Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-04-07T17:35:20Z No. of bitstreams: 1 DIS_VIRGINIA_DORNELLES_BAUM_COMPLETO.pdf: 10890993 bytes, checksum: 429a9fe7ad0f9e363a4ab6de12a14eb7 (MD5) / Made available in DSpace on 2016-04-07T17:35:20Z (GMT). No. of bitstreams: 1 DIS_VIRGINIA_DORNELLES_BAUM_COMPLETO.pdf: 10890993 bytes, checksum: 429a9fe7ad0f9e363a4ab6de12a14eb7 (MD5) Previous issue date: 2015-12-14 / The present work has as a theme the process of learning and schooling, aiming to analyze how the process of learning and schooling of children that study in the first years of elementary school at Col?gio de Aplica??o da UFRGS is conceived, throughout their participation in the Learning Workshop named Mini-Length Films. Also, it aims to dimension the pedagogic value of those Workshops and their contributions in terms of the children learning process of these attended children, regarding the aspects of overcoming the school discrepancy and the entailment with the learning, as well, it seeks to show the importance of the ludic activities in the school place, specially, regarding to the possibility of exercise the thought authoring. In order to support those analyzes and bring a (Psycho) pedagogic look about the reality here shown, the main authors from Psychopedagogy are used, besides the referential that complete them. The investigation followed the qualitative approach in Education field, in the model of research-action (THIOLENT, 2009), using as collect tool the field diary and school document analyses (written texts developed by the children in the school also descriptive reports). To analyze the data, it was used the Discursive Textual Analyze (MORAES and GALIAZZI, 2011). From the analyze of the collected material, it was possible to notice the way that the learning and schooling processes of the children that participate of the Mini-Length Films Workshop is conceived, also it is ruled to the mystifying believes related to the impossibility or to the not possibility of advancement and the success in the schooling, that is, the child put him/herself, unconsciously, in the symbolic place of the not possibility or possibility of learning, which makes their integral engagement more difficult in the school proposal as a whole, harming the child?s school performance. Thus, the path that the children go throughout their schooling process ends to be tortuous and full of obstacles. The Learning Workshop, in its turn, from the symbolic place which the children confer (this is a place of ludic pleasure and status in the presence of the other classmates, place of possibility) and of their capacity to work the gathering of the children within his/hers authoring throughout the ludic universe, also it arises as an important pedagogic work methodology in the scholar space, because it ends up acting on the way the children perceive themselves in front of their schooling process, and with this, this process turns to have a different posture in the classroom, being more opened and willing to make adventures in their schooling learning, what ends to reflect in the school improvement and in the entailments that stablish in this space (among pairs, among teacher and student and among the child and his/hers learnings). / O presente trabalho tem como tema o processo de aprendizagem e de escolariza??o, buscando analisar como se d? o processo de aprendizagem e escolariza??o das crian?as que frequentam os Anos Iniciais do Ensino Fundamental do Col?gio de Aplica??o da Universidade Federal do Rio Grande do Sul (UFRGS), mediante sua participa??o na Oficina de Aprendizagem denominada Minimetragens. Tamb?m, busca dimensionar o valor pedag?gico de tais oficinas e suas contribui??es no que tange ao processo de escolariza??o das crian?as atendidas quanto aos aspectos da supera??o das defasagens escolares e da vincula??o com a aprendizagem, bem como apurar a import?ncia da ludicidade no espa?o escolar, especialmente, no que se refere ? possibilidade do exerc?cio de autoria de pensamento. Para sustentar tais an?lises e trazer um olhar (psico)pedag?gico sobre a realidade que se apresenta, faz-se uso dos principais autores da Psicopedagogia, al?m dos referenciais que os complementam. A investiga??o seguiu uma abordagem qualitativa em Educa??o, na modalidade de pesquisa-a??o (THIOLENT, 2009), utilizando como instrumentos de coleta o di?rio de campo e a an?lise de documentos escolares (textos escritos pelas crian?as na escola e pareceres descritivos). Para a an?lise dos dados, foi utilizada a metodologia da An?lise Textual Discursiva (MORAES e GALIAZZI, 2011). A partir da an?lise do material coletado, foi poss?vel perceber que a forma como se d?o os processos de aprendizagem e escolariza??o das crian?as que participaram da Oficina Minimetragens ? pautada em cren?as mistificantes relacionadas ? impossibilidade ou ? n?o possibilidade de avan?o e sucesso na escolariza??o, ou seja, a crian?a coloca-se, inconscientemente, no lugar simb?lico da n?o possibilidade ou da impossibilidade de aprender, o que dificulta seu engajamento integral nas propostas escolares como um todo, prejudicando seu rendimento escolar. Dessa forma, o caminho que essas crian?as trilham na sua escolariza??o acaba sendo tortuoso e cheio de empecilhos. A Oficina de Aprendizagem, por sua vez, a partir do lugar simb?lico que as crian?as lhe conferem (lugar esse de prazer l?dico e status perante os demais colegas da escola, lugar de possibilidade) e de sua capacidade de trabalhar o encontro da crian?a com sua autoria por meio do universo l?dico, surge como importante metodologia de trabalho pedag?gico dentro do espa?o escolar, pois acaba agindo sobre a forma como a crian?a se percebe diante de sua escolariza??o e, com isso, essa passa a ter uma postura diferente em sala de aula, mais aberta e disposta a se aventurar nas suas aprendizagens escolares, o que acaba por se refletir no aproveitamento escolar e nos v?nculos que se estabelecem nesse espa?o (entre pares, entre professor e aluno e entre a crian?a e suas aprendizagens).

