Although there is significant research surrounding online foreign language education, there are still questions on whether the outcomes are comparable to those obtained in the traditional face-to-face classroom. This study examined four classes, two online and two face-to-face, where students took the second course of a 6-level program of English as a Second Language at El Bosque University in Colombia. The International Test of English Proficiency (iTEP) was administered to students before classes started in order to establish a baseline, and then again after the courses finished. This test evaluates English language proficiency per skill: speaking, listening, reading, writing and also presents an overall proficiency score and level. Variables such as socioeconomic strata, students’ age, instructors, previous experience with online courses, course completion, student satisfaction and attendance and time on course were also examined. Because not all online students completed all content of the course within the timeframe given, special attention was given to this variable. Results indicate that when comparing the scores of only the online students who completed all the content of the course with those of their face-to-face counterparts, there are no statistically significant differences in the outcomes of any of the four skills nor there is a difference in the overall scores; however this brings up the issue of time investment as it seems to vary based upon instructional method. A qualitative component was used to support the findings in this study. This component included instructors’ interviews, an end-of-course qualitative survey and class observations.

本研究以台灣北區的社區大學、國立空中大學、大學推廣教育三類學習者為研究對象，旨在探討三者於學術性課程上的「心流經驗」與「主動學習」是否有所差異，若有差異則可能的影響因素又為何？並分析心流經驗與主動學習兩變項間的關係。 本研究的樣本總數為729人，採用立意取樣，研究工具係參考前人改編之心流經驗與主動學習問卷一份，問卷中一併蒐集了關於三類學習者在機構中的學習經驗（包含：學習歷程的頻率、學習歷程的品質等），以期能夠在探討差異的同時，找出影響的可能原因。 資料分析方法採用了結構方程模型（SEM）以作為問卷之驗證性因素分析的方法，在確認了信效度後，以t考驗、單因子變異數分析、單因子多變量分析、共變數分析、積差相關、典型相關等統計方法輔助，以回答上述問題。主要結果發現： 一、「師生討論」、「同儕討論」、「做中學」、「田野調查」與「指導同儕」等學習歷程的頻率與心流經驗、主動學習皆有顯著正相關。 二、「互動品質」、「課程公共化」、「經驗學習」等學習歷程品質與心流和主動學習有顯著相關。 三、不同的「學習動機」會造成心流與主動學習的差異，當中以「取得學位」為動機的學習者之心流與主動學習較其他就讀動機者為弱。 四、三類機構在心流經驗與主動學習的差異依序是：社區大學 > 空中大學 >推廣教育。 五、主動學習中的「內在動機與熱情」是目前研究者發現三機構在心流經驗中差異的因素之一。 六、心流經驗中的「自發自足經驗」是目前研究者發現三機構在主動學習上有差異的因素之一。 七、心流經驗與主動學習兩者具有高度正相關。 / The purpose of this study is to compare community university, national open university and university extension education in northern Taiwan, which each refers to flow experience and active learning. This study is also attempted to investigate the possible factors among these organizations which may cause the differences. Another issue in this study is concerned with the relationship between flow experience and active learning. The data was collected from 729 adult learners by judgmental sampling, and the questionnaire was based upon a revised questionnaire concerning their flow experience, active learning, and learning experience (including the frequency of learning process and quality of learning process) in academic courses. The results of this study are as followings: 1. Flow experience and active learning were positive correlation with the frequency of learning process, which includs “teachers and students discussion ”, “peer-discussion”, “learning by doing”, “field work” and “peer-tutoring”. 2. Flow experience and active learning were positive correlation with the quality of learning process, which includs “quality of interaction”, “curriculum publication”, and “experiential learning”. 3. The different learning motivation affect the flow experience and active learning among learners in these three organizations, especially the learners who chose “learning for the academic degree” were averaged lower than others. 4. Comparing with three organizations about the flow experience and active learning performance: community university is better than national open university and university extension education. Moreover, the national open university is better than university extension education. 5. The“intrinsic motivation and passion” is one of the factors which affect flow experience. 6. The “autotelic experience” is one of the factors which affect active learning. 7. The flow experience is positive correlation with active learning.

