Submitted by PPG Ci?ncias Sociais (csociais-pg@pucrs.br) on 2018-06-14T18:22:29Z No. of bitstreams: 1 Santiago_Pavani_Dias_Dis.pdf: 1387998 bytes, checksum: 409568f04cfab306966ad52b9d8a93b4 (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-06-25T14:36:03Z (GMT) No. of bitstreams: 1 Santiago_Pavani_Dias_Dis.pdf: 1387998 bytes, checksum: 409568f04cfab306966ad52b9d8a93b4 (MD5) / Made available in DSpace on 2018-06-25T14:48:24Z (GMT). No. of bitstreams: 1 Santiago_Pavani_Dias_Dis.pdf: 1387998 bytes, checksum: 409568f04cfab306966ad52b9d8a93b4 (MD5) Previous issue date: 2018-04-30 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / The occupational activity of Social Educators has its origin in the actions of popular social movements of the 1950s and 1960s. Currently, these workers represent a large part of workforce in the execution of public policies in Brazil, mainly Social Assistance. Considering the context of regulation of its activity in Brazil, this work investigates what are the social recognition demands of the Social Educators of Porto Alegre. For this, it seeks, in the Sociology of Professions, to cover a sociologic deficit identified in the national discussion about regulation, distinguishing occupations from professions; it presents the Axel Honneth?s Theory of Recognition as an analytical model to identify, within the content of social discourse, the demands for recognition and to analyze its normative validity; it sketches a history of the conformation of the occupational activity of Social Educators in Brazil, demonstrating that this identity is distinct, but not antagonistic, from the Popular Educators; and, finally, it analyzes the speech of Social Educators of Porto Alegre in interviews and in debates about the themes of their initial formation, practices and working conditions and regulation of their occupational activity in Brazil, having the Theory of Recognition as an analytical guide. The main demand for recognition identified was the society's knowledge of the activities carried out by Social Educators in such a way that people recognize them as work, not charity or volunteering. They demand from their colleagues, workers of categories already professionalized, the recognition of equity of their theoretical and practical contributions for the good development of activities in teams that operate in multiprofessional cooperation model, which also indicates a desire for greater autonomy in their occupational practices. Of the contracting institutions and State, they demand better working conditions, such as: reduction of working hours, mental health care, additional salaries (painfulness), and higher income. It was also observed the lack of knowledge of the Social Educators of Porto Alegre about the process of regulating their occupational activity in Brazil as well of the national discussion about the process. / A atividade ocupacional de Educadoras(es) Sociais tem suas origens nas a??es dos movimentos sociais populares dos anos 1950 e 1960. Atualmente, essas(es) trabalhadoras(es) representam boa parte da for?a de trabalho na execu??o das pol?ticas p?blicas no Brasil, principalmente as de Assist?ncia Social. Considerando o contexto da regulamenta??o de sua atividade ocupacional no Brasil, este trabalho investiga quais s?o as demandas por reconhecimento social das(os) Educadoras(es) Sociais de Porto Alegre. Para tal, busca, na Sociologia das Profiss?es, suprir um d?ficit sociol?gico identificado na discuss?o nacional sobre a regulamenta??o, distinguindo ocupa??es de profiss?es; apresenta a Teoria do Reconhecimento de Axel Honneth como modelo anal?tico para identificar, no conte?do dos discursos sociais, as demandas por reconhecimentos e analisar sua validade normativa; esbo?a uma hist?ria da conforma??o da atividade ocupacional de Educadoras(es) Sociais no Brasil, demonstrando que essa identidade ? distinta, por?m n?o antag?nica, a de Educadoras(es) Populares; e, por fim, analisa as falas de Educadoras(es) Sociais de Porto Alegre em entrevistas e em espa?os de debates sobre os temas da sua forma??o inicial, de suas pr?ticas e condi??es de trabalho e da regulamenta??o de sua atividade ocupacional no Brasil, tendo a Teoria do Reconhecimento como guia anal?tico. A principal demanda por reconhecimento identificada foi o conhecimento da sociedade das atividades realizadas por Educadoras(es) Sociais de tal forma que as pessoas as reconhe?am como um trabalho e n?o como caridade ou voluntariado. Demandam de suas(seus) colegas de trabalho, trabalhadoras(es) de categorias j? profissionalizadas, o reconhecimento da equidade de suas contribui??es te?ricas e pr?ticas para o bom desenvolvimento das atividades em equipes que operem em modelo de coopera??o multiprofissional, o que tamb?m indica um desejo de maior autonomia em suas pr?ticas ocupacionais. Das institui??es contratantes e do Estado, demandam melhores condi??es de trabalho, tais como: a redu??o da jornada de trabalho, cuidados de sa?de mental, adicionais salariais (penosidade) e maior renda. Tamb?m se constatou a falta de conhecimento das(os) Educadoras(es) Sociais de Porto Alegre sobre o processo de regulamenta??o de sua atividade ocupacional no Brasil bem como da discuss?o nacional sobre o processo.