School garden-based education programs have become an increasingly popular tool to improve children's nutrition, yet evaluations have found mixed results. This study analyzes three years of student surveys collected before and after one year of participation in the American Heart Association's Teaching Gardens program. Analysis was guided by the Social Cognitive Theory, and measured changes in determinants of healthy eating behavior: preferences for fruits and vegetables, gardening skills, food systems learning, and perceptions of self-efficacy and social norms regarding fruit and vegetable consumption. A total of 755 pre-test and 976 post-test responses were included in the analysis, as well as 173 pre-test and 146 post-test responses from two control schools that did not participate in any gardening activities. Frequencies and crosstabulations were used to analyze pre- and post-test data. Paired t-tests were also used to analyze differences between pre- and post-test when data were collected for the same student before and after Teaching Gardens participation. Paired t-test results indicated improvement in Preferences, Food Systems Learning, and Social Norms for both control and experimental groups and in Gardening Skills for the experimental group, although none of the changes over time were significant. At posttest, significant differences by gender were found in responses across all five indices, with girls answering generally more positively to questions than boys. Crosstab results also indicated significant differences by school minority concentration and socioeconomic status (SES) across all five indices at post-test, as well as a general correlation between minority concentration and SES. However, the effects of these environmental factors were mixed. The second article of this thesis investigates the effects of another environmental factor - the level of integration of the school garden program into the wider school environment - on students' reported knowledge of Gardening Skills. Eight schools and 142 matched pairs of students that participated in the Teaching Gardens program were analyzed. Adult responses from each of the schools were used to create an index of the program's Level of Integration, which was then compared with the students' reported changes in Gardening Skills using bivariate analysis and Paired Samples t-tests. Repeated Measures General Linear Model tests were then conducted to compare the model including the Level of Integration against the more traditional model of school garden evaluation, which focuses on school's minority concentration and SES. Results indicate that students at schools with well-integrated school garden programs gain greater Gardening Skills as a result of one year of participation in the program and confirms previous findings that students from lower SES areas experience greater gains in Gardening Skills than students from higher SES areas.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Trata do ensino agrÃcola, tomando como locus de observaÃÃo a dinÃmica da Escola AgrÃcola de Lavras da Mangabeira, no CearÃ, buscando compreendÃ-la no contexto da internacionalizaÃÃo das PolÃticas de EducaÃÃo AgrÃcola para o Brasil. Utiliza fonte bibliogrÃfica composta por alguns expoentes brasileiros e estrangeiros da HistÃria da EducaÃÃo, a exemplo de: Salles (1941), Castelo (1951), Nagle (1976), Andrade (1979), Velho (1979), Poulantzas (1985), Bandeira (1989), Capdeville (1991), Souza (1994), MendonÃa (1997), OtaÃza Romanelli (1999), Schelbauer (1999), NÃvoa e Schriewer (2000), Oliveira (2000), Nogueira (2002), Lerche (2002), Schwartzman (2000), FlÃvia Werle (2005), Cavalcante, (2005/2008), Del Priori (2006), MagalhÃes Filho (2009), Mattos (2010) e Jucà (2011). Adota abordagem histÃrica e qualitativa de pesquisa, com ancoragem no mÃtodo comparado e levantamento de fontes desenvolvido junto a acervos pÃblicos e privados, baseada em consulta a documentos, livros e iconografias, somada a relatos orais de sujeitos (diretores âprofessores â alunos e funcionÃrios) que vivenciaram a construÃÃo institucional do ColÃgio AgrÃcola de Lavras da Mangabeira, no CearÃ, entre 1947 a 2008. Apresenta narrativa configurada em periodizaÃÃo oriunda do exame da ordem cronolÃgica dos acontecimentos histÃricos, feita em conexÃo com marcos relevantes das polÃticas de Ensino AgrÃcola no Brasil e no CearÃ. Analisa a histÃria dessa instituiÃÃo escolar, traÃando ligaÃÃes e paralelos entre a dimensÃo local (Lavras da Mangabeira, CearÃ), nacional (Brasil) e internacional (Estados Unidos da AmÃrica). Como resultado, sumaria as seguintes indicaÃÃes: 1) As polÃticas de ensino agrÃcola no Brasil foram marcadas por interesses econÃmicos bem delineados, tendo os principais produtores agrÃcolas como agentes de intermediaÃÃo junto ao Estado brasileiro; 2) A luta empreendida pela sociedade civil organizada em prol da educaÃÃo agrÃcola respondia, ao nÃvel local, ao apelo desenvolvimentista brasileiro entÃo propagado em sintonia com orientaÃÃo dos Estados Unidos da AmÃrica; 3) A difusÃo das ideias americanas para a agricultura foi amplamente divulgada, graÃas a acordos e convÃnios firmados entre os governos brasileiro e americano; 4) A parceria Brasil-EUA no plano educacional favoreceu a criaÃÃo de uma rede nacional e estadual de escolas agrÃcolas, que foi responsÃvel pela formaÃÃo de profissionais em nÃvel tÃcnico â tÃcnicos agrÃcolas â para atuar junto ao homem do campo e a agÃncias pÃblicas e privadas, como formadora e propagadora das ideias modernizantes da agricultura brasileira; 5) Os colÃgios agrÃcolas da rede cearense representaram para os jovens interioranos uma oportunidade para alcance de uma melhoria de vida e garantia de inserÃÃo profissional considerada compensatÃria. Conclui que o ensino agrÃcola no Brasil foi resultado de uma conjugaÃÃo de elementos decisÃrios da sua polÃtica econÃmica, associada a uma estratÃgia desenvolvimentista americana, onde, as escolas agrÃcolas serviram como um espaÃo de difusÃo, circulaÃÃo e adoÃÃo de ideias agrÃrio-agrÃcolas e pedagÃgicas consideradas modernizantes para o meio rural. / This agricultural education, taking as observation locus of the dynamics of the