Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-04-03T22:51:36Z No. of bitstreams: 1 AnaLuizaPalhanoCamposSilva_DISSERT.pdf: 3646707 bytes, checksum: e6a4d5fdc71374f42ec5603986d8bef5 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-04-11T21:56:50Z (GMT) No. of bitstreams: 1 AnaLuizaPalhanoCamposSilva_DISSERT.pdf: 3646707 bytes, checksum: e6a4d5fdc71374f42ec5603986d8bef5 (MD5) / Made available in DSpace on 2017-04-11T21:56:50Z (GMT). No. of bitstreams: 1 AnaLuizaPalhanoCamposSilva_DISSERT.pdf: 3646707 bytes, checksum: e6a4d5fdc71374f42ec5603986d8bef5 (MD5) Previous issue date: 2017-01-30 / Esta disserta??o possui como tema de estudo o papel do ensino de Cenografia na forma??o do professor de Teatro. Nesse sentido, buscou-se apresentar uma an?lise sobre a proposta de forma??o em Cenografia ofertada pelo Laborat?rio de Estudos Cenogr?ficos e Tecnologias da Cena - CENOTEC aos alunos do curso de Licenciatura em Teatro da Universidade Federal do Rio Grande do Norte ? UFRN. Trata-se de uma pesquisa de natureza qualitativa que, utilizando os m?todos e as t?cnicas do estudo de caso, como observa??o participante, entrevistas, question?rios e an?lise de documentos e registros (fotogr?ficos e cinematogr?ficos), visou refletir como esse laborat?rio contribui para a forma??o do professor de Teatro nesta universidade, quais a??es pedag?gicas desenvolve e quais os desafios enfrenta. Para a constru??o desta an?lise, a pesquisa dialoga com autores como P?mela Howard (2009) e Mickinney e Butterworth (2009), na discuss?o sobre Cenografia e suas transforma??es nos s?culos XX e XXI, al?m de Ara?jo (2005), Freire (2010), Leite (1996), Salles (2012) e Alves (2006), no debate sobre ensino de Cenografia e forma??o de professores. Portanto, por meio desta investiga??o, busca-se difundir e ampliar as discuss?es sobre os aspectos pedag?gicos do ensino de Cenografia para al?m dos aspectos t?cnicos no campo da Pedagogia Teatral. / This dissertation project has as study subject the role of scenography teaching in the formation of the Theatre teacher. In this sense, sought to present an analysis of the training proposal in scenography offered by Scenographic Studies and Scene Technologies Laboratory - CENOTEC to the students of bachelor's degree in Theatre of the Federal University of Rio Grande do Norte ? UFRN. This is a qualitative research, using the methods and techniques of the case study as participant observation, interviews, questionnaires and analysis of documents and records (photographic and cinematographic), that aimed at reflecting how this laboratory contributes to the formation of Theatre teacher at this university, which educational activities develops and what challenges facing. For the construction of this analysis, the research dialogues with authors like Pamela Howard (2009) and Mickinney and Butterworth (2009), about the discussion of scenography and its transformations in the twentieth and twenty-first centuries, besides Ara?jo (2005), Freire (2005), Leite (1996), Salles (2012) and Alves (2006) in the debate about scenography teaching and teachers training. Therefore, through this research, we seek to spread and expand discussions on the pedagogical aspects of scenography teaching beyond the technical aspects in the field of Theatre Pedagogy.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-04-17T22:47:11Z No. of bitstreams: 1 CristianoDeAlmeidaCardosoMarcelinoJunior_TESE.pdf: 4648468 bytes, checksum: d78190fe738712c200c7122d4e2d04bb (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-04-19T22:34:07Z (GMT) No. of bitstreams: 1 CristianoDeAlmeidaCardosoMarcelinoJunior_TESE.pdf: 4648468 bytes, checksum: d78190fe738712c200c7122d4e2d04bb (MD5) / Made available in DSpace on 2017-04-19T22:34:07Z (GMT). No. of bitstreams: 1 CristianoDeAlmeidaCardosoMarcelinoJunior_TESE.pdf: 4648468 bytes, checksum: d78190fe738712c200c7122d4e2d04bb (MD5) Previous issue date: 2014-02-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Este estudo apresenta o desenho de um sistema did?tico para servir como refer?ncia ? atividade de ensino de professores de qu?mica, no que diz respeito ? forma??o da habilidade de explicar as propriedades dos is?meros. Partiu-se do pressuposto que a forma??o dessa habilidade generaliza uma habilidade mais ampla, de explicar as propriedades das subst?ncias, e permeia a rela??o dial?tica entre a atividade formativa inicial e a atividade profissional do professor de qu?mica. Assumiu-se o materialismo dial?tico e hist?rico para orienta??o te?rico-metodol?gica geral do estudo. Dos seus fundamentos se alicer?a a teoria de forma??o planejada das a??es mentais e dos conceitos, proposta por Piotr Yakovlevich Galperin (2001), tomada como a base para as posi??es efetuadas no plano epistemol?gico, psicol?gico e pedag?gico. Nina Tal?zina (2009, 1987) e Isauro Beltr?n N??ez (2009, 1999, 1992) tamb?m se destacam como os outros dois principais autores utilizados para compor o referencial adotado. Para subsidiar a concep??o e o desenvolvimento do sistema did?tico, realizou-se uma investiga??o da abordagem do conte?do isomeria nas seguintes fontes: i) livros de qu?mica org?nica de diferentes n?veis de ensino; ii) provas de sistemas de avalia??o seriada (SSA) de universidades p?blicas e do Exame Nacional do Ensino M?dio (ENEM; e iii) documentos oficiais do sistema educacional brasileiro. Os resultados das an?lises permitiram verificar que a isomeria ? um conte?do tradicional e oficialmente institu?do no Pa?s, mas que tem sido negligenciado pelo ENEM e recebe um tratamento nas provas dos SSA similar ao apresentado nos livros did?ticos do ensino m?dio. De um modo geral, as estrutura??es seguidas pelos livros guardam diferen?as na quantidade de conte?dos contemplados, de acordo com o n?vel de ensino, e seguem uma sequ?ncia linear e desarticulada. O sistema did?tico proposto teve os seus objetivos diretamente relacionados a indicadores qualitativos, voltados ao planejamento, ? orienta??o, ? execu??o e ao controle do processo formativo da habilidade geral e ? avalia??o do seu desenvolvimento. A determina??o do conte?do foi realizada pela aplica??o do m?todo te?rico da atividade, considerando a correspond?ncia entre a compet?ncia formal do licenciado de qu?mica, as habilidades a serem desenvolvidas ao longo da sua atividade formativa inicial e as tarefas b?sicas do futuro professor de qu?mica no seu campo de atua??o profissional. A estrutura??o do conte?do foi realizada com o enfoque sist?mico estrutural-funcional. Tamb?m se desenvolveu uma invariante funcional de execu??o da habilidade, para ser utilizada em propostas seguindo nas etapas do ciclo cognoscitivo proposto por Galperin, com um a base orientadora da atividade do tipo III. Nesse sentido, desenvolveram-se diferentes situa??es de ensino para serem utilizadas como um sistema de tarefas para a forma??o da habilidade, na perspectiva tomada para o sistema did?tico como um todo, de contribuir para ensinar a licenciandos em qu?mica a ensinarem conte?dos qu?micos. / This study presents the design of a didactic system to be used as a reference, to the activity of teaching chemistry teachers about the ability to explain the properties of the isomers. The study is based on the presupposition that the formation of this ability generalizes a more ample ability ? that of explaining the properties of the substances ? and that it is part of the dialectic relation between the initial formative activity and the professional activity of the chemistry teacher. The study used dialectic and historical materialism for the general theoretical-methodological direction of the study. In principle, the theory of planned formation of mental actions and concepts, proposed by Piotr Yakovlevich Galperin (2001), was taken as basis for the epistemological, psychological and pedagogic plan. Nina Tal?zina (2009, 1987) and Isauro Beltr?n N??ez (2009, 1999, 1992), are the other two main authors used to compose