Made available in DSpace on 2016-04-04T18:32:34Z (GMT). No. of bitstreams: 1 Sonia Ap dos Santos.pdf: 733974 bytes, checksum: f9bb30045475c976dc031cc6c53def17 (MD5) Previous issue date: 2007-03-20 / The present work follows the line of research: University, Teaching and Education of Teachers . Our focus of interest is to discuss the development of competence in the undergraduate course of Nursing, including ethical-policy aspects. Its objective is to get to know how nursing teachers in the undergraduate Nursing course who teach diverse subjects identify and take into account the competence that includes the ethics and policies of the future Nurse. We take as a presupposition competence with a dual meaning: technical and policy. Furthermore, we consider that the mediation between the technical and policies is ethics. The theoretical reference that was the basis of this study took the approach of the involvement of Nursing in Brazilian public health policies, recalling the history of Nursing, the expansion of higher education in Brazil and the organization of the actual Brazilian health system, besides ethical and policy aspects. We opted for a qualitative approach in the treatment, analysis and interpretation of data. The instrument used for collecting data was a questionnaire composed of closed questions to identify the profile of the participants and open ones for specific questions concerning the theme. We sent forty-one questionnaires to student nurses of the undergraduate Nursing course in four institutions of higher learning in the State of S?o Paulo. Twenty-three (56%) student nurses answered. In their answers they presented significant contributions by clearly expressing the way they saw the health profession, especially the Nurse, and their contribution for developing this competence. We observed the need for the professional practice of the Nurse to be permeated with more explicit values in the promotion of the ethical-policy awareness of the future Nurse in the search of new horizons that attend better the needs of the actual Brazilian health system. / O presente trabalho est? inserido na linha de pesquisa: Universidade, Doc?ncia e Forma??o de Professores . Nosso foco de interesse ? discutir o desenvolvimento das compet?ncias na gradua??o em enfermagem, abrangendo os aspectos ?tico-pol?ticos. Tem como objetivo conhecer como docentes enfermeiros da gradua??o em Enfermagem, atuantes nas mais diversas disciplinas, identificam e levam em conta a compet?ncia numa abrang?ncia ?tica e pol?tica do futuro Enfermeiro. Tomamos por pressuposto a compet?ncia com dupla significa??o: t?cnica e pol?tica. Consideramos, ainda, que a media??o entre o t?cnico e o pol?tico ? a ?tica. O referencial te?rico que embasou este estudo abordou o envolvimento da enfermagem nas pol?ticas p?blicas de sa?de no Brasil, recuperando a hist?ria da Enfermagem, da expans?o do Ensino Superior no Brasil e da organiza??o do atual Sistema de Sa?de brasileiro, al?m dos aspectos ?ticos e pol?ticos. Optamos por uma abordagem qualitativa para tratamento, an?lise e interpreta??o dos dados. O instrumento de coleta dos dados foi um question?rio, composto por quest?es fechadas para identificar o perfil dos participantes e abertas para quest?es espec?ficas da tem?tica. Enviamos quarenta e um question?rios a docentes enfermeiros, integrantes dos cursos de gradua??o em Enfermagem de quatro Institutos de Ensino Superior - IES - do interior do Estado de S?o Paulo: responderam o question?rio vinte e tr?s (56%) docentes enfermeiros, que apresentaram nas suas manifesta??es contribui??es significativas por expressarem claramente a sua forma de ver o profissional de sa?de, em especial o Enfermeiro, e sua contribui??o para o desenvolvimento desta compet?ncia. Evidenciamos a necessidade de que a pr?xis profissional do Enfermeiro seja permeada de valores a serem melhor explicitados, visando ? conscientiza??o ?tico-pol?tica do futuro Enfermeiro, na busca de novos horizontes que venham a atender melhor as necessidades do atual Sistema de Sa?de brasileiro.

Made available in DSpace on 2016-04-04T18:32:44Z (GMT). No. of bitstreams: 1 ACACIO SILVEIRA FRANCA.pdf: 776670 bytes, checksum: a2c857eec1b75e9e63b1b38b3039244c (MD5) Previous issue date: 2008-02-27 / The purpose of the present research is to make a critical analysis of the educator s role considering the use of information and communication technologies in the current educational context. Interviews were carried out so as to support this study and to understand the vision of researchers who have published several papers or done researches on the theme. It is, in fact, part of the line of research University, Docency and Teachers development of the Post-Graduate Program Stricto Sensu in Education of PUC-Campinas. The methodology applied follows a qualitative approach and encompasses a vast bibliography on the topic and semi-structured interviews. Our objective with the interviews was to obtain a basis for the discussion of activities concerning the Educator s role before information and communication technologies, seeking to identify the need that teachers development courses have for providing opportunities for work, reflection and orientation to future educators envisaging the insertion of information and communication technologies in Education, within a tendency to revalue and give a new meaning to the docent s work viewing the educator as an essential figure in the learning and teaching process. / Esta pesquisa tem por finalidade fazer uma an?lise cr?tica sobre a atividade docente diante do uso das tecnologias de informa??o e comunica??o e do contexto educacional atual. Para subsidiar o estudo foram realizadas entrevistas com o prop?sito de conhecermos a vis?o de pesquisadores que possuem publica??es ou pesquisas relacionadas ao tema. Trata-se de um estudo que est? inserido na linha de pesquisa Universidade, Doc?ncia e Forma??o de Professores do programa de P?s-Gradua??o em Educa??o da PUC-Campinas. A metodologia utilizada foi de uma abordagem qualitativa, e reuniu um estudo bibliogr?fico sobre o tema e a realiza??o de entrevistas semi-estruturadas. Pretendeu-se, com as entrevistas, obter base para discutir as atividades docentes frente ?s tecnologias de informa??o e comunica??o, tendo como objetivo identificar a necessidade de que os cursos de forma??o de professores devem propiciar um espa?o de trabalho, de reflex?o e de orienta??o aos futuros docentes com vistas ? inser??o das tecnologias de informa??o e comunica??o na Educa??o, dentro de uma perspectiva de revalorizar e ressignificar a atividade docente, considerando o papel do professor como presen?a imprescind?vel no processo de ensino e de aprendizagem.