Agricultural School of Lavras da Mangabeira, CearÃ, seeking to understand it in the context of the internationalization of Agricultural Education Policies for Brazil. Uses bibliographic source composed of some Brazilian exponents and foreign History of Education, such Salles (1941), Castle (1951), Nagle (1976), Andrade (1979), Old (1979), Poulantzas (1985), Flag (1989), Capdeville (1991), Souza (1994), Mendonca (1997), OTAIZA Romanelli (1999), Schelbauer (1999), NÃvoa and Schriewer (2000), Oliveira (2000), walnut (2002), Lerche (2002 ), Schwartzman (2000), Flavia Werle (2005), Cavalcante (2005-2008), Del Priori (2006), Magalhaes Filho (2009), Mattos (2010) and Juca (2011). It adopts historical and qualitative research, with anchoring the comparative method and survey sources developed with public and private collections, based on the consultation documents, books and iconography, in addition to oral reports of subjects (-professores directors - students and staff) who experienced the institutional construction of the Agricultural College of Lavras da Mangabeira, Cearà from 1947 to 2008. it presents narrative set in periodization derived from the examination of the chronological order of historical events, made in connection with important milestones of agricultural education policies in Brazil and In Ceara. Analyzes the history of this educational institution, tracing connections and parallels between the local dimension (Lavras da Mangabeira, CearÃ), national (Brazil) and international (United States). As a result, summarizes the following: 1) agricultural education policies in Brazil were marked by well-designed economic interests, and the main agricultural producers as intermediary agents to the Brazilian State; 2) The struggle undertaken by civil society organizations in support of agricultural education respond at the local level, the call then Brazilian developmentalist propagated in line with guidance from the United States; 3) The spread of American ideas for agriculture was widely publicized, thanks to signed agreements and agreements between the Brazilian and US governments; 4) The Brazil-US partnership in the educational plan favored the creation of a state and national network of agricultural schools, which was responsible for the training of professionals in technical - agricultural technicians - to work with the man of the field and the public agencies and private as forming and propagator of modernizing ideas of Brazilian agriculture; 5) The agricultural colleges cearense network accounted for the young provincials an opportunity to reach a better life and a job guarantee considered compensatory. It concludes that agricultural education in Brazil was the result of a combination of decision elements of its economic policy, together with an American development strategy, where agricultural schools served as a broadcast space, circulation and adoption of agrarian agricultural and pedagogical ideas considered for modernizing the rural areas.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-08-08T12:55:06Z No. of bitstreams: 1 2011 - Aessandra Xavier de Morais.pdf: 1313263 bytes, checksum: 181080371f025600731b80924ed5cef6 (MD5) / Made available in DSpace on 2016-08-08T12:55:06Z (GMT). No. of bitstreams: 1 2011 - Aessandra Xavier de Morais.pdf: 1313263 bytes, checksum: 181080371f025600731b80924ed5cef6 (MD5) Previous issue date: 2011-03-29 / This study is the result of a survey among boarders of the Federal Institute of Pernambuco ? Vit?ria de Santo Ant?o Campus. The work had its foundation on theorists that discuss the boarding school regime, who enabled us to understand the boarding school from a scientific perspective; and, in a more romantic perspective, in the light of literary art. We also looked for evidences to an understanding of the adolescent period, as the boarders belong to this age group. We sought to study and understand the psychosocial identity of adolescents undergone to the boarding school regime of the Vit?ria de Santo Ant?o Campus, and this is our object of study. The admission of an adolescent to boarding school, especially when it has an agricultural profile, is of particular peculiarity. Coming from rural areas and children of farmers, these adolescents experience intense aspects in their new dynamics of life in a boarding school, being bordered by instabilities. We used as strategies of research the documental analysis, interviews, photographs, reports based on observations from our professional experience in the establishment, as well as the focal group to collect data with the boarders. We examined the records from the group of students surveyed, an instrument that allowed us to study the psychological dynamics of these subjects, showing feelings and emotions, as well as the arguments that express rationality. The data treatment was done in accordance with the categorization of statements that have emerged in the focus group, being treated in the light of the content analysis. From the material obtained, we concluded that, despite all the difficulties concerning the change of life and the family separation caused by the admission to the boarding school regime, students believe that the promising future can only be achieved through technical education, allowing them not only to acquire a knowledge that can be used in their family based production system, overcoming the adverse conditions experienced by their families, but also as a way to have access to a better paying job. We also present a discussion of Brazilian educational policies regarding the agricultural education and the boarding school. We hope that this work can support various professionals of education institutions that also adopt the boarding school regime. / Este trabalho ? o resultado de uma pesquisa realizada junto aos alunos internos do Instituto Federal de Pernambuco - Campus Vit?ria de Santo Ant?o. O trabalho teve seu embasamento em te?ricos que discutem o regime de internato escolar, que nos permitiram compreender o internato numa perspectiva cient?fica; e, numa perspectiva mais rom?ntica, ? luz da arte liter?ria. Buscamos tamb?m elementos para uma compreens?o do per?odo da adolesc?ncia, j? que