Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-08-30T13:45:50Z No. of bitstreams: 1 2009 - ?ngela Pereira da Silva Oliveira.pdf: 1273131 bytes, checksum: 1e8ce3ab7234ccc38c040bf929350a6d (MD5) / Made available in DSpace on 2018-08-30T13:45:50Z (GMT). No. of bitstreams: 1 2009 - ?ngela Pereira da Silva Oliveira.pdf: 1273131 bytes, checksum: 1e8ce3ab7234ccc38c040bf929350a6d (MD5) Previous issue date: 2009-12-22 / The main purpose of this work is to investigate the aspects that inscribe the teacherof the course , of the Instituto de Educa??o, Ci?ncia e Tecnologia do Tri?ngulo Mineiro - IFTM ? Campus Uberl?ndia, in an identity as educator - the question of the nomination, of the process of identification, the social conceptions or social representations - and as this reflects in its practical as a teacher. For this, we carry through the bibliographical research to analyze the conceptions of interdisciplinarity that there are in official educational documents, internal and external to the Institution. Such identification is necessary, to understand as the interdisciplinarity concept is inserted in the pedagogical action of the school, which is its paper and the challenges for the insertion of this practical meaning in Professional and Technological Teaching. For this, we delimit as reference landmark the processed educational reforms in the decade of 90 of century XX until the present. We adopt the documentary research, for analysis of cited documents previously, having for aiming the search of possibilities for the construction of practical curricular innovators, in a perspective directed toward the social change, approaching thematic in the space delineated for the chances and the ambivalences involve that them, looking for to understand its configuration and use in the theory contemporary, as well as its association to the concept of recontextualization in the analysis of politics and curricular texts. With analysis of the questionnaire and observation, we search to design a map to determine how the conceptions about interisciplinarity have been constructed in the thought and the practical one of the involved teachers in the research, to aim its real implantation, as curricular project, adopted, of conscientious and active form for the educational agents, who make the day by day the Institution. We could verify that, still, has a long way to cover, in the direction of deepening of the theoretical references that support the interdisciplinary practic, but that the identified possibilities and obstacles can lead the building of this ideal, if this, really, grow from of a conscientious choice by the part of all the involved ones in the process. / O principal objetivo deste trabalho ? investigar os aspectos que inscrevem o professor do curso T?cnico em Agropecu?ria, do Instituto de Educa??o, Ci?ncia e Tecnologia do Tri?ngulo Mineiro ? IFTM ? Campus Uberl?ndia, em uma identidade como educador ? a quest?o da nomea??o, do processo de identifica??o, das concep??es ou representa??es sociais ? e como isso se reflete em sua pr?tica docente. Para isso realizamos a pesquisa bibliogr?fica para analisar as concep??es de interdisciplinaridade presentes em documentos educacionais oficiais, internos e externos ? Institui??o. Tal identifica??o faz-se necess?ria, para compreender como o conceito de interdisciplinaridade se insere na a??o pedag?gica da escola, qual ? o seu papel e os desafios para a inser??o de sua pr?tica no Ensino Profissional e Tecnol?gico. Para isso, delimitamos como marco de refer?ncia as reformas educacionais processadas na d?cada de 90 do s?culo XX at? os dias de hoje. Adotamos a pesquisa documental, para an?lise dos documentos referidos anterio rmente, tendo por direcionamento a busca de possibilidades para a constru??o de pr?ticas curriculares inovadoras, numa perspectiva vo ltada para a mudan?a social, abordando a tem?tica no espa?o delineado pelas oportunidades e ambival?ncias que as envolvem, procurando entender sua configura??o e uso na teoria contempor?nea, bem como sua associa??o ao conceito de recontextualiza??o na an?lise de pol?ticas e textos curriculares. Com an?lise do question?rio e observa??o, buscamos tra?ar um mapa para determinar como as concep??es sobre interdisciplinaridade se constroem no pensamento e na pr?tica dos docentes envolvidos na pesquisa, com vistas a sua real implanta??o, como projeto curricular, adotado, de forma consciente e participativa pelos agentes educacionais, que fazem o dia a dia a Institui??o. Pudemos verificar que, ainda, h? um longo caminho a percorrer, no sentido de aprofundamento dos referenciais te?ricos que embasam a pr?tica interdisciplinar, mas que as possibilidades e obst?culos identificados podem conduzir a concretiza??o desse ideal, se este, realmente, partir de uma escolha consciente por parte de todos os envolvidos no processo.

