Data de aprova??o ausente. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-05-05T15:35:00Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) cristhiane_rodrigues_soares_leao.pdf: 3073502 bytes, checksum: 6c4d67183737f3e969b192f57c6b4415 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-05-16T18:33:53Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) cristhiane_rodrigues_soares_leao.pdf: 3073502 bytes, checksum: 6c4d67183737f3e969b192f57c6b4415 (MD5) / Made available in DSpace on 2017-05-16T18:33:53Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) cristhiane_rodrigues_soares_leao.pdf: 3073502 bytes, checksum: 6c4d67183737f3e969b192f57c6b4415 (MD5) Previous issue date: 2016 / O ensino superior no Brasil passa desde a nova Lei de Diretrizes e Bases da Educa??o Nacional (LDB) em 1996 por grandes mudan?as, como o aumento nos n?meros de cursos e Institui??es de Ensino Superior ? IES. Segundo os dados do Censo da Educa??o Superior em 2013, realizado pelo INEP, s?o mais 2.300 IES em todo Brasil. O curso de Administra??o ? um exemplo dessa expans?o, pois em 1960 existiam 31 institui??es que ofereciam tal curso, e em 2013 esse n?mero passou para mais de 1.500 IES e no Estado de Minas Gerais est?o presentes 204 dessas institui??es. Cresce tamb?m os estudos a respeito do processo ensinoaprendizagem e a avalia??o do discente no ensino superior. ? na escola que todos os aspectos do ser humano se socializam e quem conduz esse processo ? o professor. A inova??o na pr?tica de ensino e de avalia??o da aprendizagem est? no compartilhamento com o aluno, tornando-o, al?m de sujeito principal na apropria??o dos saberes da profiss?o, tamb?m um parceiro na constru??o do conhecimento. O objetivo desse trabalho foi identificar e analisar as pr?ticas docentes dos professores dos cursos de Administra??o do Vale do Mucuri entre 2006 e 2015, e sua correla??o com sua forma??o profissional. Quanto ? metodologia, a pesquisa teve abordagem quali-quantitativa, quanto aos objetivos foi descritiva e explicativa. Foi aplicado um question?rio online com quest?es fechadas de m?ltipla escolha aos administradores que atuam como docentes em disciplinas do n?cleo profissionalizante dos cursos presenciais em Administra??o do Vale do Mucuri. Ficou constatado que os mesmos apresentam tr?s caracter?sticas importantes: n?o exercem a doc?ncia superior exclusivamente; sinalizaram que criam seu material did?tico; e procuram construir seu pr?prio conhecimento. Utilizam da aula expositiva para explana??o do conte?do, com apoio de slides de pr?pria autoria. Realizam a avalia??o da aprendizagem do discente atrav?s de provas escritas e trabalhos individuais e em grupo. Como resultado verificou-se que as pr?ticas docentes nos cursos de Administra??o do Vale do Mucuri n?o t?m correla??o com perfil do professor, seja nos aspectos: forma??o, tempo de doc?ncia ou tipo de institui??o que trabalha. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, [2016]. / University education in Brazil goes through great changes since the implementation of the new Law of Guidelines and Bases of Brazilian National Education (LDB) in 1996, such as the increase of the number of courses and Higher Education Institutions - IES. According to data from the Census of Higher Education in 2013, conducted by INEP there are over 2.300 Higher Education Institutions - IES throughout Brazil. The business course is an example of this expansion, since in 1960 there were 31 institutions that offered such a course, and in 2013 that number passed to more than 1.500 IES and in the State of Minas Gerais there are 204 of these institutions. There are also studies on the teaching-learning process and the student's evaluation in higher education. It is at school that all aspects of human socialize and who leads this process is the teacher. The innovation in the practice of teaching and learning assessment happens when it is shared with the student, making him/her, not only the main subject in the appropriation of knowledge of the profession, but also a partner in the construction of knowledge. The aim of this study was to identify and analyze the teaching practices of business courses teachers around Vale do Mucuri ? MG, between 2006 and 2015, and their correlation with their training. As for the methodology, the research had a qualitative and a quantitative approach, as for the objectives this study was descriptive and explanatory. An online questionnaire with multiple-choice questions was applied to businesspeople who act as professors in presential business courses in the entire Vale do Mucuri. It was demonstrated that they have three important characteristics: they do not only teach at universities; They signaled that they create their own teaching material;and try to build their own knowledge about the subject they teach. They usually lecture to explain the content to students, with the support of their own PowerPoint slides. They carry out the student learning assessment through written tests, individual and group work. As a result it was found that the teaching practices in Vale do Mucuri do not correlate with teacher profile, be it in the training and teaching experience aspects or type of institution that a professor works.