os internos pertencem a essa faixa et?ria. Procuramos estudar e compreender a identidade psicossocial dos adolescentes submetidos ao regime de internato do Campus Vit?ria de Santo Ant?o, sendo esse nosso objeto de estudo. O ingresso do adolescente em um internato, principalmente quando este tem um perfil como os dos campi agr?colas, se reveste de especial peculiaridade. Oriundos de zona rural e filhos de agricultores, esses adolescentes vivenciam aspectos intensos em sua nova din?mica de vida num internato, situa??o permeada por instabilidades. Usamos como estrat?gias de investiga??o a an?lise documental, entrevistas, fotografias, relatos baseados em observa??es a partir de nossa experi?ncia profissional no estabelecimento bem como o grupo focal para fazer uma coleta de dados com os alunos internos. Examinamos os registros emergentes do grupo de alunos pesquisados, instrumento que nos permitiu estudar a din?mica psicol?gica desses sujeitos, evidenciando sentimentos e emo??es, al?m dos argumentos que expressam racionalidade. O tratamento dos dados se deu de acordo com a categoriza??o das falas que emergiram no grupo focal, sendo tratados ? luz da an?lise de conte?do. A partir do material obtido, conclu?mos que, mesmo com todas as dificuldades em torno da mudan?a de vida e da separa??o familiar ocasionadas pelo ingresso no regime de internato, os alunos acreditam que o futuro promissor s? pode ser alcan?ado atrav?s de uma forma??o t?cnica, possibilitando-os n?o s? adquirirem um saber que possa ser aplicado em seu sistema de produ??o de base familiar, superando as condi??es adversas vividas por suas fam?lias, mas tamb?m como forma de terem acesso a um trabalho de melhor remunera??o. Apresentamos ainda uma discuss?o das pol?ticas educacionais brasileiras frente ao ensino agr?cola e ao internato. Esperamos que este trabalho possa subsidiar diferentes profissionais de institui??es de ensino que tamb?m adotam o internato como regime de perman?ncia.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-10-07T11:51:40Z No. of bitstreams: 1 2011 - Salmo C?sar da Silva.pdf: 3766093 bytes, checksum: f67906909b71209656c5d8cc68e510da (MD5) / Made available in DSpace on 2016-10-07T11:51:40Z (GMT). No. of bitstreams: 1 2011 - Salmo C?sar da Silva.pdf: 3766093 bytes, checksum: f67906909b71209656c5d8cc68e510da (MD5) Previous issue date: 2011-05-02 / We analyze the teaching-learning process in physical education classes, technical course in agriculture in the IFMT - Campus Caceres, from the perceptions of graduating students, identifying the teaching contents of Agricultural Education in Brazil were privileged by the lessons of Physical Education; characterizing the methodological procedures used by physical education teachers to assess the teaching-learning content developed in the classes they taught, and assessing the relevance or impact of physical education classes in the training of students. We studied the historical course of professional education in Brazil, the teaching of Physical Education in Brazil, the changes that have occurred, the role of the school curriculum. This is a qualitative research whose instruments were used, a semi-structured questionnaire, along with graduates of the Agricultural Technical Course in academic year 2010, totaling 71 students, as well as formal documents from the Educational Center of the institution. We identify, through systematic research, that the Physical Education, from this perspective, data very worrying, as the incidence of content worked, teaching methodologies, assessments and skills worked. Confirming the initial anxiety, demotivation for the discipline. From this study it was possible to know the reality of their work, as well as to contribute for the improvement of pedagogical practice of Physical Education in the Federal Network for Teaching and reconstruct the teaching-learning process, involving a body that does not think it's just movement, but that those involved in this process that makes up the body culture, are seen and valued and that the knowledge offered to contribute their professional training. / Buscamos analisar o processo ensino-aprendizagem nas aulas de Educa??o F?sica, no curso t?cnico em agropecu?ria do IFMT ? Campus C?ceres, a partir da percep??o dos discentes concluintes, identificando quais os conte?dos de ensino da Educa??o Agr?cola no Brasil eram privilegiados por meio das aulas de Educa??o F?sica; caracterizando os procedimentos metodol?gicos utilizados pelos professores de Educa??o F?sica para avaliar o processo ensinoaprendizagem dos conte?dos desenvolvidos nas aulas por eles ministrados; e avaliando a relev?ncia ou o impacto das aulas de educa??o f?sica na forma??o dos discentes. Estudamos a trajet?ria hist?rica da Educa??o Profissional no Brasil, o ensino da Educa??o F?sica no Brasil, as mudan?as que ocorreram, o papel da Escola, o curr?culo. Trata-se de uma pesquisa qualitativa, cujos instrumentos utilizados foram, um question?rio semi-estruturado, junto aos concluintes do Curso T?cnico em Agropecu?ria do ano letivo 2010, totalizando 71 alunos, e tamb?m documentos formais junto a Coordena??o Pedag?gica da institui??o. Pudemos constatar, atrav?s da sistematiza??o da pesquisa, que a disciplina Educa??o F?sica, nessa perspectiva, dados muito preocupantes, como a incid?ncia de conte?dos trabalhados, metodologias de ensino, avalia??es e compet?ncias gerais trabalhadas. Confirmando as ang?stias iniciais, de desmotiva??o em rela??o da disciplina. A partir do presente estudo foi poss?vel conhecer a realidade do trabalho desenvolvido, bem como apresentar subs?dios para a melhoria da pr?tica pedag?gica da disciplina Educa??o F?sica na Rede Federal de Ensino, e reconstruir o processo de ensino-aprendizagem, que implique pensar um corpo que n?o ? s? movimento, mas que os envolvidos nesse processo que comp?e a cultura corporal, sejam vistos e valorizados e que os conhecimentos ofertados contribuam com sua forma??o profissional.