Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-06-24T12:41:00Z No. of bitstreams: 1 471040 - Texto Completo.pdf: 2346230 bytes, checksum: 12885c1d1c46fa7c45fe3664cbc051f8 (MD5) / Made available in DSpace on 2015-06-24T12:41:00Z (GMT). No. of bitstreams: 1 471040 - Texto Completo.pdf: 2346230 bytes, checksum: 12885c1d1c46fa7c45fe3664cbc051f8 (MD5) Previous issue date: 2015-01-21 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This study discusses professors? work activities in two Language teaching courses (Portuguese and Spanish) in the distance learning (DL) mode of a public higher education institution located in the central region of Rio Grande do Sul. The overall objective is to analyze the particularities of professors' activity on DL, considering the interface between the dialogical perspective of language and ergology in order to contribute to the knowledge/recognition of the complexity of their work. As specific objectives we delimited: i) verify, through the discursive analysis of the utterances of the DL professors, how they interact with their students, coordinators, multidisciplinary team, coworkers and tutor; (ii) verify, under the enunciative and discursive perspective, whom the professors? activities are directed at in DL and (iii) check how the relationship between the foregoing standards and the restandardization impacts in the professors? activities in DL. Regarding the theoretical framework, given the assumption of the dialogical constitution of language, we started from the studies developed by the Bakhtin Circle. Then, we established a dialogue with the ergological approach, which, considering the work activity as an industrious activity, make historical subjects, in the emergency of values, knowledge and experience, to face the ongoing debate between the foregoing standards and the restandardization. Concerning the methodology, we organized the study from the following steps: (i) contextualization of DL and Virtual Teaching and Learning Environment; (ii) characterization of the teaching, the professors and the students in DL mode; (iii) definition of research participants, material composition and analysis procedures, which included an interview and a semi-structured questionnaire. The instruments were applied individually to each of the three study participants (a Portuguese Language professor and two Spanish Language professors), given the theme of our research, by focusing on the relationship among the professionals and their peers and on their discourses. The results show that each professor has his/her own view on DL and, depending on the time they have been using it and their degree of involvement, the positions relating the activities performed by the participants acquire a different meaning. At times, we noticed the feeling of weariness and fatigue towards their work routine, combined with little recognition by academia peers. Thus, with this research, it is important to reiterate, through the analysis of the utterances, that the work developed by the three professors under study consists of interrelations with different partners (professors, tutors, students, multidisciplinary team, coordinations, etc.) allowing understand this collaborative work even there are different views. In this principle of collaboration, which they always act in dependence on other subjects, lies the difference between DL and the regular classroom. We understand the importance of collaborative work in professors' activities in DL courses, because therein lies the complex character of this work activity. We sought to present considerations regarding the tension of social voices and the resulting production of senses on/in the professors? activities in DL, contributing not only to the theoretical and methodological development of researches that address the interface language and work, but also to the reflection of the complex DL professors? activities. We understand that teaching in this mode requires from professors, besides all predetermined requirements of their occupation, the task of acting in a context for which they were not prepared to. This shows the importance of creating a space where these professionals can be heard and also talk about the concerns surrounding their work routine, which goes beyond preparing and running classes. / Este estudo problematiza a atividade de trabalho do professor em dois Cursos de Letras (portugu?s e espanhol) licenciatura, na modalidade de ensino a dist?ncia (EaD), em uma institui??o p?blica de Ensino Superior, localizada na Regi?o Central do Rio Grande do Sul. O objetivo geral ? verificar as particularidades da atividade do docente na modalidade EaD, por meio da an?lise do discurso de tr?s docentes dos referidos cursos, considerando a interface entre a perspectiva dial?gica da linguagem e a abordagem ergol?gica, de modo a contribuir para o (re)conhecimento da especificidade do seu trabalho. Como objetivos espec?ficos, delimitamos: i) verificar, por meio da an?lise discursiva dos enunciados dos professores na modalidade EaD, como se d? a interlocu??o do professor com seus alunos, coordenadores, equipe multidisciplinar, colegas e professor tutor; (ii) verificar, sob o ponto de vista enunciativo-discursivo, para quem ? direcionada a atividade do docente na modalidade EaD e (iii) verificar como ocorre o embate entre as normas antecedentes e as renormaliza??es na realiza??o da atividade docente na modalidade EaD. Quanto ao referencial te?rico, tendo em vista o pressuposto da constitui??o dial?gica da linguagem, partimos dos estudos desenvolvidos pelo C?rculo de Bakhtin, especificamente a partir das quest?es propostas por Bakhtin e Volochivov (???) e estabelecemos interlocu??o com a abordagem ergol?gica, que, considerando a atividade de trabalho uma atividade industriosa, convoca dos sujeitos hist?ricos, na emerg?ncia de valores, saberes e experi?ncias, o enfrentamento do permanente debate entre as normas antecedentes e as renormaliza??es (SCHWARTZ, 2007). Em termos metodol?gicos, a pesquisa ? caracterizada como um estudo de caso de abordagem qualitativa e est? organizada a partir das seguintes etapas: (i) contextualiza??o da EaD e do Ambiente Virtual de Ensino Aprendizagem; (ii) caracteriza??o do ensino, do professor e do aluno na modalidade EaD; (iii) delimita??o dos participantes da pesquisa, composi??o do material e dos procedimentos de an?lise, os quais constam de uma entrevista e de um question?rio semiestruturado. Os instrumentos foram aplicados individualmente a cada um dos tr?s participantes do estudo (um do Curso de Letras Portugu?s e dois do Curso de Letras