the reference base of the study. To help the conception and the development of the didactic system, an investigation of the isomerism content in the following sources was carried out: i) organic chemistry books of different levels; ii) tests of serial systems of assessment (SSA) from public universities and from the Exame Nacional do Ensino Medio (ENEM) [on a par with the SATs in the US]; and iii) official documents of the Brazilian educational system. The results of the analyses verified that isomerism is a traditional content officially instituted in the country, but that has been neglected by the ENEM and receives a treatment in the SSA tests similar to that presented in high school didactic books. Generally, the structures followed by the books have differences in the quality of the contents contemplated, according to the teaching level, and follow a linear and disarticulated sequence. The objectives of the proposed didactic system are directly related to qualitative indicators based on planning, orientation, execution and control of the formative process of the general ability of teaching, and to the evaluation of this development. The determination of the content was carried out by applying the theoretical method of the activity, considering the relation between the formal competence of the chemistry teacher, the abilities to be developed along his/her initial formative activity and the basic tasks of the future chemistry teacher in his/her field of professional work. The structuring of the content was carried out with a structural-functional systemic focus. A functional invariant of execution of ability was also developed to be used in proposals following the cognoscitive cycle stages proposed by Galperin, with an orientation base of activity type III. Thus, different teaching situations were developed to be used as a task system for the formation of the ability of teaching, in a didactic system taken as a whole, which contributes to teaching chemistry teachers to better teach the contents of the field of chemistry.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-05-04T23:13:45Z No. of bitstreams: 1 MariaAlieteCavalcanteBormann_TESE.pdf: 3224000 bytes, checksum: 798f1ae2c6c783a8ac2a965fdf4edb3f (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-05-04T23:23:54Z (GMT) No. of bitstreams: 1 MariaAlieteCavalcanteBormann_TESE.pdf: 3224000 bytes, checksum: 798f1ae2c6c783a8ac2a965fdf4edb3f (MD5) / Made available in DSpace on 2017-05-04T23:23:54Z (GMT). No. of bitstreams: 1 MariaAlieteCavalcanteBormann_TESE.pdf: 3224000 bytes, checksum: 798f1ae2c6c783a8ac2a965fdf4edb3f (MD5) Previous issue date: 2012-08-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / O objetivo deste trabalho ? a an?lise da Proposta Curricular do Ensino M?dio Noturno (EMN) implementada, inicialmente, como um projeto piloto focando princ?pios te?ricos e metodol?gicos que tomam o estudante noturno e suas expectativas de aprendizagem como refer?ncia, desenvolvida em onze escolas da rede p?blica estadual do Rio Grande do Norte. A proposta surge como uma alternativa para diminuir os altos ?ndices de abandono, evas?o e de repet?ncia dos trabalhadores estudantes, uma problem?tica recorrente e com forte preju?zo nesse n?vel de ensino. A pesquisa parte do princ?pio de que o EMN n?o pode ser pensado como continuidade do ensino regular diurno, uma vez que os sujeitos t?m caracter?sticas, aspira??es e interesses bem diversificados, o que exige uma escola com um projeto respeitoso ?s necessidades do trabalhador estudante, no que tange ? carga hor?ria, ? organiza??o curricular, ?s metodologias de ensino e ao sistema avaliativo. Isso implica conceber uma estrutura formativa diferenciada (curr?culo, conte?dos, metas, entre outros) que reflita os interesses dos envolvidos, sem ser uma mera repeti??o da escola diurna. Conferir ao EMN uma identidade diferenciada passa por (re) pens?-lo no contexto real em que se insere, o que exige profundas modifica??es no sistema pol?tico, pedag?gico e ideol?gico que o sustenta. A ades?o ? proposta por parte dos educadores envolvidos levou-os a mudar suas pr?ticas pedag?gicas no espa?o escolar para melhorar a aprendizagem deles pr?prios e dos estudantes. Essa experi?ncia revela-se como pertinente e aparece como uma poss?vel pol?tica estadual em expans?o desde 2007. A fundamenta??o te?rica para responder ? investiga??o, respalda-se na ideia da escola unit?ria de Gramsci (1987, 1991, 2006) que tinha como objetivo preparar o homem para o exerc?cio da cidadania e para ser dirigente, o que implica um curr?culo fundamentado no conhecimento t?cnico, em no??es cient?ficas aplicadas ? ind?stria; curr?culo cr?tico de Sacrist?n (2000, 2002, 2006, 2008); de Apple (2001, 2002) e de Bourdieu (2003, 2006, 2008) e forma??o e profissionaliza??o docente na perspectiva de Ramalho, N??ez e Gauthier (2004), entre outros. A an?lise dos dados leva em considera??o as Orienta??es Curriculares para o Ensino M?dio Noturno do Rio Grande do Norte, question?rios aplicados aos educadores e aos trabalhadores estudantes, e relat?rios das escolas envolvidas no projeto com base na An?lise de Conte?do de Bardin (2010) e no software Modalisa 6.0, desenvolvido por professores pesquisadores da Universidade de Paris 8. / This work is an analysis of the School Curriculum Proposal for the Night-time Secondary Education (EMN) which has been developed in eleven schools belonging to the public school network of the State of Rio Grande do Norte. This proposal arises out of an attempt to finding alternative solutions for bringing down the high rates of school drop-outs, absentees and repetition of the school year by student workers, a recurrent problem which has enormous negative impact on this type of education. With a view to changing this picture, the research has to be based on the premise that the EMN should not be seen as a continuation of the day-time education, having in mind that the night-time students present specific characteristics which have a bearing on the time allocated to classes, school curriculum organization, teaching methodologies and evaluation system. This presupposes a diversified education structure (school curriculum, contents, goals, inter alia), reflecting the interests of those involved and which should not merely entail a school education culture. To confer a diversified identity to EMN implies its insertion into the real-life context, a task which may require fundamental changes in the political, pedagogical, and ideological systems which sustain it. The embracement of the Proposal by the education professionals involved led them to change their own pedagogical practices in the school space to better improve their own learning and that of their students. The resulting experience is a pertinent one and emerges as a state policy in expansion since 2007. The theoretical foundation to back the research relies on the ideas of Gramsci Unitary School (1987, 1991, 2006); the critical school curriculum of Sacrist?n (2000, 2002, 2006, 2008), Apple (2001, 2002) and Bourdieu (2003, 2006, 2008); and the ideas of Teachers Training and Professionalization articulated by Ramalho, N??ez e Gauthier (2004), amongst others. The data analysis takes into account the School Curricula Orientations for the Night-time Secondary Education of the State of Rio Grande do Norte, questionnaires applied to teachers and to student workers and reports of the schools involved in the project, following the perspective of the Content Analysis of Bardin (2010) and the software Modalisa 6.0 developed by Paris 8 University.