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-03-23T11:25:08Z No. of bitstreams: 1 2015 - Jos? Adilson Gon?alves de Souza.pdf: 1218745 bytes, checksum: 84625bf13e0c0adf4f55d188a675635b (MD5) / Made available in DSpace on 2017-03-23T11:25:08Z (GMT). No. of bitstreams: 1 2015 - Jos? Adilson Gon?alves de Souza.pdf: 1218745 bytes, checksum: 84625bf13e0c0adf4f55d188a675635b (MD5) Previous issue date: 2015-11-26 / The full formation of professionals on agricultural area consists on the possibility to insert pedagogical practices of learning in the Agriculture Technic Course?s students, as a strategic factor on the sustainable social development of a country, being decisive in the construction of their cultural, scientific and technological identity. In this study, it was aimed to evaluate the student?s knowledge construction using the Projects Methodology in the direct seeding system of lettuce, in order to contribute to the knowledge construction of these professionals and also to provide technological information that will subsidize the increase of lettuce?s production and quality. The study was managed at IFFluminense ? campus Bom Jesus of Itabapoana-RJ, with the participation of the students of Concomitant Agriculture Technic Course. So the experiment with lettuce cultivation on direct seeding system was implanted in two stages: in the first one, it was done the plantation of plant species for mulch formation and, in the second stage, 25 days after the plant species lodging, the lettuce seedlings were transplanted. In the first stage, the mass production of dry matter in the aerial part of the species was evaluated, while in the second stage it was evaluated the phytosociological survey of weeds on the 21st day after the transplantation and the lettuce production characteristics. All along the study, analysis tool was used to monitor the knowledge gains, both transmitted and acquired, through questionnaires and reports obtained during the conduction of field experiment with the lettuce cultivation. The highest mass production of dry matter in cover crops was obtained with the treatment using corn species. The species of cover crops which promoted greater reduction on weeds infestation, compared to the conventional plantation, were the following treatments: cowpea + corn; crotalaria + corn; cowpea + wheat. When checking the weight of fresh mass of the aerial part of the lettuce, the treatments that had better results were the conventional plantation and the one with crotalaria. When analyzing the several teaching methods, it was found that the best one was the projects methodology, with 90% of acceptance. When checking the students? performance level in terms of fulfilling the objectives that were set to them, in the first and in the second stage of the experiment it was found that 70% and 90%, respectively, clearly overcame the objectives. The students? interaction with the project contributed to the construction of learning and socialization with the practical realities proposal. Therefore, the students observed that the direct seeding system of the lettuce was viable and efficient in the study, besides having a positive effect on the productivity and low impact upon the soil and on the environment / A forma??o plena de profissionais da ?rea agr?cola consiste na possibilidade de inserir pr?ticas pedag?gicas de aprendizagem aos estudantes do Curso T?cnico em Agropecu?ria, como fator estrat?gico no desenvolvimento social sustent?vel de um pa?s, sendo decisivo na constru??o da sua identidade cultural, cient?fica e tecnol?gica. Nesse trabalho, objetivou-se avaliar a constru??o de conhecimentos dos discentes utilizando a Metodologia de Projetos no sistema de plantio direto de alface, de modo a contribuir na constru??o de conhecimento desses profissionais e, tamb?m, disponibilizar informa??es tecnol?gicas que ir?o subsidiar o aumento da produ??o e qualidade da alface. O trabalho foi conduzido no IFFluminense ? campus Bom Jesus do Itabapoana-RJ, com a participa??o dos estudantes do Curso T?cnico em Agropecu?ria concomitante. Assim, foi implantado um experimento com a cultura de alface em sistema de plantio direto em duas fases: na primeira fase, foi realizado o plantio de esp?cies de plantas para forma??o da cobertura morta e, na segunda fase, ap?s 25 dias do acamamento das esp?cies de plantas, foram transplantadas as mudas de alface. Na primeira fase, foi avaliada a produ??o de massa de mat?ria seca da parte a?rea das esp?cies. J? na segunda fase, foram avaliados o levantamento fitossociol?gico das plantas espont?neas, aos 21 dias ap?s o transplantio, e as caracter?sticas de produ??o da alface. Foi utilizado, ao longo do trabalho, ferramenta de an?lise e acompanhamento de ganhos de conhecimentos transmitidos e adquiridos atrav?s de question?rio e relat?rios obtidos na condu??o de experimento de campo com a cultura de alface. A maior produ??o da massa de mat?ria seca das plantas de cobertura foi com o tratamento da esp?cie de planta milho. As esp?cies de plantas de cobertura que promoveram maior redu??o da infesta??o de plantas espont?neas, em rela??o ao plantio convencional, foram os tratamentos feij?o-mi?do + milho; crotal?ria + milho; feij?o-mi?do + trigo. Ao verificar o peso da massa fresca da parte a?rea da alface, os tratamentos que apresentaram melhores resultados foram o plantio convencional e a crotal?ria. Ao analisar os v?rios m?todos de ensino, verificou-se que o melhor m?todo de aprendizagem foi a metodologia de projetos com 90% aceita??o. Ao verificar o n?vel de desempenho dos alunos em termos de cumprimento dos objetivos que lhe foram fixados, na primeira e segunda fase do experimento, constatou-se que 70% e 90%, respectivamente, superaram claramente os objetivos que foram fixados. A intera??o dos estudantes com o projeto contribuiu para a constru??o da aprendizagem e socializa??o com a realidade pr?tica proposta. Assim, os estudantes constataram que o sistema de plantio direto de alface foi vi?vel e eficiente no estudo e tem efeito positivo na produtividade e baixo impacto sobre o solo e o ambiente.