Made available in DSpace on 2014-12-17T14:36:26Z (GMT). No. of bitstreams: 1 CristineTCLR_DISSERT.pdf: 3172846 bytes, checksum: b48f599dd07e4f959500a32e1f0e0652 (MD5) Previous issue date: 2010-08-11 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The text aims to discuss the problems that this would be set: - What are the concepts of public school children about their right to primary education, as required step in the Basic Education? - What are conducted by children on the elementary school, in terms of its structure, teaching, and acquisitions provide for their users, especially when it comes to literacy? In order to answer these questions, we conducted within the qualitative a case study within twenty children of the early years of elementary public school, ten of the School Mauricio de Sousa and ten children of the School Monteiro Lobato. with construction procedures of data, we worked with observation, semi-directive interview, questionnaire and document analysis. In analyzing the data, two categories emerged: right to education and school for children. The first focuses on what children think about the legal guarantee to school, seeking to understand if they understand the educational area as a right and relate what the law says and the reality in which they participate. The category for school children, including their purposes, characteristics, space literacy and its relationship with the teacher. In this sense, we comment, taking as its founding, the speech of children in their schools, focusing on how they perceive the school in terms of its structure and functioning, relations with the knowledge and the other children. With regard to child rights, the appreciation of Brazilian children should be the basis of the struggle for a more just, democratic, nondiscriminatory. However, children show not recognize education as a right, but as one who deserves the credit, that is, those children who are always attentive, do not fight and do not complain. In interviews, children express a simple wish child that the school had toys. A school for children should be a place with its own characteristics: cheerful, lively, colorful, which included the same time, security and challenges. Children point to the hope that the course of action the teacher was guided by respect their differences in a more emotional, especially with regard to issues of authority and discipline of the group. The most important learning is for all subjects learning to read / write, differing in the idea of how to learn. Unfortunately, for some students, learning reading and writing appears as a difficult and enjoyable process is not perceived by some subjects up to recognize the instrumental writing. Finally, we point to the actors of the school to launch a more accurate to say that the children and how to outline your main locus of learning / O texto tem como finalidade discutir a problem?tica que assim se configura: Quais as concep??es de crian?as da escola p?blica acerca do seu direito ao Ensino Fundamental, como etapa obrigat?ria da Educa??o B?sica? Que avalia??es s?o feitas pelas crian?as sobre a escola de Ensino Fundamental, em termos de sua estrutura, pr?tica pedag?gica e aquisi??es proporcionadas aos seus usu?rios, notadamente no que tange ? alfabetiza??o? Visando responder essas quest?es, realizamos, no ?mbito da pesquisa qualitativa, um estudo de caso com vinte crian?as dos anos iniciais do Ensino Fundamental da escola p?blica, sendo dez da Escola Mauricio de Sousa e dez crian?as da Escola Monteiro Lobato. Como procedimentos de constru??o dos dados, trabalhamos com a observa??o, a entrevista semi-diretiva, o question?rio e a an?lise documental. Na an?lise dos dados, emergiram duas categorias: Direito ? educa??o e Escola para crian?as. A primeira focaliza o que pensam as crian?as sobre a garantia legal de frequentar uma escola, na busca de entender se elas compreendem o espa?o educativo como um direito e se relacionam o que diz a lei e a realidade da qual participam. J? a categoria Escola para crian?as inclui suas finalidades, caracter?sticas, espa?o alfabetizador e a sua rela??o com a professora. Nesse sentido, tecemos coment?rios, tendo como eixo fundante a fala das crian?as no seu contexto escolar, procurando entender como estas percebem a escola, em termos de sua estrutura e funcionamento, as rela??es com o conhecimento e com as outras crian?as. No que se refere aos direitos infantis, a valoriza??o da inf?ncia brasileira deveria ser a base de luta por uma sociedade mais justa, democr?tica, n?o discriminat?ria. No entanto, as crian?as demonstram n?o reconhecerem a