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-09-04T21:23:57Z No. of bitstreams: 1 ErivaniaMeloDeMorais_DISSERT.pdf: 2687840 bytes, checksum: 5b844f476c8ea4ee709134b7e3a9e75b (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-09-11T23:05:24Z (GMT) No. of bitstreams: 1 ErivaniaMeloDeMorais_DISSERT.pdf: 2687840 bytes, checksum: 5b844f476c8ea4ee709134b7e3a9e75b (MD5) / Made available in DSpace on 2017-09-11T23:05:24Z (GMT). No. of bitstreams: 1 ErivaniaMeloDeMorais_DISSERT.pdf: 2687840 bytes, checksum: 5b844f476c8ea4ee709134b7e3a9e75b (MD5) Previous issue date: 2017-02-22 / Os estudos em forma??o docente t?m encontrado na teoria das representa??es sociais um olhar que permite amplas reflex?es acerca das diversas dimens?es que norteiam a Educa??o em suas especificidades. Nesse sentido, esta pesquisa buscou verificar a representa??o social dos licenciandos participantes do Programa Institucional de Bolsa de Inicia??o a Doc?ncia - PIBID/UFRN acerca da doc?ncia. Para tanto, pautamos nosso olhar sob dois pilares: o primeiro, ? luz das Diretrizes Curriculares Nacionais para a forma??o inicial em n?vel superior e para a forma??o continuada de 2015, que considera a doc?ncia como a??o educativa; e, o segundo, sob o prisma da doc?ncia como a??o social. Nesse sentido, apontamos as representa??es sociais dos licenciandos participantes do PIBID, destacando os elementos centrais, intermedi?rios e perif?ricos; e verificamos a interfer?ncia do programa na forma??o desses estudantes, refletindo sobre os impactos dessa forma??o para a profiss?o docente. Para realizarmos a pesquisa apresentada, utilizamos por lastro tr?s pressupostos te?ricos: forma??o docente, pol?ticas p?blicas para a educa??o e representa??es sociais. Tais pressupostos est?o ancorados nos estudos de N?voa (1995, 1999, 2009), Perrenoud (1997, 2000, 2002), Freire (1996), Ramalho; Nu?ez e Gauthier (2004), Tardif (2005), Tardif e Lessard (2013); Moscovici (1978), Jodelet (2001), Jovchelovitch (1994), S? (1998), Minayo (1994), Abric (1998), entre outros, que nos permitiram uma pertinente reflex?o. Para an?lise documental nos fundamentamos na legisla??o contemplada pela LDB/1996, PNE (2014/2024), Decreto e Portaria de regula??o do PIBID e o Projeto institucional - PIBID/UFRN. Na dimens?o emp?rica, utilizamos, para a coleta de dados, a T?cnica de Associa??o Livre de Palavras - TALP, o question?rio socioecon?mico e a entrevista semiestruturada. No tocante a an?lise e interpreta??o dos dados, adotamos para tratamento quantitativo os softwares EVOC e Excel e para tratamento qualitativo, a An?lise de Conte?do (BARDIN, 2010). Os resultados evidenciaram os sentidos atribu?dos ? doc?ncia, entendida, pelos sujeitos da pesquisa, como um elemento complexo perpassado por cinco campos sem?nticos: a doc?ncia como voca??o, como forma??o, como profiss?o, como meta e como saber/fazer. Esses campos sem?nticos indicam um sentido multifacetado da doc?ncia e evidenciam uma representa??o social em processo cont?nuo de constru??o, guiados pelas transforma??es sociais que est?o em constante movimento. / Les ?tudes en formation de l?enseignant ont rencontrer dans la th?orie des repr?sentations sociales un regard qui permet une large r?flexion en ce qui concerne les diferentes dimentions qui guident l??ducation en ses particularit?s. En ce sense, cette recherche a essay? verifier la repr?sentation sociale des ?tudiants participants du Programa Institucional de Bolsa de Inicia??o a Doc?ncia ? PIBID/UFRN ? propos de l?enseignement. Pour ce faire, nous orientons notre regard sur deux piliers: Le premier, ? la lumi?re des Diretrizes Curriculares Nacionais pour la formation iniciale en niveux superieur e pour la formation continu?e de 2015, qui consid?re l?enseignement comme action educatif; et, le deuxi?me, sur le prisme de l?enseignement comme action sociale. En ce sens, nous avons montr? les representations sociales des ?tudiants participants du PIBID, en soulignant les ?lements centraux, interm?diaires et p?riph?riques; et nous avons constat? l?interf?rence du programme en la formation de ces ?tudiants, refl?tant sur les impacts de cette formation pour la profession d?enseignant. Pour r?alizer la pr?sente recherche, nous avons employ?, comme fondement, trois principes th?oriques: formation de l?enseignant, politiques publics pour l??ducation et repr?sentations sociales. Telles fondements sont ancr?s aux ?tudes de N?voa (1995, 1999, 2009), Perrenoud (1997, 2000, 2002), Freire (1996), Ramalho; Nu?ez e Gauthier (2004), Tardif (2005), Tardif e Lessard (2013); Moscovici (1978), Jodelet (2001), Jovchelovitch (1994), S? (1998), Minayo (1994), Abric (1998), entre autres, qui nous ont permit une r?flexion pertinente. Pour l?analyse documentaire nous avons bas? dans la l?gislation envisag?e pour la LDB/1996, PNE (2014/2024), le d?cret et l?ordonnance de r?glementation du PIBID et le project institutionnel - PIBID/UFRN. Dans la dimention empirique, nous avons utiliser, pour la collecte des donn?es, la T?cnica de Associa??o Livre de Palavras ? TALP, le questionnaire socio-?conomique et l?interview demi-structur?e. Dans le propos de l?analyse et interpr?tation de donn?es, nous avons adopt?, pour traitement quantitatif, les logici?les EVOC et Excel; et, pour le traitement qualitatif, l?An?lise de Conte?do (BARDIN, 2010). Les r?sultats ont mis en ?vidence les sens attribu?s a l?enseignement, entendu pour les sujets de la recherche, comme un ?l?ment complexe pass? par cinque champs s?mantiques: l?enseignement comme vocation, comme formation, comme profession, comme but, et savoire/faire. Ces champs s?mantiques indiquent un sens ? multiples facettes de l?enseignement et mis en ?vidence une repr?sentation sociale en continue constuction, conduits pour les transformations sociales qui sont en constant mouvement.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-11-01T21:02:07Z No. of bitstreams: 1 AnaCatarinaDeMeloSilva_DISSERT.pdf: 2201130 bytes, checksum: 6eed6eec8c84ccc4529f0f0977fdbafa (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-11-06T22:15:10Z (GMT) No. of bitstreams: 1 AnaCatarinaDeMeloSilva_DISSERT.pdf: 2201130 bytes, checksum: 6eed6eec8c84ccc4529f0f0977fdbafa (MD5) / Made available in DSpace on 2017-11-06T22:15:10Z (GMT). No. of bitstreams: 1 AnaCatarinaDeMeloSilva_DISSERT.pdf: 2201130 bytes, checksum: 6eed6eec8c84ccc4529f0f0977fdbafa (MD5) Previous issue date: 2017-07-25 / A intercompreens?o ? uma pr?tica comunicativa secular. Esse processo natural ? sistematizado cientificamente nos anos 1990, per?odo a partir do qual a teoria ? apresentada entre as abordagens plurais e inserida na Did?tica do plurilinguismo. No eixo educacional, os projetos pluril?ngues ajudam a diversificar o ensino, pois proporcionam a integra??o das diversas ?reas do conhecimento al?m de promover o respeito entre as l?nguas-culturas. Nessa perspectiva, como as a??es direcionadas ? intercompreens?o v?m sendo conduzidas no contexto brasileiro e, mais particularmente, no plano norte-rio-grandense? Esta pesquisa tem por objetivo geral identificar que a??es j? foram realizadas em prol da intercompreens?o nos ?mbitos nacional e local a fim de focalizar as repercuss?es iminentes no cen?rio educativo potiguar. Este estudo de finalidade explorat?ria e descritiva (GERHARDT e SILVEIRA, 2009), tamb?m estruturado em conson?ncia com os novos olhares da Lingu?stica Aplicada (RAJAGOPALAN, 2003 e MOITA LOPES, 2013, 2016), toma como instrumentos o question?rio e a entrevista semi-diretiva (QUIVY e CAMPENHOUDT, 1998). Os procedimentos anal?ticos baseiam-se na an?lise de conte?do (BARDIN, 1979), assim como no pr?prio referencial te?rico apresentado, cuja abrang?ncia integra intercompreens?o, educa??o e forma??o docente: Beacco et al, 2015; Cadd?o e Jamet, 2013; Capucho, 2013; De Carlo, 2010; Escud?, 2011; Martins, 2014; Meissner, 2008; Mu?oz e Burgos, 2013; Freire, 2011; Saviani, 2009; Gadotti, 2012; N?voa, 2009, 2012; Palma Filho, 2010, entre outros. Os sujeitos de pesquisa prov?m de tr?s grupos: professores de universidades brasileiras (I); participantes do I Col?quio de Intercompreens?o de Natal e alunos da UFRN inscritos na disciplina Intercompreens?o de L?nguas Rom?nicas (II) e profissionais da Educa??o B?sica atuantes na rede municipal de ensino p?blico (III). Os resultados apontam para a