Submitted by Elieny Silva (elieny.silva@ufca.edu.br) on 2018-01-19T15:31:57Z No. of bitstreams: 1 TESE FINAL REPOSITÓRIO.pdf: 14137733 bytes, checksum: 38bda2554240d76bdf4265322e6af315 (MD5) / Approved for entry into archive by Urania Araujo (urania@ufba.br) on 2018-02-22T19:01:49Z (GMT) No. of bitstreams: 1 TESE FINAL REPOSITÓRIO.pdf: 14137733 bytes, checksum: 38bda2554240d76bdf4265322e6af315 (MD5) / Made available in DSpace on 2018-02-22T19:01:49Z (GMT). No. of bitstreams: 1 TESE FINAL REPOSITÓRIO.pdf: 14137733 bytes, checksum: 38bda2554240d76bdf4265322e6af315 (MD5) / Fundação de Amparo à Pesquisa do Estado da Bahia - FAPESB / Esta pesquisa analisou a responsabilidade social universitária, por meio das ações extensionistas – no formato programas e projetos –, sua operacionalização – nos cursos de Biblioteconomia – e suas derivações das Universidades Federais da região Nordeste do Brasil. Investigou ainda a relevância dessas ações para a formação cidadã discente e visibilidade social bibliotecária. Em razão do proposto, foi delineado o objetivo geral: analisar como as ações extensionistas realizadas pelos cursos de Biblioteconomia e suas derivações nas IFES nordestinas se configuram enquanto aspecto da responsabilidade social bibliotecária, suas contribuições para a formação cidadã e visibilidade profissional. Com o propósito de alcançar esse objetivo, foram mapeadas as ações desenvolvidas nos cursos, a fim de identificar de que forma os conhecimentos e práticas da área são utilizadas nessas atividades, quais os impactos para a formação discente e qual visibilidade profissional. Além disso, nesta pesquisa discorre-se sobre a responsabilidade social das Instituições Federais de Ensino Superior (IFES), apresentando um panorama das universidades brasileiras, sua missão, com ênfase para a indissociabilidade de suas funções básicas. Transcorre-se também sobre a Biblioteconomia e a Ciência da Informação, na perspectiva da mediação do conhecimento, apresentando o paradigma social da área como pilar essencial nesse processo. A metodologia que norteou esse estudo é a que busca compreender como os programas e projetos de extensão dos cursos pesquisados se apropriam dos conhecimentos e técnicas da área para fortalecer a responsabilidade social e universitária. Quanto à abordagem, a pesquisa configura-se como quali-quantitativa; as técnicas para levantamento dos dados foram a documentação, entrevista, questionário e observação. A análise qualitativa dos questionários e entrevistas foi fundamentada na Análise de Conteúdo, técnica que analisa os instrumentos a partir da percepção dos atores pesquisados. O recorte temporal da pesquisa foi o período de 2012-2016; a opção pelo mesmo decorre do tempo utilizado pelas agências de fomento que avaliam os trabalhos em uma periodicidade de cinco anos. A população investigada foi composta por bolsistas de extensão, coordenadores dos programas e bibliotecários (ex-bolsistas de extensão); o lócus da pesquisa constituiu-se dos cursos de Biblioteconomia das universidades Federais da região supracitada. O quadro teórico traz autores que tratam da sociedade contemporânea, responsabilidade social universitária, extensão universitária, responsabilidade social do bibliotecário, mediação da informação etc. Partindo do princípio que a Ciência da Informação é uma ciência social, suas teorias são importantes para os estudos das ações de extensão dos Cursos de Biblioteconomia. Diante do que foi observado, os resultados revelaram que ações de extensão, direcionadas às comunidades carentes, são exercidas de forma tímida, carecendo de intensificá-las no currículo acadêmico; as ações desenvolvidas nas comunidades têm impactos positivos, tanto na comunidade interna (discente) e externa (as comunidades), constituindo-se variável fundamental para a consolidação da responsabilidade social universitária. Como contributo desta pesquisa, elaborou-se um conceito para extensão universitária para os cursos de Biblioteconomia. Por fim, concluiu-se que a ação extensionista precisa atingir sua finalidade: disseminação do conhecimento produzido nas universidades para as comunidades e sua inserção efetiva na formação acadêmica. / This study analyzed the university social responsibility, through the extensionist actions – e.g. programs and projects – and its operationalization in the Librarianship courses from Federal Universities of the Northeastern region of Brazil. In doing so, the relevance of these actions in the formation of the academics is assessed, it terms of how they improve the exercise of its citizenship, as well as a way to raise the social visibility of the Librarian. As results, this study traces a map of the actions, identifying how the core knowledge and practices of librarianship are being applied in those initiatives, and how they are influenced by the student training and how they increase professional visibility. Besides, this research focuses on the social responsibility of the Federal Institutions of Higher Education (IFES), presenting an overview of