educa??o como um direito, mas como um m?rito a quem merece, ou seja, aquelas crian?as que est?o sempre atentas, n?o brigam e n?o reclamam. Nas entrevistas, as crian?as expressam o simples desejo infantil de que a escola tivesse brinquedos. Uma escola para crian?as deveria ser um local com caracter?sticas pr?prias: alegre, vivo, colorido, que inclu?sse ao mesmo tempo, seguran?a e desafios. As crian?as apontam para o desejo de que a forma de agir da professora estivesse pautada no respeito as suas diferen?as, em uma rela??o mais afetiva, especialmente, no que se refere ?s quest?es de autoridade e disciplina do grupo. A aprendizagem mais importante ? para todos os sujeitos a aprendizagem da leitura/escrita, diferindo quanto ? ideia de como se aprende. Infelizmente, para alguns alunos, a aprendizagem da leitura e da escrita aparece como uma tarefa dif?cil e o processo prazeroso n?o ? percebido por alguns sujeitos que, no m?ximo, reconhecem o valor instrumental da escrita. Para finalizar, alertamos os atores da din?mica escolar a lan?arem um olhar mais acurado para o que dizem as crian?as e como delineiam o seu l?cus principal de aprendizagem

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-07-11T19:38:20Z No. of bitstreams: 1 2015 - Renato dos Santos Gomes.pdf: 4092434 bytes, checksum: 55e757120f56d5d9d14d2fe2f6f66ae1 (MD5) / Made available in DSpace on 2017-07-11T19:38:20Z (GMT). No. of bitstreams: 1 2015 - Renato dos Santos Gomes.pdf: 4092434 bytes, checksum: 55e757120f56d5d9d14d2fe2f6f66ae1 (MD5) Previous issue date: 2015-03-31 / This has as main objective to identify whether the curricula, methodologies and school research organization are appropriate to the reality of rural education in two schools in the city of Nova Igua?u. Furthermore, it sought to draw a profile of managers, communities and the schools surveyed to verify the applicability of targeted educational policies for pupils entered this school model. Regarding the performance of the managers, the analysis also addressed the Statute of Children and Adolescents, checking through interviews, their employment in the educational routine. In addition, we attemped to, within the curriculum of the schools of the field, their real commitment, regarding the Statute of Children and Adolescents in Article 53, by teachers, administrators and school community. The training and the level of knowledge of teachers on the ECA, as well compliance in schools also will be investigated. / A presente pesquisa tem como objetivo geral identificar se os conte?dos curriculares, metodologias e a organiza??o escolar s?o apropriados ? realidade da educa??o do campo de duas escolas p?blicas do munic?pio de Nova Igua?u. Al?m disso, buscou-se tra?ar um perfil das comunidades e das escolas pesquisadas para verificar a aplicabilidade das pol?ticas educacionais voltadas para alunos inseridos nesse modelo de escola. Em rela??o ? atua??o dos gestores, a an?lise tamb?m abordou o Estatuto da Crian?a e do Adolescente, verificando, por meio de entrevistas, sua empregabilidade no cotidiano educacional. Al?m disso, buscou-se, no seio da matriz curricular das escolas do campo, o seu real compromisso, no que tange o Estatuto da Crian?a e do Adolescente em seu artigo 53, por parte dos professores, gestores e comunidade escolar. A forma??o e o grau de conhecimento dos professores sobre o ECA, assim como seu cumprimento nas escolas investigadas tamb?m ser?o objetos de estudo dessa pesquisa.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2016-03-11T23:37:11Z No. of bitstreams: 1 DISSERTA??O PARA IMPRESS?O FINAL ok ok.pdf: 2589299 bytes, checksum: 573c219c3a099ff4c7bddc4944c0ef5a (MD5) / Made available in DSpace on 2016-03-11T23:37:11Z (GMT). No. of bitstreams: 1 DISSERTA??O PARA IMPRESS?O FINAL ok ok.pdf: 2589299 bytes, checksum: 573c219c3a099ff4c7bddc4944c0ef5a (MD5) Previous issue date: 2015-09-30 / The inclusive education policy results of any global and national movements oriented what is subscribed in the legal basis of human rights. In Brazil, it has been gaining space and supporters in research field and practices in the last two decades, in order of minimize and overcome the barriers imposed by the society throughout the history and faced by the people with disabilities and their family. The Brazilian counties had access to principles of this policy through of Program of Inclusive Education: Diversity Right, instrument used by the Ministry of Education for guide in the transformation of the teaching systems In this sense, this research has it a central issue how it gave the implantation of the Policy of Especial Education