Submitted by PPG Educa??o em Ci?ncias e Matem?tica (educem-pg@pucrs.br) on 2018-06-20T16:30:56Z No. of bitstreams: 1 Anelise Volkweiss_Vers?o homologada 200618.pdf: 2270379 bytes, checksum: ae4a1cef3417138d7000691e12a9bcd9 (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-06-28T12:46:37Z (GMT) No. of bitstreams: 1 Anelise Volkweiss_Vers?o homologada 200618.pdf: 2270379 bytes, checksum: ae4a1cef3417138d7000691e12a9bcd9 (MD5) / Made available in DSpace on 2018-06-28T12:58:23Z (GMT). No. of bitstreams: 1 Anelise Volkweiss_Vers?o homologada 200618.pdf: 2270379 bytes, checksum: ae4a1cef3417138d7000691e12a9bcd9 (MD5) Previous issue date: 2018-03-26 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This dissertation is the result of a research developed in the Graduate Program in Education in Science and Mathematics, at the Pontifical Catholic University of Rio Grande do Sul, whose theme concerns the possibilities, challenges, and knowledge for the construction and implementation of integrated curriculum in the Professional Technical Education (Educa??o Profissional T?cnica - EPT) of Secondary School in the integrated format. A Campus of a Federal Institute, located in the southern region of Brazil, was selected as a place of investigation, since, in addition to the singularities of the EPT modality of Secondary Education, the specificities of the school in which it is proposed to develop integrated curriculum should be considered. Aiming to identify how the perceptions of the professionals in education and of the students of two Integrated Technical Courses at the school contribute to the construction of an integrated curriculum, methodological procedures were adopted in order to allow the expression of the 138 participants, such as questionnaires and dynamics through Focal Groups (BARBOUR, 2009). The leading question of the research sought to identify which elements can be considered significant in educational processes accomplished and/or envisioned from an integrated curriculum perspective. After submitting the collected data to the Discursive Textual Analysis (MORAES; GALIAZZI, 2011), six emerging categories were identified, which, through their units of meaning, provided some possible answers to the research problem. The most significant elements were highlighted and interpreted from the statements that are related to the construction of an integrated curriculum in the place investigated, such as: (I) the development of the feeling of belonging and of recognition of the institution; (II) the understanding of the mission and values of a Federal Institute; (III) the development of pedagogical processes that include interdisciplinary activities and projects of teaching, research, and extension; (IV) the political, economic and social context and its influence on the construction of an integrated curriculum; (V) the relationship between public educational policies, the permanence of students on the campus, and the career plan for teachers; and (VI) the qualification and reflective practice of the professionals are important to promote higher quality in what is developed in the school. A democratic project of Education should also consider the identity of the school community and, for this reason, this research also sought to outline the profile of the group through questionnaires. The reading of the theoretical reference about EPT, such as Frigotto (2012; 2015), Saviani (2003; 2007; 2009), Ramos (2012; 2010; 2017), Machado (2008; 2010), and Moura (2008; 2010), shows that it is necessary to understand the historical relationship among work-education-productive systems and the work as an educational principle ? linked to the inseparability among science, technology, and culture ? to build an Integrated Curriculum, especially in schools which offer Integrated Technical Courses to Secondary School. / Esta disserta??o ? resultado de uma pesquisa desenvolvida no programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica pela Pontif?cia Universidade Cat?lica do Rio Grande do Sul cujo tema diz respeito ?s possibilidades, desafios e saberes para a constru??o e efetiva??o de um curr?culo integrado na Educa??o Profissional T?cnica (EPT) de N?vel M?dio no formato integrado. Foi selecionado um Campus de um Instituto Federal, localizado