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-07T12:33:33Z No. of bitstreams: 1 MariaJoseThomazMoreiraDissertacao2016.pdf: 1453319 bytes, checksum: 717e0043a835fa817b90d8dbf42ca14d (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-07T12:33:51Z (GMT) No. of bitstreams: 1 MariaJoseThomazMoreiraDissertacao2016.pdf: 1453319 bytes, checksum: 717e0043a835fa817b90d8dbf42ca14d (MD5) / Made available in DSpace on 2017-04-07T12:33:51Z (GMT). No. of bitstreams: 1 MariaJoseThomazMoreiraDissertacao2016.pdf: 1453319 bytes, checksum: 717e0043a835fa817b90d8dbf42ca14d (MD5) Previous issue date: 2016-03-04 / The aim of this research is to analyze the social educator in a social-educative institution and his pedagogic practice set by the institution. It also aims to identify the educator???s profile; to recognize his features by keeping up with his assignments closely. Lastly, the aim is to identify the need concerning the educator???s professional background in order to better approach the pupil. This research is focused on the educator; an educational agent figure well acknowledged worldwide, it is though still unknown in Brazil. The research took place in Ceil??ndia, in an NGO which promotes culture and peace; this institution aims to support the pupils and to prevent them from vulnerability and social risk. The goal is to insert them into the society. The research intends to contribute to the educator???s professional consolidation from resources offered by the Catholic University of Brasilia, supported by the Youth, Education and Society UNESCO cathedra, which is engaged to spread of Human rights and to promote social inclusion in their projects. That given study is qualitative focused on the studied group, which was given a questionnaire. The study has its foundation on researches already done by authors of Social pedagogy, focusing the practice on the professional. Social pedagogy is a scientific issue, which will provide Social Education with tools, it is practice. However, one is connected to the other even when they differ discursively (Pedagogy) in order to attempt to a support in practice (Education). It is about setting professional spot and discourse; they harmonize with the social view. Among the results acquired are the educator???s assignment at the institution, this is reigned by Dom Bosco???s principles and is in line with Children???s law, those institutions work together in order to develop the pupil. The research made it able to comprehend the educator???s thought on a NGO, Who they are, what they want. Social educators show a profile that accentuates some qualities such as human sensitivity, perseverance, empathy, religious nature of inspiration. The most significant assignments relate to the need to define their roles and positions, the ability to solve problems, using new technologies and adapt to new environments. They manifest expectations of an improvement course in socio-educational area that meets the academic needs improvement, which has a philosophical line based on the principles of Don Bosco education, and deepen preventive education. / A presente pesquisa visa analisar as atribui????es do educador social em uma institui????o socioeducativa e a sua pr??tica pedag??gica estabelecida pela institui????o. Objetiva tamb??m identificar o perfil deste educador, conhecer as suas caracter??sticas ao acompanhar mais de perto suas atribui????es. Por ??ltimo, busca-se identificar as necessidades quanto ?? forma????o do educador social para melhor atender ao socioeducando. A presente pesquisa est?? focada na figura do educador social, um agente da educa????o j?? conhecido em outros pa??ses, sendo essa figura ainda recente no Brasil. A pesquisa ser?? na Regi??o Administrativa da Ceil??ndia, em uma institui????o n??o governamental que promove a cultura da paz e tem o objetivo prevenir no ??mbito de seus educandos e ampar??-los frente aos fatores de vulnerabilidade e risco social, com o prop??sito de garantir a inser????o de jovens na sociedade. A pesquisa pretende contribuir para a consolida????o da profiss??o do educador social, a partir dos recursos oferecidos pela Universidade Cat??lica de Bras??lia, amparada pela C??tedra UNESCO ???de Juventude, Educa????o e Sociedade??? a qual est?? engajada na difus??o dos Direitos Humanos e na promo????o ?? inclus??o social em seus projetos. A pesquisa ?? de car??ter qualitativo com ??nfase na t??cnica do grupo focal; e foi direcionada por um roteiro e um question??rio. Tem como sustenta????o estudos cient??ficos realizados pelos autores da Pedagogia Social, focalizando sua pr??tica pedag??gica na Educa????o Social pelo agente profissional, o Educador Social. Pedagogia Social ?? uma disciplina cient??fica; uma teoria que ir?? fornecer as ferramentas necess??rias para a Educa????o Social, que ?? uma pr??xis. Entretanto, uma est?? intrinsecamente ligada ?? outra, mesmo que se diferenciem na produ????o discursiva (Pedagogia Social) para criar tentativa de sustenta????o de uma pr??xis (Educa????o Social). Trata-se ao nosso ver, de demarcar espa??os profissionais e discursivos (te??ricos), pois eles se harmonizam em seus prop??sitos que s??o voltados para a vertente social. Entre os resultados obtidos ressaltam-se as atribui????es conferidas aos educadores sociais na institui????o socioeducativa; elas est??o balizadas nos princ??pios estabelecidos pelo educador do s??culo XIX, Dom Bosco e nas normativas estabelecidas pelo Estatuto da Crian??a e do Adolescente (ECA), que se orientam focando o desenvolvimento harm??nico e integral do educando. A pesquisa possibilitou a compreens??o do pensamento dos educadores sociais de uma institui????o n??o governamental: quem s??o e o que querem. Os educadores sociais evidenciam um perfil que acentua algumas qualidades, tais como, a sensibilidade humana, a perseveran??a, a empatia, a inspira????o de cunho religioso. As atribui????es mais acentuadas referem-se ?? necessidade de defini????o de suas fun????es e cargos, ?? capacidade de resolver problemas, de utilizar as novas tecnologias e de adapta????o aos novos ambientes. Eles manifestam expectativas quanto a um curso de aperfei??oamento na ??rea socioeducativa que atenda ??s necessidades de aprimoramento acad??mico, que tenha uma linha filos??fica pautada nos princ??pios de Dom Bosco, e que aprofunde a educa????o preventiva.