Brazilian universities in terms of their mission, and what they are doing in practice, in other to achieve their basic functions in their communities. The theoretical foundations of the analyses of these rich realities made by this study are based on the perspective of mediation of knowledge and information - which is the basis of the social Librarianship and Information Science. In other to reach the research goals, this study relies on methods that seek to understand how the extension programs and projects are embbed by the core knowledge and techniques of the Librarianship area, and how they are contributing to strength the university social responsibility. Regarding this approach, this study configures itself as quali-quantitative, because we use both quantitative and qualitative techniques for data collection, especially: documents, interviews, questionnaires, and participant observation. The qualitative analysis of the questionnaires and interviews was based on Content Analysis, an appropriate technique to explore the data perception of the surveyed actors. The temporal cycle of the research was the period of 2012-2016, following the same quantity of years that the governmental development agencies take to evaluate the universities work. The population of the study is formed by extension fellows, program coordinators and librarians (former extension scholars), and the locus of the research consisted of the courses of Librarianship and similars from Federal universities of the Northeastern region of Brazil. The social view of information of this study is supported by many authors that deal with the contemporary society, university social responsibility, university extension, social responsibility of the librarian, mediation of the information, etc. Assuming that Information Science is a social science, this research uses those concepts to better understand the actions of extension of the Courses of Librarianship. As results, it's revealed extension actions to poor communities - and the greatest parcel of Brazilian population - barely exists, and indeed they need to intensify in the Librarian academic curricula; it was also observed that the actions developed in the academic communities have positive impacts both in the internal (student) and external community (the society), which indicates that they are essential for consolidating the university social responsibility. Another contribution to this research was the formulation of a willing concept of the university social responsibility, specifically from an information and library view. This study concludes that extensionist action must continue to reach its main goal, which is the dissemination of the knowledge produced by universities; it is also highlighted the importance of social responsibility for the academic communities, and formation of the future librarians. / Esta investigación se propuso a analizar la responsabilidad social universitaria, a través de las acciones extensionistas – en el formato programas y proyectos -; su operación en los cursos de Biblioteconomía; y sus derivaciones de las Universidades Federales de la región Nordeste del Brasil; Más allá, de investigar la relevancia de las acciones para la formación ciudadana discente y visibilidad social bibliotecaria. En razón del propuesto, fue delineado el objetivo general: analizar como las acciones extensionistas desarrolladas por los cursos de Biblioteconomía y sus derivaciones en las IFES nordestinas se configuran en cuanto aspecto de responsabilidad social bibliotecaria, sus contribuciones para la formación ciudadana y visibilidad profesional. Con el propósito de alcanzar ese objetivo, fueron mapeadas las acciones desarrolladas en los cursos a fin de identificar de qué forma los conocimientos y prácticas de la área son utilizadas en esas actividades, cuáles los impactos para la formación discente y cuál visibilidad profesional. Además, esta investigación discurre sobre la responsabilidad social de las Instituciones Federales de la Enseñanza Superior (IFES), presentándose un panorama de las universidades brasileñas, sus misiones, con énfasis para la indisociabilidad de sus funciones básicas. Se transcurre también sobre la Biblioteconomía e la Ciencia de la Información, en la perspectiva de mediación del conocimiento, mostrando un paradigma social del área como pilar esencial del proceso. La metodología que orientó este estudio busca comprender cómo los programas y proyectos de extensión de los cursos investigados se apropian de los conocimientos y técnicas del área para fortalecer la responsabilidad social y universitaria. En relación con el abordaje, la investigación se configura como cuali-cuantitativa; las técnicas para el levantamiento de los datos fueron la documentación, entrevista, cuestionario y observación. El análisis cualitativo de los cuestionarios y entrevistas fueron fundamentales para el Análisis de Contenido, técnica que analiza los instrumentos a partir de la percepción de los actores investigados. El recorte temporal de la