Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-09-26T11:48:11Z No. of bitstreams: 1 DIS_CAMILA_CARVALHO_DE_SOUZA_COMPLETO.pdf: 761292 bytes, checksum: 647d728f67ae81ecd6ca9af74829fbaf (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-09-26T11:48:22Z (GMT) No. of bitstreams: 1 DIS_CAMILA_CARVALHO_DE_SOUZA_COMPLETO.pdf: 761292 bytes, checksum: 647d728f67ae81ecd6ca9af74829fbaf (MD5) / Made available in DSpace on 2017-09-26T11:48:34Z (GMT). No. of bitstreams: 1 DIS_CAMILA_CARVALHO_DE_SOUZA_COMPLETO.pdf: 761292 bytes, checksum: 647d728f67ae81ecd6ca9af74829fbaf (MD5) Previous issue date: 2017-03-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research, of documentary nature, addresses the contributions of the Institutional Program of Initiation Scholarship to Teaching - Pibid for the initial training of Teachers of Chemistry. In the form of a qualitative meta-analysis, 27 productions related to the impacts of Pibid were treated through Discursive Textual Analysis (ATD), between theses, dissertations, articles in periodicals and complete works in annals of events in the area of Chemistry Teaching, published in the period 2010-2015, encompassing the five regions of the national territory. The papers were previously selected according to their content, aiming to answer the research question of this investigation: What are the contributions of Pibid to the initial training of chemistry teachers in Brazil, present in academic productions in the period 2010-2015? The results obtained, by the analysis carried out, show actual contributions of the Pibid to initial teacher training in Chemistry, but also, they indicate impacts on the continuous training of supervisors and coordinators. Also, the contributions of the actions within the scope of the Pibid contemplated the Institutions of Higher Education through its courses of degree in Chemistry and the partner schools and their agents. It was possible to identify, also, situations problems to be overcome. Considering all these contributions, it was evident that the Pibid achieves the objectives set forth in the legal documents, and their actions are effective to improve: the initial teacher education in Chemistry; the curricular organization of Chemistry undergraduate courses; the teaching practices of supervising teachers; the teaching of Chemistry in partner public schools; the valuation of the teaching profession. The Pibid motivates graduates to follow the teaching career in Public Basic Education, overcoming the problems present in this profession. On the other hand, the Pibid, as a public policy, can not be seen as a solution to the complex problems of teacher training in the Brazilian educational context, because it does not meet all the subjects of this system. / Esta pesquisa, de natureza documental, aborda as contribui??es do Programa Institucional de Bolsa de Inicia??o ? Doc?ncia - Pibid para a forma??o inicial de Professores de Qu?mica. Na forma de metan?lise qualitativa, foram tratadas por meio da An?lise Textual Discursiva (ATD) 27 produ??es relacionadas aos impactos do Pibid, entre teses, disserta??es, artigos em peri?dicos e trabalhos completos em anais de eventos na ?rea de Ensino de Qu?mica, publicados no per?odo 2010-2015, abrangendo as cinco regi?es do territ?rio nacional. Os trabalhos foram selecionados previamente de acordo com seu conte?do, visando responder ? quest?o de pesquisa desta investiga??o: Quais as contribui??es do Pibid para a forma??o inicial de professores de Qu?mica no Brasil, presentes em produ??es acad?micas no per?odo 2010-2015? Os resultados alcan?ados, pela an?lise realizada, mostram contribui??es efetivas do Pibid para forma??o inicial docente de Qu?mica, mas, tamb?m, referem impactos na forma??o continuada dos professores supervisores e coordenadores. Ainda, as contribui??es das a??es no ?mbito do Pibid contemplaram as Institui??es de Ensino Superior por meio de seus cursos de licenciatura em Qu?mica e as escolas parceiras e seus agentes. Foi poss?vel identificar tamb?m situa??es problemas a serem superados. Considerando todas essas contribui??es, ficou evidente que o Pibid alcan?a os objetivos previstos nos documentos legais, e suas a??es s?o efetivas para melhorar: a forma??o inicial docente em Qu?mica; a organiza??o curricular dos cursos de licenciatura de Qu?mica; as pr?ticas docentes de professores supervisores; o ensino de Qu?mica nas escolas p?blicas parceiras; a valoriza??o da profiss?o docente. O Pibid motiva licenciandos a seguirem a carreira docente na Educa??o B?sica p?blica, ultrapassando os problemas presente nessa profiss?o. Por outro lado, o Pibid, como pol?tica p?blica, n?o pode ser visto como solu??o para os problemas complexos da forma??o de professores no contexto educacional brasileiro, pois n?o atende a todos os sujeitos desse sistema.

