Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-03-17T19:22:31Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) ariane_goncalves_oliveira.pdf: 1863224 bytes, checksum: 4295821735b48afb31676da9dd939d09 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-04-20T14:51:34Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) ariane_goncalves_oliveira.pdf: 1863224 bytes, checksum: 4295821735b48afb31676da9dd939d09 (MD5) / Made available in DSpace on 2017-04-20T14:51:34Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) ariane_goncalves_oliveira.pdf: 1863224 bytes, checksum: 4295821735b48afb31676da9dd939d09 (MD5) Previous issue date: 2016 / Instituto Federal do Norte de Minas Gerais (IFNMG) / A forma??o profissional na ?rea da sa?de apresenta como um dos desafios atuais a necessidade de integra??o entre ensino, servi?o e comunidade. Alguns estudos e experi?ncias profissionais no munic?pio de Janu?ria mostram que os cursos e os servi?os de sa?de nem sempre trabalham de forma integrada. Levantou-se ent?o o problema: Como acontece a integra??o ensino-servi?o entre o Curso T?cnico em Enfermagem do Instituto Federal do Norte de Minas Gerais e os servi?os de sa?de do munic?pio de Janu?ria-MG? Quais os desafios e as facilidades? O objetivo geral do estudo foi conhecer o processo de integra??o ensino-servi?o entre o curso referido e os servi?os de sa?de de Janu?ria-MG. Definiu-se abordagem qualitativa para o estudo, cujo cen?rio foi o munic?pio de Janu?ria, seus servi?os de sa?de e o Curso T?cnico em Enfermagem do Instituto Federal do Norte de Minas Gerais. Os sujeitos foram enfermeiros dos servi?os de sa?de que s?o cen?rios de pr?tica do curso t?cnico em estudo, docentes e discentes do curso. Para coleta de dados, foram realizados grupos focais, dois com discentes, um com os docentes e um com enfermeiros assistenciais. Os dados foram analisados de acordo com a an?lise de conte?do de Bardin. A partir da an?lise foram definidas unidades tem?ticas que constitu?ram tr?s artigos. O primeiro artigo trata sobre a caracteriza??o da integra??o ensino-servi?o no munic?pio de Janu?ria. Observou-se que a integra??o ensino-servi?o em Janu?ria ? incipiente, e destaca-se na fala dos discentes um conceito de integra??o reduzido ? aplica??o da teoria na pr?tica nos campos de est?gio. O segundo artigo abordou a tem?tica das facilidades e desafios para integrar trabalho e a forma??o em sa?de. Como potencialidades foram apontados o reconhecimento dos servi?os de sa?de como espa?o de aprendizagem e o relacionamento interpessoal entre os atores da integra??o ensino-servi?o. Al?m da atua??o humanizada junto ao usu?rio, a boa intera??o e comunica??o entre estagi?rios, docentes e equipe de sa?de pode interferir tanto no aprendizado como na articula??o das tarefas nas unidades de sa?de. Quanto aos desafios, evidenciou-se a dist?ncia entre a teoria e a realidade nos cen?rios de pr?tica, e a escassez de recursos. Outras quest?es apontadas: matriz curricular n?o contextualizada aos servi?os, equipes com profissionais resistentes ao estagi?rio e a mudan?as de rotina, n?o envolvimento dos gestores no processo, e dist?ncia entre enfermeiros docentes e assistenciais. No terceiro artigo foram apresentadas propostas para efetivar a integra??o como estrat?gia de reorienta??o na forma??o em sa?de. Considera-se necess?ria a formaliza??o da parceria entre servi?o e escola, com a participa??o dos gestores nesse v?nculo, e sugere-se a constitui??o de uma comiss?o no munic?pio para discuss?o da tem?tica integra??o ensino-servi?o. Sugere-se tamb?m a realiza??o de mais estudos sobre a forma??o do profissional de sa?de de n?vel t?cnico ? luz das pol?ticas de integra??o ensino-servi?o. Por fim, espera-se a partir deste estudo, elaborar a??es e documentos que favore?am melhorias nos servi?os de sa?de prestados ? comunidade atrav?s da Integra??o Ensino-Servi?o, al?m de novas reflex?es sobre o Projeto Pol?tico Pedag?gico do Curso T?cnico em Enfermagem. / Disserta??o (Mestrado) ? Programa de P?s-gradua??o em Ensino em Sa?de, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016. / Professional training in the health area presents as one of the current challenges the need for integration between teaching, service and community. Some studies and professional experiences in the municipality of Janu?ria show that courses and health services do not always work in an integrated way. The problem then arose: How is the teaching-service integration between the Nursing technical course of the Federal Institute of North Minas Gerais and the health services of the municipality of Janu?ria-MG? What are the challenges and the facilities? The general objective of the study was to know the process of teaching-service integration between the referred course and the health services of Janu?ria-MG. A qualitative approach was defined for the study, whose setting was the municipality of Janu?ria, its health services and the nursing course of the Federal Institute of the North of Minas Gerais. The subjects were nurses of the