Made available in DSpace on 2016-04-04T18:33:06Z (GMT). No. of bitstreams: 1 Fatima Regina Colevate.pdf: 995966 bytes, checksum: c4217338c38831ad2953fed1df936f62 (MD5) Previous issue date: 2012-02-02 / This research is about Education for Work Program , a course program that s been in place for Senac SP2 for the last fourteen years. The course s choice is related to its results and social relevance, especially for the younger students. It will be presented different concepts and point of views from the social education, social pedagogy and from the Program educator who also contributes for others educational projects. Concepts those were indepth with authors such Luzuriaga (1960) and Silva (2009) who have raised different moments from Social Pedagogy. This research will identify the educator contributions on these students lives. The main idea here is: Can the social education, in this case represented by this Program, be a complementary environment for the traditional school education, contributing this way for young students interested in the business market, personal and professional development? The qualitative research was the methodology used on this study case. It was applied 136 questionnaires forms and 17 interviews with students, educators and coordinators related to the Program in order to know theirs Program s perceptions and best practices and experience with each one students. In our analyses it was verified that the Program reaches its goal, contributing with students development. We observed positive changes in their lives and their families lives. The family support for the students keep going on the Program represented a very important key for the good results reached. The educators were unanimous in affirming that they have great expectations related to these young students future and they believe in their positive contribution for the students significant changes in personal and professional areas. We hope that this research can offer subsidies that allow educator s reflection about their practices that reflects in young students lives. / O objeto de estudo desta pesquisa ? o Programa Educa??o para o Trabalho realizado pelo Senac SP1 h? quatorze anos. O curso foi escolhido em fun??o dos resultados obtidos desde sua cria??o e pela relev?ncia social que representa para jovens que o frequentam. S?o apresentados conceitos e diferentes vis?es da Educa??o Social, da Pedagogia Social e do Educador que atua no Programa Educa??o para o Trabalho e em Programas e projetos socioeducacionais. Buscou-se aprofundar tais conceitos em autores como Luzuriaga (1960) e Silva (2009) que abordam diferentes momentos da Pedagogia Social. A pesquisa tem por objetivo identificar as contribui??es do Educador para a forma??o e transforma??o da vida de jovens que participam do Programa Educa??o para o Trabalho. A quest?o que norteia o presente estudo assim se configura: Pode a Educa??o Social, no caso do Programa Educa??o Para o Trabalho, configurar-se em ambiente complementar ao ensino escolar, contribuindo para o desenvolvimento pessoal e profissional de jovens com interesse pelo mercado de trabalho? A metodologia utilizada foi a da pesquisa qualitativa. Foram aplicados 136 question?rios e realizadas 17 entrevistas com alunos, educadores e coordenadores do programa, visando conhecer as percep??es dos entrevistados a respeito do Programa pesquisado e das formas diferenciadas de educar que valorizam as experi?ncias e realidades individuais dos alunos. Constatou-se que o Programa atinge seu objetivo de contribuir para o desenvolvimento de jovens, como evidenciado nas entrevistas realizadas. Observou-se que o Programa proporcionou mudan?as na vida dos jovens e nas fam?lias destes jovens. Percebeu-se que o apoio e est?mulo da fam?lia para que os jovens permanecessem no Programa, representou fator determinante para os resultados alcan?ados. Os educadores foram un?nimes em afirmar que nutrem grandes expectativas com rela??o ao futuro dos jovens e acreditam, que de alguma forma, podem contribuir para proporcionar mudan?as significativas nas vidas destes jovens, n?o s? no ambiente profissional, mas tamb?m no pessoal. Espera-se que a pesquisa possa oferecer subs?dios que permitam aos educadores oportunidades de reflex?o sobre suas pr?ticas e sobre poss?veis mudan?as que possam ocorrer na vida dos jovens em diferentes contextos sociais.