Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2017-02-06T14:03:31Z No. of bitstreams: 1 TES_TEREZA_CRISTINA_CERQUEIRA_DA_GRACA_COMPLET?.pdf: 2514834 bytes, checksum: 7623834c13dc1fe34e7eb8cf6a9f1911 (MD5) / Made available in DSpace on 2017-02-06T14:03:32Z (GMT). No. of bitstreams: 1 TES_TEREZA_CRISTINA_CERQUEIRA_DA_GRACA_COMPLET?.pdf: 2514834 bytes, checksum: 7623834c13dc1fe34e7eb8cf6a9f1911 (MD5) Previous issue date: 2016-08-24 / This thesis investigates the school systems rearrangement processes in Brazil and Portugal, as a way of coping with enrollment drops in primary and secondary education due to the falling birth rates from 2002 to 2012. The hypothesis is that the rearrangements of school systems compasses the rationalization of education and are encouraged by multilateral funding agencies. The research uses the categories of analysis from comparative education, which includes authors such as BRAY and KAI (2010), GARRIDO (1997), MANZON (2010), N?VOA and CATANI (2000), SCHRIEWER (1990, 1995, 2010), SOUZA and MARTINEZ (2009), as well as other Brazilian and Portuguese scholars, like ANTUNES (2005), AKKARI (2011), BOMENY (2001), CASTRO (2013), RIBEIRO (2008), SANTOS (2011), STOER ( 1980, 1999), THEODORO (2008). Data and information were gathered from government offices, newspapers and academic studies. In Brazil, we focus on the rearrangements occurred in the Northeastern States, furthering some approaches with some other Brazilian States; in Portugal, we analyse a few ?CartasEducativas? from some representative cities of each Portuguese geographic regions. The historical path of Education explains the late universalization basic education, illiteracy and low rates of education of the population. Low use of public school buildings and the reduction of the number of students led both countries to foster their school systems rearrangements through various procedures and strategies, which greatest impact is still schools closure. In Portugal, the rearrangements led to the constitution of school groups, and in Brazil to the expansion of the daily school. In both countries, these processes are taking place paripassu a process in which cities are taking control over primary education ? but in Brazil, this process is in a more advanced stage because of the federative model of government. Relations between central and local powers and those with educational segments, the relations between private and public schools, the different influence levels of international organizations and the progress accomplished in education are analyzed in order to identify the contribution of schools systems rearrangements in schooling expansion and improvement of educational services. In Portugal, the findings indicate that the school system rearrangement is part of the government commitments to reduce the public expenditure made by the country with international organizations. In Brazil, where this process is very recent, this intervention is motivated by the disclosure of the international experiences. With no demographic surveys or researches, as well as no medium or long-term planning, the school systems rearrangements are going on as long as some public schools are being emptied due to reducing rates of students. Given the demographics and urban reconfigurations, the public school systems rearrangements are needed, and undoubtedly part of the public funds rationalisation policies announced / implemented by successive governments. However, this process lacks transparency and openness to the engagement of some educational segments. / Esta tese investiga os processos de reordenamento de redes escolares no Brasil e em Portugal, como forma de enfrentamento da redu??o de alunos na educa??o b?sica e nos ensino b?sico e secund?rio, pela queda das taxas de natalidade, no per?odo de 2002 a 2012. A hip?tese central ? a de que os reordenamentos das redes p?blicas de ensino comportam a dimens?o da racionaliza??o dos recursos aplicados na educa??o e s?o estimulados pelos organismos multilaterais de financiamento. A pesquisa se serve das categorias de an?lise da educa??o comparada, com autores como BRAY e KAI (2010), GARRIDO (1997), MANZON (2010), N?VOA e CATANI (2000), SCHRIEWER (1990, 1995, 2010), SOUZA e MARTINEZ (2009), assim como outros estudiosos da educa??o brasileira e portuguesa, a exemplo deANTUNES (2005), AKKARI (2011), BOMENY (2001), CASTRO (2013),RIBEIRO (2008), SANTOS (2011), STOER (1980 e 1999), THEODORO (2008). Os dados e informa??es foram recolhidos junto aos ?rg?os oficiais de produ??o das estat?sticas e de documentos, de material jornal?stico e de estudos acad?micos. No Brasil, o foco de an?lise s?o os reordenamentos ocorridos nos estados nordestinos, onde se promove algumas aproxima??es com outros estados da federa??o; em Portugal, as Cartas Educativas de munic?pios representativos de cada uma das regi?es. A trajet?ria hist?rica da educa??o escolar explica a tardia universaliza??o do ensino fundamental/b?sico, os ?ndices de analfabetismo e os baixos n?veis de escolariza??o das popula??es. A baixa ocupa??o dos parques escolares p?blicos, pela redu??o de alunos, levou os dois pa?ses a promoverem os reordenamentos das suas redes p?blicas, mediante variados procedimentos e estrat?gias, cujo maior impacto continua sendo o fechamento de escolas. Em Portugal, os reordenamentos contam com a constitui??o dos agrupamentos escolares e, no Brasil, com a amplia??o da jornada escolar di?ria. Nos dois pa?ses, esses processos v?m ocorrendo em paralelo com a municipaliza??o da educa??o infantil e do ensino b?sico que, no Brasil, se encontra em est?gio mais avan?ado, face ao modelo pol?tico-administrativo federativo. As rela??es entre os poderes centrais e locais e desses com os segmentos educacionais, a rela??o ensino p?blico-ensino privado, os n?veis de influ?ncia dos organismos internacionais e os avan?os registrados na educa??o s?o analisados na perspectiva de identificar a contribui??o dos reordenamentos na amplia??o da escolariza??o das popula??es e na melhoria da qualidade do ensino. Para o caso portugu?s, as conclus?es apontam que o reordenamento escolar ? parte dos compromissos de redu??o da despesa p?blica assumidos pelo pa?s com organismos internacionais. No Brasil, onde os processos s?o muito recentes, essa interven??o se faz de forma indireta, motivada pela divulga??o dos comparativos internacionais. Sem estudos de prospec??o demogr?fica e sem planejamento de m?dio ou longo prazo, por aqui os reordenamentos v?o acontecendo ? medida que as escolas p?blicas v?o sendo esvaziadas pela redu??o de alunos, dentro do imediatismo que caracteriza as pol?ticas p?blicas brasileiras. Face ? quest?o demogr?fica e ?s reconfigura??es urbanas, os reordenamentos das redes escolares p?blicas s?o necess?rios e, indubitavelmente, fazem parte das pol?ticas de racionaliza??o dos recursos p?blicos anunciadas/implantadas pelos sucessivos governos. Entretanto, os processos carecem de transpar?ncia e abertura ? maior participa??o dos segmentos educacionais.

