Dissertação(mestrado) - Universidade Federal do Rio Grande, Programa de Pós- Graduação em Educação em Ciências: Química da Vida e Saúde, Instituto de Educação, 2010. / Submitted by EDUARDO PENA (edupenaa@hotmail.com) on 2012-10-23T01:28:03Z No. of bitstreams: 1 ROBÓTICA EDUCACIONAL.pdf: 1722030 bytes, checksum: 24219df4390151602ecabec07ed0f7a0 (MD5) / Approved for entry into archive by Bruna Vieira(bruninha_vieira@ibest.com.br) on 2012-11-29T00:18:11Z (GMT) No. of bitstreams: 1 ROBÓTICA EDUCACIONAL.pdf: 1722030 bytes, checksum: 24219df4390151602ecabec07ed0f7a0 (MD5) / Made available in DSpace on 2012-11-29T00:18:11Z (GMT). No. of bitstreams: 1 ROBÓTICA EDUCACIONAL.pdf: 1722030 bytes, checksum: 24219df4390151602ecabec07ed0f7a0 (MD5) Previous issue date: 2010 / Esta dissertação tem como propósito investigar o uso da robótica educacional e sua contribuição para o conhecimento da Ciência, identificando as aprendizagens possíveis, pela observação e pelo relato dos estudantes. O estudo foi realizado no Colégio Salesiano Leão XIII, com a participação dos alunos da 7ª Série (8º Ano). Das atividades realizadas na sala de robótica e problematizadas nas aulas de Matemática, discutem-se três experimentos: Balança de dois Pratos, Robô Girafa e Ponte Levadiça. Durante a coleta dos dados, utilizouse a adaptação do método clínico de Piaget, por possibilitar a verificação de como o sujeito pensa, percebe e age. Para análise da experiência vivida, utilizaram-se procedimentos da análise textual discursiva, que consiste na unitarização, com posterior categorização dos dados, seguindo a produção de um metatexto. Desta análise, emergiram as categorias: Aprendizagens Matemáticas, Motivação e Socialização, que foram discutidas com aporte teórico fundamentado na teoria de Piaget. A partir da primeira categoria, observou-se que a robótica, associada ao currículo, potencializou a compreensão conceitual matemática, bem como instigou a curiosidade dos estudantes pela ciência e tecnologia. A segunda categoria, motivação, foi percebida pelo interesse e pela satisfação demonstrados pelos estudantes,acarretando numa mudança de postura, quando a valorização de seus conhecimentos no compartilhar as experiências. A terceira categoria foi evidenciada devido à proposta de trabalho em grupo, uma vez que a mesma possibilita aos sujeitos trabalhar em conjunto, exercer funções que necessitam exercitar a cooperação e a colaboração, potencializando assim a socialização. O desenvolvimento desta pesquisa reafirma que a aprendizagem da Ciência e, em particular, da matemática, pode ser prazerosa, quando a experimentação é realizada e o conhecimento passa a ter significado para o estudante. / This thesis aims to study the use of educational robotics and its contribution to the Science knowledge, identifying possible apprenticeships, by students observation and reporting. The study was conducted at the Salesiano Leão XIII School with the participation of students in 7th grade (8th year). Among the activities carried out in the robotic classroom and problematized in math classes, it is discussed three experiments: Two-pan Balance, GiraffeRobot and Drawbridge. During data collection, it was used the adaptation of Piaget's clinical method because it permits to verify how the subject thinks, perceives and acts. For analysis of the lived experience, it was used procedures of discursive textual analysis, which consists of unitarization, with further data categorization following the production of a metatext. From this analysis emerged the categories: Mathematics Apprenticeships, Motivation and Socialization that were discussed with the theoretical support based on the Piaget’s theory. From the first category, it was observed that robotics associated with the curriculum improved the Mathematics conceptual understanding and instigated students' curiosity on Science and technology. The second category, motivation, was perceived by the interest and satisfaction shown by students resulting in a change of attitude toward the value of their knowledge in the experience sharing. The third category was evidenced due to group working proposal, since it allows subjects to work together, perform tasks that need to exercise cooperation and collaboration, thereby increasing the socialization. This research development reaffirms that Science learning, and Mathematics in particular, can be enjoyable when experimentation is performed and knowledge begins to have a meaning for the student.