Made available in DSpace on 2016-06-24T04:12:25Z (GMT). No. of bitstreams: 1 Lucicleide Araujo de Sousa Alves.pdf: 1242097 bytes, checksum: f321120845e75a40757d98e104127ad3 (MD5) Previous issue date: 2010-10-04 / The issue in this academic research attempted to investigate the occurrence of didactic processes in the construction of knowledge in presence teaching and learning environments from Complexity and Transdisciplinarity. / O problema desta pesquisa acad??mica era investigar a ocorr??ncia de processos did??ticos de constru????o do conhecimento em ambientes presenciais de ensino e aprendizagem, a partir da complexidade e da transdisciplinaridade.

Made available in DSpace on 2016-06-24T04:13:55Z (GMT). No. of bitstreams: 1 Texto completo Ana Lucia - 2008.pdf: 2528496 bytes, checksum: c666db558472543a93125a79d62663e1 (MD5) Previous issue date: 2008-08-14 / O presente estudo originou-se das inquieta????es que, ao longo de minha trajet??ria profissional, venho vivenciando em rela????o ?? forma????o de professor e, em especial, a forma????o do pedagogo.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-07-05T17:24:31Z No. of bitstreams: 1 AlyneDayanePacificoSousaDissertacao2016.pdf: 1742687 bytes, checksum: 6fb1b79685c09930f801133cfd43f742 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-07-05T17:24:54Z (GMT) No. of bitstreams: 1 AlyneDayanePacificoSousaDissertacao2016.pdf: 1742687 bytes, checksum: 6fb1b79685c09930f801133cfd43f742 (MD5) / Made available in DSpace on 2017-07-05T17:24:54Z (GMT). No. of bitstreams: 1 AlyneDayanePacificoSousaDissertacao2016.pdf: 1742687 bytes, checksum: 6fb1b79685c09930f801133cfd43f742 (MD5) Previous issue date: 2016-12-02 / The rapid growth of the elderly population presents important factors that can be analyzed, including as regards the elderly deaf, which unfortunately, are often not covered by shares in social fields, educational and health. This research arises for monitoring this growing number of deaf people who are now in this phase of life and undergo various difficulties in access to these institutions of law. After a consultation with the deaf community opted for data collection in the Instituto Nossa Senhora do Brasil - Inoseb which is a philanthropic organization that for more than 47 years develops a evangelization and inclusion to work with the deaf community in the Distrito Federal. The research consisted of a qualitative and descriptive study through a semi-structured interview, filmed in Libras, and transcribed into Portuguese. For content analysis was used MAXQDA software based on Bardin Content Analysis system. The results showed that the company mostly does not know Pounds and who is not prepared for this type of communication; in relation to education all respondents had the methodology the oralist method, neglecting their peculiarities; and access to health, most always need to be accompanied by a listener relative to assist in communicating with health professionals. It is hoped that this research will allow a singular look at the problems experienced by the elderly deaf and serve as support for institutions aimed at serving this portion of society. / O crescimento acelerado da popula????o idosa apresenta diversos fatores importantes que podem ser analisados, inclusive no que se refere aos surdos idosos, que infelizmente, por muitas vezes, n??o s??o contemplados por a????es nos campos sociais, educacionais e de sa??de. Essa pesquisa surge pelo acompanhamento desse crescente n??mero de surdos que se encontram hoje nessa fase da vida e passam por diversas dificuldades quanto