Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-10-07T12:41:05Z No. of bitstreams: 1 2011 - Marcos Antonio de Oliveira.pdf: 1882049 bytes, checksum: 633be019d8fe4bd8de64e9995684417d (MD5) / Made available in DSpace on 2016-10-07T12:41:05Z (GMT). No. of bitstreams: 1 2011 - Marcos Antonio de Oliveira.pdf: 1882049 bytes, checksum: 633be019d8fe4bd8de64e9995684417d (MD5) 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.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-10-11T12:06:27Z No. of bitstreams: 1 2011 - Marco Antonio dos SantosTeixeira.pdf: 1511707 bytes, checksum: 442940f633094f09874c9a59cc80ecc0 (MD5) / Made available in DSpace on 2016-10-11T12:06:27Z (GMT). No. of bitstreams: 1 2011 - Marco Antonio dos SantosTeixeira.pdf: 1511707 bytes, checksum: 442940f633094f09874c9a59cc80ecc0 (MD5) 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

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-10-11T14:31:55Z No. of bitstreams: 1 2011 - Ricardo de Castro Ribeiro Santos.pdf: 16661166 bytes, checksum: 3e9cbd7372714129f6015ce926f4eaf5 (MD5) / Made available in DSpace on 2016-10-11T14:31:55Z (GMT). No. of bitstreams: 1 2011 - Ricardo de Castro Ribeiro Santos.pdf: 16661166 bytes, checksum: 3e9cbd7372714129f6015ce926f4eaf5 (MD5) 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

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-10-18T12:33:33Z No. of bitstreams: 1 2011 - Marco Antonio dos Santos Teixeira.pdf: 1511716 bytes, checksum: 8af277d39470c5da75a79ec8d974149e (MD5) / Made available in DSpace on 2016-10-18T12:33:33Z (GMT). No. of bitstreams: 1 2011 - Marco Antonio dos Santos Teixeira.pdf: 1511716 bytes, checksum: 8af277d39470c5da75a79ec8d974149e (MD5) 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

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-10-19T15:28:43Z No. of bitstreams: 1 2015 - Marina Ferreira Pra?a.pdf: 155299263 bytes, checksum: 80ad057996f9e29fa2506349706c9177 (MD5) / Made available in DSpace on 2016-10-19T15:28:43Z (GMT). No. of bitstreams: 1 2015 - Marina Ferreira Pra?a.pdf: 155299263 bytes, checksum: 80ad057996f9e29fa2506349706c9177 (MD5) 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

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-10-21T13:00:27Z No. of bitstreams: 1 2015 - Frederico Antonio Ferreira.pdf: 1988637 bytes, checksum: 619129e2ef8f27db8d320f7ed5ad0bd6 (MD5) / Made available in DSpace on 2016-10-21T13:00:27Z (GMT). No. of bitstreams: 1 2015 - Frederico Antonio Ferreira.pdf: 1988637 bytes, checksum: 619129e2ef8f27db8d320f7ed5ad0bd6 (MD5) 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

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-01-03T11:08:37Z No. of bitstreams: 1 2015 - Petterson Gon?alves Teixeira.pdf: 16842852 bytes, checksum: e9c00432825a84e2bba0d4f3d19e803b (MD5) / Made available in DSpace on 2017-01-03T11:08:38Z (GMT). No. of bitstreams: 1 2015 - Petterson Gon?alves Teixeira.pdf: 16842852 bytes, checksum: e9c00432825a84e2bba0d4f3d19e803b (MD5) 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.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-01-04T10:59:43Z No. of bitstreams: 1 2015 - Marizete Andrade da Silva.pdf: 4930541 bytes, checksum: 8d8d5a36f6e2d56cb3e37822becaef5d (MD5) / Made available in DSpace on 2017-01-04T10:59:43Z (GMT). No. of bitstreams: 1 2015 - Marizete Andrade da Silva.pdf: 4930541 bytes, checksum: 8d8d5a36f6e2d56cb3e37822becaef5d (MD5) 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.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-01-12T14:06:16Z No. of bitstreams: 1 2014 - Fabio Bernardo Bastos.pdf: 1207200 bytes, checksum: f57123626be343b3d5ef5c95654ebf69 (MD5) / Made available in DSpace on 2017-01-12T14:06:16Z (GMT). No. of bitstreams: 1 2014 - Fabio Bernardo Bastos.pdf: 1207200 bytes, checksum: f57123626be343b3d5ef5c95654ebf69 (MD5) 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

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-01-16T11:50:57Z No. of bitstreams: 1 2015 - Josilene Vargas Xavier.pdf: 13449262 bytes, checksum: 7e1ad5b891772498477dfe5bb180c84f (MD5) / Made available in DSpace on 2017-01-16T11:50:57Z (GMT). No. of bitstreams: 1 2015 - Josilene Vargas Xavier.pdf: 13449262 bytes, checksum: 7e1ad5b891772498477dfe5bb180c84f (MD5) 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