Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-08-07T12:08:12Z No. of bitstreams: 1 473100 - Texto Completo.pdf: 1625851 bytes, checksum: 96942432286979d23af8dbcb9eb305ef (MD5) / Made available in DSpace on 2015-08-07T12:08:12Z (GMT). No. of bitstreams: 1 473100 - Texto Completo.pdf: 1625851 bytes, checksum: 96942432286979d23af8dbcb9eb305ef (MD5) Previous issue date: 2015-06-18 / This study focuses on the main contributions of the Institutional Scholarship Program for Teaching Initiation (PIBID) to qualify teachers? initial education from an innovation educational perspective. Innovation is conceived from a theoretical and epistemological perception presuming tension and ruptures of principles supporting prevailing education models. Such approach was chosen since PIBID is an innovative program, which aims to tension educational teaching models and enhance the interaction between university and school. The theoretical-methodological investigation attempted to discuss teaching initiation as innovative proposal in the context of teachers? education. Regarding to methodology, a case study was carried out as an interdisciplinary subproject of PIBID in a Community Institution of Higher Education of Rio Grande do Sul. Data was collected through interviews and observations with the scholarship teamwork in three partner schools. Aiming at discussing educational innovation in the program, two study approaches were developed. The first one aimed to reflect on the contributions of PIBID regarding the models of teaching education. Reconsidering connection between theory and practice and the interdisciplinary perspective and the school as a learning teaching environment are empirical highlighted aspects that indicate ruptures and innovation regarding such models. The second study approach aimed to investigate the interaction of PIBID with the school culture. Interdisciplinary practice and epistemological and methodological implications emerge as the main factors that cause tensions and ruptures with the school culture hegemony. Results indicate that teaching initiation as an experience of teacher education reinvention has become an area of confluence and contrast of perspectives, beliefs and conceptions about teaching. Therefore, PIBID ? herewith designed as the third bank of the river - has fulfilled its purpose concerning teacher?s education. / Este estudo apresenta as principais contribui??es do Programa Institucional de Bolsa de Inicia??o ? Doc?ncia (Pibid) para qualificar a forma??o inicial de professores, na perspectiva da inova??o educativa. A inova??o ? concebida segundo uma perspectiva te?rico-epistemol?gica que pressup?e rupturas e tensionamentos com os princ?pios que sustentam os modelos formativos dominantes. Optamos por essa abordagem tendo em vista que o Pibid ? um programa de car?ter inovador, que visa a tensionar os modelos de forma??o docente e a intensificar a intera??o entre universidade e escola. O percurso te?rico-metodol?gico da investiga??o foi concebido buscando discutir a tese da inicia??o ? doc?ncia como proposta inovadora no ?mbito da forma??o docente. Em termos metodol?gicos, foi realizado um estudo de caso no ?mbito do subprojeto Interdisciplinar do Pibid em uma Institui??o de Ensino Superior comunit?ria do Rio Grande do Sul. A coleta de dados ocorreu por meio de entrevistas e de observa??es de campo junto aos grupos de trabalho dos bolsistas em tr?s escolas parceiras. Na dire??o de discutir a tese da inova??o educativa constru?da nesse programa, desenvolvemos dois enfoques de an?lise. O primeiro deles visa a refletir sobre as contribui??es do Pibid no que diz respeito aos modelos de forma??o docente. A ressignifica??o da rela??o entre pr?tica e teoria, a perspectiva interdisciplinar e a escola como um espa?o de aprendizagem sobre a doc?ncia s?o os aspectos emp?ricos destacados que sinalizam rupturas e inova??es no que diz respeito a esses modelos. O segundo enfoque de an?lise intenta investigar a intera??o do Pibid com a cultura escolar. As pr?ticas interdisciplinares e suas implica??es epistemol?gicas e metodol?gicas emergem como o principal fator que provoca tensionamentos e rupturas com a cultura escolar hegem?nica. Os resultados apresentados indicam que a inicia??o ? doc?ncia, como experi?ncia de reinven??o da forma??o docente, tem se constitu?do como um espa?o de conflu?ncia e de contraste de perspectivas, de cren?as e concep??es sobre a doc?ncia. Portanto, o Pibid ? concebido nesse estudo com o a terceira margem do rio - tem cumprido os seus prop?sitos no que tange ? inova??o na forma??o de professores.