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O Proeja a partir da concep??o de seus educandos ? um estudo comparado da realidade do Instituto Federal do Rio Grande do Sul- IFRS/ Campus Sert?o e o Campus Bento Gon?alves / The PROEJA second their students - a comparative study of the reality of the Federal Institute of Rio Grande do Sul-IFRS / Campus Sert?o and Bento Gon?alvesOliveira, Marcos Antonio 25 August 2011 (has links)
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Previous issue date: 2011-08-25 / This research is a comparative study with the aim of analyzing how is being developed the PROEJA at Federal Institute of Science, Technology and Education of Rio Grande do Sul - IFRS - Campus Sert?o and Bento Gon?alves, as the development of courses, more specifically the Technical Course in Commerce, based on the vision of students. The EJA deals with young people and adults in the lower classes, people excluded of the socioeconomic and cultural aspects in our contemporary society, historically, "marked" by deep social inequalities. Given this context, appeared the concern and the main reason of this research. Sought, thus, making a correlation between the methodological approach, teaching practice and the educational background of the citizens served by this type of education. The Decree 5.478/2005 instituted, in the Federal Institutions of Education (IFE's), the professional program in the form of adult education that changed by decree in 5.840/2006 defines the National Programme for Integration of Professional Education from Basic Education to Professional Education for Youth and Adults Education (PROEJA). This program brings to the IFE's a new challenge, which is to serve a population that did not get the opportunity to have a good basic and professional education in the regular age. Using the research-type exploratory and descriptive characteristics and the study of case methodology, recovering and analyzing the strategies of operation of these Institutions of Professional and Technical Education, data was analyzed and compared, using a questionnaire, applied to a class in each Campus of Technical Course in Commerce, seeking to discover if, these have consistently favoring and increasing the social inclusion process. The results point to some practical differences between the Campi, noting some contradictions, especially, in regard to fulfilling their goals and the articulation between theoretical class and the preparation for the labor market. It was found that each institution adopt different criteria, based on conceptions of the group that is directly connected to the courses. Another contradiction identified between the two experiences, is about understanding that each community school has about this kind of teaching called PROEJA. The results found that, in general, there is harmony of purpose between the institutions, although they have not been developed activities that may seek to approach similar methods of work. / A presente pesquisa trata de um estudo comparativo com objetivo de analisar como est? sendo desenvolvida a modalidade PROEJA no Instituto Federal de Educa??o Ci?ncia e Tecnologia do Rio Grande Do Sul ? IFRS, nos Campi de Sert?o e Bento Gon?alves, quanto ao funcionamento dos cursos, mais especificamente o Curso T?cnico em Com?rcio, baseado na vis?o dos discentes. A EJA atende aos jovens e adultos pertencentes ?s camadas populares, clientela exclu?da sob aspectos socioecon?mico e cultural em nossa sociedade contempor?nea, historicamente "marcada" por profundas desigualdades sociais. Diante desse contexto, surgiu a preocupa??o e o motivo principal desta pesquisa. Buscou-se, assim, fazer uma correla??o entre a abordagem metodol?gica, a pr?tica docente e a forma??o educacional do cidad?o atendido por essa modalidade de ensino. O Decreto no 5.478/2005 instituiu, no ?mbito das Institui??es Federais de Educa??o (IFE?s), o Programa de profissionaliza??o na modalidade de EJA que alterado pelo decreto no 5.840/2006, define o Programa Nacional de Integra??o da Educa??o Profissional da Educa??o B?sica ? Educa??o Profissional na Modalidade de Educa??o de Jovens e Adultos (PROEJA). Este Programa traz para as IFE?s um novo desafio, que ? atender uma parcela da popula??o que n?o obteve oportunidade de uma boa educa??o b?sica e profissional na idade regular. Utilizando-se da pesquisa do tipo explorat?ria com caracter?sticas descritivas e da metodologia do estudo de caso, resgatando e analisando as estrat?gias de funcionamento dessa Institui??o de Ensino T?cnico Profissional, se analisou e comparou dados, utilizando-se question?rio, aplicado com uma turma de cada Campi do Curso T?cnico em Com?rcio, buscando descobrir se estas vem sistematicamente favorecendo e ampliando o processo de inclus?o social. Os resultados apontam para algumas pr?ticas diferenciadas entre os Campi, constatando algumas contradi??es, especialmente no que se refere ao cumprimento de seus objetivos e na articula??o entre aulas te?ricas e prepara??o para o mercado de trabalho. Verificou-se que cada Institui??o de Ensino adota crit?rios diferentes, baseado nas concep??es do grupo que est? diretamente ligado ao funcionamento dos cursos. Outra contradi??o identificada, entre as duas experi?ncias, versa sobre o entendimento que cada comunidade escolar local tem sobre a modalidade de ensino PROEJA. Os resultados constataram que, de um modo geral, h? conson?ncia de objetivos entre as institui??es, embora n?o tenham sido desenvolvidas atividades que possam buscar uma aproxima??o de m?todos de trabalhos semelhantes.