investigación fue el periodo de 2012-2016, la opción por eso tiempo deriva porque es utilizado por las agencias de fomento que evalúan los trabajos en una periodicidad de cinco años. La población investigada fue compuesta por los becarios de extensión, coordinadores de los programas y bibliotecarios (ex-becarios de extensión); el locus de la investigación se constituyó de los cursos de Biblioteconomía de las universidades federales de la región citadas anteriormente. El cuadro teórico trae autores que se dedican a la sociedad contemporánea, responsabilidad social universitaria, extensión universitaria, responsabilidad social del bibliotecario, mediación de la información, etc. Partiendo del principio que la Ciencia de la Información es una ciencia social, sus teorías son importantes para los estudios de las acciones de extensión de los Cursos de Biblioteconomía. Delante de lo que fue observado, los resultados revelaron que las acciones de extensión, direccionadas a las comunidades carentes, son ejercidas de forma débil, necesitando intensificarlas en el currículo académico; las acciones desarrolladas en las comunidades tienen impactos positivos, tanto en la comunidad interna (discente) y externa (las comunidades), constituyéndose variable fundamental para la consolidación de la responsabilidad social universitaria. Como contribución de esta investigación, se elaboró un concepto para extensión universitaria para los cursos de Biblioteconomía. Por fin, se concluyó que la acción extensionista necesita alcanzar su finalidad: diseminación del conocimiento producido en las universidades para las comunidades y su inserción efectiva en la formación académica.

Made available in DSpace on 2016-08-02T21:42:38Z (GMT). No. of bitstreams: 1 GlauberSantos.pdf: 1453267 bytes, checksum: 59d96c344bdb075a9fd1720450959a22 (MD5) Previous issue date: 2014-07-25 / This work aims to analyze the overall institutionalization of university extension, with a focus on private higher education institutions in the city of Guarujá (SP). The research is justified by the importance that the extension made in the context of education in Brazil, considering that the tripod of teaching consists of Research, Education and Extension. The guiding question is: How does the institutionalization of university extension projects has been given in the IES Guarujá SP. Specific objectives were defined: a) Identify political ideas as well as the practical extension declared by IES b) Analyse the vision of the manager in the administration of extension with respect to its institutionalization. The methodological approach to be developed will be the qualitative research, exploratory, using the methodology of multiple case studies. The documentary research and semi-structured interviews are part of the data collection that will subsidize the final analysis. Assumptions as field research that will have a cross-analysis of data: 1) The implementation of extension projects is carried out only for bureaucratic and political comply with legal requirements and 2) the institutionalization of extension projects is done only with slow lawful purposes and / or politicians to meet a portion of the population in the vicinity of the institution, but without legitimate social purposes regarding the essence of the values of university extension. The results of the field research, the assumptions have been confirmed in the IES study as well as the absence of the inseparability. / O presente trabalho possui como objetivo geral a análise da institucionalização da extensão universitária, tendo como foco as instituições de ensino superior (IES) particulares do município de Guarujá (SP). A pesquisa se justifica pela importância que a extensão tomou no contexto da educação no Brasil, tendo em vista a indissociabilidade entre Ensino, Pesquisa e Extensão. A pergunta norteadora é: De que forma a institucionalização dos projetos de extensão universitária vem sendo administrada nas IES do município de Guarujá (SP)? Como objetivos específicos foram delimitados: a) Identificar as concepções políticas, assim como as práticas extensionistas declaradas pelas IES e b) Analisar a visão do gestor na administração da extensão no que tange a sua institucionalização. A abordagem metodológica foi de cunho qualitativo, exploratório, por meio de estudos de casos múltiplos. Os instrumentos de coleta de dados foram documentos e entrevistas semiestruturadas. Os principais resultados encontrados foram: 1) A execução dos projetos de extensão é realizada de forma burocrática somente para cumprir requisitos legais e políticos; e 2) A institucionalização dos projetos de extensão é feita de forma lenta somente com objetivos legais e/ou políticos para atender uma parcela da população no entorno da instituição, porém sem fins sociais legítimos no que tange à essência dos valores de extensão universitária. Constatou-se, portanto, a ausência da indissociabilidade entre ensino, pesquisa e extensão