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-08-10T11:56:34Z No. of bitstreams: 1 DIS_VICENTE_HENRIQUE_DE_OLIVEIRA_FILHO_COMPLETO.pdf: 1909182 bytes, checksum: 8799bc2b183d09e984593a4d3c30301f (MD5) / Made available in DSpace on 2016-08-10T11:56:34Z (GMT). No. of bitstreams: 1 DIS_VICENTE_HENRIQUE_DE_OLIVEIRA_FILHO_COMPLETO.pdf: 1909182 bytes, checksum: 8799bc2b183d09e984593a4d3c30301f (MD5) Previous issue date: 2016-03-16 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This qualitative research aimed to understand the repercussions of participation at "Pro-Literacy Mathematics? Program" in the professional identity in a group of 18 teachers from the early years of elementary school in Maranh?o?s state.To collect data, they were used questionnaires, semi-structured interviews, documents related to the course and memorials built by the teachers during the formation. It was applied Discursive Textual Analysis (MORAES; GALIAZZI, 2011) to analyze the data, established in four stages. The first one was text?s organization (corpus) that emerged from the collected data. After that, it was consituted unitarization of meaning elements to the research and extracted from the corpus. After analyzing the unitarization and grouping them by common ideas four categories emerged: (1) Teachers? perceptions on mathematical knowledge and the child's learning; (2) Teacher's Pedagogical work and his inclusion at the student's context; (3) Pro-Literacy course as improvement of pedagogical practice; and (4) Personal experiences and formation of professional teaching identity. From the outlined categories were developed metatexts with the discussion of the results obtained in the research. It is noticed that continuing education is considered by teachers as an incentive to upgrade to the use of pedagogical practices closer to the reality of students. Teachers declare that is needed to teachers and students recognize the process of teaching and learning mathematics as something practical and reflective. It is noticed that the student's motivation also motivates the teacher. The course presentation strategy, with periodic face meetings, is well assimilated by the participants, as it enables the interaction between course participants. Life experiences and the profession are supported to form their identity. It was concluded that continuing education is a very positive opportunity to the teacher to review various aspects related to the exercise of their activities and contribute to establish their professional identity. / Esta pesquisa, de natureza qualitativa, teve como objetivo geral compreender as repercuss?es da participa??o no Programa ?Pr?-Letramento em Matem?tica? na identidade profissional de um grupo de 18 docentes dos anos iniciais do Ensino Fundamental no estado do Maranh?o. Para coletar os dados, utilizaram-se question?rios, entrevistas semiestruturadas, documentos relacionados ao curso realizado e memoriais constru?dos pelos docentes ao longo da forma??o. Utilizou-se a An?lise Textual Discursiva (MORAES; GALIAZZI, 2011) para explorar os dados obtidos, aplicada em quatro etapas. A primeira delas foi a organiza??o do texto (corpus), decorrente da coleta de dados. A seguir, constituiu-se a unitariza??o de elementos de significado para a pesquisa e extra?dos do corpus. Do agrupamento dos elementos de significado por ideias-comuns emergiram quatro categorias: (1) Percep??es dos docentes sobre ensino, conhecimento matem?tico e a aprendizagem da crian?a; (2) Trabalho pedag?gico do docente e sua inser??o no contexto do estudante; (3) O curso Pr?-Letramento como aperfei?oamento da pr?tica pedag?gica; e (4) Experi?ncias pessoais e forma??o da identidade profissional do docente. Das categorias delineadas foram elaborados metatextos com a discuss?o dos resultados obtidos na pesquisa. Constata-se que a forma??o continuada ? considerada pelos docentes como est?mulo ? atualiza??o para o uso de pr?ticas pedag?gicas mais pr?ximas ? realidade dos discentes. Os professores declaram que ? preciso docente e discente reconhecerem o processo de ensino e aprendizagem matem?tico como algo pr?tico e reflexivo. Percebe-se que a motiva??o do aluno tamb?m motiva o professor. A estrat?gia de apresenta??o do curso, com encontros presenciais peri?dicos, ? bem assimilada pelos participantes, j? que possibilita a intera??o entre os cursistas. As experi?ncias de vida e o exerc?cio da profiss?o s?o o suporte para formar a sua identidade. Conclui-se que a forma??o continuada ? uma oportunidade muito positiva para o professor rever v?rios aspectos relacionados ao exerc?cio das suas atividades e que contribuem para constituir a sua identidade profissional.