Submitted by Izabel Franco (izabel-franco@ufscar.br) on 2016-10-05T14:44:33Z No. of bitstreams: 1 DissMCBje.pdf: 1269512 bytes, checksum: 197e2328540a253776a867a6f83533ed (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-20T18:14:33Z (GMT) No. of bitstreams: 1 DissMCBje.pdf: 1269512 bytes, checksum: 197e2328540a253776a867a6f83533ed (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-20T18:14:45Z (GMT) No. of bitstreams: 1 DissMCBje.pdf: 1269512 bytes, checksum: 197e2328540a253776a867a6f83533ed (MD5) / Made available in DSpace on 2016-10-20T18:14:54Z (GMT). No. of bitstreams: 1 DissMCBje.pdf: 1269512 bytes, checksum: 197e2328540a253776a867a6f83533ed (MD5) Previous issue date: 2016-02-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / The research aims to study and analyse the contributions and challenges present in the articles on the subject of Youth and Education in Brazil from 2010 to 2014. Furthermore, it looks forward to identify new ideas or paths for pedagogical practices or emancipatory policies for young people. We have as theoretical references the contributions of Albert et al (2008), Freire (1992, 2000, 2005.2010), Abramo (1997), Margulis and Urresti (1996.1998), Carrano (2005), Sposito (2009, 2003), Dayrell and Carrano (2014), Dayrell (2007), Castells (1999) Groppo (2011, 2015), Parents (1990), Gimeno Sacristán (2013). For this purpose, we made use of a literature search in Scielo from the following descriptors: students and high school; students and youth and adult education; youth and youth curriculum; youth, education and young school. We found and studied 38 articles. And from the content analysis method (Bardin, 2004), it has been possible to list 7 categories, as following: curriculum, teaching, subject practices, teacher training and research, social and educational policies, youth; work and education and educational social participation. As result, we have found elements that contribute to education of young students, which are: 1) the school must take ownership and understand the different media and new technologies in order to use them in favor of learning; 2) understanding the context of the classroom content and the use of multimedia as a way to make it the most significant and attractive in the education of young people; 3) to start from the knowledge of the students and to make use of dialogue; 4) to enhance intergenerational relationships in order to young people and adults feel part of the educational process; 5) to make the teacher training closer to the current context and the new youth demands; 6) school integration with its surroundings and its educational agents; 7) understaing the need of young people to gain more knowledge and job training to continue into higher education; 8) development of policies that consider young people as political subjects and those who have their careers marked by social inequalities; 9) to provide adequate infrastructure to enhance learning, with construction of laboratories and libraries; or to support the of such spaces if the school already has them; 10) the development of a political-pedagogical project that prioritizes permanence and success of students, considering the specifics of shifts, such as at night (historically undervalued). / A pesquisa tem como foco o estudo das contribuições e dos desafios apresentados nos artigos sobre o tema juventude e educação escolar no Brasil, nos anos de 2010 a 2014. Mais especificamente, o estudo também busca identificar quais os anúncios de práticas pedagógicas ou políticas públicas emancipatórias para o público jovem. Assim, temos como referências teóricos as contribuições de: Albert et al (2008), Freire (1992, 2000, 2005,2010), Abramo (1997), Margulis e Urresti (1996,1998), Carrano (2005), Sposito (2009, 2003), Dayrell e Carrano (2014), Dayrell (2007), Castells (1999) Groppo (2011, 2015), Pais (1990), Gimeno Sacristán (2013). Para tanto, fez uso de uma pesquisa bibliográfica na base Scielo a partir dos seguintes descritores: estudantes e ensino médio, estudantes e educação de jovens e adultos, juventude, currículo e juventude, jovem e educação e jovem e escola, totalizando 38 artigos. E a partir da metodologia da análise de conteúdo (BARDIN, 2004), foi possível elencar 7 categorias, são elas: currículo, práticas pedagógicas, sujeitos, formação docente e pesquisa, políticas públicas sociais e educativas, juventude; trabalho e educação e participação social educativa. Como resultado, verificamos elementos que contribuem para educação de jovens estudantes, são eles: 1) a escola precisa se apropriar e compreender os diferentes meios de comunicação e novas tecnologias, de forma a usá-los a favor da aprendizagem; 2) entender a contextualização dos conteúdos escolares e o uso de multimídias como forma de tornar o ensino mais significativo e atrativo para os jovens; 3) partir dos saberes dos estudantes e fazer uso do diálogo; 4) valorizar as relações intergeracionais para que jovens e adultos sintam-se parte do processo educativo; 5) necessidade de pensar a formação docente aproximada ao contexto atual e às novas demandas juvenis; 6) necessidade de integração da escola com seu entorno e com os próprios agentes educativos; 7) necessidade dos jovens obterem mais conhecimento para formação para o trabalho e/ou ingresso em curso superior; 8) elaboração de políticas que considerem os jovens como sujeitos políticos, que têm suas trajetórias marcadas pelas desigualdades sociais; 9) fornecer infraestrutura adequada para potencializar o aprendizado, com construção de laboratórios e bibliotecas, ou uso de fato dos mesmos, se a escola os possuir; 10) elaboração de um projeto político-pedagógico que priorize a permanência e o sucesso dos estudantes, considerando as especificidades dos turnos, como o noturno, historicamente desvalorizado.