na regi?o sul do Brasil, como lugar de investiga??o, uma vez que al?m das singularidades da modalidade EPT de N?vel M?dio, devem se considerar as especificidades da escola em que se prop?e desenvolver um curr?culo integrado. Tendo como objetivo identificar de que forma as percep??es dos profissionais da educa??o e dos estudantes de dois Cursos T?cnicos Integrados ao Ensino M?dio da escola contribuem para a constru??o de um curr?culo integrado, foram adotados procedimentos metodol?gicos que possibilitaram a express?o dos 138 participantes, tais como question?rios e din?micas por meio de grupos focais (BARBOUR, 2009). A pergunta-problema orientadora da pesquisa buscou identificar quais elementos podem ser considerados significativos em processos educacionais realizados e/ou vislumbrados em uma perspectiva de curr?culo integrado. Ap?s submeter os dados coletados ? An?lise Textual Discursiva (MORAES; GALIAZZI, 2011), foram identificadas seis categorias emergentes, as quais, por meio de suas unidades de sentido, forneceram algumas poss?veis respostas ao problema da investiga??o. Os elementos considerados mais significativos foram destacados e interpretados a partir dos depoimentos que est?o relacionados ? constru??o de um curr?culo integrado no local investigado, como: (I) o desenvolvimento do sentimento de pertencimento e de reconhecimento ? institui??o; (II) o entendimento da miss?o e dos valores de um Instituto Federal; (III) o desenvolvimento de processos pedag?gicos que incluam atividades interdisciplinares e projetos de ensino, pesquisa e extens?o; (IV) o cen?rio pol?tico-econ?mico-social e sua influ?ncia na constru??o de um curr?culo integrado; (V) a rela??o entre pol?ticas p?blicas educacionais, a perman?ncia de estudantes no campus e o plano de carreira dos docentes e; (VI) a qualifica??o e a pr?tica reflexiva dos profissionais s?o importantes para promover maior qualidade ao que ? desenvolvido na escola. Um projeto democr?tico de Educa??o tamb?m deve considerar a identidade da sua comunidade escolar e, por tal raz?o, esta pesquisa tamb?m buscou tra?ar o perfil do grupo por meio de question?rios. A leitura do referencial te?rico acerca da EPT, tais como em Frigotto (2012; 2015), Saviani (2003; 2007; 2009), Ramos (2012; 2010; 2017), Machado (2008; 2010) e Moura (2008; 2010), evidencia que ? preciso compreender a hist?rica rela??o entre trabalho-educa??o-sistemas produtivos e o trabalho como princ?pio educativo ? vinculado ? indissociabilidade entre ci?ncia, tecnologia, cultura ? para se construir um curr?culo integrado, principalmente em escolas que oferecem Cursos T?cnicos Integrados ao Ensino M?dio.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-12-12T19:12:13Z No. of bitstreams: 1 AnaLuciaFerreiraDeQueiroga_TESE.pdf: 5942495 bytes, checksum: e15c6955191926de9793ba73dc13b07b (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-12-14T16:58:00Z (GMT) No. of bitstreams: 1 AnaLuciaFerreiraDeQueiroga_TESE.pdf: 5942495 bytes, checksum: e15c6955191926de9793ba73dc13b07b (MD5) / Made available in DSpace on 2017-12-14T16:58:00Z (GMT). No. of bitstreams: 1 AnaLuciaFerreiraDeQueiroga_TESE.pdf: 5942495 bytes, checksum: e15c6955191926de9793ba73dc13b07b (MD5) Previous issue date: 2017-07-27 / Tendo como objetivo investigar a implementa??o do Curr?culo Integrado no IFPB ? Campus de Jo?o Pessoa, no per?odo de 2004-2014, esta tese norteia-se pela seguinte quest?o de pesquisa: o que impede a implementa??o do Curr?culo Integrado no IFPB? Em busca dessa resposta, empreendeu-se o percurso investigativo, partindo-se da pressuposi??o da exist?ncia de variados fatores que obstaculizam essa implementa??o nos cursos t?cnicos. Com tal direcionamento, consolidou-se a pretens?o de, precipuamente, compreender a rela??o entre os sentidos atribu?dos ao Curr?culo Integrado pelos professores do IFPB, e a pluralidade de fatores implicados no processo de sua implementa??o, visando identificar quais seriam os indicadores de bloqueios e os de mudan?as. Para explicitar a natureza dessa rela??o, utilizou-se a metodologia da entrevista compreensiva, elegendo-se ? como princ?pios te?rico-metodol?gicos ?, a multirreferencialidade, a configura??o/interdepend?ncia, o sentido social, a rela??o identidade/alteridade e a implica??o. Decidiu-se pela aplica??o