Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2018-08-21T14:27:57Z No. of bitstreams: 1 2010 - Silvia Helena Loli Bezerra.pdf: 2012785 bytes, checksum: 8d34e1d0af956dbaa779688bd738d14d (MD5) / Made available in DSpace on 2018-08-21T14:27:57Z (GMT). No. of bitstreams: 1 2010 - Silvia Helena Loli Bezerra.pdf: 2012785 bytes, checksum: 8d34e1d0af956dbaa779688bd738d14d (MD5) Previous issue date: 2010-09-03 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior, CAPES, Brasil. / The purpose of this research was to investigate the contribution of environmental education practices (EE), on the educational project of the Technical College of Universidade Federal Rural do Rio de Janeiro (CTUR). Initially, an exploratory study was done with students of the Organic Farming high school and some school staff, using short videos, visits to the College's campus to observe the school?s garbage, and a guided tour on the city's garbage deposit as elements of motivation. After these activities, a survey was done of the participants? environmental awareness, through free demonstrations via reports about what was seen and discussed in these activities, followed by a brainstorming with presentation of possible solutions to the school problems. Further, a semistructurade questionnaire was applied with open questions, in which the interviewee had freedom to write about the proposed issue, and pre-formulated closed questions, whereby highlighted the best answers which represented their opinion. 65 students and members of staff filled questionnaire up. The questionnaires were analyzed statistically by dispersion and by the results, it was noted that the arguments of the interviewers were typically Cartesian. This reductive vision limits their ability to see the problem in a systemic way, because they are arguments that show a mechanistic design of the universe, whose laws, according to this conception, could be in theory, objectively learned through scientific procedures. These structures of thought are not exclusive of interviewees, particularly among students. They were certainly consolidated in family conviviality, neighborhood relationship and in other groups of relationship, including the school. Within this perspective, it is understood that EE has the purpose to disarm these structures of thought that perceive the relationship man/nature within a binary mechanics in formal logic and rationalist. This research used a special population that can be considered as been representative of the student elite of the country. So, they are not generalized conclusions about the set of the Brazilian population. If this premise is true, this finding is that the situation is worrying since the vast majority of Brazilians surely has an instructional level lower than the interviewees in this research, supporting the argument that the results obtained are representative and mirror the Brazilian reality, what sustain the urgency of to implement EE in the school?s curriculum across the country. The analysis of the results obtained in this research allowed an interpretation and a more precise and detailed diagnosis of the EE framework in its most varied aspects under CTUR. As a result, could be identified misconceptions and faults, resulted primarily from a shallow approach of the EE at the institution. Was given a set of epistemological suggestions, to assist to the institution's Pedagogical Political Project and to the effective implementation of EE, understanding that the teacher's target is not only complement this suggestion, but also find answers to the questions that issue evokes and thus, propose alternative ways of thinking and acting. / O trabalho teve por objetivo investigar a contribui??o de pr?ticas de Educa??o Ambiental (EA), no projeto pedag?gico do Col?gio T?cnico da Universidade Federal Rural do Rio de Janeiro (CTUR). Inicialmente, foi feito um estudo explorat?rio com os alunos do terceiro ano do Ensino M?dio em Agropecu?ria Org?nica e uma parte dos funcion?rios da escola, utilizando-se, como elementos de motiva??o, v?deos de curta dura??o, visita pelas instala??es do col?gio para observa??o de um problema ambiental espec?fico - o lixo comum, e visita guiada ao dep?sito de lixo da cidade de Serop?dica. Ap?s essas atividades, foi feito um levantamento da percep??o ambiental dos participantes, mediante manifesta??es livres por meio da elabora??o de relat?rios do que foi visto e discutido nas atividades, seguido de uma exposi??o de id?ias, com apresenta??o de solu??es poss?veis para o problema do lixo escolar. ? continua??o, foi aplicado um question?rio semiestruturado com quest?es abertas, nas quais o entrevistado manifestou-se livremente por escrito sobre o tema proposto, e com quest?es fechadas pr?-formuladas, mediante as quais assinalava respostas que melhor representavam sua opini?o. Responderam ao question?rio 65 entrevistados, entre estudantes e funcion?rios. Os question?rios foram analisados estatisticamente por dispers?o e pelos resultados, observou-se que os argumentos dos entrevis tados foram tipicamente cartesianos. Essa vis?o reducionista limita a capacidade de enxergar o problema de uma forma sist?mica, pois s?o argumentos que apresentam uma concep??o mecanicista do universo, cujas leis, de acordo com essa concep??o, poderiam em tese, ser aprendidas objetivamente mediante procedimentos cient?ficos. Essas estruturas de pensamento n?o s?o exclusivas dos entrevistados, sobretudo dos estudantes. Elas foram certamente consolidadas no conv?vio familiar, nas rela??es de vizinhan?a e nos demais grupos de relacionamento, inclusive na escola. Dentro desta perspectiva, entende-se que ? EA cabe a tarefa de desarmar essas estruturas de pensamento que percebem a rela??o homem/natureza dentro de uma mec?nica bin?ria na l?gica formal e racionalista. Esta pesquisa serviu-se de uma popula??o especial que pode ser considerada representativa da elite discente do pa?s. Portanto, n?o se tratam de conclus?es generalizadas sobre o conjunto da popula??o brasileira. Se essa premissa ? verdadeira, a constata??o ? de que a situa??o ? preocupante, pois a grande maioria dos brasileiros seguramente encontra-se em condi??es instrucionais menos privilegiadas do que os participantes dessa pesquisa, sustentando o argumento de que os resultados obtidos s?o representativos e espelham a realidade brasileira, o que subsidiaria a prem?ncia na implementa??o da EA no curr?culo das escolas de todo o pa?s. A an?lise dos resultados obtidos na pesquisa permitiu uma interpreta??o e um diagn?stico mais preciso e pormenorizado do quadro da EA nos seus mais variados aspectos no ?mbito do CTUR. Como resultado, puderam-se identificar equ?vocos e falhas, decorrente principalmente de uma abordagem superficial da EA na institui??o. Foi dado um conjunto de sugest?es, de car?ter epistemol?gico, para auxiliar no Projeto Pol?tico Pedag?gico da institui??o e na implementa??o efetiva da EA, entendendo que a tarefa do professor ?, n?o s? complementar essa sugest?o, como tamb?m encontrar respostas ?s provoca??es que o tema evoca e, assim, propor formas alternativas de pensamento e de atua??o.