Espanhol), tendo em vista o mote de nossa pesquisa, centrado na rela??o dos profissionais com seus pares e nos discursos que atravessam seus dizeres. Os resultados permitem afirmar que cada docente tem a sua concep??o sobre a EaD e, dependendo do tempo de contato com a modalidade e do grau de envolvimento, as posi??es frente ?s atividades desempenhadas pelos participantes adquirem um significado distinto. Em alguns momentos, evidenciamos a ideia de desgaste e de cansa?o diante da rotina de trabalho, aliada ao pouco reconhecimento pelos demais pares da academia. Assim, com esta investiga??o, ? importante reiterar, por meio da an?lise dos enunciados que o trabalho desenvolvido pelos tr?s docentes em estudo ? constitu?do por inter-rela??es com distintos interlocutores (professores, tutores, alunos, equipe multidisciplinar, coordena??es, etc.), o que possibilita entendermos esse ato de trabalho de modo colaborativo, ainda que existam embates de naturezas diversas. ? nesse princ?pio de colabora??o, de atua??o sempre em depend?ncia de outros sujeitos que reside a diferen?a entre a modalidade EaD e a presencial. Compreendemos a import?ncia da atua??o colaborativa na atividade docente em cursos na modalidade EaD, pois a? que reside o car?ter complexo dessa atividade de trabalho. Buscamos apresentar reflex?es sobre a tens?o de vozes sociais e a decorrente produ??o de sentidos sobre a/na atividade do professor em EaD, contribuindo n?o s? para o desenvolvimento te?rico metodol?gico de pesquisas que contemplam a interface linguagem e trabalho, mas tamb?m para a reflex?o da complexa atividade do professor de EaD. Entendemos que a doc?ncia, nessa modalidade de ensino, exige do professor, al?m de todas as prescri??es pr?-determinadas pelo seu of?cio, a tarefa de atuar em um contexto para o qual n?o foi preparado. Isso revela a import?ncia da cria??o de um espa?o no qual esse profissional possa ser ouvido e, tamb?m, falar sobre as inquieta??es que cercam a sua rotina de trabalho, que vai al?m da prepara??o e exposi??o de aulas.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-04-07T17:46:28Z No. of bitstreams: 1 TES_PRICILA_KOHLS_DOS_SANTOS_COMPLETO.pdf: 4983858 bytes, checksum: 21063f241fae524a1f9ac69c99746d44 (MD5) / Made available in DSpace on 2016-04-07T17:46:28Z (GMT). No. of bitstreams: 1 TES_PRICILA_KOHLS_DOS_SANTOS_COMPLETO.pdf: 4983858 bytes, checksum: 21063f241fae524a1f9ac69c99746d44 (MD5) Previous issue date: 2015-12-16 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / School dropout represents, at the same time, a complex and necessary issue for the quality of actions to students? permanency at higher education, taking into account this education sector's expansion and therefore eminent challenges which follows such university expansion. Course offerings in the distance education modality are considered high when compared with classroom courses and it is impacting the expected result of the academic formation, especially in regard to teacher training. Thus, to know the reasons because students abandon their studies represents the first step to qualification of the actions to students? permanency and retention. The search for indicators and tools which allow understanding what makes a student stand is a challenge. Using as theoretical background the work of Tinto (1989, 1997, 2006), Garland (1993), Kember (1995), Aretio (2002), Cabrera (2006), Castles (2004), Tello (2007) and from the author experience with Project Alfa GUIA, it was carried out a study about the quali-quantitative character to verify whether the investigation tool used by Project Alfa GUIA could be adapted to offer these indicators, since the data related to distance education available in Brazilian system is fragile. As a result of this investigation, we observed that the original tool did not contemplate all items required, especially about the influence of virtual environment, considering that it is the place where interactions and practices are consolidated. However, there are indicators showing that the structure proposed in this dissertation has potential to select the information that support to understand the student who stands? perspective. We describe some indicators and also additional issues to be explored, in order that we can measure the typical nuances of this modality, and contributing with teachers and students for courses project's building, which contemplate aspects that support to mitigate this serious problem of high social cost. / O abandono estudantil configura-se num tema complexo e ao mesmo tempo imprescind?vel para a qualidade das a??es de perman?ncia dos estudantes na Educa??o Superior, tendo em vista a expans?o desse setor da educa??o e por consequ?ncia os eminentes desafios que acompanham tal expans?o universit?ria. A oferta de cursos na modalidade de Educa??o a Dist?ncia (EaD) ? considerada alta se comparada com os cursos presenciais e impacta no resultado esperado da forma??o, especialmente no que tange a forma??o de professores. Logo, conhecer os motivos pelos quais os estudantes abandonam seus estudos representa o primeiro passo para a qualifica??o das a??es de perman?ncia e reten??o de estudantes. A busca por indicadores e instrumentos que permitam compreender o que faz um estudante permanecer ? um desafio. Usando como referencial te?rico o trabalho de Tinto (1989, 1997, 2006), Garland (1993), Kember (1995), Aretio (2002), Cabrera (2006), Castles (2004), Tello (2007) e, a partir da experi?ncia da autora com o Projeto Alfa GUIA, foi realizado um estudo de car?ter quali-quantitativo para verificar se o instrumento de investiga??o utilizado pelo Projeto Alfa GUIA poderia ser adaptado para ofertar estes indicadores devido a fragilidade dos dados oficiais que est?o dispon?veis no sistema brasileiro relacionado a EaD. Como resultado desta investiga??o observamos que o instrumento original n?o contemplava todos os itens necess?rios, especialmente na quest?o da influ?ncia do ambiente virtual, considerando que ele ? o espa?o onde as intera??es e as pr?ticas se consolidam. Nesse sentido propomos um instrumento de pesquisa que abarca tais quest?es, das quais propomos indicadores para medir a perman?ncia de estudantes na Educa??o Superior, a saber: Gest?o Institucional, Pr?tica Docente, Dedica??o do Estudante e Qualidade do curso. Existem perspectivas que apontam que a estrutura proposta nesta tese possui potencial para captar as informa??es que auxiliam a entender o ponto de vista do estudante que permanece, contribuindo com, gestores, docentes e estudantes para constru??o de projetos de cursos que contemplem aspectos que auxiliem a mitigar este grave problema de alto custo social que ? o abandono na Educa??o Superior.