Made available in DSpace on 2016-04-04T18:32:35Z (GMT). No. of bitstreams: 1 Maria Angelica - Diss-Final-3.pdf: 654034 bytes, checksum: a26a70ab768732f03f6123034725bd3d (MD5) Previous issue date: 2006-02-01 / This study has as research object the university and the formation and practice of teacher as a professional of education. It is inserted in the research line University, Teaching and Teachers Formation , and its objective proposes the investigation of the construction process of formation of university teachers, how and where these professionals are formed, a construction that is historical and that occurs and takes place individually and inside collective relationships. This investigation also tries to know challenges and possibilities faced by teachers and education nowadays, more and more questioned at several aspects concerning their role in contemporary society. In this study, by making use of a bibliographical and documental research, and supported by teachers interviews, taken as oral sources adapted as methodological procedure, we tried to know how are constructed teachers life trajectories, which are the influences, models and defiance's there presented. The investigation shows us, throughout the stories of life and teachers routes, that the formation of this professional constitutes a process permanently in construction, individual, unique, but also influenced by different contexts, historical moments and by conditions of personal and professional life as well by professional partners. Contradictions and challengers presented in the university, always larger, faced by these professionals confirm the need of researches that bring reflexive and critical knowledge about the formation and practice of the teacher of superior education. / Este trabalho tem por objeto de pesquisa a educa??o superior, a forma??o e a atua??o do docente, profissional da educa??o. Inserido na linha de pesquisa Universidade, doc?ncia e forma??o de professores , tem por objetivo pesquisar o processo de constru??o da forma??o do docente da educa??o superior, como e onde se formam estes profissionais, uma constru??o que ? hist?rica, acontece e se desenvolve individual e coletivamente. Esta pesquisa busca conhecer tamb?m os desafios e as possibilidades para os docentes e para a educa??o na atualidade, cada vez mais questionados quanto ao seu papel na sociedade contempor?nea. Atrav?s de uma pesquisa bibliogr?fica, documental e da utiliza??o de entrevistas com professores, das fontes orais como procedimento metodol?gico, procuramos conhecer como se constroem as trajet?rias de vida docentes, quais as influ?ncias, os modelos e os desafios. A investiga??o realizada mostra-nos, atrav?s das hist?rias de vida e das trajet?rias docentes, que a forma??o deste profissional ? um processo que est? permanentemente em constru??o, que ele ? ?nico, individual, mas que ? influenciado por diferentes contextos, pelo momento hist?rico, pelas condi??es de vida pessoal e profissional, pelos companheiros de profiss?o. As contradi??es e os desafios presentes na educa??o superior e para os seus profissionais s?o cada vez maiores, confirmando-nos a necessidade de pesquisas que busquem conhecer de forma reflexiva e cr?tica a forma??o e a atua??o do docente da educa??o superior.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-11-01T22:24:21Z No. of bitstreams: 1 CamilaRodriguesDosSantos_DISSERT.pdf: 3009010 bytes, checksum: 8be4c87652136d0c59b0e06bf5b2c24f (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-11-13T22:33:52Z (GMT) No. of bitstreams: 1 CamilaRodriguesDosSantos_DISSERT.pdf: 3009010 bytes, checksum: 8be4c87652136d0c59b0e06bf5b2c24f (MD5) / Made available in DSpace on 2017-11-13T22:33:52Z (GMT). No. of bitstreams: 1 CamilaRodriguesDosSantos_DISSERT.pdf: 3009010 bytes, checksum: 8be4c87652136d0c59b0e06bf5b2c24f (MD5) Previous issue date: 2017-02-21 / A forma??o docente tem sido marcada por avan?os, retrocessos e mudan?as, em que propostas curriculares para forma??o inicial tem se mostrado, muitas vezes, insuficientes, evidenciando a necessidade de forma??o continuada. Assim, surgem pol?ticas p?blicas propostas pelo Minist?rio da Educa??o, pelas Secretarias de Educa??o ou ainda forma??es em servi?o, propostas pelas pr?prias institui??es de ensino, com vistas ao atendimento ?s demandas formativas identificadas pelo corpo docente. Para realizar essa discuss?o de forma qualificada, utilizamos autores como Cambi (1999), Saviani (1991; 2000; 2009; 2011), Freire (1991; 2000), Lib?neo e Pimenta (1997; 1999), Vicentini e Lugli (2009), Imbern?n (2009), Dourado (2015), entre outros. Nossa pesquisa tem como objeto de estudo a representa??o social de professores sobre a forma??o continuada do PNAIC (Plano Nacional pela Alfabetiza??o na Idade Certa). Como objetivo, propomos compreender a representa??o social dos professores participantes do PNAIC acerca dessa forma??o continuada. Ou seja, o universo ser? constitu?do pelos alfabetizadores dos anos iniciais do Ensino Fundamental do munic?pio de Natal. As representa??es sociais, que tem como precursor Moscovici, revelam os sentidos atribu?dos ao fazer docente enraizado no sistema do pensamento. Nessa dire??o, realizamos uma investiga??o que envolveu procedimentos te?rico-metodol?gicos de car?ter qualitativo e quantitativo, dentre os quais est?o, na dimens?o te?rica: a revis?o bibliogr?fica, o estado da arte, de acordo com nossa tem?tica e a pesquisa documental; na dimens?o emp?rica, utilizamos, na coleta de dados, a TALP ? T?cnica de Associa??o Livre de Palavras, o question?rio socioecon?mico, a observa??o in loco e fontes secund?rias para caracteriza??o do universo da pesquisa. Para o tratamento e an?lise dos dados, utilizamos os softwares Excel e EVOC ? Ensemble des Programmes Permetant 1' Analyse des Evocations (2000), posteriormente, a an?lise de conte?do de Bardin (2011), a partir da categoriza??o tem?tica. Essa combina??o de t?cnicas permitiu verificar as poss?veis representa??es sociais da forma??o ofertada pelo PNAIC, em determinado momento, e por um grupo espec?fico. Os resultados encontrados podem contribuir para um olhar mais amplo sobre essa representa??o, em que para os sujeitos os conhecimentos ? constru?dos em uma proposta de troca de experi?ncias e em uma rela??o te?rico-pr?tica ? s?o importantes e necess?rios, tanto para reflex?o sobre o fazer docente, quanto para o desenvolvimento de aprendizagens. Destacamos a relev?ncia desta pesquisa frente a abrang?ncia do programa e da necessidade de pesquisas que estejam em conson?ncia com as demandas formativas dos docentes da rede b?sica de ensino. / The teacher education has been marked by advances, setbacks and changes, in which curriculum suggestions to the initial training has shown, many times, to be insufficient, highlighting the needs for continuing education. Thus, the public policies emerge proposed by the Brazilian Ministry of Education, by the Secretariats of Education, or yet the training on the job, proposed by the educational institutions themselves, in order to meet the educational demands identified by the faculty. To accomplish this discussion in a qualified manner, we had used authors such as Cambi (1999), Saviani (1982; 1991; 2000; 2004; 2009; 2011), Freire (1991; 2000), Lib?neo and Pimenta (1997; 1999), Vicentini and Lugli (2009), Imbern?n (2009), Dourado (2015), among others. Our research has as its study aim the social representation of teachers about the continuing education course called PNAIC ? The National Pact for Literacy at the Correct Age. As an objective, we proposed to understand the social representation of the teachers participating in the PNAIC about this training itself. So that, the universe will be made up of the literacy teachers of the early years of the elementary school in the city of Natal. The social representations, which Moscovici was the precursor, reveal the directions assigned to the action of teaching, rooted in the system of thought. In this path, we conducted an investigation which involved theoreticalmethodological procedures of qualitative and quantitative character, among which are, in the theoretical dimension, the bibliographic review; the state of the art, according to our thematic and the documental research; in the empirical dimension, we have used, on data collection, the TALP ? The Technique of Free Association of Words; the socioeconomic survey; the observation in loco and secondary sources for the characterization of the universe of the research. For the treatment and analysis of the data, we used the Excel softwares and the EVOC program ? Ensemble des Programmes Permetant l'Analyse des Evocations (2000), subsequently, the Bardin content analysis (2011) from the thematic categorization. This combination of techniques allowed us to verify the potential social representations of the training offered by the PNAIC, at a given time and for a specific group. These results may contribute to a broader look on this representation, in which for the subjects the knowledge ? built on a proposed exchange of experiences, in a theoretical-practical relationship are important and necessary, both to reflection on the action of teaching, as to the development of learning. We highlight the relevance of this research on the scope of the program and the need for researches that are in line with the educational demands of the teachers of the basic education network.

Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2018-03-15T14:10:18Z No. of bitstreams: 1 K?tia Oliveira Silva.pdf: 1055941 bytes, checksum: d9fd8e2d88ade648ca728d489246fbe4 (MD5) / Approved for entry into archive by Tatiana Lopes (tatiana.lopes@pucrs.br) on 2018-03-23T14:01:36Z (GMT) No. of bitstreams: 1 K?tia Oliveira Silva.pdf: 1055941 bytes, checksum: d9fd8e2d88ade648ca728d489246fbe4 (MD5) / Made available in DSpace on 2018-03-23T14:07:23Z (GMT). No. of bitstreams: 1 K?tia Oliveira Silva.pdf: 1055941 bytes, checksum: d9fd8e2d88ade648ca728d489246fbe4 (MD5) Previous issue date: 2018-01-09 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This dissertation investigates the continuing formation of five teachers who are part of an educational action called "Creative Trajectories (TC)" at a public school in the city of Alvorada, Metropolitan Region of Porto Alegre / RS. Educational action that is based on the development of authorship, of creation, autonomy and protagonism of young people aged 15 to 17 who did not complete Primary School. The investigative question consisted in know is, how happens the continuous formation of the teachers of the Creative Trajectory Project. It was a qualitative study based on the Participant Research, which used participant observation with information in the field diary, conversation wheels (in the B.S. School and in the UFRGS) in the collection of information, questionnaires, interviews and reading and document analysis. According to the production of the information and, in a special way, the transcription of the subjects' speeches, I made the intersection of these with the theories and the discussion proposal. The conclusive analysis of the dissertation was that the continuous training of the professionals of the Creative Trajectory Project is basically based on the daily classroom and pedagogic activities, which are directly linked to the context of the students. Teachers also use the space of pedagogical meetings to exchange experiences and promote shared learning among peers. They expand their knowledge through online courses and presential classes of fewer hours and participate in the courses offered by the College of Application (UFRGS) in the socalled immersions. Faced with this situation, it is possible to affirm that continuing teacher education lacks more specific and characteristic themes about the realities of youth, and that these teachers struggle against the precariousness of the world in in teaching struggling to keep up to date. Each of these professionals presented an untiring search for the knowledge necessary to teach, especially with the youth of the TC, becoming, themselves, autonomous authors of their knowledge, protagonists in the pedagogical action of each new day, creators of situations and proposals involving both for them as well as for the students Exactly what the Creative Trajectory Project intends to accomplish with the youth that participate in it. / Essa disserta??o investiga a forma??o docente continuada de cinco docentes que fazem parte de uma a??o educativa chamada ?Trajet?rias Criativas (TC)?, numa escola da Rede P?blica no munic?pio de Alvorada, Regi?o Metropolitana de Porto Alegre/RS. Esta a??o educativa est? baseada no desenvolvimento da autoria, da cria??o, da autonomia e do protagonismo de jovens de 15 a 17 anos que n?o conclu?ram o Ensino Fundamental. A pergunta investigativa consistiu em saber como acontece a forma??o continuada dos docentes do Projeto Trajet?rias Criativas. Foi um estudo qualitativo a partir da Pesquisa Participante, que utilizou na coleta de informa??es a observa??o participante com registros no di?rio de campo, rodas de conversas (na Escola B.S. e na UFRGS), question?rios, entrevistas e leitura e an?lise de documentos. De acordo com a produ??o das informa??es e, de modo especial, a transcri??o das falas dos sujeitos, entrecruzei essas com as teorias e com a proposta de discuss?o. A an?lise conclusiva da disserta??o foi de que a forma??o continuada dos profissionais do Projeto Trajet?rias Criativas acontece, basicamente, a partir do cotidiano da sala de aula e do fazer pedag?gico, os quais est?o diretamente vinculados ao contexto dos estudantes. Os docentes tamb?m utilizam o espa?o das reuni?es pedag?gicas para a troca de experi?ncias e a promo??o de aprendizagens compartilhadas entre os pares. Ampliam seus conhecimentos atrav?s de cursos online e presenciais de menor carga hor?ria e participam das forma??es oferecidas pelo Col?gio de Aplica??o (UFRGS), nas chamadas imers?es. Diante desse quadro, ? poss?vel afirmar que forma??o docente continuada carece de temas mais espec?ficos e caracter?sticos sobre as realidades das juventudes e que esses docentes lutam contra as precariedades do mundo na doc?ncia teimando em manter-se atualizados. Cada um desses profissionais apresentou uma incans?vel busca pelo conhecimento necess?rio ? doc?ncia, sobretudo com as juventudes do TC, tornando-se, eles pr?prios, autores aut?nomos do seu conhecimento, protagonistas na a??o pedag?gica de cada novo dia, criadores de situa??es e propostas envolventes tanto para eles quanto para os alunos e alunas. Exatamente o que o Projeto Trajet?rias Criativas se prop?e a realizar com as juventudes que dele participam.