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

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-09-12T11:45:07Z No. of bitstreams: 1 2009 - Jac? Ara?jo de Oliveira.pdf: 4244721 bytes, checksum: 02cc9649b101c305bf9e67e48d13be0b (MD5) / Made available in DSpace on 2018-09-12T11:45:07Z (GMT). No. of bitstreams: 1 2009 - Jac? Ara?jo de Oliveira.pdf: 4244721 bytes, checksum: 02cc9649b101c305bf9e67e48d13be0b (MD5) Previous issue date: 2009-12-08 / Ahead of the recent and accented technological scientific innovations that play a significant role in the society, either in the politics, in the economy, in the culture or in the education, it is need to redefine the educational practices. In this context, it was objectified to evaluate the performance of the 3rd grade students in the Integrated Technical Course on Agricultural, applying the traditional pedagogy methods and the project pedagogy methods, using as instrument the aspersion irrigation systems, dripping and microaspersion, in the sunflower culture (Helianthus annus L). The present work was developed in 2008, in IFS/Campus S?o Crist?v?o, in S?o Crist?v?o city-SE. It were selected the classes A and C of the 3rd grade, with 28 students each ones, in a random drawing, so the class C was contemplated with the project pedagogy. Initially a first questionnaire was applied to the 56 students that contain questions about irrigation and sunflower culture. Six months after be taught theoretical and practical lessons, it was repeated the first questionnaire. The didactic activities had continued for more six months and, after this period, it was applied the second questionnaire that contend questions about irrigation emphasizing hydraulic. The data had been priced and analyzed statistically by test t with 5% of probability. It was made the first questionnaire application, and the classes A and C have average 6.8 and 6.3, respectively, being statistically equal to the research continuity. On the other hand, when the first questionnaire was applied again, the class C students obtained notes statistically higher when it was compared with the class A students (8.6 and 6.0). The statistics superiority of the class C notes was maintained when the second questionnaire was applied (6.5 and 3.0), proving that the project pedagogy provides a better learning. It is concluded that the project pedagogy is superior to the traditional pedagogy, not only by the grades, but also by the different behavior observed in the students, that were more participatory, questioning and critical. / Diante das recentes e acentuadas inova??es cient?ficas e tecnol?gicas que na sociedade desempenham papel expressivo, seja na pol?tica, na economia, na cultura ou na educa??o, urge redefinir pr?ticas pedag?gicas. Neste contexto, objetivou-se avaliar o desempenho dos alunos da 3?. s?rie do Curso T?cnico Integrado em Agropecu?ria, aplicando-se as metodologias das pedagogias tradicional e de projetos, por interm?dio da utiliza??o dos sistemas de irriga??o por aspers?o, gotejamento e microaspers?o, na cultura do girassol (Helianthus annus L). O presente trabalho foi desenvolvido no ano de 2008, no IFS/Campus S?o Crist?v?o, no munic?pio de S?o Crist?v?o ? SE. Foram selecionadas as turmas A e C da 3? s?rie, com 28 alunos cada, e em sorteio aleat?rio, a turma C foi contemplada com a Pedagogia de Projetos. Inicialmente foi aplicado aos 56 alunos um primeiro question?rio contendo quest?es da ?rea de irriga??o e da cultura do girassol. Seis meses depois de ministradas aulas te?ricas e pr?ticas, repetiu-se o primeiro question?rio. As atividades did?ticas continuaram por mais dois meses e, ap?s esse per?odo, aplicou-se um segundo question?rio contendo quest?es de irriga??o com ?nfase em hidr?ulica. Os dados foram tabelados e analisados estatisticamente pelo teste t ao n?vel de 5% de probabilidade. Feita a aplica??o do primeiro question?rio, as turmas A e C apresentaram m?dias 6.8 e 6.3, respectivamente, estatisticamente iguais para a continuidade da pesquisa. Por outro lado, quando o primeiro question?rio foi novamente aplicado, os alunos da turma C obtiveram notas estatisticamente superiores aos da turma A (8.6 e 6.0). A superioridade estat?stica das notas da turma C manteve-se quando se aplicou o segundo question?rio (6.5 e 3.0), comprovando que a Pedagogia de Projetos proporciona uma melhor aprendizagem. Conclui-se que esta pedagogia ? superior ? tradicional, n?o somente pelas notas obtidas, mas tamb?m pelo comportamento diferenciado observado nos alunos, que se mostraram mais participativos, questionadores e cr?ticos.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-09-19T12:36:35Z No. of bitstreams: 1 2017 - Veronica Damasceno de Souza Feitoza.pdf: 2782036 bytes, checksum: c536de687b019541962aed082056c5ad (MD5) / Made available in DSpace on 2018-09-19T12:36:35Z (GMT). No. of bitstreams: 1 2017 - Veronica Damasceno de Souza Feitoza.pdf: 2782036 bytes, checksum: c536de687b019541962aed082056c5ad (MD5) Previous issue date: 2017-06-26 / IFPA - Campus Castanhal / Technical Professional Education projects in Brazil have always been focused on meeting the interests of economic market and aimed at workers as a compensatory training for those who would not have access to higher education, without taking into account their needs as subjects and citizens. Decree 5,154 / 04, while more recent legislation aimed at this stage of Basic Education, despite also being influenced