ao acesso a essas institui????es de direito. Ap??s uma consulta junto ?? comunidade surda optou-se pelo Instituto Nossa Senhora do Brasil ??? Inoseb, que ?? uma entidade filantr??pica que h?? mais de 47 anos desenvolve um trabalho de evangeliza????o e inclus??o para com a comunidade surda do Distrito Federal. A pesquisa consistiu em um estudo qualitativo e descritivo, por meio de uma entrevista semiestruturada, filmada em Libras e transcrita para o portugu??s. Para a an??lise de conte??do foi utilizado o software MAXQDA, baseado no sistema de an??lise de conte??do de Bardin. Os resultados demonstraram que a sociedade em sua maioria n??o conhece a Libras e que n??o se encontra preparada para esse tipo de comunica????o; em rela????o ?? educa????o todos os entrevistados tiveram como metodologia o m??todo oralista, negligenciando as suas peculiaridades; e sobre o acesso a sa??de, a maioria sempre vai acompanhado de um parente ouvinte para auxiliar na comunica????o com o profissional de sa??de. Espera-se que esta pesquisa possibilite um olhar singular sobre os problemas vivenciados pelos surdos idosos e sirva de apoio para institui????es voltadas ao atendimento dessa parcela da sociedade.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-09-05T14:30:43Z No. of bitstreams: 1 RiodBarbosaAyoubDissertacao2016.pdf: 2747221 bytes, checksum: c8628e54b44d94cb0d329f4443a2e30d (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-09-05T14:30:49Z (GMT) No. of bitstreams: 1 RiodBarbosaAyoubDissertacao2016.pdf: 2747221 bytes, checksum: c8628e54b44d94cb0d329f4443a2e30d (MD5) / Made available in DSpace on 2017-09-05T14:30:49Z (GMT). No. of bitstreams: 1 RiodBarbosaAyoubDissertacao2016.pdf: 2747221 bytes, checksum: c8628e54b44d94cb0d329f4443a2e30d (MD5) Previous issue date: 2016-06-18 / The Environmental Education and Sustainable Development Instrumental Guarantee is subject of the current and through this research demonstrate how this formidable means of critical awareness makes individuals giving them the notion of the exact need to preserve nature-practicing development with ecological responsibility to provide quality life for everyone on our planet. The timing is critical , international organizations as well as all nations are constantly in meetings discussing solutions to combat environmental imbalance present, seeking alternatives to avoid the collapse of our ecosystems culminating in very serious consequences as the extinction of human life and other species. In this work, demonstrated adopted principles and measures can lead us to an equalization of how we should act to ensure the continuity of life over time. / A Educa????o Ambiental como Garantia Instrumental do Desenvolvimento Sustent??vel ?? tema dos mais atuais e atrav??s desta pesquisa demonstramos como esse formid??vel meio de conscientiza????o cr??tica transforma indiv??duos dando aos mesmos a no????o da exata necessidade de se preservar a natureza praticando desenvolvimento com responsabilidade ecol??gica a propiciar qualidade de vida para todos em nosso planeta. O momento ?? cr??tico, organismos internacionais assim como todas as Na????es est??o constantemente em reuni??es discutindo solu????es para combater o desequil??brio ambiental presente, buscando alternativas para evitarmos o colapso de nossos ecossistemas culminando em consequ??ncias grav??ssimas como a extin????o da vida humana e demais esp??cies. Neste Trabalho s??o demonstrados princ??pios e medidas adotadas que podem nos levar a uma equaliza????o de como devemos agir a garantir a continuidade da vida ao longo dos tempos.

