Made available in DSpace on 2016-04-04T18:32:30Z (GMT). No. of bitstreams: 1 Silvia Regina Pincerato.pdf: 502504 bytes, checksum: 3546822bdc9e12c54d11290481014d43 (MD5) Previous issue date: 2006-06-21 / This current research, developed at the Teaching, Society and Culture Laboratory (LESC) and inserted into the university s research s line, graduation and formation of teachers, brings a critical study about the teacher s formation, starting from the wide dissemination and appropriation of the teacher s concepts and the reflexive attitude. It also talks about being a teacher in a group of constant formation at primary schools, trying to understand the role of this constant formation, what the teachers learn day-byday during the teaching formation process and the importance of the university in this formation process. It s an experiment which opted for the reconstitution of the stories about the teaching formation, through the writing of memorials, revealing that, throughout the exercise of their profession, the teachers have been behaving influenced by the affection-work atmosphere in a single scenery but at the same time it is marked by the feminine behaviour and ruled by the social, legal and regimental relations. This analysis allowed us to understand that the changes of the teachers attitudes will only be accomplished when the teachers extend and get conscious about their own actions, involved in a complex political, social and cultural mechanism which, direct or indirectly, can interfere on their professional life. It also showed us that the initial and constant formation policies hide its real interests because they don t reveal that, what is really important, is the adequacy of the social institutions to the features of the making-money process which disrespect its real characters and historical contexts. / A presente pesquisa, desenvolvida no Laborat?rio de Ensino, Sociedade e Cultura (LESC) e inserido na Linha de Pesquisa Universidade, Doc?ncia e Forma??o de Professores faz um estudo cr?tico sobre a forma??o docente partindo da ampla dissemina??o e apropria??o dos conceitos de professor e pr?tica reflexiva. Busca pelo ser professora no exerc?cio da profiss?o no interior de um grupo de forma??o continuada em servi?o de professoras da Educa??o Infantil, procurando compreender o papel da forma??o continuada, o que aprendem no dia-a-dia do processo formador e a import?ncia da Universidade no processo de forma??o. Uma pesquisa participante que optou pela reconstitui??o das hist?rias da forma??o docente por meio da escrita dos memoriais, revelando que, ao longo do exerc?cio da sua profiss?o, as professoras v?o construindo representa??es a partir da rela??o afeto-trabalho num espa?o ?nico e ao mesmo tempo p?blico marcado pela condi??o feminina, regido pelas rela??es sociais, legais e regimentais. A an?lise, nos permitiu compreender que, as transforma??es das pr?ticas docentes s? se efetivar?o a medida em que os professores ampliarem e tomarem consci?ncia da sua pr?pria pr?tica, envolvida num complexo mecanismo pol?tico, social, cultural, que, direta ou indiretamente interferem na sua atividade docente. Pol?ticas de forma??o inicial e continuada que escondem seus reais interesses, n?o revelando que, o que est? em jogo, ? a adequa??o das institui??es sociais ?s caracter?sticas do processo de produ??o do capital, que desconsidera seus reais personagens e contextos hist?ricos.

Made available in DSpace on 2016-04-04T18:32:33Z (GMT). No. of bitstreams: 1 Verussi Melo de .pdf: 461914 bytes, checksum: cd9e365688af9997670d4625a9b764f7 (MD5) Previous issue date: 2007-03-15 / One is a professor when he is formed a professor. Considering docent formation as a continuation that one takes indefinitely and in an unfinished way, and not only by acquiring titles or courses of teaching, the question that should be asked refers to the possibility of a esthetic education in the university, aiming the education of the sensitive. In order to accomplish that, one should seek docent formation through Art sustained by the thought that, while an unautomating toel of perception, Art invites the pupil to reorganize the world, experimenting new versions of himself. Providing esthetical experiments through Art in graduate courses, could be a expedient to rise the sensitive in future docents - people that will work with teaching art, struggling directly with pupil human formation. Thus, the intention of the research is to formulate a esthetical education purpose for the gradua te formation of professors, comprehending that the esthetical experiment can promote subjective rearranges at the graduate pupil, instigating him to think about himself and, consequently, forming himself a subject [and owner of his own practice}, instead of forming himself as a consumer of pre-constituted-way-of-beings. In this way, this research sustains itself in a theoretical dialogue, in wich studious of the Esthetical Education area, interviewed by the researcher, talk about docent formation as a (permanent) process of discovering and rupture, completely superposed to the subjectivity of the docent under formation, delineating a particular lecturing, in which each subject is the maker of his own history. / ?-se professor ao formar-se professor. Em assim considerando a forma??o docente, como um continuum que se faz indefinIda e inacabadamente, e n?o meramente atrav?s de obten??o de t?tulos ou cursos de licenciatura, a quest?o que se coloca refere-se ? possibilidade de uma educa??o est?tica na universidade, visando ? educa??o do sens?vel. Para tanto, buscar-se-? uma forma??o docente atrav?s da arte por entender que, enquanto desautomatizadora da percep??o, a arte convidaria o aluno a reorganizar o mundo, experimentando novas vers?es de si. Proporcionar experi?ncias est?ticas por meio da arte, em cursos universit?rios, poderia ser um meio a partir do qual seria poss?vel despertar o sens?vel nos futuros docentes - pessoas que trabalhar?o com a arte de ensinar, lidando, diretamente, com a forma??o humana de alunos. O intento da pesquisa - que se insere na linha de pesquisa: Universidade, doc?ncia e forma??o de professores - ?, portanto, ao analisar a maneira como a arte pode educar, vislumbrar possibilidades de uma educa??o est?tica para a forma??o universit?ria de professores, entendendo que a experi?ncia est?tica pode promover rearranjos subjetivos no universit?rio, instigando-o a pensar-se e, conseq?entemente, a formar-se sujeito (e dono de sua pr?pria pr?tica), ao inv?s de consumista de modos-de-ser pr?-constru?dos. Neste sentido, esta pesquisa se sustenta num di?logo te?rico, em que estudiosos da ?rea de Educa??o Est?tica, em entrevistas ? pesquisadora, falam a respeito da forma??o docente como um processo (permanente) de descobertas e rupturas, completamente imbricada ? subjetividade do docente em forma??o, delineando uma doc?ncia particular, em que cada sujeito ? o fazedor de sua pr?pria hist?ria.