expans?o de a??es em prol da intercompreens?o tanto em ambiente acad?mico quanto em espa?o escolar, sobretudo por meio de parcerias entre universidades e Secretarias de Educa??o. Entre as pesquisas j? realizadas ou em curso, percebe-se um contingente significativo de delimita??es voltadas ? sala de aula. A partir desses resultados, pode-se concluir que este estudo contribui n?o s? para divulgar a intercompreens?o como para abrir caminhos a novas investiga??es acerca do tema. Afinal, os dados apontam para a possibilidade de multiplicar os intercompreendedores norte-rio-grandenses, tomando-se por base as primeiras repercuss?es j? destac?veis no contexto da educa??o potiguar. / Intercomprehension is a centuries-old communicative practice. This natural process was scientifically turned into a system during the 1990?s, and thenceforth presented amongst the plural approaches and inserted into the Didactics of plurilingualism. In the educational domain, plurilingual projects help to diversify teaching, as they allow for the integration of the multiple areas of knowledge and promote mutual respect amongst languages/cultures. Under this perspective, how are actions directed at intercomprehension being carried out within the Brazilian context and, more specifically, within that of the Brazilian state of Rio Grande do Norte? This research aims generally at identifying actions already carried out in favor of intercomprehension on national and local levels, in order to focus on the imminent repercussions for the state educational scenario. This research, which has an exploratory and descriptive goal (GERHARDT and SILVEIRA, 2009), and which is also structured following the new perspectives from Applied Linguistics (RAJAGOPALAN, 2003 and MOITA LOPES, 2013, 2016), uses as tools the questionnaire and the semi-directive interview (QUIVY and CAMPENHOUDT, 1998). The analytical procedures are based on content analysis (BARDIN, 1979), as well as on the theoretical references presented, the scope of which integrates intercomprehension, education and teacher education: Beacco et al, 2015; Cadd?o and Jamet, 2013; Capucho, 2013; De Carlo, 2010; Escud?, 2011; Martins, 2014; Meissner, 2008; Mu?oz and Burgos, 2013; Freire, 2011; Saviani, 2009; Gadotti, 2012; N?voa, 2009, 2012; Palma Filho, 2010, amongst others. The subjects of the research come from three groups: professors from Brazilian universities (I); participants in the I Col?quio de Intercompreens?o de Natal (1st Intercomprehension Colloquy in Natal) and UFRN students enrolled in the Intercomprehension for Romance Languages course (II), and Elementary Education professionals working at municipal public schools (III). Results point to an expansion of actions favoring intercomprehension in the academia as well as in schools, most of all through partnership between universities and secretariats of education. Amongst ongoing or already concluded researches one can observe a significant amount of delimitations focused on the classroom. From these results one can conclude that this research contributes not only to promote intercomprehension but also to pave the way to new investigations on the theme. After all, data points to the possibility of a multiplication in the number of intercomprehenders in the state of Rio Grande do Norte as we consider the first marked repercussions in the context of that state education.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-11-01T22:24:20Z No. of bitstreams: 1 BeneditoSilvanoFreire_DISSERT.pdf: 1709597 bytes, checksum: 10026e150acd2cdb4cf8aa4aced0af99 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-11-13T22:26:14Z (GMT) No. of bitstreams: 1 BeneditoSilvanoFreire_DISSERT.pdf: 1709597 bytes, checksum: 10026e150acd2cdb4cf8aa4aced0af99 (MD5) / Made available in DSpace on 2017-11-13T22:26:14Z (GMT). No. of bitstreams: 1 BeneditoSilvanoFreire_DISSERT.pdf: 1709597 bytes, checksum: 10026e150acd2cdb4cf8aa4aced0af99 (MD5) Previous issue date: 2017-07-28 / Foi a partir dos avan?os impulsionados pelas reformas educacionais, t?picas das demandas da sociedade, que surgiram ideias para a teoriza??o do Projeto Pol?tico Pedag?gico, (PPP), uma inova??o educacional que veio se sobrepor ?s ideias centralizadoras da educa??o como uma pol?tica p?blica. A partir de ent?o, as escolas ganham ?autonomia? para desenvolver seus planejamentos de forma descentralizada e organizar o ensino com a participa??o coletiva dos agentes da educa??o e da comunidade escolar. Por ser um documento inovador, ele proporciona o interesse de v?rios estudiosos, que elaboraram conceitos e teorias que passaram a dar suporte te?rico para in?meras pesquisas e pesquisadores. Nessa perspectiva, este estudo buscou a fundamenta??o te?rica em: Veiga (2010), Gadotti (2000), Vasconcelos, (2002), Padilha (2000) e Medel (2012). Apoiado nos autores citados, o estudo teve como objetivo conhecer e analisar o significado que ganha o PPP no ?mbito da inst?ncia escolar e de seus integrantes (Agentes da escolariza??o). Ap?s a defini??o do local em que a pesquisa foi aplicada, selecionou-se trinta e um professores para responder o question?rio, composto por quest?es abertas e fechadas, foi aplicado via e-mail para professores dos munic?pios de Monte Alegre e Natal. Antes da aplica??o do question?rio, foram realizados v?rios encontros com os professores para a exposi??o do tema e dos objetivos, j? que a coleta de dados foi realizada por via eletr?nica. Analisou-se um conjunto de dados apoiados na abordagem qualitativa, por ela requerer v?rias articula??es que precisam ser estabelecidas pelo pesquisador. (MINAYO, 2008). Os dados coletados foram sistematizados com o aux?lio do software Modalisa, e para an?lise destes recorreu-se ? An?lise de conte?do (BARDIN, 1997). Os resultados evidenciam que o Projeto Pol?tico Pedag?gico poderia contribuir mais para a qualidade do processo de ensino e aprendizagem se o mesmo fosse realmente assumido como refer?ncia das atividades formativas da escola envolvendo a participa??o de todos professores, gestores, pedagogos, pais e alunos. Nesse sentido, a pesquisa efetuada apontou alguns limitadores para o processo participativo do Projeto Pol?tico Pedag?gico, que de certa forma impacta sua capacidade de direcionar, de forma estrat?gica a gest?o e fortalecer os valores organizacionais. Apesar dos estudos indicarem que o Projeto Pol?tico Pedag?gico ? um documento que d? suporte e dire??o ?s atividades escolares, com suas dimens?es e princ?pios (MEDEL, 2012), os resultados apresentados pela pesquisa de campo demonstraram que existe um certo distanciamento desse documento numa perspectiva de ser o norteador das atividades educacionais, nas escolas em que os professores participaram da pesquisa, o que indica o n?o aproveitamento dos instrumentos necess?rios para que seja poss?vel atingir suas finalidades (PADILHA, 2000). Ao se constituir como processo, o Projeto Pol?tico Pedag?gico refor?a o trabalho integrado e organizado da equipe escolar, aspectos que o resultado da pesquisa n?o observou, o que de certa maneira, influencia no desenvolvimento do processo de ensino e aprendizagem (VEIGA, 1996). Ao desenvolvemos o estudo, constatou-se que fica claro a lacuna entre o que se defende em legisla??o e declara??es e o que se materializa, no plano pr?tico, no cotidiano escolar das escolas em estudo. / It was from the advances prompted by educational reforms, typical of the demands of society, that ideas emerged for the theorization of the Pedagogical Political Project, (PPP), an educational innovation that came to overlap with the centralizing ideas of education as a public policy. From then on, schools gain "autonomy" to develop their planning in a decentralized way and to organize education with the collective participation of education agents and the school community. Because it is an innovative document, it provides the interest of several scholars, who have developed concepts and theories that