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-08-18T12:20:45Z No. of bitstreams: 1 DemervalGuilarducciBruzziTese2017.pdf: 6021140 bytes, checksum: 18af057c63307e6478ce9d1ad0b52199 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-08-18T12:20:57Z (GMT) No. of bitstreams: 1 DemervalGuilarducciBruzziTese2017.pdf: 6021140 bytes, checksum: 18af057c63307e6478ce9d1ad0b52199 (MD5) / Made available in DSpace on 2017-08-18T12:20:57Z (GMT). No. of bitstreams: 1 DemervalGuilarducciBruzziTese2017.pdf: 6021140 bytes, checksum: 18af057c63307e6478ce9d1ad0b52199 (MD5) Previous issue date: 2017-06-27 / It is a research project about the results of the Integrated Student Project, one of the initiatives of the Secretariat of Distance Education, Ministry of Education, developed from 2009 to 2012, with the goal of supply the need for training and technical update of students of the final years of elementary school, ninth grade and high school, of the Brazilian public education system, qualifying them to use information and communication technologies. With this thesis, it was intended to verify the influence of the project, i.e., the technology-aided training, in virtual learning environments, as a motivational agent in the life perspective of students, in special, in the regain of selfesteem, in the incentive to permanence in school, and possible inclusion in the job market. For this purpose, it was opted, as methodological procedures, the literature review and documentary analysis, the semi structured interviews, application of questionnaires and the life stories technique and later analysis of the content of different subject???s discourses and respective stories. The analysis categories emerged from the literature review and, especially, from the Subjectivity Theory and Complexity Theory. Among the authors that supported the grounds of this thesis, stand out Edgar Morin, with his Complex Thinking, Maria C??ndida Moraes, in the preparation of reference documents to the implementation of the National Policy of Educational Informatics in Brazil, in addition to Fernando Gonzalez Rey, with his Subjectivity Theory, based in the complex view about reality, with the intent of analyze, not just the participating students??? self-esteem, but, primarily, the path taken after the course completion. The research results reaffirm the importance of the study in the formation of individuals, not just as motivational agent, but mainly by offering to these, new possibilities of personal development and growth, as well as, certainly, pointing out the technology as a facilitator agent of this process. / Trata-se de um projeto de pesquisa sobre os resultados do Projeto Aluno Integrado, uma das iniciativas da Secretaria de Educa????o a Dist??ncia, do Minist??rio da Educa????o, desenvolvida no per??odo de 2009 at?? 2012, e que teve por objetivo suprir a necessidade de forma????o e atualiza????o t??cnica de alunos dos anos finais do ensino fundamental, nono ano, e ensino m??dio, oriundos das redes de educa????o p??blica brasileira, qualificando-os para o uso das tecnologias da informa????o e comunica????o. Com esta tese, pretendeu-se verificar a influ??ncia do projeto, ou melhor, da forma????o mediada pela tecnologia, em ambientes virtuais de aprendizagem, ter sido um agente motivador, na perspectiva de vida dos alunos, em especial, no resgate de sua autoestima, no incentivo ?? sua perman??ncia na escola e poss??vel inser????o no mercado de trabalho. Para tanto, optou-se, como procedimentos metodol??gicos, a revis??o de literatura e an??lise documental, as entrevistas semiestruturadas, a aplica????o de question??rios e a t??cnica de hist??rias de vida e posterior an??lises de conte??dos dos diferentes discursos dos sujeitos e respectivas hist??rias. As categorias de an??lise emergiram da revis??o de literatura e, em especial, da Teoria da Subjetividade e da Teoria da Complexidade. Dentre os autores que embasaram os fundamentos desta tese, destacam-se Edgar Morin, com seu Pensamento Complexo, Maria C??ndida Moraes, na elabora????o dos documentos referenciais para a implementa????o da Pol??tica Nacional de Inform??tica Educativa no Brasil, al??m de Fernando Gonzalez Rey, com sua teoria da Subjetividade, pautada no olhar complexo sobre a realidade, com intuito de analisar, n??o s?? a quest??o da autoestima dos alunos participantes, mas, principalmente, o caminho percorrido ap??s a realiza????o do curso. Os resultados obtidos pela pesquisa ressaltaram a import??ncia do estudo na forma????o do sujeito, n??o s?? como agente motivador, mas principalmente por oferecer a este, novas possibilidades de desenvolvimento e crescimento pessoal, al??m ?? claro que apontar a tecnologia como agente facilitador deste processo.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-04-13T16:54:46Z No. of bitstreams: 1 CristianaAndradeNepomucenoDissertacao2017.pdf: 1833902 bytes, checksum: 5798e709469d8bcf0f150d4457f45151 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-04-13T16:55:06Z (GMT) No. of bitstreams: 1 CristianaAndradeNepomucenoDissertacao2017.pdf: 1833902 bytes, checksum: 5798e709469d8bcf0f150d4457f45151 (MD5) / Made available in DSpace on 2018-04-13T16:55:06Z (GMT). No. of bitstreams: 1 CristianaAndradeNepomucenoDissertacao2017.pdf: 1833902 bytes, checksum: 5798e709469d8bcf0f150d4457f45151 (MD5) Previous issue date: 2017-12-15 / The objective of this research is to investigate the relationship between distance education (EaD, in Portuguese abbreviation) offers in the Federal District (DF, in Portuguese abbreviation) and the local higher education privatization process. It is a quantitative study that uses an approximation with the methodology and reference of the Policy Cycle Approach (BOWE; BALL; GOLD,1992; BALL,1994) to analyze the data and to reflect upon the generated results. As investigation methods, documental analysis was used to verify the changes occurred in the four main laws about EaD issued between 2005 and 2017; as well as interviews with EaD coordinators of private and public Higher Education Institutes (IES, in Portuguese abbreviation) and also with representatives of higher education policy managers in the DF. The collected data were analyzed based on Bardin Content Analysis (2011), with theory and methodology support from the Policy Cycle Approach and discussed in five axes of analysis: characteristics of the EaD modality; conditions for EaD offers; coordinators interpretation about EaD legislation; EaD in higher education; and public higher education in