[pt] O presente estudo tem como objetivo conhecer como vem se realizando a supervisão de campo na visão dos supervisores que colaboram na formação profissional dos alunos do Departamento de Serviço Social da PUC-Rio. Para tal, procedeu-se a um estudo quanti-qualitativo que incluiu o mapeamento dos campos de estágio e respectivos supervisores, a aplicação de questionário por e-mail ou pessoalmente a todos os assistentes sociais que compunham o quadro de supervisores do Departamento no período de 2008.2, uma entrevista semiestruturada com 08 supervisores de campo e com a professora responsável pela Coordenação de Estágio do Departamento. As entrevistas foram gravadas com a permissão dos entrevistados, transcritas e analisadas à luz das categorias centrais do estudo: formação profissional, estágio e supervisão. Os achados apontam para a necessidade da preparação formativa para o exercício da supervisão de estágio, visto que ainda hoje, são muitas as inquietações e dificuldades que permeiam essa atividade, indicando assim, torná-la prioridade na formação profissional do assistente social, a partir da interlocução entre todos os sujeitos envolvidos nesse processo, bem como para a necessidade de maior aproximação entre a unidade de ensino, as instituições campo de estágio e os supervisores. / [en] The current study has the objective of understanding how the supervision of the field work is being carried out in the eyes of the supervisors that collaborate in the professional development of the students of the Social Work Department of PUC-Rio. As such, a quanti-qualitative study was undertaken which included a mapping of the field placements and their respective supervisors, the application of a questionnaire via e-mail or personally to all social workers whom made up the team of supervisors of the Department in the second semester of 2008, a semistructured interview with eight supervisors from the field and one interview with the professor responsible for the Coordination of Field Placement at the Department. The interviews were recorded with the permission of the interviewees, transcribed and analyzed in light of the central categories of the study: professional development, field work and supervision. The results indicates a necessity of formative preparation to exercise the supervision of the students, as even these days there are many obstacles and difficulties which permeate this activity, indicating that it will become the priority in the professional development of the social work, beginning with the communications between all involved in this process, as well as the necessity of a better approach among the educational institution, the field work institutions and the supervisors.

[pt] A presente pesquisa buscou entender de que forma o consentimento à precarização do trabalho é construído em dinâmicas disfuncionais de estágio, tendo como contexto as transformações de ordem estrutural e ideológica do capitalismo, refletidas na conjuntura ocupacional, no sistema de ensino superior e nas práticas de inserção de jovens no mercado de trabalho através de estágios. Partindo desta perspectiva, a presente dissertação problematiza esta experiência como uma forma de socialização ao trabalho precarizado, sujeitando o estudante a determinadas dinâmicas, distantes de um propósito educacional. Foram realizadas entrevistas individuais e, por meio da Análise de Conteúdo (BARDIN, 2016), explorou-se as percepções dos estudantes na dinâmica do estágio, seu aprendizado, como entendiam ou justificavam seu engajamento a ele. Observou-se a ocorrência de disfunções e desvios da proposta educacional do estágio, aproximando-o de uma configuração de contrato precário de trabalho. Estes desvios passam a se justificar na fala dos estudantes por meio de sua percepção de autonomia, aprendizado, pelas promessas de efetivação e da conquista de empregabilidade. Como desdobramentos dessas justificativas às disfunções, os estudantes manifestaram uma adesão pragmática a elas, em outros casos o enaltecimento destas disfunções, mas também o estranhamento e questionamento destas experiências disfuncionais. / [en] The present research seeks to understand how the form or consent to make work precarious is built on dysfunctional internship dynamics, having as a context structural and ideological transformations of capitalism, reflected in the occupational context, no higher education system and youth insertion practices in the labor market through internships. From this perspective, this dissertation problematizes this experience as a form of socialization in precarious work, subjecting or studying the dynamic dynamics, distancing an educational instruction. Individual interviews were carried out and, through Content Analysis (BARDIN, 2016), explored as perceptions of high school students, their learning, how they understood or justified their involvement with it. Observe an occurrence of dysfunctions and deviations from the educational internship proposal, approximating a precarious employment contract configuration. These deviations pass to justify students conversations through their perception of autonomy, learning, promises of effectiveness and achievement of employability. As an development of these justifications for the dysfunctions, the students manifested a pragmatic adherence to them, in other cases or in the case of these changes, and also in the removal and questioning of these dysfunctional ones.

