The term technology indicates the process where knowledge, skills and resources are applied to identify human problems and needs and to solve it through analysis, planning, manufacturing, implementation and evaluation. Technology education of the learner is important because it becomes necessary for all people to become technological literate to be able to solve problems, to understand and use technology responsibly and to show appreciation for the interaction between man, technology and the environment. Technology is a relative new learning area that was implemented in the curriculum of the Intermediate and Senior phase. The problem is that educators, who received training before the implementation of this learning area, are not specifically trained for this learning area. These educators are specialized in other subject disciplines than the one needed for the teaching of technology. It is important for educators to have adequate subject knowledge and skills, as well as subject specific pedagogical knowledge and skills to teach the subject effectively. Qualified educators can be retrained in a new subject field by attending in-service training courses. In-service training in the South-African school system is currently uncoordinated. is done in an ad-hoc way and is not regarded as part of the professional development of educators. It is especially short courses that show shortcomings with regard to the needs of the educators, time available and form of training. Educators who do attend in-service courses experienced problems to implement the new knowledge and skills in the school situation, due to a lack of support. The need for a comprehensive short course model based on the specific needs of learning area technology teachers was identified. A situation analyses where learning area technology subject advisors as well as the learning area technology teachers were involved, were done, after which a model was presented. The model is based on four variables, namely context, process, strategy and structure, and content. These four variables determine the further development of the model and influence the outcomes, design, implementation, evaluation and closing. Central to the model is the reflection that is integrated with each phase of the model. Through critical reflection problems in each phase can be identified in time after which the necessary adaptations could be made. This will contribute in making sure that training is still done according to the specific participants needs and that it is done as effectively as possible. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2006.

O objetivo desta dissertação foi identificar os MOOCs sobre temas odontológicos disponibilizados nas várias plataformas mundiais e em especial evidenciar um MOOC oferecido pela plataforma Arouca da Universidade Aberta do Sistema Único de Saúde.O MOOC, acrônimo de Massive Open Online Course, é uma estratégia contemporânea de ensino a distância para educação continuada em saúde. Com a chancela de instituições de educação superior prestigiadas, os MOOCs têm o potencial de fornecer um ambiente educacional sem limites de participantes, acesso aberto, gratuito, material entregue via web, além do aprendizado flexível em relação ao local e tempo. Essas características facilitam a aproximação de pessoas que queiram se atualizar ou capacitar.Este volume apresenta uma reunião de doisartigos sobre MOOCs, primeiramente foi realizada uma revisão e compilação doscursos oferecidos nessa modalidade buscando estabelecer um panorama mais claro acerca dos MOOCs na educação odontológica. Posteriormente foram apresentados os dados provenientes do MOOCSaúde Bucal da Gestante promovido pela Universidade Aberta do Sistema Único de Saúde-Universidade Federal do Maranhão em parceria com a Faculdade de Odontologia da Universidade de São Paulo. O cadastro realizado pelo aluno na plataforma Arouca e os registros contabilizados no uso do ambiente virtual de aprendizagem forneceram os dados divulgados. Com base na perspectiva quantitativa, foi possível desenvolver uma discussão crítica, evidenciar as vantagens dessa modalidade de ensino a distância e apontar as atuais lacunas de conhecimento sobre os aspectos qualitativosque possam guiar estudos futuros. Em suma, o MOOC pode ser uma forma de educação continuada com potencial para aplicação em maior escala na educação continuada doscirurgiões-dentistas e estudantes de odontologia. / The objective of this dissertation was to identify the MOOCs on dental subjects made available in a number of worldwide platforms and, especially, to evidence a MOOC provided by Arouca platform of the Brazilian Healthcare System\'s Open University. MOOC, acronym for Massive Open Online Course, is a contemporary distance learning strategy for continuous health education. With the support of accredited higher education institutions, the MOOCs have potential to provide a learning environment with an unlimited number of attendants, open access, free of charges, material delivered via web, in addition to the flexible learning concerning place and time. Thesecharacteristicsallow a number o peopleinterested in updatingorqualifyingthemselves to getcloser. Thisvolumepresents a union of twoarticlesonMOOCs; at first, a review and compilation of thecoursesprovided in suchmodalitywasconducted so as to establish a cleareroverviewwithrespect to theMOOCson dental education. Subsequently, the data from MOOC Oral Health of thePregnantWoman, promotedbytheBrazilianHealthcareSystem\'s Open University - Federal University of Maranhão, in partnershipwiththeUniversity of São Paulo\'sDentistrySchool, waspresented. Theregistryconductedbythestudent in theAroucaplatform and theregistriesaccounted in the use of the virtual learningenvironmentprovidedthefirstdisclosed data. Basedonthequantitativeperspective, itwaspossible to develop a criticaldiscussion, evidencingtheadvantages of suchdistancelearningmodality and indicatethecurrentknowledge gaps concerningthequalitativeaspectswhichmay drive futurestudies. In short, the MOOC can be a form of continuing education with potential for larger scale application in the continuing education of dental surgeons and dentistry students.