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-01-16T11:50:57Z No. of bitstreams: 1 2015 - Josilene Vargas Xavier.pdf: 13449262 bytes, checksum: 7e1ad5b891772498477dfe5bb180c84f (MD5) / Made available in DSpace on 2017-01-16T11:50:57Z (GMT). No. of bitstreams: 1 2015 - Josilene Vargas Xavier.pdf: 13449262 bytes, checksum: 7e1ad5b891772498477dfe5bb180c84f (MD5) Previous issue date: 2015-11-27 / This qualyquantitative research was carried with students from IFF (Fluminense Federal Institute) ? campus Bom Jesus intending to stimulate and evaluate environmental perception. Incentives were proposed through dialogical classes and sustainable agricultural practices from pedagogical activities elaborated from a socio environmental critical perspective. The analyses support the idea that the method is favorable to the stimulus of environmental perceptions, as well it contributes to the rupture of a fragmented and conservative environmental education. It allows more emancipation for the pupil, contributing to his critical position in face of the natural, social and localcultural dimensions, before the disciplinary curricular subjects / Foi realizada uma pesquisa qualiquantitativa com estudantes do Instituto Federal Fluminense ? campus Bom Jesus, com o intuito de estimular e avaliar a percep??o ambiental. Foram propostos est?mulos atrav?s de aulas dial?gicas e pr?ticas agr?colas sustent?veis, a partir de atividades pedag?gicas elaboradas com a perspectiva socioambiental cr?tica. As an?lises corroboram que o m?todo ? favor?vel ao est?mulo das percep??es ambientais, bem como contribuem para o rompimento de uma educa??o ambiental fragmentada e conservadora. Isso permite maior emancipa??o do educando, contribuindo para sua posi??o cr?tica diante das dimens?es natural, social e cultural local, frente aos conte?dos disciplinares curriculares

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-06-01T20:37:38Z No. of bitstreams: 1 LeidianeAlmeidaAraujoDissertacaoParcial2015.pdf: 800016 bytes, checksum: 02dcab50ff82696b5d6903b0d2dac9df (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-06-01T20:37:59Z (GMT) No. of bitstreams: 1 LeidianeAlmeidaAraujoDissertacaoParcial2015.pdf: 800016 bytes, checksum: 02dcab50ff82696b5d6903b0d2dac9df (MD5) / Made available in DSpace on 2017-06-01T20:37:59Z (GMT). No. of bitstreams: 1 LeidianeAlmeidaAraujoDissertacaoParcial2015.pdf: 800016 bytes, checksum: 02dcab50ff82696b5d6903b0d2dac9df (MD5) Previous issue date: 2015-12-04 / It was proposed in the present study to investigate the relationship between perceptions of teacher self-efficacy and social emotional support of graduating students of pedagogy and beginner teachers in early childhood education or in the early years of elementary school. The teaching self-efficacy refers to the teacher's confidence in their own abilities to perform teaching activities associated with perceived social support that can help the adaptation of the individual during the transition to teaching. It is understood that this transition is not finished with the completion of graduation, it extends until the first years of teaching practice. The total sample consisted of 281 participants. The scale was composed of three parts: [1] Teacher Beliefs Scale - short version, [2] Inventory of Emotional Support in the Transition to Teaching (IAETD) and [3] Participants Characterization Questionnaire. The results obtained by means of confirmatory factor analysis indicated evidence of instrument validity and good internal consistency in the factors. The better adjusted models presented the teacher's self-efficacy in three factors: efficacy in instructional strategies (EIS) effectiveness in managing classroom (EMC) and efficacy in student engagement (ESA); the social and emotional support to two factors: emotional support and professional support. It was found that training in public or private institutions does not imply distinctions in perceptions of the teacher self-efficacy and the social emotional support for both groups. However, when related to sex, women had greater efficacy in student engagement than men in both groups. Among teachers, those without postgraduate degrees demonstrated higher self-efficacy to motivate students than teachers with postgraduate degrees. Teachers with plans to stay in teaching careers felt themselves more professionally supported than those with plans to switch careers. It was also found that the older the teachers, the lower the self-efficacy for managing the classroom and lower the perception of professional support. In the group of students, the ones who were working were perceived to be more effective in managing the classroom than students that were not working. Finally, the weak relationships between the variables of teacher self-efficacy and social emotional support in both groups reinforced the prospects of the multidimensionality of these phenomena, indicating that other factors are combined in this relationship in the transition to teaching. Along these lines, new studies can address the dynamics and direction of these relationships in the development of teachers. / Prop??s-se, neste estudo, verificar a rela????o entre as percep????es de autoefic??cia docente e apoio social emocional de estudantes concluintes do Curso de Pedagogia e professores iniciantes na Educa????o Infantil ou nos anos iniciais do Ensino Fundamental. A autoefic??cia docente refere-se ?? confian??a do professor em suas pr??prias capacidades para desempenhar atividades docentes que associada ?? percep????o