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.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2017-03-03T19:03:04Z No. of bitstreams: 1 TES_GLAE_CORREA_MACHADO_COMPLETO.pdf: 1309761 bytes, checksum: 792a0f5c5d1b83e46fb97be9f07952d7 (MD5) / Made available in DSpace on 2017-03-03T19:03:04Z (GMT). No. of bitstreams: 1 TES_GLAE_CORREA_MACHADO_COMPLETO.pdf: 1309761 bytes, checksum: 792a0f5c5d1b83e46fb97be9f07952d7 (MD5) Previous issue date: 2016-12-20 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The objective of this study was to research on the construction of the professional development of teachers, as well as the formations and the inclusive experiences that transformed them into teachers of Special and Inclusive Education, from narratives of teachers from the municipality of Montenegro/RS. In order to participate in the research, five teachers of the municipal network, who work in Basic Education, were chosen, performing the Specialized Educational Assistance in the Multifunctional Resource Rooms. The qualitative study was theoretically based on Benjamin, Freire, Aranha, Batista, Edler Carvalho, Fernandes, Jesus, Josso, Jovchelovitch & Bauer, L?dke and Andr?, Mantoan, Marcelo Garcia, Mazzota, Minayo, Montero, N?voa, Os?rio Marques , Pimenta, Sarmento, Sassaki, Tardif and Lessard, among others. From the analysis process, it was possible to identify four dimensions: a) Professional initiation; b) Training and professional experience; c) Special and Inclusive Education and Professional Development; and d) Professional (trans) formations. The findings of this research present the possibilities and the paths found in the form of four thematic syntheses. The first thematic synthesis indicated the dialogues and the reflections on the professional initiation and the motivations for the professional choice. The second thematic synthesis revealed the dialogues and reflections about the formation and the professional experience, that imply a personal investment, a free and creative work on the own routes and the projects, with a view to the construction of an identity, that is also a professional identity. The third thematic synthesis brought the dialogues and reflections on special and inclusive education and professional development, in which special education is understood as a resource that benefits all students and that crosses the work of all teachers, and it is necessary to propose inclusive alternatives for education and not just for schools. And the fourth and last thematic synthesis, refers to the dialogues and reflections on professional (trans) formations, and in this sense, it is understood that teacher training is a process that will occupy all his permanence in his professional activity. / O objetivo desse estudo foi pesquisar sobre a constru??o do desenvolvimento profissional dos professores, assim como as forma??es e as experi?ncias inclusivas que os transformaram em professores da Educa??o Especial e Inclusiva, a partir de narrativas de professoras do munic?pio de Montenegro/RS. Para participar da pesquisa, foram escolhidas cinco professoras da rede municipal, que atuam na Educa??o B?sica, realizando o Atendimento Educacional Especializado nas Salas de Recursos Multifuncionais. O estudo de cunho qualitativo apoiouse teoricamente em Benjamin, Freire, Aranha, Batista, Edler Carvalho, Fernandes, Jesus, Josso, Jovchelovitch & Bauer, L?dke e Andr?, Mantoan, Marcelo Garcia, Mazzota, Minayo, Montero, N?voa, Os?rio Marques, Pimenta, Sarmento, Sassaki, Tardif e Lessard, entre outros. A partir do processo de an?lise, foi poss?vel identificar quatro dimens?es: a) Inicia??o profissional; b) Forma??o e a experi?ncia profissional; c) Educa??o Especial e Inclusiva e Desenvolvimento profissional; e d) (Trans) forma??es profissionais. Os achados dessa pesquisa apresentam as possibilidades e os caminhos encontrados sob a forma de quatro s?nteses tem?ticas. A primeira s?ntese tem?tica indicou os di?logos e as reflex?es sobre a inicia??o profissional e as motiva??es para a escolha profissional. A segunda s?ntese tem?tica revelou os di?logos e reflex?es sobre a forma??o e a experi?ncia profissional, que implicam um investimento pessoal, um trabalho livre e criativo sobre os percursos e os projetos pr?prios, com vistas ? constru??o de uma identidade, que ? tamb?m uma identidade profissional A terceira s?ntese tem?tica trouxe os di?logos e reflex?es sobre a educa??o especial e inclusiva e o desenvolvimento profissional, na qual compreende-se a educa??o especial como um recurso que beneficia a todos os alunos e que atravessa o trabalho de todos os professores, sendo necess?rio propor alternativas inclusivas para a educa??o e n?o apenas para as escolas. E a quarta e ?ltima s?ntese tem?tica, remete aos di?logos e reflex?es sobre as (trans) forma??es profissionais, e nesse sentido, compreende-se que a forma??o do professor ? um processo que ocupar? toda sua perman?ncia em sua atividade profissional.

Submitted by Kelson Anthony de Menezes (kelson@ucb.br) on 2016-10-27T12:22:49Z No. of bitstreams: 1 OlzeniLeiteCostaRibeiroTese2016.pdf: 5126140 bytes, checksum: 9a4a401f4dcd5bc1722ae1451150eac0 (MD5) / Made available in DSpace on 2016-10-27T12:22:49Z (GMT). No. of bitstreams: 1 OlzeniLeiteCostaRibeiroTese2016.pdf: 5126140 bytes, checksum: 9a4a401f4dcd5bc1722ae1451150eac0 (MD5) Previous issue date: 2016-04-07 / This theses, based on the the qualitative approach, is structured in the dialogue between three perspectives: epistemology (complexity theory and constructionism); theory (interpretativism); methodology (hermeneutical phenomenology). These approaches guide not only the philosophy and logic of the methodological choices, but also the procedures adopted for the development of the method. Two research dimensions have been integrated, characterising the research as a multi-approach one. The theoretical-empirical aspect aggregated reflexive/practical features concerning field research. The method was inspired in the hermeneutic circle, generating a recursive and integrative dynamics whose