Made available in DSpace on 2014-12-17T14:36:27Z (GMT). No. of bitstreams: 1 GiovanaGA_DISSERT.pdf: 1258572 bytes, checksum: d33511dc10094c92691def4257aceaaa (MD5) Previous issue date: 2010-08-05 / Evidence of learning object like representation to social teachings that active in the education of young and adult with the point of view of the ―To be teacher‖ in this modality of teaching, to direct the intention, this research is way, understand the existence of this representation in center acting teachers in the initial periods of the EJA in the Rio Grande do Norte and its reasoning the theories of social representation (MOSCOVICI, 1978, 2003; JODELET, 2001; ABRIC, 1998). We interviewed one hundred and ten (110) teachers who work at schools in the Metropolitan Regions of Natal. We use two procedures: focal group (GATTI, 2005) and multiple classification analysis MCA (ROAZZI, 1995).Thus us with the focal group, attended by eight (08) teachers and seek to know understanding their ideas about EJA, what was possible from the content analysis (BARDIN, 1977; FRANCO, 2007) of the following category: the teacher s view of the EJA context. Developing the MCA, we met twenty (20) teachers in the first stage, free-word association technique FAT (ABRIC, 1998), and ninety in the second stage, including the participants of the focal group. The results of this procedure were submitted to multidimensional analysis and content analysis. The first showed three facets: having and being teacher dimension (ideal), which was about the example teacher s characteristics and behaviors; teacher/ student relation which was about the difficulties and doubts of this relationship as well as its success; at last, conflicting dimension from/ with practice, based on the conflicts experienced by the teachers as EJA workers. Content analysis based on the theme organization from the interpreted data showed four categories: resources to be a teacher which also brought out the definition of an ideal teacher; talk about teaching which disclosed teachers thoughts about the knowledge and being a teacher; obstacles to EJA which showed situations and conditions that prejudice EJA development; and also admission as EJA teacher: viewing reasons which revealed the reasons why teachers went to EJA even though they were formed to deal with children. The conjoint analysis us evidenced the little the dominion of the teachers a participation these search at respect of origin, of the meaning of the character while the singular of EJA modality of teaching the conformation of the social representation from the ―To be‖ on the general vision dissociating with it of inexistence of a social representation of ―to be teacher of the EJA‖ white striking element in the reference at singularity that define the related modality of teaching / Evidenciando como objeto de estudo a representa??o social que os docentes atuantes na Educa??o de Jovens e Adultos possuem a respeito do ―ser professor‖ nesta modalidade de ensino, objetivamos, por meio desta pesquisa, compreender a exist?ncia desta representa??o em meio aos professores atuantes nos per?odos iniciais da EJA, tendo como fundamenta??o a Teoria das Representa??es Sociais (MOSCOVICI, 1978, 2003; JODELET, 2001; ABRIC, 1998). Para isto, contamos com a participa??o de cento e dez (110) profissionais que lecionam em escolas da Regi?o Metropolitana de Natal. Nessa busca, utilizamos dois procedimentos metodol?gicos: o grupo focal (GATTI, 2005) e o procedimento das classifica??es m?ltiplas PCM (ROAZZI, 1995). Atrav?s do grupo focal, que contou com a participa??o de oito (08) professores, buscamos conhecer as percep??es que estes possuem sobre a EJA, o que foi alcan?ado por meio da an?lise de conte?do (BARDIN, 1977; FRANCO, 2007), tendo como evid?ncia a categoria: o contexto da EJA sob o olhar docente. Para a realiza??o do PCM, contamos com (20) participantes em sua primeira etapa, a t?cnica de associa??o livre de palavras TALP (ABRIC, 1998), e (90) para a segunda incluindo aqueles participantes tamb?m do Grupo Focal. Os resultados deste procedimento passaram pelas an?lises multidimensional e de conte?do. A primeira evidenciou tr?s facetas: dimens?o do ter e do ser docente (ideal), que trata das caracter?sticas e dos comportamentos que, segundo os professores, definem um profissional modelo; rela??o docente/discente, voltada ?s quest?es que permeiam as dificuldades, as d?vidas e tamb?m os ?xitos desta rela??o; e, por fim, a dimens?o conflitiva da/com a pr?tica, centrada nos conflitos vividos pelos docentes mediante a pr?tica com a EJA. A an?lise de conte?dos, tendo como base a organiza??o dos temas oriundos do material interpretado, revelou-nos quatro categorias: atributos do ter para ser, que retrata igualmente as defini??es do professor ideal, o que precisa ter para ser este profissional; discursos sobre a doc?ncia, reveladora do que pensam os professores sobre o saber e o fazer do docente; obst?culos ? EJA, que evidencia situa??es ou condi??es que dificultam a atua??o na EJA; e, ainda, o ingresso do docente na EJA: vislumbrando raz?es, cujo teor expressa os motivos que impulsionaram os professores a ingressarem na EJA ainda que formados para a pr?tica com crian?as. O conjunto dessas an?lises nos evidenciou o pouco dom?nio dos professores participantes desta pesquisa a respeito da origem, do significado e da natureza da EJA enquanto uma modalidade singular de ensino; a confirma??o de uma representa??o social do ―ser docente‖ numa vis?o generalista, demarcando, com isto, a inexist?ncia de uma representa??o social do ―ser professor da EJA‖; al?m da identifica??o de uma representa??o social de ―aluno da EJA‖ enquanto elemento marcante na refer?ncia ?s singularidades que definem a referida modalidade de ensino