have given theoretical support to countless researchers and researchers. In this perspective, this study sought the theoretical foundation in Veiga (2010), Gadotti (2000), Vasconcelos, (2002), Padilha (2000) and Medel (2012). Based on the aforementioned authors, the study aimed to know and analyze the meaning of PPP In the scope of the school and its members (Agents of schooling). After defining the place where the research was applied, thirty-one teachers were selected to answer the questionnaire, composed of open and closed questions, and it was applied via e-mail to teachers from the municipalities of Monte Alegre and Natal. Before the application of the questionnaire, several meetings were held with the teachers to present the theme and the objectives, since the data collection was done electronically. We analyzed a set of data supported by the qualitative approach, because it requires several articulations that need to be established by the researcher. (Minayo, 2008). The data collected were systematized with the help of the software Modalisa, and for analysis of these was used content analysis (Bardin, 1997). The results show that the Pedagogical Political Project could contribute more to the quality of the teaching and learning process if it was actually assumed as a reference of the school's training activities involving the participation of all teachers, managers, teachers, parents and students. In this sense, the research carried out pointed some limiters to the participatory process of the Pedagogical Political Project, which in a certain way impacts its capacity to strategically direct the management and strengthen the organizational values. Although the studies indicate that the Pedagogical Political Project is a document that supports and directs school activities, with its dimensions and principles (Medel, 2012), the results presented by field research have demonstrated that there is a certain distance from this document in a perspective of To be the guide of the educational activities, in the schools in which the teachers participated in the research, which was evidenced by the analyzes carried out, indicating the lack of use of the necessary instruments to achieve the objectives. According to Veiga (1996), the Political Pedagogical Project reinforces the integrated and organized work of the school team, aspects that the research result did not observe, which in a way influences the development of the teaching process and learning. In developing the study, it was found that the gap between what is defended in legislation and declarations and what materializes, in practical terms, in the school daily life of the schools under study is clear.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-11-01T22:24:22Z No. of bitstreams: 1 FrancineideBatistaDeSousaPedrosa_DISSERT.pdf: 1697412 bytes, checksum: 710b053029b4d92a09771a5b1e2dfab6 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-11-13T22:45:51Z (GMT) No. of bitstreams: 1 FrancineideBatistaDeSousaPedrosa_DISSERT.pdf: 1697412 bytes, checksum: 710b053029b4d92a09771a5b1e2dfab6 (MD5) / Made available in DSpace on 2017-11-13T22:45:51Z (GMT). No. of bitstreams: 1 FrancineideBatistaDeSousaPedrosa_DISSERT.pdf: 1697412 bytes, checksum: 710b053029b4d92a09771a5b1e2dfab6 (MD5) Previous issue date: 2017-02-20 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Elegemos como objeto de estudo para essa disserta??o a leitura de literatura, partindo da seguinte quest?o: quais os sentidos atribu?dos por professoras alfabetizadoras iniciantes ? atividade de leitura de literatura? Consideramos que a leitura de literatura ? fundamental no processo de alfabetiza??o, tendo em vista a abordagem da palavra de maneira l?dica e plurissignificativa. Para tanto, o professor alfabetizador necessita dominar aspectos conceituais e pr?ticos da atividade de leitura de literatura, que devem ser abordados na forma??o inicial desse profissional. Esse pressuposto suscitou como objetivo geral: compreender os sentidos atribu?dos ? atividade de leitura de literatura, a partir das falas das professoras alfabetizadoras iniciantes, atuantes em escolas da rede p?blica de Natal/RN. Como objetivo espec?fico, pretendemos refletir sobre os aspectos conceituais e pr?ticos da atividade de leitura de literatura na alfabetiza??o, revelados pelas professoras alfabetizadoras iniciantes em seus discursos. O corpus de dados ? proveniente da metodologia da Entrevista Compreensiva, com grava??o em ?udio e registro no di?rio de campo. O referencial te?rico est? pautado nas pesquisas que tratam da rela??o entre literatura e pr?tica pedag?gica, evidenciando as contribui??es sobre a atividade de leitura de literatura na sala de aula; as teoriza??es sobre o ato de ler para construir significados e estudos sobre os processos de leitura e escrita no ?mbito da alfabetiza??o. O estudo aponta que as professoras alfabetizadoras atribuem sentidos ? atividade de leitura de literatura e refletem sobre a??es desenvolvidas em sala de aula, relacionando os aspectos te?ricos e metodol?gicos; reconhecem que a literatura necessita de mais abertura no curr?culo acad?mico e nas escolas de ensino fundamental, visto ser uma atividade que auxilia na aprendizagem das crian?as. Os discursos das docentes revelam tamb?m que o espa?o destinado ? leitura de literatura n?o ? suficiente, e que essa atividade fica prejudicada em detrimento do pouco tempo que sobra das outras disciplinas. Mesmo diante das lacunas apontadas pelas docentes, o trabalho com a atividade de leitura de literatura acontece nas turmas de alfabetiza??o, ainda que embrionariamente, por parte de algumas professoras alfabetizadoras, que reconhecem que ler literatura para as suas crian?as contribui para o processo de alfabetiza??o. / We have elected as objective of study for this dissertation, the reading of literature, originating from the following question: what are the meanings attributed by the beginning literacy teachers to the activity of literature reading? Considering that, literature reading is fundamental for the literacy process, in order to approach the word in a playful and plurisignificant manner. Thus, the literacy teacher needs to dominate aspects that are conceptual and practical to the activity of literature reading, which must be approached in the initial teacher training. This presupposes as a general objective: to understand the meanings attributed to the activity of literature reading, originating from the speeches of the beginning literacy teachers, working in public schools of Natal/RN. As specific objective, we intent to reflect on conceptual and practical aspects of the activity of literature reading in the literacy process, revealed by the beginning literacy teachers in their utterances. The corpus of data is derived from the methodology of Comprehensive Interview, with audio recording and reports on the field journal. The theoretical reference is based on the research that deals with the relation between literature and pedagogical practice, evidencing the contributions on the activity of reading literature in the classroom; the theories about the act of reading to formulate meanings and studies about the processes of reading and writing in the scope of literacy. The research indicates that the literacy teachers attribute meanings to literature reading activity and reflect on actions developed in the classroom, relating the theoretical and methodological aspects; they recognize that literature needs more openness in the academic curriculum and elementary schools, considering that it is an activity that helps in the schoolchildren?s learning process. The speeches of the teachers also reveal that the time for reading literature is not enough, and that this activity is impaired at the expense of the short amount of time left over from other school subjects. Even with the shortcomings pointed out by the teachers, the work with literature reading activities takes place in the literacy classes, even though undeveloped, by some literacy teachers, who recognize that reading for their children contributes to the literacy process.