Made available in DSpace on 2014-12-17T14:46:40Z (GMT). No. of bitstreams: 1 RosangelaDC_DISSERT.pdf: 1849568 bytes, checksum: bb19fb5976dd5746dd1f52b5faa8a2f6 (MD5) Previous issue date: 2009-10-29 / This research aims to analyze, in the view of students, the pedagogic project of undergraduate nursing course, of UFRN, and its articulation with the SUS, in an attempt to understand the issues that permeate the teaching and learning of nursing. This is a qualitative study that used the focus group technique as a tool to collect empirical data. There were three meetings, where we had the collaboration of 23 graduating students from the eighth period of the semester 2009.1. For the analysis of information, we use a theoretical framework based on curriculum guidelines and basic principles of the SUS, making the analogy of the results with the metaphor of Greek mythology, Ariadne's thread, in dialogue with authors who discuss education as a transformative practice. Thus, the texture of the yarn was built of five thematic fields: joint the pedagogic project with the SUS; the teaching/service and theory/practice relation; interdisciplinarity or transdisciplinarity; didactic/methodological and relational approaches; and co-participation of students in the pedagogic project. According to the discussions, we find many difficulties in the teaching and learning process of undergraduate nursing in UFRN to strengthen the SUS, including: dislocation of educational institutions with services, professionals, managers and community; dichotomy between theory and practice; reality of services as a learning field and working process in health; posture adopted by professionals, teachers and other subjects included in the process of health education; decontextualization and fragmentation of teaching with the practice in health and nursing; excessive use of very illustrative methodologies, but little problem-solving; difficult and precarious situation in the relations between teachers and between teachers/students, regarding the acceptance of differences; absence of participation of students in the evaluation process and conduct of the educational project in progress. In this sense, we understand the need an auto-reflexive act of teaching and conducting collective pedagogical course with a view to achieving the SUS. Thus, it is necessary to support practices motivated by the polyphonic dialogue and the exercise of symbiosis and autopoiesis of subjects/actors jointly responsible for the ongoing process of learning for life. / A presente investiga??o tem como objetivo analisar, na vis?o de discentes, o projeto pedag?gico do curso de gradua??o de enfermagem, da UFRN, e sua articula??o com o SUS, na tentativa de compreender os desafios que permeiam o processo ensino/aprendizagem da enfermagem. Trata-se de um estudo com abordagem qualitativa que utilizou a t?cnica de grupo focal como instrumento para coleta do material emp?rico. Foram realizadas tr?s reuni?es, nas quais contamos com a colabora??o de 23 estudantes concluintes do oitavo per?odo do semestre letivo 2009.1. Para a an?lise das informa??es, utilizamos um aporte te?rico fundamentada nas diretrizes curriculares e princ?pios b?sicos do SUS, fazendo a analogia dos resultados encontrados com a met?fora da mitologia grega, o fio de Ariadne, mantendo o di?logo com autores que discutem a educa??o como pr?tica transformadora. Dessa forma, a tessitura do fio foi constitu?da por cinco teias tem?ticas: articula??o do projeto pedag?gico com o SUS; rela??o ensino/servi?o e teoria/pr?tica; transdisciplinaridade ou interdisciplinaridade; abordagens did?ticas/metodol?gicas e relacionais; e co-participa??o do discente no projeto pedag?gico. De acordo com as discuss?es, encontramos v?rias dificuldades no processo ensinar/aprender da gradua??o de enfermagem na UFRN para fortalecimento do SUS, entre elas: desarticula??o das institui??es de ensino com os servi?os, profissionais, gestores e comunidade; dicotomia persistente entre teoria/pr?tica; realidade dos servi?os como campo de aprendizagem e o processo de trabalho em sa?de; postura adotada por profissionais, docentes e outros sujeitos inseridos no processo de forma??o em sa?de; fragmenta??o e descontextualiza??o do ensino com as pr?ticas em sa?de e enfermagem; uso excessivo de metodologias muito ilustrativas e pouco problematizadoras; dificuldade e fragilidade na conviv?ncia entre professores e entre professores/alunos, no que diz respeito ? aceita??o das diferen?as; aus?ncia de participa??o de discentes no processo de avalia??o e condu??o do projeto pedag?gico em curso. Neste sentido, compreendemos a necessidade de autorreflex?o do agir pedag?gico e condu??o coletiva da proposta pedag?gica do curso, na perspectiva de concretiza??o do SUS. Desse modo, torna-se necess?rio o apoio em pr?ticas motivadas pelo di?logo polif?nico e no exerc?cio da simbiose e autopoiese dos sujeitos/atores co-respons?veis pelo processo permanente de aprendizagem para a vida

