Made available in DSpace on 2014-12-17T14:53:20Z (GMT). No. of bitstreams: 1 MarianaAAS_DISSERT.pdf: 2766071 bytes, checksum: 72361517be2e946844050ab1133a7bae (MD5) Previous issue date: 2013-12-04 / This dissertation aims to identify the profile of the course coordinators of the Estacio/Natal Group Units , toward an understanding of the factors that can improve the relationship of this person within the HEIs surveyed , with students , teachers , directors . Seeks to understand the entrepreneurial and strategic actions in offering quality higher education . At first , a literature search , with the purpose of collecting issues related to theme , focusing on the concepts and landscapes through which they come to higher education was conducted , the course coordinator and entrepreneur profile. The research approach is quantitative . As for goals is descriptive exploratory , by providing greater understanding of the phenomenon investigated and understand the relationships among the concepts involved in the issue studied . A survey of data was done through personal interview , since this method allows the study of questions based on organizational and managerial field. The object of investigation are all the course coordinators of the four units of Estacio / Natal Group . The research instrument consisted of 13 closed questions to identify the profile of the engineer, 17 questions with Likert scale of 5 points for identifying the entrepreneurial profile , 42 questions with Likert scale of 5 points which measured the dimensions of the activity coordinator , 4 open and optional questions that measured the difficulties and opportunities that impact the development of entrepreneurship in the management of courses . Was used as statistical method ( analysis) and descriptive statistics. We conclude that the information collected and knowledge gained can contribute to the HEIs surveyed overcome challenges , foster strategic innovation management courses focusing on the implementation of a new vision of the course coordinator , as a professional who balances skills management and pedagogical skills , and innovation through entrepreneurial skills / Esta disserta??o objetiva identificar o perfil dos coordenadores de curso das Unidades do Grupo Est?cio/Natal, visando o entendimento dos fatores que podem melhorar a rela??o deste profissional, dentro das IES pesquisadas, com seus alunos, docentes, Diretores. Busca conhecer as a??es estrat?gicas empreendedoras e de qualidade na oferta do ensino superior. A princ?pio, foi realizada uma pesquisa bibliogr?fica, com finalidade de coletar assuntos relacionados a tem?tica, com foco nos conceitos e panoramas pelos quais se apresentam a educa??o superior, o coordenador de curso e o perfil empreendedor. A abordagem da pesquisa ? quantitativa. Quanto aos objetivos ? explorat?ria descritiva, por proporcionar maior compreens?o do fen?meno investigado bem como compreender as rela??es entre os conceitos envolvidos na quest?o estudada. Foi feito um levantamento de dados atrav?s de entrevista pessoal, j? que esse m?todo permite o estudo de quesitos baseados no campo organizacional e gerencial. O objeto de investiga??o s?o todos os coordenadores de curso das quatro unidades do Grupo Est?cio/Natal. O instrumento da pesquisa foi composto de 13 quest?es fechadas para identifica??o do perfil do coordenador, 17 quest?es com escala de Likert de 5 pontos para identifica??o do perfil empreendedor, 42 quest?es com escala de Likert de 5 pontos que mediu as dimens?es da atividade do coordenador, 4 quest?es abertas e opcional, que mediu as dificuldades e possibilidades que impactam no desenvolvimento do empreendedorismo na gest?o dos cursos. Utilizou-se como m?todo estat?stico (an?lise de dados) e a estat?stica descritiva. Conclui-se que as informa??es coletadas e os conhecimentos adquiridos podem contribuir para que as IES pesquisadas superem desafios, promovam uma gest?o estrat?gica de inova??o dos cursos com foco na implanta??o de uma nova vis?o do coordenador de curso, enquanto profissional que saiba equilibrar as habilidades de gest?o e as habilidades pedag?gicas, al?m de inovar atrav?s de compet?ncias empreendedoras

Orientador: Maria Marcia Sigrist Malavazi / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-10T22:16:37Z (GMT). No. of bitstreams: 1 Almeida_LuanaCosta_M.pdf: 1347628 bytes, checksum: 70a8ce0fecf15c1358a9634ec7501ee7 (MD5) Previous issue date: 2008 / Resumo: O trabalho analisa o pedagogo formado no curso de Pedagogia da Faculdade de Educação da UNICAMP, com intuito de identificar as marcas de formação produzidas nele a partir da formação inicial, pressupondo que este seja um importante momento na trajetória de formação desse profissional. Contextualizado na reforma curricular de 1998, a partir de referências teóricas de pesquisadores da área de formação de professores, sobretudo, os estudos que impulsionaram os grandes debates acadêmicos no campo educacional, ocorridos principalmente através da ANFOPE, o recorte da problemática centra-se na análise do profissional formado. Este estudo procura adentrar analiticamente o curso de Pedagogia da UNICAMP a fim de identificar as marcas de formação que esta instituição produz em seu egresso. Para tanto utilizou-se da metodologia qualitativa de pesquisa e optou pela entrevista semi-estruturada com egressos do curso (ingressantes em 1998, 1999, 2000 e 2001) e professores, além de análise documental, como instrumentos de coleta de dados. O trabalho analisa as marcas de formação produzidas recuperando as concepções apresentadas para a formação na atualidade / Abstract: This paper analyzes the pedagogue graduated in the Pedagogy Course at the Education College of UNICAMP University, for the purpose of identifying the graduation signs produced upon the student from the initial studies, supposing that time is an important moment in the professional¿s formation. Contextualized in the 1998¿s curriculum reform from researchers¿ theoretical references of the Teacher Training field, especially, the studies that stimulate the great academic debates in the educational field, which took place mainly through ANFOPE (National Association for the Formation of Professional in Education), it focuses a set of problems regarding the analysis of the graduated professional. This study aims to penetrate analytically in the Pedagogy Course at UNICAMP. Therefore, it has used the qualitative research methodology and chosen the semi-structured interview with egress students (joining in 1998, 1999, 2000, and 2001) and professors, besides documental analysis, as a tool of data collection. This paper analyses the graduation signs produced reminding the conceptions shown for the graduation nowadays / Mestrado / Ensino, Avaliação e Formação de Professores / Mestre em Educação