Submitted by Jailda Nascimento (jmnascimento@pucsp.br) on 2016-10-20T16:08:14Z No. of bitstreams: 1 Neire Sueli Munhoz.pdf: 16862862 bytes, checksum: aeb201eeb1932d666a932852663914d4 (MD5) / Made available in DSpace on 2016-10-20T16:08:15Z (GMT). No. of bitstreams: 1 Neire Sueli Munhoz.pdf: 16862862 bytes, checksum: aeb201eeb1932d666a932852663914d4 (MD5) Previous issue date: 2016-09-06 / The main objective of this master thesis is the analysis of the impact of the Pnaic (National Pact for Literacy in the Right Age) on the continuous training of teachers from 1st, 2nd, and 3rd years at the municipal education system of Barueri. The thesis examines how the training provided by the Pnaic influenced the teachers’ practice in the classroom, their acquisition of new knowledge, and how it contributed to the amelioration of the students’ teaching and learning processes. Focusing on the Pnaic training given for the discipline Mathematic during the year 2014, the methodology consisted on the qualitative analysis of interviews (of both teachers and school managers) and documentary analysis of portfolios. Theoretical substantiation of this work came from authors (such as Placco, Tardif, Imbernón e Nóvoa) that emphasize the importance of a continuous and permanent education process, in which the knowledge and competences of teachers are valued in their human and technical facets, and applied to enhance students’ knowledge. The main results of this thesis corroborate the relevance of educational public policies for education of teachers, which are based on the strengthening of previous theoretical and practical competences and on the building of new practices to promote the development of cognitive and affective capabilities of the students / A dissertação teve por objetivos estudar e analisar as implicações da formação continuada de professores alfabetizadores de primeiro, segundo e terceiro anos, na Rede Municipal de Ensino de Barueri, a partir da Formação do Pacto Nacional pela Alfabetização na Idade Certa – Pnaic, no componente curricular Matemática. Buscou compreender a prática dos professores, a partir dessa formação, bem como investigar se essa formação auxiliou na mobilização dos saberes docentes e na construção de práticas direcionadas para a melhoria do processo de ensino e aprendizagem dos alunos dessas séries. Considerou como referencial empírico a prática docente de professores que participaram do PNAIC-Matemática no ano de 2014. A metodologia utilizada foi a abordagem qualitativa apoiada nos procedimentos de entrevista coletiva com os professores e gestores de duas escolas e de análise documental do portfólio montado durante o ano de formação. Os teóricos que fundamentaram esse trabalho foram Placco (2006), Tardif (2014), Imbernón (2011) e Nóvoa (1999), que enfatizam a importância da formação dos professores como um processo contínuo e permanente, no qual seus saberes devem ser valorizados e incentivados em todas as dimensões das relações humanas e técnicas, para que possam mobilizar seus conhecimentos em prol da construção de conhecimentos com seus alunos e seus pares. O resultado da pesquisa parece confirmar a importância das políticas públicas de programas de formação baseados na reflexão e no fortalecimento dos conhecimentos teóricos e práticos do professor, fundamentando sua ação docente, pela articulação entre a teoria e a prática

The term technology indicates the process where knowledge, skills and resources are applied to identify human problems and needs and to solve it through analysis, planning, manufacturing, implementation and evaluation. Technology education of the learner is important because it becomes necessary for all people to become technological literate to be able to solve problems, to understand and use technology responsibly and to show appreciation for the interaction between man, technology and the environment. Technology is a relative new learning area that was implemented in the curriculum of the Intermediate and Senior phase. The problem is that educators, who received training before the implementation of this learning area, are not specifically trained for this learning area. These educators are specialized in other subject disciplines than the one needed for the teaching of technology. It is important for educators to have adequate subject knowledge and skills, as well as subject specific pedagogical knowledge and skills to teach the subject effectively. Qualified educators can be retrained in a new subject field by attending in-service training courses. In-service training in the South-African school system is currently uncoordinated. is done in an ad-hoc way and is not regarded as part of the professional development of educators. It is especially short courses that show shortcomings with regard to the needs of the educators, time available and form of training. Educators who do attend