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-05-03T19:37:47Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) vanderson_ely_meira.pdf: 1355580 bytes, checksum: f344746e769375a843c59673a52e6122 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-05-04T16:24:18Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) vanderson_ely_meira.pdf: 1355580 bytes, checksum: f344746e769375a843c59673a52e6122 (MD5) / Made available in DSpace on 2018-05-04T16:24:18Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) vanderson_ely_meira.pdf: 1355580 bytes, checksum: f344746e769375a843c59673a52e6122 (MD5) Previous issue date: 2017 / A quest?o central desta pesquisa ? investigar como a identidade racial negra foi incorporada no processo de elabora??o do Plano Municipal de Educa??o de Diamantina/MG. Indicamos uma abordagem metodol?gica mista, sendo predominantemente qualitativa, mas, tamb?m quantitativa, integrada como estrat?gia de pesquisa complementar. Propomos um arranjo de an?lise desenvolvido em tr?s etapas, sendo revis?o bibliogr?fica, coleta de dados e prepara??o do material e, infer?ncia e apresenta??o dos resultados. Para composi??o da amostra utilizamos dois instrumentos, coleta documental e entrevista, sendo que dos documentos que integram o corpus do trabalho nas duas vers?es da meta 22 ? Projeto de Lei n? 08/2015 e Lei n? 3.880/2015 ? concentraram nosso maior interesse, sendo a parte dos documentos onde foi abordado o tema da identidade racial negra. As entrevistas foram direcionadas ? representantes de dois segmentos que participaram da elabora??o do Plano, os dirigentes municipais e grupo de discuss?o. Efetuamos a an?lise dos dados de acordo com o m?todo de an?lise de conte?do descrito por Bardin (2010). O texto da disserta??o foi dividido em quatro se??es: Metodologia; Dial?tica das ra?as: por uma identidade racial negra; Planejamento e Plano Educacional: pol?ticas de curr?culo; An?lise da elabora??o do Plano Municipal de Educa??o de Diamantina/MG: a identidade racial negra em quest?o. Os resultados indicaram que o p?s-colonialismo, determinante nas ?[...] rela??es de poder e formas de conhecimento que colocam o sujeito imperial europeu na sua posi??o atual de privil?gio [...]? (SILVA, 2014, p.127), como fen?meno presente em todas as inst?ncias sociais, reproduz no campo das pol?ticas de planejamento curricular, formas de discrimina??o e exclus?o da identidade racial negra, evid?ncia que julgamos importante para a interpreta??o do campo pol?tico curricular brasileiro. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / The central question of this research is to investigate how the black racial identity was incorporated in the process of elaboration of the Municipal Plan of Education of Diamantina/MG. We indicate a mixed methodological approach, being predominantly qualitative, but also quantitative, integrated as a complementary research strategy. We propose an analysis arrangement developed in three stages, being bibliographical review, data collection and preparation of the material, and inference and presentation of the results. For the composition of the sample we used two instruments, documentary collection and interview, and the documents that integrate the corpus of the work in the two versions of goal 22 ? Bill n? 08/2015 and Law n? 3.880/2015 ? focused our greatest interest, being the part of the documents where the subject of the black racial identity was approached. The interviews were directed to the representatives of two segments that participated in the elaboration of the Plan, the municipal leaders and the discussion group. We performed the data analysis according to the content analysis method described by Bardin (2010). The text of the dissertation was divided into four sections: Methodology; Dialectic of races: by a black racial identity; Planning and Educational Plan:curriculum policies; Analysis of the elaboration of the Municipal Plan of Education of Diamantina/MG: the black racial identity in question. The results indicated that postcolonialism, which is a determining factor in the "[...] power relations and forms of knowledge that place the European imperial subject in its current position of privilege [...]" (SILVA, 2014, p. 127), as a phenomenon present in all social instances, reproduces in the field of curricular planning policies, forms of discrimination and exclusion of black racial identity, evidence which we deem important for the interpretation of the Brazilian curricular political field.