Made available in DSpace on 2014-12-17T14:36:41Z (GMT). No. of bitstreams: 1 DivoenePCS_DISSERT.pdf: 327597 bytes, checksum: ede5b49db3c06d11877d3e110a4bff46 (MD5) Previous issue date: 2012-06-21 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The present investigation deals with the Curriculum and Pedagogical Practices of Young and Adults, EJA, and articulates with the conceptions and beliefs of teachers sitting. The empirical scope of this investigation consisted in the Municipal School Francisca Leon?sia, located in the Agrarian Reform Settlement Serra Nova, city of Flor?nia/RN. Seeks to analyze the relationship between the Curriculum and Educational Practices of Young and Adult EJA - conceptions beliefs of these teachers. This work is based on qualitative research, interpretative character reflective and makes use of documentary analysis, structured interviews and reflective sessions as methodological procedures which ensure the achievement of our goals in research. These procedures allowed us to enter the practice setting and curriculum for teachers to understand how they think, prepare and practice of adult education in school curriculum research field. The documentary analysis provided the rethinking of the curriculum selected references, Political Pedagogical Project and Proposed Course of EJA, from a critical reading of concepts and conceptions given in these references, with a view to construction and reconstruction of concepts that reclaim the identity of young people and adult field, inserted in the Rural Workers Movement landless/MST. As reflective sessions were constituted in spaces of collective training and allowed the group to selfreflection e collective reflection about the ideas and beliefs that permeate the curriculum and guide their practices education in adult education. In these areas of training are also discussed current problems of adult education, the construction of an educational project of the adult education field to, warranties of learning and cultural identity of the adult education field and placed in the context of the MST. Under this view, it is concluded that the conceptions and beliefs of teachers seated directly relate to the curriculum designed, developed and practiced in adult education, as well as the educational practices that permeate the curriculum. This relation is in the midst of adversities of Rural Education, inserted in the Movement of Landless Rural Workers-MST, and requires the commitment of teachers to the necessary changes to an education are critical and emancipatory / A presente investiga??o trata do Curr?culo e das Pr?ticas Pedag?gicas da Educa??o de Jovens e Adultos-EJA, e articula-se com as concep??es e cren?as dos professores assentados. O campo emp?rico desta investiga??o se constituiu na Escola Municipal Francisca Leon?sia, localizada no Assentamento de Reforma Agr?ria Serra Nova, munic?pio de Flor?nia/Rn. Busca-se analisar a rela??o entre o Curr?culo e as Pr?ticas Educativas da Educa??o de Jovens e Adultos-EJA e as concep??es/cren?as desses professores. Este trabalho fundamenta-se na pesquisa qualitativa, de car?ter interpretativo/reflexivo e faz uso da an?lise documental, entrevistas semiestruturadas e sess?es reflexivas enquanto procedimentos metodol?gicos que asseguraram o alcance dos nossos objetivos na pesquisa. Esses procedimentos nos permitiram adentrar na pr?tica curricular dos professores assentados e compreender como os mesmos pensam, elaboram e praticam o curr?culo da EJA na escola campo de pesquisa. A an?lise documental propiciou o repensar dos referenciais curriculares selecionados, Projeto Pol?tico Pedag?gico e Proposta Curricular da EJA, a partir de uma leitura cr?tica das conceitua??es e concep??es inscritas nesses referenciais, com vistas ? constru??o e reconstru??o de conceitos que resgatem a identidade das pessoas jovens e adultas do campo, inseridas no Movimento dos Trabalhadores Rurais Sem-Terra/MST. As sess?es reflexivas se constitu?ram em espa?os de forma??o coletiva e propiciaram ao grupo cooperador a autorreflex?o e a reflex?o coletiva acerca das concep??es e cren?as que permeiam o curr?culo e orientam as suas pr?ticas educativas na EJA. Nesses espa?os de forma??o tamb?m s?o discutidos a problem?tica atual, a constru??o de um projeto educativo do campo para EJA, as garantias de aprendizagem e a identidade cultural da EJA do campo, inserida no contexto do MST. Sob essa vis?o, concluise que as concep??es e cren?as dos professores assentados se relacionam diretamente com o curr?culo pensado, elaborado e praticado na EJA, bem como com as pr?ticas educativas que permeiam esse curr?culo. Essa rela??o se d? em meio ?s adversidades da Educa??o do Campo, inserida no Movimento dos Trabalhadores Rurais Sem Terra-MST, e requer o comprometimento desses professores para as mudan?as necess?rias a uma forma??o escolar cr?tica e emancipadora