in-service courses experienced problems to implement the new knowledge and skills in the school situation, due to a lack of support. The need for a comprehensive short course model based on the specific needs of learning area technology teachers was identified. A situation analyses where learning area technology subject advisors as well as the learning area technology teachers were involved, were done, after which a model was presented. The model is based on four variables, namely context, process, strategy and structure, and content. These four variables determine the further development of the model and influence the outcomes, design, implementation, evaluation and closing. Central to the model is the reflection that is integrated with each phase of the model. Through critical reflection problems in each phase can be identified in time after which the necessary adaptations could be made. This will contribute in making sure that training is still done according to the specific participants needs and that it is done as effectively as possible. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2006.

The diploma work submitted is called The Use of E-Learning Education of Nurses in the Central Military Hospital Military University Hospital Prague. The theoretical part of the diploma work deals especially with the significance of e-learning, distance learning, history of education of nurses in the Czech Republic and e-learning in health care. In addition, the work includes information of the Central Military Hospital and describes its present circumstances and use of e-learning in the working process. 5 aims and 4 hypotheses were set for the quantitative research. The first aim was to determine the time demands of the e-learning courses study. The second aim was to determine the attitude of general nurses to e-learning education. The third one focused on contribution of e-learning education for general nurses and for the hospital management. The last aim focused on satisfaction of general nurses with the form, contents and diversity of e-learning courses. The fourth aim was used to determine reasons leading for development of e-learning courses for general nurses. Four hypotheses were determined: H1: It takes less time to complete e-learning course studies than regular studies. H2: Nurses younger than 30 years of age prefer e-learning education unlike nurses older than 30. H3: The effectiveness of regular studies is better than the effectiveness of e-learning education. H4: E-learning courses are not as financially demanding as regular courses. The data collection technique consisted in our own anonymous non-standardized questionnaire containing 32 items. The research file consisted of 212 general nurses working in clinical departments of the Central Military Hospital. An additional method was based on a dialogue with the Education Team Manager of the Central Military Hospital. The research results related to the hypotheses show that completing e-learning course studies does not take less time than completing a regular course. Nurses younger than 30 years of age do prefer e-learning education contrary to nurses older than 30. The effectiveness of regular courses in contrast to e-learning education has not been confirmed as well as the fact that financial demands of an e-learning course are lower than financial demands of a regular course. Further, nurses prefer regular forms of studies, mostly with their passive participation in an educational event; however, they find completion of e-learning courses more convenient. Most respondents also expressed a positive opinion on the form, contents and diversity of e-learning courses. Courses include enough information for preparation of a final test and nurses find the number of courses necessary for periodical evaluation adequate. What they consider limiting is the impossibility to retake the final test; they mostly suggested it should be allowed to take the final test twice or three times. The research implies that a higher percentage of the respondents spend as much time as they want studying. Nurses still prefer regular forms of studies with passive participation to the e-learning form. Most nurses have a positive opinion on the current contents of courses in the form of a text format. The course topics are mostly based on suggestions by members of the Non-Medical Professions Education Team of the Central Military Hospital. The research results will be presented at the next regular meeting of members of the Non-Medical Professions Education Team of the Central Military Hospital. Procedures for improvement of the form of the current courses will be presented and proposed as well as the possibility to develop communication between the author and students, the limiting impossibility to retake final tests and the suggestions concerning the number of possibilities to retake them.

Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2016-09-06T12:31:15Z No. of bitstreams: 1 arquivototal.pdf: 2270783 bytes, checksum: d93108cfe0f78d468f442617dfc5e377 (MD5) / Made available in DSpace on 2016-09-06T12:31:15Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2270783 bytes, checksum: d93108cfe0f78d468f442617dfc5e377 (MD5) Previous issue date: 2015-08-27 / This is a qualitative study based on Freire's praxis, assuming the process of action-reflection-action, we investigated the theoretical and methodological assumptions of Paulo Freire‟s continuing education educators in the formulation of continuing training policies for teachers of the Municipal Public Education System in the municipality of João Pessoa, Paraíba. The continuing education of educators is based on the condition of inconclusiveness and incompleteness of man, his historicity. Considering the man as a historical being and, in turn, unfinished. Freire called attention to education as a lifelong process. In this sense, the research presents discussion on the continuing education of educators, based on studies of Freire's references as: Education in the city (1991), autonomy Pedagogy (1996), Politics and education (2001), Professor yes, aunt not: letters who dares to teach, among others. The study was guided by the following questions: How does Freire‟s thought guides the continuing training policies for teachers in João Pessoa? Does the municipal Education Secretariat searches by theoretical orientations based on Freire for continuing education policies formulated in the municipality? The principles of ongoing formation in Freire are considered as the basis for formulating continuing training policies for teachers in the municipality? Searching for answers to these questions, the study aimed to analyze the continuing education of teachers in of João Pessoa in the light of theoretical and methodological proposal of Paulo Freire‟s ongoing formation in and as specific objectives intended to understand how is developed the teachers continuing education in public schools in João Pessoa; check for Paulo Freire‟s discussion in the permanent training of educators in the municipal continuing education; and identify if the assumptions of ongoing formation indeed guide the practice of educators and managers of the Education and Culture Secretariat in João Pessoa. As methodological resources we used document analysis, interviews, questionnaires and pedagogical letters that were analyzed from conceptual plot based on Freire‟s. Interviews with managers, questionnaires answered by teachers and pedagogical letters, revealed that there is no aspects of ongoing formation from the perspective of Paulo Freire in continuing education policies in the Municipal Public Education System of João Pessoa. From the analysis of the results, we concluded that continuing education policy from the municipal public education system does not is based on the continuing education of educators Paulo Freire, but a formation that is characterized as a time to receive technical knowledge to do, so, for practice. We hope that this study offers contributions to the development of continuing teacher training policies, based on critical reflection of educative practice. / O presente estudo, de caráter qualitativo fundamentou-se na práxis freireana que pressupõe o processo de ação-reflexão-ação, investigando os pressupostos teórico-metodológicos de formação permanente de educadores e educadoras em Paulo Freire na formulação das políticas de formação continuada de professores/as da rede municipal de ensino de João Pessoa-PB. A formação permanente de educadores e educadoras tem como fundamento a condição de inconclusão e inacabamento do homem, sua historicidade. Considerando o homem enquanto ser histórico e, por sua vez, inconcluso, Freire chamou atenção para a educação como um processo permanente. Neste sentido, a pesquisa apresenta discussão acerca da formação permanente de educadores, fundamentada no estudo de referenciais freireanos como: Educação na cidade (1991), Pedagogia da autonomia (1996), Política e educação (2001), Professora sim, tia não: cartas a quem ousa ensinar, entre outras. A pesquisa se orientou a partir das seguintes questões norteadoras: De que forma o pensamento freireano orienta as políticas de formação continuada de professores/as no município de João Pessoa? A secretaria de educação busca orientação teórica de Paulo Freire para a formulação de políticas de formação continuada no município? Os princípios de formação permanente em Freire são considerados como fundamento para a formulação de políticas de formação continuada de professores no município? Em busca de resposta a estes questionamentos, o estudo teve como objetivo geral analisar a formação continuada de professores/as no município de João Pessoa à luz da proposição teórico-metodológica de formação permanente em Paulo Freire e como objetivos específicos compreender como se desenvolve a formação continuada de professores/as na rede municipal de João Pessoa, verificar se há dimensão da formação permanente de educadores em Paulo Freire na formação continuada da rede municipal de ensino de João Pessoa e identificar se os pressupostos de formação permanente norteiam de fato a prática dos educadores e gestores da Secretaria de Educação e Cultura de João Pessoa. Como recursos metodológicos utilizamos a análise documental, entrevistas, questionários e cartas pedagógicas que foram analisadas a partir de trama conceitual freireana. As entrevistas realizadas com os gestores, os questionários respondidos pelas professoras, bem como as cartas pedagógicas escritas, revelaram que não há a dimensão de formação permanente na perspectiva freireana nas políticas de formação continuada da rede municipal de ensino de João Pessoa. A partir da análise dos resultados concluímos que a política de formação continuada da rede municipal de ensino não tem como fundamento a formação permanente de educadores em Paulo Freire, mas uma formação que se caracteriza como um momento de receber conhecimentos técnicos para o fazer, para a prática. Esperamos que este estudo ofereça contribuições para a formulação de políticas de formação continuada de professores, tendo como base a reflexão crítica da prática educativa.