Made available in DSpace on 2016-04-04T18:32:48Z (GMT). No. of bitstreams: 1 Ana Lucia Magano Henriques.pdf: 3712658 bytes, checksum: 881efbf8b68d9775831bbd1ef69257a6 (MD5) Previous issue date: 2009-03-09 / This research has the critics and revision that are being proposed to the Law school as its tool. Its objective is the teacher's conception, what they think about such critics and innovation. That way, this essay tries to understand the process of appropriation of academic knowledge in the jurisdiction of Law; inquiry if this knowledge is the result of a dialog of science and social reality, materialized in the economical politics and educational guidelines, and what are its interests and such dialog has supported and directed the Law school. Through this essay I also intend to detail which is the knowledge in law that the reality demands nowadays. While writing I researched what is the origin and development of the Law School and how it reflects in the history of our country and also what were the guidelines adopted in the academic life. Great names in Academics were interviewed and such interviews were supported by a written study that involved the areas of Law school and the teacher's development. Considering the data that resulted from such interviews and based on the theory adopted as a reference there are some propositions that can be used o face and overcome the issues presented. Among them we point out the proposal of adopting the pedagogical pratices that urges the sense of curiosity as this one inspires reflexation and shows itself loose as it allows and stimulates the student to be the leader of its own development. In this kind of method we don't waste the knowledge shared by the student and such knowledge is used as a starting point (or link) to the knowledge of Law. The teachers' attitude that becomes aware of the acquisition of such knowledge rejects the dogmatic knowledge so called arrogant by the interviewed teachers. From these reflections my intention is to contribute to the formation of more critic professionals of Law capable of acting in an effective and transforming way in this reality that we live in. / A presente pesquisa tem como problema as cr?ticas e as propostas de revis?o que est?o sendo feitas ao ensino do Direito. Tem como seu objeto as concep??es de professores da ?rea, ou seja, o que pensam eles sobre tais cr?ticas e inova??es. Dessa forma, o presente trabalho busca compreender o processo de apropria??o do conhecimento acad?mico na ?rea do Direito, inquirir se esse saber resulta do di?logo entre ci?ncia e realidade social e quais interesses, consubstanciados nas pol?ticas econ?micas e educacionais, t?m embasado e direcionado o ensino do Direito. Tem como objetivo, ainda, evidenciar qual seja o saber jur?dico que a realidade atual exige. No seu desenvolvimento, comportou revis?o bibliogr?fica sobre a origem e o desenvolvimento do ensino jur?dico e como este reflete a hist?ria do pa?s e as pol?ticas adotadas no ensino superior. Sustentadas por revis?o bibliogr?fica que abrangeu as ?reas do ensino jur?dico e da forma??o docente, entrevistas semi-estruturadas foram realizadas junto a professores de grande express?o na ?rea do Direito. A partir da an?lise dos dados obtidos e com suporte nos referenciais te?ricos adotados, apresentam-se algumas proposi??es para o enfrentamento e supera??o dos problemas apontados. Dentre elas, destacamos a proposta de ado??o de pr?tica pedag?gica que instigue a curiosidade epistemol?gica, pois esta provoca reflex?o e se revela emancipat?ria uma vez que permite e estimula o discente a ser sujeito da sua pr?pria forma??o. Nesse tipo de pr?tica n?o se desperdi?a o conhecimento trazido pelo estudante; o conhecimento que traz ? usado como ponto de partida (ou ponte de travessia) para o conhecimento jur?dico. A atitude docente que se conscientiza da import?ncia da aquisi??o de conhecimento contextualizado rejeita o conhecimento dogm?tico, chamado de arrogante pelos professores entrevistados. A partir dessas reflex?es, o que se almeja ? contribuir para a forma??o de profissionais do Direito mais cr?ticos e aptos a atuar de forma efetiva e transformadora sobre a realidade na qual se inserem.