Submitted by Emanuel Varela Cardoso (emanuel.varela@ufcg.edu.br) on 2018-09-18T18:49:51Z No. of bitstreams: 1 CATYELLE MARIA DE ARRUDA FERREIRA – DISSERTAÇÃO (PPGRN) 2018.pdf: 10865165 bytes, checksum: fa993acb537bd0108b623d90ec133b7d (MD5) / Made available in DSpace on 2018-09-18T18:49:51Z (GMT). No. of bitstreams: 1 CATYELLE MARIA DE ARRUDA FERREIRA – DISSERTAÇÃO (PPGRN) 2018.pdf: 10865165 bytes, checksum: fa993acb537bd0108b623d90ec133b7d (MD5) Previous issue date: 2018-08-20 / CNPq / Este estudo teve por objetivo analisar a efetivação da Política Nacional de Educação Ambiental na Universidade Federal de Campina Grande-PB, campi Campina Grande, visando promover o debate da Educação Ambiental nos processos do ensino formal como determina a Política Nacional de Educação Ambiental. A pesquisa pretendeu despertar na comunidade acadêmica a importância e a necessidade da institucionalização da Educação Ambiental na Universidade, cabendo à mesma, desenvolver ações, projetos, metodologias e práticas em todos seus setores e unidades acadêmicas. Neste contexto, e com base no tripé Ensino, Pesquisa e a Extensão, o estudo em um primeiro momento analisou os fluxogramas dos 105 cursos de graduação da instituição. Posteriormente, foram aplicados questionários com discentes, técnicos administrativos e docentes dos cursos de Graduação de Licenciaturas em História, Letras, Pedagogia, Ciências Sociais, Filosofia e Geografia, de Engenharia Agrícola e Enfermagem, que também subsidiaram a identificação do nível de percepção ambiental dos entrevistados. No tocante as atividades de Pesquisa e Extensão foram analisados os projetos desenvolvidos na instituição no período entre 2004 a 2015, bem como o quantitativo das dissertações e teses que abordaram a temática ambiental em seus estudos. Sabe-se que, deste ambiente educacional, sairão profissionais de diversas formações e competências, e, portanto, faz-se necessário a solidificação de conhecimentos e aplicabilidades dos princípios de Educação Ambiental em sua prática profissional cotidiana. Foi identificado que a Lei 9.795, que institui a Política Nacional de Educação Ambiental não está presente nas atividades voltadas para o Ensino, Pesquisa e Extensão. Por fim, mesmo com o nível de percepção ambiental dos entrevistados atingindo um índice de 93,69%, sendo este considerado altíssimo, a Instituição carece de uma maior inserção da temática ambiental nas práticas de sua conjuntura. Importante enfatizar que, este estudo permitiu uma visualização panorâmica da realidade da Universidade e ao mesmo tempo, demonstrou a necessidade de um olhar institucional mais acentuado na temática ambiental, possibilitando também, o embasamento e direcionamento de estudos futuros que tenham como base o que é preconizado na PNEA. / This study aimed to analyze the effectiveness of the National Environmental Education Policy at the Universidade Federal de Campina Grande in Campina Grande campus, aiming to promote the debate of Environmental Education in the processes of formal education as determined by the National Environmental Education Policy. The research aimed to awaken in the academic community the importance and necessity of the institutionalization of Environmental Education in the University, being the same, to develop actions, projects, methodologies and practices in all its sectors and academic units. In this context, and based on the Tripod Teaching, Research and Extension, the study at first analyzed the flowcharts of the 105 undergraduate courses of the institution. Subsequently, questionnaires were applied with students, administrative technicians and teachers of undergraduate courses in History, Literature, Pedagogy, Social Sciences, Philosophy and Geography, Agricultural Engineering and Nursing, which also subsidized the identification of the level of environmental perception of the interviewees. Regarding the activities of Research and Extension, the projects developed in the institution between 2004 and 2015 were analyzed, as well as the quantitative of dissertations and theses that addressed the environmental theme in their studies. It is known that, from this educational environment, professionals from different backgrounds and skills will emerge, and therefore, it is necessary to solidify the knowledge and applicability of the principles of Environmental Education in their daily professional practice. It was identified that Law 9,795, which establishes the National Policy for Environmental Education, is not present in activities related to Teaching, Research and Extension. Finally, even with the level of environmental perception of the interviewees reaching an index of 93.69%, which is considered to be very high, the Institution needs a greater insertion of the environmental theme in the practices of its conjuncture. It is important to emphasize that this study allowed a panoramic view of the reality of the University and, at the same time, demonstrated the need for a more intense institutional look at the environmental theme, also allowing the foundation and direction of future studies based on what is advocated in the PNEA.

Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2017-02-16T12:49:11Z No. of bitstreams: 1 DissGBG.pdf: 3185952 bytes, checksum: c23a853b2a2d1526ac34ffed1fc624dd (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-03-21T11:09:22Z (GMT) No. of bitstreams: 1 DissGBG.pdf: 3185952 bytes, checksum: c23a853b2a2d1526ac34ffed1fc624dd (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-03-21T11:09:37Z (GMT) No. of bitstreams: 1 DissGBG.pdf: 3185952 bytes, checksum: c23a853b2a2d1526ac34ffed1fc624dd (MD5) / Made available in DSpace on 2017-03-21T11:16:39Z (GMT). No. of bitstreams: 1 DissGBG.pdf: 3185952 bytes, checksum: c23a853b2a2d1526ac34ffed1fc624dd (MD5) Previous issue date: 2016-11-08 / Não recebi financiamento / University Extention initiatives have been growing in importance concerning the articulation between universities and society, and also academic efforts from universities themselves regarding their relationship with teaching and research. Teaching, Research and Extention Integration of Curricular Activities (ACIEPEs in Portuguese) at the Federal University of São Carlos (UFSCar), Brazil are intervention projects that contribute to university extention efforts, consisting of multidisciplinary teams and involving teachers, technicians and students from the university, which are open to the external community to participate. The aim of this study was to verify if the ACIEPEs meet the objective they propose, especially regarding the integration of the university with the external public and promoting access to knowledge, aiming to motivate the external public to participate. Among the various possibilities of research focus suggested by the diversity of subjects addressed by the ACIEPEs, Paulo Freire´s view on Extention was used, considering the current relevance and great contribution of his work to Education in general, and especially Extention. It also sought to determine which Freirean references or alignment points between the characteristics of the ACIEPEs and Freirean references are found in the ACIEPEs practice. This study is based on bibliographical and documentary research, with data collect through questionnaire and interview, followed by content analysis. As a result, it was found: 1. that some alignment points between Freire´s view on Extention and characteristics of the ACIEPEs appear to be diffuse across many of the references in Freire´s work and the outcome desired by the ACIEPEs; 2. whereby the ACIEPEs meet their objectives, including: a) providing a wideranging training program to students at UFSCar encouraging them to have critical insight that goes beyond obtaining technical knowledge; b) providing an enriching experience to the various actors involved - students, teachers and the external public; c) collaborating with institutional goals of university integration with the external public and promoting access to knowledge; and d) acting on the principle of indivisibility between teaching, research and extention; and 3. making it possible to identify a successful training model, as well as dissemination, production and knowledge reconstruction from the ACIEPEs, suggesting guidelines to adopt this model in traditional undergraduate subjects. / As ações de Extensão Universitária vem crescendo de importância na articulação entre a universidade e a sociedade e no próprio fazer acadêmico da universidade em sua relação com o ensino e a pesquisa. As Atividades Curriculares de Integração Ensino, Pesquisa e Extensão (ACIEPEs) da UFSCar, constituídas por equipes multidisciplinares e envolvendo professores, técnicos e alunos da UFSCar, e abertas à participação da comunidade externa, são projetos de intervenção que contribuem para as ações extensionistas da universidade. Neste trabalho pretendeu-se verificar se as ACIEPEs cumprem o objetivo a que se propõem, especialmente no que se refere à integração da universidade com o público externo e a promoção do acesso ao conhecimento, visando motivar a participação do público externo. Dentre as várias possibilidades de focos de investigação sugerida pela diversidade dos temas tratados nas ACIEPEs, utilizou-se a visão de Extensão de Paulo Freire, considerando a atualidade e grande contribuição de sua obra à Educação no geral e à Extensão em particular. Buscou-se também verificar quais referenciais freirianos ou pontos de alinhamento entre características das ACIEPEs e referenciais freirianos estão presentes na prática das ACIEPEs. O trabalho baseou-se numa pesquisa bibliográfica e documental, com coleta de dados através de questionário e entrevista, seguida de análise de conteúdo. Como resultado, verificou-se: 1. que alguns pontos de alinhamento entre a visão de extensão de Freire e características das ACIEPEs parecem estar difusos entre muitos dos referenciais da obra de Freire e do alcance pretendido com as ACIEPEs; 2. que as ACIEPEs cumprem seus objetivos, dentre eles: a) de propiciar uma formação ampliada ao aluno da UFSCar que lhe proporcione uma visão crítica que vá além da obtenção do conhecimento técnico; b) de proporcionar uma experiência enriquecedora aos vários atores envolvidos –alunos, docentes e público externo; c) de colaborar com objetivos institucionais de integração da universidade com o público externo e a promoção do acesso ao conhecimento; e d) de atuar no princípio da indissociabilidade entre ensino, pesquisa e extensão; e 3. possibilitou identificar nas ACIEPEs um modelo exitoso de espaço de formação, e disseminação, produção e reconstrução do conhecimento, que sugere diretrizes para levar esse modelo para disciplinas convencionais de graduação.