Made available in DSpace on 2014-12-17T14:13:47Z (GMT). No. of bitstreams: 1 MariaAPF_TESE.pdf: 883814 bytes, checksum: 5dc3b63aff88121a32f1b7a8dd7cb467 (MD5) Previous issue date: 2013-04-19 / Dental education is going through important changes in preparing workers to meet the needs of the society and the labor market. For that reason, we studied the offering of comprehensive dental care clinics in Brazil with the aim of encouraging future curriculum changes focused on the training of general dental practitioners. An email questionnaire on educational organization and comprehensive care clinics of undergraduate programs was sent to each academic dental affairs dean. Sixty-seven (41.6%) dental schools agreed to participate. We observed that curriculum changes have contributed to modify the format of comprehensive care clinics. This was felt mainly (88,1%) with regards to workload and course offerings in different levels of the dental curriculum, thereby creating a favorable environment for generalist training. Most schools shared the following characteristics: clinical procedures were being prioritized according to level of complexity (95,5%), students were having the chance to attend courses in other programs (37,3%), and attempt to diversify teaching methods was being challenged (58,2%). Although progress in combining teaching and clinical services was reported by 83,6% of schools, most clinical procedures were still being performed intramurally (50,7%) in partnership with public service. There was also improvement in clinical mentorship due to the hiring of instructors qualified to work in comprehensive care clinics and with aptitude to supervise a wider range of dental procedures (58,2%). Further changes to Brazilian comprehensive care clinics should hence be encouraged and intensified to ensure appropriate generalist training for dental practitioners / A forma??o superior est? passando por mudan?as no sentido de formar profissionais com perfil mais adequado ?s necessidades da popula??o e do mercado de trabalho. Diante disso, analisamos o formato de oferta da cl?nica integrada em cursos de Odontologia do Brasil, na perspectiva de auxiliar e estimular processos de reformas curriculares que visem ? forma??o do cirurgi?o-dentista com perfil generalista. Para isso, utilizamos um question?rio eletr?nico com quest?es relacionadas ? organiza??o pedag?gica do curso e da cl?nica integrada, aplicado a coordenadores de curso. Participaram do estudo 67 escolas de Odontologia (41,6%). Observamos que as reformas curriculares est?o levando a mudan?as nas cl?nicas integradas, relacionadas, principalmente (88,1%), a amplia??o da carga hor?ria e oferta em diversos per?odos do curso, tornando-se um importante espa?o para a forma??o profissional generalista. Os resultados mostraram que a organiza??o dessas cl?nicas vem se dando por n?veis de complexidade de procedimentos odontol?gicos na maioria das escolas (95,5%) e a interdisciplinaridade em atividades junto a outros cursos (37,3%), bem como a diversifica??o das metodologias de ensino aprendizagem (58,2%) s?o desafios buscados no processo de mudan?a. Ocorrem avan?os na integra??o ensino e servi?o em 83,6% dos cursos, no entanto, com as atividades sendo desenvolvidas, majoritariamente, dentro das cl?nicas da pr?pria escola (50,7%) atrav?s de conv?nio com o servi?o p?blico. Avan?os ocorrem tamb?m na supervis?o docente com a inser??o de professores qualificados em cl?nicas odontol?gicas que orientam a maior parte dos procedimentos odontol?gicos (58,2%). Desse modo, o processo de mudan?a nas cl?nicas integradas deve ser estimulado e intensificado pois, caso contr?rio, poder? comprometer a forma??o profissional do cirurgi?o dentista generalista

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-08-09T23:27:24Z No. of bitstreams: 1 MarciaTorresNeriSoares_TESE.pdf: 3307820 bytes, checksum: b5f6b5aa0399bbe84bbc843f3f149ec8 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-08-15T20:42:16Z (GMT) No. of bitstreams: 1 MarciaTorresNeriSoares_TESE.pdf: 3307820 bytes, checksum: b5f6b5aa0399bbe84bbc843f3f149ec8 (MD5) / Made available in DSpace on 2016-08-15T20:42:16Z (GMT). No. of bitstreams: 1 MarciaTorresNeriSoares_TESE.pdf: 3307820 bytes, checksum: b5f6b5aa0399bbe84bbc843f3f149ec8 (MD5) Previous issue date: 2015-08-27 / A presente pesquisa de abordagem qualitativa tem por objeto de estudo o curr?culo escolar decorrente da implementa??o de pol?ticas p?blicas de inclus?o no campo educacional brasileiro e da organiza??o do ensino da Escola Estadual Despertar. Embora consideremos avan?os nas discuss?es e propostas governamentais relativas ? inclus?o escolar em nosso pa?s, ainda faz-se importante desenvolver estudos e interven??es no contexto da educa??o b?sica com o foco no curr?culo escolar. Com base metodol?gica na pesquisa-a??o colaborativo-cr?tica (JESUS, 2008; VIEIRA, 2012; JESUS; ALMEIDA; SOBRINHO, 2005); e aporte em Barbier (1985; 2004), a pesquisa foi realizada no ano de 2013 em uma escola estadual da rede de ensino de Natal - Rio Grande do Norte e teve por objetivo analisar o curr?culo da Escola Estadual Despertar, em particular aspectos relacionados ? inclus?o de estudantes com defici?ncia em classes comuns de ensino expressos no espa?o escolar e em situa??es coletivas de uma forma??o continuada com professores e int?rprete de L?ngua Brasileira de Sinais (Libras). A escola foi previamente escolhida em virtude de j? ter sido l?cus de pesquisa em estudo realizado por um docente da Universidade Federal do Rio Grande do Norte e favorecer o conhecimento de suas necessidades formativas. Os sujeitos da pesquisa foram 26 professores das s?ries iniciais e finais do ensino fundamental e uma int?rprete de Libras. Como instrumentos foram utilizados a observa??o direta, entrevistas semiestruturadas, an?lise documental e uma proposta de forma??o continuada denominada Grupo de Colabora??o em Inclus?o Escolar (GCEI), constitu?da com os sujeitos