the DF. The results indicate an offer expansion of EaD bachelor??s courses from profit and non-profit private IES in the national level as well as in the DF. This expansion will probably gain impulse based on new laws about EaD issued in 2017 by the federal government and that, as demonstrated in this research, created more flexible rules to the creation of EaD bachelor??s courses. The results also demonstrated that the EaD private offer in DF is concentrated in hands of big educational groups that already dominate the national offer of higher education, which leaves little room for local private IES. The research data also indicated that higher education manager institutions in DF do not effectively monitor private IES expansion, with its respective course offers in the EaD modality. From the viewpoint of the managers, they defend the creation of a DF public university as an option to reduce the strong presence of the private sector in DF??s higher education. This work indicates some research lines that could be investigated in the future, such as to verify how EaD bachelor??s courses expansion will occur both in private and public IES, based on new EaD legislation; and what will be the impact of the new rules about the Programa Universidade Aberta do Brasil, the main public program for EaD bacherlor??s courses offer. / O objetivo desta pesquisa foi investigar a rela????o da oferta da modalidade ?? dist??ncia no Distrito Federal e o processo local de privatiza????o da educa????o superior. ?? um estudo qualitativo que se utilizou de uma aproxima????o com o referencial te??rico-metodol??gico do Ciclo de Pol??ticas (BOWE; BALL; GOLD,1992; BALL,1994) para analisar os dados e refletir sobre os resultados encontrados. Como t??cnicas de investiga????o, utilizou-se a an??lise documental para verificar o teor e as mudan??as ocorridas nas quatro principais legisla????es sobre Educa????o a Dist??ncia editadas entre 2005 e 2017; e ainda entrevistas realizadas com coordenadores de EaD de Institui????es de Ensino Superior (IES) privadas e representantes de ??rg??os gestores da educa????o superior no Distrito Federal. Os dados coletados foram analisados ?? luz da teoria da An??lise do Conte??do de Bardin (2011), com o suporte te??rico-metodol??gico do Ciclo de Pol??ticas, e discutidos em cinco eixos de an??lise: Caracter??sticas da modalidade EaD; Condi????es para a oferta de EaD; Interpreta????o dos coordenadores sobre a legisla????o de EaD; a EaD na educa????o superior e A educa????o superior p??blica no Distrito Federal. Os resultados apontaram para uma expans??o da oferta de cursos de gradua????o na modalidade a dist??ncia pelas IES privadas com e sem fins lucrativas no cen??rio nacional e tamb??m no Distrito Federal. Essa expans??o dever?? ganhar impulso a partir das novas legisla????es sobre EaD editadas em 2017 pelo governo federal e que, conforme demonstrou a pesquisa, flexibilizam as regras para a oferta de cursos de gradua????o na modalidade EaD. Os resultados tamb??m demonstraram que a oferta privada de EaD no DF est?? concentrada nas m??os de grandes grupos educacionais que j?? dominam a oferta nacional de educa????o superior, o que deixa pouco espa??o de atua????o para as IES privadas locais. Os dados da pesquisa indicaram ainda que n??o h??, por parte dos ??rg??os gestores da educa????o superior no DF, um monitoramento efetivo da expans??o das IES privadas, com suas respectivas ofertas de cursos na modalidade EaD. Do ponto de vista dos gestores, eles defendem a cria????o de uma universidade p??blica distrital como op????o para reduzir a forte presen??a do setor privado na educa????o superior do DF. O trabalho deixa em aberto algunas trilhas de pesquisa que podem ser investigadas no futuro, entre elas verificar como se dar??, a partir das novas legisla????es sobre a EaD, a expans??o dos cursos de gradua????o nessa modalidade tanto nas IES privadas, quanto nas IES p??blicas e qual ser?? o impacto das novas regras no Programa Universidade Aberta do Brasil, principal programa p??blico de oferta de cursos de gradua????o a dist??ncia.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-08-10T11:56:34Z No. of bitstreams: 1 DIS_VICENTE_HENRIQUE_DE_OLIVEIRA_FILHO_COMPLETO.pdf: 1909182 bytes, checksum: 8799bc2b183d09e984593a4d3c30301f (MD5) / Made available in DSpace on 2016-08-10T11:56:34Z (GMT). No. of bitstreams: 1 DIS_VICENTE_HENRIQUE_DE_OLIVEIRA_FILHO_COMPLETO.pdf: 1909182 bytes, checksum: 8799bc2b183d09e984593a4d3c30301f (MD5) Previous issue date: 2016-03-16 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This qualitative research aimed to understand the repercussions of participation at "Pro-Literacy Mathematics? Program" in the professional identity in a group of 18 teachers from the early years of elementary school in Maranh?o?s state.To collect data, they were used questionnaires, semi-structured interviews, documents related to the course and memorials built by the teachers during the formation. It was applied Discursive Textual Analysis (MORAES; GALIAZZI, 2011) to analyze the data, established in four stages. The first one was text?s organization (corpus) that emerged from the collected data. After that, it was consituted unitarization of meaning elements to the research and extracted from the corpus. After analyzing the unitarization and grouping them by common ideas four categories emerged: (1) Teachers? perceptions on mathematical knowledge and the child's learning; (2) Teacher's Pedagogical work and his inclusion at the student's context; (3) Pro-Literacy course as improvement of pedagogical practice; and (4) Personal experiences and formation of professional teaching identity. From the outlined categories were developed metatexts with the discussion of the results obtained in the research. It is noticed that continuing education is considered by teachers as an incentive to upgrade to the use of pedagogical practices closer to the reality of students. Teachers declare that is needed to teachers and students recognize the process of teaching and learning mathematics as something practical and reflective. It is noticed that the student's motivation also motivates the teacher. The course presentation strategy, with periodic face meetings, is well assimilated by the participants, as it enables the interaction between course participants. Life experiences and the profession are supported to form their identity. It was concluded that continuing education is a very positive opportunity to the teacher to review various aspects related to the exercise of their activities and contribute to establish their professional identity. / Esta pesquisa, de natureza qualitativa, teve como objetivo geral compreender as repercuss?es da participa??o no Programa ?Pr?