structure developed in three concentric circles: data generation, interpretation and new understanding. The circle starts on the theoretical dimension of the research e evolves in the way of a process of metacognition. Based on the principles of bricolage and grounded theory, this process resulted in generating theoretical pointers of creativity and expertise. The circle continues with an empirical dimension, inspired in the principles of the phenomenological attitude, by means of which a level of deepness in the understanding of the object of this work has been achieved. For this, a life-history methodology was designed that investigated in depth the lives of ten experts eminent in different learning domains. The epoch?? state, integrated to a sensitive listening process, contributed to the unveiling of the whole analytic-interpretative process. It consisted of two major parts: (i) a description of participants??? profile, and (ii) the characterization of the phenomenon under investigation (analysis of narratives). From the empirical dimension of the research resulted the indigenous pointers of creativity in expertise. With the chapter of the new understanding, the hermeneutic circle is completed, but not finished. This is an unfinished investigative process, as it is usual in this type of research. In the new understanding, all theoretical insights that emerged from the relationship between the two dimensions (expertise and creativity) have been gathered in a chapter that, conventionally, would be that of conclusions. As epicentre of these insights and with the purpose of responding which is the role of creativity in expertise (problem, phenomenon and object of research) this thesis brings about to the fields of expertise and creativity the figure of the innovative-expert, the creation of the relational space of expertise (RE-E) and the creation of the potential space of creativity (E-Po). From the articulation of the figure of the innovative-expert, who dialogues, in these spaces, with his or her object of expertise, the field and domain, it emerges the reciprocal benefits of the interaction between creativity and expertise and the aim of the double study consisting of exploring and unveiling the role of creativity in expertise is achieved. As a means of contribution to the field, there is the intention of taking to spaces of transformation (educational, academic and professional), the catalysing action of the pointers of creativity in expertise responsible for projecting the relational space and to make it possible the access to the potential space / Esta tese, fundamentada na abordagem qualitativa, sustenta-se no di??logo entre tr??s perspectivas: epistemologia (complexidade e construcionismo); teoria (interpretativismo); metodologia (fenomenologia-hermen??utica). Tais perspectivas orientaram n??o somente a filosofia e a l??gica do percurso metodol??gico, mas delimitaram crit??rios e procedimentos adotados no desenvolvimento do m??todo. Duas dimens??es da pesquisa foram integradas, caracterizando-a como multig??nero, na modalidade te??rico-emp??rica, caracter??stica que agregou o car??ter reflexivo e pr??tico na pesquisa de campo. O m??todo foi inspirado no conceito de C??rculo Hermen??utico, criando uma din??mica recursiva e integrativa, cuja estrutura se desenvolveu em tr??s c??rculos conc??ntricos: o da Gera????o de Dados, o da Interpreta????o e o da Nova Compreens??o. O c??rculo se inicia na Dimens??o Te??rica da pesquisa e evolui nos moldes de um processo de metacogni????o. Fundamentado nos princ??pios da bricolagem e da teoria fundamentada nos dados da pesquisa, este processo resultou na gera????o dos indicadores te??ricos da criatividade e nos indicadores te??ricos da expertise. O c??rculo segue com a Dimens??o Emp??rica, inspirada nos princ??pios da atitude fenomenol??gica, por meio da qual se alcan??ou um aprofundamento significativo na compreens??o do objeto de estudo. Para tal, adotou-se a hist??ria de vida de dez experts que se destacam em diferentes dom??nios, como t??cnica de gera????o de dados. O estado de epoch??, integrado ?? escuta sens??vel, contribuiu para o desvelamento de todo o processo anal??tico-interpretativo. Este, por sua vez, foi desenvolvido em dois grandes blocos: a caracteriza????o dos participantes (An??lise do Perfil Biogr??fico), e a caracteriza????o do fen??meno investigado, (An??lise das Narrativas). Da Dimens??o Emp??rica resultaram os indicadores ind??genas da criatividade na expertise. Com o cap??tulo da Nova Compreens??o, completa-se, mas n??o se encerra o C??rculo Hermen??utico. Considera-se, como ?? pr??prio em pesquisas fenomenol??gicas, este estudo como inacabado. Na Nova Compreens??o reuniram-se, portanto, todos os insights te??ricos que emergiram da rela????o entre as duas dimens??es, em um cap??tulo que, convencionalmente, seria o cap??tulo para ???conclus??es???. Como n??cleo destes insights, e, cumprindo o prop??sito de responder qual ?? o papel da criatividade na expertise (problema, fen??meno e objeto de pesquisa), esta tese trouxe ao campo da expertise e da criatividade, a figura do Expert-inovador, a cria????o do Espa??o Relacional da Expertise (E-Re) e a cria????o do Espa??o Potencial da Criatividade (EPo). Da articula????o do Expert-inovador, que dialoga, nestes espa??os, com o seu objeto de expertise, o campo e o dom??nio, materializam-se os benef??cios rec??procos da intera????o da criatividade com a expertise e atinge-se o objetivo duplo do estudo, que consistiu em explorar e desvelar o papel da criatividade na expertise. Como possibilidade de contribui????o, pretendese levar para os espa??os de trans-forma????o (educacional, acad??mica e profissional), a a????o catalisadora dos indicadores emp??ricos da criatividade na expertise, como respons??vel por projetar o Espa??o Relacional e possibilitar o acesso ao Espa??o Potencial