dessa metodologia considerando-se o fato de que a entrevista compreensiva possibilitaria, por interm?dio das falas dos professores e de suas intersubjetividades, a adequada interpreta??o dos sentidos revelados por suas a??es. Os resultados apresentados derivaram, a partir das falas dos professores, a seguinte constata??o: o IFPB, embora tenha desenvolvido um conjunto de atividades pedag?gicas que objetivaram a Integra??o Curricular, teve de lidar com os in?meros impedimentos ? implementa??o dessa modalidade curricular, a exemplo da falta de clareza do conceito de integra??o curricular e de continuidade de sistematiza??o desse processo, da estrutura organizacional e pedag?gica do Instituto, da cultura docente, da forma??o de professores, entre outros fatores, que tamb?m se constitu?ram empecilhos, o que justamente referenda a tese que ora se apresenta. Tudo isso, enfim, fortalece a cren?a de que esta pesquisa poder? contribuir com novas formas de promover a Integra??o Curricular no ?mbito dos Institutos Federais. / With the objective of investigating the implementation of the Integrated Curriculum at the IFPB - Campus of Jo?o Pessoa, in the 2004-2014 period, this thesis is guided by the following research question: what hinders the implementation of the Integrated Curriculum at the IFPB? In pursuit of this answer, the investigative course was undertaken, starting from the assumption of the existence of several factors that hamper this implementation in the technical courses. In the light of this perspective, the purpose to understand the relationship between the meanings attributed to the Integrated Curriculum by the IFPB teachers and the plurality of factors involved in the implementation process was consolidated, aiming to identify both the indicators that block this process as well as those which change it. To explain the nature of this relationship, the comprehensive interview method was used, choosing, as theoretical and methodological principles, the multireferentiality, configuration / interdependence, social sense, identity / alterity relation and implication. It was decided to apply this methodology considering the fact that the comprehensive interview would enable, through the teachers? statements and their intersubjectivities, the suitable interpretation of the senses revealed by their actions. The presented results from the teachers' statements led to the following finding: although the IFPB has developed a set of pedagogical activities that aimed at Curricular Integration, it had to deal with several restraints related to this curricular modality implementation, such as the lack of clarity regarding the concept of curricular integration and of systematization continuity of this process, of the Institute?s organizational and pedagogical structure, of the teaching culture, of teacher training, among other factors, which also constituted obstacles; and this rightly refers to the thesis that now is presented. All this, finally, strengthens the belief that this piece of research may contribute to new ways of promoting Curricular Integration within the Federal Institutes.

Data de aprova??o ausente. / ?rea de concentra??o: Sa?de coletiva. / Linha de pesquisa: Ensino, ?tica e pol?tica p?blica de sa?de. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-03-28T20:13:51Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) juliana_almeida_pereira_santos.pdf: 1389225 bytes, checksum: 37dbf60d6c654bf21bb1aeb0842eaa7e (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-04-20T15:04:56Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) juliana_almeida_pereira_santos.pdf: 1389225 bytes, checksum: 37dbf60d6c654bf21bb1aeb0842eaa7e (MD5) / Made available in DSpace on 2017-04-20T15:04:56Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) juliana_almeida_pereira_santos.pdf: 1389225 bytes, checksum: 37dbf60d6c654bf21bb1aeb0842eaa7e (MD5) Previous issue date: 2016 / Prop?e-se pensar, neste estudo, as dificuldades de implanta??o de uma proposta curricular contra-hegem?nica, n?o somente pela ordem conceitual, mas a partir da capacidade da categoria docente em atuar nesse cen?rio, contrabalanceando princ?pios ideol?gicos sobrejacentes e pr?ticas e resultados na rela??o de ensino-aprendizagem. Isso, a partir da seguinte quest?o norteadora: De que modo se d? o processo de constru??o de uma nova pr?xis pedag?gica de professores que vivenciam uma reforma curricular, do modelo tradicional para o modelo integrado? Tendo como objetivo descrever o processo de constru??o de uma nova pr?xis pedag?gica, com base em uma reforma curricular, do tradicional para o integrado, a partir da trajet?ria de professores do curso t?cnico em enfermagem do Instituto Federal da Bahia, campus Eun?polis. Para tanto, utilizou-se pesquisa de natureza b?sica, do tipo explorat?ria, com abordagem hipot?tico-dedutiva e enfoque qualitativo. No que tange ao procedimento, utilizou-se o estudo de caso, a partir da t?cnica de hist?ria oral, na modalidade tem?tica. Para capta??o das informa??es, foi empregada a entrevista semiestruturada, a partir do registro de depoimentos com recursos de capta??o de ?udio, transcri??o de fontes, e constitui??o do arquivo. Paralelamente, e de modo complementar, utilizou-se uma pesquisa documental em acervo legal acerca do tema, englobando leis, decretos, resolu??es, portarias e documentos escolares pertinentes. Os resultados apontam para um percurso heterog?neo e controverso, em que os bons resultados formativos competem com disputas ideol?gicas e quest?es administrativas, extrapolando o espa?o intraescolar. / Disserta??o (Mestrado) ? Programa de P?s-gradua??o em Ensino em Sa?de, Universidade Federal dos Vales do Jequitinhonha e Mucuri, [2016]. / It proposes to think, in this research, the difficulties of the implantation of a curricular proposal counterhegemonic, not only for the conceptual order, but from the capacity of the teaching category to act in this scenario, setting up ideological principles overlying and practices and results in regarding of teaching and learning. This, from the following central question: How to gives the process of building of a new pedagogical praxis of teachers who experience a curricular reform, of the traditional model for the integrated model? Aiming to describe the process of construction of a new pedagogical praxis, based on a curricular reform, from traditional to integrated, from the trajectory of teachers of the nursing technical course of the Federal Institute of Bahia, campus Eun?polis. Therefore, we utilized the research from basic nature, the exploratory with hypothetical-deductive approach and qualitative focus. Regarding the procedure, it was used the case study, from the technique of oral history, in the thematic modality. To capture the information, it was employed the semistructured interview, from the registration of testimony with audio capitation resources, transcription sources, and constitution of the file. At the same time, and complement way, we utilized a documental research in the legal collection about the subject, including laws, decree, resolutions, ordinances and relevant school documents. The results point to a heterogeneous course and controversial, that the good formative results competing with ideological disputes and administrative questions, extrapolating the school space.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-01-16T19:14:39Z No. of bitstreams: 1 JoseRibamarFerreiraJunior_DISSERT.pdf: 993388 bytes, checksum: 9d50437acb34249a3a718c039937545b (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-01-22T12:24:20Z (GMT) No. of bitstreams: 1 JoseRibamarFerreiraJunior_DISSERT.pdf: 993388 bytes, checksum: 9d50437acb34249a3a718c039937545b (MD5) / Made available in DSpace on 2018-01-22T12:24:20Z (GMT). No. of bitstreams: 1 JoseRibamarFerreiraJunior_DISSERT.pdf: 993388 bytes, checksum: 9d50437acb34249a3a718c039937545b (MD5) Previous issue date: 2017-03-10 / Este trabalho come?ou a ser problematizado com as inquieta??es enquanto docente da Rede Estadual de Educa??o Profissional do Cear?, a qual oferta o Ensino M?dio Integrado em tempo integral. Tendo como proposi??o curricular o desenvolvimento do curr?culo integrado, busca-se a estrutura??o das pr?ticas educativas, a partir do rompimento da percep??o dualista entre a forma??o para o trabalho e a forma??o para ingresso na universidade. O trabalho teve como objetivo geral, identificar a configura??o da Educa??o F?sica na Rede Estadual de Educa??o profissional do estado do Cear?, bem como a compreens?o de educa??o f?sica por parte dos professores. Como