Submitted by Biblioteca Digital de Teses e Disserta????es (sdi@ucb.br) on 2017-11-08T15:44:22Z No. of bitstreams: 1 CarolineNagelMouradeSouzaDissertacaoParcial2012.pdf: 324656 bytes, checksum: 407d97c3394a97c6258a274b5a51ceaa (MD5) / Approved for entry into archive by Biblioteca Digital de Teses e Disserta????es (sdi@ucb.br) on 2017-11-08T15:44:39Z (GMT) No. of bitstreams: 1 CarolineNagelMouradeSouzaDissertacaoParcial2012.pdf: 324656 bytes, checksum: 407d97c3394a97c6258a274b5a51ceaa (MD5) / Made available in DSpace on 2017-11-08T15:44:39Z (GMT). No. of bitstreams: 1 CarolineNagelMouradeSouzaDissertacaoParcial2012.pdf: 324656 bytes, checksum: 407d97c3394a97c6258a274b5a51ceaa (MD5) Previous issue date: 2012-01-01 / This research aims to understand the general meaning of innovation in higher education, from the actors involved in the process: University of Bras??lia, Ministry of Education and Culture and the Ministry of Science, Technology and Innovation. We tried to identify, in the universities of the city of Bras??lia, elements of social policies for creating innovations, through its official documents and in the case of ministries to analyze the policies, projects and normative acts effectively as they intended and invest resources in the development and implementation of the theme. We sought to further understand the potential and limits of the University in the development of the country, questioning the prevailing educational paradigm, especially in higher education, making a link between education, the concept of quality and labor market prospects. The issue arises, try to understand how effectively these actors involved in higher education has dealt with the issue, and how proposed innovations are transforming, structural, which will allow the common good, which can be defined as innovations that carry with them the many benefits people thus forming individuals capable of changing a setting devoid of development. She longs to meet a need of the present scenario of higher education, which is to prepare yourself for the constant changes and continuing uncertainty about the future path of development and progress and economic, social and political development of the country. So therefore it will reveal that lack understanding about innovation from the perspective of quality education. / Esta pesquisa tem por objetivo geral compreender os significados da inova????o, no ensino superior, a partir dos atores envolvidos no processo: Universidades da cidade de Bras??lia, Minist??rio da Educa????o e Cultura e Minist??rio da Ci??ncia, Tecnologia e Inova????o. Buscou-se identificar, nas universidades da cidade de Bras??lia, elementos constituintes das pol??ticas para a cria????o de inova????es, atrav??s de seus documentos oficiais e no caso dos minist??rios analisar pelas pol??ticas, projetos e atos normativos como eles efetivamente destinam recursos e investem no desenvolvimento e implementa????o da tem??tica. Buscou-se ainda compreender os potenciais e limites da Universidade no desenvolvimento do pa??s, questionando o paradigma educacional vigente, sobretudo, na educa????o superior, fazendo uma rela????o entre educa????o, conceito de qualidade e perspectivas do mercado de trabalho. A tem??tica surge, para tentar entender como efetivamente esses atores envolvidos com a educa????o superior tem tratado o tema, e como t??m proposto inova????es transformadoras, estruturais, capazes de viabilizar o bem comum, que pode ser definido, como inova????es que carregam consigo benef??cios a muitas pessoas formando assim, indiv??duos capazes de mudar um cen??rio carente de desenvolvimento. Ela anseia responder a uma necessidade do cen??rio atual da educa????o superior, qual seja a de preparar-se para as mudan??as constantes e incertezas cont??nuas sobre o futuro e caminho do desenvolvimento e avan??o econ??mico, social e pol??tico do pa??s. Sendo assim ela revelar?? que falta, portanto, entendimento sobre inova????o na perspectiva de educa????o de qualidade.