Made available in DSpace on 2016-04-04T18:32:46Z (GMT). No. of bitstreams: 1 Denise Travassos Marques.pdf: 1382737 bytes, checksum: 17e0494b7d3201c892ed41f4333ef2fd (MD5) Previous issue date: 2009-02-13 / This present work aims at understanding why and how the educator.s education concerning the literacy of Young and Adults can influence the educator.s performance committed to human dignity and improving the knowledge about the educator.s education and about the elders. profile in the modern society, as well as analyzing the population growth of elders in Brazil and its repercussions to the social fields. It should be added to the economically poor elders the social consequences of an unproductive live which, most of the times, refrain them from conquering a better social life. These changes have had considerable impacts on the public policies. This study aims at taking a good look at the presence of elders in the literacy classrooms of the Education Program for Elders, as well as at the main role of the educators in the process of thinking and the paradigm which excludes the elders from the productive sectors. The document survey and the document analysis of the legislation relative to the elder as described in the work, give the educator the opportunity of performing the role of mediator and negotiator of the learning process, getting to know the social, psychological and biological conditions of the elderly student. For that, it is necessary for the educator to constantly update his or her knowledge of other scientific fields. The starting assumption is that the answers to the challenges facing the contemporary world demand the educators. education as a social educator, as well as the construction of knowledge that make the educators. development possible in order to consciously face the challenges put before the education of the society with the aim of contributing with a more humanitarian education. This work has been developed as part of the Research Program for Education Practices and for the Educators. Education, together with ICCON Research Group (Interdisciplinary and Constructive Knowledge) Post-graduation Program in Education at Pontif?cia Universidade Cat?lica de Campinas. / O presente trabalho visa compreender porque e como a forma??o do docente na Educa??o de Jovens e Adultos pode exercer influ?ncia na a??o do educador comprometido com a dignidade humana e aprofundar os conhecimentos da forma??o do professor e do perfil do idoso na sociedade moderna, bem como analisar o aumento da popula??o idosa no Brasil e suas repercuss?es para os campos sociais. Aos idosos desfavorecidos economicamente somam-se decorr?ncias sociais da vida n?o produtiva que, muitas vezes, os impedem de encontrarem maior espa?o de valoriza??o social. Essas mudan?as j? est?o repercutindo nas pol?ticas p?blicas. Nesta pesquisa abordam-se a presen?a dos idosos nas salas de alfabetiza??o de Educa??o de jovens e Adultos, bem como o papel fundamental do pedagogo nesse processo de reflex?o e o paradigma que exclu? a participa??o dos educandos mais velhos no setor produtivo. O levantamento bibliogr?fico e an?lise documental das legisla??es referente aos idosos apresentados propiciam ao pedagogo desempenhar uma fun??o de mediador e articulador da aprendizagem, conhecendo a realidade social, psicol?gica e biol?gica dos educandos. Para isso ? necess?rio atualizar-se constantemente em outros campos cient?ficos. 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, que vise o educador social e que possibilite a constru??o de conhecimentos para o desenvolvimento do educador consciente dos desafios impostos ? educa??o, no sentido de contribuir com uma educa??o mais humana. Este trabalho foi desenvolvido na Linha de Pesquisa Pr?ticas Pedag?gicas e Forma??o do Educador, junto ao Grupo de Pesquisa ICCON (Interdisciplinaridade e Constru??o do Conhecimento) do Programa de P?s-Gradua??o em Educa??o da Pontif?cia Universidade Cat?lica de Campinas.