[pt] O objetivo deste trabalho é explorar e estender a exibilidade provida pelo modelo híbrido de concorrência orientado a estágios, que visa integrar tanto loops de eventos cooperativos como threads preemptivas em um conceito único de mais alto nível. As contribuições deste trabalho estão centradas numa proposta de extensão do modelo de estágios que desacopla a especificação de aplicações concorrentes das decisões relacionadas ao ambiente de execução, permitindo que elas sejam fexivelmente mapeadas em diferentes configurações de acordo com as necessidades de escalonamento de tarefas e granularidade de processamento em partes específicas da aplicação. Procurando prover uma definição adequada para o conceito de modelos de concorrê- ncia híbridos, propomos um sistema de classificação que se baseia na combinação de características básicas de sistemas concorrentes e a possibilidade de execução paralela em múltiplos processadores. Com base nessa classificação, analisamos os benefícios e desvantagens associados a cada modelo de concorrência, justificando a adoção de modelos que combinam threads e eventos em um mesmo ambiente de programação, e descrevemos a extensão do paradigma de programação orientado a estágios. Finalmente, apresentamos a implementação do modelo proposto na linguagem Lua e seu uso em cenários de execução que confirmam os benefícios da extensão do modelo de estágios na especificação de aplicações concorrentes. / [en] The purpose of this work is to explore and extend the flexibility provided by the staged event-driven concurrency model to integrate both cooperative event loops and preemptive threads in a single high level abstraction. The contributions of this work are focused on the extension of the staged model that decouples the specification of concurrent applications of the decisions related to the execution environment, allowing them to be fl exibly mapped to different configurations according to the task scheduling needs and processing granularity in specific parts of the application. In order to provide an adequate definition of the concept of hybrid concurrency models, we propose a classification system that is based on the combination of basic features of concurrent systems and the possibility of parallel execution on multiple processors. Based on this classification, we analyze the benefits and drawbacks associated with each concurrency model, justifying the adoption of models that combine threads and events in the same programming environment and the extension of the staged model. Finally, we present the implementation of the proposed model in the Lua programming language and its use in execution scenarios that confirm the benefits of the extension of the staged model in the specification of concurrent applications.