Submitted by PPG Educa??o em Ci?ncias e Matem?tica (educem-pg@pucrs.br) on 2018-06-13T17:58:16Z No. of bitstreams: 1 DISSERTA??O VERS?O FINALISSIMA-estrella-thomaz-homologada-12-06-18.pdf: 2016860 bytes, checksum: 3d63ade2916682d8d1d05ed6dec28dfd (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-06-25T12:31:19Z (GMT) No. of bitstreams: 1 DISSERTA??O VERS?O FINALISSIMA-estrella-thomaz-homologada-12-06-18.pdf: 2016860 bytes, checksum: 3d63ade2916682d8d1d05ed6dec28dfd (MD5) / Made available in DSpace on 2018-06-25T12:49:06Z (GMT). No. of bitstreams: 1 DISSERTA??O VERS?O FINALISSIMA-estrella-thomaz-homologada-12-06-18.pdf: 2016860 bytes, checksum: 3d63ade2916682d8d1d05ed6dec28dfd (MD5) Previous issue date: 2018-03-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / In the last decade, the advance of Cognitive Neuroscience has been well-known, conceptualizing new understandings about the different cognitive processes that support teaching and learning processes. In this sense, knowing an opinion of teachers and graduates about such knowledge becomes relevant and necessary for those who work in the classroom. Thus, the research reported in this dissertation presents some answers to the following question: How do Basic Education teachers in the area of Natural Sciences and Biology, Physics and Chemistry graduates prepare for teaching and teaching from the perspective of Cognitive Neuroscience and how do they value these assumptions in their teaching practice? A data collection through the application of questions to 13 teachers of Basic Education and 20 students of undergraduate courses in the area of Natural Sciences, all of them are interviewed, with audio recording. With perspectives as participant perceptions, as answers and analyzes through Discursive Textual Analysis - ATD, allowing a conclusion to be obtain. The lack of interaction between neuroscientists and professionals in the field of education implies information and, consequently, lack of applicability of the consolidated results not Brazil and in other countries, even if they are documented researched values such concepts. From the analysis of the collected data, it is highlighted that, despite the low utilization of the knowledge of Cognitive Neuroscience in the classroom, there is great enthusiasm on the part of the participants, a respect to the use of knowledge. The results also show the existence of neuromyths in the teaching field, which may result in inadequate teaching approaches, in real time in data without scientific criteria. Thus, there is a need to train teachers in reference to brain functioning, associated with learning situations, in order to expand studies with scientific bases, which may contribute to a qualification of non-country education. Thus, there is a space to be filled between the neuroscientist who studies learning, the teacher of Basic Education and a training of teachers of Higher Education. / Na ?ltima d?cada, tem sido not?rio o avan?o da Neuroci?ncia Cognitiva, fornecendo novos entendimentos sobre os diferentes processos cognitivos que d?o suporte aos processos de ensino e de aprendizagem. Nesse sentido, conhecer a opini?o de professores e licenciandos sobre tais conhecimentos, torna-se relevante e necess?rio para quem atua em sala de aula. Assim, a pesquisa relatada nesta disserta??o apresenta algumas respostas ao seguinte questionamento: De que modo professores da Educa??o B?sica, da ?rea de Ci?ncias da Natureza e licenciandos de Biologia, F?sica e Qu?mica, est?o preparados para tratar do ensino e da aprendizagem na perspectiva da Neuroci?ncia Cognitiva e como valorizam esses pressupostos na sua pr?tica docente? A coleta de dados ocorreu por meio da aplica??o de question?rios a 13 professores da Educa??o B?sica e a 20 estudantes de cursos de licenciaturas da ?rea de Ci?ncias da Natureza, que tamb?m foram entrevistados, com grava??o em ?udio. Com vistas a compreender as percep??es dos participantes, as respostas foram analisadas por meio da An?lise Textual Discursiva ? ATD, permitindo a obten??o das conclus?es a seguir. A falta de intera??o entre cientistas da ?rea neuroci?ncias e profissionais da ?rea do ensino implica car?ncia de informa??es e, consequentemente, falta de aplicabilidade dos resultados consolidados no Brasil e em outros pa?ses, mesmo que os docentes pesquisados valorizem tais conceitos. A partir da an?lise dos dados coletados, destaca-se que, apesar da pouca utiliza??o dos conhecimentos provenientes da Neuroci?ncia Cognitiva em sala de aula, h? grande entusiasmo por parte dos participantes, a respeito da utiliza??o de tais conhecimentos. Os resultados tamb?m mostram a exist?ncia de neuromitos no ?mbito docente, podendo resultar em abordagens inadequadas de ensino, baseada em dados sem crit?rio cient?fico. Surge, assim, a necessidades de melhorar a forma??o de professores em assuntos referentes ao funcionamento cerebral, associados a situa??es de aprendizagem, de modo a ampliar os estudos com bases cient?ficas, o que pode contribuir para a qualifica??o da educa??o no pa?s. Portanto, existe um espa?o a ser preenchido entre o neurocientista que estuda aprendizagem, o professor da Educa??o B?sica e a forma??o de professores no Ensino Superior.