in the Perspective of the Inclusive Education (PNEE-EI) in the county of Tucano-Bahia in the period from 2005 to 2012 and as general objective analyze the process of the implantation of this same policy in the Municipal Department/Network of Education in Tucano-BA. The methodological path adopted was based on the Policies Cycle approach, allowing what the object was understood from the three primary contexts indicated: influence, text production and practice. Of qualitative character, this research show the case study about the implantation of Special Education Policy on the Education Inclusive Perspective in the Municipality of Tucano, whose data were produced through of the documentary research, focus group, semi-structured interview, questionnaire, being the data analysis supported on the content analysis. The studies revealed the existence of Inclusive Education Policy in progress in Tucano-BA, unleashed by accession of the county to Program of Inclusive Education: Diversity Right, in 2005 and, although it is not yet documented in the municipal scope, has followed the PNEE-EI's guidance, of 2008, changing, therefore, the history of Especial Education and regular local education. They was indicated as main difficulties the teachers' resistances in receive the students with disabilities in regular classrooms, parents of children and adolescents with disabilities in take them for the common schools and, mostly, of Apae, that was the single Especial Education institution in the county and, in that context, expressed contrary to this policy. In respect of to the proposed nationally and the implemented in Tucano, it was checked that happened advances in the formation of managers and teachers, in the realization of the Educational Service Specialist (ESS), the inter sectoral actions, accessibility, family participation, continuing education, but that such advances are still shy for the county's demand. / A pol?tica de Educa??o Inclusiva resulta de v?rios movimentos mundiais e nacionais orientados no que est? inscrito na base legal dos direitos humanos. No Brasil, foi ganhando espa?os e adeptos no campo da pesquisa e das pr?ticas nas duas ?ltimas d?cadas a fim de minimizar e superar as barreiras impostas pela sociedade ao longo da hist?ria e enfrentadas pelas pessoas com defici?ncia e suas fam?lias. Os munic?pios brasileiros tiveram acesso aos princ?pios dessa pol?tica por meio do Programa Educa??o Inclusiva: Direito ? Diversidade, intrumento utilizado pelo Minist?rio da Educa??o para orientar na transforma??o dos sistemas de ensino. Nesse sentido, esta pesquisa tem como quest?o central como se deu a implanta??o da Pol?tica de Educa??o Especial na Perspectiva da Educa??o Inclusiva (PNEE-EI) no munic?pio de Tucano-Bahia, no per?odo de 2005 a 2012 e como objetivo geral analisar o processo de implanta??o dessa mesma pol?tica na Rede Municipal de Educa??o de Tucano-BA. O percurso metodol?gico adotado fundamentou-se na abordagem do Ciclo de Pol?ticas, permitindo que o objeto fosse compreendido a partir dos tr?s contextos prim?rios indicados: o de influ?ncia, o de produ??o do texto e o da pr?tica. De car?ter qualitativo, esta investiga??o apresenta o estudo de caso sobre a implanta??o da Pol?tica de Educa??o Especial na Perspectiva da Educa??o Inclusiva no munic?pio de Tucano, cujos dados foram produzidos por meio de pesquisa documental, grupo focal, entrevista semiestruturada, question?rio, sendo a an?lise dos dados apoiada na an?lise de conte?dos. Os estudos revelaram que existe uma Pol?tica de Educa??o Inclusiva em andamento em Tucano/BA, desencadeada pela ades?o do munic?pio ao Programa Educa??o Inclusiva: Direito ? Diversidade, em 2005 e, embora ainda n?o esteja documentada no ?mbito municipal, vem seguindo as orienta??es da PNEE-EI, de 2008, alterando, portanto, a hist?ria da Educa??o Especial e da educa??o regular local. Foram indicadas como principais dificuldades a resist?ncia de professores em receber os alunos com defici?ncia nas salas de aulas regulares, dos pais das crian?as e adolescentes com defici?ncia, em lev?-las para as escolas comuns e, principalmente, da Apae, que era a ?nica institui??o de Educa??o Especial no munic?pio e, naquele contexto, manifestou-se contr?ria ? essa pol?tica. No que diz respeito ao proposto nacionalmente e o executado em Tucano, verificou-se que houve avan?os na forma??o de gestores e professores, na efetiva??o do Atendimento Educacional Especializado (AEE), nas a??es intersetorias, acessibilidade, participa??o da fam?lia, continuidade da escolariza??o, mas que tais avan?os ainda s?o t?midos para a demanda do munic?pio.

