Made available in DSpace on 2014-12-17T14:36:27Z (GMT). No. of bitstreams: 1 EvanizeCR_DISSERT_1_129.pdf: 4699030 bytes, checksum: 92a2d0ec187f09e20c6813a2c78b87bc (MD5) Previous issue date: 2010-04-16 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / In contemporary society, distance education is expanding, especially in the offering of courses of initiatory professor training. By the side of possibilities, there is the need to critically reflect on the government decision to finance, and even to incite distance education, as a more economic way to achieve, within different time and space, the greatest quantity of the population, trying to fill the gaps of the Brazilian school education. The research was made in the Biology Bachelor Course offered by the Pernambuco University (UPE), in the context of the Presential Support Pole of the Paraiba State University, located in the city of Campina Grande. Along this study, we intend to analyze the evaluation practice and the instruments of valuation available in the virtual environment of learning (AVA), used by the former professors in the learning evaluation of the contents offered by the reference course. The relevance of the discussion is to reflect about the results of distance education in the initial of the professor training. To perceive the possibilities and limitations concerning the technological resources available at the educational process, especially to the evaluation practice, is primordial in order to comprehend the contents of learning that can be explored by the professors and which is the dialogical relation that is firmed between professor, preceptor and student, in favor of the learning development and an effective and meaningful education. The qualitative research had the symbolic interacionism as a methodological-theoretical approach. We gathered informations through institutional documents, documental records, questionnaires and semi-structured interviews. Treating and analyzing the data we used the content analysis method (Bardin, 1977). As a theoretical basis, we relied on authors such as Zabala (1998, 1999), Aretio (2002), Hoffmann (2003, 2005), Silva, M. (2003, 2006), Belloni (2006), Luckesi (2008), Silva, J. (2008), Vasconcelos (2008) and Domingos (2009). It was evident the need to reflect about the educational practice of the professors and preceptors responsible for the academic distance learning, concerning the evaluation of the learning contents in a autonomous and innovatory way, identifying its influence in the development of values which are considered vital to a complete professor upbringing. The evaluation in a mediator approach is necessary to the reality of an online classroom, because of its character to promote the improvement of the action of the one who is teaching and the one Who is learning in an interactive, collaborative and cooperative perspective, seeking a transformative praxis. Involved in this formation, the bachelors will be able to promote the development of capacities and skills necessary to the complete learning of theirs future students, certifying the education for life, which is a perspective that includes the knowing, the knowing how to do and how to be, a living being with sustainable relations with the others and with nature / A educa??o a dist?ncia na sociedade contempor?nea vem se expandido, sobretudo na oferta de cursos de forma??o inicial docente. Ao lado das possibilidades, h? necessidade de refletir criticamente sobre a decis?o governamental de financiar e at? incentivar o ensino a dist?ncia como uma maneira mais econ?mica de atingir o m?ximo da popula??o em tempo e espa?o diversos, almejando com isso o preenchimento de lacunas na educa??o escolar brasileira. A pesquisa foi realizada no curso de Licenciatura em Ci?ncias Biol?gicas oferecido pela Universidade de Pernambuco (UPE), a partir do contexto do P?lo de Apoio Presencial da Universidade Estadual da Para?ba (UEPB) na cidade de Campina Grande. Neste estudo nos propomos a analisar a pr?tica avaliativa e os instrumentos de avalia??o dispon?veis no ambiente virtual de aprendizagem (AVA), utilizados pelos professores formadores na avalia??o da aprendizagem dos conte?dos oferecidos pelo curso em refer?ncia. A import?ncia dessa discuss?o ? refletir sobre os resultados do ensino a dist?ncia na forma??o inicial docente. Perceber as possibilidades e limita??es dos recursos tecnol?gicos dispon?veis ao processo educativo, e em especial a pr?tica avaliativa, ? primordial para compreendermos quais os conte?dos de aprendizagem podem ser explorados pelos docentes e qual a rela??o dial?gica que se firma entre professor, tutor e aluno em prol do desenvolvimento da aprendizagem com vistas a uma a??o educativa eficaz e significativa. A pesquisa qualitativa teve a abordagem te?rico-metodol?gica voltada para o interacionismo simb?lico. Reunimos informa??es atrav?s de documentos institucionais, ficha documental, question?rio e entrevista semiestruturada. Para o tratamento e an?lise dos dados utilizamos o m?todo da an?lise de conte?do (Bardin, 1977). Como embasamento te?rico apoiamo-nos entre outros autores, em Zabala (1998, 1999), Aretio (2002), Hoffmann (2003, 2005), Silva, M. (2003, 2006), Belloni (2006), Luckesi (2008), Silva, J. (2008), Vasconcelos (2008) e Domingos (2009). Ficou evidente a necessidade de refletir sobre o redimensionamento da pr?tica educativa dos professores e tutores respons?veis pela forma??o