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Conflitos por terra em diferentes configura??es: um estudo de caso em Mag?, RJ / Land conflicts in different configurations: a case study in Mag?, RJTeixeira, Marco Antonio dos Santos 05 October 2011 (has links)
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Previous issue date: 2011-10-05 / Funda??o Carlos Chagas Filho de Amparo ? Pesquisa do Estado do RJ - FAPERJ / This work examines the forms of action used by a group of rural workers in the struggle to stay on the land where they lived. It is a case study about the clods Am?rica Fabril and the farms Concei??o de Suru? and Cachoeira Grande, located in the city of Mag?, Baixada Fluminense, Rio de Janeiro. The study covers the period between the early 1960's and the second half of the 1980's. We analyzed these cases starting from the experiences of men and women who fought to stay on the land. From the experiences and the elements present in each case - the characters, context and setting, for example - the aim was to identify the configuration formed in each case and to better understand the path taken by the analyzed conflicts. / Este trabalho analisa as formas de a??o empregadas por um grupo de trabalhadores rurais na luta para permanecerem na terra em que viviam. Trata-se de um estudo de caso feito na gleba Am?rica Fabril, fazenda Concei??o de Suru? e fazenda Cachoeira Grande, localizadas no munic?pio de Mag?, Baixada Fluminense, estado do Rio de Janeiro. O estudo compreende o per?odo entre os primeiros anos da d?cada de 1960 e a segunda metade dos anos 1980. Analisaram-se estes casos a partir das experi?ncias dos homens e mulheres que lutaram para alcan?arem seu objetivo, a perman?ncia na terra. A partir desta experi?ncia e da rede de elementos presentes em cada caso ? personagens, contexto e cen?rio, por exemplo ? buscou-se identificar a configura??o que se conformou em cada caso para assim compreender melhor o rumo tomado pelos conflitos analisados
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O uso de programas computacionais e materiais manipul?veis no processo de ensino e aprendizagem da geometria plana e espacial de alunos do ensino t?cnico em Agropecu?ria do Col?gio Agr?cola de Floriano ? Piau? / The use of computer programs and manipulatives in the teaching and learning of plane geometry and spatial students of technical education in the College of Agriculture Agricultural Floriano - PiauiSantos, Ricardo de Castro Ribeiro 28 November 2011 (has links)
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Previous issue date: 2011-11-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The present work aims to verify whether or not the change in the level of learning geometry
of the thirty-seven students of the third year of Technical Education in Agriculture Concurrent
with high school (EMTA-3), enrolled in 2009, after use software as a tool of Cabri Geometry
II Plus, 3D calques and Poly, and the use of geometric solids used in the production process
of the agribusiness in the CAF - Floriano Agricultural College. The choice of subject
Geometry, from the content associated with the menu in Agribusiness, was motivated by the
difficulties that students of different levels, present in the subject, with the proposal to deploy
a new way of working that will serve as a model to only theoretical classes. Thus, in
Agribusiness are many ways that space can be analyzed mathematically. However, it is the
following questions: How can we do this? Use of the software will provide some benefit in
this context? Can the student understand the relationship between high school and technical
education? To answer these questions the students were subjected to six steps, including: Step
1: application of a test at time zero (t0), Step 2: twelve lectures, 3rd and 5th steps: twenty-two
classes in computer lab , Step 4: Meeting in agribusiness (all morning) and Step 6: application
of a test in a time (t1). After application of the test t0 observed that more than half of the
subjects had lower scores than the 50%, whereas the t1 test, applied after the intervention
methodology, this figure exceeded for more than half of the subjects, 50%. With this, we