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-09-12T16:46:22Z No. of bitstreams: 1 TES_MARCELO_OLIVEIRA_DA_SILVA_COMPLETO.pdf: 3389674 bytes, checksum: 2d98c1fbe00d596481b6c54e593568f3 (MD5) / Made available in DSpace on 2016-09-12T16:46:22Z (GMT). No. of bitstreams: 1 TES_MARCELO_OLIVEIRA_DA_SILVA_COMPLETO.pdf: 3389674 bytes, checksum: 2d98c1fbe00d596481b6c54e593568f3 (MD5) Previous issue date: 2016-06-15 / This study focuses on inclusive education at a private school in the city of Porto Alegre, Rio Grande do Sul, Brazil. The qualitative research consists of a Case Study and made use of the approach described by Andr? (2008). The Case Study was built making use of the perceptions of the school principals, support staff and teachers, as well as class visits and the documentary research. Data was collected in the shape of six semi-structured interviews and eight class observations at an early stage. At a later stage, data was assembled from 38 class observations and also from notes taken in the course of 17 outside-the-classroom events held by the school community. The school that was the subject of this study states in its Political Pedagogic Plan [a document each Brazilian school must have explaining their educational goals and principles] that the school principles are theoretically based on three pillars: inclusion, psychoanalysis and project-based pedagogy. It became evident that in practice the three pillars work in harmony and help develop a friendly and inclusive environment. The intent to promote inclusive attitudes can be verified throughout the pedagogical processes. In this context, inclusion is understood as a process aiming to embrace diversity and harmonize the differences in the collective space. Thus, the practice of inclusion occurs regardless of diagnosis and disability, and is related to the moment experienced by each child. The analysis reveals that inclusion in the school is founded primarily on principles such as respect, mindful listening, dialogue, learning that is challenging and interesting, and encouraging autonomy and welcoming, thus creating a space of plurality. This research aims to contribute to the field of education, particularly inclusive education, deepening the knowledge related to inclusive processes in the context of the studied school and the role of the teacher and peer relationships in this environment. Finally, from the reflection on the theory and on empirical data, we seek to systematize a set of proposals with a view to enriching the debate on the place of Inclusive Education in Brazil today and pointing out clues that might help the implementation of inclusion processes. / O presente estudo aborda a Educa??o Inclusiva em uma escola privada da cidade de Porto Alegre, Rio Grande do Sul, Brasil. A pesquisa, de cunho qualitativo, configura-se em um Estudo de Caso, na perspectiva adotada por Andr? (2008). O Estudo de Caso foi constru?do a partir da percep??o das diretoras, da equipe de apoio e das professoras, bem como pelas observa??es e pela pesquisa documental. Nesse sentido, foram realizadas seis entrevistas semiestruturadas e oito visitas antes da qualifica??o e 38 observa??es depois da qualifica??o, al?m do registro de 17 atividades realizadas junto ? comunidade escolar investigada. A Escola objeto deste estudo explicita por meio de seu Projeto Pol?tico Pedag?gico que est? fundamentada teoricamente em tr?s pilares: a inclus?o, a psican?lise e a pedagogia de projetos. Pela pesquisa, ficou evidenciado que tais pilares na pr?tica funcionam em harmonia e desenvolvem um ambiente acolhedor e inclusivo. Percebe-se em todo o fazer pedag?gico a inten??o de promover a atitude inclusiva. A inclus?o ? entendida como o processo que visa acolher a diversidade e harmonizar as diferen?as no espa?o coletivo. Logo, a pr?tica da inclus?o ocorre independentemente do diagn?stico e da defici?ncia, e est? relacionada ao momento vivido pelas crian?as. A an?lise permite constatar que a inclus?o na Escola ? fundada principalmente no respeito, na escuta, no di?logo, no desafio pedag?gico, no incentivo ? autonomia e no acolhimento, criando um espa?o de pluralidade. Esta pesquisa buscou contribuir para a ?rea da Educa??o, em especial da Educa??o Inclusiva, aprofundando o conhecimento dos processos inclusivos da Escola estudada e o papel do professor e das rela??es entre pares nesse cen?rio. Ao final, a partir da reflex?o sobre a teoria e sobre os dados emp?ricos, busca-se sistematizar um conjunto de proposi??es com vistas a enriquecer o debate sobre o lugar da Educa??o Inclusiva no Brasil hoje e a apontar pistas para os poss?veis processos de inclus?o.