brasil devem cumprir diversas condições contratuais específicas, como realizar investimentos em pesquisa e desenvolvimento, levando, consequentemente, alguns benefícios à sociedade. Assim, esse trabalho avalia a importância dos projetos de pesquisa e desenvolvimento das empresas do setor elétrico na capacitação profissional, através de análises comparativas com projetos realizados no âmbito da UNICAMP e agências de fomento (CNPq, CAPES e FAPESP); e qualitativas, por meio de entrevistas com os gestores das concessionárias de energia elétrica e Agência Nacional de Energia Elétrica. Como resultados desta avaliação, verificou-se que os investimentos na formação de pessoal qualificado realizados através de projetos de P&D da ANEEL, na UNICAMP, entre 2001 e 2011, em relação às demais fontes de recursos para essa finalidade, são modestos, tanto em número de bolsas como em valores monetários (4% e 2% respectivamente). Verificou-se também que as empresas concessionárias de energia elétrica, bem como a ANEEL, não absorvem os mestres e doutores formados nesses programas. Observou-se ainda que esses profissionais acabassem por constituir empresas de base tecnológica e continuam atuando em projetos de P&D ANEEL. De fato, inúmeras empresas spin-off de universidades têm proposto e executado projetos juntamente com empresas concessionárias, sendo a maior parte em parcerias com as universidades de origem. Os resultados sugerem estudos futuros sobre essas empresas de base tecnológica, criadas em decorrência dos projetos de P&D ANEEL / Abstract: In addition to providing electricity in adequate quantity and quality, the concessionaires and public service in Brazil should meet several specific contractual conditions, such as investments in research and development, bringing some benefits to society. Thus, this study evaluates the importance of research and development projects, professional skills development for electric power utility companies, using comparative analyzes, with some projects performed by UNICAMP and agencies (CNPq, CAPES and FAPESP), and qualitative analyzes, by interviewing managers from electricity concessionaire and Brazilian Electricity Agency (ANEEL). As result of this evaluation it was found that the investments in training for professional qualifying conducted by ANEEL R&D projects, at UNICAMP, between 2001 and 2011, compared to other sources of funds for this purpose, are modest, as in scholarships number as in monetary values (4% and 2% respectively). It was also found that electric utility companies as well as ANEEL, do not absorb the masters and PhDs in these programs. It was also observed that these professionals launched technology-based companies and continued working on ANEEL R&D projects. In fact, numerous spin-off companies from universities have proposed and executed projects with utility companies, most of which derives from partnership with the universities of origin. The results suggest further studies on these technology-based companies, created as a result of ANEEL R&D projects / Doutorado / Planejamento de Sistemas Energeticos / Doutora em Planejamento de Sistemas Energéticos

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2015-09-22T16:22:29Z No. of bitstreams: 1 Daniele Gonzalez Agnani Takase.pdf: 5979097 bytes, checksum: fbdb2d52588eee38613be00f8ca80eed (MD5) / Made available in DSpace on 2015-09-22T16:22:29Z (GMT). No. of bitstreams: 1 Daniele Gonzalez Agnani Takase.pdf: 5979097 bytes, checksum: fbdb2d52588eee38613be00f8ca80eed (MD5) Previous issue date: 2011-03-31 / The purpose of the present study is to investigate the relationship between the inclusion of pupils with special educational needs into the regular system of education and the teachers’ continuous professional training. The research question is to investigate the need for continuous professional training of teachers of the first four grades of the Primary Education of the Council for Education of the State of São Paulo which include pupils with special educational needs in their classrooms. The analysis of the need for continuous professional training is extremely important to understand the different problems that inclusion involves. To perceive the teachers’ concerns, their experiences, their difficulties and their expectations with regard to continuous professional training as well as their position toward inclusion contributes to a greater reflection which permits changes and the pursuit of the improvement of the quality of teaching. This study is based upon the hypothesis which states that teachers’ participation in continuous professional training promotes inclusive education. The group under research was composed of 26 teachers of the four first grades of Primary Education of the Council for Education of São Paulo which include or have already included pupils with special educational needs in their classrooms. The teachers’ report was guided by the qualitative approach of research; as methodical tools they used the questionnaire, the bibliographical research and documental sources. The analysis of the categories “Continuous Professional Training” and “Inclusive Education” was based upon Antônio Nóvoa’s and Maria Teresa Eglér Mantoan’s theoretical referentials and on other authors who studied this subject matter, thus contributing to a greater deepening of the study. The results allow us to affirm that the inclusion of