Dissertação(mestrado) - Universidade Federal do Rio Grande, Programa de Pós-Graduação em Enfermagem, Escola de Enfermagem, 2010. / Submitted by eloisa silva (eloisa1_silva@yahoo.com.br) on 2012-12-21T14:26:07Z No. of bitstreams: 1 tatianearrieche.pdf: 907680 bytes, checksum: 5c5c42dc6fafdab5f2ed7e3dd9c93f69 (MD5) / Approved for entry into archive by Bruna Vieira(bruninha_vieira@ibest.com.br) on 2013-01-10T17:31:13Z (GMT) No. of bitstreams: 1 tatianearrieche.pdf: 907680 bytes, checksum: 5c5c42dc6fafdab5f2ed7e3dd9c93f69 (MD5) / Made available in DSpace on 2013-01-10T17:31:13Z (GMT). No. of bitstreams: 1 tatianearrieche.pdf: 907680 bytes, checksum: 5c5c42dc6fafdab5f2ed7e3dd9c93f69 (MD5) Previous issue date: 2010 / Acredita-se que a educação potencializa as relações entre os sujeitos e entre estes e o mundo, desta forma a percepção da realidade torna-se mais fidedigna e menos fantasiosa. Os processos educativos desenvolvidos no ambiente do trabalho podem, então, permitir que os sujeitos compreendam a realidade e assim desvelando-a. A presente investigação desenvolveu-se em uma unidade de clínica médica de um Hospital Universitário no extremo sul do Rio Grande do Sul. A pesquisa aprovada pelo comitê de ética da FURG foi desenvolvida com cinco enfermeiras que integram a equipe de enfermagem deste setor. O estudo caracteriza-se por uma pesquisa qualitativa e tem como objetivo construir um espaço de reflexão junto às enfermeiras da unidade de clínica médica, para problematização da assistência de enfermagem prestada. A escolha pela enfermeira aconteceu intencionalmente, por entender-se que esta é uma profissional que tem um grande perfil educador, característico de sua formação, abrangente interação com os diversos profissionais da equipe de saúde e ser responsável pelos serviços de enfermagem prestados. Os dados foram coletados em dois momentos distintos: primeiramente realizou-se uma entrevista individual, que foi a propulsora dos temas geradores para a organização da segunda etapa da coleta de dados; logo em seguida desenvolveram-se cinco encontros com as participantes. Adotaram-se os conceitos de Paulo Freire como referencial teórico e metodológico para o desenvolvimento deste estudo, bem como se buscou apoio nas diretrizes da Política de Educação Permanente em Saúde. Optou-se pela Análise de Discurso como método utilizado para análise final dos dados que emergiram dos encontros entre as enfermeiras. Assim foram elaboradas as seguintes categorias: A força do instituído e os deslizes de sentidos que propiciam a mudança. A partir desta pesquisa tornou-se claro a necessidade e importância de um processo educativo no trabalho que possa propiciar a reflexão acerca do fazer dos profissionais da saúde. / It is believed that education empowers the relations among people and the relations between the people and the world. In this sense, the perception of the reality becomes more accurate and less fantasy. The educative processes developed in the work environment may allow the people could understand the reality and then they would be able to discover it. The present investigation was developed in medical clinic of a University Hospital in the South of Rio Grande do Sul. The research was approved by the Ethics committee of FURG and it was done with five nurses that belong to the nursing team of the clinic. The study is characterized by a qualitative research and aims to construct a space of reflection together with the nurses from the clinic about the assistance issues. We chose the nurse intentionally because we understand that she is a professional with great educative profile, that is a characteristic of her formation, full interaction with others professionals of the health team and for being responsible by the nursing services. The data was collected in two different moments: first, they got through an individual interview that proposed two generative themes for the organization of the second step; right after that, we did five meetings with the nurses. Concepts by Paulo Freire were adopted as theoretic and methodological reference for the development of this study and the support from the guidelines of Education Policy, as well. We opted by the speech analysis as the method used for the final data analysis that came up from the meetings among the nurses. In this way, the following categories were elaborated: the power of the nurse and the senses mistakes that allow the change. Parting from the research, it is clear the necessity and the importance of an educative process in the work