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-05-12T19:06:17Z No. of bitstreams: 1 2012 - Laura Olivia de Oliveira Issy.pdf: 959528 bytes, checksum: 116326af1e59e5f336b1821afd40bb49 (MD5) / Made available in DSpace on 2017-05-12T19:06:17Z (GMT). No. of bitstreams: 1 2012 - Laura Olivia de Oliveira Issy.pdf: 959528 bytes, checksum: 116326af1e59e5f336b1821afd40bb49 (MD5) Previous issue date: 2012-07-03 / This study aimed to investigate how proceeded the implementation of the IF Goiano ? c?mpus Uruta?'s process of institutional self assessment, according to the legislation n? 10.861/2004. The investigation examined whether the results from the process of self-assessment are being used by managers in their decision making and used to assist in the reorganization and reconstruction of a more effective and participatory management model. The methodology based on a bibliographic and documental study of the constitution and implementation of the IF Goiano ? c?mpus Uruta?'s self-assessment process. The qualitative data collected by means of questionnaires with open-ended questions, completed by IF Goiano ? c?mpus Uruta?'s academic staff and the administrative body, were analyzed through content analysis, in order to identify the participants perceptions in relation to the contribution of the self-evaluation process, as well its importance to the management of the institution. For to validate the information veracity from the data, they were computed by statistical software. The results showed the necessity of the institutional self-assessment process being broader publicized all over the institution for more participation of the institutional community, and so that the results from the process are better absorbed by the managers. / Pretendeu-se com este estudo investigar como se procedeu a implanta??o do processo de autoavalia??o do IF Goiano ? c?mpus Uruta?, segundo a Lei n? 10.861/2004. A investiga??o analisou se os resultados oriundos do processo de autoavalia??o est?o sendo utilizados pelos gestores em suas tomadas de decis?o e utilizados para auxiliar na reorganiza??o e reconstru??o de um modelo de gest?o mais eficiente e participativo. A metodologia pautou-se em estudo bibliogr?fico e documental sobre a constitui??o e implementa??o do processo de autoavalia??o no c?mpus Uruta?. Dados qualitativos foram coletados por meio de question?rios com perguntas abertas, aplicados aos docentes e t?cnico-administrativos do c?mpus Uruta? e tratados mediante an?lise de conte?do das percep??es dos pesquisados quanto ?s contribui??es do processo de autoavalia??o do IF Goiano e sua import?ncia para a gest?o da institui??o. Para validar a veracidade das informa??es estes dados foram posteriormente tabulados por meio de um programa informatizado de estat?stica. Os resultados apontaram a necessidade de ampla divulga??o do processo de autoavalia??o para maior participa??o da comunidade institucional e para que as informa??es obtidas possam ser absorvidas pelos gestores.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2017-02-06T13:11:11Z No. of bitstreams: 1 TES_TAMMIE_CARUSE_FARIA_SANDRI_COMPLETO.pdf: 8021714 bytes, checksum: 62bdf019cfd2cfe0c5119271cf696da5 (MD5) / Made available in DSpace on 2017-02-06T13:11:12Z (GMT). No. of bitstreams: 1 TES_TAMMIE_CARUSE_FARIA_SANDRI_COMPLETO.pdf: 8021714 bytes, checksum: 62bdf019cfd2cfe0c5119271cf696da5 (MD5) Previous issue date: 2016-08-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The General Theory of Image, by Justo Villafa?e and Norberto M?nguez, fits this investigative clipping to propose a path of analysis that note what is most essential in a visual narrative: its compositional elements and meanings that their arrangements evoke. The thesis sees the general theory of image as a basis theory for analysis of