Orientador: Dione Lucchesi de Carvalho / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-21T21:42:06Z (GMT). No. of bitstreams: 1 Costa_GislaineDonizetiFagnanida_D.pdf: 1440530 bytes, checksum: a6e5b17ac1d6dd4750191f175e27b419 (MD5) Previous issue date: 2012 / Resumo: Tendo em vista a mudança dos paradigmas científicos que procuram ressignificar o papel das emoções no pensamento humano e acreditando na interação entre cognição e afetividade, o objetivo deste trabalho foi investigar a metodologia de projetos como uma alternativa para ensinar estatística no ensino superior focando aspectos afetivos presentes na relação professor-aluno na formação profissional do nutricionista. O trabalho de campo da presente pesquisa qualitativa foi realizado num curso de Nutrição, em uma instituição particular de ensino da cidade de Campinas-SP, sendo caracterizado com o desenvolvimento de um projeto interdisciplinar que contou com a integração das disciplinas de Saúde Pública, Avaliação Nutricional e Bioestatística. O material que originou a análise foi constituído pelas observações dos depoimentos das alunas em caderno de campo, pelos depoimentos e dados coletados durante a realização de uma dinâmica no primeiro dia de aula da disciplina de Bioestatística, bem como pelas observações contidas no diário da pesquisadora. A análise interpretativa dos dados produzidos trouxe indícios de que o trabalho realizado propiciou às alunas do curso a compreensão e aplicação de conceitos estatísticos em situações semelhantes às do exercício de sua profissão. Avaliamos que, assim, foram constituídos valores e significados que fundamentam o aprendizado desses conceitos, contribuindo para que as alunas se tornassem, no curso superior, protagonistas do processo ensino-aprendizagem, bem como promoveu-se a mobilização, modificação e ressignificação de fatores sociais e afetivos, crenças e atitudes negativas com relação à matemática, adquiridas ao longo da escolaridade. / Abstract: In view of the change of paradigms that look for the ressignification of the paper of the emotions in human thought, and sustained by beliefs on the interaction between cognition and affectivity, the aim of this work was to investigate the methodology of projects as an alternative to teach in superior education, focusing at affective aspects presented in the relationship established between teacher and students in the professional formation of the nutritionist. The work of field of this qualitative survey was carried through in a course of Nutrition in a particular institution of education of the city of Campinas-SP, and was characterized with the development of an interdisciplinary project that counted on the integration of disciplines like Public Health, Nutritional Evaluation and Biostatistics. The material that originated the analysis made was constituted by the observations on relates made by students through field notebooks/diaries , by depositions and data collected during the consecution of a dynamic procedure in the first classroom day of Biostatistics, discipline as well as the researcher's diary. The interpretative analysis of data produced brought indications that the work that had been made proportioned to the students of the course both comprehension and application of statistical concepts in similar situations of the exercise of the profession related. We estimate that, thus, were constructed values and significations that justify the learning of these concepts, concurring for the students paper of protagonists, in superior course, of teaching and learning processes, as promoting too the mobilization, modifying and ressignification of social and affective factors, negative beliefs and attitudes related to Mathematics acquired throughout scholarity/education. / Doutorado / Educação Matematica / Doutor em Educação

Indiana University-Purdue University Indianapolis (IUPUI) / Population estimations for the year 2000 indicate an increase in poor and minorities in the United States (Loden & Rosener, 1991). In view of this growth trend, Berger (1989) suggests a need for social workers with sensitivity to such populations. The presence of minority perspectives provides a valuable contribution to service delivery (Mullen et al., 1993). Efforts to enhance student persistence in graduate schools of social work will contribute to the pool of social workers available in the next century. The purpose of this study is to determine the factors that contribute to African American student persistence in graduate schools of social work. This study applies aspects of Astin's, Tinto's and Green's theories of persistence. Astin's theory of involvement (1975) considers student investment of time in educational pursuits. Tinto's (1975) theory of departure includes background, social and academic aspects in persistence decisions. Green's (1997) theory focuses on the ability of the student to cope with racial issues (racial resilience) and the racial climate of the school (racial responsiveness). One hundred and thirty-five students from two predominantly white and two historically black universities participated in surveys administered to determine the effect of involvement, background, academic, social, resilience factors, and college type upon student persistence outcomes. Interviews held with administrative personnel at each institution provided contextual data. Correlations were used to examine the relationships among all of the variables in the study. T-Tests were conducted to compare outcomes due to university type. Multiple regressions were used to explore the relationships between significant independent variables and persistence. The findings of this study indicate that persistence outcomes of African American graduate social work students are influenced by: (a) academic performance, faculty-student relationships, (c) health, (d) the ability to deal with stress, and (e) ethnic pride (impressions of ethnic group). These findings suggest that social work programs that incorporate aggressive grade monitoring practices, provide diverse opportunities for student-faculty interaction, offer opportunities for health care, stress alternatives, and a culturally relevant curriculum, may positively influence African American student persistence.