O objetivo deste trabalho à refletir sobre a dimensÃo estÃtica na formaÃÃo de nossos educadores oriundos das licenciaturas e dos cursos de Pedagogia, pois acreditamos ser ela indispensÃvel para que o professor possa ofertar um ensino significativo aos seus alunos, servido por uma rica experiÃncia cultural. Tal formaÃÃo deveria levÃ-lo a preocupar-se com os processos criativos que envolvem a crianÃa e o adolescente em fase de escolarizaÃÃo. Para abordar o tema, subdividimos a tese em dez capÃtulos. ApÃs introduzir a temÃtica, fazemos uma compilaÃÃo de momentos da histÃria, desde a RenascenÃa, em que a estÃtica à valorizada em sua dimensÃo formativa humana, para, posteriormente, num terceiro e quarto capÃtulos, abordar a questÃo da formaÃÃo de educadores e o ensino das artes atravÃs dos tempos atà a pÃs-modernidade. A partir do quinto capÃtulo, nos detivemos na realidade brasileira, esclarecendo sobre aspectos relevantes dos nossos traÃos socioculturais atà os dias de hoje, buscando preparar o leitor para o nosso foco central, qual seja o ensino de artes no Brasil de hoje. No sexto capÃtulo, refletimos sobre o campo da estÃtica no quadro da formaÃÃo docente donde concluÃmos que, embora as diretrizes para formaÃÃo do educador propalem um necessÃrio conhecimento, por parte dos docentes, em termos de cultura, arte e estÃtica, estes elementos estÃo ausentes dos programas das licenciaturas e da Pedagogia. Ainda, com relaÃÃo à formaÃÃo do educador, à constatado no presente trabalho que mesmo os professores de artes carecem, em sua formaÃÃo, de conhecimentos especÃficos na Ãrea, uma vez que a grande maioria, embora lecione arte, à graduada em outras Ãreas, fato decorrente da falta de oferta de cursos de licenciaturas na Ãrea. Tendo em vista a situaÃÃo acima mencionada esta pesquisa de doutorado propÃs, em sua metodologia, uma pesquisa-aÃÃo onde realizaram-se aÃÃes pragmÃticas no sentido de favorecer um processo de formaÃÃo a um grupo de professores em que a Arte foi vista como eixo central com a finalidade de ser uma opÃÃo aos interessados em ampliar experiÃncias com Arte e, assim, fortalecer o processo criativo de ensino escolar. Os instrumentos adotados foram: CriaÃÃo de uma AssociaÃÃo Profissional ligada ao Ensino de Artes; ManutenÃÃo de um grupo de estudo em: Arte, Cultura e EducaÃÃo; RealizaÃÃo de seminÃrios, oficinas; InstalaÃÃo de uma DVDTeca de artes visuais, bem como a criaÃÃo de uma sala de estudos e outra de Ãudio-visual ligadas à pesquisa. Finalizamos o presente trabalho corroborando com o que à consenso entre os autores: a imperatividade da formatividade da arte no desenvolvimento humano, por inÃmeros aspectos: o fomento da imaginaÃÃo, o domÃnio de tÃcnicas, a flexibilidade no pensamento; entre outros. Acreditamos que o processo de reformulaÃÃo curricular pelo qual passam os cursos de Pedagogia e Licenciaturas em geral, em funÃÃo das novas diretrizes para formaÃÃo docente, oferece uma grande oportunidade de formaÃÃo numa perspectiva de totalidade que, no nosso entender, permite uma polÃtica cultural mais consistente para a formaÃÃo docente. / The aim of this paper is to think over the aesthetics dimension in the training of our teachers from the Undergraduate Course and the Education Course, because we believe it is essential for the teacher to offer a meaningful teaching to his students, plenty of rich cultural experiences. Such training should make him worry about the creative processes that involve the children and the adolescents in the education period. In order to approach this subject, we divided the thesis in ten chapters. After introducing the subject matter, we made a compilation of the historical moments, since the Renaissance, when the aesthetics is appreciated in its human formation dimension, to forward in the third and fourth chapters, to deal with the teachers training and the teaching of arts from the beginning of the history up to the modern age. From the fifth chapter on, we focused on the brazilian reality, clarifying relevant aspects of our sociocultural features up to the present days, aiming to prepare the reader to our main focus, the teaching of arts in Brazil nowadays. In the eight chapter, we think over the aesthetics field in the teachers training area. Thus, we concluded that, although the guidelines to the teachers training require a knowledge by the teachers, in terms of culture, arts and aesthetics, these elements are absent in the Undergraduate and Pedagogy programs. Yet, in connection to the teachers training, it is assumed in this paper that even the teachers of arts need, in their teaching, specific knowledge in their area. The great majority of teachers, in spite of teaching arts, they are graduated in other areas; it can be explained by the lack of Undergraduate courses offerred in this area. According to the situation mentioned above, this thesis proposes, in its methodology, an action research by which were done pragmatic actions aiming a training process to a group of teachers in which the art was seen as a central axis, with the purpose of being an option to the interested in adding experiences with arts and so that, it improves the creative process of scholar teaching. The tools used were: the creation of a professional association linked to the teaching of arts; maintenance of a group of study in arts, culture and education; achievement of seminars and workshops; installation of an audio visual room, as well as the creation of a study room connected to the research. We end this present paper exhibiting what is a consensus among the authors: the imperative quality of the art training in the human development, for several aspects: the stimulus to the imagination, the mastery of techniques, the maleability of the thought, so on. We believe that the process of the syllabus reformulation of the Pedagogy and Undergraduate Courses in general, due to the new teachers training guidelines, offers a great opportunity of training in its totality, as we can see, that allows a more consistent cultural politics to the teachers training.