pupils with special educational needs into regular education implies changes in the attitude and in the pedagogical practice, in the organization of schools, in the curricula and, particularly, in the implementation of proposals of continuous professional training to teachers. / O presente estudo tem como objeto de pesquisa a relação existente entre a inclusão dos alunos com necessidades educacionais especiais no sistema regular de ensino e a formação continuada dos professores, tendo como problema de pesquisa investigar a necessidade da formação continuada de professores de 1ª a 4ª séries do ensino fundamental da Rede Estadual de Ensino São Paulo que incluem em sua turma alunos com NEE. A análise das necessidades de formação continuada é de extrema importância para compreender os diversos problemas que a inclusão abrange. Perceber as preocupações dos docentes, suas experiências, dificuldades e expectativas em relação à formação continuada, tal como seu posicionamento em relação à inclusão, contribui para uma maior reflexão, permitindo mudanças e a busca pela melhoria da qualidade de ensino. Este trabalho baseou-se na hipótese de que a realização da formação continuada pelos professores promove uma educação inclusiva. O universo da pesquisa constituiu-se de 26 professores de 1ª a 4ª séries do ensino fundamental da Rede Estadual de Ensino de São Paulo que incluem ou já tenham incluído em suas salas de aula alunos com necessidades educacionais especiais. O relato dos docentes foi orientado pela abordagem qualitativa de pesquisa, sendo utilizado o questionário como instrumento metodológico, além da pesquisa bibliográfica e de fontes documentais. As categorias Formação Continuada e Educação Inclusiva foram analisadas à luz dos referenciais teóricos de Antônio Nóvoa e Maria Teresa Eglér Mantoan, além de outros autores que fizeram estudos sobre o tema, contribuindo para um maior aprofundamento do estudo. Os resultados permitem afirmar que a inclusão de alunos com necessidades educacionais especiais no ensino regular implica mudanças na atitude e prática pedagógicas, na organização das escolas, nos currículos e, principalmente, na implementação de propostas de formação continuada aos educadores.

Esta dissertação se propôs a investigar o livro didático no Ensino Superior, através do tripé alunos-biblioteca-professores. O objetivo geral do trabalho foi pesquisar qual a contribuição dos livros didáticos universitários na formação profissional dos alunos dos cursos de Química, Engenharia Química e Engenharia de Materiais da UFRGS, vinculados à disciplina de Química Geral Teórica. Para alcance do objetivo, os interesses específicos da pesquisa foram a visão dos alunos, a concepção dos professores ministrantes da disciplina e o reflexo no uso do acervo da Biblioteca do Instituto de Química. Todos esses interesses tiveram como base a relação de livros citados, ou seja, a bibliografia recomendada no Plano de Ensino da disciplina. A pesquisa adotou o método misto (quali-quantitativo) e utilizou três tipos de coleta de dados ao longo do trabalho: 1) levantamento de dados estatísticos da circulação dos livros na biblioteca; 2) questionário com perguntas abertas e fechadas dirigidas aos alunos; 3) entrevista realizada com os docentes. Após essa etapa, as informações foram analisadas e descritas em três artigos, onde cada um apresenta os resultados de acordo com o tipo de método escolhido. Os resultados das análises descritivas quantitativas indicam que na Biblioteca do Instituto de Química os livros mais emprestados são os listados nas categorias da bibliografia essencial e básica, especialmente o livro Princípios de Química de Peter Atkins. Na abordagem qualitativa, os resultados descritivos advindos das respostas dos alunos ao questionário, sugerem que eles preferem livros com linguagem textual acessível e com imagens de boa qualidade, além de utilizarem efetivamente os livros recomendados como apoio para seus estudos. A intervenção junto aos docentes resultou em um texto detalhado e fundamentado na Análise Textual Discursiva proposta pelos autores Moraes e Galiazzi. Os enunciados e categorias emergentes estabelecem a concepção positiva dos professores quanto ao uso e indicação dos livros recomendados aos alunos. Ao final, é possível concluir que os livros didáticos universitários são úteis ao seu fim, auxiliam na compreensão do conteúdo desenvolvido em sala de aula e têm seu acesso facilitado via Biblioteca da Universidade. / This dissertation proposed to investigate the didactic book in Higher Education, through the tripod students-library-teachers. The general objective of this work was to investigate the contribution of university textbooks in the professional training of students of Chemistry, Chemical Engineering and Materials Engineering at UFRGS, attending to General Theoretical Chemistry. In order to reach the objective, the specific interests of the research were the students' vision, the conception of the teaching professors of the discipline, and the reflexes on the use of the library of the Institute of Chemistry. All these interests were based on the list of books cited, that is, the bibliography recommended in the discipline's teaching plan. The research adopted the mixed method (qualitative-quantitative) and used three types of data collection throughout the work: 1) statistical data collection of the circulation of