Made available in DSpace on 2014-12-17T14:36:43Z (GMT). No. of bitstreams: 1 MariaCBV_DISSERTA_capa_ate_pag96.pdf: 4077466 bytes, checksum: 733f282e2e9320e3ab5bdf6a219346cf (MD5) Previous issue date: 2011-07-04 / On this qualitative study, it has been discussed the school inclusion paths done by a student with cerebral palsy, who we call Liz, and who was also the reference and indirect subject for this study. For the representation of landscapes found, it follows throughout historical, political and pedagogical paths, getting through the case study method references on the current Brazilian educational context, analyzing, which concepts are attributed to the inclusion and which practices are developed by educational managers and teachers in a regular school of the City of Natal/RN. The theory which based this research is supported on Vygotsky's central ideas (1991, 1997, 2004) and his followers. Furthermore, it was essential to bring to this investigative journey a literature which could dialogue with the most relevant aspects of the cultural-historical approach, emphasizing the assumptions of a progressive education tendency, which promotes the subject involvement of his/her work in the world and for the world. This way, it was necessary to seek for theoretical support on assistive technology and on alternative communication, in order to show the importance of establishing other communications, which is, to break away from the conventional pattern established by the school. On this journey it was used procedures for the data construction, such as: observation, conducting semistructured interviews and questionnaires; and document analysis that supported and legitimized the inclusion, besides the permanent field diaries record. On the access paths to this landscape it entered in the Youth and Adults Education (Educa??o de Jovens e Adultos - EJA), seeking to establish a dialogue among Youth and Adult Education and Special Education. It was verified that, still, there are large gaps in these policies articulation. Among the results obtained it was raised discussions on new scenery, in which Youth and Adults Education (EJA) emerges as prominent mode of the established relationships throughout the school inclusion process. There were target reflections on: the planning and evaluation systematic, the pedagogical articulation among the Youth and Adults Education (EJA) teachers and the multifunctional resource room teacher's actions and the continuous training importance of the educators involved. It was considered, therefore, that the necessary mediations for school inclusion may be sustained if the walkers are involved in a permanent contact with the nature of a proposal from the Special Education inclusive perspective / Nesta pesquisa qualitativa se discute as trilhas da inclus?o escolar percorridas por uma aluna com paralisia cerebral, que chamamos de LIZ, e que foi o sujeito refer?ncia e indireto deste estudo. Para a representa??o das paisagens encontradas, segue-se por caminhos hist?ricos, pol?ticos e pedag?gicos, recolhendo-se atrav?s do m?todo de estudo de caso, refer?ncias do atual contexto educacional brasileiro, analisando-se, quais as concep??es atribu?das ? inclus?o e quais as pr?ticas pedag?gicas desenvolvidas por gestores e professores de uma escola regular da Cidade do Natal/RN. A teoria que fundamenta esta pesquisa ? sustentada nas ideias centrais de Vygotski (1991; 1997; 2004) e de seus seguidores. Ademais, foi essencial trazer para este caminhar investigativo uma pesquisa bibliogr?fica que dialogasse com os aspectos mais relevantes da abordagem hist?rico-cultural, ressaltando os pressupostos de uma tend?ncia progressista de educa??o, a qual promove o envolvimento do sujeito em sua a??o no mundo e para o mundo. Dessa forma, foi necess?rio, buscar respaldo te?rico na tecnologia assistiva e na comunica??o alternativa, no sentido de mostrar a import?ncia do estabelecimento de comunica??es outras, ou seja, que fujam do padr?o convencional estabelecido pela escola. Nesta jornada recorreu-se a procedimentos para a constru??o de dados, como: a observa??o; a realiza??o de entrevistas semiestruturadas e question?rios; e, a an?lise de documentos que respaldam e legitimam a inclus?o, al?m do permanente registro em di?rios de campo. Nas trilhas de acesso a essa paisagem- adentrou-se na Educa??o de Jovens e Adultos (EJA), procurando estabelecer um di?logo entre a Educa??o de Jovens e Adultos e a Educa??o Especial. Verificou-se que, ainda, as grandes lacunas na articula??o dessas pol?ticas. Dentre os resultados obtidos foram levantadas discuss?es acerca de um novo cen?rio, em que a EJA desponta como modalidade de destaque nas rela??es estabelecidas pelo processo de inclus?o escolar. Foram alvos de reflex?es: a sistem?tica de planejamento e avalia??o, a articula??o pedag?gica entre os professores da educa??o de jovens e adultos e das a??es da sala de recursos multifuncionais e a import?ncia da forma??o continuada dos educadores envolvidos. Considerou-se, assim, que as media??es necess?rias ? inclus?o escolar podem ser sustentadas se os caminhantes envolvidos estiverem em permanente contato com a natureza de uma proposta da Educa??o Especial na perspectiva inclusiva