Made available in DSpace on 2016-04-04T18:32:48Z (GMT). No. of bitstreams: 1 Cristiane Maria Franzini Sawaya.pdf: 705661 bytes, checksum: 47ecf0a7012783b856ba9fe9893f1ff7 (MD5) Previous issue date: 2009-02-16 / This study aims to examine the role of affection and play in the education of children of early childhood education, focusing on the character of the theoretical and practical training for teachers regarding the importance they attach to the relationship of play and affection with the object of knowledge. In this sense, the problem involves the study seeks to identify the contributions of the relationship of play and affection in the training of teachers in early childhood education as a fundamental aspect of education and facilitator of the child in school. Faced with this issue understand that the training of educators is the theoretical-practical articulation in the development of their pedagogical practice, because only then is the knowledge that produces results and explaining the reality. The theoretical framework that supports this research agenda is, especially in studies of Wallon, Vygotsky, since both, in general, seek to identify the presence of affection in the teacher-student and the influences of the teaching-learning process. The search is performed based on the design critical history of education, ie axiological of praxis. The methodology consisted of a qualitative research study together a bibliography on the subject, interviews with professionals in the field of Child Education and systematic observation of their classrooms. To analyze the empirical material, were constructed three categories of analysis: development of children, affection and the concept of play and the theory-practice. As final results point to the need to think about pedagogical work in Education from the Children's play and the emotional and reasoned manner, and articulate theory and practice, performing a work that surpasses every form of fragmentation or the mere transmission of information uncritical. Here is located the relevance of this study. / O presente trabalho tem por finalidade analisar o papel da afetividade e do brincar na educa??o da crian?a da educa??o infantil, enfocando o car?ter te?rico-pr?tico da forma??o dos professores no que se refere ? import?ncia que atribuem ? rela??o do brincar e da afetividade com o objeto de conhecimento. Nesse sentido, a problem?tica que envolve este estudo busca identificar as contribui??es da rela??o do brincar e da afetividade na forma??o dos professores de educa??o infantil como aspecto fundamental e facilitador da educa??o da crian?a na escola. Diante de tal problema compreendo que a forma??o do educador passa pela articula??o te?rico-pr?tica no desenvolvimento de sua pr?tica pedag?gica, pois s? assim se produz o conhecimento que d? origem e que explica a realidade. O referencial te?rico que fundamenta esta pesquisa pauta-se, principalmente, nos estudos de Wallon, Vygotsky, uma vez que ambos, em linhas gerais, buscam identificar a presen?a da afetividade na rela??o professor-aluno e as influ?ncias desta no processo ensino-aprendizagem. A pesquisa ? realizada com fundamentos na concep??o hist?rico cr?tico de educa??o, ou seja, a axiologia da pr?xis. A metodologia constitui-se de uma pesquisa qualitativa reunindo um estudo bibliogr?fico sobre o tema, entrevistas com profissionais da ?rea de Educa??o Infantil e observa??o sistem?tica de suas salas de aula. Para analisar o material emp?rico, foram constru?das tr?s categorias de an?lise: concep??o de crian?a, conceito de afetividade e do brincar e a rela??o teoria-pr?tica. Como resultados finais, apontamos para a necessidade de se pensar o trabalho pedag?gico na Educa??o Infantil a partir do brincar e do afetivo e de forma fundamentada, e articular teoria e pr?tica, realizando um trabalho que supere toda forma de fragmenta??o ou de mera transmiss?o de informa??es acr?ticas. Aqui situa-se a relev?ncia deste estudo.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-06T18:38:07Z No. of bitstreams: 1 PauloCorreaMendesDissertacao2016parcial.pdf: 293847 bytes, checksum: d33a5763652cf90a40c9647ff91036ae (MD5) / Approved for entry into archive by Kelson Anthony de Menezes (kelson@ucb.br) on 2017-04-06T18:49:03Z (GMT) No. of bitstreams: 1 PauloCorreaMendesDissertacao2016parcial.pdf: 293847 bytes, checksum: d33a5763652cf90a40c9647ff91036ae (MD5) / Made available in DSpace on 2017-04-06T18:49:03Z (GMT). No. of bitstreams: 1 PauloCorreaMendesDissertacao2016parcial.pdf: 293847 bytes, checksum: d33a5763652cf90a40c9647ff91036ae (MD5) Previous issue date: 2016-08-29 / This research, qualitative nature, had its origin intertwined in the autor???s life story and its educational reflections of fragmenting phenomena of art, education and life, therefore, the essence of what is human. Given this context was elected the object of study in Teacher Training in Competency Based Professional and Technological Education: a didactic strategy transdisciplinary. Thus, in the light of the articulation of theoretical frameworks of the Complex Thought, the Transdisciplinary Approach and Teaching Competencies based, the objective is to contribute to the construct of a paradigm of integral education and integrated, by means of a proposal for teacher training in vocational and technological education, using innovative proposal of didactic strategy transdisciplinary. Is Justified by the need for systematic teacher training in professional education and its required new competency, which will help in teaching practice to cope with new social constructions forged within the schools established as worthy, organic and alive to the processes of teaching and learning. The research was conducted on the premises of the Institute of Meta-ArteDesign - IMAD, the Federal District. The investigative method was a survey participant dialog between theory and practice, which began in the elaboration and implementation of the program of teacher training from the formation of a group Ethnofocused of 16 teachers professionals active in courses of Art and Design in general and other related courses. Data collection took place: by observing and recording the systematization of experience by the investigator; by electronic submission of questionnaires to teachers participating in the training program; and by conducting interview complement at the time of the receipt of the questionnaire. The data collection and results were analyzed by categories of transdisciplinary cognitive operators and other subcategories, demonstrating conclusive synthesis in Professional and Technological Education: there is