Made available in DSpace on 2016-04-04T18:32:59Z (GMT). No. of bitstreams: 1 Waggnoor Macieira Kettle.pdf: 376650 bytes, checksum: e8e92abec3cefb45bf27f9bea4d493b0 (MD5) Previous issue date: 2004-12-06 / This study, related to the research area of University, Docency and Education Teaching , tries to emphasize the importance of the educational planning to the improvement of the teaching/learning process. The purpose of this work is to find out the planning conceptions of teachers of Basic/Introductory Accounting who teach in Accounting Programs in the metropolitan area of Campinas, S?o Paulo, and relate these conceptions to the decision making on the teaching plan components. By analysing the professors speech collected through interviews, it is intended to know teachers and students profile and the discipline. The choice of the topic was due first to the importance of the quality in accounting education, as well as to the relevance of the reaching of Basic/Introductory Accounting for the development of future accountants. The results of the investigation point out the need of interaction among teachers in order to make the individual planning something shared and solution provider, not only for the teacher of the discipline but also for the course context, in the light of the esablished project. In conclusion, the investigation intends to controbute to all those who are involved in the teaching planning, by and large, specifically to those involved in the Basic/Introductory Accounting planning in Accounting Programs of Studies, by making suggestions to each one of the groups involved in the planning: institutions, principals and coordinators; teachers and students. By promoting a reflection on the idea of planning to what and to whom , it is intended to recover the real meaning of the educational planning, breaking up the red tape which has distinguished it, and offering information in order for the planning to play its part in promoting the teaching quality. / Este estudo que se insere na linha de pesquisa Doc?ncia em Institui??es de Ensino Superior busca real?ar a import?ncia do planejamento educacional para o aprimoramento do processo ensino-aprendizagem. O trabalho tem como objetivo conhecer as concep??es de planejamento dos docentes de Contabilidade B?sica/Introdut?ria atuantes em cursos de Ci?ncias Cont?beis da Regi?o Metropolitana de Campinas, SP e vincular estas concep??es ?s decis?es que influenciam os componentes do plano de ensino. Atrav?s da an?lise das falas captadas por meio de entrevistas pretende-se ainda conhecer o perfil dos docentes, dos discentes e da disciplina. A escolha desse enfoque justifica-se, inicialmente, pela import?ncia da qualidade na educa??o cont?bil, bem como pela relev?ncia do ensino da Contabilidade B?sica/Introdut?ria para a forma??o dos futuros contadores. S?o encontrados como resultados dessa investiga??o a necessidade da intera??o entre os docentes no sentido de fazer do planejamento individual, algo compartilhado e provedor de solu??es, n?o apenas para o professor da disciplina, mas para o contexto do curso ? luz do projeto pedag?gico institu?do. Finalizando, a pesquisa se prop?e a contribuir com todos que se envolvem, direta ou indiretamente, com o planejamento do ensino de uma forma geral, mas especialmente, com o planejamento da Contabilidade B?sica/Introdut?ria, em cursos de Ci?ncias Cont?beis, ao apresentar sugest?es a cada um dos grupos envolvidos no planejamento: institui??es, diretores e coordenadores, professores e alunos. Ao promover uma reflex?o sobre a id?ia de planejamento a servi?o de qu? e de quem? objetiva-se recuperar o verdadeiro sentido do planejamento educacional rompendo com a marca burocr?tica que o tem caracterizado e oferecendo subs?dios para que o planejamento possa ocupar seu papel promotor de qualidade do ensino.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-09-29T12:47:21Z No. of bitstreams: 1 475294 Texto Completo.pdf: 464099 bytes, checksum: c6f76c53326c7e19ac140caa146b2d37 (MD5) / Made available in DSpace on 2015-09-29T12:47:21Z (GMT). No. of bitstreams: 1 475294 Texto Completo.pdf: 464099 bytes, checksum: c6f76c53326c7e19ac140caa146b2d37 (MD5) Previous issue date: 2015-04-14 / This Master?s thesis has as its theme the continued education of teachers and presents the results of a research involving four public school teachers of Basic Education, acting as supervisors in the Chemistry subproject of the Teacher Training Scholarship Program (PIBID) of the Pontifical Catholic University of Rio Grande do Sul (PUCRS). By investigating the perceptions of the supervising teachers, this study aims to understand the impact of the interaction between the university and the school provided by PIBID in the continued formation of the supervisors of the field of Chemistry at PUCRS. Data were collected through semi-structured interviews, recorded in audio and transcribed faithfully, which were analyzed using Discursive Textual Analysis (DTA). The results showed categories organized in order to meet the specific objectives of this research, indicating that the university-school interactions experienced in PIBID originate in the two program's operational centers, in which the university and school work together in the elaboration of actions, starting with the actions of the group of participants that make up the subproject, the area coordinator, PIBID students from universities and supervisors working in schools.Concerning the subproject, the supervisors experience an environment of interaction fomented by the program Educating Through Research (EPP) where they are invited to exchange experiences, to develop an autonomous and critical view about their practice, to participate in the elaboration of actions using different teaching strategies, thus guiding the PIBID students and acting as co-supervisors together with the university, while getting closer to the academy, becoming familiar with academic theories and attending conferences as spectators or authors of their own researches. Some of the progresses observed are the support given to the teaching practice of the supervisor and to the participation in training environments in groups based on their practice, enabling the participants to share experiences, bringing together universities and schools and promoting professional development. The obstacles faced are based on the difficult work of the supervisors as intermediaries of the university in the schools where they work. The dedication of the PIBID students has also been noted, as was the transposition of the learning experienced to classroom activities. / A presente disserta??o tem como tema a forma??o continuada de professores e apresenta resultados de uma pesquisa envolvendo quatro professores da rede p?blica de Educa??o B?sica, atuantes como supervisores no subprojeto de Qu?mica doPrograma de Bolsas de Inicia??o ? Doc?ncia (PIBID)da Pontif?cia Universidade Cat?lica do Rio Grande do Sul (PUCRS). Investigando as percep??es dos professores supervisores,este trabalho tem como objetivo compreender o impacto da intera??o entre a universidade e a escola proporcionada pelo PIBID na forma??o continuada dos supervisores da ?rea de Qu?mica da PUCRS. Os dados foram coletados por meio de entrevistas semiestruturadas, gravadas em ?udio e transcritas fidedignamente, os quais foram analisados por meio da An?lise Textual Discursiva (ATD). Como resultados surgiram categorias organizadas com o intuito de responder os objetivos espec?ficos desta pesquisa,apontando que as intera??es universidade escola vivenciadas no PIBID se originam nos dois polos de atua??o do programa, no qual a universidade e escola trabalham juntas na constru??o das a??es, partindo das a??es do grupo de participantes que comp?e o subprojeto, coordenador de ?rea, pibidianos, provenientes das universidades e supervisores, atuantes nas escolas.No ?mbito do subprojeto os supervisores vivenciam um ambiente de intera??o fomentado pelo Educar Pela Pesquisa (EPP) onde s?o convidados a trocar experi?ncias, desenvolver autonomia e criticidade sobre sua pr?tica, participam da constru??o de a??es utilizando diferentes estrat?gias de ensino, orientam os pibidianos, atuando como co-formador em conjunto com a universidade e aproximam-se da academia, familiarizando-se com teorias acad?micas, participando de congressos como expectadores ou autores de suas pr?prias pesquisas. Como avan?os s?o apontados o apoio ? pr?tica pedag?gica do supervisor, ? participa??o de ambientes de forma??o em grupo baseados em sua pr?tica, possibilitando troca de experi?ncias entre os participantes, aproxima??o entre a universidade e as escolas e valoriza??o profissional. Os obst?culos apontados baseiam-se na dif?cil atua??o do supervisor como intermediador da universidade nas escolas onde trabalham; dedica??o dos pibidianos e na transposi??o das aprendizagens vivenciadas para as atividades realizadas em sua sala de aula.