by economic interests, advances in the sense of allowing Technical Professional Education to be offered in the modality Integrated to High School under the articulation of the axes Work, Science, Technology and Culture (BRASIL, 2007). Thus, it is intended that the pedagogical practices of the curricular components for this modality of education surpass the purely technical knowledge for a practice with sights to the broad formation of the subjects. The Curriculum Guidelines for Higher Education (CGHE) in the section on Foreign Languages suggest that the teaching practices of this curricular component should be based on Critical Literacies Theories in order that such practices become the means for the development of a sense of citizenship, creative, critical and open mind (BRAZIL, 2006), in short, knowledge that equips subjects to deal with the current context of constant change and diverse subjects. In this way, this research has sought to investigate in what ways, when they are based on theories of Critical Literacies, the teaching practices in English Language classes - EL - of the Technical Course in Farming Integrated to High School can better contribute to the integral formation of the students of the IFPA ? Castanhal Campus, as advocated by the pertinent legislation. The data collected comes from participant observation and audio recording of EL classes during the execution of a didactic sequence elaborated by me as a researcher teacher, based on these theoretical principles and using authentic multimodal texts. Theoretical studies and research have shown that pedagogical practices guided by Critical Literacies principles can contribute to an education beyond linguistic instrumentation and job market preparation by encouraging students to read themselves and the world critically / Os projetos de Educa??o Profissional T?cnica no Brasil sempre estiveram voltados para atender aos interesses do mercado econ?mico e destinados aos trabalhadores como uma forma??o compensat?ria para aqueles que n?o teriam acesso ao ensino superior, sem levar em conta suas necessidades enquanto sujeitos e cidad?os. O Decreto 5.154/04, enquanto legisla??o mais recente voltada para essa etapa da educa??o B?sica, apesar de tamb?m sofrer influ?ncias de interesses econ?micos, avan?a no sentido de permitir que a Educa??o Profissional T?cnica seja ofertada na modalidade Integrada ao Ensino M?dio sob a articula??o dos eixos Trabalho, Ci?ncia, Tecnologia e Cultura (BRASIL, 2007). Dessa forma, objetiva-se que as pr?ticas pedag?gicas dos componentes curriculares para essa modalidade de ensino superem os conhecimentos puramente t?cnicos para uma pr?tica com vistas ? forma??o ampla dos sujeitos. As Orienta??es Curriculares para o Ensino M?dio ? OCEM ?, na se??o destinada ?s L?nguas Estrangeiras sugerem que as pr?ticas de ensino desse componente curricular sejam embasadas nas Teorias dos Letramentos Cr?ticos com a finalidade de que tais pr?ticas tornemse meios para o desenvolvimento de senso de cidadania, mente aberta, criativa e cr?tica (BRASIL, 2006), enfim, conhecimentos que equipem os sujeitos para lidarem com o contexto atual de mudan?as constantes e sujeitos diversificados. Dessa forma, esta pesquisa buscou investigar de que modos, ao serem balizadas nas teorias dos Letramentos Cr?ticos, as pr?ticas docentes em aulas de l?ngua inglesa ? LI ? do Curso T?cnico em Agropecu?ria Integrado ao Ensino M?dio podem melhor contribuir para a forma??o integral dos alunos do IFPA ? Campus Castanhal, como preconizam as legisla??es pertinentes. Os dados coletados prov?m de observa??o participante e grava??o de ?udio das aulas de LI durante a execu??o de uma sequ?ncia did?tica elaborada por mim, enquanto professora pesquisadora, com base nesses princ?pios te?ricos e utilizando textos multimodais aut?nticos. Os estudos te?ricos e a investiga??o demonstraram que pr?ticas pedag?gicas direcionadas por princ?pios dos Letramentos Cr?ticos podem contribuir com uma forma??o para al?m da instrumenta??o lingu?stica e a prepara??o para o mercado de trabalho por estimularem os alunos a lerem a si mesmos e ao mundo criticamente

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-09-24T13:04:32Z No. of bitstreams: 1 2016 - Mariana de Moura Nunes Almeida.pdf: 1046487 bytes, checksum: af1e1b5e6b88d537f07a8f26afdb5d2c (MD5) / Made available in DSpace on 2018-09-24T13:04:32Z (GMT). No. of bitstreams: 1 2016 - Mariana de Moura Nunes Almeida.pdf: 1046487 bytes, checksum: af1e1b5e6b88d537f07a8f26afdb5d2c (MD5) Previous issue date: 2016-11-10 / This study analyzes the impact of teacher training (or lack thereof) in the performance of the technical area teachers Federal Amap? Institute (IFAP) - campus Santana, being used to research the case study, in order to gather information about the perception of teachers about their teaching practices on the performance of its teaching function based on the professional profile and academic background. For this, the research was done through a qualitative approach and not disregarding the quantitative aspects to assist in the analysis and explanation of the data. a brief historical review of vocational education was conducted in Brazil, then was approached issues as vocational training signaling issues related to the challenges that involve teaching practice, and consequently the teachers working in vocational education outside the labor market and their requirements, taking into account the