Submitted by PPG Educa??o em Ci?ncias e Matem?tica (educem-pg@pucrs.br) on 2018-06-20T16:30:56Z No. of bitstreams: 1 Anelise Volkweiss_Vers?o homologada 200618.pdf: 2270379 bytes, checksum: ae4a1cef3417138d7000691e12a9bcd9 (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-06-28T12:46:37Z (GMT) No. of bitstreams: 1 Anelise Volkweiss_Vers?o homologada 200618.pdf: 2270379 bytes, checksum: ae4a1cef3417138d7000691e12a9bcd9 (MD5) / Made available in DSpace on 2018-06-28T12:58:23Z (GMT). No. of bitstreams: 1 Anelise Volkweiss_Vers?o homologada 200618.pdf: 2270379 bytes, checksum: ae4a1cef3417138d7000691e12a9bcd9 (MD5) Previous issue date: 2018-03-26 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This dissertation is the result of a research developed in the Graduate Program in Education in Science and Mathematics, at the Pontifical Catholic University of Rio Grande do Sul, whose theme concerns the possibilities, challenges, and knowledge for the construction and implementation of integrated curriculum in the Professional Technical Education (Educa??o Profissional T?cnica - EPT) of Secondary School in the integrated format. A Campus of a Federal Institute, located in the southern region of Brazil, was selected as a place of investigation, since, in addition to the singularities of the EPT modality of Secondary Education, the specificities of the school in which it is proposed to develop integrated curriculum should be considered. Aiming to identify how the perceptions of the professionals in education and of the students of two Integrated Technical Courses at the school contribute to the construction of an integrated curriculum, methodological procedures were adopted in order to allow the expression of the 138 participants, such as questionnaires and dynamics through Focal Groups (BARBOUR, 2009). The leading question of the research sought to identify which elements can be considered significant in educational processes accomplished and/or envisioned from an integrated curriculum perspective. After submitting the collected data to the Discursive Textual Analysis (MORAES; GALIAZZI, 2011), six emerging categories were identified, which, through their units of meaning, provided some possible answers to the research problem. The most significant elements were highlighted and interpreted from the statements that are related to the construction of an integrated curriculum in the place investigated, such as: (I) the development of the feeling of belonging and of recognition of the institution; (II) the understanding of the mission and values of a Federal Institute; (III) the development of pedagogical processes that include interdisciplinary activities and projects of teaching, research, and extension; (IV) the political, economic and social context and its influence on the construction of an integrated curriculum; (V) the relationship between public educational policies, the permanence of students on the campus, and the career plan for teachers; and (VI) the qualification and reflective practice of the professionals are important to promote higher quality in what is developed in the school. A democratic project of Education should also consider the identity of the school community and, for this reason, this research also sought to outline the profile of the group through questionnaires. The reading of the theoretical reference about EPT, such as Frigotto (2012; 2015), Saviani (2003; 2007; 2009), Ramos (2012; 2010; 2017), Machado (2008; 2010), and Moura (2008; 2010), shows that it is necessary to understand the historical relationship among work-education-productive systems and the work as an educational principle ? linked to the inseparability among science, technology, and culture ? to build an Integrated Curriculum, especially in schools which offer Integrated Technical Courses to Secondary School. / Esta disserta??o ? resultado de uma pesquisa desenvolvida no programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica pela Pontif?cia Universidade Cat?lica do Rio Grande do Sul cujo tema diz respeito ?s possibilidades, desafios e saberes para a constru??o e efetiva??o de um curr?culo integrado na Educa??o Profissional T?cnica (EPT) de N?vel M?dio no formato integrado. Foi selecionado um Campus de um Instituto Federal, localizado na regi?o sul do Brasil, como lugar de investiga??o, uma vez que al?m das singularidades da modalidade EPT de N?vel M?dio, devem se considerar as especificidades da escola em que se prop?e desenvolver um curr?culo integrado. Tendo como objetivo identificar de que forma as percep??es dos profissionais da educa??o e dos estudantes de dois Cursos T?cnicos Integrados ao Ensino M?dio da escola contribuem para a constru??o de um curr?culo integrado, foram adotados procedimentos metodol?gicos que possibilitaram a express?o dos 138 participantes, tais como question?rios e din?micas por meio de grupos focais (BARBOUR, 2009). A pergunta-problema orientadora da pesquisa buscou identificar quais elementos podem ser considerados significativos em processos educacionais realizados e/ou vislumbrados em uma perspectiva de curr?culo integrado. Ap?s submeter os dados coletados ? An?lise Textual Discursiva (MORAES; GALIAZZI, 2011), foram identificadas seis categorias emergentes, as quais, por meio de suas unidades de sentido, forneceram algumas poss?veis respostas ao problema da investiga??o. Os elementos considerados mais significativos foram destacados e interpretados a partir dos depoimentos que est?o relacionados ? constru??o de um curr?culo integrado no local investigado, como: (I) o desenvolvimento do sentimento de pertencimento e de reconhecimento ? institui??o; (II) o entendimento da miss?o e dos valores de um Instituto Federal; (III) o desenvolvimento de processos pedag?gicos que incluam atividades interdisciplinares