any visual discourse and adds that the study of meaning is only completed if contemplate the reception, in addition to observing the field of production, due to reciprocal nature of the communication process. The proposal echoes in the common question to many receivers in front of a picture: only am I seeing this? This doubt also affects many analysts image and refers to what is most basic in an image: its structural aspects, mentioned by the Theory. With a applicability of the General Theory of Image to the study of meaning production and reception in visual discourse, the thesis discusses the validity of the theory and believes that the structures forms the patterns, which forms culture. Exploratory research, from the proposed model, examines concrete experiences with volunteers receptors on the effects of meaning in the interlocution between the produced and the reception of television program scenario Palavras Cruzadas, covers of Vogue and Times magazines and ads of WWF and Panasonic. The results show the contributions that the cross analysis has to visual studies and to the improvement of professional practices in the area. / A Teoria Geral da Imagem, de Justo Villafa?e e Norberto M?nguez, prop?e um caminho de an?lise que observa o que h? de mais essencial numa narrativa visual: seus elementos compositivos e as significa??es que seus arranjos evocam. A tese a vislumbra como teoria de base para an?lise do discurso visual e acrescenta que o estudo das significa??es pode, al?m de observar o campo da an?lise sobre o produzido, contemplar o da recep??o, devido ao car?ter rec?proco do processo de comunica??o. A proposta encontra eco na d?vida comum a muitos receptores, diante de uma imagem: s? eu estou vendo isto? D?vida que acomete tamb?m muitos analistas da imagem e remete ao que existe de mais b?sico em uma imagem: seus aspectos estruturais, evocados pela Teoria. Assim, indica um modelo de aplicabilidade da Teoria Geral da Imagem para o estudo da produ??o de sentidos na recep??o, discutindo a validade da Teoria e considerando que das estruturas se formam os padr?es memorizados e pass?veis de constituir cultura. A pesquisa explorat?ria, a partir do modelo proposto, analisa experi?ncias concretas, com receptores volunt?rios, sobre os efeitos de sentido na interlocu??o entre o produzido e a recep??o de cen?rio do programa de televis?o Conversas Cruzadas, de capas das revistas Vogue e Times e de an?ncios da WWF e Panasonic. Os resultados apontam que o cruzamento de an?lises apresenta contribui??es para o campo de estudos visuais e para o aprimoramento das pr?ticas profissionais na ?rea.

Submitted by PPG Comunica??o Social (famecos-pg@pucrs.br) on 2018-10-19T16:30:57Z No. of bitstreams: 1 FRANCINETE_LOUSEIRO_DE_ALMEIDA_TES.pdf: 17734149 bytes, checksum: 4689836e0ade3bbfbaa852f7717cb551 (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-10-22T12:21:21Z (GMT) No. of bitstreams: 1 FRANCINETE_LOUSEIRO_DE_ALMEIDA_TES.pdf: 17734149 bytes, checksum: 4689836e0ade3bbfbaa852f7717cb551 (MD5) / Made available in DSpace on 2018-10-22T12:27:10Z (GMT). No. of bitstreams: 1 FRANCINETE_LOUSEIRO_DE_ALMEIDA_TES.pdf: 17734149 bytes, checksum: 4689836e0ade3bbfbaa852f7717cb551 (MD5) Previous issue date: 2018-10-04 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / To elaborate this work, we set up the ?arraial? and analyze the rituality of the ?S?o Jo?o? Feast that belongs to the state of Maranh?o as a system of symbolic communication, which expresses and communicates the identity of a people. In the heating of the bonfires, we have located, through ethnographic research, the object of study, the ?S?o Jo?o? Feast, adopting, as a methodology of research, the philosophical hermeneutics of Gadamer, making use of the concept of hermeneutical circle, divided into three parts, for reading, that correspond to the three aspects of rituals that have been analyzed: the comonthlys, the apparel and the spatiality. On the stage of the party we emphasize the concepts of myth, rite and rituals. We define the ritual as this symbolic communication system where agents and social subjects develop social relations and consolidate their experience in society. We present the parties and events as places for building identities and we locate the party researched in its symbolic fields. We have also explored, the concepts of folklore and culture, which give support for this research. In the folklore tent we