health services that are scenarios of practice of the technical course under study, teachers and students of the course. For data collection, focus groups were held, two with students, one with teachers and one with nurse assistants. The data were analyzed according to the Bardin content analysis. From the analysis, thematic units were defined that constituted three articles. The first article deals with the characterization of teaching and service integration in the municipality of Janu?ria. It was observed that the integration of service teaching in Janu?ria is incipient, and it emphasizes in the students' speech a concept of integration reduced to the application of theory in practice in the fields of internship. The second article addressed the theme of facilities and challenges to integrate work and health training. As potentialities were pointed out the recognition of health services as a space for learning and the interpersonal relationship between the actors of teaching and service integration. In addition to the humanized interaction with the user, good interaction and communication between trainees, teachers and health staff can interfere both in learning and in the articulation of tasks in health units. As for the challenges, the distance between theory and reality in the practice scenarios, and the scarcity of resources, was evidenced. Other issues pointed out: curricular matrix not contextualized to services, teams with professionals resistant to the trainee and routine changes, non-involvement of managers in the process, and distance between teaching and healthcare nurses. In the third article, proposals were presented to effect integration as a reorientation strategy in health education. It is considered necessary the formalization of the partnership between service and school, with the participation of the managers in this link, and it is suggested the constitution of a commission in the city to discuss the thematic integration education and service. It is also suggested that further studies be carried out on the training of health professionals at a technical level in the light of integration policies for teaching and service. Finally, it is expected from this study, to elaborate actions and documents that favor improvements in the health services provided to the community through the Teaching-Service Integration, as well as new reflections on the Pedagogical Political Project of the Nursing Technical Course.

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-04-11T14:13:36Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) elias_pedro_rosa.pdf: 3708430 bytes, checksum: 7d8b0f8e6b9ab3f9ce8fd7da398cd56a (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-04-23T16:34:17Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) elias_pedro_rosa.pdf: 3708430 bytes, checksum: 7d8b0f8e6b9ab3f9ce8fd7da398cd56a (MD5) / Made available in DSpace on 2018-04-23T16:34:17Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) elias_pedro_rosa.pdf: 3708430 bytes, checksum: 7d8b0f8e6b9ab3f9ce8fd7da398cd56a (MD5) Previous issue date: 2017 / Instituto Federal de Educa??o, Ci?ncia e Tecnologia de Minas Gerais (IFMG) / A dualidade estrutural instalada na educa??o brasileira tem provocado discuss?es sobre as pol?ticas p?blicas educacionais, em particular, sobre os rumos do ensino m?dio articulado ? Educa??o Profissional. Foco da maior express?o desse dualismo, esse n?vel de ensino guarda grandes evid?ncias de contradi??o entre a forma??o geral e a prepara??o para o trabalho. Contra essa dualidade reinventada pela Medida Provis?ria n? 746/16 e transformada na Lei n? 13.415/17 que institui o ensino m?dio integral, a presente pesquisa retoma o debate sobre a articula??o entre a forma??o geral e a forma??o espec?fica no sistema educacional a partir dos contornos cr?ticos que ela tem ganhado na ?ltima d?cada entre educadores e intelectuais brasileiros. A pesquisa debate as reformas na educa??o profissional t?cnica de n?vel m?dio que culminaram com a institui??o do Ensino M?dio Integrado pelo Decreto n? 5.154/04, em substitui??o ? forma??o fragmentada posta pelo Decreto 2.208/97. Diante desse embate ? que o Curso T?cnico em Agropecu?ria ofertado pelo Instituto Federal de Minas Gerais no Campus S?o Jo?o Evangelista, tornou-se foco dessa pesquisa. Em sua natureza qualitativa, a pesquisa utiliza-se das fontes documental e oral com o objetivo de analisar os desafios da articula??o entre a forma??o geral e a forma??o espec?fica no interior desse curso entre 2005 e 2014. Na contram?o da Lei n? 13.415/17 que mant?m a hierarquia entre as disciplinas e prev? a amplia??o gradativa da carga hor?ria para fomentar o novo ensino m?dio em tempo integral, essa pesquisa concluiu pela necessidade de reestrutura??o da rela??o entre as disciplinas e a redu??o de suas cargas hor?rias para possibilitar a implementa??o do ensino m?dio integrado no interior do curso pesquisado. Pela an?lise dos Projetos Pedag?gicos do Curso T?cnico em Agropecu?ria, concluiu-se que, para dar fim ? dualidade estrutural entre educa??o b?sica e educa??o profissional, a implementa??o do ensino m?dio integrado n?o se resume apenas ? quest?o legal e epistemol?gica, mas, sobretudo, em uma quest?o atitudinal dos principais atores sociais envolvidos com o curso pesquisado. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / The structural dualism installed in the Brazilian education has provoked discussions about public educational policies, in particular about secondary level education course (High School) unified to Professional Education. Focusing on the great expression of this dualism, this level of teaching holds evidences of contradictions between general education and preparation for the job market. Contrary to this duality reinvented by the Provisional Measure n?. 746/16 and later transformed into Law n? 13.415/17, which installed full time secondary education, this research reestablishes the debate about the coalition between the general formation and the specific formation in the educational system from the critical contours that it has gained in the last decade among educators and intellectual Brazilians. This research discusses the changes in technical secondary education (high school) that finished up establishing the High School Integrated by Decree n? 5.154/04, replacing its priorformation in Decree n? 2.208/97. Due to this conflict, the Technical Course in Agriculture offered by the Federal Institute of Minas Gerais (IFMG), Campus S?o Jo?o Evangelista, became the main focus of this research. In its qualitative nature, the research uses documentary and oral sources aiming to analyze the challenges of the coalition between general education and specific training within this course; which happened between 2005 and 2014. Against the Law n?. 13.415/17, which maintains the hierarchy between the disciplines and predicts the gradual increase of the work load to encourage the new full time high school, we can conclude that this research shows that there is a need to restructure the relationship between the disciplines and the reduction of their workload to enable the implementation of integrated secondary education within the course searched. By analyzing the Pedagogical Projects of the Technical Course in Agriculture, it is clear that in order to put an end to the structural duality between basic education and professional education, the implementation of full time secondary education is not only restricted to legal and epistemological questions, but above all, to an attitudinal position from the main social performers involved with the course researched.

Made available in DSpace on 2014-12-17T14:36:33Z (GMT). No. of bitstreams: 1 FranciscoJLS.pdf: 583554 bytes, checksum: 29c9b096bb924139725c3a4fe25b0be2 (MD5) Previous issue date: 2006-12-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Study about the national politics on the professional education, under responsibility of the brazilian Work Department in 1990 years. Purposes to apprehend the results of the actions of the professional education in a basic level, offered by the National Plan of the worker qualification ( PLANFOR ), as well as the effects on the assisted exits, starting from the experience appreciated on the Plan of Qualification developed in the state of Maranh?o between 1996 to 2000. It adopts a theoretical-methodological conception by an ontological nature, if being worth of categories as the one of totality and of mediation that together, makes possible the apprehension of a dialectical movement that happens among the analysis object, the professional education politics in a basic level, performed by PLANFOR and your context, the underdevelop and heterogeneous Brazilian capitalism and the consequent job market generalized precarious and informal, making possible that the reality investigated become to understood rationally. This paper uses the indirect documentation technique, instruments of the bibliographical research and documental research. This study is based on those that aren?t part of PLANFOR, qualified by professional education courses in basic level,they didn't get to be inserts at the formal job market, just occupying precarious occupations in the informal job market. Aims to presents and discusses the productive process and your restructuring globally in progress. It focuses at the impacts on the workers, the precariousness of the work that appears like a new phenomenon calls new informality. Talks about the particularity process of productive restructuring assumed in Brazil highlights, showing that the informality, was always a structural phenomenon in the country. Discusses about the professional qualification in the contemporary capitalism, specifying some of your theses. Shows in a historical view the process of appearance of the employment notions and competence, and the influence that it exercised on the reforms of the basic and professional education, as well as the implications of both in the politics of professional education in the country. Rescues the process of