Made available in DSpace on 2016-04-04T18:33:21Z (GMT). No. of bitstreams: 1 Eliane de Godoi Teixeira Fernandes.pdf: 1455258 bytes, checksum: dd5959c4ae57b29ebcd54efec81d9148 (MD5) Previous issue date: 2015-02-27 / Universidade Estadual Paulista J?lio de Mesquita Filho / This work presents results of the bibliographic research and document analysis of qualitative approach, based mainly on the concepts of alphabetization and literacy discussed by Magda Soares, Maria do Rosario Mortatti, Cec?lia Goulart, Ana Luiza Smolka (Portuguese) and on the approach of Historical-Cultural Theory of Lev Vygotsky. Within the theme of teacher training, the research aimed to investigate how prolonged and systematic participation in pedagogical practices directly related to literacy can affect the initial literacy teacher education, reducing the reality shock and improving teaching mediation capacity. The overall goal of the research is to analyze the contributions and challenges of the Institutional Program of Scholarships for Teaching Initiation (PIBID) for literacy teacher education. The specific objectives of this research are (i) to put the spotlight on the complexity of the literacy process and the training of professionals who are dedicated to it (ii) to know the structure of Pibid and its dimension in a national level, (iii) to analyze the activities proposed and developed in PIBID - Literacy Sub projects for the literacy teacher s training, identifying its potential and limits. Data from the bibliographic research were collected in the Bank of Thesis and Dissertations from CAPES and in the Brazilian Digital Library of Theses and Dissertations. For the document analysis we analyzed PIBID notices from the period of 2007 to 2013, activity reports and also blogs, maintained by Higher Education Institutions participants of Pibid, for promoting the activities developed by them. From the results we highlight (a) the potential of Pibid as a privileged space for teacher training, providing early immersion of the student teachers in the school culture and direct contact with the students and the specific objects of knowledge; (b) the lack of research on Pibid in elementary school and specially on literacy, (c) the diversity and prevalence of activities, carried out by undergraduates, which are not directly linked to literacy and (d) the discrete participation of public school teachers in these activities. The need to reflect on the specificities of Pibid when it comes to promoting significant experiences in the training of future teachers literacy is justified when we consider (i) literacy as a historically critical point in Brazilian education (ii) a process of intense complexity and (iii) the known difficulties of newly trained teachers during the early teaching (reality shock). The results show potentialities and also challenges to be addressed to improve the innovative condition that Pibid is for the initial formation of Brazilian teachers. / O trabalho apresenta resultados de pesquisa bibliogr?fica e an?lise documental de abordagem qualitativa, fundamentada principalmente nos conceitos de alfabetiza??o e letramento trabalhados por Magda Soares, Maria do Ros?rio Mortatti, Cec?lia Goulart, Ana Luiza Smolka (l?ngua portuguesa) e na abordagem da Teoria Hist?rico-Cultural de Lev Vigotski. Dentro da tem?tica da forma??o docente, o problema de pesquisa visou investigar como a participa??o prolongada e sistem?tica em pr?ticas pedag?gicas diretamente ligadas ? alfabetiza??o pode afetar a forma??o inicial do professor alfabetizador, diminuindo o choque de realidade e aprimorando a capacidade de media??o docente. O objetivo geral da pesquisa est? em analisar as contribui??es e os desafios do Programa de Bolsas de Inicia??o ? Doc?ncia (Pibid) para a forma??o inicial do professor alfabetizador. Fazem parte dos objetivos espec?ficos da pesquisa (i) colocar em destaque a complexidade do processo de alfabetiza??o e da forma??o de profissionais que a ele se dediquem (ii) conhecer a estrutura e a dimens?o do Pibid no cen?rio nacional, (iii) analisar as atividades propostas e desenvolvidas em Subprojetos Pibid-Alfabetiza??o para a forma??o dos alfabetizadores, identificando potencialidades e limites. Os dados da pesquisa bibliogr?fica foram capturados nos bancos de Teses e Disserta??es da CAPES e na Biblioteca Digital Brasileira de Teses e Disserta??es. Para a an?lise documental foram focalizados os Editais Pibid de 2007 a 2013, relat?rios de atividades e tamb?m blogs mantidos pelas Institui??es de Ensino Superior participantes do Pibid para divulga??o das atividades nele promovidas. Dos resultados obtidos destacam-se (a) as potencialidades do Pibid enquanto espa?o privilegiado de forma??o docente, propiciando a imers?o antecipada do licenciando na cultura escolar e em contato direto com os alunos e o objeto do conhecimento espec?fico de sua atua??o; (b) a escassez de investiga??es sobre o Pibid no Ensino Fundamental I e especialmente na alfabetiza??o, (c) a pluralidade e preval?ncia de atividades realizadas pelos licenciandos que n?o est?o ligadas diretamente ? alfabetiza??o e, (d) a participa??o discreta dos professores da rede p?blica de ensino nas atividades desenvolvidas pelos licenciandos. A necessidade de refletir sobre as especificidades do Pibid quando se trata de promover viv?ncias significativas na forma??o do futuro professor alfabetizador se justifica quando (i) se considera a alfabetiza??o como um ponto historicamente cr?tico na educa??o brasileira (ii) um processo de intensa complexidade e (iii) as conhecidas dificuldades dos professores rec?m-formados durante o in?cio da doc?ncia (choque de realidade). Os resultados apontam potencialidades e tamb?m desafios a serem enfrentados para o aprimoramento da condi??o inovadora que o Pibid representa para a forma??o inicial de professores brasileiros.

Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-10-04T12:02:29Z No. of bitstreams: 1 TES_ANDREA_SILVA_DE_FRAGA_COMPLETO.pdf: 7162144 bytes, checksum: 1892ad5051d9bfa70028ed0cda5f2a4c (MD5) / Made available in DSpace on 2017-10-04T12:02:30Z (GMT). No. of bitstreams: 1 TES_ANDREA_SILVA_DE_FRAGA_COMPLETO.pdf: 7162144 bytes, checksum: 1892ad5051d9bfa70028ed0cda5f2a4c (MD5) Previous issue date: 2017-08-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The research proposes a historical reflection inscribed in the scientific field of the History of Education, and counted on the theoretical contribution of authors such as Pierre Bourdieu for the work with the category of trajectory, for the intellectual category Jean-Fran?ois Sirinelli and G?rard Leclerc, for the practices of written as sociocultural practice Roger Chartier, Armando Petrucci and Antonio Vi?ao Frago, and for the prosopographic method was read by Cristophe Charle. Its object of analysis is within the scope of the intellectual, social and professional trajectories of female students who have become teachers or techniques in education, belonging to the civil service of the state of Rio Grande do Sul, and that during the decades of 1920 to , produced and disseminated their ideas through the practices of writing - textual production. It seeks to analyze the intellectual trajectory of these female students/teachers/techniques in education through three approaches: their effective participation in the educational renewal movement, in the intellectual production resulting from the educational debate and in the circulation of their ideas through publication of printed matter. The influence of the New School, the state organization, the educational administrative apparatus and the nationalization policy of education were present in the educational renewal movement. The female students/teachers/education techniques