objetivo espec?fico verificar em que medida o componente curricular Educa??o F?sica apresenta em sua organiza??o did?tica, os elementos que configuram a concep??o de curr?culo integrado. A pesquisa se caracteriza como um estudo de casos m?ltiplos, tendo como cen?rio a Rede Estadual de Educa??o Profissional do Cear?. Os achados dessa pesquisa indicam que a integra??o curricular ocorre principalmente no desenvolvimento de conte?dos semelhantes entre as disciplinas, partindo da Educa??o F?sica, essa inter-rela??o est? mais caracterizada com as disciplinas da forma??o geral com a ?rea das Ci?ncias da Natureza, e nas disciplinas da forma??o profissional com os dos cursos do itiner?rio formativo da sa?de. Mesmo com a identifica??o de pr?ticas significativas e, decerto, inovadoras acerca da compreens?o sobre o curr?culo integrado, bem como as pr?ticas formativas na escola, observou-se que, no contexto da disciplina de Educa??o F?sica, as interse??es entre os saberes disciplinares aliadas ? proposi??o formativa dos cursos profissionais precisam ser problematizadas de modo mais ampliado. Este cen?rio indica a necessidade de desenvolvimento de a??es did?tico-metodol?gicas na Educa??o F?sica para o Ensino M?dio Integrado, com vistas ? proposi??o de forma??o continuada constru?da em di?logo com as experi?ncias dos professores, num processo reflexivo que oportunize a uma pr?xis transformadora. / This work began to be questioned from concerns while teaching at the State Network of Cear? Professional Education, which integrated high school offering full-time, with the curriculum proposal the development of integrated curriculum in the context of structuring of educational practices from the disruption of dualistic perception between training for work and training for entry to university. Even with significant practical and certainly innovative about the understanding of the integrated curriculum and about the training practices at school, it was observed that, in the context of Physical Education, the intersections between disciplinary knowledge combined with the training proposition of professional courses need to be problematized, especially as the didactic organization in line with the curriculum integration. In this way, this study is organized primarily around the goal of identifying the configuration of Physical Education in the State of Cear? Network Professional Education, from the integrated curriculum design. Therefore, it is claimed in the fundamentals of qualitative research of exploratory and descriptive nature, against the backdrop of the State of Cear? Network Professional Education. The findings of this study indicate that the curricular integration occurs mainly in the development of similar content across disciplines in the case of Physical Education this interrelationship is more characterized with the disciplines of the area of natural sciences and the disciplines of vocational training with the the courses of formation process of health. This scenario indicates the need for development of educational and methodological actions in Physical Education for the Integrated High School, with a view to continuing education proposition built in dialogue with the experiences of teachers in a reflective process that oportunize a transformative praxis.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-06-23T18:08:34Z No. of bitstreams: 1 2010 - Juraci Torres Galindo.pdf: 1299025 bytes, checksum: aa7e733be403fc6d474f59345f44796c (MD5) / Made available in DSpace on 2017-06-23T18:08:34Z (GMT). No. of bitstreams: 1 2010 - Juraci Torres Galindo.pdf: 1299025 bytes, checksum: aa7e733be403fc6d474f59345f44796c (MD5) Previous issue date: 2010-07-14 / The institutionalization of the Integration National Program of Basic Education with Professional Education in the Modality of Education for Youth and Adults (PROEJA), implanted by Decree 5.840/2006, already arose with the proposal of curriculum integration. These program principles imply the elaboration of appropriate curricula, aiming to contemplate the public specificities which are directed to it, considering the integration presuppositions. So this program is part of a social policy focused on serving the young and adult public who had no access to schooling at the proper age, providing the access to basic education integrated to professional formation. Before this reality, it was possible to find contradictions between speech and practice in the integration of the courses offered by such Program. Two questions appeared for investigation: 1- What are the paths followed in the elaboration of an integrated curriculum, which should be able to overcome the traditional and inflexible model, articulating general, professional formation and specificities of students from EJA (Youth and Adults Education), in a unified way so that work would be focused as educational principle? 