Made available in DSpace on 2014-12-17T14:36:46Z (GMT). No. of bitstreams: 1 AneteASN_DISSERT.pdf: 521459 bytes, checksum: 9468ae00b7481d7097b31a6dbce094ee (MD5) Previous issue date: 2012-09-24 / This essay proposes to research the success and failure in Education for Youth and Adults (known as EJA), based on the approval, failure and evasion rates in public schools belonging to the city of Natal, RN. Reflecting upon the reasons why some pupils from this program were dropping out of school while others kept on studying was a necessity. Therefore, we seek to know these subjects and their school environment. In the search this data, we set off by approaching the EJA politics, going through a historical path, highlighting significant facts to Brazilian and Natal history. While bringing together the pieces of information for this essay, we were lead to the State and City Education Department, in search of approval, failure and evasion rates from the year 2009. Based on these rates, two schools have been chosen: the first with a high failure rate and the second with a failure rate lower than the city average. The schools work was researched throughout the year 2010, through interviews with pupils, teachers, managers and employees; school files analysis; the analysis of files the establish the rules for EJA programs in the city of Natal. Nethertheless, this essay points to inner and outer factors which might come to contribute to the failure or success of pupils from the researched schools, emphasizing that the difference between those are in the team work present in the school with low failure rate / O presente trabalho teve como objetivo pesquisar o insucesso e o sucesso na Educa??o de Jovens e Adultos (EJA), com base nos ?ndices de aprova??o, reprova??o e evas?o das escolas do Munic?pio de Natal/RN. Foi necess?rio refletir sobre as raz?es pelas quais os educandos dessa modalidade estavam abandonando a escola, ficando, portanto, desprovidos do acesso ? escolaridade, enquanto outros permaneciam. Assim, buscamos conhecer esses sujeitos e seu ambiente escolar. Na busca por esses fatores, iniciamos abordando a pol?tica da EJA, fazendo um percurso hist?rico, evidenciando fatos significativos na hist?ria do Brasil e da Cidade do Natal. Na constru??o dos dados para a pesquisa, percorremos caminhos que nos levaram ?s Secretarias Estadual e Municipal, em busca dos ?ndices de aprova??o, reprova??o e evas?o no ano de 2009. Baseados nesses ?ndices escolhemos duas escolas: uma de maior e outra de menor ?ndice de insucesso em rela??o ao encontrado no munic?pio. Pesquisamos o seu funcionamento durante o ano de 2010, realizando entrevistas com alunos, professores, gestores e funcion?rios, an?lise de documentos das secretarias das escolas, e de documentos que regem a modalidade de EJA no munic?pio de Natal. Retomando o caminho trilhado, apontamos fatores internos e externos que possam vir a contribuir com o insucesso e o sucesso dos alunos das escolas pesquisadas, ressaltando que o diferencial entre as duas est? no trabalho em equipe realizado pela escola que apresenta ?ndice melhor

Made available in DSpace on 2014-12-17T14:36:50Z (GMT). No. of bitstreams: 1 AnaLPD_DISSERT.pdf: 2597838 bytes, checksum: b45ce1e2f54a5bb457b626a77f968cf6 (MD5) Previous issue date: 2014-02-28 / This research aims to analyze the FIC Course of Assistant Technician in Service Management and Quality, integrated to elementary education / EJA form developed by IFRN MO Campus between 2011 and 2013 in the form of a PROEJA FIC / AT ELEMENTARY SCHOOL LEVEL. We seek to understand the adhesion between the national guidelines postulated for the Program, established in PPC and mediations with the process conceived in the run of the course. Guiding by the socio-critical approach and the dialogical paradigm, the theoretical-epistemological mark is especially buoyed by the theoretical contributions of Ciavatta (2005) , Rock (2011) , Haddad and Di Pierro (2000), Freire (2005), Marx (1982), Ramos (2005), Frigotto; Ciavatta; Ramos (2005), Moura (2012), and also on education in prisons by Onofre (2007, 2011), Bueno (2007), Juli?o (2011) and Foucault (2001). We assume that an action that enables professional qualification as FIC courses articulated to the EJA in the context of education in prisons have conceptual, methodological, political and pedagogical implications for it focuses challenges, weaknesses and opportunities on the same area of education., We have developed four techniques of data collection based on procedures and tools of qualitative research, such as document analysis, a student survey, the conduction of focus groups with teachers and administrators of the course and on-site observation. Mediated by the investigated context, results showed that the consolidation of PROEJA FIC / AT ELEMENTARY SCHOOL LEVEL goes beyond the intentions officially declared. It is inferred that after seven years of its creation, even though it keeps some potential, this program is not being satisfactorily developed and it shows weaknesses national and locally, it is set at low capillarity, it has a limited scope, and dissolved essential public commitments to the course development. The effectiveness of PROEJA FIC / AT ELEMENTARY SCHOOL LEVEL as part of an emancipatory inclusion social policy, according to official statement, entails approximating the legal logic with social logic, so as not only to propagate discourses and enforce worship to specific and successful experiences that reach only a minority, but to provide actual and necessary conditions to promote the breadth and social quality of the offered deals in this program format / A presente pesquisa objetiva analisar o Curso FIC de Auxiliar T?cnico em Gest?o e Qualidade em Servi?os, na forma integrada ao ensino fundamental/EJA, desenvolvido pelo IFRN-MO entre 2011 e 2013 no ?mbito do PROEJA FIC/FUNDAMENTAL. Busca-se perceber a ader?ncia entre as diretrizes nacionais postuladas para o Programa, o institu?do no PPC e as media??es com o processo gestado no funcionamento do curso. Guiando-se pela abordagem sociocr?tica e pelo paradigma dial?gico, o marco te?rico-epistemol?gico respalda-se, especialmente, nas contribui??es te?ricas balizadas por Ciavatta (2005), Rocha (2011), Haddad e Di Pierro (2000), Freire (2005), Marx (1982), Ramos (2005), Frigotto; Ciavatta; Ramos (2005), Moura (2012) e, ainda, sobre a educa??o em pris?es, Onofre (2007; 2011), Bueno (2007), Juli?o (2011) e Foucault (2001). Parte-se da premissa de que uma a??o que possibilite qualifica??o profissional-cursos FIC articulada ? EJA no contexto da educa??o em pris?es traz implica??es de natureza conceitual, metodol?gica, pol?tica e pedag?gica, por concentrar, no mesmo campo formativo, desafios, fragilidades e possibilidades. Apoiando-se nos procedimentos e instrumentos da pesquisa qualitativa, foram desenvolvidas quatro t?cnicas de coletas de dados: a an?lise documental, a aplica??o de question?rio junto aos estudantes, a realiza??o de grupo focal junto aos docentes e gestores do curso e a observa??o in loco. Mediatizados pelas interfaces do contexto investigado, os resultados mostraram que a consolida??o do PROEJA FIC FUNDAMENTAL vai al?m das inten??es declaradas oficialmente. Infere-se que ap?s sete anos de cria??o, ainda que guarde potencialidades, esse Programa n?o est? sendo desenvolvido a contento, em raz?o de apresentar fragilidades em n?vel nacional e local, configuradas na baixa capilaridade, pouca abrang?ncia e desonera??o dos compromissos p?blicos essenciais ao desenvolvimento dos cursos. A efetiva??o do PROEJA FIC/FUNDAMENTAL como parte de uma pol?tica social de inclus?o emancipat?ria, conforme declara??o oficial, pressup?e a aproxima??o da l?gica legal com a l?gica social, de modo a n?o propagar apenas discursos e efetivar o culto ?s experi?ncias pontuais e bem sucedidas que atingem t?o somente a uma minoria, mas sim oferecer as condi??es reais e necess?rias para promover a abrang?ncia e a qualidade social das ofertas nesse formato do Programa.

Made available in DSpace on 2015-02-24T18:18:39Z (GMT). No. of bitstreams: 1 SebastiaoFPF_TESE.pdf: 1183870 bytes, checksum: 0a98e383c9655f42434232a5b0ccc59f (MD5) Previous issue date: 2011-09-02 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / En este trabajo nos ocupamos de la convergencia de la fotograf?a, el v?deo y la m?sica, intermediado por una estaci?n de radio en la escuela, instalada en la escuela Municipal de Djalma Maranh?o, Natal, Rio Grande do Norte, en una clase de 5? a?o de j?venes y adultos en el a?o escolar 2007. Se analizan las intervenciones causados los que participan en la vida escolar, a partir de las actividades realizadas por ellos, en la producci?n de programas de radio. Los procedimientos metodol?gicos sobre la base de la etnometodologia (COULON, 1995a, 1995b), en la investigaci?n cualitativa (BOGDAN, BIKLEN, 1999, DENZIN y LINCOLN, 2006), participante como observador (MAY, 2004) y la investigaci?n-acci?n (THIOLLENT, 1992). La comprensi?n de Paulo Freire en la comunicaci?n e la educaci?n es nuestro principal referente te?rico. Los experimentos citados en los medios de comunicaci?n revelaron varias posibilidades de mejora en la ense?anza y el aprendizaje, como el aumento de la autoestima de los estudiantes, social y de inclusi?n educativa de personas con discapacidad, disminuci?n de la timidez y facilitar la comunicaci?n entre los sujetos, lo que permite el di?logo entre ellos, intervino en sus relaciones sociales, m?s all? de los l?mites de la escuela. La investigaci?n confirma, entonces, que la comunicaci?n y la educaci?n son parte de la misma naturaleza / Neste trabalho, tratamos da converg?ncia da fotografia, do v?deo e da m?sica, intermediados por uma r?dio escolar, instalada na Escola Municipal Djalma Maranh?o, em Natal, Rio Grande do Norte, em uma turma do 5? ano da Educa??o de Jovens e Adultos, no ano letivo de 2007. Analisamos as interven??es provocadas no cotidiano escolar dos envolvidos, a partir das atividades desenvolvidas por eles, no processo de produ??o dos programas radiof?nicos. Os procedimentos metodol?gicos adotados baseiam-se na etnometodologia (COULON, 1995a, 1995b), na pesquisa qualitativa (BOGDAN, BIKLEN, 1999; DENZIN e LINCOLN, 2006), participante como observador (MAY, 2004) e na pesquisa-a??o (THIOLLENT, 1992). A concep??o de Paulo Freire sobre comunica??o e educa??o ? nossa principal refer?ncia te?rica. As experi?ncias com os meios citados nos revelaram diversas possibilidades de melhoria no ensino-aprendizagem, como a eleva??o da auto-estima dos educandos, a inclus?o s?cio-educacional de pessoas portadoras de necessidades especiais, diminui??o da timidez e da facilita??o da comunica??o entre os sujeitos, permitir o di?logo entre eles, intervindo nas suas rela??es sociais, ultrapassando os limites da escola. A pesquisa confirma, ent?o, que comunica??o e educa??o fazem parte da mesma natureza

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-08-01T13:17:38Z No. of bitstreams: 1 BraulioAlvesDeAlbuquerque_DISSERT.pdf: 2952166 bytes, checksum: cb58a9a3371e301e81b555ba4a258920 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-08-04T19:25:30Z (GMT) No. of bitstreams: 1 BraulioAlvesDeAlbuquerque_DISSERT.pdf: 2952166 bytes, checksum: cb58a9a3371e301e81b555ba4a258920 (MD5) / Made available in DSpace on 2017-08-04T19:25:31Z (GMT). No. of bitstreams: 1 BraulioAlvesDeAlbuquerque_DISSERT.pdf: 2952166 bytes, checksum: cb58a9a3371e301e81b555ba4a258920 (MD5) Previous issue date: 2017-06-09 / Os conhecimentos sistematizados que s?o ministrados aos estudantes na escola, geralmente n?o ultrapassam esse espa?o. S?o consequ?ncias de uma abordagem educativa de transmiss?o/recep??o, que frequentemente se demonstram insuficientes na realiza??o de uma contextualiza??o. Logo, a utilidade destes saberes se restringe a reprodu??o do que foi dito pelo professor. Isto acaba colocando os educandos como meros espectadores na produ??o do conhecimento. Repensar e propor interven??es no papel que cada indiv?duo envolvido no processo de ensino e aprendizagem apresenta, ? uma constante necessidade, visto as mudan?as recorrentes nos objetivos educacionais. Esse estudo procurou implementar uma proposta de ensino de conte?do de qu?mica, intentando envolver o educando no processo de aprendizagem de modo dial?gico, na busca de torn?