Submitted by Jadson Francisco de Jesus SILVA (jadson@uefs.br) on 2018-01-26T22:13:09Z No. of bitstreams: 1 DISSERTA??O de Diego Bruno de Souza Pires - Mestrado em EDUCA??O - UEFS.pdf: 1389424 bytes, checksum: 422a49b848bb4125c5c8f71f3b3e05b0 (MD5) / Made available in DSpace on 2018-01-26T22:13:09Z (GMT). No. of bitstreams: 1 DISSERTA??O de Diego Bruno de Souza Pires - Mestrado em EDUCA??O - UEFS.pdf: 1389424 bytes, checksum: 422a49b848bb4125c5c8f71f3b3e05b0 (MD5) Previous issue date: 2017-07-20 / This research deals with judicialization of education, highlighting the characteristics of academic productions produced by postgraduate programs in Brazil from 2000 to 2010, and the perspectives to understand this phenomenon, especially for the feasibility of the right to education. Thus, we aim to analyze - in a systematic way - the academic productions about the judicialization of education produced by the postgraduate programs in education in Brazil and to qualify the possible changes in the focuses and dimensions of these productions in the period from 2000 to 2010, as well as mapping these productions to characterize their directions and understanding to the possible contributions to the constitution of educational policies. This is a qualitative study of the state of knowledge and, therefore, seeks to apprehend the tendencies in academic production based on thematic categories, exploring the repertoire of the selected texts, their argumentative characteristics, theoretical and methodological options and context. It has as a north a historical understanding of the right to education, from the understanding brought by Norberto Bobbio. In this approach, the right to education, the Judicialization and the Reservation of the possible were chosen as categories of analysis. In the analyzed productions the diversity of dimensions and terminologies are perceived, defending the judicialization as an instrument that imposed access to school, but, at the same time, it has become a phenomenon that for some time has extrapolated this limit, to cover thematic and diverse approaches such as the quality of education and education, and also to stimulate fronts of interventions such as supervising, interfering and formulating public policies and, in some cases, controlling didactics and school pedagogy, mitigating executive skills. / Esta pesquisa p?e em relevo o tema da judicializa??o da educa??o, tomando como quest?o as caracter?sticas das produ??es acad?micas sobre a judicializa??o da educa??o produzidas pelos programas de p?s-gradua??o em educa??o no Brasil, no per?odo de 2000 a 2010, e as perspectivas que elas aportam para o entendimento desse fen?meno, especialmente para a exequibilidade do direito ? educa??o. Com isso, temos o objetivo de analisar - de forma sistem?tica - as produ??es acad?micas sobre a judicializa??o da educa??o produzidas pelos programas de p?s-gradua??o em educa??o no Brasil e qualificar as poss?veis mudan?as nos enfoques e dimens?es dessa produ??o no per?odo de 2000 a 2010, bem como fazer um mapeamento dessas produ??es no sentido de caracterizar seus direcionamentos e compreender suas poss?veis contribui??es para a constitui??o da ?rea de pol?ticas educacionais. Trata-se de um estudo de natureza qualitativa, do tipo estado de conhecimento e que, portanto, busca apreender as tend?ncias na produ??o acad?mica baseando-se em categorias tem?ticas, explorando o repert?rio dos textos selecionados, suas caracter?sticas argumentativas, op??es te?rico-metodol?gicas e o contexto circunstanciado. Tem-se como norte uma compreens?o hist?rica do direito ? educa??o, a partir do entendimento trazido por Norberto Bobbio. Neste enfoque, elegeu-se como categorias de an?lise o Direito ? educa??o, a Judicializa??o e a Reserva do poss?vel. Nas produ??es analisadas se faz percept?vel a diversidade de dimens?es e terminologias, defendendo a judicializa??o como um instrumento que impunha o acesso a escola, mas, ao mesmo tempo tem se constituindo em um fen?meno que j? h? algum tempo extrapolou esse limite, passando a abranger tem?ticas e enfoques variados, tais como a qualidade do ensino e da educa??o, passando tamb?m a estimular frentes de interven??es tais como fiscalizar, interferir e formular as pol?ticas p?blicas e, em alguns casos, controlar a did?tica e a pedagogia escolar, mitigando as compet?ncias executivas.