de apoio social pode favorecer a adapta????o do indiv??duo durante a transi????o para a doc??ncia. Entende-se que essa transi????o n??o ?? finalizada com a conclus??o da Gradua????o, porque ela se estende at?? os primeiros anos de atua????o docente. A amostra total foi de 281 participantes. O instrumento foi composto por tr??s partes: [1] Escala de Cren??as Docentes ??? vers??o curta, [2] Invent??rio de Apoio Emocional na Transi????o para a Doc??ncia (IAETD) e [3] Question??rio de Caracteriza????o dos Participantes. Os resultados obtidos por meio das an??lises fatoriais confirmat??rias indicaram evid??ncias de validade do instrumento e boa consist??ncia interna dos fatores. Os modelos mais ajustados apresentaram a autoefic??cia docente com tr??s fatores: efic??cia nas estrat??gias instrucionais (EEI), efic??cia no manejo em sala de aula (EMSA) e efic??cia no engajamento do aluno (EEA); e o apoio social emocional com dois fatores: apoio afetivo e apoio profissional. Verificou-se que a forma????o em institui????es p??blicas ou privadas n??o implica em distin????es nas percep????es de autoefic??cia docente e apoio social emocional para ambos os grupos. No entanto, quando relacionadas ao sexo, as mulheres apresentaram maior efic??cia no engajamento dos alunos que os homens de ambos os grupos. Entre os professores, aqueles sem P??s-Gradua????o demonstraram maior autoefic??cia para motivar os alunos que os professores com P??s-Gradua????o. Os professores com planos de permanecer na doc??ncia perceberam-se mais apoiados profissionalmente que aqueles com planos de mudar de profiss??o. Verificou-se tamb??m que quanto maior a idade dos professores menor a autoefic??cia para o manejo de sala de aula e menor a percep????o de apoio profissional. No grupo de estudantes, os que estavam trabalhando perceberam-se mais eficazes no manejo da sala de aula que os estudantes n??o trabalhadores. Por fim, as fracas rela????es entre as vari??veis de autoefic??cia docente e apoio social emocional em ambos os grupos refor??aram as perspectivas da multidimensionalidade desses fen??menos, sinalizando que outros fatores coadunam nessa rela????o durante a transi????o para a doc??ncia. Nessa linha, novos estudos podem abordar a din??mica e o sentido dessas rela????es no desenvolvimento do docente.

Made available in DSpace on 2014-12-17T14:35:49Z (GMT). No. of bitstreams: 1 SergioCM.pdf: 2001392 bytes, checksum: b03591f9f0108eb98da39ab88aa05719 (MD5) Previous issue date: 2005-05-13 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This essay presents and discusses knowledge obtained through tradition taken as knowledge built along generations, transmitted from mouth to mouth and everyday experiences result of a non-scientific knowledge based on observation and hints given by more experient generations. The referred icon used to develop such a discussion in this essay is fishing. We point out the knoledge which enables the fishermen, among other dominions, to: find out the fish and other animals feeding habits; find their way through by astral influence during night navigation and learn the tide flowing based on the moon cycle. On what comes to fishing knowledge, the research was organized based on a bibliographic study about several ways of fishing in the Northern, Northeastern, Southern and Southestern regions of Brazil. In the Northern and Northeastern regions, the field research was also focused. Having interviews, photographs and films as reference, this part of the research was divided into two parts: the first one situated in the Amazonian Region in na area called Baixo-Tocantins, in the State of Par? where we worked with fishermen in the small towns of Abaetetuba and Igarap?-Miri; and the second one was held in the Northeastern region of Brazil, in the State of Rio Grande do Norte, where we worked with fishermen on the Piat? Lake, in the small city of Ass?. We tarted discussing based on a descriptive study of the fishing techniques used, aiming to identify them as an ordered activity, differed and classified by knoledge obtained through the years, based on the relationship between man and Nature. Creativity, stimulated by human curiosity, is also discussed and shown as a result of various fishing journeys. The myths, as a component of the fishing world, especially those which describe the relationship between men and waters, also have an outstanding place. At last, two fishing techniques belonging to the research field reference, are also described and analysed under the focus of construction and systematization of the knowledge related to fishing. The theory approach is based on reflection upon the tradition knowledge discussed by Almeida (2001), Balandier (1997), C?mara Cascudo (1957, 2000, 2002) and Claude L?vi-Strauss (1976, 1987 and 1991). The essay is an exercise of knowledge production which defends the "relink" of knowledge, as Edgar Morin suggests when dealing with the sciences of complexity / A tese