participantes. Os dados foram analisados com base na An?lise de Conte?do (BARDIN, 2009). A an?lise dos dados evidenciou oito di?logos (FREIRE, 1994; 1997) constru?dos com a Escola Estadual Despertar, sendo basilares as contribui??es sobre estigma de Goffman (1988) e cultura escolar (FORQUIN, 1993). Como aporte te?rico foram importantes as contribui??es sobre o Curr?culo Escolar (SACRIST?N, 2000; 2007, APPLE, 2006; 2008), Inclus?o Escolar (BUENO; 2008, GLAT; PLETSCH, 2011), Forma??o Continuada (N?VOA, 2002) e os estudos existentes acerca das interlocu??es entre Curr?culo e Educa??o Especial (MAGALH?ES, 2002; SILVA, 2008; 2010, OLIVEIRA, 2004; VIEIRA, 2012.). O estudo evidenciou a import?ncia de alargar os di?logos, aprofundamento te?rico do GCEI para a compreens?o do curr?culo escolar e as especificidades de quaisquer estudantes, tenham ou n?o defici?ncia. Faz-se imprescind?vel revisitar as pr?ticas escolares de ensino que n?o correspondem aos estudantes, a exemplo das enturma??es realizadas nas salas de aula. Todavia, pequenas, por?m significativas mudan?as identificadas nas pr?ticas de alguns professores, a exemplo da utiliza??o da audiodescri??o, de est?mulos ? participa??o dos estudantes com defici?ncia e uso de imagens, favoreceram ao desenvolvimento de outros estudantes ao se beneficiar de aulas mais instigantes e participativas. Com base na pesquisa realizada conclu?mos sobre a import?ncia em discutir condi??es para/na escolariza??o de diferentes estudantes e o (re) pensar das pr?ticas curriculares na escola como um todo e nisso reside um paradoxo, pois se por um lado n?o se trata de minimizar o conhecimento espec?fico no trato das necessidades de estudantes com defici?ncia, por outro lado, tampouco interessa-nos distanciar tais necessidades daquelas inerentes ? natureza humana, portanto peculiares aos demais estudantes. A problematiza??o de nossas pr?prias pr?ticas ? o desafio que se imp?e, n?o ? educa??o especial, ou ao seu p?blico alvo, mas essa ? incontestavelmente tarefa da educa??o. / This work of qualitative approach, has as its study object the school curriculum, resulting from the implementation of public policies for inclusion in the Brazilian educational field and of the teaching organization in State School Despertar. While we acknowledge advances in government discussions and proposals related to school inclusion in our country, it is still important to develop studies and interventions in the context of basic education focused on the curriculum. With methodological basis in collaborative-critical action research and contribution by Barbier, the survey was conducted in 2013, in a state school in the Natal - Rio Grande do Norte - school system, and aimed to analyze the curriculum of the State School Despertar, in particular issues related to the inclusion of students with disabilities in common teaching classes expressed in the school and in collective situations of continuing education with teachers and interpreter of Brazilian Sign Language (Libras). The school was previously chosen because it had already been locus of research in a study conducted by a professor at the Federal University of Rio Grande do Norte promoting the knowledge of their formative needs. The study subjects were 26 teachers in the early years and the end of elementary school and a Libras interpreter. The instruments were direct observation, semi-structured interviews, document analysis and a proposal for continuing education called Collaborative Group on School Inclusion (GCEI), established with the participating subjects and the other research collaborators. The analyzed data showed eight dialogues built with the State School Despertar, being basic the contributions of Goffman (1988) on stigma and of Forquin (1993) on school culture. As a theoretical framework, there were important contributions on School Curriculum (SACRIST?N, 2000; 2007; APPLE, 2006; 2008), School Inclusion (BUENO, 2008), Continuing Education (N?VOA, 2002; GATTI, 2003) and the existing studies on the dialogues between Curriculum and Special Education (MAGALH?ES, 2002; SILVA, 2008; 2010; OLIVEIRA, 2004; VIEIRA, 2012). The study highlighted the importance of extending the dialogue, the theoretical deepening of GCEI for the understanding of school curriculum and the specifics of any students, with or without disability. It will be necessary to revisit the school teaching practices that do not correspond to the students, for instance the formation of classes made in classrooms. It is also important to consider the organization of the school day and its interface with the pedagogical functions of each member of the school in building curriculum practices consistent with the diversity of modes and learning styles. Subliminal aspects of the curriculum should be reviewed, given its implications in the context of the classroom and management. However, significant changes identified in the practices of some teachers, such as the use of audio description, stimulus to the participation of students with disabilities and use of images, favored the development of other students, who benefit of more exciting and participatory classes. Based on the conducted research, we conclude on the importance of collectively discuss the conditions for / in schooling of different students and the (re)thinking of curriculum practices in the school as a whole, and therein lies a paradox because, on the one hand, it is not about minimizing the specific knowledge in dealing with the needs of students with disabilities, on the other, we are not interested in distancing these needs from those inherent in human nature, therefore peculiar to the other students. The questioning of our own practices is the challenge imposed, not to special education, or its target audience, but this is undoubtedly task of education.