that could allow a reflection around the health professionals. / Se cree que la educación mejora la relación entre individuos y entre éstos y el mundo, por lo que la percepción de la realidad se vuelve más confiable y menos extravagante. Los procesos educativos desarrollados en el entorno de trabajo pueden permitir a los sujetos para comprender la realidad, y revelarla. Esta investigación se convirtió en una unidad de la clínica médica de un hospital universitario en el sur de Rio Grande do Sul. La comisión de ética de investigación del FURG aprobó el trabajo, este se desarrolló con cinco enfermeras que forman parte del personal de enfermería en este sector. El estudio se caracteriza por un trabajo cualitativo y tiene como objetivo construir un espacio de reflexión con las enfermeras de la clínica de la unidad médica para el problema relativo a los cuidados de enfermería. La elección de la enfermera que paso intencionalmente, porque entendemos que esta es una profesional que tiene un perfil educador muy característico de su formación, tiene una amplia interacción con diferentes profesionales en el equipo de atención de salud y es la persona responsable de los servicios de enfermería prestados. Los datos fueron recolectados en dos momentos diferentes: en primer lugar una entrevista individual, que fue la impulsora de los temas generadores para la organización de la segunda etapa de recopilación de datos, poco después, acorrerán cinco reuniones con los participantes. Abrazado los conceptos de Paulo Freire como un desarrollo teórico y metodológico de este estudio, así como el apoyo solicitado en las directrices de la Educación Permanente en Salud. Optó por el análisis del discurso como el método utilizado para el análisis final de los datos surgido de las reuniones entre el personal de enfermería. Así se establecieron las siguientes categorías: La fuerza de lo instituido y El deslizamiento de significado que proporcionan el cambio. De esta investigación se puso de manifiesto la necesidad y la importancia de un proceso de educación en el trabajo que puede promover la reflexión acerca de la realización de los profesionales de la salud.

Orientador: Ana Lucia Guedes-Pinto / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-08T10:28:35Z (GMT). No. of bitstreams: 1 Alves_MariaCristinaSantosdeOliveira_M.pdf: 10359016 bytes, checksum: 9dabc2e072da975f5418a81727e60408 (MD5) Previous issue date: 2007 / Resumo: Atraves da perspectiva teorico-metodologica da Historia Oral, esse estudo teve como objetivo recuperar a memoria dos professores da rede de ensino do municipio de Uberlandia em relação a formação continuada. O recorte do periodo focado e 1990-1995 que se refere aos anos dos primeiros concursos publicos para ingresso na carreira docente e tambem a epoca de implantação do Centro Municipal de Estudos e Projetos Educacionais (CEMEPE), encarregado pela formação continuada de rede municipal. Por meio da analise das entrevistas, constatou-se a importancia das listas bibliograficas obrigatorias dos concursos publicos como favorecedora da inserção do professor nas propostas do ensino mais recentes. Tambem se percebeu que os cursos frequentados não dão conta de educar, por vezes, as propostas de ensino a serem seguidas, o que reforça a ideia de a formação continuada ser mais proxima do trabalho pedagogico da sala de aula / Abstract: Starting from a theoretical and methodological perspective of the Oral History, the current study aims recuperate the memory of the teachers from the public school in Uberlandia, Minas Gerais, Brazi considering their continuous educational process. The period focused, 1990-1995, concerns to the first years after the public concurs for a new career for docents and also the implantation, at the time, of the local government Central of Educational Studies and Projects (CEMEPE), esponsible for the continuous public education. By analysing the interviews, it was found that the compulsory bibliographic lists of the public concurs was a very important element to insert the teachers in the most recent educational propositions. As well were noticed that the ordinary school attended by the teachers are not sufficient to guide the educational propositions, which reinforces the idea that the educational work inside the classroom is more close to the principles of the continuous education / Mestrado / Ensino, Avaliação e Formação de Professores / Mestre em Educação