books in the library; 2) a questionnaire with open and closed questions addressed to students; 3) interview with teachers. After this step, the information were analysed and described in three articles, where each presents the results according to the type of method chosen. The results of the quantitative descriptive analysis indicate that in the Library the most borrowed books are those listed in the categories of essential and basic bibliography, especially Peter Atkins' Principles of Chemistry. In the qualitative approach, the descriptive results derived from the students' responses to the questionnaire suggest that they prefer books with accessible textual language and good quality images, as well as effectively using the books recommended as support for their studies. The intervention with the teachers resulted in a detailed text based on Discursive Textual Analysis, as proposed by the authors Moraes and Galiazzi. Emerging statements and categories established the positive conception of teachers regarding the use and indication of recommended books to students. At the end, it is possible to conclude that the university textbooks are useful to their purpose, help in the understanding of the content developed in the classroom, and have their access facilitated via University Library.

No description available.

Magister Artium (Psychology) - MA(Psych) / Transformations in education policy following the establishment of a democratic South Africa have resulted in a marked increase in first-generation students in the country’s higher education institutions. While broadening access to higher education certainly represents a positive shift, student success rates at South African higher education institutions are of great concern. The literature globally points to a wide range of challenges experienced by first-generation students that place them at risk of not completing their education. These include financial stress, poor social support, isolation and marginalisation, cultural adaptation challenges, and greater family and work responsibilities. There is, however, a significant gap in the South African literature pertaining to the challenges experienced by first-generation students.

Cette recherche porte sur la transition de l'exercice d'un métier vers son enseignement des enseignantes et enseignants débutants de la formation professionnelle au Québec et vise à comprendre leur expérience vécue lors de leur transition. Elle traite d'abord de leur insertion professionnelle caractérisée par des conditions de travail précaires. Elle aborde ensuite la transition de l’identité professionnelle vécue et les tensions qu'elle entraine. Le concept d'expérience de Dewey a été utilisé pour penser la transition vers l'enseignement comme un processus d'apprentissage basé sur le principe de la continuité et de l'interaction avec l'environnement. Les travaux de Dubar sur la socialisation professionnelle et son concept de transaction se sont avérés pertinents pour comprendre les transformations identitaires en jeu. Nous avons recueilli des données qualitatives issues de douze entretiens semi-dirigés que nous avons analysés à l'aide d'une méthode d'analyse thématique. Les résultats montrent que l'expérience professionnelle dans leur propre métier est la ressource la plus importante que les enseignantes et enseignants mobilisent à la fois pour composer avec la transition et dans le cadre de leurs pratiques en enseignement. Cependant, la recherche montre que la transition vers l'enseignement peut être représentée et accomplie de deux manières très différentes par les personnes participantes : en parallèle à la pratique continue de leur métier, où l'enseignement va de pair avec la pratique continue du métier, ou plutôt comme un engagement entier dans une carrière d'enseignement, où la pratique du métier est considérée comme une ressource sous la forme d’expériences passées. / This research looks at the transition from the practice of a trade to the practice of teaching that trade by new teachers in trade schools in Quebec. It aimed at understanding the lived experience of new teachers as they navigated transition from their trade to teaching. It first deals with their professional integration characterized precarious working conditions. It then discusses the professional identity transition they undergo and the tensions it entails. Dewey’s concept of experience was used to think about the transition to teaching as a learning process based on the principle of continuity and interaction with the environment. The works of Dubar on professional socialization and its concept of transaction was found insightful in understanding the identity transformations involved. We collected qualitative data, mainly from 12 semi-directed interviews which we analyzed using a thematic analysis methods. The results show that the professional experience in their own trade was the most significant resource teachers draw upon both in dealing with the transition and in their teaching practices. However, the research shows that the transition to teaching can be framed and realized in two quite different ways : in parallel with the continuing practice of their trade, where teaching goes together with the continuing practice of the trade, or as a full commitment to a career in teaching where the practice of the trade is seen as a resource in the form of past experiences.