Made available in DSpace on 2014-12-17T14:36:32Z (GMT). No. of bitstreams: 1 ErikaSO_DISSERT.pdf: 1155396 bytes, checksum: 72c73c5af09a1f63fe381e0f8f3e9015 (MD5) Previous issue date: 2011-06-06 / A mid the many transformations and advances that the contemporary society is going through, the right to education is a topic that does not end and becomes increasingly present, given the urgency of including students with disabilities in education. Given this new reality, schools are challenged to receive them with quality, and implement actions that promote favorable conditions for their development at school. Accordingly, it is fundamental the organizational restructuring of education to meet the specific needs of students. Thus, it is imperative that educational institutions defining the type of person who intend to form and the society proposing to build. These are aspects that precede any question, since the knowledge covered in the curriculum will contribute directly to the creation of human beings are involved there. Based on this theme, this assignment reports aspects of a survey of a local public school, located in Natal/RN, which deals with the analysis of the curriculum and its implementation in teaching practice in the classroom, before the inclusion of students with disabilities intellectual. Thus, to undertake a study of case with five professionals at school, involving documentary analysis and observation of the curriculum of the pedagogical practice of teachers in the classroom, as well as conducting an interview with all stakeholders. To this end, the data analyzed shows that, although the right of citizens with disabilities is guaranteed by constitutional law, the school, locus of this study, have not realized the extent of conquest. Does not recognize the fact of being in school and learn together with others is also a right of persons with disabilities. Thus, while your resume is to present a progressive vision, believed to be open, concerned with the selection and organization of content, with flexibility in defining the goals, with the search for diversification of the procedures adopted, as well as the planning activities teaching and learning based on the level of student learning, this is not effective in teaching practice, either through ignorance of the guidelines defined either by lack of knowledge about the proposal and an inclusive curriculum can provide answers to all educational students, including those with intellectual disability / Em meio ?s diversas transforma??es e aos avan?os pelos quais a sociedade contempor?nea vem passando, o direito ? educa??o ? um tema que n?o se esgota e se torna cada vez mais atual, diante da urg?ncia da inclus?o de alunos com defici?ncia no meio educativo. Diante dessa nova realidade, as escolas s?o desafiadas a receb?-los com qualidade, e implementar a??es capazes de promover condi??es favor?veis ao seu desenvolvimento no cotidiano escolar. Nesse sentido, torna-se fundamental a reestrutura??o organizacional do ensino para atender ?s especificidades dos alunos. Assim, ? imprescind?vel que as institui??es educativas definam o tipo de sujeito que pretendem formar e a sociedade que prop?em construir. Estes s?o aspectos que precedem toda e qualquer quest?o, uma vez que o conhecimento contemplado no curr?culo contribuir? diretamente com a constitui??o dos seres humanos que ali est?o envolvidos. Com base nesse tema, este trabalho registra aspectos de uma pesquisa realizada em uma escola p?blica municipal, localizada em Natal/RN, o qual aborda a an?lise do curr?culo e sua operacionaliza??o na pr?tica pedag?gica da sala de aula, diante da inclus?o de alunos com defici?ncia intelectual. Assim, empreende-se um estudo de caso com cinco profissionais da escola, envolvendo an?lise documental do curr?culo e observa??o da pr?tica pedag?gica do professor em sala de aula, bem como a realiza??o de uma entrevista com todos os segmentos envolvidos. Para tanto, os dados analisados evidenciam que, embora o direito dos cidad?os com defici?ncia seja garantido por lei constitucional, a escola, locus desse estudo, ainda n?o percebeu a dimens?o dessa conquista. N?o reconhece que o fato de estar na escola e aprender junto com os outros ? um direito tamb?m das pessoas com defici?ncia. Sendo assim, embora o seu curr?culo se apresente numa vis?o progressista, tido como aberto, preocupado com a sele??o e organiza??o dos conte?dos, com a flexibilidade na defini??o dos objetivos, com a busca pela diversifica??o dos procedimentos adotados, bem como com o planejamento das atividades de ensinoaprendizagem com base no n?vel de aprendizagem dos alunos, este n?o se efetiva na pr?tica pedag?gica, seja por desconhecimento das diretrizes definidas, seja por falta de conhecimento te?rico acerca da proposta inclusiva e de um curr?culo capaz de oferecer respostas educativas a todos os alunos, inclusive aqueles que apresentam defici?ncia intelectual