creation of PLANFOR, your official formulations and your organized bases, starting from the second half of the 1990 decade. Shows yet the continuos changes in the job market of Maranh?o state, for after, starting from the reports expresses at the Plans of Qualification from the state, elaborated by the Group of Evaluation and Studies of the Poverty and the Politics addressed to the poverty from the Master degree Program in Public Politics, from the Federal University of Maranh?o, analyzing the acting of PLANFOR in the State, your probable deficiencies, as results the changes verified in the conditions of occupation and the gains of the exits from the professional education courses in basic level / Estudo sobre a pol?tica nacional de educa??o profissional, sob responsabilidade do Minist?rio do Trabalho, na d?cada de 1990. Objetiva apreender os resultados das a??es de educa??o profissional em n?vel b?sico oferecidas pelo Plano Nacional de Qualifica??o do Trabalhador (PLANFOR), bem como os efeitos sobre os egressos atendidos, a partir da aprecia??o da experi?ncia do Plano Estadual de Qualifica??o desenvolvida no Maranh?o, no per?odo de 1996 a 2000. Adota uma concep??o te?rico-metodol?gica de natureza ontol?gica, se valendo de categorias como as de totalidade e de media??o que, juntas, possibilitam a apreens?o do movimento dial?tico que ocorre entre o objeto de an?lise, a pol?tica de educa??o profissional em n?vel b?sico, executada pelo PLANFOR, e o seu contexto, o subdesenvolvido e heterog?neo capitalismo brasileiro e o conseq?ente mercado de trabalho precarizado/informalizado, possibilitando que a realidade investigada possa vir a ser racionalmente compreendida. A pesquisa se vale da t?cnica de documenta??o indireta, recorrendo tanto aos instrumentos da pesquisa bibliogr?fica quanto aos da pesquisa documental. Parte do pressuposto de que os egressos do PLANFOR, qualificados pelos cursos de educa??o profissional em n?vel b?sico, n?o conseguiram se inserir no mercado formal de trabalho, mas t?o somente em ocupa??es prec?rias no chamado mercado informal. Discute o processo de reestrutura??o produtiva ocorrido mundialmente, bem como os impactos sobre os trabalhadores, como a precariza??o do trabalho e o surgimento do fen?meno denominado de nova informalidade. Destaca a particularidade que o processo de reestrutura??o produtiva assumiu no Brasil, mostrando que a informalidade, ao contr?rio de ser conjuntural, sempre foi um fen?meno estrutural no pa?s. Recupera parte da discuss?o sobre a qualifica??o profissional no capitalismo contempor?neo, resenhando algumas de suas teses. Historiciza o processo de surgimento das no??es de empregabilidade e compet?ncia, e a influ?ncia que exerceu sobre as reformas da educa??o b?sica e profissional, bem como as implica??es de ambas na pol?tica de educa??o profissional no pa?s. Resgata o processo de cria??o do PLANFOR, suas formula??es oficiais e suas bases organizativas, a partir da segunda metade da d?cada de 1990. Mostra as mudan?as e perman?ncias no mercado de trabalho do Maranh?o para, em seguida, a partir de dados oriundos dos relat?rios de avalia??o externa dos Planos Estaduais de Qualifica??o, elaborados pelo Grupo de Avalia??o e Estudos da Pobreza e das Pol?ticas Direcionadas ? Pobreza, do Programa de P?s-Gradua??o em Pol?ticas P?blicas, da Universidade Federal do Maranh?o, analisar o desempenho do PLANFOR no Estado, suas prov?veis defici?ncias, tendo, como foco, as mudan?as verificadas nas condi??es de ocupa??o e renda dos egressos dos cursos de educa??o profissional em n?vel b?sico

Made available in DSpace on 2015-02-24T18:18:37Z (GMT). No. of bitstreams: 1 EvaldoRS_TESE.pdf: 1321662 bytes, checksum: 09df654be2804ad68493b704cc870555 (MD5) Previous issue date: 2011-04-25 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The aim of this study was to investigate the social representation of technological education teachers at the Federal Technological Education Network. The survey was conducted from 2007 to 2010, and the respondents were 275 teachers, 135 of the Federal Center for Technological Education (CEFET in portuguese) in the state of Amazonas, in Manaus unit headquarters; 140 of the CEFET in the state of Rio Grande do Norte, a unit based in Natal. We adopt the concept of technological education as the top level of professional education, that is to say, the undergraduate programs of short duration called technological courses. The Federal Technological Education Network gathers hundreds of related institutions, coordinated and supervised by the Office of Vocational and Technological Education of the Ministry of Education. Although many of these institutions offer courses in technology education, no research addressing this subject from the perspective of Social Representations Theory (SRT) was found in the literature. We seek to unravel the social representation of technological education of the teachers by adopting the procedural approach of SRT. This is a qualitative approach, focusing on significant aspects of the