Submitted by PPG Educa??o em Ci?ncias e Matem?tica (educem-pg@pucrs.br) on 2018-06-20T16:30:56Z No. of bitstreams: 1 Anelise Volkweiss_Vers?o homologada 200618.pdf: 2270379 bytes, checksum: ae4a1cef3417138d7000691e12a9bcd9 (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-06-28T12:46:37Z (GMT) No. of bitstreams: 1 Anelise Volkweiss_Vers?o homologada 200618.pdf: 2270379 bytes, checksum: ae4a1cef3417138d7000691e12a9bcd9 (MD5) / Made available in DSpace on 2018-06-28T12:58:23Z (GMT). No. of bitstreams: 1 Anelise Volkweiss_Vers?o homologada 200618.pdf: 2270379 bytes, checksum: ae4a1cef3417138d7000691e12a9bcd9 (MD5) Previous issue date: 2018-03-26 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This dissertation is the result of a research developed in the Graduate Program in Education in Science and Mathematics, at the Pontifical Catholic University of Rio Grande do Sul, whose theme concerns the possibilities, challenges, and knowledge for the construction and implementation of integrated curriculum in the Professional Technical Education (Educa??o Profissional T?cnica - EPT) of Secondary School in the integrated format. A Campus of a Federal Institute, located in the southern region of Brazil, was selected as a place of investigation, since, in addition to the singularities of the EPT modality of Secondary Education, the specificities of the school in which it is proposed to develop integrated curriculum should be considered. Aiming to identify how the perceptions of the professionals in education and of the students of two Integrated Technical Courses at the school contribute to the construction of an integrated curriculum, methodological procedures were adopted in order to allow the expression of the 138 participants, such as questionnaires and dynamics through Focal Groups (BARBOUR, 2009). The leading question of the research sought to identify which elements can be considered significant in educational processes accomplished and/or envisioned from an integrated curriculum perspective. After submitting the collected data to the Discursive Textual Analysis (MORAES; GALIAZZI, 2011), six emerging categories were identified, which, through their units of meaning, provided some possible answers to the research problem. The most significant elements were highlighted and interpreted from the statements that are related to the construction of an integrated curriculum in the place investigated, such as: (I) the development of the feeling of belonging and of recognition of the institution; (II) the understanding of the mission and values of a Federal Institute; (III) the development of pedagogical processes that include interdisciplinary activities and projects of teaching, research, and extension; (IV) the political, economic and social context and its influence on the construction of an integrated curriculum; (V) the relationship between public educational policies, the permanence of students on the campus, and the career plan for teachers; and (VI) the qualification and reflective practice of the professionals are important to promote higher quality in what is developed in the school. A democratic project of Education should also consider the identity of the school community and, for this reason, this research also sought to outline the profile of the group through questionnaires. The reading of the theoretical reference about EPT, such as Frigotto (2012; 2015), Saviani (2003; 2007; 2009), Ramos (2012; 2010; 2017), Machado (2008; 2010), and Moura (2008; 2010), shows that it is necessary to understand the historical relationship among work-education-productive systems and the work as an educational principle ? linked to the inseparability among science, technology, and culture ? to build an Integrated Curriculum, especially in schools which offer Integrated Technical Courses to Secondary School. / Esta disserta??o ? resultado de uma pesquisa desenvolvida no programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica pela Pontif?cia Universidade Cat?lica do Rio Grande do Sul cujo tema diz respeito ?s possibilidades, desafios e saberes para a constru??o e efetiva??o de um curr?culo integrado na Educa??o Profissional T?cnica (EPT) de N?vel M?dio no formato integrado. Foi selecionado um Campus de um Instituto Federal, localizado na regi?o sul do Brasil, como lugar de investiga??o, uma vez que al?m das singularidades da modalidade EPT de N?vel M?dio, devem se considerar as especificidades da escola em que se prop?e desenvolver um curr?culo integrado. Tendo como objetivo identificar de que forma as percep??es dos profissionais da educa??o e dos estudantes de dois Cursos T?cnicos Integrados ao Ensino M?dio da escola contribuem para a constru??o de um curr?culo integrado, foram adotados procedimentos metodol?gicos que possibilitaram a express?o dos 138 participantes, tais como question?rios e din?micas por meio de grupos focais (BARBOUR, 2009). A pergunta-problema orientadora da pesquisa buscou identificar quais elementos podem ser considerados significativos em processos educacionais realizados e/ou vislumbrados em uma perspectiva de curr?culo integrado. Ap?s submeter os dados coletados ? An?lise Textual Discursiva (MORAES; GALIAZZI, 2011), foram identificadas seis categorias emergentes, as quais, por meio de suas unidades de sentido, forneceram algumas poss?veis respostas ao problema da investiga??o. Os elementos considerados mais significativos foram destacados e interpretados a partir dos depoimentos que est?o relacionados ? constru??o de um curr?culo integrado no local investigado, como: (I) o desenvolvimento do sentimento de pertencimento e de reconhecimento ? institui??o; (II) o entendimento da miss?o e dos valores de um Instituto Federal; (III) o desenvolvimento de processos pedag?gicos que incluam atividades interdisciplinares e projetos de ensino, pesquisa e extens?o; (IV) o cen?rio pol?tico-econ?mico-social e sua influ?ncia na constru??o de um curr?culo integrado; (V) a rela??o entre pol?ticas p?blicas educacionais, a perman?ncia de estudantes no campus e o plano de carreira dos docentes e; (VI) a qualifica??o e a pr?tica reflexiva dos profissionais s?o importantes para promover maior qualidade ao que ? desenvolvido na escola. Um projeto democr?tico de Educa??o tamb?m deve considerar a identidade da sua comunidade escolar e, por tal raz?o, esta pesquisa tamb?m buscou tra?ar o perfil do grupo por meio de question?rios. A leitura do referencial te?rico acerca da EPT, tais como em Frigotto (2012; 2015), Saviani (2003; 2007; 2009), Ramos (2012; 2010; 2017), Machado (2008; 2010) e Moura (2008; 2010), evidencia que ? preciso compreender a hist?rica rela??o entre trabalho-educa??o-sistemas produtivos e o trabalho como princ?pio educativo ? vinculado ? indissociabilidade entre ci?ncia, tecnologia, cultura ? para se construir um curr?culo integrado, principalmente em escolas que oferecem Cursos T?cnicos Integrados ao Ensino M?dio.