This thesis adduces the benefits in teaching undergraduate theatre majors the competency to create a cabaret. It expostulates that doing so during college gives students an advantage in marketing themselves professionally. It substantiates the general lack of cohesive undergraduate training in this area. The results of a survey of casting directors, assessing the worth of implementing the study of cabaret into theatre curricula, are incorporated. Those that responded agreed that performing cabarets can play a role in a performer’s career, even if the opinions varied as to what that specific role is. There was general agreement that the study of cabaret could benefit students in ways which potentially go beyond securing immediate employment. I have included a sample syllabus for a course focusing on the construction, and performance of a cabaret. It is anticipated this would serve for a performance class taught during a student’s fourth year of undergraduate study.

Submitted by Tatiane Oliveira (tatiane.oliveira@unipampa.edu.br) on 2017-09-29T14:32:40Z No. of bitstreams: 1 CarleneLimadaSilva2017.pdf: 1762889 bytes, checksum: 48d64203db774df45eaa3ca98afb64ca (MD5) / Approved for entry into archive by Marlucy Farias Medeiros (marlucy.farias@unipampa.edu.br) on 2017-09-29T16:18:41Z (GMT) No. of bitstreams: 1 CarleneLimadaSilva2017.pdf: 1762889 bytes, checksum: 48d64203db774df45eaa3ca98afb64ca (MD5) / Made available in DSpace on 2017-09-29T16:18:42Z (GMT). No. of bitstreams: 1 CarleneLimadaSilva2017.pdf: 1762889 bytes, checksum: 48d64203db774df45eaa3ca98afb64ca (MD5) Previous issue date: 2017-07-15 / O presente relatório crítico-reflexivo, intitulado “Intenções, Tensões e Contradições na Formação Acadêmico-profissional para os(as) Coordenadores(as) Pedagógicos(as) da Rede Municipal de Ensino de São Lourenço do Sul”, teve como objetivo geral: avaliar a formação acadêmico-profissional por meio de roda de formação do grupo de coordenadores(as) pedagógicos(as) da Secretaria Municipal de Educação, Cultura e Desporto (SMECD) que atuam junto aos(às) professores(as) da Rede Municipal de Ensino de São Lourenço do Sul. Os objetivos específicos foram: (a) avaliar os resultados das edições 2014 e 2015 do Projeto de Formação Docente Continuada e Permanente junto aos Coordenadores Pedagógicos da SMECD; (b) diagnosticar a demanda de conhecimentos necessários à gestão pedagógica dos(as) coordenadores(as) pedagógicos(as); (c) levantar concepções teórico- práticas sobre a coordenação pedagógica; (d) mapear o ordenamento legal e normativo relacionado à atuação da coordenação pedagógica na Educação Infantil e no Ensino Fundamental; (e) desenvolver ações de intervenção para qualificar a formação acadêmico- profissional dos(as) coordenadores(as) pedagógicos(as) da Secretaria Municipal de Educação, a partir da contextualização da realidade municipal. A investigação foi orientada pela abordagem intervencionista (DAMIANI, 2012; DAMIANI et al., 2013), com análise de questionário aplicado (MARCONI; LAKATOS, 1999) e análise documental (LÜDKE; ANDRÉ, 1986), produzindo o corpus para o Plano de Ação, organizado em Rodas de Formação (ALBUQUERQUE; GALIAZZI, 2011; GALIAZZI, 2003; WARSCHAUER, 2001), e, por fim, o monitoramento e avaliação das ações com anotações em cadernos de escrita dos(as) coordenadores(as) pedagógicos(as), a partir dos seguintes questionamentos: O que eu aprendi? Como aprendi? Os dados foram analisados com aproximações aos procedimentos de análise temática (MINAYO, 1993) e de pesquisa intervencionista. Com a intervenção pedagógica realizada, compreendemos os(as) coordenadores(as) pedagógicos(as) enquanto profissionais com capacidade de desenvolverem e mediarem importantes conhecimentos pedagógicos, através da reflexão de suas práticas educacionais, pelas partilhas de experiências, em Rodas de Formação, que lhes permitiram examinar e (re)construir suas teorias implícitas, seus esquemas de funcionamento e suas atitudes. / The present critical-reflective report, entitled "Intentions, Tensions and Contradictions in the Academic-Professional Formation for the Pedagogical Coordinators of the São Lourenço do Sul Municipal Education Network", had as general objective: evaluating the academic-professional formation through the training wheel of the pedagogical coordinators group of the Municipal Secretariat of Education, Culture and Sport (MSECS) that work with the teachers of São Lourenço do Sul Municipal Education Network. The specific objectives were: (a) to evaluate the results of the 2014 