Submitted by Biblioteca Digital de Teses e Disserta????es (sdi@ucb.br) on 2017-11-08T15:59:13Z No. of bitstreams: 1 DeniseMariaSoaresLimaDissertacaoParcial2012.pdf: 908313 bytes, checksum: 5080ae91514485fa9b8bfc4ad90540ab (MD5) / Approved for entry into archive by Biblioteca Digital de Teses e Disserta????es (sdi@ucb.br) on 2017-11-08T15:59:28Z (GMT) No. of bitstreams: 1 DeniseMariaSoaresLimaDissertacaoParcial2012.pdf: 908313 bytes, checksum: 5080ae91514485fa9b8bfc4ad90540ab (MD5) / Made available in DSpace on 2017-11-08T15:59:28Z (GMT). No. of bitstreams: 1 DeniseMariaSoaresLimaDissertacaoParcial2012.pdf: 908313 bytes, checksum: 5080ae91514485fa9b8bfc4ad90540ab (MD5) Previous issue date: 2012-01-01 / Brazil is a country marred by inequalities, the result of racism, racial prejudice and discrimination. It is necessary to reflect about the conditions to create a culture that promotes human rights and values the Brazilian black population. In this sense, this research highlights public policy and education management, specifically aimed at the youth. It also objectives at verifying the reception and application of the Federal Law n. 10.639, of January 9, 2003, which amended the Guidelines and Bases of National Education Law, forcing public and private schools to teach History and Afro- Brazilian culture. Therefore the research conducted a survey in the local public schools to examine how secondary school teachers received the Law and how they apply their content, since its publication. Specifically, we sought to examine knowledge about the Law, the importance given by the teachers to racial ethnic education and observe how race relations work at the school. This is a qualitative-quantitative research, performed by semi structured interviews and questionnaires. For data analysis and discussion, we adopted context analysis along the lines suggested by Bardin (2009). The results achieved by this research indicate that the teachers of Distrito Federal know the Law, as well as consider it an important element in combating racism and racial prejudice present in schools. Moreover, teachers observe that the school disregard human rights and human dignity. However, a set of data suggests contradictory positions between the willingness to do and the difficulty to operationalize, mainly the non-applicability in a categorical way as it should expected from a legal device. Among the ways to enforce the actual Law, one of the most outstanding was the sporadic one and sometimes uncommitted approach, and in some cases, the enhancement of the inequalities without combating discrimination. In addition, the research showed another contradiction, the recognition of the Law as a mandatory and required content collides in practice with other contents required. So today, after nearly ten years of legal issuing of the Law, the teachers behavior cannot be neglected, for ensuring to students the implementation of the content provided by law and by other normative documents is a fundamental contribution to a culture of human rights. / O Brasil ?? em um pa??s marcado por desigualdades, fruto do racismo, discrimina????o e preconceito raciais, sendo necess??rio refletir como criar condi????es para o exerc??cio de uma cultura em direitos humanos que promova e valorize a popula????o negra brasileira. Neste sentido, esta pesquisa destaca-se na ??rea de pol??ticas p??blicas e gest??o da educa????o, especificamente voltadas para a juventude. Objetiva verificar a recep????o e aplica????o da Lei Federal n?? 10.639, de 9 de janeiro de 2003, que alterou a Lei de Diretrizes e Bases da Educa????o Nacional (LBDEN), obrigando as escolas da rede p??blica e particular a ministrarem o ensino de Hist??ria e Cultura Afro-brasileira. Para isso, realizou um levantamento na rede p??blica local a fim de analisar como professoras e professores do Ensino M??dio recepcionaram a referida lei e como aplicam seu conte??do, desde a publica????o. Especificamente, buscou examinar qual o conhecimento acerca da Lei, a import??ncia dada pelo professorado ?? Educa????o para as rela????es ??tnico-raciais e como observam as rela????es raciais na escola. Trata-se de pesquisa quali-quantitativa, realizada em campo por meio de entrevistas semiestruturadas e aplica????o de question??rios. Para a an??lise e discuss??o dos dados, adotou-se a an??lise de contexto nos moldes sugeridos por Bardin (2009). Os resultados alcan??ados pela pesquisa indicam que o corpo docente do Distrito Federal conhece a Lei, assim como a considera elemento importante no combate ao racismo, ?? discrimina????o e ao preconceito raciais presentes nas escolas. Al??m disso, o professorado observa que a escola nitidamente viola direitos humanos e, portanto, a dignidade humana. Contudo, um conjunto de dados sugere posi????es contradit??rias entre a vontade de fazer, a dificuldade em operacionaliz??-la e, principalmente, a n??o aplicabilidade de modo imediato, tal como se espera de um dispositivo legal. Entre esses modos revelados de fazer valer a citada Lei, um dos mais destacados foi a forma espor??dica, por vezes, descompromissada. Em alguns casos, a pr??tica est?? mais a refor??ar desigualdades que a combater pr??ticas discriminat??rias. Al??m disso, a pesquisa constatou outra contradi????o, o reconhecimento da Lei como conte??do obrigat??rio e necess??rio colide, na pr??tica, com os conte??dos exigidos. De modo que hoje, passados quase dez anos da publica????o legal, a a????o dos professores, nesta quest??o, n??o pode ser descurada, j?? que garantir aos alunos a aplica????o do conte??do disposto em lei e em diversos documentos normativos ??, fundamentalmente, contribuir para uma cultura em direitos humanos.