e projetos de ensino, pesquisa e extens?o; (IV) o cen?rio pol?tico-econ?mico-social e sua influ?ncia na constru??o de um curr?culo integrado; (V) a rela??o entre pol?ticas p?blicas educacionais, a perman?ncia de estudantes no campus e o plano de carreira dos docentes e; (VI) a qualifica??o e a pr?tica reflexiva dos profissionais s?o importantes para promover maior qualidade ao que ? desenvolvido na escola. Um projeto democr?tico de Educa??o tamb?m deve considerar a identidade da sua comunidade escolar e, por tal raz?o, esta pesquisa tamb?m buscou tra?ar o perfil do grupo por meio de question?rios. A leitura do referencial te?rico acerca da EPT, tais como em Frigotto (2012; 2015), Saviani (2003; 2007; 2009), Ramos (2012; 2010; 2017), Machado (2008; 2010) e Moura (2008; 2010), evidencia que ? preciso compreender a hist?rica rela??o entre trabalho-educa??o-sistemas produtivos e o trabalho como princ?pio educativo ? vinculado ? indissociabilidade entre ci?ncia, tecnologia, cultura ? para se construir um curr?culo integrado, principalmente em escolas que oferecem Cursos T?cnicos Integrados ao Ensino M?dio.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-03-19T14:12:28Z No. of bitstreams: 1 2015 - Wagner Fernandes Delgado.pdf: 1183957 bytes, checksum: b3f1c616325c77496cfc2cea0479e480 (MD5) / Made available in DSpace on 2018-03-19T14:12:29Z (GMT). No. of bitstreams: 1 2015 - Wagner Fernandes Delgado.pdf: 1183957 bytes, checksum: b3f1c616325c77496cfc2cea0479e480 (MD5) Previous issue date: 2015-11-25 / This master thesis in education entitled: "the professional education, new perspectives facing the changes of legislation-a case study of the students of the technical course in surveying the Technical College of UFRRJ" exposes the results of a survey that aims to clarify the reflections of new public and institutional policies occasioned by changes in Professional Technical Education of Middle Level, having as a laboratory to study the school linked to the Federal Rural University of Rio de Janeiro (UFRRJ), the Technical College of UFRRJ (CTUR). From the publication of law n?. 9,394/1996-Law of national education Bases and Guidelines (LDB), and Opinion n?. 04/99, who in his Art. 7?, item I and II, comes to modular courses, regulated by Decree n? 5.154/2004, the Technical College of UFRRJ reshaped its curriculum and offer modular courses and their subsequent array Technical course in Surveying, until then, it was offered at the Institute of Technology, in the form of an agreement with the FAPUR (Foundation for Support of Scientific and Technological Research of UFRRJ). It is a qualitative research, in the form of case study, where it is contested, too, the documentary analysis, field and that the problems addressed, historicist especially the cultural and socio-political aspects involved in the process based on the theoretical thinking, which adopt the dialectical epistemology. How to perform data collection support application of semi-structured questionnaires and interviews with teachers, students and administrators. The present study focuses on the technical course in Surveying, aiming at the identification of the profile of students seeking technical training. It has been found through interviews and questionnaires with the Faculty and students of the technical course in Surveying the changes were beneficial in their range, but there are problems that need to be resolved, such as the high dropout rates in the first module, the educational deficit from the poor quality of the formation of the secondary school, causing a low yield in the disciplines of technical knowledge / Esta disserta??o de mestrado em educa??o intitulada: ?A Educa??o Profissional, novas perspectivas frente ?s mudan?as da legisla??o - estudo de caso dos alunos do curso t?cnico em agrimensura do Col?gio T?cnico da UFRRJ? exp?e os resultados de uma pesquisa que tem como objetivo explicitar os reflexos das novas pol?ticas p?blicas e institucionais ocasionadas pelas mudan?as na Educa??o Profissional T?cnica de N?vel M?dio, tendo como laborat?rio de estudo a escola vinculada ? Universidade Federal Rural do Rio de Janeiro (UFRRJ), o Col?gio T?cnico da UFRRJ (CTUR). A partir da publica??o da Lei n? 9.394/1996 - Lei de Diretrizes e Bases da Educa??o Nacional - (LDB), e do Parecer n? 04/99, que em seu Art. 7?, Inciso I e II, trata de cursos modulares, regulamentados atrav?s do Decreto n? 5.154/2004, o Col?gio T?cnico da UFRRJ reformulou a sua grade curricular, e passou a ofertar cursos modulares subsequentes, e ter em sua matriz o curso de T?cnico em Agrimensura, que at? ent?o, era oferecido no Instituto de Tecnologia, na forma de conv?nio com a FAPUR (Funda??o de Apoio ? Pesquisa Cient?fica e Tecnol?gica da UFRRJ). Trata-se de uma investiga??o qualitativa, na forma de estudo de caso, onde se recorre, tamb?m, ? an?lise documental, bibliogr?fica e de campo que historicista a problem?tica abordada considerando, sobretudo os aspectos pol?ticos, culturais e socioecon?micos envolvidos no processo embasado no pensamento de te?ricos, que adotam a epistemologia dial?tica. Como suporte ? coleta de dados realizo aplica??o de question?rios semiestruturados e entrevista com professores, alunos e gestores. O presente estudo focaliza o Curso T?cnico em Agrimensura, objetivando a identifica??o do perfil dos alunos que procuram a forma??o t?cnica. Foi constatado atrav?s de entrevistas e aplica??o de question?rio com os docentes e alunos do Curso T?cnico em Agrimensura que as mudan?as foram ben?ficas em sua amplitude, mas existem problemas que precisam ser solucionados, como as altas taxas de evas?o no primeiro m?dulo, o d?ficit educacional proveniente da m? qualidade da forma??o da escola secundaria, causando um baixo rendimento nas disciplinas de conhecimentos t?cnicos mais apurados