a meaning and teaching openness to the basics of Complex Thinking and transdisciplinary approach in conjunction with assumptions of competency based education possible by optics teaching, through use of transdisciplinary didactic strategy proposed and used in the teacher education program, contributing in teachinglearning processes to the development of competency based education and also to favors the comprehensive training and integrated; no need for systematization of teacher education that breaks with the prevails of the Cartesian model of teaching and learning with today's focus on the object, making possible answers to social and academic demands subject of redemption that are required in a complex world; there is a distance between trotted epistemologies for a transdisciplinary education and sharp boundaries and obstacles of training for competences development, which makes the teaching practice in new practices by Paradigm of Complexity, articulating the knowledge of myth, philosophy, theology and of modern science, art, religious traditions, and life experiences. / Esta pesquisa, de car??ter qualitativo, teve sua origem entrela??ada na hist??ria de vida do autor e nas suas reflex??es educacionais dos fen??menos fragmentadores da arte, da educa????o e da vida, logo, da ess??ncia do que ?? o ser humano. Diante deste contexto elegeu-se o recorte e o objeto de estudo na Forma????o Docente na Educa????o e Tecnol??gica por Compet??ncias: uma estrat??gia did??tica transdisciplinar. Assim, ?? luz da articula????o dos referenciais te??ricos do Pensamento Complexo, da Abordagem Transdisciplinar e do Ensino por Compet??ncias, objetiva-se contribuir com o construto de um paradigma de educa????o integral e integrada, por meio de uma proposta de forma????o docente na Educa????o Profissional e Tecnol??gica, utilizando-se de inovadora proposta de estrat??gia did??tica transdisciplinar. Justifica-se pela necessidade de sistematiza????o da forma????o docente na educa????o profissional e suas requeridas novas compet??ncias, que auxilie em pr??xis did??ticas ao enfrentamento por novas constru????es sociais forjadas dentro das escolas constitu??das como dignas, org??nicas e vivas aos processos de ensino-aprendizagem. A investiga????o foi realizada nas depend??ncias do Instituto de Meta-ArteDesign ??? IMAD, no Distrito Federal. O m??todo investigativo foi uma pesquisa participante de di??logo entre teoria e pr??tica, que se iniciou na elabora????o e realiza????o do programa de forma????o docente a partir da constitui????o de um Grupo Etnofocalizado de 16 docentes profissionais atuantes em cursos de Artes e Design em geral e outros cursos correlatos. A coleta de dados deu-se: pela observa????o e registro da sistematiza????o da experi??ncia pelo investigador; pelo envio eletr??nico de question??rio aos docentes participantes do programa de forma????o; e pela realiza????o de entrevista complementar no momento do recebimento do question??rio. Os dados e resultados foram analisados pelas categorias referendadas nas teorias aqui elencadas, demonstrando em s??ntese conclusiva que, na Educa????o Profissional e Tecnol??gica: existe uma significa????o e abertura docente aos fundamentos do Pensamento Complexo e da abordagem transdisciplinar em articula????o aos pressupostos da educa????o por compet??ncias, poss??veis, pela ??tica docente, via utiliza????o de estrat??gia did??tica transdisciplinar proposta e utilizada no programa de forma????o docente, contribuindo nos processos de ensino-aprendizagem ao desenvolvimento de compet??ncias profissionais e, tamb??m, ao favorecimento da forma????o integral e integrada; h?? necessidade de sistematiza????o da forma????o docente que rompa com a preval??ncia do modelo cartesiano de ensino-aprendizagem hodierno com foco no objeto, facilitando poss??veis respostas as demandas sociais e acad??micas de resgate do sujeito que s??o requeridas num mundo complexo; h?? uma dist??ncia entre as epistemologias apregoadas para uma educa????o transdisciplinar e por acentuados limites e obst??culos da forma????o para o desenvolvimento de compet??ncias, que dificulta a pr??tica docente em novas pr??ticas pelo Paradigma da Complexidade, articulando os conhecimento do mito, da filosofia, da teologia e da ci??ncia moderna, da arte, das tradi????es religiosas, e das experi??ncias de vida.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-09-27T11:59:28Z No. of bitstreams: 1 2013 - Viviane Alves de Oliveira Menezes.pdf: 635216 bytes, checksum: 5ac3ee79dd22a3ee8f7630ef77ce568f (MD5) / Made available in DSpace on 2018-09-27T11:59:28Z (GMT). No. of bitstreams: 1 2013 - Viviane Alves de Oliveira Menezes.pdf: 635216 bytes, checksum: 5ac3ee79dd22a3ee8f7630ef77ce568f (MD5) Previous issue date: 2013-12-17 / This study aimed to verify and reflect about the association between attitude and verbal conceptualization of inclusive education in this narrative of faculty and undergraduate students with and without experience of working with people facing disabilities. The sample was selected randomly. Reflection on inclusive education arose from the author's experience in an institution of federal education toward vocational and technological education (EFA), where is being implemented a public policy of educational inclusion of people with special educational needs (SEN). The interest in conducting research on this topic arose from the fact that faces frequent opposition to inclusive education in schools especially in the sidewalks are unprepared professionals and lack of infrastructure. Therefore, can be considered as part of the inclusive actions initial and ongoing training of teachers in order to enhance the education as a process that begins but does not end. This is a descriptive, exploratory study that uses an instrument to collect data based on projective techniques. An instrument was built for search conceptualization and description of attitudes of educators through its narrative combining techniques complementing sentences and creation of a text on the topic. Another source of data was the researcher's field journal. Data analysis took into account the relationship between the participants' narratives and descriptions of their attitudes toward the object of the search based on the content analysis of Bardin?s model plus the observations drawn from Bruner?s narrative analysis. The results point to the persistence of common sense ideas about people in situations of disability, emphasizing the medical model and construction of schooling without significant knowledge to the subject. We expect to contribute to expansion of studies on teacher