realize that the end of the project, students were more motivated about teaching mathematics,
associating it with the use of software and awakening to the contextualization and
interdisciplinarity, and the interconnection of technical education in high school will be
stronger regarding the participation of the student, making focus the importance of
mathematics in everyday life. It was concluded that the analysis of planar and spatial forms by
the students became more consistent, showing that the use of solid and software proved to be
an effective tool in the process of teaching and learning of geometry, enabling the
interconnection of different areas. / O presente trabalho tem por objetivo verificar a mudan?a ou n?o do n?vel de aprendizado de
geometria dos trinta e sete alunos do terceiro ano do Ensino T?cnico em Agropecu?ria
Concomitante com o Ensino M?dio (EMTA-3), matriculados no ano de 2009, ap?s o uso
como ferramenta dos softwares Cabri Geometry II Plus, Calques 3D e Poly, bem como o uso
dos S?lidos Geom?tricos usados no processo de produ??o da agroind?stria no CAF ? Col?gio
Agr?cola de Floriano. A escolha do tema Geometria, dentre os conte?dos associados ? ementa
na Agroind?stria, foi motivada pela constata??o das dificuldades que os alunos, de diferentes
n?veis, apresentam em rela??o ao assunto, com a proposta de implantar um novo m?todo de
trabalho que servir? como modelo ?s aulas apenas te?ricas. Dessa forma, na Agroind?stria
encontram-se v?rias formas espaciais que podem ser analisadas matematicamente. Contudo,
faz-se os seguintes questionamentos: De que forma podemos fazer isso? O uso de softwares
ir? apresentar algum benef?cio dentro deste contexto? Poder? o aluno compreender a rela??o
entre o Ensino M?dio e o Ensino T?cnico? Para responder a estas perguntas os alunos foram
submetidos a seis etapas, dentre elas: 1? etapa: aplica??o de um teste no tempo zero (t0), 2?
etapa: doze aulas expositivas, 3? e 5? etapas: vinte e duas aulas no laborat?rio de inform?tica,
4? etapa: encontro na agroind?stria (manh? toda) e 6? etapa: aplica??o de um teste no tempo
um (t1). Ap?s a aplica??o do teste t0 observou-se que mais da metade dos sujeitos da pesquisa
apresentaram ?ndice de acertos inferior a 50%; j? no teste t1, aplicado ap?s as interven??es
metodol?gicas, esse ?ndice ultrapassou, para mais da metade dos sujeitos, os 50%. Com isso,
percebemos que ao final do projeto, os alunos se mostraram mais motivados quanto ao ensino
da matem?tica, associando-a ao uso de softwares e despertando para a contextualiza??o e a
interdisciplinaridade, assim a interliga??o do ensino t?cnico com o ensino m?dio ficar? mais
s?lida em rela??o ? participa??o do aluno, fazendo com que enfoque a import?ncia da
matem?tica no cotidiano. P?de-se concluir que a an?lise das formas planas e espaciais por
parte dos alunos se tornou mais consistente, comprovando que o uso de s?lidos e softwares se
mostrou com uma ferramenta eficaz no processo de ensino aprendizagem da geometria,
possibilitando a interliga??o das diversas ?reas
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Conflitos por terra em diferentes configura??es: um estudo de caso em Mag?, RJ / Land conflicts in different configurations: a case study in Mag?, RJ.Teixeira, Marco Antonio dos Santos 05 October 2011 (has links)
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Previous issue date: 2011-10-05 / Funda??o Carlos Chagas Filho de Amparo ? Pesquisa do Estado do RJ - FAPERJ / This work examines the forms of action used by a group of rural workers in the struggle to stay on the land where they lived. It is a case study about the clods Am?rica Fabril and the farms Concei??o de Suru? and Cachoeira Grande, located in the city of Mag?, Baixada Fluminense, Rio de Janeiro. The study covers the period between the early 1960's and the second half of the 1980's. We analyzed these cases starting from the experiences of men and women who fought to stay on the land. From the experiences and the elements present in each case - the characters, context and setting, for example - the aim was to identify the configuration formed in each case and to better understand the path taken by the analyzed conflicts / Este trabalho analisa as formas de a??o empregadas por um grupo de trabalhadores rurais