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-10-17T17:21:36Z No. of bitstreams: 1 2016 - Eduardo Lima de Sousa.pdf: 1396561 bytes, checksum: e5e6a638d3487649bffde6f8de4a6de6 (MD5) / Made available in DSpace on 2017-10-17T17:21:36Z (GMT). No. of bitstreams: 1 2016 - Eduardo Lima de Sousa.pdf: 1396561 bytes, checksum: e5e6a638d3487649bffde6f8de4a6de6 (MD5) Previous issue date: 2016-06-30 / In this work we attempted to discuss the teaching of food safety for students Course midlevel Integrated Agricultural Technician of the Federal Institute of Education, Science and Technology (IFAM) Campus Tabatinga. This research was divided into two stages, the first check in the Matrix Curriculum topics course on the topic title, and the second time to evaluate the process of teaching and learning through the application of a workshop for students. In the first stage were studied five plans of course Campi of IFAM , in order to verify the existence of topics that promote awareness on issues related to the topic food security , resulting in the absence of the term food security in the disciplines offered only sub themes and with different classifications and different workloads , when compared to Campi. In the second stage, to better understand the class and have better planning workshop was held a free association of words test and a questionnaire to characterize the subjects. As a diagnostic tool, we used the method of evaluation of the individual attitude of 14 subjects to analyze the process of teaching and learning with the holding of a workshop on the subject, which is consisting of application and analysis of a structured questionnaire with 23 statements using Likert Scale - a total of five points - before (Initial Test - IT ) and after ( Final Test -TF ) workshop. Analysis of the questionnaire showed that all students had increased average after the workshop and the overall average of students was 3.99 and 4.73 in the initial and final tests, respectively, which showed an increase of 0.74, the which shows that the students acquired knowledge during activity.Also held analysis of photographic images and video recording. This work is a contribution to the Agricultural Education , therefore, can be seen with the results , the evaluation process for the individual attitude of the method indicated that the analyzed students showed satisfactory performance throughout this learning process and this practice can be used by educators in this area , but when analyzing the course plans, compared the Campi of the IFAM, there is a disparity regarding the theme Food safety, a discussion for standardization , partial or total is necessary, in this regard. / Neste trabalho buscou-se discutir sobre o ensino da seguran?a alimentar para discentes do Curso T?cnico Integrado de n?vel m?dio em Agropecu?ria do Instituto Federal de Ensino, Ci?ncias e Tecnologia (IFAM) Campus Tabatinga. Esta pesquisa foi dividida em duas etapas, sendo a primeira verificar na Matriz Curricular do curso t?picos sobre o Tema t?tulo, e no segundo momento avaliar o processo de ensino-aprendizagem atrav?s da aplica??o de uma oficina para discentes. Na primeira etapa foram estudados cinco planos de curso de Campi do IFAM, com o objetivo de verificar a exist?ncia de t?picos que fomentem a percep??o para assuntos relacionados ao tema seguran?a alimentar, tendo como resultado, a aus?ncia do termo Seguran?a alimentar nas disciplinas ofertadas, apenas sub temas e com nomenclaturas distintas e cargas hor?rias diferentes, quando comparados os Campi. Na segunda etapa, para conhecer melhor a turma e ter um melhor planejamento da Oficina, foi realizado um Teste de associa??o livre de palavras e um question?rio para caracteriza??o dos sujeitos. Como instrumento diagn?stico, utilizou-se o m?todo de avalia??o de atitude do indiv?duo de 14 sujeitos para analisar o processo de ensino-aprendizagem com a realiza??o de uma oficina sobre o tema, sendo este consistindo em aplica??o e an?lise de um question?rio estruturado com 23 afirmativas utilizando Escala de Likert - totalizando cinco pontos - antes (Teste Inicial-TI) e depois (Teste Final-TF) da oficina. A an?lise do question?rio mostrou que todos os discentes tiveram aumento da m?dia ap?s a oficina e a m?dia geral dos discentes foi de 3,99 e 4,73 nos testes inicial e final, respectivamente, o que demonstrou uma evolu??o de 0,74, o que evidencia que os discentes adquiriram conhecimento durante a atividade. Al?m disso, realizou-se an?lise de imagens fotogr?ficas e videograva??o. Este trabalho ? uma contribui??o para a Educa??o Agr?cola, pois, se pode observar com os resultados obtidos, que o processo de avalia??o pelo m?todo da atitude do indiv?duo, indicaram que os discentes analisados apresentaram desempenho satisfat?rio ao longo desse processo de ensino-aprendizagem, e tal pr?tica pode ser utilizada por educadores desta ?rea, mas, quando analisado os planos de curso, quando comparados os Campi do IFAM, h? uma disparidade referente ao Tema Seguran?a alimentar, sendo necess?ria uma discuss?o para a padroniza??o, parcial ou total, neste quesito.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-05-11T18:40:57Z No. of bitstreams: 1 2016 - Joethe Moraes de Carvalho.pdf: 6116852 bytes, checksum: afde03802608c7b8bd7209ceccfe8dfe (MD5) / Made available in DSpace on 2018-05-11T18:40:57Z (GMT). No. of bitstreams: 1 2016 - Joethe Moraes de Carvalho.pdf: 6116852 bytes, checksum: afde03802608c7b8bd7209ceccfe8dfe (MD5) Previous issue date: 2016-06-30 / The research aimed to analyze the contributions of the application of a herd management educational software in Animal Production discipline of Technical Course in Agriculture at the Federal Institute of Education, Science and Technology Amazon - IFAM Campus Mau?s. Recent research has motivated this work, as pointed out that one of the major causes of truancy is the lack of practical classes. This is because the search location, to date, has not yet physical infrastructure necessary for implementation of practical activities related to cattle, study focus of Animal Production discipline 3. A computer program has been developed for agricultural education. We sought to evaluate the previous knowledge and opinions of 27 students through a questionnaire and an initial test. educational workshops were held where program was used as an educational tool for explanation of the races themes, food, health, dairy and meat production, reproduction, disposal and cattle weighing. After the workshops, knowledge