training and contribution to these inclusive policies / Este trabalho teve o objetivo de verificar e refletir sobre a associa??o entre atitude e conceitua??o verbal sobre educa??o inclusiva presente na narrativa de docentes e alunos de licenciaturas com e sem experi?ncia de trabalho com pessoas em situa??o de defici?ncia. A amostra foi selecionada de modo aleat?rio. A reflex?o sobre educa??o inclusiva surgiu a partir da experi?ncia da autora em uma institui??o de ensino federal, voltada para a educa??o profissional e tecnol?gica (EPT), onde est? sendo implementada uma pol?tica p?blica de inclus?o educacional de pessoas com necessidades educacionais espec?ficas (NEE). O interesse em realizar pesquisa sobre este tema veio da constata??o de que as frequentes oposi??es ? educa??o inclusiva nas escolas s?o calcadas mormente no despreparo dos profissionais e na falta de infraestrutura. Por esse motivo, pode ser considerada como parte das a??es inclusivas a forma??o inicial e continuada dos educadores de forma a real?ar a Educa??o como processo, que tem in?cio, mas n?o tem final. Trata-se de uma pesquisa descritiva, de car?ter explorat?rio, que utiliza um instrumento de coleta de dados baseado na t?cnica projetiva. Foi criado um instrumento para o levantamento de conceitua??o e de descri??o de atitudes dos educadores atrav?s de sua narrativa combinando t?cnicas de complementa??o de frases e de elabora??o de texto sobre o tema. Outra fonte de dados foi o di?rio de campo da pesquisadora. A an?lise de dados levou em conta a rela??o entre as narrativas dos participantes e as descri??es das atitudes destes em rela??o ao objeto da pesquisa baseado no modelo de An?lise de Conte?do de Bardin somada ?s observa??es retiradas da an?lise narrativa de Bruner. Os resultados encontrados apontam para a persist?ncia de ideias do senso comum sobre as pessoas em situa??o de defici?ncia, privilegiando o modelo m?dico e a escolariza??o sem constru??o de conhecimento significativo para o sujeito. Espera-se contribuir para amplia??o dos estudos sobre a forma??o docente e a contribui??o desta para as pol?ticas inclusivas

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-12-04T22:03:15Z No. of bitstreams: 1 AnaLuciaCarneiroDeOliveira_DISSERT.pdf: 4425502 bytes, checksum: ac3d3bd904a4902d275205e16cbe2f7c (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-12-11T20:21:12Z (GMT) No. of bitstreams: 1 AnaLuciaCarneiroDeOliveira_DISSERT.pdf: 4425502 bytes, checksum: ac3d3bd904a4902d275205e16cbe2f7c (MD5) / Made available in DSpace on 2017-12-11T20:21:12Z (GMT). No. of bitstreams: 1 AnaLuciaCarneiroDeOliveira_DISSERT.pdf: 4425502 bytes, checksum: ac3d3bd904a4902d275205e16cbe2f7c (MD5) Previous issue date: 2017-06-20 / Esta Pesquisa teve como objetivo sistematizar conte?dos aplic?veis para a forma??o docente na ?rea da Reg?ncia Coral Infantil em um Projeto de Extens?o Universit?ria envolvendo alunos do Curso de Licenciatura em M?sica da UFRN. Nesse contexto, 11 participantes integraram o Estudo: uma regente - pesquisadora, mestranda; uma regente auxiliar e pianista, aluna do Curso de P?s - Gradua??o em M?sica; 7 licenciandos em M?sica; uma pianista - aluna do Bacharelado em M?sica; uma preparadora vocal ? aluna do Curso T?cnico em M?sica / Canto. A Pesquisa considerou tamb?m as atividades desenvolvidas pela pesquisadora nas disciplinas Atividades Orientadas II - Metodologia do Ensino da Voz - e M?sica Coral, no Curso de Licenciatura em M?sica da UFRN, durante o semestre letivo de 2015.2 bem como experi?ncias no Projeto de Extens?o Coral Infantil da UFRN, no semestre letivo de 2016.1. Para tanto, o trabalho est? fundamentado em autores como Figueiredo (1990), Schimiti (2003), Zander (2008), Fonterrada (2008), Grings (2011), Dias (2011), Loureiro (2012), Esperidi?o (2012), Gois (2015), Gaborim - Moreira (2015). Como procedimento metodol?gico, foi realizada uma pesquisa - a??o (TRIPP, 2005), estruturada em 4 fases: planejamento, a??o, monitoramento e avalia??o. Por meio desse procedimento, foi poss?vel elaborar e desenvolver atividades pedag?gicas e musicais para o ensino de Reg?ncia Coral Infantil que est?o relatadas por meio de descri??o do di?rio de campo, registros de imagens fotogr?ficas, observa??es e depoimentos de alunos da Licenciatura, coletados atrav?s de um question?rio semiestruturado. Estes depoimentos apoiam que as atividades realizadas no Projeto de Extens?o do Coral Infantil da UFRN foram muito significativas para os licenciandos e contribu?ram para o desenvolvimento de suas habilidades e compet?ncias como regentes. Diante dos resultados obtidos, acreditamos que esta Pesquisa contribui para a amplia??o das discuss?es sobre a Reg?ncia Coral Infantil na forma??o docente em M?sica. / This research aimed to systematize applicable contents for teacher training in the area of children?s choral conducting in a university extension project involving students of the Undergraduate Music Course of UFRN. In this context, 11 participants integrated the study: a regent-researcher, master's degree; a assistant conductor and pianist, a postgraduate student in music; 7 graduates in music; a pianist ? student bachelor in music; a vocal coach - technical / music singing student. The research also considered the activities developed by the researcher in the disciplines Oriented Activities II - Voice Teaching Methodology - and Choral Music, in the Music Licensing Course of UFRN, during the academic semester of 2015.2 as well as experiences in the UFRN Children's Coral Extension Project, in the academic semester of 2016.1. To do so, the work is based on authors such as Figueiredo (1990), Schimiti (2003), Zander (2008), Fonterrada (2008), Grings (2011), Dias (2011), Loureiro (2012), Esperidi?o (2012), Gois (2015) and Gaborim - Moreira (2015). As a methodological procedure, we carried out an action research (TRIPP, 2005), structured in 4 phases: planning, action, monitoring and evaluation. Through this procedure, it was possible to elaborate and develop pedagogical and musical activities for the teaching of children's choral conducting, reported by diary description, photographic image records, observations and testimonials of undergraduate students collected through a semi-structured questionnaire. These testimonials support that the activities carried out in the UFRN Children's Coral Extension Project were very significant for the graduates and contributed to the development of their skills and competences as conductors. In light of the results obtained, we believe that this research contributes to broaden the discussions about teacher training in children?s choral conduction.