much needed knowledge, including teaching, for a more active professional practice. It will also be addressed continuing education of teachers and their needs with a view to society constantly changing also the legislation in force as teacher training. In the final part, went to investigate the theme of this study taking into account the institutional aspects, the nature of performance, features and all the educational structure, and focus on aspects of teaching practice making relationship with the professional profile and aspirations and institutional mission to the extent that forms for individuals acting on the labor market. Such research was through questionnaires to teachers of the technical area of IFAP-Campus Santana, as well as IFAP management, resulting in using graphical data analysis, pictures of answers and speeches and light making relationship with reflections theoreticians. From this analysis, it was possible to understand and identify the institutional aspects by the team responsible for IFAP management work, what they think, as resources for training and the level of priority as the training of teachers in teaching modalities are distributed offered by IFAP- Campus-Santana taking into account the vision they have on professional education. The questionnaires given to teachers aims to outline the professional profile, taking into account the needs for teacher training, the impact of training in performance within the classroom context, concepts, among other difficulties. In closing remarks, it is made a brief analysis about the results and the completion of data collection. / O presente estudo analisa o impacto da forma??o pedag?gica (ou falta dela) no desempenho dos professores da ?rea t?cnica do Instituto Federal do Amap? (IFAP) ? Campus Santana, sendo utilizado para a pesquisa o estudo de caso, com o objetivo de colher informa??es sobre a percep??o dos professores, sobre suas pr?ticas pedag?gicas quanto ao desempenho de sua fun??o docente tendo como base o perfil profissional e sua forma??o acad?mica. Para isso, a pesquisa foi feita por meio uma abordagem qualitativa e n?o desconsiderando os aspectos quantitativos para auxiliar na an?lise e fundamenta??o dos dados. Foi realizado um breve resgate hist?rico sobre a educa??o profissional no Brasil, em seguida foi abordado quest?es quanto a forma??o profissional sinalizando as quest?es referente aos desafios que envolvem pr?tica docente, e, consequentemente, os professores atuantes na Educa??o Profissional frente ao mercado de trabalho e suas exig?ncias, levando em considera??o os saberes t?o necess?rios, inclusive o pedag?gico, para uma pr?tica profissional mais atuante. Tamb?m ser? abordado a forma??o continuada de professores e suas necessidades tendo em vista a sociedade em constante transforma??o, tamb?m a legisla??o em vig?ncia quanto a forma??o docente. Na parte final, passou-se a investigar a tem?tica da presente pesquisa levando em conta os aspectos institucionais, sua natureza de atua??o, caracter?sticas e toda a estrutura de ensino, tendo enfoque nos aspectos da pr?tica docente fazendo rela??o com o perfil profissional e as aspira??es e miss?o institucional na medida que se forma para os indiv?duos atuarem no mercado de trabalho. Tal pesquisa ocorreu por meio de aplica??o de question?rios aos docentes da ?rea t?cnica do IFAP-Campus Santana, al?m da gest?o do IFAP, resultando na an?lise de dados por meio de gr?ficos, quadros de respostas e falas bem como fazendo rela??o com reflex?es a luz de te?ricos. A partir dessa an?lise, foi poss?vel entender e identificar os aspectos institucionais mediante a equipe respons?vel pelo trabalho de gest?o do IFAP, o que pensam, como s?o distribu?dos os recursos destinados a capacita??o e o grau de prioridade quanto a forma??o dos docentes nas modalidades de ensino oferecidas pelo IFAP- Campus-Santana levando em considera??o a vis?o que possuem sobre a educa??o profissional. O question?rio aplicado aos docentes visa tra?ar o perfil profissional, levando em considera??o as necessidades quanto a forma??o pedag?gica, o impacto desta forma??o na atua??o dentro do contexto da sala de aula, concep??es, dificuldades entre outras. Nas considera??es finais, ? feita uma an?lise sucinta quanto aos resultados e a conclus?o da coleta dos dados.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-09-27T11:59:28Z No. of bitstreams: 1 2013 - Viviane Alves de Oliveira Menezes.pdf: 635216 bytes, checksum: 5ac3ee79dd22a3ee8f7630ef77ce568f (MD5) / Made available in DSpace on 2018-09-27T11:59:28Z (GMT). No. of bitstreams: 1 2013 - Viviane Alves de Oliveira Menezes.pdf: 635216 bytes, checksum: 5ac3ee79dd22a3ee8f7630ef77ce568f (MD5) Previous issue date: 2013-12-17 / This study aimed to verify and reflect about the association between attitude and verbal conceptualization of inclusive education in this narrative of faculty and undergraduate students with and without experience of working with people facing disabilities. The sample was selected randomly. Reflection on inclusive education arose from the author's experience in an institution of federal education toward vocational and technological education (EFA), where is being implemented a public policy of educational inclusion of people with special educational needs (SEN). The interest in conducting research on this topic arose from the fact that faces frequent opposition to inclusive education in schools especially in the sidewalks