apresenta e discute saberes pautados pela tradi??o compreendidos como saberes constru?dos ao longo das gera??es, transmitidos a partir da oralidade e das experi?ncias do cotidiano - frutos de um conhecimento n?o-cient?fico que tem por base a observa??o e as orienta??es das gera??es mais experientes. O ?cone de refer?ncia usado para tecer a discuss?o em tese ? a pesca. Ressaltamos os conhecimentos que permitem ao pescador, entre outros dom?nios: descobrir os h?bitos alimentares dos peixes e de outros animais; orientar-se atrav?s dos astros durante a navega??o noturna e conhecer o fluxo das mar?s orientadas pelo ciclo lunar. Em se tratando de saberes da pesca, a pesquisa foi organizada a partir de um levantamento bibliogr?fico sobre diversas formas de pescarias nas regi?es Norte, Nordeste, Sul e Sudeste. Nas regi?es Norte e Nordeste foi enfocada, tamb?m, a pesquisa de campo. Balizada por entrevistas, registros fotogr?ficos e filmagens, esta parte da pesquisa comp?s-se de duas etapas: a primeira situada na Amaz?nia - numa ?rea denominada Baixo-Tocantins - no Estado do Par?, onde trabalhamos com pescadores dos munic?pios de Abaetetuba e Igarap?-Miri; a segunda desenvolveu-se na regi?o Nordeste, no Estado do Rio Grande do Norte, onde desenvolvemos trabalhos com os pescadores da Lagoa do Piat?, no munic?pio de Ass?. Come?amos a discuss?o atrav?s de um levantamento descritivo das t?cnicas de pesca, a fim de identific?-las como uma atividade ordenada, diferenciada e classificada mediante um conhecimento constru?do ao longo dos anos, permeada pela rela??o entre homem e natureza. A criatividade, agu?ada pela curiosidade humana, ? tamb?m discutida e exemplificada a partir de v?rias pescarias. Os mitos, enquanto parte integrante do mundo da pesca, preferencialmente os que tratam da rela??o entre homens e ?guas, tamb?m recebem destaque. Por fim, duas t?cnicas de pesca pertencentes ao referencial da pesquisa de campo s?o descritas e analisadas sob o foco da constru??o e sistematiza??o dos saberes que envolvem a pesca. A abordagem te?rica tem como base uma reflex?o sobre os saberes da tradi??o referenciados por Almeida (2001), Balandier (1997), C?mara Cascudo (1957, 2000, 2002) e Claude L?vi-Strauss (1976, 1987 e 1991). A tese se constitui num exerc?cio de produ??o do conhecimento que propugna pela religa??o dos saberes, como sugere Edgar Morin no ?mbito das ci?ncias da complexidade

Made available in DSpace on 2014-12-17T14:35:49Z (GMT). No. of bitstreams: 1 ManoelPRN_pag_1_a_49.pdf: 1454867 bytes, checksum: b42be43c7950effac2e90b584c8b3993 (MD5) Previous issue date: 2005-09-01 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This present work has the aim of reconstruct the biographical profile and the practices of the professor and journalist Julia Medeiros in the county of Caico, State of Rio Grande do Norte, in the 1920 s and 1930 s, justified by the visibility of this professor during the construction of the lettered society from the mentioned State and the participation in potiguar press. How were the women and educator s representations in the 1920 s and 1930 s ? With the aim to get answers, I use as sources, the Public Archive of Rio Grande do Norte and the Geographical and Historical Institute of Rio Grande do Norte, the newspaper of that time, as the available issues of Jornal das Mo?as (1923-1932), magazines, letters, pictures, and interviews with relatives, ex-students and friends of this intellectual woman. It was noticed that she stood out as a professor at School Group of Senador Guerra and as a journalist, sending opinions about everyday life. With this analysis, it configures, in part, her time and the history of education in Rio Grande do Norte, with the participation of teachers. Despite of her importance during the construction of education and citizenship of women, Julia Medeiros lived the two sides of the same coin: visibilty and anonymity / O presente trabalho tem como objetivo reconstituir o perfil biogr?fico e as pr?ticas da professora e jornalista J?lia Medeiros, no munic?pio de Caic?, Estado do Rio Grande do Norte, nas d?cadas de 1920 e 1930, justificadas pela visibilidade dessa docente na constru??o da sociedade letrada norte-rio-grandense e participa??o na imprensa potiguar. Como era a representa??o de mulher e de educadora nas d?cadas de 1920 e 1930? Na busca de respostas utilizo como fontes o Arquivo P?blico do Rio Grande do Norte e do Instituto Hist?rico e Geogr?fico do Rio Grande do Norte, os jornais da ?poca, como os exemplares dispon?veis do Jornal das Mo?as (1926-1932), revistas, cartas, fotografias, entrevistas com familiares, ex-alunos e amigos dessa intelectual. Constatou-se que ela se destacou como professora no Grupo Escolar Senador Guerra e jornalista atuante, emitindo opini?es acerca do cotidiano. Com esta an?lise, configura-se, em parte, sua ?poca e a hist?ria da educa??o no Rio Grande do Norte, com a participa??o de educadoras. Apesar de sua import?ncia na constru??o da educa??o e da cidadania das mulheres, J?lia Medeiros viveu os dois lados da moeda: visibilidade e anonimato