Submitted by PPG Educa??o em Ci?ncias e Matem?tica (educem-pg@pucrs.br) on 2018-07-09T16:42:33Z No. of bitstreams: 1 tese28maio-marcia-homologada-04-07-18.pdf: 1675709 bytes, checksum: 1de8dcdb25b0d64f79a8767edf564d1f (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-07-13T13:16:50Z (GMT) No. of bitstreams: 1 tese28maio-marcia-homologada-04-07-18.pdf: 1675709 bytes, checksum: 1de8dcdb25b0d64f79a8767edf564d1f (MD5) / Made available in DSpace on 2018-07-13T13:33:10Z (GMT). No. of bitstreams: 1 tese28maio-marcia-homologada-04-07-18.pdf: 1675709 bytes, checksum: 1de8dcdb25b0d64f79a8767edf564d1f (MD5) Previous issue date: 2018-03-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The teaching of statistics is compulsory in almost all undergraduate courses in the teaching institutions of Brazil, in which they are working teachers with a much diversified initial education. This study had as general objective to analyze the conceptions of Education and characterize the teachers of Statistics that work in Higher Education. In order to do this, following the paths of a qualitative research, the interview was used with 14 teachers, divided into a group of graduates and bachelors, in order to verify how these professionals re-signify and shape their pedagogical practices. The selected professors, from the public and private HEI of Rio Grande do Sul answered questions about initial and continuing training, pedagogical and methodological aspects of their trajectories as Statistics teachers. For the analysis of interview data, the Discursive Textual Analysis (DTA) technique was used. With the textualizations and categorization of the interviews it was noticed that the teaching of Statistics in Higher Education does not depend on the initial training of its teachers, since the deficiencies left in both the undergraduate and the baccalaureate have been remedied through continuing education and other strategies to facilitate understanding and learning of their students. / La ense?anza de la estad?stica es obligatoria en casi todos los cursos de graduaci?n en las Instituciones de Ense?anza de Brasil, en ellos se encuentran trabajando docentes con formaci?n inicial bien diversificada. Este estudio tuvo como objetivo general analizar las concepciones de la Educaci?n y caracterizar a los profesores de Estad?stica que act?an en la Ense?anza Superior. Para ello, siguiendo los caminos de una investigaci?n cualitativa, se utiliz? la entrevista con 14 docentes, divididos en grupo de licenciados y bachilleres, con el fin de verificar de qu? forma esos profesionales resignifican y moldean sus pr?cticas pedag?gicas. Los profesores seleccionados, pertenecientes a la IES de categor?as p?blica y privada de Rio Grande do Sul respondieron cuestiones sobre formaci?n inicial y continuada, aspectos pedag?gicos y metodol?gicos de sus trayectorias como docentes de Estad?stica. Para el an?lisis de los datos de las entrevistas se utiliz? la t?cnica de An?lisis textual Discursivo (ATD). Con las texturas y categorizaci?n de las entrevistas se percibi? que la ense?anza de Estad?stica en la Educaci?n Superior, independiente de su formaci?n inicial de sus docentes, pues las deficiencias dejadas tanto en la licenciatura y en el bachillerato fueron sanadas por medio de formaci?n continuada y otras estrategias para facilitar el entendimiento y el aprendizaje de sus alumnos. / O ensino da Estat?stica ? obrigat?rio em quase todos os cursos de gradua??o nas Institui??es de Ensino do Brasil, neles encontram-se trabalhando docentes com forma??o inicial bem diversificada. Este estudo teve como objetivo geral analisar as concep??es da Educa??o e caracterizar os professores de Estat?stica que atuam no Ensino Superior. Para isso, seguindo os caminhos de uma pesquisa qualitativa, utilizou-se a entrevista com 14 docentes, divididos em grupo de licenciados e bachar?is, com o intuito de verificar de que forma esses profissionais ressignificam e moldam as suas pr?ticas pedag?gicas. Os professores selecionados, pertencentes ? IES de categorias p?blica e privada do Rio Grande do Sul responderam quest?es sobre forma??o inicial e continuada, aspectos pedag?gicos e metodol?gicos de suas trajet?rias enquanto docentes de Estat?stica. Para a an?lise dos dados das entrevistas foi utilizada a t?cnica de An?lise Textual Discursiva (ATD). Com as textualiza??es e categoriza??o das entrevistas percebeu-se que o ensino de Estat?stica na Educa??o Superior, independe da sua forma??o inicial dos seus docentes, pois as defici?ncias deixadas tanto na licenciatura quanto no bacharelado foram sanadas por meio de forma??o continuada e outras estrat?gias para facilitam o entendimento e a aprendizagem dos seus alunos.