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-06T13:10:58Z No. of bitstreams: 1 CarloHenriqueGolinTese2017.pdf: 4727676 bytes, checksum: f026a79443dbc9af7764981f4d203551 (MD5) / Made available in DSpace on 2017-04-06T13:10:58Z (GMT). No. of bitstreams: 1 CarloHenriqueGolinTese2017.pdf: 4727676 bytes, checksum: f026a79443dbc9af7764981f4d203551 (MD5) Previous issue date: 2017-02-14 / The present work was developed in the city of Corumb?? in the state of Mato Grosso do Sul (Brazil), a frontier site that interacts with Bolivia. In this place there is the permanent presence of different ethnicities that transit and perpass that territory. Before this reality and its complex frontier nuances (Brazil-Bolivia), the School Physical Education is discussed in this thesis, linked to the themes such as education, cultural diversity, interculturality, ethnicity, ethnocentrism, sport and body. It should be emphasized that the region studied is influenced by the various events (macro and micro) of the social, cultural, political and economic fields, creating a mosaic of approximations, exchanges, difficulties, frictions and constraints that permeate human relations at the border, which tend to be valued, stressed and/or shared by the people who live in that place. Thus, the present study seek to understand the School Physical Education in a frontier territory, that undergoes diverse influences of its own context, resulting from national and international laws, cultural, political/diplomatic, economic, social, ethnic factors. Considering processes of approximations and prejudices existing in the region, the general objective was to examine the ethnic aspects that permeate the pedagogical actions of the School Physical Education discipline, especially observing how teachers and students describe ??? the latter from different ethnicities and identities (in some cases hybrids) ??? on corporal practices in a border school. In methodological terms the research had as background the ethnography, especially considering the complexity of articulation between the Physical Education area and the different aspects of the frontier under study. We interviewed seven teachers and 20 students (Brazilian-Bolivians) from a municipal public school (CAIC), particularly close to the border (Brazil-Bolivia) and with a greater number of students living in Bolivia who do the pendulum movement to study in Brazil. Field survey data were collected through interviews that were previously structured (script) and analyzed qualitatively (discourse analysis). Subsequently, with the information of all interviewees, it was possible to compare intragroup data (teacher X teacher / student X student) and also between groups (teachers X students). We obtained, from this, the convergences and divergences between the discourses of the respondents, particularly on the issues related to intercultural education and the sociocultural aspects in the conduction of the Physical Education discipline in the frontier region. The data analyzed indicate that there is potential in the area to collaborate in overcoming possible discriminatory processes among students, also projecting new educational issues/concerns for Physical Education teachers and other undergraduate courses, especially for those who want to consider the intercultural education in regions with international border integration. / O presente trabalho foi desenvolvido na cidade de Corumb??, no estado de Mato Grosso do Sul (Brasil), um local fronteiri??o que faz intera????o particular com a Bol??via. Neste local, existe a presen??a permanente de diferentes etnias que transitam e perpassam aquele territ??rio. ?? diante desta realidade e suas complexas nuances fronteiri??as (Brasil-Bol??via) que a Educa????o F??sica escolar ?? discutida nesta tese, vinculada a temas como educa????o, diversidade cultural, interculturalidade, etnicidade, etnocentrismo, esporte e corpo. Ressalta-se que a regi??o estudada ?? influenciada pelos diversos acontecimentos (macro e micro) dos campos social, cultural, pol??tico e econ??mico, criando um mosaico de aproxima????es, trocas, dificuldades, fric????es e constrangimentos que permeiam as rela????es humanas na fronteira, as quais tendem a ser valoradas, tensionadas e/ou compartilhadas pelas pessoas que convivem naquele local. Assim, o presente estudo buscou compreender a Educa????o F??sica escolar em um territ??rio fronteiri??o, que sofre diversas influ??ncias do seu pr??prio contexto, decorrentes das leis nacionais e internacionais, de fatores culturais, pol??ticos/diplom??ticos, econ??micos, sociais e ??tnicos. Considerando os processos de aproxima????es e preconceitos existentes na regi??o, o objetivo geral foi examinar os aspectos ??tnicos que permeiam as a????es pedag??gicas da disciplina Educa????o F??sica escolar, especialmente observando como descrevem professores e alunos ??? estes de etnias e identidades distintas (em alguns casos h??bridas) ??? sobre as pr??ticas corporais numa escola fronteiri??a. Em termos metodol??gicos, a pesquisa teve como pano de fundo a etnografia, sobretudo considerando a complexidade de articula????o entre a ??rea de Educa????o F??sica e os diferentes aspectos da fronteira em estudo. Foram entrevistados sete professores e 20 alunos (brasileiros-bolivianos) de uma escola p??blica municipal (CAIC), particularmente pr??xima ?? fronteira (Brasil-Bol??via) e com maior n??mero de discentes residentes na Bol??via, que fazem o movimento pendular para estudar no Brasil. Os dados da pesquisa de campo foram coletados atrav??s de entrevistas previamente estruturadas (roteiro) e analisadas qualitativamente (an??lise de discurso). Posteriormente, com as informa????es de todos os entrevistados, foi poss??vel comparar os dados ???intragrupos??? (docente X docente / discente X discente) e tamb??m ???intergrupos??? (docentes X discentes). Obtiveram-se, dessa forma, converg??ncias e diverg??ncias entre os discursos dos pesquisados, particularmente sobre as quest??es ligadas ?? educa????o intercultural e aos aspectos socioculturais na condu????o da disciplina Educa????o F??sica em regi??o de fronteira. Os dados analisados indicam existir potencialidades da ??rea para colaborar na supera????o dos poss??veis processos discriminat??rios entre os alunos, projetando tamb??m novas quest??es-preocupa????es educativas para os professores de Educa????o F??sica e aos demais cursos de forma????o superior em licenciatura, especialmente para os que pretendem considerar o tema da educa????o intercultural em regi??es com integra????o fronteiri??a internacional.