are unprepared professionals and lack of infrastructure. Therefore, can be considered as part of the inclusive actions initial and ongoing training of teachers in order to enhance the education as a process that begins but does not end. This is a descriptive, exploratory study that uses an instrument to collect data based on projective techniques. An instrument was built for search conceptualization and description of attitudes of educators through its narrative combining techniques complementing sentences and creation of a text on the topic. Another source of data was the researcher's field journal. Data analysis took into account the relationship between the participants' narratives and descriptions of their attitudes toward the object of the search based on the content analysis of Bardin?s model plus the observations drawn from Bruner?s narrative analysis. The results point to the persistence of common sense ideas about people in situations of disability, emphasizing the medical model and construction of schooling without significant knowledge to the subject. We expect to contribute to expansion of studies on teacher training and contribution to these inclusive policies / Este trabalho teve o objetivo de verificar e refletir sobre a associa??o entre atitude e conceitua??o verbal sobre educa??o inclusiva presente na narrativa de docentes e alunos de licenciaturas com e sem experi?ncia de trabalho com pessoas em situa??o de defici?ncia. A amostra foi selecionada de modo aleat?rio. A reflex?o sobre educa??o inclusiva surgiu a partir da experi?ncia da autora em uma institui??o de ensino federal, voltada para a educa??o profissional e tecnol?gica (EPT), onde est? sendo implementada uma pol?tica p?blica de inclus?o educacional de pessoas com necessidades educacionais espec?ficas (NEE). O interesse em realizar pesquisa sobre este tema veio da constata??o de que as frequentes oposi??es ? educa??o inclusiva nas escolas s?o calcadas mormente no despreparo dos profissionais e na falta de infraestrutura. Por esse motivo, pode ser considerada como parte das a??es inclusivas a forma??o inicial e continuada dos educadores de forma a real?ar a Educa??o como processo, que tem in?cio, mas n?o tem final. Trata-se de uma pesquisa descritiva, de car?ter explorat?rio, que utiliza um instrumento de coleta de dados baseado na t?cnica projetiva. Foi criado um instrumento para o levantamento de conceitua??o e de descri??o de atitudes dos educadores atrav?s de sua narrativa combinando t?cnicas de complementa??o de frases e de elabora??o de texto sobre o tema. Outra fonte de dados foi o di?rio de campo da pesquisadora. A an?lise de dados levou em conta a rela??o entre as narrativas dos participantes e as descri??es das atitudes destes em rela??o ao objeto da pesquisa baseado no modelo de An?lise de Conte?do de Bardin somada ?s observa??es retiradas da an?lise narrativa de Bruner. Os resultados encontrados apontam para a persist?ncia de ideias do senso comum sobre as pessoas em situa??o de defici?ncia, privilegiando o modelo m?dico e a escolariza??o sem constru??o de conhecimento significativo para o sujeito. Espera-se contribuir para amplia??o dos estudos sobre a forma??o docente e a contribui??o desta para as pol?ticas inclusivas

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-09-27T13:44:04Z No. of bitstreams: 1 2017 - Andr? Luiz Zanella.pdf: 1299036 bytes, checksum: 612e8a2e660236896cfa6d17f8de7ff2 (MD5) / Made available in DSpace on 2018-09-27T13:44:04Z (GMT). No. of bitstreams: 1 2017 - Andr? Luiz Zanella.pdf: 1299036 bytes, checksum: 612e8a2e660236896cfa6d17f8de7ff2 (MD5) Previous issue date: 2017-02-21 / Physical Education is experiencing troubled days today, where its importance is discussed and whether it should continue to be offered by schools as a compulsory subject for high school. Over the years physical education has undergone profound changes and today, due to technological evolution, students are bombarded daily with thousands of images, words and sounds that end up interacting in different ways in the students' lives, causing significant changes in the Students learn, live, work and interact with each other. The present study analyzes how the students of the Federal Institute of Amap?, Campus Laranjal do Jari evaluate the importance of the use of Information and Communication Technologies for Physical Education classes. The method used to develop the research was the Focus Group, a qualitative research technique, which aims to obtain data from discussions in groups with representatives of the research subjects, distributed differently and with representativeness between the groups. The analysis of the students' speeches with the contribution of the bibliographic material and, guided by the objectives of the research, allowed us through the qualitative analysis to realize that the students use the technologies of forms and for various purposes and that they consider it very important to make use of technologies During physical education classes to make classes more dynamic and attractive to them. The analysis of the data was made assuming the inductive process, seeking to bring the voices of the subjects studied in an integrated and articulated way with the authors listed to give the theoretical and methodological support to the research. Among participants in the two focus groups, it was clear that they know what ICTs are and that they use technology of their own