acad?mica a dist?ncia, no que concerne ? avalia??o dos conte?dos de aprendizagem numa perspectiva aut?noma e inovadora, identificando sua influ?ncia no desenvolvimento de valores imprescind?veis ? consolida??o de uma forma??o docente de qualidade. A avalia??o numa abordagem mediadora ? necess?ria para a realidade da sala de aula online pelo seu car?ter de promover a melhoria da a??o de quem ensina e de quem aprende numa perspectiva interativa, colaborativa e cooperativa visando uma pr?xis transformadora. Inseridos nessa forma??o, os licenciandos de Ci?ncias Biol?gicas tornar-se-?o capazes de promover o desenvolvimento de capacidades, compet?ncias e habilidades necess?rias ? forma??o integral dos seus futuros alunos, garantindo o educar para a vida, perspectiva esta que inclui o conhecer, o saber fazer e o saber ser, um ser vivo com rela??es sustent?veis com todos os outros e com a natureza

Made available in DSpace on 2015-03-03T14:49:36Z (GMT). No. of bitstreams: 1 MargareteFVS_TESE.pdf: 414753 bytes, checksum: 3dbb9bbcbef1f9d44902db5304345aec (MD5) Previous issue date: 2006-03-02 / This paper concern the general subject of teacher career construction, since the period of the initial formation in the teaching course of pedagogy crossing the first effectives experiences of professional performance, until the reflections about the results of the continuous formation propositions. The specifics subject is the formative quotidian in the teacher s life beyond of the traditional stereotypes about individuals and institutions bring up for discussion a micro sociological approach about the professionals uncertainty and the personal hopes, the teacher displeasures and the pedagogical satisfactions. The epistemological reflection about the different formatives experiences, taking as example the Programa de Forma??o de Alfabetizadores PROFA (Alphabetizers Formation Program) developed by the Secretaria Municipal de Educa??o of Natal City, consider the ambiguous tension between the knowledge that the teachers acquire in their formation and the concrete teachers practical since those experiences. The study methodology is based in the qualitative comprehensive research, sustained by observations, impressive reflective accounts, and also in the theoretic analyses with contemporary references to the critical pedagogical through and education sociology. I used the autobiographic reflective account by the writer-researcher in her owner academic and professional way. I propose an image of a teacher s factory in such a way for its conformist aspects to the continuity stands as much the internal contradictions of the system. Gears, pieces and manual instructions are the educational components of this factory as ideological, institutional and technical structures to aim at to limit the critics and the changes. However the teachers thinking and acting with their owner creativity to adapted uncontexted professional knowledge s to their pedagogical lives. Under those analogies I propose the problem of this research the teacher s formation and theirs pedagogical practices- and also examine briefly its theoretic-philosophical and methodological basis. From the analysis and interpretation of my owner experiential life as teacher s educator I put the necessity of re-thinking the teacher s formation in terms to rebound more meaningfully in their pedagogical actuation. I believe an important part of the teacher s formation process is the personal wish to learn more about the office, explicitly connected to human convictions and values such as to a positive professional identity. Thus, the teacher able to reflect about your owner educator life can find the best way to help the students to think critically about their culture and history, valorizing creative exits by themselves to face the conformist social stands connected with school education / Esse trabalho trata do tema geral da constru??o da carreira docente, desde o per?odo da forma??o inicial no curso de licenciatura em pedagogia, passando pelas primeiras experi?ncias efetivas de desempenho profissional, at? a reflex?o sobre os resultados das propostas de forma??o continuada. A tem?tica espec?fica ? a do cotidiano formativo na vida dos professores al?m dos estere?tipos tradicionais sobre indiv?duos e institui??es, trazendo ? discuss?o uma abordagem micro-sociol?gica sobre as incertezas profissionais e as esperan?as pessoais, os descontentamentos docentes e as satisfa??es pedag?gicas. A reflex?o epistemol?gica sobre as diferentes experi?ncias formativas, tomando como exemplo o Programa de Forma??o de Alfabetizadores (PROFA) desenvolvido pela Secretaria Municipal de Educa??o de Natal-RN, discute a tens?o amb?gua entre os conhecimentos que o professor adquire na sua forma??o e as pr?ticas docentes concretas a partir dessas experi?ncias. A metodologia do estudo baseou-se na pesquisa qualitativa compreensiva, amparada em observa??es, em relatos impressionistas e reflexivos, assim como em an?lises te?ricas com refer?ncias contempor?neas ao pensamento da pedagogia cr?tica e da sociologia da educa??o. Utilizei o formato de uma narrativa autobiogr?fica reflexiva da pesquisadora-autora em seu pr?prio trajeto acad?mico e profissional. Propus a imagem da f?brica de professores, tanto pelos seus aspectos de conformismo aos padr?es de continuidade quanto ?s contradi??es internas do sistema. Engrenagens, pe?as e manuais de instru??o s?o os componentes