Submitted by Natalie Mendes (nataliermendes@gmail.com) on 2015-07-29T00:42:57Z No. of bitstreams: 1 MARTA FRAN?A.pdf: 1192952 bytes, checksum: f47af7aa471e427e047934c098b7cce0 (MD5) / Made available in DSpace on 2015-07-29T00:42:57Z (GMT). No. of bitstreams: 1 MARTA FRAN?A.pdf: 1192952 bytes, checksum: f47af7aa471e427e047934c098b7cce0 (MD5) Previous issue date: 2014-12-19 / This present essay has as objective to know how teachers and graduated in Nursing which haven?t graduated or a preparation course to be a teacher in nursing area, see and mean the teaching work in private college education. In this perspective, the guiding issue of our work was elaborated as following: As the nurse-teachers of a private college mean the teaching in higher education and in how do these issues reach their pedagogic practices. The investigation sustained methodologically in the qualitative approach, supported by the Phenomenology field, using the Theory of Social Representations (MOSCOVICI, 2003) and the Analysis of the Context (BARDIN, 2001), supported by the epistemological presupposition of the emergent paradigm (BERHENS, 2003). The Locus of the research was a private College, addressed in Feira de Santana-BA. The subjects investigated were six (6) teachers, nursing graduates who teach in the Higher Education Institution. As instrument of the collect and production data was used the semi-structured interview. To line off our research object and dialogue about High Education Teaching in the private sector, we used as theoretical substantiation authors as: Dias Sobrinho (2009), Pimenta and Anastasiou (2011), Tardif (2007), Cunha (2009), and others. As results reached, after the interpretation of the thematic units, we analyzed that the teaching in High Education was awaken as a second profession, challenging them to use traditional practices of teaching. Moreover, the deponents assumed that the graduation and acting in Nursing have contributed to a more embodied practical. Although, they recognize the on-going educational practice are necessaries to re-elaborate their activities as professors. About the teaching knowledge, the majority of the researched professors pointed the experience knowledge, specific or subject ones while important in the teaching work as the same time they recognize the necessity of keeping a dialogic relationship with the students. On professional identity, the subjects bring the idea of an identity that goes through both professions. / A presente Disserta??o tem como objetivo conhecer como professores bachar?is em Enfermagem, que n?o tiveram forma??o para o trabalho docente, significam a doc?ncia na educa??o superior particular. Nessa perspectiva, a quest?o norteadora de nosso trabalho foi elaborada da seguinte maneira: Como os enfermeiros-professores de uma faculdade particular significam a doc?ncia no ensino superior e de que maneira esses sentidos mobilizam suas pr?ticas pedag?gicas? A investiga??o esteve amparada metodologicamente na abordagem qualitativa, situada no campo da Fenomenologia, utilizando-se de princ?pios da Teoria das Representa??es Sociais (MOSCOVICI, 2003) e da An?lise de Conte?do (BARDIN, 2001), fundamentados pelos pressupostos epistemol?gicos do paradigma emergente (BERHENS, 2003). O L?cus da pesquisa foi uma Faculdade particular, localizada em Feira de Santana-BA. Os sujeitos investigados constitu?ram-se em seis (6) professores, bachar?is em Enfermagem - que exercem a doc?ncia nessa institui??o de ensino superior. Como instrumento de coleta e produ??o de dados foi utilizada a entrevista semi-estruturada. Para demarcar o nosso objeto de pesquisa e dialogar sobre a Doc?ncia no Ensino Superior no setor privado, utilizamos como fundamenta??o te?rica autores, a exemplo de: Dias Sobrinho (2009), Pimenta e Anastasiou (2011), Tardif (2007), Cunha (2009), dentre outros. Como resultados alcan?ados, ap?s as interpreta??es das unidades tem?ticas, analisamos que a doc?ncia na educa??o superior foi despertada como uma segunda profiss?o, desafiando-lhes a utilizar pr?ticas tradicionais de ensino. Ademais, os depoentes afirmaram que a forma??o e atua??o em Enfermagem contribuem para um fazer docente mais consubstanciado. Por?m, reconhecem as pr?ticas formativas continuadas s?o necess?rias para reelaborarem suas atividades de professor. Quanto aos saberes da doc?ncia, a maioria dos pesquisados apontaram os saberes da experi?ncia, disciplinares e espec?ficos como importantes na pr?tica docente, enquanto que reconheceram a necessidade de manter uma rela??o dial?gica com os estudantes. No tocante a identidade profissional, os sujeitos trazem a ideia de uma identidade em movimento, um pertencimento dilu?do em ambas as profiss?es.