daily, whether at school, at home, at a lodge or at both places. It was also possible to observe that the students consider that the use of ICTs as a contribution during physical education classes is important and that students consider it important to make use of them as they contribute to the better classes. In light of the students' reports through the focus groups, we understand that the use of TICS can be an important learning tool and that this tool contributes to making Physical Education classes more interesting for students because of the many advantages that TICS bring to the Teaching learning process making the pupil, teacher and content relation more attractive / A Educa??o F?sica vive hoje dias conturbados, em que se discute sua import?ncia e perman?ncia nas escolas como disciplina obrigat?ria para o ensino m?dio. Ao longo dos anos a educa??o f?sica passou por profundas mudan?as e hoje em dia, devido a evolu??o tecnol?gica, os alunos s?o bombardeados diariamente com milhares de imagens, palavras e sons que acabam por interagir de diversas formas em suas vidas, causando mudan?as significativas na forma que aprendem, vivem, trabalham e interagem entre si. O presente estudo analisa como os alunos do Instituto Federal do Amap?, Campus Laranjal do Jari avaliam a import?ncia da utiliza??o das Tecnologias de Informa??o e Comunica??o (TICs) para as aulas de Educa??o F?sica. O m?todo utilizado para coletar dados e desenvolver a pesquisa foi o Grupo Focal, uma t?cnica de pesquisa qualitativa, que visa a obten??o de dados a partir de debates em grupos com representantes dos sujeitos da pesquisa, distribu?dos distintamente e com representatividade entre os grupos. A an?lise das falas dos alunos com o aporte do material bibliogr?fico e, guiados pelos objetivos da pesquisa, nos permitiu atrav?s da an?lise qualitativa, perceber que os alunos utilizam as tecnologias de formas e para fins variados e, que consideram muito importante fazer uso de tecnologias durante as aulas de Educa??o F?sica para deixar as aulas mais din?micas e atrativas para eles. A an?lise dos dados foi feita tendo como pressuposto o processo indutivo, buscando trazer as vozes dos sujeitos pesquisados de forma integrada e articulada com os autores elencados para dar o suporte te?rico-metodol?gico ? pesquisa. Entre os participantes dos dois grupos focais, ficou claro que sabem o que s?o TICS e que eles fazem uso diariamente de algum tipo de tecnologia, seja ela na escola, em suas casas, locais p?blicos especializados ou em todos os lugares. Tamb?m foi poss?vel observarmos que os alunos avaliam ser importante a utiliza??o das TICS como conte?do durante as aulas de Educa??o F?sica e ainda consideram importante fazer uso delas, pois contribuem para melhor as aulas. Diante dos relatos dos alunos nos grupos focais entendemos que o uso das TICS podem ser uma importante ferramenta de aprendizagem que poder? contribuir para que as aulas de Educa??o F?sica se tornem mais interessantes devido as muitas vantagens que as TICS trazem para o processo de ensino aprendizagem tornando a rela??o aluno, professor e conte?dos mais atrativos.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-05-30T14:08:28Z No. of bitstreams: 1 2010 - Adeline Araujo Carneiro.pdf: 2361946 bytes, checksum: 82a038730616f41b1679e169c422ad78 (MD5) / Made available in DSpace on 2017-05-30T14:08:28Z (GMT). No. of bitstreams: 1 2010 - Adeline Araujo Carneiro.pdf: 2361946 bytes, checksum: 82a038730616f41b1679e169c422ad78 (MD5) Previous issue date: 2010-12-15 / This work is the result of a study conducted by the students registered at the Federal Institute of Education, Science and Technology Roraima-IFRR/campus New Paradise in the course Farming Technician integrated high school. In this research, we aim to understand the process of implementing the proposal of rural education in that the Federal Institute, from the identification of the meanings they attach to the rural youth work and school, and their interrelationships with the meaning they attach to the future as well as we compare their future prospects, with regard to work, the proposed training who are studying. We present a historical overview of the trajectory of IFRR as an institution dedicated to offering professional education, the parallel story of his own state of Roraima, providing understanding of the subject. As background, we raise a discussion on the importance of the pedagogical approach of the school which serves the rural youth to be targeted by the conceptions of Rural Education, trying to construct meaningful knowledge and enhance the lives of people and knowledge of the field avoiding the implementation of education for rural, urban-based views, regarding the redefinition of agricultural education in accordance with current national discussions on the professional education offered to the peoples of the field. As a result, we analyzed data collected from the students surveyed, and from these listed recommendations to the management team and teaching campus in the study, aiming to minimize the barriers that hinder a better use of professional training opportunities, for rural youth. / Este trabalho ? o resultado de uma pesquisa realizada junto aos discentes matriculados no Instituto Federal de Educa??o, Ci?ncia e Tecnologia de Roraima-IFRR/Campus Novo Para?so, no curso T?cnico em Agropecu?ria integrado ao Ensino M?dio. Nesta pesquisa, visamos conhecer o processo de implanta??o da