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-07-18T12:42:14Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) lidiane_silva_rocha_magalhaes.pdf: 1765157 bytes, checksum: 9aa60466acd58aa86e85d6ce04faa8f3 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-07-18T13:07:10Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) lidiane_silva_rocha_magalhaes.pdf: 1765157 bytes, checksum: 9aa60466acd58aa86e85d6ce04faa8f3 (MD5) / Made available in DSpace on 2018-07-18T13:07:10Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) lidiane_silva_rocha_magalhaes.pdf: 1765157 bytes, checksum: 9aa60466acd58aa86e85d6ce04faa8f3 (MD5) Previous issue date: 2017 / A hist?ria oficial do Brasil e seus registros em livros, bem como os curr?culos escolares sempre deram ?nfase ? influ?ncia da cultura europeia na constru??o da na??o brasileira, desconsiderando a ineg?vel, forte e incisiva contribui??o cultural dos povos ind?genas e africanos nesse mesmo processo. De um modo geral, verifica-se que professores e escolas ainda n?o aprenderam a conviver com essa realidade e, por conseguinte, n?o sabem abordar de maneira significativa o tema, refor?ando o car?ter euroc?ntrico dos conte?dos, perpetuando a exclus?o, o preconceito e o racismo nas rela??es. Enquanto pol?tica p?blica em educa??o voltada para a popula??o negra do Brasil, as Leis 10.639/03 e 11.645/08 tornaram obrigat?rios o ensino de Hist?ria e Cultura da ?frica e Afro-brasileira e como instrumento concreto para o cumprimento delas foi criado o Projeto UNIAFRO com o objetivo de oferecer forma??o continuada de professores na tem?tica. Nesse sentido, a presente pesquisa objetiva averiguar e avaliar as contribui??es do curso de forma??o continuada de professores do Vale do Mucuri: Rela??es ?tnico-raciais e o Ensino de Hist?ria e Cultura Afro-brasileira, ofertados pela UFVJM/NEAB (2008 a 2011) no Campus Mucuri, para a implementa??o da Lei 10.639 no munic?pio de Te?filo Otoni. Para atingir os objetivos propostos, metodologicamente adotou-se pesquisa explicativa e quanto aos meios foram utilizadas a pesquisa bibliogr?fica e documental sobre forma??o continuada de professores, diversidade e rela??es ?tnico-raciais. Os dados da pesquisa de campo foram coletados atrav?s da realiza??o de entrevistas semiestruturadas e aplica??o de question?rios a professores que participaram do curso em quest?o. O foco da pesquisa de campo foi promover o registro da percep??o dos sujeitos quanto ? experi?ncia vivenciada no curso de forma??o e suas contribui??es para a abordagem da tem?tica em sala de aula. Os resultados obtidos nessa pesquisa demonstram que a sociedade de maneira geral e a escola especificamente, ainda apresentam dificuldades em implementar a lei no curr?culo e nas pr?ticas do cotidiano escolar. Nesse sentido, ? de extrema relev?ncia a realiza??o de cursos de forma??o que abordem essa tem?tica, uma vez que os professores exercem papel significativo na efetiva??o da referida lei. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / The official history of Brazil and its book records as well as the school curricula have always emphasized the influence of European culture in the construction of the Brazilian nation, disregarding the undeniable, strong and incisive cultural contribution of the indigenous and African people in this same process. In general, teachers and schools have not yet learned to live with this reality and, therefore, do not know how to approach the theme in a meaningful way, reinforcing the Eurocentric nature of content, perpetuating exclusion, prejudice and racism in relationships. As public policy in education aimed: Brazil black population of, Laws 10.639 / 03 and 11.645 / 08 made History, African, and Afro-Brazilian culture teaching and mandatory and as a concrete instrument for their fulfillment, the UNIAFRO Project was created with the objective of offering continuing teacher training on the subject. In this sense, the present research aims to assess and evaluate the contributions of Mucuri Valley teachers' continuing education course: Ethnic-racial Relations and the Teaching of Afro-Brazilian History and Culture, offered by UFVJM / NEAB (2008 to 2011) in the Mucuri Campus, for the implementation of Law 10,639 in the municipality of Te?filo Otoni. In order to reach the proposed objectives, methodological explanatory research was adopted and the means used were the bibliographical and documentary research on continuing teacher education, diversity and ethnic-racial relations. Field survey data was collected through semi-structured interviews and questionnaires to teachers who participated in the course in question. The focus of the field research was to promote the recording of the perception of the subjects regarding the experience lived in the training course and their contributions to the approach of the theme in the classroom. The results obtained in this research demonstrate that society in general and school specifically, still have difficulties in implementing the law in the curriculum and in the daily practices of school. In this sense, it is extremely relevant to conduct training courses that address this theme, since teachers play a significant role in the implementation of law.