Made available in DSpace on 2016-04-04T18:32:33Z (GMT). No. of bitstreams: 1 Cleonice Xavier da Silva1.pdf: 1178270 bytes, checksum: e20cdde0b513fa925460447d11531709 (MD5) Previous issue date: 2007-02-22 / The present work analyze how the Pedagogy course has been graduated the lecturer in front of the education changes from the recently economic, politic and social transformation and how they have been contributed for the development of the social commitment from the lecturer face this context. We come from of the presupposed that the answer for the challengers that have been showed by the contemporary world demand for the lecturer graduation in the Pedagogy course as a social process of acquisition and building knowledge that became possible the development of the lecturer who knows the challengers have been get to a on this new time, for contribute in the senses to promote a human and democratic education. The documental legislation that regulate the Pedagogy course since it was introduced reveal the problems which have followed up the lecturer graduation process in the historical trajectory in the social and economic development from the country and put in evidence the scenario of precarious of the graduation in our historical moment. Face his situation, we can conclude that the pragmatic conception of the education and the quickness of the lecturer graduation courses have guided the education reforms and the lecturer politic graduation have become difficult the promotion of a huge human graduation and the development of the lecturer social commitment. / O presente trabalho analisa como o curso superior em Pedagogia tem formado o (a) educador (a) face ?s mudan?as educacionais advindas das recentes transforma??es econ?micas, pol?ticas e sociais e como tem contribu?do para o desenvolvimento do compromisso social do educador diante deste contexto. Partimos do pressuposto de que a resposta aos desafios que o mundo contempor?neo apresenta demanda por uma forma??o docente no curso de Pedagogia, como um processo social de aquisi??o e constru??o de conhecimentos que possibilite o desenvolvimento do educador consciente dos desafios colocados ? educa??o nestes novos tempos, para que possa contribuir no sentido de promover uma educa??o mais humana e democr?tica. O levantamento bibliogr?fico e a an?lise documental das legisla??es que regulamentam o curso de Pedagogia, desde a sua implanta??o, revelam os problemas que t?m acompanhado o processo de forma??o docente em sua trajet?ria hist?rica no contexto do desenvolvimento econ?mico e social do pa?s e, coloca, em evid?ncia, o cen?rio de precariza??o desta forma??o no atual momento hist?rico. Diante deste quadro, conclui-se que a concep??o pragmatista de educa??o e o aligeiramento dos cursos de forma??o docente que t?m orientado as reformas educacionais e as pol?ticas de forma??o docente dificultam a promo??o de uma ampla forma??o humana e o desenvolvimento do compromisso social do educador.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2016-10-18T17:02:49Z No. of bitstreams: 1 2015 - Andrea Sales Borges dos Reis.pdf: 2070072 bytes, checksum: 71eededb34fcf3443ac8c750bf7b979a (MD5) / Made available in DSpace on 2016-10-18T17:02:49Z (GMT). No. of bitstreams: 1 2015 - Andrea Sales Borges dos Reis.pdf: 2070072 bytes, checksum: 71eededb34fcf3443ac8c750bf7b979a (MD5) Previous issue date: 2015-11-23 / CAPES / During cutting time (1955-1964), stands out Teixeira of operation (1900-1971) facing the most relevant institutions for education in the country: The Higher Education Personnel Improvement Coordination (CAPES- 1951 1964) and the National Institute of Educational Studies and Research (INEP - 1952-1964). Heavily influenced by the experimentalist educational philosophy of Dewey, took over the INEP, after the tragic death of air accident Murilo Braga, director of the agency, and has streamlined its functions under the national teaching, creating the Brazilian Center for Educational Research (CBPE) and the Magisterium Improvement Division (DAM). Professor Lucia Marques Pinheiro was responsible for organizing the courses offered to teachers, administrators, counselors and the education experts. The School Guatemala linked to INEP / CBPE / DAM, by a partnership between the city government of the Federal District (then Rio de Janeiro) with MEC began to represent as experimental body for the improvement of teaching. Courses were held in order to provide teachers access to new teaching methodologies, and to promote the teaching practice based on scientific studies in the social sciences. It was stimulating 'scientific spirit' within the teaching profession. In this sense, we ask: What is the legacy of this intellectual who served as Course Coordinator of INEP and as Director of DAM? How was given front role to courses whose aim was to spread the experimentalist pedagogical practice? The objective of this research is to investigate their history, their pedagogical conceptions and its management ahead of such significant institutions for teacher training in Brazil. The qualitative study methodology with the contributions of Cultural History and Political History chair this bibliographical research, documentary and history. It will try to study the printed books, journals, theses, dissertations and documentation files on the INEP, existing on the File Teixeira of the Center for Research and Contemporary History Documentation Brazil (CPDOC) / Get?lio Vargas Foundation (FGV ), the publications of INEP / Brazilian Center for Educational Research (CBPE), including the Journal of Pedagogical Studies and the Bulletin CBPE and remaining file CBPE, which is on the campus of the Federal University of Rio de Janeiro (UFRJ ). Especially the personal files of Lucia Marques Pinheiro found on Brazilian Education Association (ABE), which we consulted and received permission to scan. Another primary source that has supported our chronological mapping of its operations, are 93 editions of the Official Gazette. Source one that brings important information from your ticket (1937) until his retirement (1987) in the public school system. / Durante o recorte de tempo (1955-1964), destaca-se a atua??o de An?sio Teixeira (1900- 1971) frente ?s Institui??es de maior relev?ncia para a educa??o no pa?s: A Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES- 1951 a 1964) e o Instituto Nacional de Estudos e Pesquisas Educacionais (INEP ? 