Orientador: Ana Lucia Guedes-Pinto / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-14T20:23:35Z (GMT). No. of bitstreams: 1 Tempesta_MariaCristinaSilva_D.pdf: 2632285 bytes, checksum: 606f036f984dc02f224e0ad564823b7f (MD5) Previous issue date: 2009 / Resumo: Esta pesquisa abrange um trabalho de campo que se refere a minha participação, durante dezoito meses, das atividades de um grupo de estudos de professores de uma escola municipal de Campinas do Ensino Fundamental. Tal grupo teve como objetivo principal estudar a alfabetização, levando em conta as várias abordagens teóricas sobre o ensino da leitura e da escrita nos anos iniciais da escola básica. Dentro desse contexto, na dinâmica interlocutiva que se constituiu entre nós, procurei problematizar os vários modos como os professores das séries iniciais do Ensino Fundamental, que atuam no trabalho de alfabetização, fazem referência aos conhecimentos teóricos relativos à alfabetização aos quais têm sido sistematicamente expostos na formação continuada da qual têm participado nos últimos anos. Para a análise dos dizeres dos professores baseei-me na perspectiva dos estudos da linguagem tomando como referência a teoria enunciativa de Bakhtin (1992b). Também fiz uso dos estudos de Vygotsky (1989) no que tange a relação pensamento e linguagem. Entendendo a formação continuada como um processo que se realiza de diversas formas e em diversos lugares, tomei o grupo de estudos focado pela pesquisa como um lócus privilegiado de formação profissional. Ancorei-me assim, na perspectiva qualitativa, assumindo o princípio da pesquisa participante. Tomando como base, portanto, a dinâmica interlocutiva vivida no transcurso de minha participação no grupo de estudos, creio que este estudo ajuda a compreender uma das facetas constitutivas do processo de apropriação de conhecimento dos professores revelada nos dizeres sobre seu trabalho de alfabetização. Tal processo é permeado por disputas, por aproximações e por resistências dos professores em relação à divulgação das teorias sobre o ensino da leitura e da escrita. / Abstract: The present research comprehends a fieldwork of 18 months studying activities of a group of teachers from an elementary public school of Campinas, S. Paulo, Brazil. The mentioned group had as a main concern study the literacy, considering the several theoretical approaches regarding reading and writing on the first years of the basic school. In this context, from the interaction experienced, I have tried to discuss the several theoretical approaches presented by the teachers to the literacy courses, considering the theoretical background learned in the recent years of their education. To analyze the teachers' speech, I adopted the principles of language studies taking as references the Bakhtin theory (1992b). I also adopted the Vygotsky (1989) studies concerning the connection between thought and language. Considering that the continuous education is a process that involves several approaches and different places, I choose the mentioned group as a particular subject of professional education. I took support, in this case, on the qualitative perspective, assuming the principle of the participative research. Therefore, taking the dynamic interaction experienced by me with the group, I believe that the present study facilitated the comprehension of the learning process of the teachers revealed on their speech about literacy course. Such a process is permeated by disputes, approximations, and by resistance of the teachers regarding the transmission of literacy theories. / Doutorado / Ensino, Avaliação e Formação de Professores / Doutor em Educação

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-08T15:30:12Z No. of bitstreams: 1 carlacandidadasilvareis.pdf: 1594125 bytes, checksum: d63ac590dd5d4c00f5e7680459a46b3f (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T04:02:12Z (GMT) No. of bitstreams: 1 carlacandidadasilvareis.pdf: 1594125 bytes, checksum: d63ac590dd5d4c00f5e7680459a46b3f (MD5) / Made available in DSpace on 2016-04-24T04:02:12Z (GMT). No. of bitstreams: 1 carlacandidadasilvareis.pdf: 1594125 bytes, checksum: d63ac590dd5d4c00f5e7680459a46b3f (MD5) Previous issue date: 2013-12-11 / A presente dissertação analisa a relação da atuação dos agentes disseminadores - Equipe Central - do Programa de Intervenção Pedagógica/Alfabetização no Tempo Certo – PIP/ATC com os resultados alcançados pelas escolas estaduais de Minas Gerais no PROALFA – Programa de Avaliação da Alfabetização. Foi realizado um estudo, detalhado, das fases de implantação da política, nas quais, a ênfase centrou-se na forma como o programa estruturou