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-01-27T12:56:00Z No. of bitstreams: 1 DivoenePereiraCruzSilva_TESE.pdf: 1044852 bytes, checksum: 3fbaed691ab096c448813bc8e8d2d99a (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-01-30T15:49:06Z (GMT) No. of bitstreams: 1 DivoenePereiraCruzSilva_TESE.pdf: 1044852 bytes, checksum: 3fbaed691ab096c448813bc8e8d2d99a (MD5) / Made available in DSpace on 2017-01-30T15:49:06Z (GMT). No. of bitstreams: 1 DivoenePereiraCruzSilva_TESE.pdf: 1044852 bytes, checksum: 3fbaed691ab096c448813bc8e8d2d99a (MD5) Previous issue date: 2016-08-22 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / A presente tese trata do Curr?culo a partir das Pr?ticas Pedag?gicas da Educa??o de Jovens e Adultos - EJA, a partir da investiga??o de como nestas se articulam os saberes e viv?ncias dos professores assentados - que atuam em uma escola p?blica municipal, a partir de sua forma??o pol?tica/educacional no MST. Esta a??o, em um assentamento em Flor?nia/RN, fundamenta-se na Pesquisa Colaborativa de car?ter interpretativo/reflexivo, na qual os professores da EJA fazem uma reflex?o das conceitua??es e concep??es inscritas nos referenciais curriculares, reconstruindo conceitos e sua identidade profissional como professores de EJA do campo. Ao partir do pressuposto da exist?ncia de duas l?gicas que influenciam e orientam a configura??o curricular na EJA da Escola Municipal Francisca Leon?sia Cruz uma encaminhada pela Secretaria Municipal de Educa??o (SME) e outra advinda do movimento social (MST) - com din?micas e propostas pol?ticas diferenciadas, a partir de seus fundamentadas nos direitos sociais dos homens e das mulheres campesinas, buscamos compreender as tens?es e dilemas dos professores com suas cren?as e valores contradit?rios na constru??o de uma proposta curricular. Os impasses nos referenciais curriculares, com princ?pios e modelagens em disputa, possibilitam o repensar de uma proposi??o curricular que busque contemplar as necessidades dos jovens e adultos assentados em um espa?o da escola p?blica. / This paper deals with curriculum based on the Pedagogical Practices of Young and Adult Education-EJA, which has as its point of departure the analysis of how knowledge and experience of the established teachers acting in a municipal school interconnect themselves taking into consideration their educational-political formation. This action, spent in a rural settlement in Flor?nia/RN, gets support on a Collab orative Investigation of interpretative/reflective character in which EJA teachers think over conceptions and concepts inscribed in curriculum references rebuilding conceptions concerning their personal identities as EJA rural teachers. We take as guideway the presupposition of two logics influencing the curriculum configuration inside EJA Francisca Leon?sia Cruz Municipal School. On the one hand, the one directed by Education Municipal Department (SME); on the other hand, that other brought about by a social movement (MST), each one based on conflicting political proposals nourished on its own human social right conceptions developed by rural men and women. This work tries to comprehend the tensions and dilemmas of these teachers, their contradictory believes and values put together in the construction of a curriculum proposal. The deadlock faced in the curriculum referential, where principles and models are in dispute, permit to think over a curriculum proposal capable of meeting the exigencies of young and adult students established in a certain space of the public school.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-08-01T15:48:11Z No. of bitstreams: 1 RebecaMariaDeMedeirosVieira_DISSERT.pdf: 585800 bytes, checksum: 1bbb514a54ea2d605fb10d23edf668c3 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-08-09T15:10:55Z (GMT) No. of bitstreams: 1 RebecaMariaDeMedeirosVieira_DISSERT.pdf: 585800 bytes, checksum: 1bbb514a54ea2d605fb10d23edf668c3 (MD5) / Made available in DSpace on 2017-08-09T15:10:55Z (GMT). No. of bitstreams: 1 RebecaMariaDeMedeirosVieira_DISSERT.pdf: 585800 bytes, checksum: 1bbb514a54ea2d605fb10d23edf668c3 (MD5) Previous issue date: 2017-05-26 / Este estudo problematizou o processo de implementa??o de um curr?culo baseado no ensino em comunidade em uma escola m?dica criada no ?mbito do Programa Mais M?dicos, no sert?o nordestino. Para tanto, trabalhou-se com interlocu??es te?ricas entre narrativas, mem?ria e curr?culo. Teve-se por objetivo compreender como docentes m?dicos experienciam o ensino baseado na comunidade, tendo em vista suas mem?rias da forma??o m?dica. Trata-se de estudo qualitativo, nos marcos da hist?ria oral. Para produ??o das narrativas e contextualiza??o dos sujeitos utilizaram-se observa??es participantes, question?rios socioecon?micos e entrevistas individuais semiestruturadas. As informa??es foram analisadas pela t?cnica de codifica??o tem?tica. Os resultados s?o apresentados e discutidos por meio de duas categorias tem?ticas: ?eles ser?o m?dicos dentro de uma comunidade?: curr?culo, mem?ria e forma??o m?dica e ?na hora que eu cheguei l?, quis ir embora?: atua??o docente no ensino baseado na comunidade. As narrativas desvelaram as disparidades e incongru?ncias entre uma forma??o m?dica modelada nas prescri??es do curr?culo ?tradicional? e as expectativas de atua??o docente num curr?culo ?inovador?, caracterizado pela centralidade do estudante e das necessidades de sa?de locais que produzem arranjos pedag?gicos diversos pr?prios do ensino baseado na comunidade. Esses aspectos aprofundam as dificuldades vivenciadas no in?cio da carreira docente e evidenciam a necessidade de investimentos em desenvolvimento docente nos cursos m?dicos, em geral, e nos rec?m-criados, em particular. / Medical Education in Brazil is currently undergoing major curricular transformations and Community Based Education has become a potential scenario for the teaching-learning process. The Multicampi School of Medical Sciences of UFRN (EMCM) was created in the perspective of this change of curriculum and training of professionals with critical and reflexive thinking, with