na luta para permanecerem na terra em que viviam. Trata-se de um estudo de caso feito na gleba Am?rica Fabril, fazenda Concei??o de Suru? e fazenda Cachoeira Grande, localizadas no munic?pio de Mag?, Baixada Fluminense, estado do Rio de Janeiro. O estudo compreende o per?odo entre os primeiros anos da d?cada de 1960 e a segunda metade dos anos 1980. Analisaram-se estes casos a partir das experi?ncias dos homens e mulheres que lutaram para alcan?arem seu objetivo, a perman?ncia na terra. A partir desta experi?ncia e da rede de elementos presentes em cada caso ? personagens, contexto e cen?rio, por exemplo ? buscou-se identificar a configura??o que se conformou em cada caso para assim compreender melhor o rumo tomado pelos conflitos analisados
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Narrando uma experi?ncia formativa: uma viagem pela Am?rica Latina / Narrating a formative experience: a trip through Latin America.Pra?a, Marina Ferreira 10 April 2015 (has links)
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Previous issue date: 2015-04-10 / The narration of a trip became the possibility of reflection about education and the
human formation. the path, throughout fifteen months, around seven south-american
countries, has been, here, reinvented and has transformed itself into a collective
experience. from the discussion about the experience, the narration, the encounters
and nets, i have myself thinking about the building of knowledge in movement,
contemplating the possibility of education being built also, and, perhaps, mainly,
beyond the curricular structures and the formality of the spaces exclusively designated
to be that. therefore, this work constitutes itself in a collective experience, made of
wandering knowledge ? including its process of being written. the discussion about
the importance of thinking about education in the world, guided by the freedom and
the open-mindedness regarding the differences, takes us to a narration of everything
lived in each country, revisited in the making and writing of this research-living. / A narrativa de uma viagem tornou-se possibilidade de reflex?o sobre educa??o e
forma??o humana. O percurso, durante quinze meses, por sete pa?ses do continente
sul-americano no ano de 2011, foi aqui reinventado para ser compartilhado e tornar-se
tamb?m uma experi?ncia coletiva. A partir da discuss?o sobre experi?ncia, narrativa,
encontros e redes, me proponho pensar a constru??o de conhecimento em movimento,
contemplando a possibilidade de que a educa??o se d? tamb?m, e qui??
principalmente, para al?m das estruturas curriculares e das formalidades dos espa?os
exclusivamente destinados a este fim. Este trabalho constitu?-se, assim, como
experi?ncia educativa composta por aprendizagens andantes, inclusive durante sua
pr?pria escrita. A discuss?o sobre a import?ncia de pensar a educa??o no mundo,
pautada pela liberdade e pela abertura ?s diferen?as nos leva, assim, para uma
narrativa do vivido em cada um dos pa?ses, revisitadas na escrita dessa pesquisa-vida
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O Imperador e o Pr?ncipe: a participa??o do governo imperial brasileiro na quest?o da crise din?stica no Reino do Congo. (1857 ? 1860). / O Imperador e o Prince: a participa??o do governo brasileiro imperial dynastic da crise na quest?o United do not Congo. (1857-1860)ferreira, Frederico Antonio 18 December 2015 (has links)
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Previous issue date: 2015-12-18 / The dissertation seeks to address the Foreign Policy II reign for Portuguese colonies in Africa,
especially Angola and surrounding areas during the 1850s and 1860s, during which the
traditional historiography considers to be of little or no contact. With the use of documents of
Brazilian, Portuguese and British foreign ministries, as well as records written by Africans,
this dissertation focuses on the indictment of participation of Brazilian General Consul, the
doctor Saturnino de Sousa e Oliveira in the protests engendered by Prince Nicholas de ?gua
Rosada e Sardonia, the Kingdom of Congo against the interference of the Portuguese crown in
succession process in that him, which took place between 1858-1860, as well as in his murder.