representative activity and the formation mechanisms of the representation. Therefore, we search the socio-genesis of the representation in the articulations between discourses, social institutions and practices. We initiated the research through applying critical reading and an analytical perspective on the historical and regulatory documents of technological education in Brazil, from the early twentieth century to the present day. We adopt the Procedure for Multiple Classifications (PMC) from the Free Words Association Technique (FWAT) to access the elements of representational content. For the analysis of the data obtained with FWAT and selection of major words / phrases pertinent to the semantic field of education technology, we used Hamlet II software. For the data analysis of PMC and Free Classification (FC) we used the SPSS ? (Statistical Package for the Social Sciences) version 17.0 and used the method of multidimensional scaling - Multidimensional scaling - (MDS). The output from the central MDS takes the form of a set of scatterplots - "perceptual maps" - of which the points are the elements of the representational content. For the FC data analysis we used the Scalogram Multidimensional Analysis (SMA) - which makes use of the original data in its raw form and allows categorical data to be interpreted in the map as measures of (di)similarity. In order to help with the understanding of the settings of the perceptual maps of FC, we used the Content Analysis of the discourse fragments of the teachers interviewed. The results confirm our initial hypothesis regarding the presence of a single plot among the socio-cognitive study subjects, which is the basis for a social representation of technological education in line with the historic assumption of the dichotomy between mental and manual labor. In spite of the three merging representational elements of the representational content, the perceptual maps compiled from the MSA statistics corroborates the dichotomy, with the exception of the map relating to the subgroup of teachers belonging to the humanities / O objetivo deste trabalho foi pesquisar a representa??o social de educa??o tecnol?gica dos docentes da Rede Federal de Educa??o Profissional e Tecnol?gica (RFEPT). A pesquisa foi desenvolvida de (2007) a (2010), da qual participaram 275 docentes, sendo 135 do Centro Federal de Educa??o Tecnol?gica (CEFET) do estado do Amazonas, unidade sede em Manaus e 140 do CEFET do estado do Rio Grande do Norte, unidade sede em Natal. Adotamos a concep??o de educa??o tecnol?gica como sendo o n?vel superior da modalidade Educa??o Profissional, ou seja, os cursos superiores de curta dura??o denominados tecnol?gicos ou cursos de Tecnologia. A RFEPT congrega centenas de institui??es vinculadas, coordenadas e supervisionadas pela Secretaria de Educa??o Profissional e Tecnol?gica (SETEC) do Minist?rio da Educa??o (MEC). Apesar de muitas destas institui??es ministrarem cursos de educa??o tecnol?gica n?o encontramos nenhuma pesquisa que abordasse tal objeto sob a ?tica da Teoria das Representa??es Sociais (TRS). Buscamos desvendar a representa??o social de educa??o tecnol?gica dos docentes adotando a abordagem processual da TRS. Tal abordagem se caracteriza por um enfoque qualitativo, centrado nos aspectos significantes da atividade representativa e nos mecanismos de forma??o da representa??o. Assim, procuramos conhecer a s?cio g?nese da representa??o, nas articula??es entre discursos, institui??es e pr?ticas sociais. Iniciamos a pesquisa atrav?s da leitura cr?tica e de uma perspectiva anal?tica sobre documentos hist?ricos e normativos da educa??o profissional e tecnol?gica brasileira, do in?cio do s?culo XX at? os dias atuais. Adotamos o Procedimento de Classifica??es M?ltiplas (PCM) a partir da T?cnica de Associa??o Livre de Palavras (TALP) para acessar os elementos do conte?do representacional. Para an?lise dos dados da TALP e sele??o das principais palavras/express?es do campo sem?ntico relativo ? educa??o tecnol?gica utilizamos o software Hamlet II. Para an?lise dos dados do PCM, Classifica??o Livre (CL) fizemos uso do SPSS? (Statistical Package for the Social Sciences) vers?o 17.0 e utilizamos o m?todo de an?lise de escalonamento multidimensional - Multidimensional scaling - (MDS). A sa?da (output) do MDS central toma a forma de um conjunto de gr?ficos de dispers?o - "mapas perceptuais" -, nos quais os pontos s?o os elementos do conte?do representacional. Para an?lise dos dados da classifica??o livre utilizamos o m?todo escalonar multidimensional - MSA (Multidimensional Scalogram Analysis) - que faz uso dos dados originais em sua forma bruta e possibilita que os dados categ?ricos sejam interpretados no mapa como medidas de (di)similaridade. Para auxiliar a compreens?o das configura??es dos mapas perceptuais da CL utilizamos a An?lise de Conte?do dos fragmentos de discurso dos docentes entrevistados. Os resultados encontrados confirmam nossa hip?tese inicial quanto ? presen?a de uma mesma trama s?cio-cognitiva entre os sujeitos pesquisados, que serve de base a uma representa??o social de educa??o tecnol?gica alinhada ao hist?rico pressuposto da dicotomia entre trabalho intelectual e trabalho manual. Apesar dos tr?s elementos representacionais aglutinadores dos conte?dos representacionais, os mapas perceptuais elaborados a partir das estat?sticas MSA explicitam a citada dicotomia, com exce??o para o mapa referente ao subgrupo de docentes com forma??o na ?rea de ci?ncias humanas