insertion from the first semester into the community environment. Medical teachers working in this context were trained in the traditional medical teaching model, where teaching in the community did not exist or was little explored. Thus, it was observed the need to understand how the memories of medical training triggered in the community environment are expressed in the experience of teaching in the community of EMCM medical teachers. The study is based on the qualitative approach, the technique used to obtain the research data was the interview, with semi-structured script. The analysis of the results was performed using the categorical thematic analysis technique. From this analysis two categories emerged: "They will be doctors within a community": curriculum, memoirs and medical training and "When I got there, I wanted to leave": experiences and memories of a rite of passage, which are in the process of Discussion according to the literature.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2015-11-12T22:30:44Z No. of bitstreams: 1 DISSERTA??OFIRMINO2013.pdf: 2139168 bytes, checksum: 0ff570e0897b465cd9851bc9a5642129 (MD5) / Made available in DSpace on 2015-11-12T22:30:44Z (GMT). No. of bitstreams: 1 DISSERTA??OFIRMINO2013.pdf: 2139168 bytes, checksum: 0ff570e0897b465cd9851bc9a5642129 (MD5) Previous issue date: 2013-05-07 / This case study aimed to answer the following research question: how are the relations between the curriculum proposed by the Crist?v?o Colombo School and the sociocultural contexts of their students from the perspective of Rural Education? So, considering these relations as dense, complex, opaque and adversarial, we chose a qualitative approach, referenced in Ethno Critical research that enabled us to understand the ways of the people to make sense and submit their everyday issues, from the social place which they speak . In this perspective of the social place, in the data analysis we were inspired in some assumptions of Discourse Analysis (ORLANDI, 2003, 2006, 2012). Our locus of research, so, was a Municipal Public school of Tucano / Ba and the collaborator subjects were seven teachers, the educational coordinator and the head mistress of the institution and nineteen students. To form the corpus of this work, we conducted interviews, focus groups, document analysis, observations and photographs that enabled us, in open-ended considerations, to understand that the relationship between the curriculum proposed by the Crist?v?o Colombo School and the sociocultural contexts of their students are configured, mainly, through pedagogical projects as well as the dialogue between the knowledge contained in textbooks and the reference contexts of the students, but almost always spontaneously, without registration and without intentionality. / Este estudo de caso objetivou responder ? seguinte quest?o de pesquisa: como se configuram as rela??es entre o curr?culo proposto pela Escola Municipal Crist?v?o Colombo e os contextos socioculturais dos seus estudantes na perspectiva da Educa??o do Campo? Assim, considerando essas rela??es como densas, complexas, opacas e contradit?rias, optamos por uma abordagem qualitativa, referenciada na Etnopesquisa Cr?tica que nos possibilitou compreender as maneiras de os sujeitos darem sentido e encaminharem suas quest?es cotidianas, a partir do lugar social do qual falam. Nessa perspectiva do lugar social, na an?lise dos dados nos inspiramos em alguns pressupostos da An?lise do Discurso (ORLANDI, 2003; 2006; 2012). Nosso locus de pesquisa, portanto, foi uma escola da Rede P?blica Municipal de Ensino de Tucano/Ba e os sujeitos colaboradores foram sete professores, a gestora e a coordenadora pedag?gica da institui??o e dezenove estudantes. Para constituir o corpus deste trabalho, foram realizadas entrevistas, grupos focais, an?lise de documentos, observa??es e fotografias que nos possibilitaram, nas considera??es de final aberto, compreender que as rela??es entre o curr?culo proposto pela Escola Municipal Crist?v?o Colombo e os contextos socioculturais dos seus estudantes se configuram, principalmente, atrav?s de projetos pedag?gicos como tamb?m do di?logo entre os conhecimentos que figuram nos livros did?ticos e os contextos de refer?ncia dos estudantes, mas quase sempre de forma espont?nea, sem registro e sem intencionalidade.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2016-09-26T21:42:12Z No. of bitstreams: 1 Disserta??o Nathalie Castro pdf.pdf: 3791337 bytes, checksum: 741fdd7fc2843efc3a334e6956aaffe0 (MD5) / Made available in DSpace on 2016-09-26T21:42:12Z (GMT). No. of bitstreams: 1 Disserta??o Nathalie Castro pdf.pdf: 3791337 bytes, checksum: 741fdd7fc2843efc3a334e6956aaffe0 (MD5) Previous issue date: 2016-05-03 / Funda??o de Amparo ? Pesquisa do Estado da Bahia - FAPEB / Gender identities occupy all the spaces, and in particular the school space. There are disciplinarizadas, silenced through various silencing mechanisms, for example, curriculum policies, the daily actions between teachers, staff and students, the imposition of heteronormative behavior in the hidden curriculum, processes that occur from the remotest childhood to the end of the school career and are not restricted to the school environment, but help to make models of society. However, the bodies are not docile, although moldable, subject to the order, also produce lines, seek subversion spaces (mis) direction. So, I question this work as schools in (ex) clude gender identities at school and how the subjects that compose it (un) build models and standards. I sought to answer this question by immersion in school dynamics from areas beyond the school building, but also in it, mainly the virtual environment. Understanding that the Internet has great potential with the juvenile used a dynamic application for mobile phones and social networking, Whatsapp and Facebook, as a guide to promote debates on gender identities. In this work, articulate