Showing that despite the end of the slave trade in 1850 after the Brazilian imperial state
sought to maintain economic and political ties in Portuguese Africa despite the strengthening
of the Portuguese Colonial State in the region and the growing presence of other European
countries. / A disserta??o busca tratar da Pol?tica Externa do II Reinado para as col?nias portuguesas na
?frica, especialmente Angola e adjac?ncias, durante as d?cadas de 1850 e 1860, per?odo no
qual a historiografia tradicional considera como sendo de pouco ou nenhum contato. Com a
utiliza??o de documentos das chancelarias brasileira, portuguesa e brit?nica, assim como de
registros escritos por africanos, esta disserta??o foca na acusa??o de participa??o do c?nsul
geral brasileiro, o m?dico Saturnino de Sousa e Oliveira nos protestos engendrados pelo
pr?ncipe Nicolau de ?gua Rosada e Sard?nia, do Reino do Congo, contra a interfer?ncia da
coroa lusitana no processo sucess?rio no referido Reino, ocorrido entre 1858-1860, assim
como em seu assassinato. Mostrando que apesar do t?rmino do tr?fico de escravos ap?s 1850
o Estado imperial brasileiro buscava manter v?nculos econ?micos e pol?ticos na ?frica
Portuguesa apesar do fortalecimento do Estado Colonial portugu?s na regi?o e da presen?a
crescente de outros pa?ses europeus
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1981A contribui??o do laborat?rio de solos e plantas do Instituto Federal do Esp?rito Santo ? Campus Itapina na forma??o acad?mica dos alunos do curso superior de agronomia / The contribution of the Soil and Plant Laboratory of Esp?rito Santos?s Federal Institute ? Campus Itapina in the academic education of students in the agronomy superior courseTeixeira, Petterson Gon?alves 27 November 2015 (has links)
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Previous issue date: 2015-11-27 / This study repots the importance of teaching practices and their contribution in the teachinglearning
process when they provide both theoretical and practical studies by using IFES?s Soil
and Plant Laboratory. The general objective of this study was to analyze the contribution level
of IFES?s Soil and Plant Laboratory (LSP) ? Campus Itapina in the academic education of
students in the agronomy superior course. Since the LSP is recognized as of excellence around
the nation, it was brought about the need to investigate students? and professors? standpoint
whether the teaching reaches not only the understanding and mastery of the curriculum subject
contents, but also and mainly the development of capabilities to articulate the theoretical and
practical knowledge so as to contextualize them in their practical actions during the academic
and professional life. To prove the veracity of this study, the methodology adopted the
qualitative and quantitative approaches and, according to the purpose, the study was classified
as an applied research of exploratory character. As to the technical procedures, the research is
classified as bibliographical, documental and participatory. The instruments used for the
research were observation, documental research and questionnaires containing open and closed
questions answered by students taking the agronomy course during the second semester of the
years 2010, 2011 and 2014 as means of comparison of theoretical and practical knowledge.
Professors also answered questionnaires if their subjects were related to the soils and plants,
according to the curriculum subject contents of the agronomy superior course. This study was
organized in chapters, which describe the steps of the agricultural knowledge historicity, the
evolution of agricultural teaching at IFES ? Campus Itapina, as well as the emergence of the
agronomy course at the institution. It also reports the importance of IFES?s Soil and Plant
Laboratory and its relevant contributions to the teaching, research and extension programs in
the Campus. The obtained results helped the acknowledgment of the importance of academic
practices during the agricultural teaching, according to the data from the questionnaires, which
demonstrate the satisfaction rates, the acquired knowledge, the importance of the course, the
development of the students, as well as the contribution of the LSP to the education of the
students in the agronomy superior course. This research is supposed to contribute to needed
changes and improvements in the pedagogical plan for the course so as to significantly
contribute to the awakening and increase of the scientific interest of students. / A presente pesquisa relata a import?ncia das pr?ticas de ensino e a contribui??o destas no
processo ensino-aprendizagem, quando proporcionam a rela??o te?rico - pr?tico - laboratorial