use the theory of ?Folkcomunica??o?, because we analyze a festival of popular culture, via communication. We also share the concept of culture approached in this theory, from which we appropriate, to substantiate the research. In the guarnic? of the ritual, we present the interpretation/analysis of the research considering that, as we are working with the philosophical hermeneutics of Gadamer, we considered the party from the Hermeneutical Circle, presenting first the party pre understanding, the three parties in which the party was divided into for reading and finally its interpretation. / Para elaborar esse trabalho, montamos o arraial e analisamos a ritualidade da festa do S?o Jo?o do Maranh?o como um sistema de comunica??o simb?lico, que expressa e comunica a identidade de um povo. No aquecimento das fogueiras, localizamos, por meio de pesquisa etnogr?fica, o objeto de estudo, a festa do S?o Jo?o, adotando, como metodologia de pesquisa, a hermen?utica filos?fica de Gadamer, com a utiliza??o do conceito de c?rculo hermen?utico, dividido em tr?s partes, para a leitura, que correspondem aos tr?s aspectos de rituais que foram analisados: a comensalidade, a indument?ria e a espacialidade. No palco da festa enfatizamos os conceitos de mito, rito e rituais. Definimos o ritual como esse sistema de comunica??o simb?lico, por meio do qual os agentes e sujeitos sociais desenvolvem as rela??es sociais e consolidam sua viv?ncia em sociedade. Apresentamos as festas e eventos como espa?os de constru??o de identidades e localizamos a festa pesquisada, nos seus campos simb?licos. Trouxemos ainda, os conceitos de folclore e cultura, que d?o a sustenta??o para a pesquisa. Na barraca do folclore utilizamos a teoria da folkcomunica??o, por analisarmos uma festa da cultura popular, pela via da comunica??o. Tamb?m compartilhamos o conceito de cultura abordado nessa teoria, do qual nos apropriamos, para fundamentar a pesquisa. No guarnic? do ritual, apresentamos a interpreta??o/an?lise da pesquisa considerando que, por estarmos trabalhando com a hermen?utica filos?fica de Gadamer, fizemos a leitura da festa a partir do c?rculo hermen?utico, apresentando primeiramente a pr?-compreens?o da festa, a tr?s partes em que a festa foi dividida para a leitura e finalmente a sua interpreta??o.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-09T19:25:11Z No. of bitstreams: 1 MarianaAparecidaChristianoDissertacao2016.pdf: 1182539 bytes, checksum: c889f254d156f70fce04c246a23629de (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-09T19:25:26Z (GMT) No. of bitstreams: 1 MarianaAparecidaChristianoDissertacao2016.pdf: 1182539 bytes, checksum: c889f254d156f70fce04c246a23629de (MD5) / Made available in DSpace on 2017-05-09T19:25:26Z (GMT). No. of bitstreams: 1 MarianaAparecidaChristianoDissertacao2016.pdf: 1182539 bytes, checksum: c889f254d156f70fce04c246a23629de (MD5) Previous issue date: 2016-08-29 / This research has qualitative character and has the intention to analyze the importance of teacher training that addresses the principles of citizenship and social and political participation. For this, was made a survey of teachers and graduating students of an undergraduate degree in Pedagogy from a Higher Education Institution was held (HEI) of the Federal District. In order to confirm the relevance of the study, it was conducted a historical building multiple concept of citizenship throughout the history of mankind and, more specifically, in our country. In addition, we sought to identify the presence or absence of the concepts of citizenship and participation in public policies and guiding documents for the Brazilian education and teacher training, in order to realize the importance given to the subject. As instruments to survey the empirical data were made documentary analysis, for the Pedagogical Political Project Course (PPPC), as well as semi-structured interviews with five teachers and five students of the 8th semester. The analyzes from the principles of discourse analysis have emerged an understanding of citizenship as exercise of rights and duties, such as social responsibility and as an exercise of the citizen role in everyday actions. Moreover, it appears that even considers it essential that the principles of citizenship are present in teacher education, respondents point individual initiatives of teachers, and concerned to note that there is not, by the IES, a systematization of this