was again tested by a final evaluation. We sought to evaluate the teaching resource by applying a final questionnaire with open and closed questions. The two discipline of teachers were also questioned. The results showed that the use of software, based pedagogically favored learning efficiently and aroused the interest of students by technology and the interdisciplinary. / A pesquisa objetivou analisar as contribui??es da aplica??o de um software educativo de gerenciamento de rebanhos na disciplina Produ??o Animal do curso T?cnico em Agropecu?ria do Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Amazonas ? IFAM Campus Mau?s. Uma pesquisa recente motivou esse trabalho, pois apontou que uma das maiores causas de evas?o escolar ? a car?ncia de aulas pr?ticas. Isso ocorre porque o local da pesquisa, at? o presente momento, ainda n?o possui infraestrutura f?sica necess?ria ? execu??o de atividades pr?ticas inerentes ? bovinocultura, foco de estudo da disciplina Produ??o Animal 3. Foi desenvolvido um programa de computador para educa??o agr?cola. Procurou-se avaliar os conhecimentos e opini?es pr?vios dos 27 alunos por meio de um question?rio e uma prova inicial. Foram realizadas oficinas pedag?gicas onde o programa foi utilizado como ferramenta educacional para explana??o dos temas de ra?as, alimenta??o, sanidade, produ??o leiteira e de carne, reprodu??o, descarte e pesagem de bovinos. Ap?s as oficinas, o conhecimento foi novamente testado atrav?s de uma avalia??o final. Procurou-se avaliar o recurso did?tico atrav?s da aplica??o de um question?rio final, com perguntas abertas e fechadas. Os dois professores da disciplina tamb?m foram questionados. Os resultados obtidos apontaram que o uso do software, fundamentado pedagogicamente, favoreceu o aprendizado de modo eficiente e despertou o interesse dos alunos pelas tecnologias e pela interdisciplinaridade.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-08-23T20:20:37Z No. of bitstreams: 1 2009 - Duval Nessler.pdf: 730188 bytes, checksum: b23e8e6f11366eaef954a4fd9a7dbfb7 (MD5) / Made available in DSpace on 2018-08-23T20:20:37Z (GMT). No. of bitstreams: 1 2009 - Duval Nessler.pdf: 730188 bytes, checksum: b23e8e6f11366eaef954a4fd9a7dbfb7 (MD5) Previous issue date: 2009-12-18 / Nowadays, professionals in the area of Physical Education are challenged to adapt the curriculum to the new guidelines and new demands of society. There will, the following question: "what alternative content taught in classes of Physical Education can be useful for agricultural education?" In handling this issue, this research supports the hypothesis that the agricultural college, the teaching of Physical Education has the need to give students more time through the significant inclusion of AFAN (Physical Activities of Adventure in Nature) and new perspectives to be included in the Agricultural College "Senator Carlos Gomes de Oliveira" (CASCGO). In order to get the general goal, which is try to identify activities related to AFAN that can be focused on teaching Physical Education and funded through an interdisciplinary perspective of agricultural education. The AFAN addressed several issues important to improving the quality of life: sports, corporate and legitimacy of Physical Education school, interdisciplinary, ecology, ecotourism, ecological trails, and even the interface between the Physical Education, Environmental Education and sustainable development. In addressing the methodological aspects of qualitative research, set a new proposal for alternative content in Physical Education in CASCGO. The strategies and deepening of research focus on the literature search, application of the same questionnaire and analysis. From the data collected, it identifies the categories as the evaluation of discipline in CASCGO, their working hours and content, the relationship between physical education and other areas of technical knowledge of the course in Agriculture, the interdisciplinary, and practical feasibility of the AFAN lessons of Physical Education. Analyzing the type of content that is practical and minister in the daily school's agricultural college, seeks to present an innovative fitness, showing a significant educational component for both the teacher and for the student, where he ceases to be a receiver only and skillful, Emphasizing the importance of physical activity in the nature of adventure in your daily life inside and outside the school context. The results of this study suggest that the implementation of the AFAN as prospect for the teaching of Physical Education in CASCGO is within the expectations of students due to shortage of recreation spaces, among which stand out as follows: trees, Ecological and Rock climbing Sports Track. In examining the prospects for the AFAN as CASCGO it was found that among their different ways, the ecological track is the most activity that provides an interface between the Physical Education and Environmental Education, fits perfectly well into our institution of agricultural education. Therefore, it is confirmed that the arrangements between the AFAN suggested, specifically the Ecological Trail is the most auspicious for the CASCGO. It is believed that the AFAN, as content of Physical Education in Agricultural Education can be significant in developing the education of our students. / Atualmente, os profissionais da ?rea de Educa??o F?sica s?o desafiados a adequar os curr?culos ?s novas diretrizes e novas demandas da sociedade. Surge, ent?o, o seguinte questionamento: ?qual conte?do alternativo, ministrado nas aulas de Educa??o F?sica, pode ser ?til para a educa??o agr?cola?? No tratamento dessa problem?tica, a presente investiga??o sustenta a hip?tese de que, no col?gio agr?cola, o ensino da Educa??o F?sica tem a necessidade de proporcionar aos alunos momentos mais significativos atrav?s da inclus?o das AFAN (Atividades F?sicas de Aventura na Natureza) como novas perspectivas a serem inseridas no Col?gio Agr?cola ?Senador Carlos Gomes de Oliveira?