Made available in DSpace on 2014-12-17T15:46:27Z (GMT). No. of bitstreams: 1 RoseMAB_DISSERT.pdf: 1860797 bytes, checksum: 81f49f357848d2cb332ee6c265572699 (MD5) Previous issue date: 2012-11-13 / This paper discusses the process of training social workers in the environment of University Hospitals- UH s. These hospitals provide space for professional education aiming to achieve a critical and purposeful professional performance. As environments for training, producing knowledge and providing essential services to the public, these hospitals require all members of the healthcare team to have a continued education. Understanding that training has to be a priority and conceived as constant pursuit for update through the interaction of Teaching, Researching and EPO ( Education and Public Outreach). These dimensions provide approximations and domain of theoretical and methodological, giving special importance to understanding the social reality, a sine qua non condition to the work of the Social Service professional. The main goal of the research was to comprehend how the continuous professional education of the social worker occurs and it s relation with the articulations involving Teaching, Researching and EPO, as significant elements for the job of the social workers in the Hospital Universit?rio Ana Bezerra and Hospital Universit?rio Onofre Lopes/UFRN. The research was conducted through a literature review, documentary and field inquiries with semistructured interviews including the group of 09 (nine) social workers from the aforementioned hospitals, taking as a reference the quantitative and qualitative approach to analyze mediations that stand between the subject and the social context. The results indicate that social workers in these university hospitals have their insertion beyond the care provided to patients in performance in the areas of education through preceptorship to undergraduate students and social work residents in and extension projects with low insertion in area of research. We note that there is a recognition of the importance of a continuous education, indicating that the qualification of social worker is essential in transforming their daily professional practice to better monitor, critically explain the peculiarities of public health in its everyday showing of how unequally access is provided to the users of the public health system / Este trabalho discute o processo de forma??o permanente dos assistentes sociais no ambiente dos Hospitais Universit?rios (HU s). Estes hospitais constituem espa?o de forma??o tendo em vista uma atua??o profissional cr?tica e propositiva. Enquanto espa?os de forma??o e produ??o de conhecimentos e de presta??o de servi?os essenciais ? popula??o, estas unidades hospitalares exigem de todos os profissionais integrantes da equipe de sa?de uma forma??o permanente. Compreendendo que a forma??o cont?nua deve ser prioridade e concebida como a busca constante de atualiza??o a partir da intera??o das ?reas de ensino, pesquisa e extens?o. Estas dimens?es s?o propiciadoras de aproxima??es e dom?nio de conhecimentos te?rico-metodol?gico, conferindo especial import?ncia ao conhecimento sobre a realidade social, condi??o sine qua non ao trabalho do profissional de Servi?o Social. A pesquisa teve como objetivo central apreender como se d? a forma??o permanente do assistente social e a sua rela??o com iniciativas de articula??o entre o ensino, pesquisa e extens?o, como elementos significativos ao exerc?cio profissional dos assistentes sociais no Hospital Universit?rio Ana Bezerra e do Hospital Universit?rio Onofre Lopes/UFRN. A investiga??o foi realizada atrav?s de pesquisa bibliogr?fica, documental e de campo com entrevista semi estruturada incluindo o grupo de 09 (nove) assistentes sociais dos hospitais universit?rios Ana Bezerra e Onofre Lopes da UFRN, tomando como refer?ncia a abordagem quanti-qualitativa, buscando analisar as media??es que se interp?em entre os sujeitos e o contexto social. Os resultados indicam que os assistentes sociais nesses hospitais universit?rios t?m a sua inser??o al?m da assist?ncia prestada ao paciente, em atua??o nas ?reas de ensino atrav?s de preceptoria ao discente de gradua??o e aos residentes de servi?o social, em projetos de extens?o e com reduzida inser??o na ?rea de pesquisa. Observamos que h? um reconhecimento da import?ncia de uma forma??o permanente, indicando que a qualifica??o do assistente social ? imprescind?vel na transforma??o da sua pratica para acompanhar, explicar criticamente as particularidades da sa?de p?blica, em suas express?es cotidianas de desigualdades de acessos que enfrentam e resistem os seus usu?rios