1952 a 1964). Fortemente influenciado pela filosofia educacional experimentalista de Dewey, assumiu a dire??o do INEP, ap?s tr?gica morte de acidente a?reo de Murilo Braga, diretor do ?rg?o, e dinamizou suas fun??es no ?mbito do magist?rio nacional, criando o Centro Brasileiro de Pesquisas Educacionais (CBPE), e a Divis?o de Aperfei?oamento do Magist?rio (DAM). A professora L?cia Marques Pinheiro foi respons?vel pela organiza??o dos cursos oferecidos a professores, a administradores, a orientadores e a especialistas em educa??o. A Escola Guatemala vinculada ao INEP/CBPE/DAM, por uma parceria entre a prefeitura do Distrito Federal (? ?poca Rio de Janeiro) com o MEC passou a se constituir como ?rg?o de experimenta??o para o aperfei?oamento do magist?rio. Eram realizados cursos com o objetivo de proporcionar aos professores, acesso ?s novas metodologias de ensino, bem como favorecer a pr?tica docente pautada em estudos cient?ficos realizados no ?mbito das ci?ncias sociais. Tratava-se de estimular o 'esp?rito cient?fico' no ?mbito do magist?rio. Nesse sentido, questionamos: Qual o legado desta intelectual que atuou como Coordenadora de Cursos do INEP e como Diretora da DAM? De que forma se deu sua atua??o frente aos cursos cujo objetivo era disseminar a pr?tica pedag?gica experimentalista? O objetivo desta pesquisa ? investigar a sua trajet?ria, as suas concep??es pedag?gicas e a sua gest?o ? frente de t?o significativas institui??es para a forma??o de professores do Brasil. A metodologia de cunho qualitativo com os aportes da Hist?ria Cultural e da Hist?ria Pol?tica presidir? esta investiga??o de car?ter bibliogr?fico, documental e hist?rico. Tratar-se-? de estudar os impressos, livros, peri?dicos, teses, disserta??es e arquivos de documenta??o sobre o INEP, existentes no Arquivo An?sio Teixeira do Centro de Pesquisa e Documenta??o de Hist?ria Contempor?nea do Brasil (CPDOC)/Funda??o Get?lio Vargas (FGV), as publica??es do INEP/Centro Brasileiro de Pesquisas Educacionais (CBPE), inclu?das a Revista Brasileira de Estudos Pedag?gicos e o Boletim do CBPE, bem como arquivo remanescente do CBPE, que se encontra no campus da Universidade Federal do Rio de Janeiro (UFRJ). Especialmente, os arquivos pessoais de L?cia Marques Pinheiro que se encontram na Associa??o Brasileira de Educa??o (ABE), do qual consultamos e recebemos a autoriza??o para digitaliza??o. Outra fonte prim?ria que tem nos auxiliado no mapeamento cronol?gico de sua atua??o, s?o 93 edi??es do Di?rio Oficial da Uni?o. Fonte essa que traz informa??es importantes, desde o seu ingresso (1937) at? a sua aposentadoria (1987) no sistema p?blico de ensino.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-10-25T10:42:01Z No. of bitstreams: 1 2015 - Lenir Lemos Furtado Aguiar.pdf: 4153607 bytes, checksum: 734b2bf741e5324bb4b0a2544b91d049 (MD5) / Made available in DSpace on 2016-10-25T10:42:01Z (GMT). No. of bitstreams: 1 2015 - Lenir Lemos Furtado Aguiar.pdf: 4153607 bytes, checksum: 734b2bf741e5324bb4b0a2544b91d049 (MD5) Previous issue date: 2015-10-21 / This study aims to evaluate the contributions of the Institutional Program of teaching initiation grant (PIBID) in the formation process of the undergraduate course of Biological Sciences at the Federal Rural University of Rio de Janeiro (UFRRJ), searching to understand how participation in this program may be constituted as an epistemological space formation, through which knowledge necessary to carry out teaching are built and reinterpreted. Adopted as a methodological way, the story of life, using tools of the autobiographical method and the narratives of formation, to meet / rescue through texts (email, letter) the historicity of this moment in the formation and how this contributes / marked the trajectory of these graduates. For this understanding, we try to sort and organize texts highlighting / separating the following categories for analysis: 1) PIBID Importance of training; 2) Impact of school routine training; 3) dissociation theory and practical training; 4) practical importance on training / performing activities. According to the analysis of these categories, we can point to for licensing this program has meaning and can be motivator in choosing the teaching profession, as it was also considered important to the practice of teaching practice. It is a program that provided the methodological innovation and provided a list of interaction between school / university / Este trabalho teve como objetivo avaliar as contribui??es do Programa Institucional de Bolsa de Inicia??o ? Doc?ncia (PIBID) no processo formativo dos licenciandos do curso de Ci?ncias Biol?gicas da Universidade Federal Rural do Rio de Janeiro (UFRRJ), buscando entender como a participa??o neste programa pode se constituir como um espa?o epistemol?gico de forma??o, por meio do qual conhecimentos necess?rios ao exerc?cio da doc?ncia s?o constru?dos e ressignificados. Adotamos como caminho metodol?gico, a hist?ria de vida, utilizando ferramentas do m?todo autobiogr?fico e das narrativas de forma??o, para conhecer/resgatar atrav?s de textos (mensagens eletr?nicas, cartas) a historicidade deste momento na forma??o e como este contribui/ marcou a trajet?ria destes egressos. Para tal compreens?o, procuramos classificar e organizar os textos destacando/separando as seguintes categorias para an?lise: 1) Import?ncia do PIBID na forma??o; 2) Impacto do cotidiano escolar na forma??o; 3) Dissocia??o teoria-pr?tica na forma??o; 4) Import?ncia da pr?tica na forma??o/realiza??o de atividades. De acordo com as an?lises destas categorias, podemos apontar como para os licenciandos este programa tem significados e pode ser motivador na escolha da profiss?o docente, como ele tamb?m foi considerado importante para o exerc?cio da pr?tica docente. Um Programa que proporcionou a inova??o metodol?gica e proporcionou uma rela??o de intera??o entre escola/universidade.