-Letramento em Matem?tica? na identidade profissional de um grupo de 18 docentes dos anos iniciais do Ensino Fundamental no estado do Maranh?o. Para coletar os dados, utilizaram-se question?rios, entrevistas semiestruturadas, documentos relacionados ao curso realizado e memoriais constru?dos pelos docentes ao longo da forma??o. Utilizou-se a An?lise Textual Discursiva (MORAES; GALIAZZI, 2011) para explorar os dados obtidos, aplicada em quatro etapas. A primeira delas foi a organiza??o do texto (corpus), decorrente da coleta de dados. A seguir, constituiu-se a unitariza??o de elementos de significado para a pesquisa e extra?dos do corpus. Do agrupamento dos elementos de significado por ideias-comuns emergiram quatro categorias: (1) Percep??es dos docentes sobre ensino, conhecimento matem?tico e a aprendizagem da crian?a; (2) Trabalho pedag?gico do docente e sua inser??o no contexto do estudante; (3) O curso Pr?-Letramento como aperfei?oamento da pr?tica pedag?gica; e (4) Experi?ncias pessoais e forma??o da identidade profissional do docente. Das categorias delineadas foram elaborados metatextos com a discuss?o dos resultados obtidos na pesquisa. Constata-se que a forma??o continuada ? considerada pelos docentes como est?mulo ? atualiza??o para o uso de pr?ticas pedag?gicas mais pr?ximas ? realidade dos discentes. Os professores declaram que ? preciso docente e discente reconhecerem o processo de ensino e aprendizagem matem?tico como algo pr?tico e reflexivo. Percebe-se que a motiva??o do aluno tamb?m motiva o professor. A estrat?gia de apresenta??o do curso, com encontros presenciais peri?dicos, ? bem assimilada pelos participantes, j? que possibilita a intera??o entre os cursistas. As experi?ncias de vida e o exerc?cio da profiss?o s?o o suporte para formar a sua identidade. Conclui-se que a forma??o continuada ? uma oportunidade muito positiva para o professor rever v?rios aspectos relacionados ao exerc?cio das suas atividades e que contribuem para constituir a sua identidade profissional.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-11-03T13:46:50Z No. of bitstreams: 1 TES_ANA_CRISTINA_ALMEIDA_SANTANA_COMPLETO.pdf: 5837788 bytes, checksum: d8446c4e2807398f1d265eb846689e29 (MD5) / Made available in DSpace on 2016-11-03T13:46:50Z (GMT). No. of bitstreams: 1 TES_ANA_CRISTINA_ALMEIDA_SANTANA_COMPLETO.pdf: 5837788 bytes, checksum: d8446c4e2807398f1d265eb846689e29 (MD5) Previous issue date: 2016-08-01 / This research sought to understand the formation of graduates who are the first member of their families to do an undergraduate degree, in the distance (DE), from the Open University of Brazil (UAB) - State of Sergipe, considering the cognitive, social and emotional aspects and especially the sense of citizenship in the light of social, political and economic inclusion, afforded by higher education of these graduates. The research, qualitative nature, in dialectic and phenomenological, exploratory approach, based on a case study, used as data collection instruments three semi-structured online questionnaires and scripts for interviews. For data analysis, we used the discursive textual analysis (DTA), proposed by Moraes and Galiazzi (2006), and the dialectics of Habermas (1987). The findings confirmed the expectations that we had and reinforced the aspects to the literature review in the area, highlighting the importance of the subject as a citizen, integrated, constituted of full form from the experience in performing a higher education course. They also bounced the important issue of graduation offers in the distance modality and the need to maintain the UAB project as an alternative to those who wish to have the opportunity to go to college, and contingency issues may not have physical access to universities and similar. As a contribution to this phase, we emphasize the opportunity to publicize the work of UAB in Sergipe, giving voice to graduates who are family first members to receive a higher study degree and their life stories (which can inspire others), reflecting on the structure and opportunities of distance education as a quality alternative to the realization of the fundamental right to higher education, despite all the still existing prejudice. / Esta pesquisa buscou compreender a forma??o dos egressos que s?o os primeiros da fam?lia a fazer um curso de gradua??o, na modalidade a dist?ncia (EaD), pela Universidade Aberta do Brasil (UAB) ? Estado de Sergipe, considerando os aspectos cognitivos, sociais, emocionais e, especialmente, o sentimento de cidadania ? luz da inclus?o social, pol?tica e econ?mica proporcionada pela forma??o superior desses egressos. A pesquisa, de cunho qualitativo, em abordagem dial?tica e fenomenol?gica, explorat?ria, apoiada em um estudo de caso, utilizou como instrumentos de coleta de dados tr?s question?rios semiestruturados online e roteiros para entrevistas. Para a an?lise dos dados, utilizamos a an?lise textual discursiva (ATD), proposta de Moraes e Galiazzi (2006), al?m da dial?tica de Habermas (1987). Os achados comprovaram as expectativas que possu?amos e refor?aram os aspectos relacionados ? literatura das ?reas, destacando a import?ncia do sujeito como cidad?o, integrado, constitu?do de forma plena a partir da experi?ncia em realizar um curso superior. Ressaltaram tamb?m a importante quest?o da oferta de gradua??es na modalidade a dist?ncia e a necessidade de manter o projeto da UAB como alternativa ?queles que desejam ter a oportunidade de fazer um curso superior e, por quest?es contingenciais, n?o podem ter acesso f?sico a centros universit?rios e similares. Como contribui??es desta fase, destacamos a oportunidade de divulgar o trabalho da UAB em Sergipe, dar voz aos egressos que s?o os primeiros da fam?lia a receberem grau superior e suas hist?rias de vida (que podem inspirar outras pessoas), refletir acerca da estrutura??o e oportunidades da EaD como alternativa de qualidade para a efetiva??o do direito fundamental ? educa??o superior, a despeito de todo o preconceito ainda existente.