Foucault's studies, post-critical studies and queer studies that have been tailored to the field research, data these that were collected through the dialogues in the mobile application, social network, in-person meetings, the analysis of structuring projects of the school unit with the theme of gender and sexuality, and through interviews with teachers and staff. The research does not propose models, pedagogies, but shifts possibilities to produce other educational logic, even within schools guided by heteronormativity through capillaries relations, micro powers, thus producing sparks subversive. / As identidades de g?nero ocupam todos os espa?os, e, em especial o espa?o escolar. Ali s?o disciplinarizadas, silenciadas, atrav?s de diversos mecanismos de silenciamento, como, por exemplo, as pol?ticas p?blicas curriculares, as a??es cotidianas entre professores, funcion?rios e alunos, a imposi??o de condutas heteronormativas no curr?culo oculto, em processos que ocorrem desde a mais remota inf?ncia at? o final da trajet?ria escolar e que n?o s?o restritos ao espa?o escolar, mas que ajudam a compor modelos de sociedade. No entanto, os corpos n?o s?o d?ceis, apesar de mold?veis, submetidos ? ordem, tamb?m produzem falas, buscam espa?os de subvers?o, (des)caminhos. Assim, questiono nesse trabalho como as escolas in(ex)cluem as identidades de g?nero no espa?o escolar e como os sujeitos que a comp?e (des)constroem modelos e normas. Busquei responder a esse questionamento atrav?s da imers?o nas din?micas escolares, a partir de espa?os para al?m do pr?dio escolar, mas tamb?m nele, principalmente por meio virtual. Compreendendo que a internet tem um grande potencial junto ?s din?micas juvenis utilizei o aplicativo para celulares Whatsapp e a rede de relacionamento Facebook, como fio condutor para promo??o de debates acerca das identidades de g?nero. Neste trabalho, articulam-se estudos foucaultianos, estudos p?s-cr?ticos e estudos queer que foram costuradas aos dados da pesquisa de campo, dados estes que foram coletados atrav?s dos di?logos no aplicativo para celulares, na rede social, nos encontros presenciais, por meio de entrevistas com professores e funcion?rios e da an?lise de projetos estruturantes da unidade escolar com a tem?tica sobre g?nero e sexualidade. A pesquisa n?o prop?e modelos, pedagogias, mas desloca possibilidades de produzir outras l?gicas de ensino, mesmo dentro de escolas que pautam pela heteronormatividade atrav?s de rela??es capilares, micro poderes, produzindo assim fagulhas subversivas.

Made available in DSpace on 2015-04-14T13:48:19Z (GMT). No. of bitstreams: 1 462086.pdf: 3377450 bytes, checksum: 77786b3184588ffe5226e0437606a0b3 (MD5) Previous issue date: 2014-10-09 / This study gives an insight into the attempts of the state to respond to the problems faced by indigenous communities in the field of school‟s education. It is shown as an overview of the regulatory development to provide a specific academic education for Brazils indigenous people. Analyzes, concisely, the challenges for ensuring this kind of education, and advances more specifically, in a way to understand the implementation process of education for Zoro. It also shows the conditioning factors and expectations of these people by the new education model, besides its participation in the educational process. The development of the educational process for Zoro required the construction of small schools in villages, after, with increasing needs to have further studies, were built schools-villages, for primary education, and later, for high school. Its structural implementation tried, under the physical point of view, get close to the maximum of the students cultural reality in order to bring the children to the school and to avoid school‟s dropout and grade repetition. Try to present the organization of the curriculum grade and is used, as a sample, the subject of History to understand how is articulated shortages and production of specific instructional materials for teaching the Zoro students. Added to this, the attempt to understand the pedagogical practice in Zoro school, from the history teaching, and the working system of the students achievement and evaluation. Concludes by presenting how efficiently the laws are in the local reality of the school-village in Zarup Wej. / Esse estudo apresenta uma vis?o sobre as tentativas do Estado de responder aos problemas enfrentados pelas comunidades ind?genas no campo da educa??o escolar. Apresenta-se um panorama geral do desenvolvimento normativo para proporcionar uma educa??o escolar espec?fica para os ind?genas no Brasil. Analisa, de forma concisa, os desafios para a efetiva??o desse tipo de educa??o, e avan?a de forma mais espec?fica, no sentido de compreender o processo de implanta??o da educa??o escolar para o zor?. Apresenta ainda os fatores condicionantes e as expectativas desse povo diante do novo modelo de educa??o, al?m da sua participa??o nesse processo educacional. O desenvolvimento do processo educacional para o zor? exigiu a constru??o de pequenas escolas nas aldeias, depois, com o aumento da necessidade de dar prosseguimento aos estudos, construiu-se as aldeias-escolas para o ensino fundamental, e posteriormente, para o ensino m?dio. Sua execu??o estrutural procurou, sob o ponto de vista f?sico, aproximar ao m?ximo da realidade cultural dos alunos a fim de trazer as crian?as para a escola e ainda evitar a evas?o escolar e a repet?ncia. Procura apresentar a organiza??o da grade curricular e se utiliza, como amostra, da disciplina Hist?ria para compreender como se articula escassez e produ??o de materiais did?ticos espec?ficos para o ensino dos alunos zor?. Soma-se a isso, a tentativa de compreender a pr?tica pedag?gica na escola zor?, a partir do ensino da Hist?ria, e o funcionamento do sistema de avalia??o do rendimento dos alunos. Conclui-se apresentando o grau de efici?ncia das leis na realidade local da aldeia-escola Zarup Wej.