proposta da educa??o do campo no referido Instituto Federal, a partir da identifica??o dos significados que os jovens rurais atribuem ao trabalho e a escola, e suas inter-rela??es com o significado que conferem ao futuro, bem como, comparamos suas perspectivas de futuro, no que se refere ao trabalho, ? proposta de forma??o profissional que se encontram cursando. Para tanto, apresentamos uma abordagem hist?rica da trajet?ria do IFRR enquanto institui??o voltada a oferta da educa??o profissional, paralela a hist?ria do pr?prio estado de Roraima, proporcionando a compreens?o do tema abordado. Como pano de fundo, levantamos uma discuss?o sobre a import?ncia da abordagem pedag?gica da escola que atende aos jovens rurais ser direcionada pelas concep??es da Educa??o do Campo, buscando assim, a constru??o de conhecimentos significativos e que valorizem a vida e os saberes dos povos do campo, evitando a execu??o da educa??o para o campo, baseada em vis?es urbanas, com vistas ? ressignifica??o do ensino agr?cola, em conformidade com as atuais discuss?es nacionais sobre a educa??o profissional oferecida para os povos do campo. Como resultados, analisamos os dados coletados junto aos discentes pesquisados, e a partir destes, elencamos recomenda??es ? equipe de gest?o e docente do Campus em estudo, visando contribuir para a minimiza??o dos entraves que dificultam um melhor aproveitamento da oportunidade de forma??o profissional, pelos jovens rurais.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-05-31T13:22:58Z No. of bitstreams: 1 2012 - Liz Denize Carvalho Paiva.pdf: 1732314 bytes, checksum: cc1fcb1510f0e4590614ae7222cc4f88 (MD5) / Made available in DSpace on 2017-05-31T13:22:58Z (GMT). No. of bitstreams: 1 2012 - Liz Denize Carvalho Paiva.pdf: 1732314 bytes, checksum: cc1fcb1510f0e4590614ae7222cc4f88 (MD5) Previous issue date: 2012-08-03 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The study was characterized by a qualitative research; based on a bibliographical research, documentation, field observation and semi structured interviews. The overall objective was to analyze the process of institutional self-evaluation at the Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio de Janeiro - IFRJ. Initial concerns focused on the perspective of policy evaluation of higher education, given the reality of the Federal Institutes. So, we started with a theoretical analysis of the macro area, the conceptual point of view of educational and institutional assessment, to support the internal assessment process, also called self-assessment. Continuing the analysis, we dealt with the regulatory frameworks and historical assessment policies of higher education in Brazil. In order to contextualize the reality, the characteristics and specificities of IFRJ, the search also sought to characterize the socio-educational trajectory, through the institution's official documents and interviews. Below presented the theoretical and methodological reasons that contributed to this research. From this basis, we sought to examine the experiences and challenges of institutional self-evaluation process at the institution based on legal documents, in interviews and field observations. Finally, results and discussion section, we analyzed the data collected, providing the opportunity to situate the emergence of institutional self-assessment IFRJ the voices of key informants. This group was composed of managers and members of committees of self-assessment that accompanied the transformation of the institution in the Federal Institute, presenting proposals and challenges for the IFRJ. The main contribution of this study was the possibility of socializing experiences in institutional self-assessment IFRJ in federal institutions and other educational institutions. The dive in the subject led to a reflection on the importance of self-assessment in higher education / O estudo caracterizou-se por uma pesquisa de natureza qualitativa, partindo de uma investiga??o de fontes bibliogr?ficas, documentais, observa??o de campo e entrevistas semiestruturadas. O objetivo geral foi analisar o processo de autoavalia??o institucional no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio de Janeiro - IFRJ. As preocupa??es iniciais concentraram-se no ponto de vista das pol?ticas de avalia??o da educa??o superior, face ? realidade dos Institutos Federais. Assim, partiu-se de uma an?lise macro dos referenciais te?ricos na ?rea, do ponto de vista conceitual da avalia??o educacional e da avalia??o institucional, para embasar o processo de avalia??o interna, tamb?m denominado de autoavalia??o. Continuando a an?lise, abordou-se os marcos regulat?rios e hist?ricos das pol?ticas de avalia??o da educa??o superior no Brasil. A fim de contextualizar a realidade, as caracter?sticas e as especificidades do IFRJ, a pesquisa buscou tamb?m caracterizar a sua trajet?ria s?cio-educacional, mediante os documentos oficiais da institui??o e das entrevistas. A seguir apresentou-se os referenciais te?rico-metodol?gicos que contribu?ram para fundamentar a presente investiga??o. A partir deste embasamento, buscou-se analisar as experi?ncias e os desafios do processo de autoavalia??o institucional na institui??o com base em documentos legais, nas entrevistas e nas observa??es de campo. Finalmente, na sec??o resultados e discuss?o, foram analisados os dados coletados, oportunizando situar o despontar da autoavalia??o institucional do IFRJ nas vozes dos informantes-chave. Este grupo foi constitu?do por gestores e membros das comiss?es de autoavalia??o que acompanharam a transforma??o da institui??o em Instituto Federal, apresentando proposi??es e desafios para o IFRJ. A contribui??o principal do estudo foi a possibilidade de socializar experi?ncias de autoavalia??o institucional no IFRJ, em institui??es federais e outras institui??es educacionais. O mergulho no tema levou a uma reflex?o sobre a import?ncia da autoavalia??o na educa??o superior.