Made available in DSpace on 2014-12-17T14:36:11Z (GMT). No. of bitstreams: 1 AndrezzaMBNT_TESE.pdf: 2562403 bytes, checksum: 38b78cd772fbf9e933f4d70fb4f45429 (MD5) Previous issue date: 2010-06-30 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This thesis concerns the problem about the pedagogue actuation in the social education into no scholars places. It search to understand the context and the social pedagogue role to his praxis and formation that enlarger the possibilities of the social educative practices into no scholars places. In this direction, we developed an investigation about the actuation of the pedagogues-educators in Natal city, in the 2007-2010 periods, into Municipal Secretary of the Labor and Social Assistance (SEMTAS). Considering that pedagogues are regularly attached in social educators profession as municipals public employees, we re the objective to evaluate their role into the social executed in the no scholars places, with the focus in the environmental dimensions of theirs work s places, pedagogical organization, institutional management and the professional formation. It privileged in this research the Specialized Reference Center of Social Assistance II (CREAS II), the Passages Houses I, II and III, the Social-Educative Measures in Open Environment Execution Program of Natal city (PENSEMA) and the Pitimb? Educational Center (CEDUC-Pitimb?). To realize this study it developed a research with qualitative nature by critic ethnography approach privileging those information collected with the social pedagogue-educators of the mentioned places. Through the methodological procedures adopted; beyond the bibliographical review we remarked the documental research, the semi-structured interview, the questionnaires-routes and the field observations. The analytical results revealed that the politics to the social education in Brazil historically came been dimensioned by the fight of social movements demanding the fundamental rights to the excluded people; that the SEMTAS politics of social education present a relative basic social protection to the excluded children and young people specially into law view; that the politics of social education in Natal city it s close of the logic of sanitarian attention about the disadvantaged groups; that the conceptual, methodological and formatives fragilities needs to the social pedagogues-educators praxis into non scholars places made difficult the operation capacity of a educative proposition anchored in a institutional action guided by the idea of emancipator education; that the SEMTAS take face several difficulties to developed a web assistance as preview in the reception proposition elaborated by the social pedagogues-educators. However in despite the tensions we remarked the value of this potentiality to the non scholar social education in her attempt to constitute herself in a legitimate space to the pedagogue professional actuation. In despite the obstacles to work and formation quotidian, across those non scholar spaces in the municipalities institutes to the social politics, it demonstrated personal sensibility and professional creativity in learning mediations and educative action to the children and younger derived from exclusion process and the social iniquities / Esta tese aborda a problem?tica da atua??o do pedagogo na Educa??o Social realizada em espa?os n?o escolares. Busca-se compreender o lugar e o fazer do pedagogo social para oferecer reflex?es de pr?xis e de forma??o que ampliem as possibilidades da pr?tica educativa social em Espa?os N?o Escolares. Nesse sentido, desenvolvemos uma investiga??o sobre a atua??o de Pedagogos-Educadores Sociais, junto ? Prefeitura Municipal do Natal. Privilegiamos a Secretaria Municipal de Trabalho e Assist?ncia Social (SEMTAS) por seus Pedagogos estarem vinculados regularmente ? profiss?o de Educadores Sociais na condi??o de servidores p?blicos efetivos em Natal-RN. A Tese objetiva desenvolver uma avalia??o do papel do pedagogo na Educa??o Social realizada nos espa?os n?o escolares da SEMTAS em Natal-RN, no per?odo de 2007 a 2010, enfocando as dimens?es ambiente f?sico-institucional, organiza??o pedag?gica, gest?o institucional e forma??o. Em outras palavras, busca-se conhecer, compreender e avaliar os espa?os de Educa??o Social em Natal, real?ando a legitimidade da atua??o do Pedagogo nesses Espa?os N?o Escolares. Privilegiamos nesta pesquisa o Centro de Refer?ncia Especializado de Assist?ncia Social (CREAS II), as Casas de Passagens I, II e III, o Programa de Execu??o de Medidas S?cio-Educativas em Meio Aberto da Cidade do Natal (PENSEMA) e o Centro Educacional Pitimb? (CEDUC-Pitimb?). Para realizar o estudo, desenvolveu-se pesquisa de natureza qualitativa, por meio da abordagem etnogr?fica cr?tica, privilegiando as informa??es coletadas junto aos