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Submitted by Johnny Rodrigues (johnnyrodrigues@ufcg.edu.br) on 2018-09-21T18:10:08Z No. of bitstreams: 1 ADRIANO DE SOUSA BARROS - DISSERTAÇÃO PPGCS 2006..pdf: 18476854 bytes, checksum: 5c82955beb452edcc9bfde34a32b2307 (MD5) / Made available in DSpace on 2018-09-21T18:10:08Z (GMT). No. of bitstreams: 1 ADRIANO DE SOUSA BARROS - DISSERTAÇÃO PPGCS 2006..pdf: 18476854 bytes, checksum: 5c82955beb452edcc9bfde34a32b2307 (MD5) Previous issue date: 2006-09 / O Nordeste rural semi-árido tem passado durante as últimas décadas por diversos modos de pensar e fazer seu desenvolvimento e, consequentemente, sua modernização. Depois do amplo investimento em infra-estrutura na perspectiva do "combate à seca", acompanhado pelo plano de industrialização regional tido como a melhor solução para o problema do desenvolvimento da região, surge, na década de 1990, a perspectiva do desenvolvimento local e da "convivência com o semi-árido". Apesar de novo, esse olhar diferenciado sobre as dificuldades sócio-econômicas da região, aqui destacando sua porção semi-árida, trazem também em seu arcabouço um projeto de modernização, na medida em que propõe uma mudança de comportamento que afeta as estruturas sociais e produtivas locais. O Programa de Estudos e Ações para o Semi-Árido (PEASA) surge, em 1994, em meio a esse processo de mudança, propondo uma intervenção que altere o rumo do desenvolvimento de algumas localidades do semi-árido paraibano. Seu modelo de intervenção, atrelado à perspectiva dos Sistemas Produtivos Locais (SPL's), propõe por meio do agribusiness a criação de empreendimentos comunitários em forma de agroindústrias, nas quais os produtos de vocação local receberiam um tratamento logístico dentro de um amplo processo de racionalização da produção. O presente trabalho investigou esse modelo de intervenção, focando na construção de sua metodologia dentro da perspectiva de promoção do desenvolvimento local, buscando perceber também que perspectiva de modernização é construída a partir nas ações desse programa de extensão universitária. Nossa pesquisa utilizou-se de dados colhidos junto ao programa e seus colaboradores técnicos, na investigação documental (relatório de atividades, projetos defomento, artigos técnicos dentre outros); e no acompanhamento de uma de suas experiências de intervenção, o projeto de implantação da Agroindústria de Beneficiamento da Fibra de Sisal para Produção de Artesanato na Comunidade Cuiuiú, Barra de Santa Rosa - PB. O modelo de intervenção identificado como empreendedorismo comunitário mostra-se ineficiente na promoção do desenvolvimento local, chocando-se com o próprio sistema produtivo local de tradição camponesa e de organização familiar. O foco do modelo na racionalização das estruturas produtiva e social acaba por desconsiderar a questão ambiental, limitando o projeto de desenvolvimento às questões de cunho econômico. / During the last decades, the rural semi-arid northeast has gone through various forms of tliinking and making its development and, consequently, its modernization. After the wide investment in infra-structure aiming the "combat to the drought", accompanied by the regional industrialization plan, considered the best solution to the development problem in the region, in the 90's the perspective of local development and the living with the semi-arid carne to be. Despite being new, tliis differed look upon the social-economic difficulties of the region, hereby standing out its semi-arid portion, brings in its base a project of modernization, as it proposes a change of behavior which affects the local social and productive structures. The Program of Studies and Actions for the Semi-Arid (PEASA) appears, in 1994, in the middle of tliis changing process, proposing an intervention which alters the path of the development of some localization of the semiarid of Paraíba. Its intervention model, linked to the perspectives of Local Productive Systems (SPS's), proposes as means of agribusiness, the creation of communitarian undertaking in the shape of agro industries, in which the local vocation products would receive logistic treatment within a wide process of rationalization of the production. The present paper investigated this model of intervention, focusing on the construction of its methodology within the perspective of promotion of local development, seeking to realize, also, that the perspective of modernization is built from the actions of this program of university extension. Our research used date collected along with the program and its technical collaborators, in the documental investigation (activity report, foment projects, technical articles among others); and in the accompanying of one of its experiences of intervention, the implantation project of the agro industry of Benefiting of Sisal Fiber for production of handcraft material in the county of Cuiuiú, Barra de Santa Rosa - PB. The intervention model identified as communitarian undertaking lies ineffective in the promotion of local development, shocking against the own local productive system of camping tradition and familiar organization. The focus of the model in the rationalization of productive and social structures ends up not considering the environmental question, limiting the project to development to economic nature questions.