and 2015 editions of the Continuing and Permanent Teacher Training Project with the Pedagogical Coordinators of the MSECS; (b) to diagnose the demand for knowledge necessary for the pedagogical management of the pedagogical coordinators; (c) to raise theoretical-practical conceptions about pedagogical coordination; (d) to map the legal and normative order related to the performance of pedagogical coordination in Early Childhood Education and Elementary Education; (e) to develop intervention actions to qualify the academic-professional formation of the Municipal Education Department pedagogical coordinators, based on the contextualization of the municipal reality. The research was guided by the interventionist approach (DAMIANI, 2012; DAMIANI et al., 2013), with an applied questionnaire analysis (MARCONI; LAKATOS, 1999) and documentary analysis (LÜDKE; ANDRÉ, 1986), producing the corpus for the Action Plan, organized in Training Wheels (ALBUQUERQUE; GALIAZZI, 2011; GALIAZZI, 2003; WARSCHAUER, 2001), and, finally, the monitoring and evaluation of the actions with annotations in the pedagogical coordinators writing books, from the following questions: what did I learn? How did I learn? The data were analyzed with approximations to the procedures of thematic analysis (MINAYO, 1993) and of interventionist research. With the pedagogical intervention carried, it is possible to understand the pedagogical coordinators as professionals with the capacity to develop and mediate important pedagogical knowledge, through the reflection of their educational practices, through the sharing of experiences, in Training Wheels, which allowed them to examine and (re)construct their implicit theories, their functioning schemes, and their attitudes.

Made available in DSpace on 2016-04-04T18:33:17Z (GMT). No. of bitstreams: 1 TATIANE CRISTINA MOREIRA ANDRIETTA.pdf: 253971 bytes, checksum: fc9eb3b9b87004a5b533f712a8172ac7 (MD5) Previous issue date: 2014-06-30 / This research addresses the initial formation of teachers, which is the one achieved through higher education in the Pedagogy course. The research problem focuses in understanding the role of initial formation in the construction of future teachers educational knowledge. We aim to investigate the formation path of pedagogy students, with regard to the construction of their teaching knowledge. We intent to understand the political and historical background of teacher formation in order to verify the historical changes that have occurred in the profession and, consequently, the change in the knowledge acquired in the professional training process. We investigated the formation path of senior students from a pedagogy course regarding the construction of their educational knowledge. The development of the theoretical background about this subject was based on Tardif s ideals, through which we sought to define the educational knowledge and understand how it is constructed. We also based the research in Gauthier and Shulman s studies about professional knowledge, aiming to expand the theoretical comprehension on the subject. In order to produce the empirical material, we used the focus group technique. This research, which is a qualitative study, occurred in two phases: the first was done through a questionnaire to trace a profile of the senior students from the pedagogy course. The second phase was the composition and the focus group. The analysis and interpretation of the empirical material was done in light of the historical-critical pedagogy. Our results showed that the initial formation has incorporated experience and professional knowledge in future teachers through internships and the correspondent theoretical classes. Also, the students indicated that there was a gap in terms of disciplinary and curricular knowledge, due to the fact that the emphasis was in experience. Finally, we pointed out that the initial formation is far from a critical and transformer training because, in order to do so, it is essential for all knowledge besides experience to compose the context of formation and, therefore, assist in a more effective way in the articulation between theory and practice, a subject that is widely discussed and researched in our academic environment. / Esta pesquisa aborda a forma??o inicial de professores, entendida como aquela realizada em n?vel superior, no curso de pedagogia. O problema de investiga??o centra-se em compreender qual o papel da forma??o inicial na constru??o dos saberes docentes de futuras professoras. Temos como