Made available in DSpace on 2014-12-17T14:53:18Z (GMT). No. of bitstreams: 1 SolangeMT_DISSERT.pdf: 1423299 bytes, checksum: 06c560710dc5a0166e9f2bf0e8adbf64 (MD5) Previous issue date: 2013-12-16 / The Expansion Plan of the Federal Network of Vocational Education foresees the construction of 860 new units of instruction until 2020, representing a strong growth against the 140 existing units prior to its disclosure by Federal Government of Brazil, in 2005. The Federal Institutes of Education, Science and Technology have been performing the expansion while experiencing the shortcomings and challenges of units still in development, created in previous phases of the Plan. The quality of the services of these institutions has been evaluated by the control bodies, which require the submission of performance indicators in annual management reports of institutions under their jurisdiction. In this context of expansion process, particularly, is desirable to identify possible changes in quality standards. Thus, this research was motivated by the following problem: there was difference in the performance of the Federal Institutes of Education, Science and Technology after the inauguration of the first units of phase II of the Expansion Plan of the Federal Network of Vocational Education? This is an exploratory-descriptive, ex-post-facto, quantitative approach research, which aims to contribute to the knowledge of the impact of the expansion of the Federal Network. The data were collected from 12 indicators presented in management reports of 38 Federal Institutes through years 2007 to 2011 to evaluate the performances using descriptive statistical techniques. The indicators were analyzed in both consolidated and open manners by the following perspectives: country region, growth of instruction units and institutions origin. Was also performed a multivariate analysis of clusters in order to identify excellence groups of Institutes. The results showed differences in the expansion plan s development among Brazilian regions, both in terms of infrastructure and academic indicators, with better results in the Midwest and South, and that there are differentiated profiles of institutes as its origin, where the best quality indicators occur in those originated by integration of different educational institutions. Still, were identified two excellence groups, with emphasis on academic management, human resources and expansion / O Plano de Expans?o da Rede Federal de Educa??o Profissional prev? a constru??o de 860 novas unidades de ensino at? 2020, representando um intenso crescimento frente ?s 140 unidades existentes antes de sua divulga??o pelo Governo Federal, em 2005. Os Institutos Federais de Educa??o, Ci?ncia e Tecnologia v?m realizando a expans?o enquanto vivenciam as defici?ncias e os desafios das unidades ainda em desenvolvimento, criadas nas fases anteriores do Plano. A qualidade dos servi?os dessas institui??es tem sido avaliada pelos ?rg?os de controle, que requerem a apresenta??o de indicadores de desempenho nos seus Relat?rios de Gest?o anuais. No contexto da expans?o dos Institutos, em particular, deseja-se identificar poss?veis mudan?as os padr?es de qualidade. Assim, esta pesquisa foi motivada pelo seguinte problema: houve diferen?a no desempenho dos Institutos Federais de Educa??o, Ci?ncia e Tecnologia ap?s a inaugura??o das primeiras unidades da Fase II do Plano de Expans?o da Rede Federal de Educa??o Profissional e Tecnol?gica? Trata-se de uma pesquisa explorat?rio-descritiva ex-post-facto com abordagem quantitativa, que objetiva contribuir para o conhecimento do impacto da Expans?o da Rede Federal. Foram coletados os dados dos 12 indicadores apresentados nos Relat?rios de Gest?o dos 38 Institutos Federais nos anos 2007 a 2011, para avalia??o dos desempenhos atrav?s de t?cnicas de estat?stica descritiva. Os indicadores foram analisados de forma consolidada e aberta pelas seguintes perspectivas: por regi?o do pa?s, por crescimento de unidades de ensino e por origem das institui??es. Tamb?m foi realizada uma an?lise multivariada de clusters no intuito de identificar grupos de excel?ncia dentre os Institutos. Os resultados evidenciaram haver diferen?as no desenvolvimento do Plano de Expans?o entre as regi?es brasileiras, tanto no plano da infraestrutura quanto nos indicadores acad?micos, com melhores resultados no Centro-Oeste e Sul, e que h? perfis diferenciados de Institutos conforme sua origem, onde os melhores indicadores de qualidade ocorrem naqueles originados por integra??o de diferentes institui??es de ensino. Ainda, foram identificados dois grupos de excel?ncia, com ?nfase em gest?o acad?mica, de pessoas e de expans?o