studied here were involved in four public institutions linked to Education: the ?Secretaria de Educa??o e Sa?de P?blica? (SESP/RS), the ?Centro de Pesquisas e Orienta??o Educacionais? (CPOE/RS), ?Escola Complementar/Normal/Instituto de Educa??o de Porto Alegre? and the ?Centro Regional de Pesquisas Educacionais/RS? (CRPE/RS). Institutions that authorized a type of writing: that of teachers for teachers and students for students. The analysis of the intellectual trajectory of the student-teachers through her writings is therefore, through the education and teaching press present in the ?Revista O Estudo?, in the ?Revista do Ensino/RS?, in the ?Revista Cacique?, in the ?Boletins do CPOE/RS? and ?Boletins do CRPE/RS?. Intellectual production of female students/teachers/techniques in education, especially aimed at pedagogical activities and theoretical-methodological orientations. The construction of the biographical narrative of this work was organized from the prosopographic method of the initial formation of the female students/teachers/techniques in education constituted by the passage in the Escola Complementar/Normal/Instituto de Educa??o de Porto Alegre; By the professional performance - teacher and technical in education and other positions in state organs, in schools, universities, among others; Continuing education in undergraduate courses; And by the publication of his writings. From school education, one can see that even with the rigidity of an education and instruction aimed specifically at the female audience, women through the ?Escola Normal? had the opportunity to obtain, in some aspects and moments, what they thought Be denied and opened up professional horizons and new contacts with other realities. The ?Escola Normal?, contradictorily, was an institution that helped to construct an imaginary of primary teacher oriented to the profession and, at the same time, was propulsive by other behaviors on the part of the women: ?the desire to know more, the professional aspiration, the leadership?, represented by the volume of intellectual production of the teachers/techniques in education that circulated in the specialized press. Like the other institutions that produced and consolidated a ?certain educational expertise?, focused on the production of knowledge about childhood and the organization and control of the school system. / La recherche propose une r?flexion historique inscrit dans le domaine scientifique de l'histoire de l'?ducation, et a la contribution th?orique des auteurs tels que Pierre Bourdieu ? travailler avec la cat?gorie ?trajectoire? pour la cat?gorie ?intellectuelle? Jean-Fran?ois Sirinelli et G?rard Leclerc, aux ?pratiques de ?crite? comme pratique socio-culturel Roger Chartier, Armando Petrucci et Antonio Vi?ao Frago, et la m?thode prosopographique inclus la lecture de Christophe Charle. Son objet d'analyse se trouve dans les trajectoires intellectuelles, sociales et ma?tres-?tudiants de professionnels qui sont devenus des enseignants ou l'enseignement technique, qui appartiennent aux fonctionnaires du Rio Grande do Sul, et que pendant les d?cennies de 1920-, produit et diffus? leurs id?es gr?ce ? des pratiques d'?criture - production textuelle. Analyse la trajectoire intellectuelle de ces ma?tres-?l?ves/enseignants/l?enseignement technique ? travers trois approches: la participation effective des femmes dans le mouvement de renouveau ?ducatif, la production intellectuelle r?sultant du d?bat ?ducatif du temps et le mouvement des id?es par la publication imprim?. L'influence de la nouvelle ?cole, l'organisation de l'Etat, le gr?ement d'administration et des politiques ?ducatives nationalisation de l'enseignement ?taient pr?sents dans le mouvement du renouveau p?dagogique. Les ma?tres-?l?ves/enseignants/ l?enseignement technique ici l'?ducation ont ?t? impliqu?s dans quatre institutions publiques li?es ? l'?ducation: le Secretaria de Educa??o e Sa?de P?blica (SESP/RS), le Centro de Pesquisas e Orienta??o Educacionais (CPOE/RS), Escola Complementar/Normal/Instituto de Educa??o de Porto Alegre et le Centro Regional de Pesquisas Educacionais/RS (CRPE/RS). Les institutions autoris?es un type d'?criture: les enseignants pour les enseignants et les ?tudiants pour les ?tudiants. L'analyse de la trajectoire intellectuelle des ma?tres-?l?ves/enseignants ? travers ses ?crits se d?roule donc ? travers la presse de l'?ducation et l'enseignement de cette dans la Revista O Estudo, dans le Revista do Ensino/RS, dans le Revista Cacique, dans les Boletins do CPOE/RS et Boletins do CRPE/RS. La production intellectuelle des ma?tres-?l?ves/enseignants/l?enseignement technique, en particulier visant ? des activit?s ?ducatives et les orientations th?oriques et m?thodologiques. La construction du r?cit biographique de ce travail a ?t? organis? de la m?thode de formation initiale prosopographique des ma?tres-?l?ves/enseignants/l?enseignement technique constitu? par le passage de Escola Complementar/Normal de Porto Alegre; la pratique professionnelle - enseignants et l'enseignement technique et d'autres postes dans les organismes d'?tat, les ?coles, les universit?s, entre autres; pour la formation continue des cours de premier cycle; et la publication de ses ?crits. De l'?cole de formation, il est clair que m?me avec la rigidit? d'une ?ducation sp?cifiquement cibl?e et l'instruction aux femmes, les femmes par lui-m?me ?cole normale a eu l'occasion d'obtenir dans certains aspects et moments, ce qu'ils pensaient ?tre refus? et ouvert leurs horizons et de nouveaux contacts professionnels avec d'autres r?alit?s. L'?cole normale, contradictoirement, est une institution qui a contribu? ? construire un instituteur imaginaire d?di? ? la profession et en m?me temps, a ?t? conduite par d'autres comportements par les femmes: le d?sir d'en savoir plus, aspiration professionnelle, le leadership ?constada le volume de la production intellectuelle des enseignants/enseignement technique qui circulait dans la presse sp?cialis?e. Ainsi que d'autres institutions qui ont produit et consolid? une ?certaine expertise p?dagogique?, ax? sur la production de connaissances sur l'enfance et l'organisation et le contr?le du syst?me scolaire. / A pesquisa prop?e uma reflex?o hist?rica inscrita no campo cient?fico da Hist?ria da Educa??o, e contou com o aporte te?rico de autores como Pierre Bourdieu para o trabalho com a categoria trajet?ria, para a categoria intelectual Jean-Fran?ois Sirinelli e G?rard Leclerc, para as pr?ticas de escrita como pr?tica sociocultural Roger Chartier, Armando Petrucci e Antonio Vi?ao Frago, e para o m?todo prosopogr?fico contou com a leitura de Cristophe Charle. Seu objeto de an?lise situa-se no ?mbito das trajet?rias intelectuais, sociais e profissionais de alunas-mestras que se tornaram professoras ou t?cnicas em Educa??o, pertencentes ao quadro de funcion?rios p?blicos do estado do Rio Grande do Sul, e que, durante as d?cadas de 1920 a , produziram e difundiram suas ideias atrav?s das pr?ticas de escrita ? produ??o textual. Procura analisar a trajet?ria intelectual dessas alunas-mestras/professoras/t?cnicas em Educa??o atrav?s de tr?s enfoques: a efetiva participa??o delas no movimento de renova??o educacional, na produ??o intelectual resultante do debate educacional da ?poca e na circula??o de suas ideias atrav?s da publica??o de impressos. A influ?ncia da Escola Nova, a organiza??o estatal, o aparelhamento administrativo educacional e a pol?tica de nacionaliza??o do ensino estiveram presentes no movimento de renova??o educacional. As alunas-mestras/professoras/t?cnicas em Educa??o aqui estudadas estavam envolvidas em quatro institui??es p?blicas ligadas ? Educa??o: a Secretaria de Educa??o e Sa?de P?blica (SESP/RS), o Centro de Pesquisas e Orienta??o Educacionais (CPOE/RS), a Escola Complementar/Normal/Instituto de Educa??o de Porto Alegre e o Centro Regional de Pesquisas Educacionais/RS (CRPE/RS). Institui??es que