objetivo investigar a trajet?ria de forma??o de alunas de um curso de pedagogia, no que se refere ? constru??o dos seus saberes docentes. Visamos conhecer o percurso hist?rico-pol?tico da forma??o de professores, no intuito de verificar as mudan?as hist?ricas que ocorreram na profiss?o e, consequentemente, as mudan?as nos saberes adquiridos no processo de forma??o profissional. Investigamos a trajet?ria de forma??o de alunas concluintes de um curso de pedagogia no que se refere ? constru??o de seus saberes docentes. A constru??o te?rica sobre o tema aqui desenvolvido teve como base as ideais de Tardif, por meio das quais buscamos compreender quais s?o esses saberes docentes e quais as vias de constru??o desses. Apoiamo-nos, tamb?m, nos estudos sobre saberes profissionais de Gauthier e Shulman, visando ampliar a compreens?o te?rica sobre esses saberes. Para a produ??o do material emp?rico, utilizamos a t?cnica do grupo focal. Essa investiga??o, que ? de cunho qualitativo, ocorreu em duas fases: a primeira foi por meio de question?rio que visou tra?ar o perfil das alunas concluintes do curso de pedagogia. A segunda foi a composi??o e realiza??o do grupo focal. A an?lise e interpreta??o do material emp?rico foi feita ? luz da pedagogia hist?rico-cr?tica. Nossos resultados evidenciaram que a forma??o inicial tem constru?do nas futuras professoras os saberes da experi?ncia e da forma??o profissional por meio dos est?gios e das aulas que teorizam tais est?gios. Mostraram ainda, na voz das alunas, que n?o houve men??o nos saberes disciplinares e curriculares, pois a ?nfase maior ficou centrada no saber da experi?ncia. Por fim, apontamos que essa forma??o est? distante de ocorrer de forma cr?tica e transformadora, pois, para isso, ? preciso que todos os saberes al?m daqueles da experi?ncia componham igualmente o contexto de forma??o e auxiliem de forma mais efetiva na articula??o entre teoria e pr?tica, assunto esse t?o discutido e pesquisado em nosso meio acad?mico.

Made available in DSpace on 2017-07-21T13:42:49Z (GMT). No. of bitstreams: 1 GISELE BARAO.pdf: 860057 bytes, checksum: b0bbadfc094f1a8fd4524ceded7fc5d5 (MD5) Previous issue date: 2015-03-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research characterises the upbringing of the journalists who perform editing functions at Parana’s regional printed newspapers “Diário dos Campos” in Ponta Grossa and “Gazeta do Povo” in Curitiba, in order to identify their academic training and the knowledge of their daily practices. For this object’s analysis, the knowledge involving Journalism and Journalistic Editing, the Brazilian Press’ modernization – time in which Editing positions gain more strength – the editor’s competences and the academic training in Journalism, specifically in Journalistic Editing, are discussed. Theoretical background include the concept of theoretical and action knowledge, news-value, Organizational and “Gatekeeping” theories. The methodology presents bibliographic and documental research as well as the performance of questionnaires and interviews. This dissertation shows that the editing activity is made of competences related to Journalism deontology and their development within the market. It also shows that Journalism Courses in Paraná have a curriculum based on forming, mostly, news reporters and do not leave room for the teaching of editing techniques. / A pesquisa caracteriza a formação dos jornalistas que desempenham função de edição nos jornais impressos regionais paranaenses Diário dos Campos, de Ponta Grossa, e Gazeta do Povo, de Curitiba, com o objetivo de identificar a formação acadêmica e o conhecimento da prática diária. Para analisar esse objeto, discute-se os saberes que envolvem o jornalismo e a edição jornalística, a modernização da imprensa brasileira - período em que ganha força o cargo de editor -, as competências do editor e a formação universitária em Jornalismo, mais especificamente em edição jornalística. A fundamentação teórica inclui os conceitos de saber teórico e saber de ação, os valores-notícia, a Teoria Organizacional, a Teoria do Gatekeeping. A metodologia envolve pesquisa bibliográfica, documental, aplicação de questionários e entrevistas. Esta dissertação mostra que a atividade do editor é composta por competências relacionadas às deontologias do jornalismo e pelo desenvolvimento no mercado. Também indica que os cursos de Jornalismo no Paraná têm uma grade curricular feita majoritariamente para formar repórteres, e não dão espaço para o ensino de técnicas de edição.