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-05-31T16:59:35Z No. of bitstreams: 1 2016 - Aly Ndiaye.pdf: 1166543 bytes, checksum: 8e86bf74901ff2812a7bdda1cd58dae1 (MD5) / Made available in DSpace on 2017-05-31T16:59:35Z (GMT). No. of bitstreams: 1 2016 - Aly Ndiaye.pdf: 1166543 bytes, checksum: 8e86bf74901ff2812a7bdda1cd58dae1 (MD5) Previous issue date: 2016-06-24 / This study aims to evaluate the impact of social technology PAIS, as regards the improvement in the supply of covered families, as well as the evolution of their income and the adoption of agroecological practices that came with the arrival of the program. This study was conducted in the states of RJ and MS, although the project is in all states of Brazil and the Federal District, totaling ten thousand units. The research aimed to evaluate the impact of a low-cost social technology with bases agroecological production, systematized in order to organize the integration vegetable animal production in small spaces, using as much as possible locally available materials. In an agricultural setting where pesticide use has intensified and caused the wear of soil and contamination of farmers and consumers, social technology PAIS is to provide small farmers an alternative to the production of healthy food, but at the same time an opportunity to generate income on a growing demand for these products. The methodology of this study used interviews script (step 1) when it sought from the technicians trained by the program with direct management of family production systems, understand the local dynamics in implementing the proposal, identifying the nuances related to the objectives of research and identify relevant production systems, then (step 2), further analysis of successful experiences and failure in the implementation and execution of technology PAIS, seeking improvement in food quality and income of families at social risk through visits to the production units in order to conduct interviews with producers in order to have more information for the study. Finally, in a further step (step 3), visits were made to the sectors of Sebrae participating in the PAIS management in selected states for the consolidation of information. The study revealed that most farmers benefited from the program improved their food with diversified products, completely eliminated the use of synthetic inputs, and in some cases, have obtained organic label. With the conquest of new markets, the sale of surplus production caused the increase in income for most families benefited from the program / O presente trabalho visa avaliar o impacto da tecnologia social PAIS, no que se refere a melhoria na alimenta??o das fam?lias contempladas, assim como a evolu??o da sua renda e a ado??o de pr?ticas agroecol?gicas que vieram junto com a chegada do programa. Esse estudo foi realizado nos estados do RJ e MS, embora o projeto se encontra em todos os estados do Brasil e no distrito Federal, totalizando dez mil unidades. A pesquisa teve como objetivo avaliar os impactos de uma tecnologia social de baixo custo, com bases a produ??o agroecol?gica, sistematizada de forma a organizar a integra??o produ??o animal vegetal em pequenos espa?os, usando o m?ximo poss?vel materiais localmente dispon?veis. Num cen?rio agr?cola onde o uso de agrot?xicos tem se intensificado e provocado o desgaste dos solos e contamina??o dos agricultores e consumidores, a tecnologia social PAIS vem para proporcionar aos pequenos agricultores uma alternativa para a produ??o de alimentos saud?veis, mas ao mesmo tempo uma oportunidade de gerar renda diante de uma demanda crescente por esses produtos. A metodologia desse estudo fez uso de roteiro de entrevistas (etapa 1), quando se buscou junto aos t?cnicos capacitados pelo programa com atua??o direta junto aos sistemas de produ??o familiares, entender a din?mica local na execu??o da proposta, identificando as nuances referentes aos objetivos da pesquisa, bem como identificar sistemas de produ??o relevantes para, em seguida (etapa 2), aprofundar a an?lise das experi?ncias de sucesso e insucesso na implanta??o e execu??o da tecnologia PAIS, na busca de melhoria na qualidade alimentar e da renda de fam?lias em risco social, atrav?s de visitas ?s unidades de produ??o com objetivo de fazer entrevistas com os produtores a fim de ter mais informa??es para o estudo. Finalmente, em uma etapa complementar (etapa 3), foram realizadas visitas aos setores do Sebrae que participavam da gest?o do PAIS nos estados selecionados para consolida??o das informa??es. O trabalho revelou que a maioria dos agricultores beneficiados pelo programa melhorou a sua alimenta??o com produtos diversificados, eliminou totalmente o uso de insumos sint?ticos e, em alguns casos, obtiveram o selo org?nico. Com a conquista de novos mercados, a comercializa??o do excedente da produ??o provocou o aumento da renda para a maioria das fam?lias beneficiadas pelo programa.