[pt] Este estudo, inserido no campo de pesquisa de formação de professores, objetivou investigar as marcas do estágio que podem ser percebidas nos elementos constituintes de diferentes dimensões da identidade profissional de futuros professores de espanhol, a partir das percepções dos sujeitos. Parte-se do pressuposto de que a identidade profissional docente é construída de maneira contínua ao longo de toda a carreira do professor, sendo o estágio partícipe desse processo durante o curso de formação inicial. Também, defende-se a tese de que o estágio pode ser um elemento fundamental, na formação de professores, para a constituição da identidade profissional docente. A pesquisa procurou responder as seguintes questões: de que modo o estágio pode influenciar a construção da identidade profissional de futuros professor de espanhol? Quais elementos constituem a identidade desses sujeitos no que se refere às dimensões motivacional e representacional? Que marcas do estágio podem ser percebidas em diferentes dimensões de sua identidade profissional? Para tanto, analisaram-se os conceitos de identidade profissional docente e de identidade linguística, assim como o papel do estágio na formação inicial de professores. Do ponto de vista metodológico, este estudo é do tipo qualitativo e utilizou-se do questionário para caracterização dos informantes, da entrevista semiestruturada, da análise de documentos e do diário de campo. Utilizou-se a análise textual discursiva como metodologia de análise dos dados. O grupo de participantes que integra os sujeitos da pesquisa foi composto por professores de espanhol em fase final da formação inicial, de uma universidade pública localizada no estado de Mato Grosso do Sul, que já tivessem realizado os estágios curriculares de língua espanhola. As categorias de análise dos dados foram: dimensão motivacional; dimensão representacional e estágio. Além dessas categorias, foram definidas subcategorias a partir das unidades de sentido que emergiram do corpus da pesquisa. Os resultados revelaram que: no que se refere à dimensão motivacional, o curso de Letras, o estágio e o ingresso no mercado de trabalho são fatores motivadores da docência da língua espanhola; o estágio participa de maneira particular e diversificada na construção da identidade profissional docente dos participantes da pesquisa, estando relacionado à percepção de si como professor, à imagem do professor de espanhol e à imagem de si enquanto professor de espanhol; a identidade linguística é um elemento de grande influência na construção da representação do professor de espanhol; as histórias de vida, a socialização primária e secundária e o contato com o outro, também, são elementos constitutivos da identidade dos futuros professores de espanhol; por fim, os participantes da pesquisa percebem o estágio como um momento de encontros, descobertas e transformações, bem como de aplicação dos conhecimentos teóricos, além de possuírem críticas em relação ao seu desenvolvimento no curso. Como considerações finais da pesquisa, observou-se que embora o estágio partícipe da construção da identidade docente, essa participação não ocorre em toda sua potencialidade, sendo necessário maior atenção ao seu desenvolvimento, especialmente, no que se refere à socialização dos professores na profissão e à reflexão sobre sua prática. / [en] This study, inserted in the field of teacher education, aimed at researching the marks of the practicum which can be perceived in the constituent elements of different dimensions of the professional identity of future Spanish teachers, based on subjects perceptions. It is assumed that teacher identity is built in a continuous way throughout the entire career of the teacher, being the practicum participant of this process during the initial teacher education program. Also, it is defended the thesis that the practicum can be a fundamental element, in teacher education, for the formation of teacher identity. The research sought to answer the following questions: how can the practicum influence the professional identity construction of future Spanish teachers? Which elements constitute the identity of the subjects regarding the motivational and representational dimensions? Which marks of the practicum can be perceived in different dimensions of their professional identity? For that, the concepts of teacher professional identity and linguistic identity were analyzed, as well as the role of the practicum in initial teacher education. From the methodological point of view, this is a qualitative study and used the questionnaire to characterize the informants, the semi-structured interview, the document analysis and the field diary. Discursive textual analysis was used as method for data analysis. The group of participants that integrates the subjects of the research was composed of Spanish teachers in the final phase of the initial teacher education program, of a public university in the state of Mato Grosso do Sul, who had already completed the Spanish practicums. The categories of data analysis were: motivational dimension, representational dimension and practicum. In addition to these categories, subcategories were defined from the sense units that emerged from the corpus of the research. The results showed that: concerning the motivational dimension, the teacher education program, the practicum and entrance in the labor market are motivating factors of the teaching of Spanish; the practicum participates in a particular and diversified way in the construction of the professional identity of the research participants, being related to their self-perception as teachers, to the image of the Spanish teacher and the image of theirselves as Spanish teachers; the linguistic identity is an element of great influence in the construction of Spanish teacher representation; life histories, primary and secondary socialization and contact with the other are also constitutive elements of the identity of future Spanish teachers; lastly, the research participants perceive the practicum as a moment of encounters, discoveries and transformations, as well as the application of theoretical knowledge, besides criticizing its development in the course. As final research considerations, it was observed that although the practicum participates in the construction of teacher identity, this participation does not occur in all its potentiality and greater attention is needed to its development, especially, with respect to teachers socialization in the profession and the reflection on their practice.