2- How PROEJA experience in school routine happens? From these questions, this research was structured, aiming to explain the experience of curriculum integration in technical courses offered by Instituto Federal de Educa??o de Pernambuco (IFPE) through PROEJA. It is a qualitative research with a descriptive character that uses the following data collection tools: a) primary sources (official documents, courses plans, timesheet, curriculum matrices); b) secondary sources (literature about EJA and public policies for education); c) questionnaires; d) observation. The collected data contributed in comprehending that the PROEJA curriculum integration practice at IFPE is very different from integration principles and presuppositions of EJA. With this analysis, it was concluded that it is necessary that the Federal Sector of Professional, Scientific and Technological Education faces the responsibility to prepare teachers and pedagogical groups, acquiring the real concepts about this public problems and necessities and the integration presuppositions in order to really offer an education able to guarantee to citizen worker the autonomy announced by the documents that substantiate the structural bases of the Program. / A institucionaliza??o do Programa Nacional de Integra??o da Educa??o B?sica com a Educa??o Profissional na Modalidade de Educa??o de Jovens e Adultos (PROEJA), implantado pelo Decreto 5.840/2006, j? nasceu com a proposta de integra??o curricular. Os princ?pios desse programa implicam a constru??o de curr?culos adequados, visando contemplar as especificidades do p?blico a ele destinado, tendo como fundamento os pressupostos da integra??o. Portanto, este programa faz parte de uma pol?tica social focada no atendimento do p?blico jovem e adulto que n?o teve acesso ? escolariza??o na idade pr?pria, possibilitando o acesso ? educa??o profissional integrada ? educa??o b?sica. Diante dessa realidade, foi poss?vel constatar contradi??es entre o discurso e a pr?tica da integra??o dos cursos oferecidos por este Programa. Duas quest?es se apresentaram para investiga??o: 1?) Qual o percurso trilhado na constru??o de um curr?culo integrado, capaz de superar o modelo tradicional e inflex?vel que articule a forma??o geral, forma??o profissional e especificidades dos alunos e alunas da EJA, de forma unificada, onde o trabalho seja enfocado como princ?pio educativo? 2?) Como se concretiza a viv?ncia do PROEJA no cotidiano escolar? A partir dessas quest?es, a pesquisa se estruturou tendo como objetivo explicar a experi?ncia de integra??o curricular nos cursos t?cnicos oferecidos pelo Instituto Federal de Educa??o de Pernambuco (IFPE) por interm?dio do PROEJA. Trata-se de uma pesquisa qualitativa de car?ter descritivo que se utiliza dos seguintes instrumentos de coleta de dados: a) fontes prim?rias (documentos oficiais, planos de cursos, quadro de hor?rios, matrizes curriculares); b) fontes secund?rias (literatura sobre EJA e sobre pol?ticas p?blicas para educa??o); c) question?rios fechado; d) observa??o. Os dados coletados contribu?ram para compreender que a pr?tica de integra??o curricular do PROEJA no IFPE, est? bem distante dos princ?pios de integra??o e dos pressupostos da EJA. Diante da an?lise realizada, concluiu-se que ? preciso que a Rede Federal de Educa??o Profissional, Cient?fica e Tecnol?gica enfrente a responsabilidade de preparar os docentes e equipes pedag?gicas para se apropriarem conceitualmente sobre os problemas e necessidades desse p?blico e dos pressupostos da integra??o para de fato oferecer educa??o capaz de garantir ao cidad?o trabalhador a autonomia pronunciada nos documentos que fundamental as bases estruturantes do Programa.