- CASCGO. A partir do objetivo geral, identificam-se atividades relacionadas ?s AFAN que podem ser focadas no ensino da Educa??o F?sica e subsidiadas numa perspectiva interdisciplinar do ensino agr?cola. As AFAN abordam diversos assuntos importantes para a melhoria da qualidade de vida: esportes, corporalidade e legitimidade da Educa??o F?sica escolar, interdisciplinaridade, temas transversais, ecologia, ecoturismo, trilha ecol?gica, e, at? mesmo a interface entre a Educa??o F?sica, Educa??o Ambiental e desenvolvimento sustent?vel. Ao abordar os aspectos metodol?gicos da pesquisa qualitativa, define-se uma nova proposta de conte?dos alternativos da Educa??o F?sica no CASCGO. As estrat?gias e o aprofundamento da investiga??o, compreendem a pesquisa bibliogr?fica, aplica??o de question?rio e a an?lise dos mesmos. A partir dos dados coletados, identificam-se as categorias como a avalia??o da disciplina no CASCGO, sua carga hor?ria e conte?do, a rela??o entre Educa??o F?sica e outras ?reas de conhecimento do curso t?cnico em Agropecu?ria, a interdisciplinaridade, viabilidade e pr?tica das AFAN nas aulas de Educa??o F?sica. Analisando o tipo de pr?tica e conte?do que se ministra no cotidiano escolar do col?gio agr?cola, procura-se apresentar uma Educa??o F?sica inovadora, evidenciando um componente curricular significativo tanto para o professor, quanto para o aluno, onde ele deixa de ser somente receptor e adestrado, manifestando a import?ncia das atividades f?sicas de aventura na natureza em seu cotidiano dentro e fora do ?mbito escolar. Os resultados desta pesquisa apontam que a implementa??o das AFAN como perspectiva para o ensino da Educa??o F?sica no CASCGO est? dentro das expectativas dos alunos devido ? car?ncia de espa?os de lazer, dentre as quais se destacam as seguintes modalidades: Arvorismo, Trilha Ecol?gica e Escalada Esportiva. Ao analisar as AFAN como perspectivas para o CASCGO constatou-se que dentre as suas diversas modalidades, a trilha ecol?gica ? a atividade que mais propicia uma interface entre a Educa??o F?sica e a Educa??o Ambiental, enquadrando-se perfeitamente em nossa institui??o de ensino agr?cola. Portanto, confirma-se que entre as modalidades de AFAN sugeridas, especificamente a Trilha Ecol?gica ? a mais prop?cia para o CASCGO. Acredita-se que as AFAN, como conte?do da Educa??o F?sica na Educa??o Agr?cola possa ser significativo no desenvolvimento da forma??o integral dos nossos alunos.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-09-04T22:05:02Z No. of bitstreams: 1 2011 - Francisco Inaldo Lima Lisboa.pdf: 1545915 bytes, checksum: 8aad951aeef6006606ca3bb1381fa561 (MD5) / Made available in DSpace on 2018-09-04T22:05:02Z (GMT). No. of bitstreams: 1 2011 - Francisco Inaldo Lima Lisboa.pdf: 1545915 bytes, checksum: 8aad951aeef6006606ca3bb1381fa561 (MD5) Previous issue date: 2009-06-08 / This thesis approaches a study which investigates the contribution of Fazend?Arte Pedagogical Project by examining theory and practice and its integration among different subjects of the daily routine from Escola Agrot?cnica Federal of S?o Luis ? MA (nowadays recognized as IFMA S?o Lu?s Maracan? Campus), aiming a better awareness towards the students about aesthetic and actual questions because we understand that art education holds a rich potential and contributes for the educational process, and in the present case, it contributes for the professional education of an agrotechnical school and in the training of technicians who will have the huge responsibility of dealing with the reality of maranhense?s countryside and all its challenges, still worried about the individual?s human training. The research also aims to understand the relationship between school routine and the themes and issues developed and studied in the project. Besides, it aims to check Fazend?Arte Pedagogical Project?s real contribution to achieve the school?s mission when it comes to accomplish full education of the students and school community. As an educational issue, this research aims to understand how this contribution establishes itself as a way of an aesthetic education inside a professional school and in which way a cultural and educational project provides theorical and practical interation by bringing interdisciplinarity into effect. This work has been done under the basis of a qualitative research through participative observation methodology. Interviews have been done with students, former students and teachers. The study has proved its efficiency according to the project?s goals and its possible accomplishment in other rural schools. / Esta disserta??o constitui um estudo que teve como problem?tica norteadora investigar a contribui??o do Projeto Pedag?gico Fazend?Arte na articula??o teoria-pr?tica, e na integra??o entre as diferentes disciplinas do cotidiano da Escola Agrot?cnica Federal de S?o Luiz-MA, (atual IFMA Campus S?o Lu?s Maracan?), na perspectiva de uma maior conscientiza??o dos estudantes sobre as quest?es est?ticas e da atualidade, pois entendemos que a arte educa??o apresenta um rico potencial para contribuir com o processo de educa??o e, no caso em estudo, a educa??o profissional de uma escola agrot?cnica e na forma??o dos t?cnicos que ter?o a enorme responsabilidade de lidar com a realidade do campo maranhense e todos os seus desafios, sem perder de vista ainda a preocupa??o com a forma??o humana do indiv?duo. A pesquisa busca tamb?m compreender o relacionamento entre cotidiano escolar, os temas e conte?dos trabalhados e desenvolvidos no Projeto. Al?m disso, busca verificar qual a contribui??o do Projeto Pedag?gico Fazend?Arte para a concretiza??o da miss?o escolar, naquilo que se refere ? educa??o integral dos estudantes e da comunidade escolar. Ainda como quest?es de estudo, procura entender como essa contribui??o se efetiva na perspectiva da educa??o est?tica no ?mbito de uma escola profissionalizante e de que forma um projeto educativo-cultural propicia a intera??o te?rico-pr?tica e a efetiva??o da interdisciplinaridade. O trabalho foi realizando na perspectiva da pesquisa de bases qualitativas, por meio da metodologia da observa??o participante. Foram feitas entrevistas com alunos, ex-alunos e professores. O estudo comprovou a efic?cia do projeto naquilo que ele se prop?e e a possibilidade de ele ser realizado em outras institui??es de ensino agr?cola.