Linha de pesquisa: Educa??o, sujeitos, sociedade, hist?ria da educa??o e pol?ticas p?blicas educacionais. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-06-29T17:43:50Z No. of bitstreams: 2 mania_maristane_neves_silveira_maia.pdf: 4601270 bytes, checksum: 8e0fa46f8642d09112cbaea324bd9fdd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-07-03T14:02:16Z (GMT) No. of bitstreams: 2 mania_maristane_neves_silveira_maia.pdf: 4601270 bytes, checksum: 8e0fa46f8642d09112cbaea324bd9fdd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-07-03T14:02:16Z (GMT). No. of bitstreams: 2 mania_maristane_neves_silveira_maia.pdf: 4601270 bytes, checksum: 8e0fa46f8642d09112cbaea324bd9fdd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016 / Trata-se de uma investiga??o que tem como objeto de pesquisa o Programa Institucional de Bolsas de Incentivo ? Doc?ncia - PIBID - enquanto processo formativo de incentivo ? doc?ncia, desafios, possibilidades e contribui??es desse para os bolsistas do curso de Pedagogia da Universidade Federal dos Vales do Jequitinhonha e Mucuri - UFVJM, com sede na cidade de Diamantina, Minas Gerais, Brasil. Este trabalho vincula-se a linha de pesquisa "Educa??o, Sujeitos, Sociedade, Hist?ria da Educa??o e Pol?ticas P?blicas Educacionais" do Programa de Mestrado em Educa??o da UFVJM e tem como quest?o norteadora, o questionamento acerca dos desafios, possibilidades e contribui??es do PIBID em rela??o ao incentivo ? doc?ncia para o processo formativo do acad?mico do curso de Pedagogia da UFVJM. O objetivo geral ? analisar desafios, possibilidades e contribui??es do PIBID em rela??o ao incentivo ? doc?ncia para o processo formativo do acad?mico do curso de Pedagogia da UFVJM. A pesquisa constitui-se em um estudo de caso que articula os seguintes procedimentos metodol?gicos: pesquisa bibliogr?fica, documental e de campo de car?ter qualitativo e quantitativo. Os sujeitos colaboradores foram vinte e dois acad?micos e um professor coordenador do PIBID do curso de Pedagogia da UFVJM. Os instrumentos de coleta de dados foram o question?rio e a entrevista. Para a an?lise dos dados criou-se as seguintes categorias de an?lise: pol?ticas p?blicas; processo formativo; incentivo ? doc?ncia e contribui??es, possibilidade e desafios. A disserta??o est? organizada em seis cap?tulos. O primeiro apresenta a introdu??o, o segundo o percurso metodol?gico. O terceiro aborda as pol?ticas p?blicas para as licenciaturas: contexto hist?rico e legal, discutindo as pol?ticas p?blicas nos cursos de licenciatura e no contexto da forma??o de professores no Brasil, bem como a trajet?ria das licenciaturas em geral e do curso de Pedagogia da UFVJM trazendo tamb?m o perfil dos acad?micos bolsistas do PIBID. No quarto, cap?tulo discute-se o PIBID no curso de Pedagogia da UFVJM enquanto processo formativo, focando a an?lise nas narrativas dos alunos e da coordenadora do subprojeto da Pedagogia. Finalmente, no quinto cap?tulo o PIBID como incentivo ? doc?ncia desafios e possibilidades, concomitante as an?lises das narrativas dos sujeitos colaboradores. O estudo evidenciou o PIBID como um programa que, al?m de incentivar a doc?ncia, contribui para o processo formativo dos acad?micos do curso de Pedagogia/UFVJM. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016. / This is an investigation that has as a research subject the Institutional Scholarship Program for the Promotion of Teaching - PIBID while training process to encourage the teaching, challenges, opportunities and contributions that to the Faculty of Education of the fellows of the Federal University of Vales Jequitinhonha and Mucuri - UFVJM, based in the city of Diamantina, Minas Gerais, Brazil. This research is linked to research line "Education, Subjects, Society, History of Education and Educational Public Policy" Master's Program in Education UFVJM. The guiding question we have: what challenges, possibilities and PIBID contributions in relation to encouraging teaching to the educational process of the academic Pedagogy course of UFVJM. The general objective is to analyse the challenges, opportunities and contributions PIBID in relation to encouraging teaching to the educational process of the academic course of Pedagogy of UFVJM. The research is in a case study that articulates the following methodological procedures: bibliographical research, documentary and qualitative and quantitative field. The subjects were employees Subject employees: 22 (twenty two) students and one (01) PIBID teacher coordinator of the course of Pedagogy of UFVJM. data collection instruments were the questionnaire and interview. For the analysis of the data was created the following categories of analysis: public policy; training process; encouraging and teaching contributions, possibility and challenges. The dissertation is organized into four chapters. The first presents methodological approach. The second deals with public policies for degrees: historical and legal context, addressing public policy for undergraduate programs and in the context of teacher education in Brazil, as well as the trajectory of the degrees in general and UFVJM the Faculty of Education bringing also the profile of fellow academics PIBID. In the third chapter discusses the PIBID the course of Pedagogy of UFVJM while training process, focusing on the analysis in the narratives of students and the Education sub-project coordinator. Finally, in the fourth chapter PIBID as encouraging the teaching challenges and possibilities, this also worked with the narratives of the subject employees. The study showed that the PIBID in UFVJM is consolidated as a teaching incentive program in a training process from the challenges, contributions and possibilities.