The land-grant university system was founded in the 19th century as a public means to help improve people’s everyday lives. A century and a half later, the challenges that the public faces to live a quality life are constantly changing, creating a need for the land-grant system to respond and adapt to continue to fulfill its mission. While the literature contains a wealth of conceptual papers addressing the role and mission of land-grant universities, relatively few papers could be found that reported empirical data or proposed and tested metrics for public engagement constructs. The current study sought to address this void in the literature through the investigation of factors influencing Indiana residents’ level of interest in engaging with Purdue University. Mail survey methods were used in which up to three contacts were made with adult members of 4,500 Indiana households identified through address-based sampling. Stratified random sampling was employed to ensure adequate rural household participation for other project purposes. Usable responses were received from 1,003 households representing 87 Indiana counties for a total response rate of 26%. <br><div><br> </div><div> A theoretical perspective was developed from Public Sphere Theory and the social science writings of Jurgen Habermas and Alexis de Tocqueville. Descriptive findings revealed some to moderate concerns about community and social issues such as affordable health care, violent crime, pollution and prescription drug abuse. Moderate levels of anomie, or perceived social disconnectedness, were also reported by respondents. Several items tapped respondents’ past levels of interaction with and current perceptions of Purdue University. Nearly a fifth of respondents reported interacting with Purdue University by having visited a website for news or information, followed by interacting with a Purdue University Extension professional. Regarding perceptions of Purdue University, the results of this study revealed relative consensus among respondents that Purdue University makes a positive contribution to the state of Indiana through its educational, research and outreach programs. For a majority of the perceptual items regarding Purdue University, more than one-third of the respondents neither agreed nor disagreed with the statement, suggesting some areas in which the university might improve its reputational standing with Indiana residents in the future. Nearly one-quarter to about half of the respondents indicated interest in topical areas addressed by Purdue Extension programs as well as an interest in engaging with the university. Respondents reported the highest levels of interest in free Extension programs in their local area, followed by the topics of science and technology, health and well-being, and gardening.</div><div><br> </div><div> A predictive model of respondent interest in engaging with Purdue University was developed and tested using binary logistic regression procedures. The model was shown to be of modest utility in accounting for variance in respondent interest in engaging with Purdue University, explaining 12% to 16% of total variance. Past interaction with Purdue University, perceived level of concern for social and community issues, and highest level of education were the strongest predictors in the model.</div><div><br> </div><div> The current research was completed in 2019 as Purdue University celebrated its 150th anniversary. Results and implications of this study provide important insight into current engagement levels, concerns and perceptions of residents within the state of Indiana, whom the university is mandated to serve. One of the study’s primary contributions is the establishment of baseline engagement data on current levels of Indiana residents’ interest in engaging with Purdue University on selected topics. Findings from this study could be of benefit to university administrators, faculty, staff and Extension professionals in assessing and improving future programming and setting strategic priorities. This study also adds to the conceptual and empirical body of literature, which may help inform future public engagement efforts at other land-grant universities. Periodic social science and public opinion research is needed to keep pace with the changing needs and perceptions of Indiana residents. Different data collection modes should be utilized to reach more audience segments and add to the growing knowledge base of public engagement.</div>