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-08T20:34:52Z No. of bitstreams: 1 MarthaPaivaScarduaTese2016.pdf: 4904701 bytes, checksum: 720966fcaf65c7c029c11d3c7f6bef14 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-08T20:35:18Z (GMT) No. of bitstreams: 1 MarthaPaivaScarduaTese2016.pdf: 4904701 bytes, checksum: 720966fcaf65c7c029c11d3c7f6bef14 (MD5) / Made available in DSpace on 2017-05-08T20:35:18Z (GMT). No. of bitstreams: 1 MarthaPaivaScarduaTese2016.pdf: 4904701 bytes, checksum: 720966fcaf65c7c029c11d3c7f6bef14 (MD5) Previous issue date: 2016-08-30 / Since 2013, a social, political and economic crisis that unveils a brutal esthetics of ways of being and acting has been consolidated in Brazil. The pressures for neoliberal and conservative policies that set aside democracy in the country are being manifested in Education, putting the struggle for rights that have already been guaranteed back on the agenda. In addition to the struggle against privatization, one can add the fight against the managerialism of schools and learning, the scaling down of teaching to elementary contents, the fight for the permanence of dialogic processes in the educational act, the freedom of expression and the teaching of life???s curriculum. By understanding the school???s role to provide the tools for the ethical and critical confrontation of problems, this research sought to identify and explore the concepts and principles of a liberating education in practices carried out in the Federal District???s network of public schools, and to point to possible alternative paths. Guided by the dialogic, liberating education (Freire), ethics of liberation (Dussel) and analectic methods, we carried out, initially, a theoretical bibliographic research in a good enough school (GES), with contributions from Winnicott, Arendt, Biesta, Mignolo and Smith. The multiple case studies investigated 33 pedagogical practices of teachers, guidance counselors, pedagogic coordinators, school managers, students and a psychologist. The semi-structured interviews and rounds of conversation that were carried out enabled us to have a more profound understanding of liberating acts of Education, as well as to have the criticism and contribution of participants in the theoretical construct of the research. The final data analysis was guided by the Theory Based on Data and revealed that the investigated practices are guided by ethical, democratic, pedagogic and methodological principles that dialogue with pedagogic, democratic, critical and liberating trends. It also demonstrated that the differential in the participants??? practices is expressed through loveliness and the capacity to believe in, be with and do with. At the end, the study presented a synthesized concept of liberating education that aggregated the participants??? discourses and contributed with a redefinition of the concept of liberating education in a GES, which questions the function of the school in the face of local, national and global problems. The study indicated that schools must find a balance between the educational dimensions of qualification (know-how), democratization (know-how to coexist), humanization (know-how to be) and transcendentalism (know-how to care), and to promote potential spaces of appearance that involve listening, accepting and caring for the students, and the exercise of global citizenship at school. The problematizations here presented point to the transformation of the school in a space for the production and dissemination of culture and knowledge, which can promote the decolonization and liberation from careless ways of being and acting in the world, and a relationship with reality and the Other, based on believing in, being with and doing with. / Consolida-se no Brasil, desde 2013, crise social, pol??tica e econ??mica que tem desvelado formas de pensar e agir de bruta est??tica. As press??es por pol??ticas neoliberais e conservadoras que colocam em xeque a democracia no pa??s se manifestam na Educa????o, recolocando em pauta a luta pela perman??ncia de direitos j?? conquistados. Soma-se ?? luta contra a privatiza????o, o gerencialismo da escola e da aprendizagem, e a redu????o do ensino a conte??dos b??sicos, a luta pela perman??ncia do processo dial??gico no ato educativo, a liberdade de express??o e o ensino do curr??culo da vida. Compreendendo o papel da escola de oferecer ferramentas para o enfrentamento ??ticocr??tico de problemas, essa pesquisa buscou identificar e explorar princ??pios e conceitos de educa????o libertadora em pr??ticas desenvolvidas nas escolas p??blicas do Distrito Federal, e apontar caminhos. Guiado pelo m??todo dial??gico da educa????o libertadora (Freire) e anal??tico da ??tica da liberta????o (Dussel), consistiu, inicialmente, na realiza????o de pesquisa te??rico-bibliogr??fica que culminou no constructo te??rico de uma educa????o libertadora em uma escola suficientemente boa (ESB), com contribui????es de Winnicott, Arendt, Biesta, Mignolo e Smith. O estudo de casos m??ltiplos investigou 33 pr??ticas pedag??gicas de professores/as, orientadores/as educacionais, coordenadores/as pedag??gicos, gestores/as escolares, alunos/as, e psic??loga. As entrevistas semiestruturadas e rodas de conversa conduzidas permitiram a cr??tica e a contribui????o dos/as participantes ao constructo te??rico da pesquisa. A an??lise final de dados se orientou pela Teoria Fundamentada em Dados e revelou que as pr??ticas investigadas s??o orientadas por princ??pios ??ticos, democr??ticos, pedag??gicos e metodol??gicos que dialogam com matizes pedag??gicos democr??ticos, cr??ticos e libertadores. Mostrou, ainda, que o diferencial nas pr??ticas dos/as participantes se expressa pela amorosidade, capacidade de acreditar em e fazer com. Ao, final, o estudo apresentou um conceitos??ntese de educa????o libertadora que agregou o discurso dos/as participantes, e contribuiu com a redefini????o do conceito de educa????o libertadora em uma ESB, que problematiza a fun????o da escola, frente aos problemas locais, nacionais e globais. O estudo apontou que a escola deve equilibrar as dimens??es educacionais de qualifica????o (saber fazer), democratiza????o (saber conviver), humaniza????o (saber ser) e transcendentalismo (saber cuidar) e promover espa??os potenciais de apar??ncia, que envolvam a escuta, o acolhimento e o cuidado com os/as alunos/as, e o exerc??cio da cidadania global na escola. Sinalizou, ainda, contribui????es para a escola p??blica, em especial, do Distrito Federal, relacionando situa????es-problema a in??ditos vi??veis. As problematiza????es apresentadas apontam para a transforma????o da escola em um espa??o de produ????o e dissemina????o de cultura e conhecimento, que permita a descoloniza????o e liberta????o das formas descuidadas de ser, estar e agir no mundo, e uma postura baseada na amorosidade (ser com), na capacidade de acreditar em, e no fazer com.