no curso superior de Agronomia. O objetivo geral foi o de analisar o n?vel de contribui??o que
o Laborat?rio de Solos e Plantas do IFES ? Campus Itapina exerce para a forma??o
acad?mica dos discentes do curso superior de Agronomia. Sabendo-se que o LSP tem seu
reconhecimento de excel?ncia em n?vel nacional, surgiu a inquieta??o de se investigar se, para
os alunos e docentes do curso de Agronomia, o ensino atinge n?o somente a compreens?o e o
dom?nio dos conte?dos das disciplinas curriculares, mas, principalmente, o desenvolvimento
de suas capacidades de articular os diversos saberes te?rico-pr?ticos e contextualiz?-los em
suas a??es pr?ticas na vida acad?mico-profissional. Para comprova??o da veracidade deste
trabalho, a metodologia adotou abordagens qualitativas e quantitativas e, de acordo com a
finalidade, classificou-se como pesquisa aplicada, de car?ter explorat?rio. Quanto aos
procedimentos t?cnicos, a pesquisa pode ser classificada como bibliogr?fica, documental e
pesquisa participante. Os instrumentos de pesquisa utilizados foram a observa??o, a pesquisa
documental e a aplica??o de question?rios com perguntas abertas e fechadas aos discentes do
curso de Agronomia dos anos de 2010/2, 2011/2 e 2014/2, como forma comparativa ao
conhecimento te?rico-pr?tico. Tamb?m se aplicou question?rio aos docentes cujas disciplinas
t?m como base o ensino das ?reas afins e correlatas ? solos e plantas, conforme a matriz
curricular do curso superior de Agronomia. A organiza??o deste trabalho deu-se por meio de
cap?tulos, por onde se transcrevem as etapas da historicidade do conhecimento agr?cola, a
evolu??o do ensino agr?cola no IFES - Campus Itapina, at? situar o surgimento do curso de
Agronomia nessa institui??o. Destacou-se, tamb?m, a import?ncia do Laborat?rio de Solos e
Plantas e sua relevante contribui??o ao ensino, ? pesquisa e ? extens?o do Campus.Os
resultados obtidos neste trabalho nos ajudam a compreender qu?o importantes s?o as pr?ticas
acad?micas no ensino agron?mico, conforme os dados analisados nos question?rios, que
demonstram os percentuais de satisfa??o, conhecimentos adquiridos, a import?ncia do curso, o
desenvolvimento dos alunos e a contribui??o do Laborat?rio de Solos e Plantas para a
forma??o acad?mica dos alunos do curso superior de Agronomia.Espera-se que esta pesquisa
possa contribuir para as mudan?as de melhorias necess?rias no plano pedag?gico de ensino do
curso, a fim de incrementar significativamente contribui??es no despertar cient?fico dos
discentes.
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Os processos socioeducativos na constru??o da educa??o do campo entre os agricultores camponeses de Vila Pav?o ? ES / Educational Processes in the Construction of Education Among Peasant Farmersin Vila Pav?o - ESSilva, Marizete Andrade da 08 October 2015 (has links)
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Previous issue date: 2015-10-08 / This study lectures about the Education Construction of the field in the county of Vila Pav?o -
ES and has the goal to indentify the political, economic and social influence that the
Municipal Agroecological Education Center "Agostinho Batista Veloso" provides to the
peasant farmers comunities, emphasizing the social knowledge and the specific demands by
public politics. Of qualitative features, the study used the methodology of the oral history,
observing the need to employ, reflect practices and representetions, to comprehend the
experiences that were build in a specific historic moment, contributing to reveal, between
contless questions, a cultural construction and the identity of a group. The research operated
with the following instruments and techniques to gather information: semi-structured recorded
interviews, bibliography analisys and documentary and experienced observations in the
investigated school. Teachers, students, members of the comunites that covers the school and
county leaders participated in the research. The results of the reseach study show that many
practices that weredeveloped by the institution, such as the appreciation of the social
knowledge with what it advocates the Movement for a Countryside Education, but it is
needed to include it in the curriculum. As the agroecological practices rescue and the
development of the political formation. Yet under adverse conditions the project of Field
ducation in the county of Vila Pav?o has very rich experiences that need to connect to the
other peasant farmer?s fight to build a educational proposal that converge the real needs of
these people. / Este estudo disserta sobre a constru??o da Educa??o do Campo no munic?pio de Vila Pav?o ?