autorizaram um tipo de escrita: a de professores para professores e de alunos para alunos. A an?lise da trajet?ria intelectual das alunas-mestras/professoras atrav?s de seus escritos se d?, portanto, por meio da imprensa de Educa??o e ensino presente na Revista O Estudo, na Revista do Ensino/RS, na Revista Cacique, nos Boletins do CPOE/RS e do CRPE/RS. Produ??o intelectual das alunas-mestras/professoras/t?cnicas em Educa??o, especialmente destinada ?s atividades pedag?gicas e ?s orienta??es te?rico-metodol?gicas. A constru??o da narrativa biogr?fica desse trabalho foi organizada a partir do m?todo prosopogr?fico da forma??o inicial das alunas-mestras/professoras/t?cnicas em Educa??o constitu?da pela passagem na Escola Complementar/Normal de Porto Alegre; pela atua??o profissional ? professora e t?cnica em Educa??o e outros cargos em ?rg?os estatais, em escolas, universidades, entre outros; pela forma??o continuada em cursos de gradua??o; e pela publica??o de seus escritos. A partir da forma??o escolar percebe-se que mesmo com a rigidez de uma Educa??o e instru??o voltadas especificamente ao p?blico feminino, as mulheres atrav?s da pr?pria Escola Normal tiveram a oportunidade de obter, em alguns aspectos e momentos, o que a elas pensava-se ser negado e abriu-lhes horizontes profissionais e novos contatos com outras realidades. A Escola Normal, contraditoriamente, foi uma institui??o que ajudou a construir um imagin?rio de professora prim?ria vocacionada ? profiss?o e, ao mesmo tempo, foi propulsora de outros comportamentos por parte das mulheres: ?o desejo de saber mais, a aspira??o profissional, a lideran?a?, constatados pelo volume de produ??o intelectual das professoras/t?cnicas em Educa??o que circularam na imprensa especializada. Assim como as demais institui??es que produziram e consolidaram uma ?determinada expertise educacional?, voltada para a produ??o de conhecimento acerca da inf?ncia e para a organiza??o e controle do sistema escolar.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2018-09-11T20:58:30Z No. of bitstreams: 1 INTERVEN??O DOCENTE NOS CONFLITOS INTERPESSOAIS DE ESTUDANTES - FORMAS E FATORES DE INTERFER?NCIA vers?o final completa OK.pdf: 2206021 bytes, checksum: 9a36763cb2b3c779e81ab6df36310727 (MD5) / Made available in DSpace on 2018-09-11T20:58:30Z (GMT). No. of bitstreams: 1 INTERVEN??O DOCENTE NOS CONFLITOS INTERPESSOAIS DE ESTUDANTES - FORMAS E FATORES DE INTERFER?NCIA vers?o final completa OK.pdf: 2206021 bytes, checksum: 9a36763cb2b3c779e81ab6df36310727 (MD5) Previous issue date: 2018-06-07 / The forms of intervention carried out by the teachers through the conflicts that occur among the students differ due to the interference of some factors. From this observation comes up the following questions, which factors could interfere in the type of intervention that each teacher adopts? And how does this intervention occur? These questions led to the construction of this research which general objective is to understand the factors that can interfere in the teacher?s intervention in the face of the students' conflicts, and as specific objectives to identify the types of intervention used and considered as ideal by the teachers and to discuss about the difficulties encountered by them to intervene in the conflicts of the children. In order to achieve these objectives, a qualitative research was carried out through the case study of a municipal school in the city of Feira de Santana using the assumptions of moral development theory. The subjects were four teachers from the 3rd to the 5th year of elementary school, with which observations and interviews were made. The research was based on Piagetian theory of moral development, as well as the discussions of contemporary authors such as La Taille (1998; 2006), Puig (1998; 2004), Vinha (2000; 2003) and Tognetta (2009). The school conflicts were discussed from two dimensions, danger and learning opportunity (TOGNETTA; VINHA, 2011). The analysis of the data, showed up to the existence of five forms of teacher?s intervention, they are: the resolution of the conflict by the student, the preference of other contents instead of the conflict, the immediate containment of them, the mediation and the transfer of the conflict. Regarding the factors that interfere in the type of intervention chosen by the teacher, four were found, wich also represent some difficulties encountered by them to intervene. The first concerns the ambiguities of know-how in favor of autonomy. The second factor falls on children and families considered to be more difficult to cope with. The relationship between the sociomoral environment and the didactic time was the third interference factor found. The fourth factor refers to the representations that the teachers make of themselves, as to the intervention they perform in the face of conflicts. Thus, it is possible to conclude that each of the factors found can interfere of different way in the way the teachers make their interventions, being somehow interconnected. The continued education in service is an opportunity for teacher?s learning and transformation know-how-want-to-believe, to make that your tendency to intervention is more in favor of moral autonomy than heteronomy. / As formas de interven??o realizadas pelas professoras, mediante os conflitos que ocorrem entre os estudantes diferem devido ? interfer?ncia de alguns fatores. A partir dessa constata??o, surgem os seguintes questionamentos: quais fatores poderiam interferir no tipo interven??o que cada docente adota? E como acontecem essas interven??es? Essas quest?es levaram ? constru??o desta pesquisa, que tem como objetivo geral: compreender os fatores que podem interferir na interven??o docente, diante dos conflitos entre pares; e como objetivos espec?ficos: identificar as formas de interven??o praticadas e tidas como ideais pelas professoras; e discutir sobre as dificuldades encontradas por elas para intervir nos conflitos escolares. Para o alcance desses objetivos, foi realizada uma pesquisa de abordagem qualitativa, atrav?s do estudo de caso de uma escola da rede municipal de Feira de Santana, que utiliza os pressupostos da teoria do desenvolvimento moral. Os sujeitos foram quatro professoras do 3? ao 5? ano, com as quais foram realizadas observa??es e entrevistas. A pesquisa teve como base a teoria do desenvolvimento moral piagetiana, al?m das discuss?es de autores contempor?neos como La Taille (1998; 2006), Puig (1998; 2004), Vinha (2000; 2003) e Tognetta (2009). Os conflitos escolares foram discutidos a partir de duas dimens?es: perigo e oportunidade de aprendizagem (TOGNETTA; VINHA, 2011). A an?lise dos dados apontou para a exist?ncia de cinco formas de interven??o docente, que s?o elas: a resolu??o do conflito pelo aluno; a preteri??o do conflito em detrimento de conte?dos outros; a conten??o imediata; a media??o; e a transfer?ncia do conflito. Quanto aos fatores, que interferem no tipo de interven??o realizada pelas docentes, foram encontrados quatro, que tamb?m representam algumas dificuldades encontradas por elas para intervir. O primeiro diz respeito ?s ambiguidades de saber-fazer uma interven??o em prol da autonomia. O segundo fator recai sobre a discuss?o das crian?as e das fam?lias tidas como mais dif?ceis de lidar. A rela??o entre o tempo did?tico e o ambiente sociomoral foi o terceiro fator de interfer?ncia encontrado. O quarto fator se refere ?s representa??es que as professoras fazem de si, quanto ? interven??o que realizam diante dos conflitos. Assim, ? poss?vel concluir que cada um dos fatores encontrados pode interferir de forma diferente, no modo como as docentes fazem as suas interven??es, estando, assim, interligados. A forma??o continuada em servi?o se configura como uma oportunidade de aprendizagem e de transforma??o do saber-fazer-querer-crer docente, para que a tend?ncia de interven??o seja mais a favor da autonomia moral do que da heteronomia.