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-09T13:34:36Z No. of bitstreams: 1 IvoneteFerreiradeSousaDissertacao2016.pdf: 2003078 bytes, checksum: b7151f18fe83e1999da002a581144508 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-09T13:35:03Z (GMT) No. of bitstreams: 1 IvoneteFerreiradeSousaDissertacao2016.pdf: 2003078 bytes, checksum: b7151f18fe83e1999da002a581144508 (MD5) / Made available in DSpace on 2017-05-09T13:35:03Z (GMT). No. of bitstreams: 1 IvoneteFerreiradeSousaDissertacao2016.pdf: 2003078 bytes, checksum: b7151f18fe83e1999da002a581144508 (MD5) Previous issue date: 2016-10-20 / This study aimed to investigate the advances and challenges in the management process of Integral Education Pilot Project in Full Time (Projeto Piloto de Educa????o Integral em Tempo Integral ??? PROEITI) in a public school in the Federal District. This is a qualitative case study based on the policy cycle method (Bowe; Ball; Gold, 1992; Ball, 1994).This research analyses the full-time education in three contexts: influence, text production and practice. Data were collected by means of document analysis, observation, interviews and focus groups with managers, teachers and students. The results indicate that the PROEITI advanced when extended the offer to all children enrolled in a journey of 10 hours daily. In addition, it allowed the hiring official teachers to work in complementary disciplines and the specific disciplines of computer science and physical education. Data indicate that the three major challenges experienced by managers relate to limitation of funds for the development of the proposed activities by integral education, the lack of continuing education to the teachers and the lack of the physical structure of schools. For the improvement of the Program was suggested more investment in the schools and the development of continued training for professionals that work in full-time schools. The research proposes alternatives to improve the management process in the context of integral education and on the identified challenges point to the a need for integral management model, who thinks and organizes the school considering the networks of local and external actors. Integral management for integral school is democratic and made with all and for all. / O presente estudo investigou os avan??os e desafios no processo de gest??o do Projeto Piloto de Educa????o Integral em Tempo Integral (PROEITI) em uma escola p??blica do Distrito Federal. Trata-se de um estudo de caso qualitativo baseado no m??todo do ciclo de pol??ticas (Bowe; Ball; Gold, 1992; Ball, 1994). Esta pesquisa analisa a educa????o em tempo integral no DF a partir de tr??s contextos: o de influ??ncia, de produ????o de texto e o da pr??tica, sendo o ??ltimo o foco principal do estudo. Os dados foram coletados por meio de an??lise documental, observa????o, entrevistas e grupo focal com gestores, professores e estudantes. Os resultados apontam que o PROEITI avan??ou ao ampliar a oferta para todas as crian??as matriculadas em uma jornada de 10 horas di??rias. Al??m disso, possibilitou a contrata????o de professores concursados para atuar nas disciplinas complementares e nas disciplinas espec??ficas de inform??tica e educa????o f??sica. Os dados indicam que os tr??s maiores desafios vivenciados pelos gestores se relacionam ?? limita????o de verbas para o desenvolvimento das atividades propostas pela educa????o integral, ?? car??ncia de forma????o continuada dos docentes e ?? restri????o de estrutura f??sica das escolas. Para o aprimoramento do Programa foi sugerido mais investimento nas escolas e o desenvolvimento de uma forma????o continuada para os profissionais que atuam nas escolas de tempo integral. A pesquisa prop??e alternativas para o aperfei??oamento do processo de gest??o no contexto da educa????o integral e diante dos desafios identificados aponta para a necessidade de um modelo integral de gest??o, que pensa e organiza a escola considerando as redes de atores locais e externos. A gest??o integral para a escola integral ?? democr??tica e feita com todos e para todos.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-23T14:00:20Z No. of bitstreams: 1 SandraLaradaSilvaDissertacao2017.pdf: 2153684 bytes, checksum: 5238ed487d7cf38b1e986dcea634ceba (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-23T14:00:44Z (GMT) No. of bitstreams: 1 SandraLaradaSilvaDissertacao2017.pdf: 2153684 bytes, checksum: 5238ed487d7cf38b1e986dcea634ceba (MD5) / Made available in DSpace on 2017-05-23T14:00:44Z (GMT). No. of bitstreams: 1 SandraLaradaSilvaDissertacao2017.pdf: 2153684 bytes, checksum: 5238ed487d7cf38b1e986dcea634ceba (MD5) Previous issue date: 2017-03-06 / The present study is part of the line of research entitled Educational Policy, Management, and Economics of the Postgraduate Program of the Catholic University of Bras??lia ??? UCB. The theme of this research is Integral Education and the concepts pertaining to its accomplishment in teacher praxis. The relevance of the theme is apparent not only for its presence in educational debates and within the sphere of educational policies, but also for having become a State policy with the approval of the National Education Plan (2014-2024). In order to analyze and understand the theme, the following research question wasformulated: What is the understanding and conception of integral education held by the teachers of the Ceil??ndia CRE of the public school system of the Distrito Federal? The general aim was to identify these teachers??? conceptions of integral education. The study is a descriptive qualitative study. In the initial stage, a survey of the literature was carried out, followed by a selection, reading, and analysis of articles, dissertations, and theses, as well as pertinent books on the theme. For the documentary analysis, a survey was made of the educational legislation and the main materials that regulate integral education. Documents such as the Federal Constitution of 1988, the Law of Guideline and Bases for National Education of 1996, the National Education Plans (2001-2009 and 2014-2024), the District Education Plan (2015-2024), and other national and district documents, in addition to the Political Pedagogical Project of the School, within which the research was developed, were analyzed. From the propositions of authors Paulo Freire, Maurice Tardif, Vitor Paro, Ant??nio N??voa, as the theoretical framework that constitutes the literature review, a discussion is presented regarding teacher praxis and the conception of integral education, and the organizational structure of the school is put forth as the fundamental means for school transformation. The comprehension of some of the concepts and conceptions inherent to the theme, such as integral education, full-time education, and extended