Submitted by Jadson Francisco de Jesus SILVA (jadson@uefs.br) on 2018-07-31T22:19:12Z No. of bitstreams: 1 Dissertacao_LuisGustavoAraujo.pdf: 8660411 bytes, checksum: cba36d7b6e819bd2743bd4343cccbccf (MD5) / Made available in DSpace on 2018-07-31T22:19:12Z (GMT). No. of bitstreams: 1 Dissertacao_LuisGustavoAraujo.pdf: 8660411 bytes, checksum: cba36d7b6e819bd2743bd4343cccbccf (MD5) Previous issue date: 2018-04-06 / Teaching programming is a great challenge in every educational stage and in several institutions of the world, being a general problem in the area of computing education. In the Brazilian Informatics vocational high school programs, historical issues of the Professional Education System in Brazil make this problem even harder. With these issues in mind, we proposed and evaluated a teaching approach based on spiral learning associated with programming environments for novices and contexts relevant to students, aiming to improve motivation and learning in programming courses. Three case studies were carried out: one in Midlle School, and two in vocational high school programs in Informatics in Feira de Santana, Bahia, Brazil. The case studies were split into three contextualized blocks, where programming content was learned through a context, using appropriate tools. Contexts such as games, geometric figures and images were used, as well as Scratch, JES and PPlay tools. Given the qualitative and quantitative nature of this research, we used sur- veys, interviews, observations, evaluations and logbooks to obtain the data. Results on motivation are described in terms of the ARCS model (Attention, Relevance, Confidence and Satisfaction), and the results on learning are described from student exams and qualitative data. Results point to high levels of motivation during the whole approach and to the influence in student motivation of either maintaining or changing context and tools used in each block. Regarding learning, results demonstrate that the approach has enhanced learning of some concepts. One noti- ces that Scratch helped in understanding Functions, Select and Repeart Structures, and that the use of the Python language led to better understanding of Variables and Relational Operators. About object-oriented programming concepts, students showed ease with Classes, Constructors, Objects and Variables. This study also reveals the mutual influence between student motivation and learning. The results, materials, research design and the courses presented in this work may contribute to the design of other vocational courses and to the research on teaching and learning programming. / O ensino de programa??o ? um grande desafio em todas as modalidades de ensino e em v?rias institui??es de diversos pa?ses, configurando-se como um problema geral na ?rea de Computa??o. Nos cursos t?cnicos em inform?tica brasileiros, somam-se os problemas hist?ricos da Educa??o Profissional no Brasil. Diante destes problemas, buscou-se a motiva??o e o aprendizado em disciplinas de programa??o, atrav?s de uma abordagem se ensino em espiral e contextualizada. Foram realizados tr?s estudos de caso: um, no ensino Fundamental, e dois, em cursos t?cnicos de Inform?tica, no munic?pio de Feira de Santana, Bahia. Os estudos de caso foram divididos em tr?s blocos contextualizados, onde estudavam-se conte?dos de programa??o atrav?s de um contexto, usando ferramentas apropriadas. Foram utilizados contextos como Jogos, Figuras geom?tricas e Imagens, assim como as ferramentas Scratch, JES e PPlay. Tendo em vista o car?ter qualitativo e quantitativo da pesquisa, utilizamos question?rios, entrevistas, observa??es, avalia??es e di?rios de bordo para obten??o dos dados. Os resultados sobre motiva??o s?o descritos em termos do modelo ARCS (Aten??o, Relev?ncia, Confian?a e Satisfa??o), enquanto que os resultados sobre aprendizagem s?o descritos a partir das avalia??es e dos dados qualitativos. Os resultados apontam para altos ?ndices de motiva??o, durante toda a abordagem e para a influ?ncia direta da manuten??o ou mudan?a do contexto e das ferramentas, utilizadas nos blocos, na motiva??o dos estudantes. Quanto `a aprendizagem, os resultados demonstram que a abordagem potencializou a aprendizagem de alguns conceitos. Percebe-se que o Scratch auxiliou na compreens?o de Fun??o, Estruturas de Repeti??o e Sele??o e que o uso da linguagem Python possibilitou uma maior compreens?o sobre Vari?veis e sobre Operadores Relacionais. Quanto ? orienta??o a objetos, os estudantes apresentaram facilidades em Classes, Construtores e Objetos. Este estudo revela ainda, rela??es de influ?ncia entre a motiva??o dos estudantes e a aprendizagem. Espera-se que os resultados, os materiais e o design da pesquisa e das disciplinas, aqui apresentados, possam contribuir para a concep??o de disciplinas de programa??o em outros cursos t?cnicos e para a investiga??o sobre o ensino-aprendizagem de programa??o.