Pedagogos-Educadores Sociais desses espa?os citados. Dentre os procedimentos metodol?gicos que materializaram a pesquisa, destacamos revis?o bibliogr?fica, pesquisa documental, entrevistas semiestruturadas, question?rio-roteiro, observa??o, fotografias e di?rio de campo. Os resultados das an?lises revelaram que as pol?ticas destinadas ? Educa??o Social no Brasil, historicamente, v?m sendo dimensionadas por meio da luta dos Movimentos Sociais que reivindicam os direitos fundamentais dos exclu?dos; que a pol?tica de Educa??o Social da SEMTAS apresenta como aspecto mais importante a relativa prote??o social b?sica de crian?as e jovens exclu?dos pela ?tica do direito; que a pol?tica de educa??o social do exclu?do em Natal-RN se aproxima da l?gica da aten??o sanitarista; que as fragilidades conceitual, metodol?gica, democr?tica e formativa necess?rias ?s pr?xis dos Pedagogos-Educadores Sociais em Espa?os N?o Escolares dificultam a operacionalidade de uma proposta educativa ancorada em um processo intencional possibilitador da educa??o emancipadora; que a SEMTAS enfrenta in?meras dificuldades para desenvolver o atendimento em rede previsto na proposta de acolhimento dos Pedagogos-Educadores Sociais; por?m, apesar das tens?es, ressaltamos o valor dessa possibilidade de educa??o social n?o escolar pela tentativa de se constituir em espa?o leg?timo de atua??o do pedagogo, que apesar dos obst?culos do cotidiano do trabalho e da forma??o, t?m demonstrado sensibilidade e criatividade na media??o positiva de aprendizagens sobre consci?ncia com a diversidade, consci?ncia das injusti?as e a possibilidade da transforma??o social

Made available in DSpace on 2014-12-17T14:35:45Z (GMT). No. of bitstreams: 1 JoaoMP.pdf: 572426 bytes, checksum: 3eb2abb81c860d59d686cd34cb63726a (MD5) Previous issue date: 2004-08-06 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The plot myth-techno-logic, contemporary, was developed starting from the dualism myth-reason. In this study, we deepened the alluded dualism taking as reference the historical contexts of the Renaissance and of the Enlightenment, emphasizing the discussion of the economical rationalization as conductive thread of the western development, in which we identified the game of the rational and of the irrational, for assure the superiority of the reason. In the context of that game, we analyzed the implications of the modernization, for the education, in function of the instrumental rationality, responsible for the environment of adaptation of the technological instruments to the scenery of the contemporary modernization. The new context is constituted by points of union and of ruptures among the technique, the science and the myth. Through our analysis, we noticed that the basic needs for the contemporary society were linked to the changes in the production means, for which the machine determine the rhythm of the work and the quality of the product. However, the changes in the productive processes promoted the appearance of the commercial marks that, as we see it, they represented the synthesis of the perfect harmony of the myth, of the technique, of the science and of the technology, in the conduction of the economical rationalization to the contemporary modernization. Thus, the contemporary modernization it arrives us for the economical rationalization, developed with the support of the technician-scientific knowledge and communicated by the articulations of the myth-techno-logical / A trama mito-tecno-l?gica, contempor?nea, foi desenvolvida a partir da dicotomia mito-raz?o. Neste estudo, aprofundamos a referida dicotomia tomando como refer?ncia os contextos hist?ricos do Renascimento e do Iluminismo, ressaltando a discuss?o da racionaliza??o econ?mica como fio condutor do desenvolvimento ocidental, no qual identificamos o jogo do racional e do irracional, para assegurar a superioridade da raz?o. No contexto desse jogo, analisamos as implica??es da moderniza??o, para a educa??o, em fun??o da racionalidade instrumental, respons?vel pelo ambiente de adequa??o dos instrumentos tecnol?gicos ao cen?rio da moderniza??o contempor?nea. O novo contexto ? constitu?do por pontos de intersec??o e ruptura entre a t?cnica, a ci?ncia e o mito. Atrav?s da nossa an?lise, percebemos que as necessidades b?sicas para o conjunto da contemporaneidade encontravam-se vinculadas ?s mudan?as nas formas de produ??o, para o qual a m?quina passou a determinar o ritmo do trabalho e a qualidade do produto. Por sua vez, as mudan?as nos processos produtivos promoveram o surgimento das marcas comerciais que, no nosso modo de ver, representaram a s?ntese da perfeita harmonia do mito, da t?cnica, da ci?ncia e da tecnologia, na condu??o da racionaliza??o econ?mica at? ? moderniza??o contempor?nea. Desse modo, a moderniza??o contempor?nea nos chega pela racionaliza??o econ?mica, desenvolvida com o respaldo dos conhecimentos t?cnico-cient?ficos, e comunicada pelas articula??es do mito-tecno-l?gico