educacionais dessa f?brica, como estruturas ideol?gicas, institucionais e t?cnicas, que visam limitar as cr?ticas e as mudan?as. Todavia, os professores pensam e atuam com criatividade pr?pria para adaptar conhecimentos profissionais descontextualizados para as suas viv?ncias pedag?gicas. Com essas analogias proponho o problema desta pesquisa a forma??o de professores e suas pr?ticas docentes e tamb?m examinar brevemente o lastro te?rico-filos?fico e metodol?gico que a ampara. A partir da an?lise e interpreta??o da pr?pria viv?ncia como formadora de professores, coloco a necessidade de se repensar a forma??o de professores de maneira a repercutir mais significativamente na sua atua??o docente. Acredito que um componente importante do processo de forma??o do professor ? o desejo pessoal de aprender mais sobre seu of?cio, explicitamente ligado a convic??es e valores humanos assim como a uma identidade profissional positiva. Assim, o professor capaz em refletir sobre a sua pr?pria vida de educador, pode encontrar o melhor modo de ajudar os alunos a pensarem criticamente sobre a sua cultura e a sua hist?ria, eles pr?prios valorizando sa?das criativas diante dos padr?es conformistas da sociedade ligados ? educa??o escolar

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-08-03T17:19:04Z No. of bitstreams: 1 2016 - L?o Manso Ribeiro.pdf: 2045163 bytes, checksum: b33674eb288f4cea0f42bbb60c8a5a04 (MD5) / Made available in DSpace on 2017-08-03T17:19:04Z (GMT). No. of bitstreams: 1 2016 - L?o Manso Ribeiro.pdf: 2045163 bytes, checksum: b33674eb288f4cea0f42bbb60c8a5a04 (MD5) Previous issue date: 2016-02-23 / We believe that the education management model presented by the government of Rio de Janeiro State transfers to teachers all responsibility for problems faced in education. The logic established by this new paradigm is based on a productivist vision and does not establish a proposal for public education guided by an emancipatory practice, that is, to enable students to understand their reality, showing only concern with the improvement of the indexes provided by the state network teaching the assessments established by the Ministry of Education (MEC). The choice for this research demonstrates our interest in contributing to the investigation into the current model of school management of the State Schools of Rio de Janeiro that determines restructuring the work of teachers. The relevance of this research directs to the expansion of knowledge about the reactions that teachers of Ciep Brizol?o 175 Jos? Rego Lins have in relation to the implementation of managerialism as a new paradigm of management of school work in the State Network of Rio State Education from January. For data collection, we use the following instruments: analysis of primary literature sources; analysis of secondary sources; application of a questionnaire with open questions and multiple choice (closed); interviews with key informants and field diary. We find that the social, political and economic management of this new paradigm of school work, conduct search students (workers) a conformation regarding the structure of contemporary society. And because of this, a significant number of teachers as well as the management team, have huge critical to the implementation of GIDE due to her focus the results to be achieved in IDEB instead of seeking to develop a management model that provides students the ability to become emancipated individuals. / Consideramos que o modelo de gerenciamento da educa??o apresentado pelo governo do Estado do Rio de Janeiro transfere aos professores toda a responsabilidade pelos problemas enfrentados na educa??o. A l?gica estabelecida por este novo paradigma ? fundamentada numa vis?o produtivista e n?o estabelece uma proposta de educa??o p?blica orientada por uma pr?tica emancipadora, ou seja, que permita aos estudantes compreender a sua realidade, demonstrando apenas preocupa??o com a melhora dos ?ndices apresentados pela rede estadual de ensino nas avalia??es estabelecidas pelo Minist?rio da Educa??o (MEC). A escolha por essa pesquisa demonstra nosso interesse em contribuir com as investiga??es sobre o atual modelo de gest?o escolar da Rede Estadual de Ensino do Rio de Janeiro que determina uma reestrutura??o no trabalho dos professores. A relev?ncia desta pesquisa direciona-se ? amplia??o do conhecimento a respeito das rea??es que os docentes do Ciep Brizol?o 175 Jos? Lins do Rego possuem em rela??o ? implanta??o do gerencialismo como novo paradigma da gest?o do trabalho escolar na Rede Estadual de Educa??o do Estado do Rio de Janeiro. Para levantamento de dados, nos utilizamos dos seguintes instrumentos: an?lise de fontes bibliogr?ficas prim?rias; an?lise de fontes secund?rias; aplica??o de um question?rio com quest?es abertas e de m?ltipla escolha (fechadas); entrevista com informante-chave e um di?rio de campo. Constatamos que o significado social, pol?tico e econ?mico deste novo paradigma de gest?o do trabalho escolar, busca conduzir os estudantes (trabalhadores) a uma conforma??o em rela??o a estrutura da sociedade contempor?nea. E, em fun??o disso, um n?mero expressivo de professores como tamb?m da equipe gestora, possuem enormes cr?ticas ? implanta??o da GIDE em decorr?ncia dela privilegiar os resultados a serem alcan?ados no IDEB ao inv?s de procurar desenvolver um modelo de gest?o que forne?a aos estudantes a capacidade de tornarem-se indiv?duos emancipados.