school day, were considered necessary. During the field research, elements inherent to the teachers??? praxis and the conceptions of integral education were identified. The analysis of the interviews revealed that these conceptions permeate and interfere with the teaching praxis in the school. Overall, one may say that in order to accomplish a pedagogical practice aiming at an integral education of learners, it is necessary to provide teachers with ongoing education promoting a reflection on teacher praxis and the conception of education which permeates it. / O presente estudo insere-se na linha de pesquisa Pol??tica, Gest??o e Economia da Educa????o do Programa de P??s-Gradua????o da Universidade Cat??lica de Bras??lia (UCB). O tema desta pesquisa ?? a Educa????o Integral e as concep????es que permeiam sua efetiva????o na pr??tica docente. O tema se faz relevante por estar presente no debate escolar e no ??mbito das pol??ticas educacionais e, tamb??m, por se tornar uma pol??tica de Estado com a aprova????o do PNE (2014-2024). No sentido da an??lise e compreens??o do tema, formulou-se o seguinte problema de pesquisa: Qual a compreens??o e a concep????o de educa????o integral dos professores da CRE de Ceil??ndia da rede p??blica do Distrito Federal? Como objetivo geral buscou-se identificar qual a concep????o de educa????o integral dos professores da escola pesquisada. A pesquisa em quest??o tratou de um estudo qualitativo descritivo. Na etapa inicial realizou-se uma pesquisa bibliogr??fica, procedendo a uma sele????o, leitura e an??lise de artigos, disserta????es e teses, bem como obras pertinentes ao tema estudado. Para a an??lise documental, buscou-se levantar na legisla????o educacional os principais materiais que regulamentam a educa????o integral, analisando-se documentos como a Constitui????o Federal de 1988, a Lei de Diretrizes e Bases da Educa????o Nacional de 1996, os Planos Nacionais de Educa????o (2001-2009 e 2014-2024), o Plano Distrital de Educa????o (2015-2024) e outros documentos nacionais e do Distrito Federal, al??m do Projeto Pol??tico Pedag??gico da escola em que se desenvolveu a pesquisa. Nas proposi????es dos autores Paulo Freire, Maurice Tardif, Vitor Paro, Ant??nio N??voa, como referencial te??rico que constitui a revis??o de literatura, foi poss??vel apresentar uma discuss??o acerca da pr??tica docente e da concep????o de educa????o integral, al??m de trazer a estrutura organizacional da escola como eixo fundamental para transforma????o da escola. Considerou-se necess??rio compreender alguns conceitos e concep????es inerentes ?? tem??tica, como a educa????o integral, a escola de tempo integral e a amplia????o da jornada escolar. Durante a pesquisa de campo, foi poss??vel identificar elementos inerentes ?? pr??tica pedag??gica e as concep????es de educa????o integral. Na an??lise das entrevistas observou-se que tais concep????es permeiam e interferem na pr??tica docente da escola pesquisada. De modo geral, pode-se afirmar que para se realizar uma pr??tica pedag??gica que vise ?? forma????o integral dos educandos, se faz necess??rio proporcionar uma forma????o continuada aos professores, na qual se desenvolva a reflex??o sobre a pr??tica docente e a concep????o de educa????o que a permeia.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-23T14:13:53Z No. of bitstreams: 1 RosamaliaOtoniPimentaCamposDissertacao2017.pdf: 3554454 bytes, checksum: 9480fb0576035f85b798dd5e4ead2e2f (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-23T14:14:08Z (GMT) No. of bitstreams: 1 RosamaliaOtoniPimentaCamposDissertacao2017.pdf: 3554454 bytes, checksum: 9480fb0576035f85b798dd5e4ead2e2f (MD5) / Made available in DSpace on 2017-05-23T14:14:08Z (GMT). No. of bitstreams: 1 RosamaliaOtoniPimentaCamposDissertacao2017.pdf: 3554454 bytes, checksum: 9480fb0576035f85b798dd5e4ead2e2f (MD5) Previous issue date: 2017-02-24 / The literature reveals that developing Countries like Brazil are getting older. Brazil is experiencing a change on its population age and in a few years, the oldest people will be the majority facing kids group with 1-14 years old. The development of the medical, physical and biological sciences and the technologies mainly have been possible for people to get more opportunities, to feel healthier and look for better social life moments, inclusive to frequent a Higher Education Institution. Observing these groups of middle age and older people, this researcher have analyzed the Motivations and Demotivation of the Higher Education students aged 40 years old and above in all graduation courses in a private Higher Education Institution of The Federal District, Bras??lia, Brazil. It was used a mixed method research of exploratory character and a comparative-descriptive design survey. It was first characterized the participants??? sociodemographic profile and after that it was analyzed the students Extrinsic/Intrinsic Motivations and Demotivation based on the Autodetermination Theory in all courses of the private Higher Education Institution and it was made an analysis of these Motivations in two courses that have had more inscribed students with 40 years old and above. The instruments used in this research were: 1- Academic Motivation Scale; 2- Survey questionnaire of the participants to the Higher Education Institution Principal; 3- Participants??? characterization questionnaire. The electronic instrument Google Docs was utilized for data collect. The population of the participants had 113 (30%) volunteers with ages between 40 and 59 years old. The results have showed that these students have low wage income, 50% have some type of scholarship, the most of them are married, study in night shift and they have been out of Higher Education Institution for 1 to 30 years. They prefer the courses of Law, Psychology, Social Service and Physical Education. But the greater quantity of the students with 60 years and above is in the Law School and they have not participated of the research, because they have not volunteered to answer the questionnaires. It was verified the ???Intrinsic Motivation to know (to learn)???, like the most important Motivation that move these masculine and feminine students to do a graduation course. Psychology and Social Service are the courses with the most students. These two courses have showed great Intrinsic Motivation. The Psychology course students have more Intrinsic Motivation to know and the ones of Social Service, Intrinsic Motivation to Achieve Things. / A literatura revela que o Brasil, como todos os pa??ses