ES e tem como objetivo identificar a influ?ncia pol?tica, econ?mica e social que o Centro
Municipal de Educa??o Agroecol?gica ?Agostinho Batista Veloso? proporciona para as
comunidades de agricultores camponeses, enfatizando os saberes sociais e as demandas
espec?ficas por pol?ticas p?blicas. De car?ter qualitativo, o estudo utilizou - se da metodologia
da hist?ria oral, observando a necessidade de empregar, refletir pr?ticas e representa??es,
compreender experi?ncias que foram constitu?das em um momento hist?rico
espec?fico,contribuindo para revelar, entre in?meras quest?es, a constru??o cultural e a
identidade de um grupo. A pesquisa operou com os seguintes instrumentos e t?cnicas de
coleta de dados: entrevistas semiestruturadas gravadas, an?lise bibliogr?fica e documental e
observa??es vivenciadas na escola investigada. Participaram da pesquisa educandos e
educandas, educadores e educadoras, integrantes das comunidades que a escola abrange e
lideran?as municipais. Os resultados do estudo evidenciam que muitas pr?ticas desenvolvidas
pela institui??o, como a valoriza??o dos saberes sociais, dialogam com o que preconiza o
Movimento por uma Educa??o do Campo, mas ? preciso integr?-las ao curr?culo, assim como
o resgate das pr?ticas agroecol?gicas e o fomento ? forma??o pol?t ica. Ainda sob condi??es
adversas, o projeto de Educa??o do Campo no munic?pio de Vila Pav?o possui experi?ncias
muito ricas que precisam associar-se as outras lutas dos camponeses a fim de se construir uma
proposta educativa que ir? convergir para as necessidades reais desses sujeitos.
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Forma??o colaborativa em educa??o f?sica : do isolamento docente ? colabora??o entre pares / The collaborative apprenticeship model in physical education: from isolation to peer collaborationBastos, Fabio Bernardo 29 August 2014 (has links)
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Previous issue date: 2014-08-29 / teachers and their professional development in line with the advances and innovations in
their areas. Despite their efforts, the actions of the federal government are constrained by
fragmentation and disarticulation of continuous training proposals organized by states and
municipalities, making the actions limited to the bureaucratic management processes,
deadlines and targets disconnected from the real needs of the school. Several studies have
identified the continuous training activities are still held by classical and traditional
patterns. The introduction of innovative models is limited by the absence of systematic,
intentional, coordinated and continuous policies. Continuous training must include
pleasurable experiences for the unveiling of new ways of being, thinking and feeling,
seeking personal and professional development of teachers. The objective of this research
was to analyze the development of a collaborative educational project with physical
education teachers, aiming to describe the collective creation process, the effects perceived
by teachers to their personal development, as well as the methodological impact on teaching
and learning. The research is characterized as descriptive, from an action research model in
collaborative context. The collaborative training was attended on average by 35 physical
education teachers of municipal school system of Rio de Janeiro. The training process
included the selection of subject in which teachers found greater need (technology in
physical education classes) and was carried out in monthly meetings for eight months.
Teachers read scientific texts, discussed collaborative planning strategies, presented
pedagogical intervention projects and reported experiences implemented in school. The
data were interpreted through observation and field records of the training workshops, and
content analysis of interviews with teachers at the end of training. The results showed that
the collaborative training had potential to mobilize teachers to interactionist and dialogical
attitudes; provided articulation of theoretical and practical knowledge that are fundamental
to the intentionality of educational action; allowed the teachers assume the role of
producers of knowledge and pedagogical practices; raised awareness the teacher to place
the student as a central element in the teaching-learning. Also observed were limiting
factors to collaboration, as lack of teacher habits to read / study / written, number of
participants and degree of socialization among peers. However, the manifestations of
teachers during the collaborative process, even if not common to all, mobilized
metacognitive processes and encouraged teachers to adopt alternative teaching strategies.
Collaborative training encourages the debate on the need to listen to the teacher's needs,
allow the free expression of their knowledge, fears, anxieties, providing new learning
through reflection and collaborative and emancipated shares that promote professional
development / A forma??o continuada deve contribuir para a melhoria das condi??es de trabalho dos
professores e seu aprimoramento profissional consoante os avan?os e inova??es em suas
?reas. Apesar dos esfor?os empenhados, as a??es no ?mbito federal sofrem por conta da
fragmenta??o e desarticula??o das a??es de forma??o organizadas por Estados e Munic?pios,
restringindo suas a??es ? utiliza??o de instrumentos de gest?o de processos, prazos e metas
desgarradas das necessidades do ch?o da escola. Diversos estudos identificam que as a??es de
forma??o continuada ainda s?o realizadas mediante modalidades cl?ssicas e tradicionais. A
introdu??o de modelos inovadores esbarra na aus?ncia de pol?ticas formativas sistem?ticas,
intencionais, articuladas e cont?nuas. A forma??o continuada deve permitir experi?ncias
prazerosas para o desvendar de novas formas de ser, pensar e sentir, visando o
desenvolvimento pessoal e profissional do professor. O objetivo desta pesquisa foi analisar o
desenvolvimento de um projeto de forma??o colaborativa de professores de educa??o f?sica,
visando descrever a constitui??o coletiva do processo, os efeitos percebidos pelos professores
para a sua forma??o pessoal, bem como os impactos metodol?gicos no ensino-aprendizagem.