Made available in DSpace on 2014-12-17T14:36:51Z (GMT). No. of bitstreams: 1 VeridianoMS_DISSERT.pdf: 1769603 bytes, checksum: 9df34aba4d9cbb532e74204caf668df8 (MD5) Previous issue date: 2014-07-31 / Universidade Federal do Rio Grande do Norte / The target of this paper is to investigate the possibilities of inscribing into the EJA curriculum the knowledge detected in the neighborhood of a school if the point of view of the student body regarding the basic schooling deserves its due consideration. The empirical field of our research focuses on the elementary school of professor Amadeu Ara?jo Municipal School in Natal. Our investigative course tried to understand the way pupils think the curriculum contents of knowledge spread around the school from the vision furnished by their elementary school. With this, we hoped to develop a creative understanding concerning that question. Then we reviewed, along the debate, questions related to Nova Natal Housing Estate and its historic, social and cultural beginnings taking in account the participants memories of this research and their suggestions concerning the utility of the community knowledge to the curriculum practices. This project is supplied by the qualitative research and reinforced by the Focal Group s methodological procedures and semi-structured interviews. This procedure allowed us to discern different points of viewing, feeling and understanding in the complexity of the daily life around school and its environment. With these elements, we could note that some students perceptions pointed to a basic schooling fomented by traditionalized pedagogical practices in which teacher and pupil seldom dialogue with each other, what corroborates the impression of undervaluation of the pupil s role. Consequently, the nets of knowledge waved around the school in Nova Natal Housing Estate become useless, when they could be of great utility if inserted in the curriculum contents / Este trabalho tem como objeto de estudo as possibilidades de inser??o de saberes presentes no entorno da escola no curr?culo da EJA a partir do olhar discente sobre sua forma??o escolar. O campo emp?rico de nossa pesquisa concentra-se na citada modalidade do Ensino Fundamental da Escola Municipal Professor Amadeu Ara?jo, pertencente ao sistema educativo do munic?pio do Natal/RN. Nosso itiner?rio de pesquisa buscou investigar o modo como os alunos pensam a inser??o curricular de saberes presentes no entorno da escola, com aten??o especial ao seu olhar sobre a sua forma??o escolar, a fim de que pud?ssemos desenvolver uma discuss?o propositiva sobre outras possibilidades de inser??o curricular desses mesmos saberes, mas agora em articula??o com o olhar discente. Assim, debatemos sobre o Conjunto Habitacional de Nova Natal e seu itiner?rio hist?rico, social e cultural sob o recorte e mem?ria dos participantes desta investiga??o e suas falas sobre os saberes pertinentes da comunidade que pudessem tecer correla??o dial?gica nas pr?ticas curriculares. Este projeto ? ancorado na pesquisa qualitativa e amparado em procedimentos metodol?gicos do Grupo Focal e de Entrevista Semiestruturada, que nos permitiram captar formas diversas de olhares, de sentidos e de entendimentos dentro de um contexto cotidiano complexo seja na escola, seja no seu entorno. Isso nos permitiu inferir que existem percep??es do discente da EJA na referida escola que apontam para uma forma??o baseada em pr?ticas pedag?gicas tradicionalizadas, esvaziadas de um di?logo emancipador entre docente e discente (de modo geral), um ambiente escolar que corrobora o sentimento de desvaloriza??o discente e que em seu entorno existem redes de saberes que s?o tecidos no cotidiano de Nova Natal e que poderiam estar inseridos ao curr?culo escolar oficial, mas que na pr?tica n?o s?o reconhecidas de modo geral pela mencionada escola

Views on the nature and relevance of science education have changed significantly over recent decades. This has serious implications for the way in which science is taught in secondary schools, particularly with respect to teaching emerging topics such as biotechnology, which have a socio-scientific dimension and also require novel laboratory skills. It is apparent in current literature that there is a lack of adequate teacher professional development opportunities in biotechnology education and that a significant need exists for researchers to develop a carefully crafted and well supported professional development design which will positively impact on the way in which teachers engage with contemporary science. This study used a retrospective case study methodology to document the recent evolution of modern biotechnology education as part of the changing nature of science education; examine the adoption and implementation processes for biotechnology education by three secondary schools; and to propose an evidence based biotechnology professional development model for science educators. Data were gathered from documents, one-on-one interviews and focus group discussions. Analysis of these data has led to the proposal of a biotechnology professional development model which considers all of the key components of science professional development that are outlined in the literature, as well as the additional components which were articulated by the educators studied. This research is timely and pertinent to the needs of contemporary science education because of its recognition of the need for a professional development model in biotechnology education that recognizes and addresses the content knowledge, practical skills, pedagogical knowledge and curriculum management components.

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