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2017-03-03T18:54:31Z No. of bitstreams: 1 DIS_ISABEL_CRISTINA_DA_SILVA_AZEREDO_COMPLETO.pdf: 1311279 bytes, checksum: ca555f90ae8dcb1d81d475780a5ba6d1 (MD5) / Made available in DSpace on 2017-03-03T18:54:31Z (GMT). No. of bitstreams: 1 DIS_ISABEL_CRISTINA_DA_SILVA_AZEREDO_COMPLETO.pdf: 1311279 bytes, checksum: ca555f90ae8dcb1d81d475780a5ba6d1 (MD5) Previous issue date: 2016-12-12 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research intended to investigate teachers? actions, more specifically, the pedagogical practices implemented by teachers on the Virtual Learning Environment (AVA) - MOODLE. The subjects of this investigation are the teachers who used platform more frequently and proficiently for planning their lessons. Works by authors such as Moran, Kenski, N?voa, Imbern?n, Lib?neo, Levy, Gil, Carneiro and Turchielo have been used as theoretical framework. The research uses a qualitative approach, supported by a case study, taking place at a private university, in the city of Porto Alegre (RS). Textual Discursive Analysis was used as a method of analysis, as proposed by Moraes and Galiazzi (2011). The instruments used for data collection are: a report containing basic statistical information concerning the usage of Moodle?s resources ? provided by the distance education unit; an online questionnaire using Google Forms; a recorded semi-structured interview and the transcribed interviews. The first phase of the investigation relied on Moodle?s reports in order to identify the possible interviewees, who were selected using the following criteria: teachers who used Moodle more frequently and proficiently. In the second phase, the selected teachers received the questionnaire link. It allowed us to understand how they planned their lessons and how they learned how to use technological resources. In the third phase, semi-structured interviews were conducted with teachers whose virtual rooms had frequent movement. After crossing the information from the three stages, the findings showed us that there is a connection with organization and planning with pedagogical practices adopted in Moodle; There is a commitment on the part of teachers with their continuing formation; the virtual rooms have similarities in their organization related to the resources used are the same, however, didactic strategies are distinguished; The activities of Moodle most explored by the teachers are Task, Forum and Questionnaire; The lack of time and knowledge seems to be the cause of less variety of elements in the virtual space; The teachers believe that the virtual classes connect to face-to-face activities helps students to learn; Teachers want specific formations regarding pedagogical theories and methodologies. Also, it was clear that digital fluency is a facilitating factor for teachers to create/adapt and organize their space on AVA. Additionally, it is important to stress the need to connect virtual and on-site actions and vice-versa. We hope that this investigation can contribute to the reflections on pedagogical practices in the use of Digital Technologies ? DT, especially on Moodle, and to the organization of actions for teachers? long life training. / Esta pesquisa buscou investigar o fazer docente, mais especificamente, as pr?ticas pedag?gicas organizadas por professores usu?rios do Ambiente Virtual de Aprendizagem (AVA) - MOODLE. Foram considerados como sujeitos da pesquisa aqueles que s?o usu?rios frequentes da plataforma e que apresentavam diversidade nos recursos utilizados para organiza??o das suas aulas. O referencial te?rico foi estabelecido a partir do estado do conhecimento, no qual se destacam os autores Moran, Kenski, N?voa, Imbern?n, Lib?neo, L?vy, Gil, Carneiro e Turchielo. Como metodologia de pesquisa, optou-se pela abordagem de natureza qualitativa, do tipo estudo de caso, considerando uma Universidade Privada Comunit?ria, situada na cidade de Porto Alegre (RS). O m?todo de an?lise de dados adotado foi o da An?lise Textual Discursiva (ATD), proposta por Moraes e Galiazzi (2011). Os instrumentos de coleta de dados foram: relat?rio com estat?sticas b?sicas relacionadas ao uso dos recursos do Moodle - fornecido pelo setor que administra a plataforma na institui??o, question?rio online usando o Forms do Google, entrevista semiestruturada gravada e textos oriundos da degrava??o das entrevistas. Na primeira fase da investiga??o, foram utilizados os relat?rios de uso do Moodle para identifica??o dos poss?veis respondentes do question?rio, cuja sele??o baseou-se no seguinte crit?rio: docentes que apresentavam uso frequente do Moodle e alguma diversidade de recursos utilizados. Na segunda etapa, enviou-se o link do question?rio aos professores selecionados, a fim de compreender como os professores organizavam suas aulas e como aconteceu sua forma??o no que tange ao uso de recursos tecnol?gicos. Na terceira fase, foram realizadas entrevistas semiestruturadas com professores cujas salas virtuais apresentavam movimenta??o frequente. Ap?s o cruzamento das informa??es oriundas das tr?s etapas, os principais achados apontam que: as pr?ticas pedag?gicas no Moodle est?o relacionadas com a organiza??o e o planejamento das aulas presenciais; existe comprometimento, por parte dos docentes, com sua forma??o continuada; as salas virtuais possuem similaridades na sua organiza??o, decorrentes dos recursos utilizados serem os mesmos, no entanto, as estrat?gias did?ticas no uso desses recursos se distinguem; as atividades do Moodle mais exploradas pelos professores s?o Tarefa, F?rum e Question?rio; a falta de tempo e de conhecimento implicam no uso de poucos elementos do Moodle; os professores acreditam que o espa?o virtual colabora para aprendizagem dos alunos e para o fazer docente; os professores sinalizam a necessidade de se pensar em forma??es espec?ficas, por ?rea, e reconhecem a import?ncia de discutirem teorias pedag?gicas e metodologias. Ficou evidente, tamb?m, que a flu?ncia digital ? um fator facilitador para que o docente crie/adapte e organize seu espa?o no AVA. Ainda, faz-se importante ressaltar a necessidade da vincula??o do que ocorre no virtual com as a??es presenciais e vice-versa. Espera-se que esta pesquisa possa contribuir para as reflex?es acerca das pr?ticas pedag?gicas no uso das Tecnologias Digitais ? TD, especialmente no Moodle, e para organiza??o de a??es para forma??o continuada dos professores.