Made available in DSpace on 2014-12-17T14:35:49Z (GMT). No. of bitstreams: 1 WilsonHA.pdf: 444798 bytes, checksum: d9ae66d84d666a116364ae00afd9a872 (MD5) Previous issue date: 2002-08-02 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Les pr?occupations g?r?es par les changements de l ?ducation nationale pouss?s par les r?formes mises en places par le gouvernement de Fernando Henrique Cardoso, notamment la politique nationale de formation de professeurs, et le besoin de conna?tre comment ces r?formes ont ?t? incorpor?es par l Universit? F?d?rale de Rio Grande do Norte - UFRN, constituent les questions centrales d?velopp?es par cette th?se. Cette ?tude propose ? montrer, ? partir d une approche socio-historique, la fa?on comment la l?gislation ?ducationnelle br?silienne sur la formation de professeurs pour l ?ducation basique expresse la politique de l ?tat br?silien et, en m?me temps, comment le PROB?SICA signifie une r?ponse de l UFRN ? cette politique. En ce sens, cette recherche, selon sa perspective exploratoire, descriptive et analytique a privil?gi? plusieurs techniques et proc?d?s de collectes des donn?es conforme au mod?le de la recherche participative, ? savoir : enqu?te semi- structur?e, observations directes, contacts formels et informels; enregistrement des opinions de professeurs, coordinateurs p?dagogiques et ?tudiants; rep?rage, syst?matisation et analyses de plusieurs documents. L analyse des donn?es, qui a ?t? faite d une fa?on fondamentalement qualitative, a r?v?l? que le PROB?SICA a sa gen?se ? l int?rieur de l UFRN et repr?sente, en m?me temps, une r?ponse de cette universit? ? la demande de la cat?gorie et la politique de formation de professeurs. Nous esp?rons que cette ?tude suscite d autres recherches qui d?veloppent des discussions sur les relations entre l ?tat br?silien, ses politiques ?ducationnelles et les pratiques p?dagogiques de formation de professeurs / A preocupa??o com as mudan?as na educa??o nacional provocada pelas reformas implementadas pelo governo Fernando Henrique Cardoso, particularmente na pol?tica nacional de forma??o de professores, e a necessidade de conhecer como ela se corporifica na Universidade Federal do Rio Grande do Norte UFRN originaram esta tese. Neste sentido, o estudo prop?e-se revelar, numa abordagem s?cio-hist?rica, a forma como a legisla??o educacional brasileira sobre a forma??o de professores para as s?ries iniciais educa??o b?sica expressa a pol?tica do Estado brasileiro e, ao mesmo tempo, como o PROB?SICA significa uma resposta da UFRN a esta pol?tica. Para tanto, a pesquisa, em sua perspectiva explorat?ria, descritiva e anal?tica, privilegiou v?rias t?cnicas e procedimentos de coleta de dados da pesquisa participativa, como: entrevistas semi-estruturadas, observa??es diretas no campo emp?rico, contatos formais e informais, registro de depoimento de docentes, coordenadores pedag?gicos e estudantes, al?m de levantamento, cataloga??o e an?lise de documentos diversos. A an?lise dos dados trabalhados foi feita de forma predominantemente qualitativa e revelou, entre outras coisas, que o PROB?SICA teve sua g?nesis no interior da UFRN e representou, ao mesmo tempo, uma resposta da Universidade ? demanda da categoria e ? pol?tica nacional de forma??o de professores. Com este estudo esperamos suscitar outras investiga??es que avancem nas discuss?es sobre as rela??es existentes entre o Estado brasileiro, suas pol?ticas educacionais e as pr?ticas pedag?gicas de forma??o de professores

Made available in DSpace on 2014-12-17T14:36:02Z (GMT). No. of bitstreams: 1 JoseniltonNV.pdf: 1574536 bytes, checksum: d076c9c185aa15ca57538c75aaf5ef92 (MD5) Previous issue date: 2009-03-23 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This work examines the connection Syndicate/teachers profession trying to unveil the important role taken over by the Syndical movement in the process of professionalization of the militant teachers. For that, it describes and analyses the historical course of three Syndicates representatives of the teachers category Associa??o dos Professores Licenciados da Bahia APLB; Sindicato dos Trabalhadores em Educa??o de Pernambuco SINTEPE; Sindicato dos Servidores Municipais de Petrolina SINDSEMP acting in the micro-region of the San Francisco Valley, especially, in the municipalities of Juazeiro Bahia , and of Petrolina Pernambuco. It concentrates its interests on the contribution of the Syndicates for the professional development of these teachers in this region analysing the aspects related to emerging conflicts into the Syndical organization, to the attitude of these entities before the educational reality to their reinvindicative struggles to the formative dimension of the group actions. This study tries to answer the following questions: How has this syndical movement of teachers of state school of S. Francisco Valley been characterized? How do their actions reflect in the formation and professionalization of the teachers? Do teachers recognize the syndicate as a constructive space for the teaching profession? The methodological trajectory was directed through a qualitative approach of an etnomethodological character, using instruments for the understanding of this reality, The treatment of the data was based on the interpretative analysis of the speeches present in documents and through answers of the interviwees, having as a reference