Made available in DSpace on 2016-04-04T18:33:19Z (GMT). No. of bitstreams: 1 JULIO PENNA FEDRE.pdf: 8199334 bytes, checksum: 211bd61a53ed31c729ae852b8f7b6ab2 (MD5) Previous issue date: 2013-12-12 / In Brazil, there are several formats for technical and vocational education, from courses focused only on learning a trade to the courses that integrate general education with technical. Currently there are two forms of education that are found in this country, from technical schools who share both formats up their own workshops and workplaces that are also recognized as places of learning. Based on these formats technical and vocational education are marked by the idea that the teaching of instrumental crafts are inferior in comparison to general education. This research seeks to explain and analyze the development of education in these Samba Schools of Grupo Especial in Rio de Janeiro, in which the entire show is produced manually by professionals from various fields. The questions that guided the research were: how does a vocational education show the perspective of a cultural education that is informal? How can vocational education be regimented by public policies? From this way the general objective is to investigate the function and dynamics barrac?es of the samba schools of the Grupo Especial do Rio de Janeiro. If, therefore, is a research document analysis that was used for the historical science proper procedures by which it can be said that the data for historical analysis are the facts. However, the facts are not on the documents to be rescued as something that has its own existence, or as a natural object that just capture it from a theory with concepts defined a priori. First reading of the literature was performed for the theoretical foundation of the research. Data collection was carried out with primary sources such as newspapers, magazines, motion picture, photographs, government documents and public documents of the Federation provided by the Independent League of Samba Schools of Rio de Janeiro. A literature review was also conducted at the Bank of CAPES thesis, aiming to collect data for an analysis of the state of the art with respect to non-formal vocational education, vocational education and non-formal education in order to enrich and complement the desk research. This research is organized into an introduction and three chapters, which had its contents built from the investigations by the methodology described above because it is a new theme and closing remarks that aims to elucidate the problem of this research. Thus, to investigate the function and dynamics of the barrac?es of the samba schools of the Grupo Especial do Rio de Janeiro, it is understood that there is an educational culture in the samba schools of the Special Group of Rio de Janeiro, as well as the possible application of a public policy directed to this mode of education practiced at that location. / No Brasil, atualmente, h? diversos formatos de educa??o profissional. Desde cursos voltados ao aprendizado de um of?cio at? os cursos que integram a educa??o geral com a t?cnica. De acordo com a Lei de Diretrizes e Bases da Educa??o 9.394/96, as oficinas e locais de trabalho tamb?m s?o reconhecidos como locais de educa??o profissional inicial e continuada. A partir da constata??o estereotipada de que esses formatos de educa??o profissional est?o marcados pela concep??o de que o ensino dos of?cios instrumentais ? inferior em compara??o ? educa??o geral, esta investiga??o busca descrever e analisar a cultura educacional desenvolvida nas escolas de samba do Grupo Especial do Rio de Janeiro, nas quais todo o desfile ? produzido manualmente por profissionais das mais diversas ?reas. As quest?es que orientaram a pesquisa foram: como se manifesta a educa??o profissional na ?tica de uma cultura educacional que ? n?o formal? Como essa educa??o profissional pode ser arregimentada por pol?ticas p?blicas em educa??o? Emerge, dessa forma, o objetivo geral de investigar o funcionamento e a din?mica dos barrac?es das escolas de samba do Grupo Especial do Rio de Janeiro, a fim de detectar uma poss?vel cultura educacional nesse ambiente, bem como a aplica??o de uma pol?tica p?blica voltada ? modalidade educacional ali praticada. Trata-se, portanto, de uma pesquisa de an?lise documental que se utilizou de procedimentos pr?prios da ci?ncia hist?rica, pela qual se pode afirmar que os dados para uma an?lise hist?rica s?o os fatos. Por?m, os fatos n?o est?o nos documentos para serem resgatados como algo que t?m exist?ncia pr?pria, ou como um objeto natural que pode ser capturado a partir de uma teoria com conceitos definidos a priori. Primeiramente, foi realizada a leitura da literatura especializada para a fundamenta??o te?rica da investiga??o. A coleta de dados foi realizada junto a fontes prim?rias como peri?dicos, revistas, imagens em movimento, fotografias, documentos p?blicos da Federa??o e documentos p?blicos disponibilizados pela Liga Independente das Escolas de Samba do Rio de Janeiro. Tamb?m foi realizada uma revis?o bibliogr?fica no Banco de Teses da CAPES, visando definir dados para uma an?lise do estado da quest?o no que diz respeito ? educa??o profissional n?o formal, a educa??o profissional e a educa??o n?o formal, com o intuito de enriquecer e complementar a pesquisa documental. Esta pesquisa est? organizada em uma Introdu??o e mais tr?s cap?tulos, os quais tiveram seus conte?dos constru?dos com base nas investiga??es descritas por sua metodologia por tratar-se de um tema novo, e as considera??es finais que almejam elucidar o problema. Assim, ao se investigarem o funcionamento e a din?mica dos barrac?es das escolas de samba do Grupo Especial do Rio de Janeiro, entende-se que h? uma cultura educacional nas escolas de samba do Grupo Especial, bem como a poss?vel aplica??o de um programa governamental (Rede CERTIFIC, que pode vir a ser pol?tica p?blica) voltado a essa modalidade de educacional praticada nesse local; mas esse programa deve ser adaptado ?s necessidades dos profissionais dos barrac?es das escolas de samba para que os art?fices do carnaval tenham seus conhecimentos, conquistados na pr?tica di?ria, como profiss?es formalmente reconhecidas.