Made available in DSpace on 2015-04-14T14:52:25Z (GMT). No. of bitstreams: 1 442104.pdf: 1035896 bytes, checksum: bcca1eb076dd95193f85957337bb14c1 (MD5) Previous issue date: 2012-08-27 / This term paper had as objective to understand the process of human relationship formation between companies and clients. More specifically, it was analyzed the reasons which create the relations between trust, perceived quality, commitment and loyalty in order to develop them and to consolidate them. In terms of the study market, it is justified the chosen of the graduation sector, more specifically virtual courses, because this sector is considered one of the sectors with great importance for our society, which is in constant development and it is really competitive. We observe that this sector is been studied by some authors such as Tinto (1975, 2006) Hennig-Thurau, Singh and Sabol (2001) and Sirdeshmukh, Singh and Sabol (2002).This way, the educational sector is ready for the development of the study proposal. Another relevant point is about the research and the market which look for the understanding in terms of the actors of this market, and this understanding is one of the principal reasons of this work. Through an exploratory study of quality nature, individual and deeply educational interview were done, involving experts of lots of areas (managers and coordinators), teachers and students in order to analyze the source of data together with a bibliographic review. With the development of the content analyzed in the interview, it was possible to find a series of relevant discoveries which will make we understand better the principal reasons that are in the relationships between the basic construct of this study. The results show that, for the relation between perceived quality and loyalty, the relevant reasons were: feeling of being well received, motivation and credibility. To the trust and loyalty, it was found as reasons: transparency, commitment of the client/student with the institution, reflection of the learning as a result of the course and the good faith. In the relation of commitment and loyalty, the cognitive commitment (calculative) was highlighted as the principal reason: the changes proportionate for the certificate. At the end of the work, it is presented the conclusions about the contributions of the study to the development of the relational marketing theory, and its management implications that help educational marketing professionals and managers of graduation institutions, so that it could be used in actions to motivate the interest of the clients/students. To finish it, it is presented a future research in order to motivate other researchers in the search of new knowledge in the area. / O presente trabalho teve como objetivo entender o processo de forma??o de relacionamentos entre empresas e clientes. Mais especificamente, foram analisados os motivos que fazem as rela??es entre a confian?a, qualidade percebida, comprometimento e lealdade se desenvolver e consolidarem. Quanto ao mercado estudado, justifica-se a sua escolha do segmento educacional superior, mais especificadamente em institui??es com cursos a dist?ncia. Esse segmento ? considerado um dos setores de grande import?ncia para a sociedade, o qual se encontra em constante crescimento e ? altamente competitivo. Observa-se que esse setor j? vem sendo estudado por alguns autores sendo o caso de Tinto (1975, 2006) Henni-Thurau, Singh e Sabol (2001) e Sirdeshmukh, Singh e Sabol (2002). E dessa forma, o segmento educacional mostrou-se prop?cio para o desenvolvimento da proposta desse estudo. Outro ponto a destacar com rela??o ? pesquisa e ao mercado trata-se da busca de um melhor entendimento com rela??o aos atores desse mercado, sendo esse entendimento um dos principais motivos desse trabalho. Por meio de um estudo explorat?rio de natureza qualitativa, foram realizadas entrevistas individuais e em profundidade no educacional, envolvendo especialistas da ?rea (gestores e coordenadores), professores e alunos para que a an?lise fosse baseada numa triangula??o de dados juntamente com a revis?o bibliogr?fica. Com o desenvolvimento da an?lise de conte?do das entrevistas foi poss?vel encontrar uma s?rie de achados relevantes e que ir?o proporcionar um maior entendimento dos principais motivos que permeiam as rela??es entre os construtos base desse estudo. Os resultados comprovaram que para a rela??o entre qualidade percebida e lealdade, os motivos que se destacaram foram: o sentimento de estar acolhido, a motiva??o (est?mulo) e a credibilidade. Para a confian?a e a lealdade, foram encontrados como motivos: a transpar?ncia, o comprometimento do cliente/aluno com a institui??o, o reflexo da aprendizagem como resultado do curso e a benevol?ncia (boa f?). Na rela??o entre comprometimento e lealdade, o comprometimento cognitivo (calculativo) foi ressaltado com maior incid?ncia pelos entrevistados que destacaram como motivo: as mudan?as proporcionadas pela titula??o. Ao final do trabalho, s?o apresentadas as conclus?es sobre a contribui??o do estudo para o avan?o da teoria de marketing relacional, bem como implica??es gerenciais que contribuem com os profissionais do marketing educacional e com os gestores de institui??es de ensino superior (IES), para que sejam utilizados em a??es que estimulem o interesse dos clientes/alunos. Por fim, s?o apresentadas pesquisas futuras a fim de motivar outros pesquisadores na busca por novos conhecimentos na ?rea.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-24T12:43:07Z No. of bitstreams: 1 DeboraCostaGoncalvesDissertacao2017.pdf: 1884739 bytes, checksum: 36fe15083a562c5c4178940e46a7b0d0 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-24T12:43:14Z (GMT) No. of bitstreams: 1 DeboraCostaGoncalvesDissertacao2017.pdf: 1884739 bytes, checksum: 36fe15083a562c5c4178940e46a7b0d0 (MD5) / Made available in DSpace on 2017-05-24T12:43:14Z (GMT). No. of bitstreams: 1 DeboraCostaGoncalvesDissertacao2017.pdf: 1884739 bytes, checksum: 36fe15083a562c5c4178940e46a7b0d0 (MD5) Previous issue date: 2017-02-17 / The purpose of this study was to investigate how the interpretation of the policy of distance teacher training of the UAB System and its governance networks occurs in the perspective of the managers who work in the public higher education institutions that are part of the program. It???s a qualitative study inspired by the Policy Cycle method (BOWE; BALL; GOLD, 1992; BALL, 1994). Were used as research techniques: documentary analysis, questionnaire and interviews with UAB managers of the Public Institutions of Higher Education (IPES). The data were analyzed in light of the theory of Content Analysis of Bardin (2011) and discussed in three categories: Interpretation of managers about distance education (EaD) and its governance networks; Institutional impacts of UAB in the practice context in the program participating IPES; and Prospects for distance teacher education policies: beyond UAB. The results showed that the conceptions underlying the UAB managers' training model are in line with the hegemonic proposals of teacher training. There is no perception of the influence of entities of the network of governance as private sector and international