em desenvolvimento est?? envelhecendo. O Brasil vive uma mudan??a na estrutura et??ria da sua popula????o e, em poucos anos, os idosos estar??o em maioria diante do grupo de crian??as com at?? 14 anos. Com o desenvolvimento das ci??ncias, principalmente, a f??sica, a m??dica e a biol??gica, e das tecnologias, as pessoas passaram a possuir mais oportunidades de ter uma sa??de melhor e mais momentos de socializa????o inclusive, frequentando uma IES. Ao observar o grupo et??rio de meia-idade e de idosos, esta pesquisadora analisou em uma pesquisa de m??todo misto de car??ter explorat??rio e delineamento comparativo-descritivo, as motiva????es e desmotiva????es dos estudantes de 40 anos e acima em todos os cursos de gradua????o de uma IES particular de Bras??lia. Primeiro caracterizou-se o perfil sociodemogr??fico dos participantes e, com base na Teoria da Autodetermina????o, analisaram-se as motiva????es Intr??nsecas e Extr??nsecas e poss??vel Desmotiva????o dos estudantes em todos os cursos da IES pesquisada e, separadamente nos dois cursos que tiveram mais discentes matriculados. Os instrumentos utilizados na pesquisa foram: 1- Escala de Motiva????o Acad??mica (EMA); 2- Question??rio de levantamento de dados dos participantes feito ?? dire????o da IES; 3- Question??rio de caracteriza????o dos participantes. Recorreuse ?? ferramenta eletr??nica Google Docs para coleta de dados. A amostra de 113 participantes volunt??rios correspondeu a 30% do total de 380 estudantes matriculados em todos os cursos da IES. Os resultados indicaram que estes estudantes t??m baixa renda salarial familiar, metade deles tem algum tipo de bolsa para estudar e, em sua maioria, s??o casados, estudam no per??odo noturno, tendo ficado de um a 30 anos sem estudar. Os cursos de Direito, Psicologia, Servi??o Social e Educa????o F??sica foram os cursos mais frequentados por eles. Por??m, a maioria dos estudantes com 60 anos de idade e acima est??o no curso de Direito e ficou fora da pesquisa, pois n??o se voluntariaram a responderem os question??rios. A ???Motiva????o Intr??nseca para Saber??? apresentou-se como a principal motiva????o dos estudantes para cursarem uma gradua????o, tanto do g??nero masculino, como do feminino. Os dois cursos com mais discentes foram Psicologia e Servi??o Social. Estes dois cursos t??m muita Motiva????o Intr??nseca. Os discentes do curso de Psicologia t??m mais MI para Saber e os do Servi??o Social, MI para Realizar Coisas.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-23T14:25:15Z No. of bitstreams: 1 WendellBentoGeraldesDissertacao2017.pdf: 1238183 bytes, checksum: 5ecb9ba0da869ee32309dae2c9d5f131 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-23T14:25:32Z (GMT) No. of bitstreams: 1 WendellBentoGeraldesDissertacao2017.pdf: 1238183 bytes, checksum: 5ecb9ba0da869ee32309dae2c9d5f131 (MD5) / Made available in DSpace on 2017-05-23T14:25:32Z (GMT). No. of bitstreams: 1 WendellBentoGeraldesDissertacao2017.pdf: 1238183 bytes, checksum: 5ecb9ba0da869ee32309dae2c9d5f131 (MD5) Previous issue date: 2017-02-23 / In Brazil, Professional and Technological Education has received special attention from the State, with the creation of the Federal Institutes of Education, Science and Technology. The introduction of fundamentals of computer science in school curricula in several countries demonstrates the concern of their governments to enable children, youth and adults not only to use these technologies, but to understand how they work with the goal of using this knowledge to address a portion of current problems faced by society. Computation can be seen as the area of knowledge involved with systematic problem solving. Computational Thinking is a problem solving approach based on fundamental concepts of computation and that can be used in several situations to assist in the tasks of everyday life. On this aspect, it is necessary to understand how the abilities related to Computational Thinking can be disseminated in the educational environment by the diverse curricular subjects of the most diverse training courses. This work aims to identify in the pedagogical practices of teachers of professional and technological education what Computational Thinking skills are being developed and which tools serve to support these practices and how they perceive the term. For this, a qualitative analysis of the answers given to an exploratory questionnaire answered by the teaching community of the Federal Institute of Goi??s was carried out. It was verified the inexpressive perception by this community of the meaning of the concept of Computational Thinking, indicating the need for investments The diffusion of this concept and its applicability in academic activities. / No Brasil, a Educa????o Profissional e Tecnol??gica tem recebido especial aten????o do Estado, com a cria????o dos Institutos Federais de Educa????o, Ci??ncia e Tecnologia. A introdu????o dos fundamentos da Ci??ncia da Computa????o nos curr??culos das escolas em v??rios pa??ses demonstra a preocupa????o de seus governos em capacitar crian??as, jovens e adultos para n??o s?? utilizar estas tecnologias, mas entender como elas funcionam com o objetivo de utilizar este conhecimento para abordar uma parcela significativa de problemas atuais enfrentados pela sociedade. Computa????o pode ser vista como a ??rea do conhecimento envolvida com a resolu????o sistem??tica de problemas. O Pensamento Computacional ?? uma abordagem de resolu????o de problemas baseado em conceitos fundamentais da computa????o e que pode ser utilizado em diversas situa????es para auxiliar nas tarefas do cotidiano. Sobre este aspecto, ?? preciso compreender como as habilidades relacionadas ao Pensamento Computacional podem ser disseminadas no ambiente educacional pelas diversas disciplinas curriculares dos mais diversos cursos de forma????o. Este trabalho tem como objetivo identificar nas pr??ticas pedag??gicas dos professores da educa????o profissional e tecnol??gica quais habilidades do Pensamento Computacional est??o sendo desenvolvidas e quais ferramentas servem de apoio a estas pr??ticas e como eles percebem o termo. Para isso, foi feita uma an??lise qualitativa das respostas dadas a um question??rio explorat??rio respondido por parte da comunidade docente do Instituto Federal de Goi??s. Constatou-se a inexpressiva percep????o, por essa comunidade, do significado do conceito Pensamento Computacional, indicando a necessidade de investimentos institucionais para a difus??o desse conceito e sua aplicabilidade nas atividades acad??micas.