Submitted by Biblioteca Digital de Teses e Disserta????es (sdi@ucb.br) on 2017-11-08T16:26:33Z No. of bitstreams: 1 JoseRobertodeSouzaSantosDissertacaoParcial2012.pdf: 311748 bytes, checksum: 88af049f4303e1a9674fac704fdf2f1f (MD5) / Approved for entry into archive by Biblioteca Digital de Teses e Disserta????es (sdi@ucb.br) on 2017-11-08T16:26:49Z (GMT) No. of bitstreams: 1 JoseRobertodeSouzaSantosDissertacaoParcial2012.pdf: 311748 bytes, checksum: 88af049f4303e1a9674fac704fdf2f1f (MD5) / Made available in DSpace on 2017-11-08T16:26:49Z (GMT). No. of bitstreams: 1 JoseRobertodeSouzaSantosDissertacaoParcial2012.pdf: 311748 bytes, checksum: 88af049f4303e1a9674fac704fdf2f1f (MD5) Previous issue date: 2012-09-10 / This research aims to investigate how the teacher???s knowledges influences the curriculum of Pedagogy. It is situated in a framework that analyzes the curriculum within the design modern/colonial and the possibilities of ecology of knowledges on teacher education. It is a qualitative nature research and presents a case study of a private higher Education Institution in the Federal District. The data were collected through documentary research on institutional documents and semi-structured interviews with teachers of the pedagogy course. The study concludes that the knowledges built into teaching in Basic Education are present to some degree in the curriculum of the pedagogy course studied. Moreover, this knowledges interacts with the academic knowledges, although they do not seem to get to a planned course, the result of a collegial decision. Overall, it was found that even in the face of a curriculum with colonial characteristics strongly, in practice there are some teachers signaling the valuation of knowledges pluri-versal and ecology of knowledges, characteristics a central post-colonial curriculum. / Esta pesquisa tem como objetivo investigar como os saberes docentes influenciam o curr??culo do curso de Pedagogia. Situa-se em um quadro de refer??ncia que analisa o curr??culo dentro do projeto moderno/colonial e as possibilidades de uma ecologia de saberes na forma????o de professores. A pesquisa ?? de natureza qualitativa e apresenta estudo de caso de uma Institui????o de Ensino Superior privada no Distrito Federal. Os dados foram coletados atrav??s de pesquisa documental em documentos institucionais e entrevista semiestruturada com professores do curso de Pedagogia. O estudo permitiu concluir que os saberes constru??dos na doc??ncia na Educa????o B??sica est??o presentes em alguma medida no curr??culo do curso de Pedagogia estudado. Al??m disso, estes saberes dialogam com os saberes acad??micos, embora eles n??o pare??am chegar ao curso de forma planejada, fruto de uma decis??o colegiada. De forma geral, constatou-se que, mesmo diante de um curr??culo com caracter??sticas fortemente coloniais, h?? na pr??tica dos docentes alguns sinalizadores da valoriza????o de um saber pluri-versal e de uma ecologia de saberes, caracter??sticas centrais num curr??culo p??s-colonial.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-11-10T12:09:46Z No. of bitstreams: 1 D??boraAparecidaAntunesPereiraDissertacao2017.pdf: 1536146 bytes, checksum: 8c7cfcf935853a2931f7f8c2ec714937 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-11-10T12:11:32Z (GMT) No. of bitstreams: 1 D??boraAparecidaAntunesPereiraDissertacao2017.pdf: 1536146 bytes, checksum: 8c7cfcf935853a2931f7f8c2ec714937 (MD5) / Made available in DSpace on 2017-11-10T12:11:32Z (GMT). No. of bitstreams: 1 D??boraAparecidaAntunesPereiraDissertacao2017.pdf: 1536146 bytes, checksum: 8c7cfcf935853a2931f7f8c2ec714937 (MD5) Previous issue date: 2017-08-29 / This research was developed under the Stricto Sensu Post Graduation Program in Education at Universidade Cat??lica de Bras??lia (UCB), in the research line "Politics, Management and Economics of Education", and aims at studying the Human Rights Education (HRE) in the initial stages of the teaching learning process. In a Pedagogy course, of a private Higher Education Institution in the Federal District, it was analysed to what extent the human rights theme is present in the curriculum, research and extension actions, and also in the teachers' perception of the course itself. The method used is the Case Study one, with a qualitative and exploratory approach. The analysis is epistemological and theoretically supported by the Frankfurt School Critical Theory. The research started with a bibliographical and documentary survey; and subsequently, empirical data was collected through semi-structured interviews with professors of pedagogy. The perception and understanding about HRE were analysed from the collected data, such as how the HRE encompasses