work, in addition to the PPPC not look objectively how this work should happen. Even so, it is evident that students and teachers believe they can overcome the challenges inherent in the work of the teacher, as the pedagogical work is based on postures based on ethics, solidarity and citizenship. / Este estudo de car??ter qualitativo, teve por objetivo analisar a import??ncia de uma forma????o docente que contemple os princ??pios da cidadania e da participa????o pol??tica e social. Para tanto, foi realizada uma pesquisa com docentes e estudantes concluintes de um curso de gradua????o em Pedagogia de uma Institui????o de Ensino Superior (IES) do Distrito Federal. Foi realizado um resgate da constru????o do m??ltiplo conceito de cidadania ao longo da hist??ria da humanidade e, mais especificamente, em nosso pa??s. Al??m disso, buscou-se identificar a presen??a ou a aus??ncia dos conceitos de cidadania e participa????o nas pol??ticas p??blicas e documentos norteadores destinados ?? educa????o brasileira e ?? forma????o docente, com vistas a perceber a import??ncia dada ao tema nestes documentos. Foram realizadas an??lises documentais, referentes ao Projeto Pol??tico Pedag??gico do Curso (PPPC), bem como entrevistas semiestruturadas com cinco docentes e cinco estudantes do 8?? semestre do referido curso. As an??lises realizadas a partir dos princ??pios da An??lise do Discurso fizeram emergir uma compreens??o de cidadania como exerc??cio dos direitos e deveres, como responsabilidade social e como exerc??cio do papel de cidad??o nas a????es cotidianas. Al??m disso, constatou-se que mesmo considerando fundamental que os princ??pios de cidadania estejam presentes na forma????o de professores, os participantes apontam iniciativas individuais dos docentes, e preocupa notar que n??o h??, por parte da IES, uma sistematiza????o desse trabalho, al??m de o PPPC n??o contemplar de maneira objetiva como este trabalho deva acontecer. Ainda assim, evidenciou-se que estudantes e docentes acreditam ser poss??vel superar os desafios inerentes ao trabalho do professor, ?? medida que o trabalho pedag??gico ?? pautado em posturas baseadas na ??tica, na solidariedade e na cidadania.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-09-26T18:00:58Z No. of bitstreams: 1 2017 - Alain Roel Rodrigues dos Santos.pdf: 765337 bytes, checksum: 201a68a77cab18334ccd03894ec172b9 (MD5) / Made available in DSpace on 2018-09-26T18:00:58Z (GMT). No. of bitstreams: 1 2017 - Alain Roel Rodrigues dos Santos.pdf: 765337 bytes, checksum: 201a68a77cab18334ccd03894ec172b9 (MD5) Previous issue date: 2017-03-21 / This study aimed to investigate the democratic processes that guide the management of the Acre Municipal School, from the point of view of managers, teachers and counselors. Specifically, some objectives were outlined, such as: identifying the strategic management model adopted at Acre Municipal School; To verify if institutional indicators are being reached after the adoption of democratic management; To identify in the Political Pedagogical Project in organizational aspects that subsidize and define the structure of a democratic management model and to discuss with the subjects involved in the research, the mechanisms for the implementation of democratic management in the school in order to achieve the objectives, a research was carried out of a qualitative nature, in which interrogation techniques were applied from individual semi-structured questionnaires for managers, teachers and counselors. The data gathered show that the democratic processes that guide the management of the Acre Municipal School are based on deliberative procedures, although the verticalization of government decisions still constitutes a major obstacle to school and community decision making. Despite government decisions, institutional indicators have been reached since the adoption of democratic management, since school management through deliberative bodies such as the School Council, parents and teachers, public consultation and plenary sessions seeks to hear the Needs and to emphasize what the community is really considered to be a priority. We identified in the Political Educational Project the Class Council, meeting of parents and teachers, public consultation and plenary are the means that subsidize and define the structure of the democratic management model adopted by the Acre school. We conclude that the school Acre seeks to