in this analysis the theoretical studies about syndicalism and the teacher professionalization. For a conceptual construction of this work it was studied these two categories from their genesis, from the social historical evolution of their concepts and the up to date discussions that give explanations about the teachers syndical movement and about the process of teachers professionalization. As thesis of this study it was defended the idea of that the teachers syndicates have contributed expressively in the process of the construction of the teacher profession of the militant teachers of this in the micro-region of the S. Francisco Valley. Once the teachers participate actively in this movement promoted by the syndical entities, the teachers develop the critical sense of the educational realty; improve their formation and reinvindicate from the State this condition as a Right; fight for better conditions in the work; reinvindicate the salary valuation and, try to construct an image of teacher basing on a professional model. The contribution of the Syndicate in the process of teachers profissionalization, is more evident in its external dimension that chacterizes the profissionalism, on the related aspects: to the forms of participation in the definition and the management of the educational politics; to the political struggles for the achievements of the professional status, to the recognition and of his eventual valuation. The syndical actions have repercussions with less intensity in the inside dimension that defines the profissionality, in the related aspects: to the administratation of the pedagogical processes in schools and in the classroom; to the acquisition of branches of knowledges; to the epistemological criticism of the acquirements mobilized in the teaching; the curricular question to the mediation that make possible the learning at school and in the classroom / Esta tese examina a rela??o sindicato/profiss?o docente procurando desvelar o importante papel assumido pelo movimento sindical no processo de profissionaliza??o dos professores militantes. Para tanto, descreve e analisa as trajet?rias hist?ricas de tr?s sindicatos representantes da categoria docente Associa??o dos Professores Licenciados da Bahia APLB/Sindicato; Sindicato dos Trabalhadores em Educa??o de Pernambuco SINTEPE; Sindicato dos Servidores Municipais de Petrolina SINDSEMP - com atua??o na microregi?o do Vale do S?o Francisco, especificamente, nos munic?pios de Juazeiro Bahia, e de Petrolina Pernambuco. Concentra seu interesse nas contribui??es dos sindicatos para o desenvolvimento profissional docente nessa micro-regi?o analisando os aspectos relacionados aos conflitos emergentes na organiza??o sindical, ao posicionamento dessas entidades diante da realidade educacional, ?s suas lutas reivindicativas, ? dimens?o formativa das a??es coletivas. O estudo procura responder as seguintes quest?es: como tem se caracterizado o movimento sindical dos professores da rede p?blica no Vale do S?o Francisco? De que modo suas a??es repercutem na forma??o e profissionaliza??o dos professores? Os professores reconhecem o sindicato como um espa?o de constru??o da profiss?o docente? O percurso metodol?gico orientou-se por uma abordagem qualitativa de car?ter etnometodol?gico, utilizando como instrumentos para apreens?o dessa realidade, as fontes documentais e as entrevistas com vinte e quatro professores militantes. O tratamento dos dados baseou-se na an?lise interpretativa dos discursos presentes em documentos e nas respostas dos entrevistados, tendo como referencial nessa an?lise os estudos te?ricos sobre o sindicalismo e a profissionaliza??o docente. Para uma constru??o do marco conceitual desse trabalho estudou-se essas duas categorias a partir de suas g?neses, da evolu??o s?cio-hist?rica de seus conceitos e das discuss?es contempor?neas que produzem explica??es sobre o movimento sindical docente e sobre o processo de profissionaliza??o dos professores. Como tese desse estudo defende-se a id?ia de que os sindicatos docentes t?m contribu?do significativamente no processo de constru??o da profiss?o docente dos professores militantes desse movimento na microrregi?o do Vale do S?o Francisco. Uma vez que ao participar ativamente nas a??es coletivas promovidas pelas entidades sindicais, os professores desenvolvem seu senso cr?tico da realidade educacional; aperfei?oam sua forma??o e reivindicam do Estado essa condi??o como um direito; lutam por condi??es dignas de trabalho; reivindicam a valoriza??o salarial e, tentam construir uma imagem de professor baseando-se no modelo profissional. A contribui??o do sindicato, no processo de profissionaliza??o dos professores, ? mais evidente na sua dimens?o externa que caracteriza o profissionalismo, nos aspectos relacionados: ?s formas de participa??o na defini??o e na gest?o da pol?tica educacional; ?s lutas pol?ticas pelas conquistas do status profissional, do reconhecimento social e da sua conseq?ente valoriza??o. As a??es sindicais repercutem com menor intensidade na dimens?o interna que define a profissionalidade, nos aspectos relacionados: ? gest?o dos processos pedag?gicos na escola e na sala de aula; ? aquisi??o dos saberes disciplinares; ? cr?tica epistemol?gica dos conhecimentos mobilizados no ensino; ?s quest?es curriculares; e ?s media??es que possibilitam a aprendizagem na escola e na sala de aula