Made available in DSpace on 2014-12-17T14:35:46Z (GMT). No. of bitstreams: 1 IranMLN.pdf: 2971706 bytes, checksum: 874eb46f37bb2e09b9f5eb36be8216c9 (MD5) Previous issue date: 2006-12-13 / In the teaching history course it s found the female teacher entering, reflecting significantly in the continuous process of her identity redefinitions and reconstruction. This entering brings, even in a silent and not explicit way, the confluence of gender identity to professional identity, in which are present the relations of the proper to female. In the mastership case, these relations are found imbricated in the teaching identity construction and in the translation of this profession as female, based in Virgin Mary, through Mariano ideal diffused by the catholic church. Therefore there is a lanck in educational historiography towards the register of female teachers presence, mainly in male religious institute, the reason of this study, in which we seek to investigate: how to explain that a female identity can give support to a highly male educational project? What relations can we establish between this female identity and the entering of female teachers in Maristas Province Schools of North Brazil? We performed a bibliographic research in Maristas Schools Libraries, of Marista historial, in Recife, of Pontificia Universidade Cat?lica do Paran? (Catholic University), in Curitiba-PR. We searched for support in studies about pedagogy history, of Marista Institute, Catholic Church, Brasilian Education and of Women; Mariologic studies, the referring to Marista Educational Proposal, to feminization and to teaching identity; and feminist theology productions. The empirical research included 10 schools from referred province and Marista Schools from Lisbon Portugal. Through semi-estructured interviews, we interviewed pioneer female teachers, Marista former Brothers and Brothers from those schools, due to their presence and action within the study period and for the concern to save their memories about the theme. The study reveals the particularities of Mariano ideal as female model and teaching, and her presence in Marista Educational Proposal. This study, in a historical approach, aims to contribute to give visibility to the woman in history and teaching construction in Brazil, mainly in religious institutions from male origin / No percurso da hist?ria da doc?ncia encontra-se o ingresso da mulher professora, repercutindo significativamente no processo cont?nuo de redefini??es e reconstru??o de sua identidade. Este ingresso traz, mesmo se de modo silencioso e n?o expl?cito, a conflu?ncia da identidade de g?nero ? identidade profissional, em que est?o presentes as rela??es do adequado ao feminino. No caso do magist?rio, estas se encontram imbricadas na constru??o da identidade docente e na tradu??o desta profiss?o como feminina, embasada na Virgem Maria, mediante o ideal mariano difundido pela Igreja Cat?lica. Por?m h? uma lacuna na historiografia educacional quanto ao registro da presen?a de mulheres professoras, notadamente em institutos religiosos masculinos, elemento motivador deste estudo, no qual buscamos investigar: Como explicar que uma identidade feminina pode dar sustenta??o a um projeto educativo eminentemente masculino? Que rela??es podemos estabelecer entre esta identidade feminina e o ingresso de mulheres professoras nos col?gios da Prov?ncia Marista do Brasil Norte? Realizamos pesquisa bibliogr?fica em bibliotecas dos Col?gios Maristas, do Historial Marista, em Recife, da Pontif?cia Universidade Cat?lica do Paran?, em Curitiba. Buscamos aportes em estudos sobre a Hist?ria da Pedagogia, do Instituto Marista, da Igreja Cat?lica, da Educa??o brasileira e das Mulheres; estudos Mariol?gicos, os referentes ? Proposta Educativa Marista, ? feminiza??o e ? identidade docente; e produ??es da Teologia Feminista. A pesquisa emp?rica abrangeu 10 col?gios da referida Prov?ncia e o Col?gio Marista de Lisboa-Portugal. Por meio de entrevistas semi-estruturadas, entrevistamos professoras pioneiras, ex-Irm?os e Irm?os Maristas desses col?gios, em raz?o da presen?a e atua??o destes no per?odo em estudo e pela preocupa??o em ter salvaguardadas suas mem?rias sobre o tema. O estudo revela as particularidades do ideal mariano como modelo feminino e de doc?ncia e sua presen?a na Proposta Educativa Marista. Este estudo, numa abordagem hist?rica, visa contribuir para dar visibilidade ? mulher na constru??o da Hist?ria e da doc?ncia no Brasil, especialmente em institutos religiosos de origem masculinos

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-08-09T17:19:45Z No. of bitstreams: 1 RejaneBezerraBarros_TESE.pdf: 9133345 bytes, checksum: 214484b70dc2bca6124732cebae5d160 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-08-10T10:52:35Z (GMT) No. of bitstreams: 1 RejaneBezerraBarros_TESE.pdf: 9133345 bytes, checksum: 214484b70dc2bca6124732cebae5d160 (MD5) / Made available in DSpace on 2017-08-10T10:52:35Z (GMT). No. of bitstreams: 1 RejaneBezerraBarros_TESE.pdf: 9133345 bytes, checksum: 214484b70dc2bca6124732cebae5d160 (MD5) Previous issue date: 2016-11-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / O estudo trata da forma??o e atua??o did?tico-pedag?gica de professores bachar?is, no ?mbito do Instituto Federal de Educa??o, Ci?ncia e Tecnologia do RN (IFRN). Professores bachar?is s?o profissionais graduados ou p?s-graduados em ?reas espec?ficas, cuja maioria assume a doc?ncia sem a forma??o pedag?gica e sem experi?ncia no ensino. A partir da Lei n. 11.892/2008, os Institutos Federais assumiram nova institucionalidade e a amplia??o da sua fun??o social na condi??o de institui??es de educa??o superior, b?sica e profissional, pluricurriculares e multicampi, integrantes da Rede Federal de Educa??o Profissional e Tecnol?gica (EPT). Esse novo contexto requer dos professores lecionar em diferentes modalidades e n?veis de ensino. Questiona-se, portanto: em que medida a forma??o espec?fica dos professores bachar?is responde aos saberes necess?rios para o exerc?cio docente? Quais as necessidades formativas dos professores bachar?is? De que modo a aus?ncia de forma??o pedag?gica implica na atua??o docente? Como o exerc?cio da doc?ncia passa a ter regula??o especial na EPT? Assim, o estudo tem como objetivo