-lo mais aut?nomo. Tamb?m tenta auxiliar os educadores em sua atua??o profissional. Para tanto, nos baseamos em aportes te?ricos que sustentam nossa percep??o, como as dificuldades de aprendizagem e alguns pressupostos do educador Paulo Freire que fundamentam a pr?tica educativa problematizadora-dial?gica. A din?mica dos Tr?s Momentos Pedag?gicos de Delizoicov, foi o referencial te?rico-metodol?gico da sequ?ncia de atividades de uma unidade did?tica para o ensino de ?cidos graxos e gorduras. A proposta foi implementada durante o segundo semestre de 2015, no Centro de Educa??o de Jovens e Adultos Professor Felipe Guerra, com uma turma do n?vel de ensino m?dio, na modalidade EJA. Quanto a abordagem do problema de estudo, buscamos seguir alguns dos pressupostos da pesquisa qualitativa, que fez uso dos instrumentos question?rio, observa??o e documentos, que foram as atividades que compunham a proposta de ensino e o projeto pedag?gico da escola. As considera??es que tecemos ante as respostas obtidas, foi a percept?vel mudan?a qualitativa na postura dos educandos, buscando participar das discuss?es, trazendo sua percep??o sobre os conte?dos qu?micos trabalhados, se envolvendo dialogicamente na constru??o de seus conhecimentos. / The systematized knowledge that is given to students at school, usually does not go beyond this space. These are consequences of an educational transmission / reception approach, which is often insufficient for contextualisation. Therefore, the utility of these knowledge is restricted to the reproduction of what has been said by the teacher. This ends up putting the students as mere spectators in the production of knowledge. Rethinking and proposing interventions in the role that each individual involved in the teaching and learning process presents, is a constant need, given the recurring changes in educational goals. This study tried to implement a proposal of teaching of chemical content, trying to involve the learner in the process of learning in a dialogical way, in the quest to make it more autonomous. It also tries to help educators in their professional activities. For that, we base ourselves on theoretical contributions that support our perception, such as the learning difficulties and some assumptions of the educator Paulo Freire that base the educational practice problematizadora-dialogical. The dynamics of Delizoicov's Three Pedagogical Moments was the theoretical-methodological reference of the sequence of activities of a didactic unit for the teaching of fatty acids and fats. The proposal was implemented during the second semester of 2015, in the Youth and Adult Education Center Professor Felipe Guerra, with a high school class, in the EJA modality. Regarding the approach to the study problem, we sought to follow some of the assumptions of the qualitative research, which used the questionnaire, observation and documents instruments, which were the activities that made up the teaching proposal and the pedagogical project of the school. The considerations we made in response to the answers were the perceptible qualitative change in the students' posture, seeking to participate in the discussions, bringing their perception about the chemical contents worked, and becoming involved in the construction of their knowledge.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-06-23T18:08:34Z No. of bitstreams: 1 2010 - Juraci Torres Galindo.pdf: 1299025 bytes, checksum: aa7e733be403fc6d474f59345f44796c (MD5) / Made available in DSpace on 2017-06-23T18:08:34Z (GMT). No. of bitstreams: 1 2010 - Juraci Torres Galindo.pdf: 1299025 bytes, checksum: aa7e733be403fc6d474f59345f44796c (MD5) Previous issue date: 2010-07-14 / The institutionalization of the Integration National Program of Basic Education with Professional Education in the Modality of Education for Youth and Adults (PROEJA), implanted by Decree 5.840/2006, already arose with the proposal of curriculum integration. These program principles imply the elaboration of appropriate curricula, aiming to contemplate the public specificities which are directed to it, considering the integration presuppositions. So this program is part of a social policy focused on serving the young and adult public who had no access to schooling at the proper age, providing the access to basic education integrated to professional formation. Before this reality, it was possible to find contradictions between speech and practice in the integration of the courses offered by such Program. Two questions appeared for investigation: 1- What are the paths followed in the elaboration of an integrated curriculum, which should be able to overcome the traditional and inflexible model, articulating general, professional formation and specificities of students from EJA (Youth and Adults Education), in a unified way so that work would be focused as educational principle? 