Made available in DSpace on 2014-12-17T15:07:08Z (GMT). No. of bitstreams: 1 CeliaMMBS_TESE.pdf: 5057611 bytes, checksum: ed5c06e8a38bc43ba3463404a9c6479a (MD5) Previous issue date: 2010-04-26 / Settled within the realm of a problematization towards teaching and learning the Portuguese language, this study aims to investigate the way how the Portuguese Language discipline is dealt with in Secondary School. We propose specifically to analyze the orientations of the official documents concerning the educator practice, examining the way the PCNEM proposal is approached in the didactic book, identifying the treatment given to language questions, analyzing the way the teacher uses the didactic book and verifying the relations between the official approach and the pedagogical practice. The analysis takes into account the several discourses concerning school literacy, considering the various political-educational instances which institutionalize the teaching of the mother tongue - where we locate the teaching that is wanted . In what teachers and students say in their activities and concerning them - the realm of the teaching that is performed - we presuppose that there are signs of the principles - or conceptions - that orientate what they understand by language, teaching and learning. Such evidences are considered within the interrelation of the enunciative places where this literacy is promoted: the public policies concerning education - focusing the language questions - the academic researches about those questions, the educator formation and capacitation and the very school practices in the complexity of their discoursive inter-subjectivity. The principles - or conceptions - are pursued in what is said (or not) about what is done (or not) in the classroom when dealing with the Portuguese Language. The corpus is made up of oral and written texts produced in Portuguese classes in the Secondary School at a public school in the city of Natal, Rio Grande do Norte, Brazil. Situated in the realm of Applied Linguistics, the research is conducted in a qualitative and interpretative perspective, following the ethnography of communication procedures and the contributions of the Functional Linguistics. In the observations, language conceptions were discerned, among others, besides beliefs and representations where the theoretical and practical aspects, professional roles, expectations and uncertainties were diluted. / Situado no ?mbito de uma problem?tica voltada para o ensino e a aprendizagem da l?ngua portuguesa, este estudo tem por objetivo investigar o modo como a disciplina L?ngua Portuguesa ? trabalhada no Ensino M?dio. De modo espec?fico, propomonos, nesse contexto de ensino, analisar as orienta??es dos documentos oficiais para a pr?tica docente, examinar de que forma a proposta dos PCNEM ? abordada no livro did?tico, identificar o tratamento dado ?s quest?es de l?ngua, analisar como o professor utiliza o livro did?tico e verificar as rela??es entre a abordagem oficial e a pr?tica pedag?gica. A an?lise leva em conta os v?rios discursos relativos ao letramento escolar, consideradas as v?rias inst?ncias pol?tico-educacionais e did?tico-pedag?gicas que instituem o ensino da l?ngua materna onde localizamos o ensino que se deseja . No que dizem professor e alunos em suas atividades e a respeito delas a dimens?o do ensino que se faz , pressupomos encontrarem-se ind?cios dos princ?pios ou concep??es que orientam aquilo que eles entendem por l?ngua, ensino e aprendizagem. Tais ind?cios s?o considerados na inter-rela??o dos lugares enunciativos em que se promove esse letramento: as pol?ticas p?blicas voltadas para a educa??o com foco nas quest?es de l?ngua - as pesquisas acad?micas sobre tais quest?es, a forma??o e a capacita??o docentes, e as pr?prias pr?ticas escolares, na complexidade de suas intersubjetividades discursivas. Os princ?pios ou concep??es s?o perseguidos naquilo que ? dito (ou n?o) sobre o que se faz (ou n?o) na sala de aula, no trato com a l?ngua portuguesa. O corpus se constitui de textos orais e escritos produzidos em aulas de portugu?s do Ensino M?dio, numa escola p?blica da cidade do Natal. Situada no ?mbito da Lingu?stica Aplicada, a pesquisa ? conduzida numa perspectiva qualitativa e interpretativista, seguindo-se procedimentos da etnografia da comunica??o e aportes da Lingu?stica Funcional. Nas constata??es, s?o observadas concep??es de l?ngua, entre outras, al?m de representa??es e cren?as em que se diluem aspectos te?ricos e pr?ticos, pap?is profissionais, expectativas e incertezas.