develop a model of democratic management, which despite the vertical regulations of the municipal executive, seeks ways to make decision-making an event for all. That the administrative and pedagogical team seek means for the management of the school to take place in a participatory and democratic manner. However, we believe that participatory school management requires deliberate autonomy in school. / Este estudo teve como objetivo investigar os processos democr?ticos que norteiam a gest?o da Escola Municipal Acre, do ponto de vista dos gestores, professores e conselheiros. Em termos espec?ficos delinearam-se alguns objetivos, tais como: identificar o modelo de gest?o estrat?gica adotada na Escola Municipal Acre; verificar se os indicadores institucionais est?o sendo alcan?ados a partir da ado??o da gest?o democr?tica; identificar no Projeto Pol?tico Pedag?gico aspectos organizacionais que subsidiam e definem a estrutura de um modelo de gest?o democr?tica e discutir com os sujeitos envolvidos na pesquisa, os mecanismos para a efetiva??o da gest?o democr?tica na escola de modo a consecu??o dos objetivos, realizou-se uma pesquisa de natureza qualitativa, na qual foram aplicadas t?cnicas de interroga??o a partir de question?rios individuais semiestruturado destinados aos gestores, professores e conselheiros. Os dados levantados revelam que os processos democr?ticos que norteiam a gest?o da Escola Municipal Acre s?o baseados em procedimentos deliberativos, muito embora, a verticaliza??o das decis?es governamentais ainda se constitua um grande obst?culo para as tomadas de decis?es sobre a escola, e a comunidade, que apesar das decis?es governamentais verificou-se que os indicadores institucionais est?o sendo alcan?ados a partir da ado??o da gest?o democr?tica, uma vez que, a gest?o escolar mediante inst?ncias deliberativas como Conselho de Classe, reuni?o de pais e mestres, consulta p?blica e plen?rias busca ouvir as necessidades e dar ?nfase naquilo que ? realmente considerado como priorit?rio a comunidade. Identificamos no Projeto Pol?tico Pedag?gico o Conselho de Classe, reuni?o de pais e mestres, consulta p?blica e plen?rias s?o os meios que subsidiam e definem a estrutura do modelo de gest?o democr?tica adotado pela escola Acre. Conclu?mos que a escola Acre busca desenvolver um modelo de gest?o democr?tica, que apesar das normativas verticalizadas do executivo municipal, busca meios para fazer com que as tomadas de decis?es sejam um acontecimento de todos. Que a equipe administrativa e pedag?gica busca meios para que a gest?o da escola aconte?a de maneira participativa e democr?tica. Entretanto, entendemos que a gest?o escolar participativa necessita que haja autonomia na escola, de forma deliberada.

There is a greater recognition by Maori of the potentially harmful effects of alcohol and drugs. However there are concerns about the patterns of use and the rising incidence of alcohol and drug related risks such as; hospital admissions, domestic abuse, and alcohol and drug related convictions. As a result alcohol and drug use among Maori is a major threat to their health and well being. Consequently there is a need for models that are culturally appropriate to effectively address the problem. In New Zealand there is an increase in the use of customary Maori values, beliefs and practices in the treatment of Maori with substance abuse. This has also involved the integration of Western approaches and treatment modalities that are beneficial to Maori. However, the main purpose of the research is to give credence to Te Toi o Te Matariki model within the clinical setting. It is anticipated that the outcomes will inspire confidence in cultural model of practice in personal growth and development for Maori people who present with substance abuse. Te Toi o Te Matariki model is examined in the context of the Te Ara Hou residential drug and alcohol programme, a service provided by Raukura Hauora o Tainui (RHOT) in Auckland. The analogy is "to ascend or achieve to the highest point of the Whare Wananga (house of learning) so that the best view or position in the world is gained." It demonstrates three stages of continuous layers and has been developed in accordance with the key principles of the whakapapa (genealogy) paradigm of Te Kore, Te Po and Te Ao Marama. These principles form the infra-structure of the programme.

Thesis--Lund. / Summary in German. Bibliography: p. 159-160.