A pesquisa se caracteriza como descritiva, a partir de um modelo de pesquisa-a??o em
contexto colaborativo. A forma??o colaborativa foi frequentada em m?dia por 35 professores
de educa??o f?sica da rede municipal de ensino do Rio de Janeiro. O processo de forma??o
abrangeu a sele??o de tema em que os professores identificaram maior necessidade
(tecnologias nas aulas de educa??o f?sica) e foi realizado em encontros mensais, durante oito
meses. Os professores foram envolvidos em leituras de textos cient?ficos, discuss?es e
planejamento coletivo, apresenta??o de projetos de interven??o pedag?gica e relato das
experi?ncias concretizadas na escola. Os dados foram interpretados por meio de observa??o e
registros de campo das reuni?es de forma??o e an?lise de conte?do de entrevistas realizadas
com os professores ao final da forma??o. A forma??o colaborativa configurou possibilidades
e potencial baseados na anima??o de atitudes interacionistas e dial?gicas entre os professores;
na articula??o de conhecimentos te?ricos e pr?ticos afirmantes da intencionalidade do ato
educativo; no protagonismo de (re)cria??o e/ou (re)constru??o de saberes e pr?ticas
pedag?gicas; e em pr?ticas de ensino que sensibilizaram o professor em colocar o aluno como
elemento central no ensino-aprendizagem. Alguns elementos limitantes como h?bitos de
leituras/estudo/escrita dos professores, quantitativo de participantes e grau de socializa??o
entre pares foram observados como elementos restritivos ao trabalho colaborativo. Ainda
assim, as manifesta??es observadas em distintos grupos de professores durante o processo
interativo, mesmo que n?o comuns a todos, refletiram perspectivas de realiza??o
congnoscitiva e interventiva no processo colaborativo. A perspectiva de forma??o
colaborativa incita o debate sobre a necessidade de escutar as necessidades cotidianas do
professor, de permitir a livre express?o sobre seus conhecimentos, medos, ang?stias,
proporcionando novas aprendizagens atrav?s de momentos de reflex?o e de trocas
colaborativas e emancipadas e, consequentemente, seu desenvolvimento profissional
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Est?mulo a percep??o de impactos ambientais no meio rural como pr?tica pedag?gica para estudantes do curso t?cnico em agropecu?ria / Stimulus to the perception of environmental impacts on the rural area as pedagogical practicing to the technical farming students? courseXavier, Josilene Vargas 27 November 2015 (has links)
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Previous issue date: 2015-11-27 / This qualyquantitative
research was carried with students from IFF (Fluminense Federal
Institute) ? campus Bom Jesus intending to stimulate and evaluate environmental perception.
Incentives were proposed through dialogical classes and sustainable agricultural practices
from pedagogical activities elaborated from a socio environmental critical perspective. The
analyses support the idea that the method is favorable to the stimulus of environmental
perceptions, as well it contributes to the rupture of a fragmented and conservative
environmental education. It allows more emancipation for the pupil, contributing to his
critical position in face of the natural, social and localcultural
dimensions, before the
disciplinary curricular subjects / Foi realizada uma pesquisa qualiquantitativa
com estudantes do Instituto Federal Fluminense
? campus Bom Jesus, com o intuito de estimular e avaliar a percep??o ambiental. Foram
propostos est?mulos atrav?s de aulas dial?gicas e pr?ticas agr?colas sustent?veis, a partir de
atividades pedag?gicas elaboradas com a perspectiva socioambiental cr?tica. As an?lises
corroboram que o m?todo ? favor?vel ao est?mulo das percep??es ambientais, bem como
contribuem para o rompimento de uma educa??o ambiental fragmentada e conservadora. Isso
permite maior emancipa??o do educando, contribuindo para sua posi??o cr?tica diante das
dimens?es natural, social e cultural local, frente aos conte?dos disciplinares curriculares
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