2- How PROEJA experience in school routine happens? From these questions, this research was structured, aiming to explain the experience of curriculum integration in technical courses offered by Instituto Federal de Educa??o de Pernambuco (IFPE) through PROEJA. It is a qualitative research with a descriptive character that uses the following data collection tools: a) primary sources (official documents, courses plans, timesheet, curriculum matrices); b) secondary sources (literature about EJA and public policies for education); c) questionnaires; d) observation. The collected data contributed in comprehending that the PROEJA curriculum integration practice at IFPE is very different from integration principles and presuppositions of EJA. With this analysis, it was concluded that it is necessary that the Federal Sector of Professional, Scientific and Technological Education faces the responsibility to prepare teachers and pedagogical groups, acquiring the real concepts about this public problems and necessities and the integration presuppositions in order to really offer an education able to guarantee to citizen worker the autonomy announced by the documents that substantiate the structural bases of the Program. / A institucionaliza??o do Programa Nacional de Integra??o da Educa??o B?sica com a Educa??o Profissional na Modalidade de Educa??o de Jovens e Adultos (PROEJA), implantado pelo Decreto 5.840/2006, j? nasceu com a proposta de integra??o curricular. Os princ?pios desse programa implicam a constru??o de curr?culos adequados, visando contemplar as especificidades do p?blico a ele destinado, tendo como fundamento os pressupostos da integra??o. Portanto, este programa faz parte de uma pol?tica social focada no atendimento do p?blico jovem e adulto que n?o teve acesso ? escolariza??o na idade pr?pria, possibilitando o acesso ? educa??o profissional integrada ? educa??o b?sica. Diante dessa realidade, foi poss?vel constatar contradi??es entre o discurso e a pr?tica da integra??o dos cursos oferecidos por este Programa. Duas quest?es se apresentaram para investiga??o: 1?) Qual o percurso trilhado na constru??o de um curr?culo integrado, capaz de superar o modelo tradicional e inflex?vel que articule a forma??o geral, forma??o profissional e especificidades dos alunos e alunas da EJA, de forma unificada, onde o trabalho seja enfocado como princ?pio educativo? 2?) Como se concretiza a viv?ncia do PROEJA no cotidiano escolar? A partir dessas quest?es, a pesquisa se estruturou tendo como objetivo explicar a experi?ncia de integra??o curricular nos cursos t?cnicos oferecidos pelo Instituto Federal de Educa??o de Pernambuco (IFPE) por interm?dio do PROEJA. Trata-se de uma pesquisa qualitativa de car?ter descritivo que se utiliza dos seguintes instrumentos de coleta de dados: a) fontes prim?rias (documentos oficiais, planos de cursos, quadro de hor?rios, matrizes curriculares); b) fontes secund?rias (literatura sobre EJA e sobre pol?ticas p?blicas para educa??o); c) question?rios fechado; d) observa??o. Os dados coletados contribu?ram para compreender que a pr?tica de integra??o curricular do PROEJA no IFPE, est? bem distante dos princ?pios de integra??o e dos pressupostos da EJA. Diante da an?lise realizada, concluiu-se que ? preciso que a Rede Federal de Educa??o Profissional, Cient?fica e Tecnol?gica enfrente a responsabilidade de preparar os docentes e equipes pedag?gicas para se apropriarem conceitualmente sobre os problemas e necessidades desse p?blico e dos pressupostos da integra??o para de fato oferecer educa??o capaz de garantir ao cidad?o trabalhador a autonomia pronunciada nos documentos que fundamental as bases estruturantes do Programa.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-05-17T14:00:47Z No. of bitstreams: 1 2016 - Josaphar Silva Valen?a.pdf: 4116325 bytes, checksum: 9927ecf51181d089b09309a5cdb2d8da (MD5) / Made available in DSpace on 2017-05-17T14:00:47Z (GMT). No. of bitstreams: 1 2016 - Josaphar Silva Valen?a.pdf: 4116325 bytes, checksum: 9927ecf51181d089b09309a5cdb2d8da (MD5) Previous issue date: 2016-08-25 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This work is the result of a qualitative and quantitative analysis of the problems encountered in the teaching of plane figures in young and adult education and, even as a present activity in day-to-day lives, it is still a problem. This theme was chosen because of the student?s desires to learn that content, enabling to search where is the origin of the various difficulties encountered by them in calculating areas of plane figures and to get applied in their daily lives. The choice of this teaching modality comes from the challenge of how to work this content with a very heterogeneous group, both in age and in the motivation that led them to attend the classrooms of young and adult education. This fact causes a significant change in the methodology used by the professor in relation to the same applied in regular education. To understand all this process it is necessary to know a little of young and adult education in Brazil, its normative aspects and the historical importance of knowing how to calculate areas of flat figures. Through a questionnaire, we identified the young and adult education professor's profile, how this type of education is administered by the government and how professionals deal with such different student profiles. With this information, together with the analyzes of the questions answered by the students, we conclude that the difficulty of assigning correctly the units of area and length measurements is due to the difficulty of the student to relate the mathematical content learned in school to their daily lives. In some