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-09-06T18:20:01Z No. of bitstreams: 1 2009 - Jaime Cavalcante Alves.pdf: 1300262 bytes, checksum: f50def6e88e8036b43d0155c84eb7ac1 (MD5) / Made available in DSpace on 2018-09-06T18:20:01Z (GMT). No. of bitstreams: 1 2009 - Jaime Cavalcante Alves.pdf: 1300262 bytes, checksum: f50def6e88e8036b43d0155c84eb7ac1 (MD5) Previous issue date: 2009-06-08 / The Agricultural Education aims to form professionals that may be able to act both in the productive chains of the agricultural section and in the organization of the social movements of the field, contributing directly for the improvement or not of the quality of life of the resident populations in the rural section. In this context, based on the growing outside and inside pressures on behalf of the preservation of the Amazon forest and for the need of public actions aiming to stimulate the family agriculture in the state of Amazonas, the institutions of agricultural teaching are challenged to propose pedagogical actions that aim the professionals' formation committed with the sustainable development of Amazon and with a form of less aggressive agriculture towards the environment and with low social exclusion. The complex relationship of the tripod man-nature-economy motivated to research, on the grounds of the Escola Agrot?cnica Federal de Manaus, how the curriculum of the Technical course of Agriculture is structured, verifying if it matches with the reality of the traditional populations of Amazon, making it possible that qualified professionals' formation is assisting family agriculture in a sustainable perspective having agroecology as a scientific basis. It is believed that, to reach this goal, it is necessary to break with the type of agriculture based on the grounds of the green revolution which is characterized as excluding in the social and aggressive point of view to the environment, and moves towards a sustainable agriculture with agroecological grounds where the human being and the environment has the same importance as that of economical aspects. We believe that economical, social and environmental sustainability directs into pedagogical actions of the technical course in agriculture's curriculum of the Escola Federal Agrot?cnica de Manaus. The curriculum's conception, education x work's relationship, the family agriculture a nd the agroecology are theory referential that will support this research. In such perspective, the research was developed with the participation of teachers, students, former students, Escola Agrot?cnica Federal de Manaus' managers and public and private institutions' managers who are connected to primary section that keep in touch with former students of this school. For a deep analysis, official documents from MEC and from the school, semi-structured interviews and questionnaires with half-open subjects were used as tools of collecting data. Such was done to check closely on the social actors, to find out if the course is assisting the needs of the small rural producers of Amazonas and if the graduated professionals are leaving school with a profile that will assist an agriculture of agroecological basis. Some analysis and contributions are given in the end of the research / A Educa??o Agr?cola tem por objetivo formar profissionais que poder?o atuar tanto nas cadeias produtivas do setor agropecu?rio como tamb?m na organiza??o dos movimentos sociais do campo, contribuindo diretamente para a melhoria ou n?o da qualidade de vida das popula??es residentes no setor rural. Neste contexto frente as crescentes press?es externas e internas em prol da preserva??o da Amaz?nia e pela necessidade de a??es p?blicas voltadas para estimular e a agricultura familiar no estado do Amazonas, as institui??es de ensino agr?cola s?o desafiadas a propor a??es pedag?gicas que visem ? forma??o de profissionais comprometidos com o desenvolvimento sustent?vel da Amaz?nia e com uma forma de agricultura menos agressiva ao meio ambiente e com baixa exclus?o social. A complexa rela??o do trip? homem-natureza-economia motivou pesquisar, no ?mbito da Escola Agrot?cnica Federal de Manaus, como est? estruturado o curr?culo do curso T?cnico em Agropecu?ria, verificando se o mesmo est? adequado ? realidade das popula??es tradicionais da Amaz?nia possibilitando a forma??o de profissionais qualificados para atender a agricultura familiar numa perspectiva sustent?vel e tendo a agroecologia como princ?pio cient?fico. Acredita-se que para alcan?ar tal objetivo faz-se necess?rio o rompimento com a agricultura baseada nos princ?pios da revolu??o verde que se caracteriza como excludente no ponto de vista social e agressiva ao meio ambiente, e parti para uma agricultura sustent?vel com bases agroecol?gicas onde o ser humano e o ambiente tem a mesma import?ncia que os aspectos econ?micos. Acreditamos que a sustentabilidade econ?mica, social e ambiental, s?o princ?pios norteadores das a??es pedag?gicas do curr?culo do curso t?cnico em agropecu?ria da Escola Agrot?cnica Federal de Manaus. A concep??o de curr?culo, rela??o educa??o e trabalho, a agricultura familiar e a agroecologia constituem-se em referencial te?rico que sustentou esta pesquisa. Nesta perspectiva, a pesquisa foi desenvolvida com a participa??o dos professores, estudantes, egressos e gestores da Escola Agrot?cnica Federal de Manaus, bem como gestores de institui??es p?blicas e privadas ligadas ao setor prim?rio que trabalham com egressos da escola. Como instrumentos de coleta de dados foram utilizados uma profunda an?lise de documentos oficiais do MEC e da pr?pria escola, entrevistas semiestruturadas e question?rios com quest?es semi-abertas, objetivando a verifica??o junto aos atores sociais da pesquisa, se o curso est? formando profissionais que estejam atendendo as necessidades dos pequenos produtores rurais do Amazonas e se o perfil profissional de conclus?o est? voltado para atender uma agricultura de bases agroecol?gicas. Ao final da pesquisa verificou-se que a escola est? buscando sua identidade e que a agroecologia e a agricultura familiar s?o elementos que norteam o discurso de alguns professores, por?m ainda n?o est? institucionalizada na escola como um todo