organizations. In the institutional practical context, the EAD has promoted a 'differentiation' between professionals and students within IPES. The consolidation of the EAD courses in IPES brings with it the appropriation of new perceptions, values and practices for these entities. There was an obscuring between the frontiers of teacher, tutor and student performances, and the gradual naturalization of the precariousness of teaching work. Regarding the perspectives for training by the UAB, the consolidation of the EAD in the IPES is envisaged. The research concludes that teacher education is immersed in an extremely complex context of political, economic and ideological disputes, and that the expansion of EaD takes place in a scenario where multiple interests compete for a cheap, lightened, massified and privatized formation. Thus, we propose the questioning of the MEC and Capes of intensive use for initial teacher training. More in-depth discussions should integrate the questionings of EaD professionals, so that the modality is not instrumentalized for a mass training process, neotechnicist, mechanism of precarization of teaching work. In addition, we propose extending the autonomy of the IPES with a more strategic position by the federal government. / A finalidade deste estudo foi investigar como ocorre a interpreta????o da pol??tica de forma????o de professores a dist??ncia do Sistema UAB e de suas redes de governan??a na perspectiva dos gestores que atuam nas institui????es p??blicas de educa????o superior integrantes do programa. ?? um estudo qualitativo que se inspira no m??todo do Ciclo de Pol??ticas (BOWE; BALL; GOLD,1992; BALL,1994). Como t??cnicas de investiga????o, utilizou-se: an??lise documental, question??rio e entrevistas realizadas com os gestores da UAB de Institui????es P??blicas de Educa????o Superior (IPES). Os dados foram analisados ?? luz da teoria da An??lise do Conte??do de Bardin (2011) e discutidos em tr??s eixos de an??lise: Interpreta????o dos gestores acerca da Educa????o a Dist??ncia (EaD) e suas redes de forma????o docente; Impactos institucionais da UAB no contexto da pr??tica nas IPES participantes do programa; e Perspectivas para as pol??ticas de forma????o docente a dist??ncia: para al??m da UAB. Os resultados apontaram que as concep????es subjacentes ao modelo formativo dos gestores UAB encontram-se alinhadas ??s propostas hegem??nicas de forma????o docente. N??o se observa uma percep????o da influ??ncia de entes da rede de governan??a como setor privado e organismos internacionais. No contexto pr??tico institucional, a EaD tem promovido uma ???diferencia????o??? entre profissionais e alunos no seio das IPES. A consolida????o dos cursos EaD nas IPES traz consigo a apropria????o de novas percep????es, valores e pr??ticas para estas entidades. Verificou-se um obscurecimento entre as fronteiras de atua????es do professor, tutor e aluno, e a gradativa naturaliza????o da precariza????o do trabalho docente. Quanto ??s perspectivas para a forma????o pela UAB, vislumbra-se a consolida????o da EaD nas IPES. A pesquisa conclui que a forma????o docente est?? imersa em um contexto extremamente complexo de disputas pol??ticas, econ??micas e ideol??gicas, e que a expans??o da EaD se d?? em um cen??rio em que m??ltiplos interesses concorrem para uma forma????o barateada, aligeirada, massificada e privatizada. Destarte, propomos o questionamento do MEC e Capes da utiliza????o intensiva da EaD para forma????o inicial de docentes. Discuss??es mais aprofundadas devem integrar os questionamentos dos profissionais EaD, a fim de que a modalidade n??o seja instrumentalizada para um processo formativo massificado, neotecnicista, mecanismo de precariza????o do trabalho docente. Ademais, propomos amplia????o da autonomia das IPES com uma postura mais estrat??gica por parte do governo federal.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-01-14T21:06:31Z No. of bitstreams: 1 LucianaMeloDeLacerda_DISSERT.pdf: 5376069 bytes, checksum: f41afa07cea3ea3f62440c21000b6d15 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-01-20T17:42:16Z (GMT) No. of bitstreams: 1 LucianaMeloDeLacerda_DISSERT.pdf: 5376069 bytes, checksum: f41afa07cea3ea3f62440c21000b6d15 (MD5) / Made available in DSpace on 2016-01-20T17:42:16Z (GMT). No. of bitstreams: 1 LucianaMeloDeLacerda_DISSERT.pdf: 5376069 bytes, checksum: f41afa07cea3ea3f62440c21000b6d15 (MD5) Previous issue date: 2014-08-29 / A Educa??o a Dist?ncia situa-se hoje em sua quinta gera??o, mediada pelas Novas Tecnologias de Informa??o e Comunica??o. Neste contexto tecnol?gico, encontra nos livros digitais uma potencial ferramenta interativa para a aprendizagem colaborativa. Sendo assim, este projeto foi realizado com o objetivo de analisar os ebooks produzidos pela Universidade Federal do Rio Grande do Norte ? UFRN atrav?s da Secretaria de Educa??o a Dist?ncia ? SEDIS. O presente estudo sucedeu-se em duas fases: em primeiro lugar, realizou-se uma pesquisa explorat?ria para sondar a leitura e o manuseio do material did?tico digital da EaD pelos alunos-usu?rios, dispon?vel na plataforma Moodle da SEDIS. Em segundo lugar, analisou-se a amostra de um livro digital por meio da avalia??o heur?stica. Esta pesquisa tem a inten??o tanto de identificar poss?veis problemas quanto sugerir solu??es para os mesmos. Por ?ltimo, ? apresentado um relat?rio final com diagn?stico e sugest?es para um projeto de design mais pertinente, a fim de otimizar o livro digital por meio de diretrizes de usabilidade aplicadas a materiais da EaD / Nowadays the Distance Learning (DL) is in its fifth generation and New Information and Communication Technologies (NICT) mediate it. In this technological context it is then called Distance e-Learning (DeL). DeL has also in the e-books a potential interactive tool to the collaborative learning. So, this study was accomplished with the purpose of analyzing the e-books developed by SEDIS ? Secretaria de Educa??o a Dist?ncia (Department of Distance Learning). This study was performed in two phases: Firstly it was done an exploratory study to check out the reading and the handling of digital e-learning material available to the student-users. These e-books are obtainable on SEDIS Moodle platform. Secondly, it was performed some analysis of an e-book sample by means of the heuristic evaluation. This research aims both to identify potential problems and give some suggestions to solve them. At last it is presented a final report with diagnosis and suggestions for a more applicable design in order to optimize the e-book by means of the distance e-learning usability guidelines