of the issues applied to students we had to allow the use of the calculator due to the difficulty that students have to perform at least one of the four arithmetic operations / Esse trabalho ? o resultado de uma an?lise qualitativa e quantitativa sobre os problemas encontrados no ensino de ?rea de figuras planas na EJA e que, mesmo sendo uma atividade presente no dia-a-dia deles, ainda ? um problema. Esse tema foi escolhido devido aos anseios dos alunos em aprender esse conte?do, possibilitando assim, pesquisar onde est? a origem das diversas dificuldades encontradas por eles em calcular ?reas de figuras planas e conseguirem aplicar em seus cotidianos. A escolha dessa modalidade de ensino surge do desafio de como trabalhar esse conte?do com um grupo muito heterog?neo, tanto na faixa et?ria quanto na motiva??o que os levaram a frequentar as salas de aula da EJA. Este fato provoca uma mudan?a significativa na metodologia aplicada pelo professor em rela??o ? mesma metodologia aplicada no ensino regular. Para entender todo esse processo faz-se necess?rio conhecer um pouco da EJA no Brasil, seus aspectos normativos e a import?ncia hist?rica de saber calcular ?reas de figuras planas. Por meio de um question?rio, identificamos o perfil do professor da EJA, como essa modalidade de ensino ? administrada pelo poder p?blico e como os profissionais lidam com perfis t?o diferentes de alunos. De posse dessas informa??es, somadas as an?lises das quest?es respondidas pelos alunos, conclu?mos que a dificuldade de atribuir de forma correta as unidades de medidas de ?rea e de comprimento devem-se ? dificuldade do aluno em relacionar o conte?do matem?tico aprendido na escola ao seu cotidiano. Em algumas das quest?es aplicadas aos alunos tivemos que permitir o uso da calculadora devido ? dificuldade que os alunos possuem em realizar pelo menos uma das quatro opera??es da aritm?tica.

Made available in DSpace on 2014-12-17T14:19:47Z (GMT). No. of bitstreams: 1 JoseLM.pdf: 404421 bytes, checksum: 1f5c51fb36053ff54c71601726979af6 (MD5) Previous issue date: 2008-12-10 / The study and research field of Education is wide and rich, mainly when it goes towards the empirical area of social reality. This research focuses on young and adult subjects who cannot read or write, although they had had access to and attended schools in Natal/RN. The locus of the research are the Municipal Schools that develop the Youth and Adults Education program EJA, having representatives from the North, South, East and West zones of the city, in a total of 6 municipal schools. It analyzes these subjects' replies to the questions: "Why are there young and adults who attended school but still cannot read or write?", What are the exclusion situations they face by not being able to read or write?". From a dialectic view on the subject, the research's strategy for data collection is the semi-structured interview to collect the replies given by the interviewees; replies that are separated by analysis categories presented charts of ideas. The research's results are analyzed and lead us to the conclusion that the affective, organic, cognitive, social, political and pedagogical factors are mentioned by the subjects as reasons why they can not dominate the reading or writing skills. The youth and adults interviewed are not happy with their school failure; the reading and writing learning is something that eases their social inclusion into a society that privileges such abilities, and that with it they could avoid the social exclusion they faced at school, in the work place, at home, in church, at health centers, on the street, at their children's school and in public assistance institutions / O campo de pesquisa e estudos da educa??o ? vasto e rico, principalmente quando adentra-se no campo emp?rico da realidade social. Nessa investiga??o o corpus de aten??o s?o os sujeitos jovens e adultos que n?o dominam a leitura e a escrita, embora tenham tido acesso e freq?entado o espa?o escolar no munic?pio de Natal/RN. O l?cus da pesquisa s?o as Escolas da Rede Municipal de Ensino que desenvolvem a Educa??o de Jovens e Adultos EJA, representantes das zonas Norte, Sul, Leste e Oeste da cidade, perfazendo um total de seis escolas da Rede Municipal de ensino, pertencentes a diferentes regi?es da capital potiguar. Analisam-se as vozes dos sujeitos ao responderem as quest?es Por que existem jovens e adultos escolarizados sem o dom?nio da leitura e da escrita ? Quais as situa??es de exclus?o enfrentadas pelo n?o dom?nio da leitura e da escrita entre os jovens e adultos pesquisados ? A partir de uma vis?o dial?tica do assunto, a estrat?gia de pesquisa para a coleta de dados ? a entrevista semi-estruturada para apreender a voz dos sujeitos da pesquisa, as quais s?o divididas em categorias de an?lise apresentadas em um mapa das id?ias. Analisam-se os resultados da investiga??o, concluindo-se que fatores afetivos, org?nicos, cognitivos, sociais, pol?ticos e pedag?gicos s?o citados pelos sujeitos como motivos para o n?o dom?nio da leitura e da escrita. Os jovens e adultos entrevistados n?o se sentem satisfeitos com o fracasso escolar; a aprendizagem da leitura e da escrita ? um dom?nio que facilita a inclus?o social em uma sociedade que privilegia tais habilidades, podendo minimizar as situa??es de exclus?o social que os mesmos enfrentaram no espa?o escolar, no ambiente de trabalho e de emprego, em casa, na igreja, nos postos de atendimento ? sa?de, na rua, na escola dos filhos e em institui??o de atendimento p?blico, por causa da n?o aprendizagem