the curriculum in the teaching, research and extension actions; and also the challenges faced to consolidate HRE in the initial preparation of the teachers. From the present analysis, it was found that the research subjects/professors perceive HRE as a fundamental principle for a citizenship education, and also to make citizens interaction more human. It should be noted that no specific HRE component was identified within the course syllabus, being the theme covered in a transversal manner, in the teaching, research and extension activities. The theme dissemination also depends on the teachers??? commitment, once it is not included as an institutional project. It is argued that despite the political and social commitment of the Higher Educational Institutions in building a culture of human rights in the country and in the teachers??? training, some challenges make it difficult to consolidate a HRE in the Pedagogy course. Among these challenges, the research highlights the social recognition of the right to education; and the absence of institutional policies to guide the insertion of HRE in the curriculum and in the teaching, research and extension actions. It is expected that this research provides insights for human rights education discussions, regarding all the aspects of education, especially the teachers??? training; keeping, in the training of teachers, critical principles of reflection and emancipation, allowing the students and society to promote a culture of peace, democracy, respect, defence and guarantee of human rights. / Esta pesquisa desenvolvida no Programa de P??s-Gradua????o em Educa????o da Universidade Cat??lica de Bras??lia ??? UCB, na linha de pesquisa ???Pol??tica, Gest??o e Economia da Educa????o???, tem por objeto de estudo a Educa????o em Direitos Humanos (EDH) na forma????o inicial de professores. Analisou-se, em um curso de Pedagogia de uma IES privada do DF, at?? que ponto a educa????o em direitos humanos est?? presente no curr??culo, nas a????es de pesquisa e extens??o, e na percep????o de professores do pr??prio curso acerca dessa tem??tica. Esta pesquisa configura um estudo de caso, cuja abordagem ?? qualitativa e explorat??ria, e cuja fundamenta????o te??rica e epistemol??gica est?? apoiada nas bases da Teoria Cr??tica (Escola de Frankfurt). Partiu-se do levantamento bibliogr??fico e documental; posteriormente, a coleta de dados do campo emp??rico ocorreu por meio de entrevistas semiestruturadas com professores do curso de Pedagogia. A partir dos dados coletados, foram analisadas a percep????o e a compreens??o dos sujeitos da pesquisa acerca da EDH; de que forma a EDH est?? contemplada no curr??culo, nas a????es de ensino, pesquisa e extens??o no curso de Pedagogia; e os desafios para a consolida????o da EDH na forma????o de professores. A partir desta an??lise, constatou-se que os sujeitos da pesquisa percebem a EDH como princ??pio fundamental na perspectiva de educar para a cidadania e de humanizar as rela????es entre os cidad??os e cidad??s. Destaca-se n??o ter sido identificado nenhum componente disciplinar destinado ?? EDH, a tem??tica est?? contemplada no curr??culo, nas a????es de ensino, pesquisa e de extens??o de forma transversal, a cargo de professores engajados e comprometidos com a difus??o desta tem??tica e n??o como um projeto institucional. Afirma-se que apesar do compromisso pol??tico e social das IES na constru????o de uma cultura de direitos humanos no pa??s e na forma????o de professores, existem alguns desafios para a consolida????o da EDH na Pedagogia, entre esses desafios destacando-se a falta do reconhecimento social da educa????o como um direito, a aus??ncia de pol??ticas institucionais que orientem a inser????o da EDH no curr??culo e de forma articulada nas a????es de ensino, pesquisa e extens??o. Espera-se que esta pesquisa proporcione subs??dios para um aprofundamento nas discuss??es sobre a educa????o em direitos humanos em todas as modalidades de ensino, especialmente na forma????o de professores. Mantendo no horizonte dessa forma????o princ??pios cr??ticos de reflex??o e emancipa????o e que fomentem nos estudantes e na sociedade em geral, a viv??ncia em uma cultura de paz, democracia, respeito, defesa e garantia dos direitos humanos.