nuclear analisar a vis?o dos professores bachar?is sobre a dimens?o profissional da doc?ncia e as interfaces entre a forma??o profissional e a atua??o docente. Toma-se como base de estudos as ideias de Freire (1996); Machado (2008); Frigotto, Ciavatta e Ramos (2005); N?voa (2009); Flores e Viana (2007); Day (2001; 2007); Ramalho e Nu?ez (2014); Tardif (2002); Garcia (1999; 2009); Pacheco e Morgado (2002); Estrela e Caetano (2012); Esteves (2014); Shulman (2005); Pinar (2006); Oliveira (2014); Moreira (2008); Fullan e Hargreaves (2001), dentre outros. Parte-se da premissa que a forma??o docente pressup?e conhecimentos e saberes inerentes ? doc?ncia como profiss?o. S?o esses conhecimentos, saberes e experi?ncias que implicam na constru??o da identidade docente e no processo de desenvolvimento profissional. Trata-se de um estudo de caso (IFRN), seguindo a abordagem da pesquisa qualitativa e quantitativa. Houve o envolvimento de professores e gestores que atuaram como informantes comprometidos com a reflex?o e a busca de alternativas para o problema abordado. Recorreu-se ? an?lise documental, question?rio, entrevista e grupo focal. O estudo revela que os professores e gestores t?m forma??o acad?mica bastante heterog?nea e elevada titula??o, perfil t?pico do magist?rio superior. A maioria reconhece a necessidade da forma??o pedag?gica para uma melhor compreens?o, dom?nio e atua??o nas atividades docentes. Fica revelada, portanto, uma certa excepcionalidade no que diz respeito a uma brecha na legisla??o em vigor, o que julgamos corresponder ? fase de transi??o na mudan?a do perfil da institui??o. Essa pode ser uma compreens?o poss?vel, abstra?da da leitura dos marcos regulat?rios (leis, pareceres e resolu??es), que alicer?am o magist?rio no ?mbito dos Institutos Federais. Prop?e-se a implementa??o de um Programa de Forma??o e Atualiza??o Pedag?gica de Docentes, como pol?tica interna de forma??o continuada em servi?o, visando contribuir para fortalecer a identidade docente e o novo perfil dos Institutos Federais. / This study deals with teachers? training and the didactical-pedagogical work of bachelor teachers in the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN). By bachelor teachers here it is meant graduates or post-graduates in specific areas, who take teaching duties without teachers? training and with no experience in teaching. With Law n. 11,892 from 2008, the Federal Institutes took on a new institutional framework and they expanded their social function as multi-curricular and multi-campus institutions for basic, vocational, and higher education and as members of the Federal Network for Vocational and Technological Education (EPT). This new context requires teachers to teach different types of courses at different levels. It is questioned, therefore: to what extent does the specific training of bachelor teachers respond to the knowledge needed for their teaching duties? What are the teachers? training needs for bachelor teachers? How does the lack of teacher training imply teaching practices? How does teaching receive special regulation on the EPT? Its objective is to analyze how bachelor teachers view the professional dimension of teaching and the interfaces between their specific training and their teaching practice. It is based on studies by Freire (1996); Machado (2008); Frigotto, Ciavatta and Ramos (2005); N?voa (2009); Flowers and Viana (2007); Day (2001; 2007); Ramalho and Nu?ez (2014); Tardif (2002); Garcia (1999, 2009); Pacheco and Morgado (2002); Star and Caetano (2012); Esteves (2014); Shulman (2005); Pinar (2006); Oliveira (2014); Moreira (2008); Fullan and Hargreaves (2001), among others. It starts with the premise that teacher training requires knowledge inherent to teaching as a profession. These skills, experiences and knowledge are involved in the construction of teachers? identity and in their professional development. This is a case study in the IFRN, carried out through a qualitative and quantitative research approach. Teachers and managers acted as informants committed to reflection and the search for alternatives to the addressed problem. It used document analysis, inquiries, interviews and focus groups. The study reveals that teachers and managers have very heterogeneous academic training and high level titles, a typical university teaching profile. Most recognize the need for teachers? training to better understanding, mastery and expertise in the teaching activities. It is revealed, however, a certain exceptionality in regard to a breach of law, which we think corresponds to the transition in changing the profile of the institution. This may be a possible understanding retrieved from the reading of regulatory frameworks (laws, opinions and resolutions) which underpin the teaching in the Federal Institutes. It proposes to implement a Teachers? Training and Updating as domestic policy for continuous in-service training in order to contribute to strengthen teacher?s identity and the new profile of the Federal Institutes.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2016-09-06T22:16:58Z No. of bitstreams: 1 DISSERTA??O FINAL - AP?S DEFESA ELCI.pdf: 2234862 bytes, checksum: 49c6a6cd6ce69b00744beb523841413e (MD5) / Made available in DSpace on 2016-09-06T22:16:58Z (GMT). No. of bitstreams: 1 DISSERTA??O FINAL - AP?S DEFESA ELCI.pdf: 2234862 bytes, checksum: 49c6a6cd6ce69b00744beb523841413e (MD5) Previous issue date: 2016-04-18 / This text, written during a research developed in the Graduate Program in Education at the UnivesidadeEstadual de Feira de Santana - Bahia, aims to understandthe contribution of the Teaching Internship for pedagogic training of teachers of Higher Educationthrough the representations of students of the Community Health Master. It was certified that the curricular component Teaching Internship is an important education environment of the future university professor, locus in which students of the Graduate Program strictosensuacquire some of the knowledge needed for teaching practice. However, it is worth noting that teaching learning extends throughout one?s whole career. To achieve the established objective, we conducted a descriptive qualitative research, which was based on principles of the Social Representations