There has been an increasing amount of interest shown in vocational education and apprenticeships in the early twenty-first century by successive governments and other parties connected with occupational training. However, the English further education sector has been described as ‘chronically under-researched’ (James and Biesta, 2007: 7), particularly in regard to narrative accounts of college education and pedagogy (Richardson, 2007) and there has been very little empirical research on pathways into the plumbing profession. This study explored teachers’ and students’ perceptions and experiences of both full-time college courses and apprenticeships in plumbing in order to deepen understanding of these particular types of vocational preparation. It also endeavoured to investigate whether the two different routes into plumbing appeared fit for purpose. Within an interpretive framework, data were collected using two main research methods. Ethnographic snapshot observations were recorded during lessons in three further education colleges and at the workplaces of five plumbing students and formal 1:1 semi-structured interviews were conducted with 15 tutors and 14 students. The data were thematically analysed. From the many issues relating to the opportunities offered and the challenges posed by the different pathways into plumbing that this study identified, three key findings emerged. First, there was strong evidence of a dislocation between theory and practical learning, both within the college setting for full-time students and between the workplace and college settings for apprenticed learners. This had implications for both the quality of learning and the learners’ levels of motivation. Second, the study revealed the importance of supervised work experience that was centred on long-term acquisition of knowledge and relationship development for apprentices with support from their college tutors and co-workers. Finally, the findings showed the importance of authentic assessment. It was found that simulations in college could not adequately replicate the experience of doing the job in the real world. Given the inherent risks and problems regularly encountered in the plumbing profession, this signalled significant health and safety implications.

No description available.

The vision of New Zealand as a 'knowledge society' is a mantra that has opened the twenty-first century. Underpinning any 'knowledge society', however; are people who turn resources into concrete products and who build, maintain and service the technological and social infrastructure essential to society. This thesis examines the skilled trades and, in particular, how people are trained for those trades. Industry training is a crucial component of the wealth-generating capabilities of New Zealand. It is also an essential part of the way that many young people make the transition from school to work and from adolescence to adulthood. The means of training tradespeople has moved over the years from the rigid and prescriptive apprenticeship system, to the more voluntaristic, industry-led 'industry training' strategy, introduced following the Industry Training Act 1992. Regardless of the system used to organise training, however, there have been long-standing problems in New Zealand with achieving the optimum number of skilled workers, possessing the correct 'mix' of skills required. In this research, based upon semi-structured interviews with industry training stakeholders four industry case studies, policy content analysis and an in-depth examination of the Modem Apprenticeships scheme, I ask three key questions. First, what are the things that, as a country, we could or should reasonably expect a 'good' industry training system to contribute to? These may be things like: an adequate supply of appropriately skilled workers, the ability to upskill or reskill these workers as needed, clear transition routes for young people, lifelong learning opportunities, equity goals and foundation skills. Second, I ask how the current system performs against these criteria. The short answer is that the performance is 'patchy'. There are dire skill shortages in many areas. While opportunities for workplace upskilling, reskilling or 'lifelong learning' are available, I argue that they are not yet cemented into a 'training culture'. Workplace-based learning is an important transition route for a small percentage of our young people but the favoured route is some form of tertiary education, which may be an expensive and not necessarily relevant option. Third, I ask why the performance of New Zealand's industry training system is often less than desirable. My argument is that the problems and solutions thereof, of skill formation in New Zealand have been understood largely in terms of the supply-side. That is, we have either critiqued, or looked to reform, whatever system has been in place to train skilled workers. The inadequacy of this approach is evident from weaknesses in the ability of either the prescriptive apprenticeship system or the voluntaristic industry training strategy to deliver an appropriately skilled workforce. Thus, I also examine the demand side of skill formation: the wider influences that impact on employers' training decisions. Training decisions made by individual employers, the aggregation of which represent the level and quality of training for New Zealand as a whole, are influenced by a plethora of factors. At the micro level of the employer or firm, I explore barriers to training and some of the constraints to the demand for skills. I then examine broader influences, such as the changing shape of the workforce, labour market regulation and wider economic factors, all of which impact on training levels.