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-11-10T12:49:11Z No. of bitstreams: 1 ElianeFernandesLim??oDissertacao2017.pdf: 3384824 bytes, checksum: 48859c5e4218ac293f1014a67509fe14 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-11-10T12:49:36Z (GMT) No. of bitstreams: 1 ElianeFernandesLim??oDissertacao2017.pdf: 3384824 bytes, checksum: 48859c5e4218ac293f1014a67509fe14 (MD5) / Made available in DSpace on 2017-11-10T12:49:36Z (GMT). No. of bitstreams: 1 ElianeFernandesLim??oDissertacao2017.pdf: 3384824 bytes, checksum: 48859c5e4218ac293f1014a67509fe14 (MD5) Previous issue date: 2017-08-17 / The primary aim of this dissertation is to analyze the implementation and results of a differentiated and assisted assessment system implemented by Escola Amarela, located in Cidade Ocidental, Goi??s, seeking to contribute to and enable the development and learning of students who have been medically identified as having learning disabilities. A convenience sample consisting of 1 pedagogical coordinator and 5 teachers from private schools, 5 parents of students, and 3 specialists participated in the research. The study employed a qualitative approach and a participatory action research method. A case study technique with document analysis and semi -structured interviews was used for data collection. The results were analyzed through content analysis with the identification of thematic categories. The literature review addressed the concepts of learning disabilities and disorders, especially ADHD (Attention Deficit Hyperactivity Disorder), the teaching-learning relationship in Vygotsky's socio-historical theory, the medicalization of students with ADHD, and the assisted assessment of students with learning problems and/or medical conditions in the schooling process. The study suggests that the conceptions and practices of parents, teachers, and specialists regarding learning problems reinforce the process of medicalization in childhood. It is thus necessary to strengthen continuing education for teachers in order to enable a better understanding of the educational process, especially assisted assessment. With regard to parents, it is important to reinforce their participation and responsibility in the process of schooling their children and to promote a more effective communication between parents and schools. As for the specialists, a closer relationship with the schools would be a means of strengthening the professional ties among the pedagogical coordination, teachers, and specialists, so that they have a better understanding of the development and school achievement of the students and their evolution, allowing for a critical discussion about the medicalization of childhood and its effects on the subj ects' learning and developmental processes. / A presente disserta????o tem por objetivo principal analisar a implementa????o e os resultados de um sistema de avalia????o diferenciado e assistido implementado pela Escola Amarela, situada em Cidade Ocidental, Goi??s, visando a contribuir e a oportunizar o desenvolvimento e o aprendizado de alunos identificados com dificuldades de aprendizagem, com laudos m??dicos. Participaram da pesquisa 1 coordenador pedag??gico e 5 professores da rede privada de ensino, 5 pais de alunos e 3 especialistas, sendo que a escolha dos sujeitos se deu por amostra de conveni??ncia. A pesquisa se utilizou da abordagem qualitativa e o m??todo foi a pesquisa -a????o, de car??ter participativo, com a t??cnica do estudo de caso, tendo como procedimentos de coleta de dados a an??lise documental e a entrevista semiestruturada. Os resultados foram analisados por meio da an??lise de conte??do, com a elabora????o de categorias tem??ticas. A revis??o de literatura discutiu os conceitos de dificuldades de aprendizagem e de dist??rbio da aprendizagem, sobretudo o TDA/H (transtorno de d??ficit de aten????o e hiperatividade), a rela????o ensino e aprendizagem na teoria s??cio-hist??rica de Vygotsky, a medicaliza????o de alunos com TDA/H e a avalia????o assistida dos alunos com problemas de aprendizagem e/ou com laudos m??dicos no processo de escolariza????o. Concluiu-se, por meio da pesquisa, que as concep????es e pr??ticas de pais, professores e especialistas acerca dos problemas de aprendizado refor??am o processo de medicaliza????o na inf??ncia. ?? preciso, pois, fortalecer a forma????o continuada aos professores para possibilitar melhor compreens??o do processo educacional, especialmente da avalia????o assistida. Em rela????o aos pais, cabe refor??ar a sua participa????o e responsabilidade no processo de escolariza????o dos filhos e implementar uma comunica????o mais eficaz entre pais e escola. Em rela????o aos especialistas, uma maior aproxima????o com as escolas seria um meio de estreitar as rela????es profissionais entre coordena????o pedag??gica, professores e especialistas, de modo a que estes tenham uma melhor compreens??o sobre o desenvolvimento e o desempenho escolar dos alunos e sua evolu????o, oportunizando uma discuss??o cr??tica sobre a medicaliza????o na inf??ncia e os seus efeitos na subjetividade e nos processos de desenvolvimento e de aprendizagem dos sujeitos.