Theory ? SRT (MOSCOVICI, 2003a, 2003b; JODELET, 1989, 2001 e 2007). Regarding the production of data, it was held a documentary analysis(TRIVI?OS, 1987) of the regiment and of the pedagogic proposal of the Graduate Community Health Program at UEFS. It was also used semi structured interviews (MINAYO, 2006), which were carried out with 12 students from the Academic Master of the aforementioned Program. In order to analyze the data produced in the research some principles of Content Analysis(BARDIN, 2011) were used. In the discussion of the data produced five categories were identified, as follows: the first refers to the concept of teaching internship; in the second, the knowledge necessary for university teaching is discussed; in the third was verified which were the contributions of the internship to university teaching; in the fourth the process of the Teaching Internship experience was described and, finally, in the fifth category, where suggestions to improve the experience of Teaching Internship were presented by our contributors. The main conclusions of this research focus that the internship contributes to the preparation of graduate students for university teaching and for the development of teacher identity. Moreover, it contributes to this preparation for the acquisition of knowledge of the reality of university classroom, for the exchange of knowledge with the experienced teacher and, finally, for the perception of the master students on the human condition of the teaching profession and the humanization in the relationships that occur in the educational context.In addition to these contributions, our contributors address the need for the Community Health Program not prioritizing specific studies and research training at the expense of teacher training, given the complexity of teaching today, which requires special attention.Participants also emphasized the prevalence of the following difficulties during the Teaching Internship experience: the absence of an effective interaction between the Undergraduate and Graduate programs, structural and political problems that damaged the internship. In addition to this, the students had difficulties in understanding the importance of courses in their training, didactic and pedagogical difficulties of interns to conduct the courses and embarrassments of master students to assess and deal with the graduate students taking the course again after failing. Furthermore, our study confirmed the need to implement institutional policies for the formation of the university teacher, especially with beginning teachers who are in a period of adaptation and professional learning and also with experienced teachers to reflect on their teachingpractices continuously so they can update and innovate their practices. / Este texto dissertativo, elaborado durante uma investiga??o desenvolvida no Programa de P?s-Gradua??o em Educa??o da Universidade Estadual de Feira de Santana ? Bahia, tem por objetivo compreender, mediante as representa??es de estudantes do Mestrado de Sa?de Coletiva, a contribui??o do Est?gio Doc?ncia para a forma??o pedag?gica de professores da Educa??o Superior. Certificamos que o componente curricular Est?gio Doc?ncia ? um importante espa?o de forma??o do futuro docente universit?rio, l?cus em que os estudantes da P?s-Gradua??o stricto sensu apreendem alguns saberes necess?rios para a pr?tica docente, entretanto ? relevante destacar que a aprendizagem da doc?ncia se estende por toda sua carreira. Para alcan?armos o objetivo tra?ado, realizamos uma pesquisa do tipo qualitativa, de car?ter descritivo, que se fundamentou em princ?pios da Teoria das Representa??es Sociais ? TRS (MOSCOVICI, 2003a, 2003b; JODELET, 1989, 2001 e 2007). Para a produ??o dos dados, realizamos an?lise documental (TRIVI?OS, 1987) do regimento e da proposta pedag?gica do Programa de P?s-Gradua??o de Sa?de Coletiva da UEFS. Tamb?m utilizamos entrevistas semiestruturadas (MINAYO, 2006), que foram realizadas com 12 estudantes desse Mestrado Acad?mico. Para a an?lise dos dados produzidos na investiga??o, utilizamos alguns princ?pios da An?lise de Conte?dos (BARDIN, 2011). No debate dos dados produzidos, identificamos cinco categorias, a saber: a primeira refere-se ao conceito de est?gio doc?ncia; na segunda, dialogamos sobre os saberes necess?rios para a doc?ncia universit?ria; a terceira, verificamos quais a/s contribui??o/?es do est?gio para a doc?ncia universit?ria; na quarta, descrevemos o processo da experi?ncia do Est?gio Doc?ncia e, finalmente, a quinta categoria, onde apresentamos as sugest?es para a melhoria da experi?ncia do Est?gio Doc?ncia, representadas por nossos colaboradores. As principais conclus?es desta pesquisa enfocam que o est?gio contribui para a prepara??o dos p?s-graduandos para a doc?ncia universit?ria, para o desenvolvimento da identidade docente, para aquisi??o de conhecimentos da realidade da sala de aula universit?ria, para a troca de saberes com o professor experiente e, por fim, para a percep??o dos mestrandos sobre a condi??o humana do profissional docente e a humaniza??o nas rela??es que ocorrem no contexto educativo. Al?m dessas contribui??es, os colaboradores da pesquisa enfocam a necessidade de o Programa de Sa?de Coletiva dar ? forma??o do professor o mesmo status que os estudos espec?ficos e a forma??o do pesquisador possuem no curr?culo, tendo em vista a complexidade da doc?ncia na atualidade.Os participantes ressaltam ainda a preval?ncia das seguintes dificuldades durante a experi?ncia do Est?gio Doc?ncia: aus?ncia de uma intera??o efetiva entre a Gradua??o e a P?s-Gradua??o, problemas estruturais e pol?ticos que prejudicaram o est?gio, dificuldades dos graduandos em compreenderem a import?ncia das disciplinas em suas forma??es, dificuldade did?tico-pedag?gica dos estagi?rios ao conduzir as disciplinas e embara?os dos mestrandos ao avaliar e lidar com os graduandos repetentes. Ademais, o estudo confirmou a necessidade da implanta??o de pol?ticas institucionais voltadas para a forma??o do professor universit?rio, especialmente os iniciantes, que est?o em per?odo de adapta??o e aprendizagem da profiss?o e, tamb?m, dos professores experientes, para que reflitam sobre suas pr?ticas de ensino continuamente, no intuito de inov?-las.