e de fato efetivou o trabalho articulado entre os atores partícipes (Equipe Central/Equipes Regionais/Gestores e Professores) das três instâncias envolvidas no programa (SEE/SRE/ESCOLAS). A questão central que norteou o trabalho foi: como se processam a interação entre os atores supracitados, e de que forma as ações desempenhadas pela Equipe Central tem consequências no trabalho desempenhado pelas Equipes Regionais, mediadores da SEE, nas escolas? Visto que o programa tem como foco a transformação na sala de aula, por meio de capacitações voltadas para melhor atuação dos professores alfabetizadores, a escolha deste objeto se deve ao reconhecimento de que essa formação promove um diálogo entre a prática desempenhada com as teorias que permeiam suas respectivas ações. Nesse sentido, consideramos igualmente relevante, a extensão desses momentos, aos demais atores, em especial, A Equipe Central, por serem agentes de formação das Equipes Regionais que atuam, sistematicamente, nas escolas junto aos docentes e gestores. Para tanto, buscou-se conhecer a proposta de formação em serviço da Equipe Central constatando-se que a equipe reconhece intrínseca ao exercício de suas funções a prática de formação em serviço, contrapondo o que, aqui, buscamos defender sobre uma formação continuada pautada no permanente diálogo entre teoria e prática. Não obstante, evidenciou-se que não há um projeto de formação continuada voltado para o aperfeiçoamento profissional das equipes Central e Regional que assessoram as escolas na implementação do programa. Dessa forma, todo esse trabalho serviu de subsídio a propositura de um projeto de formação direcionado à Equipe Central, objetivando ampliar suas competências profissionais para que atuem, efetivamente, como formadores das Equipes Regionais, na expectativa de que esses, a partir das discussões oriundas das formações, aperfeiçoem sua atuação junto ao trabalho com os profissionais das escolas, fortalecendo as lideranças pedagógica, administrativa e relacional, intrínsecas ao programa. / This essay analyses the relation between the actions of the disseminating agents –Main Team of the Pedagogical Intervention/Literacy Program at Tempo Certo - PIP/ATC with the results achieved by public schools of the State of Minas Gerais within PROALFA –Programa de Avaliação da Alfabetização (Literacy Assessment Program, in English). A detailed study of the policy implementation phases, which focused on how the program structured and effectively actualized the work developed by the parties involved (Main Team/Regional Team/Managers and Teachers) of the three bodies involved in the program (SEE/SRE/SCHOOLS) has been carried out. The core questions that guided this study were the following: how the interaction among the aforementioned parties is achieved, and how the actions carried out by the Main Team affect the work performed by the Regional Teams, SEE mediators, and schools? Considering that the aim of the program is a transformation within the classroom by means of capabilities for an improved performance of literacy teachers, the choice of this scope relies on the recognition that such event promotes dialog between the practice performed and the theories that pervade their respective actions. Accordingly, it is believed to be equally important to consider the extension of these moments to the other parties, particularly the Main Team, as they are the agents that create the Regional Teams that systematically work in the schools along with teachers and managers. On account of that, we had to know the Main Team service proposal noting that the team recognizes as inherent to the exercise of their capabilities the practice of service education, in opposition to what we hereby seek to defend as far as an adequate continuous education based on permanent dialog between theory and practices concerned. Nevertheless, it has been shown that there is no continuous education project that regards the professional improvement of the Main and Regional Teams that advise schools as to program implementation. Therefore, this entire work has been looked at as a support for the proposal of an educational projector the Main Team, aiming at expanding their professional abilities so that they can effectively act as trainers of Regional Teams, expecting that from the discussions arising therefrom, such Regional Teams may be able to improve their performance along with school professionals, strengthening the pedagogical, administrative and relational leaderships in connection with this program.