The master thesis deals with analysis of education in organization ČEZ Měření, s.r.o.. The goal of this thesis is to chart present situation in organization from the management opinion and also from the opinion of employee. The thesis is divided to the free parts. The first part is teoretical, which decribe theoretical topic of education. Second part is methodical with basic description of research sample, goals and methods of research. The last part is focused on research and summarizes the concrete results of research.

One method for improving the appeal of instruction is found in Christopher Alexander’s work on architectural design patterns. In this qualitative research study, student comments on teacher/course evaluation forms were analyzed to generate six instructional design patterns. The teacher enthusiasm pattern encourages teachers to show (a) increased scholarship and enthusiasm towards the subject matter, (b) genuine concern and enthusiasm towards the students, and (c) mastery of and enthusiasm towards the act of teaching. The balanced curriculum pattern recommends that teachers (a) determine the appropriate depth or breadth of subject matter and communicate it to the students, (b) create a balanced schedule of activities, assignments, and tests, and (c) provide a variety of subject matter topics, instructional strategies, and media delivery technologies. The clear and appropriate assessments pattern directs teachers to (a) communicate the learning objectives related to each assessment, (b) ensure assessment methods are appropriate measures of the objectives, and (c) use fair criteria in grading and administering the assessments. The authentic connections pattern asks teachers to (a) help students understand the connections between the subject matter content and the world of work, (b) promote interpersonal connections between students through instruction and group work, as well as facilitate teacher-student connections by dealing with students honestly and fairly, and (c) encourage students to look at connections that go beyond workplace application and help students become better people. The flow of time pattern recommends that teachers (a) help students plan out their schedules for various time periods, and (b) synchronize the flow of instructional events with the flow of events occurring in the students’ personal lives. Finally, the negotiation and cooperation pattern encourages teachers to apply the processes of negotiation and cooperation to solve problems related to (a) the students’ lack of a sense of freedom, power, or control, (b) the conflict within the students or within the social order of the class, and (c) the general absence of a self-supporting, self-maintaining, and generating quality in the instruction. These six instructional design patterns may be used by teachers to increase the appeal of instruction in higher education settings.

Orientador: Elizabeth Nogueira Gomes da Silva Mercury / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-09-11T21:14:55Z (GMT). No. of bitstreams: 1 Scali_DanyelleFreitas_M.pdf: 1236688 bytes, checksum: 5f3e8f32e8bb322735880d8d12b2bdce (MD5) Previous issue date: 2009 / Resumo: Partindo do pressuposto de que diferentes condições e contextos podem estar associados aos determinantes da evasão no ensino superior, a presente pesquisa voltou-se para o estudo da evasão nos cursos que têm sido pouco investigados e assumiu como objetivos: identificar e analisar os motivos de evasão de alunos de cursos superiores de tecnologia a partir da percepção do aluno evadido e analisar o percurso acadêmico do estudante posterior à evasão. A coleta de dados foi realizada através do envio pelo correio de um questionário a 227 alunos que evadiram em 2006 e 2007 de cursos superiores de tecnologia de uma IES pública do estado de São Paulo, dos quais 19,4% responderam. O instrumento solicitava informações sobre o perfil do aluno, a descrição dos motivos da não renovação de matrícula, o tempo de frequência no curso e os dados do percurso acadêmico posterior à evasão. Para a análise dos dados foram utilizados métodos qualitativos (análise de conteúdo) e quantitativos (frequência e porcentagem de ocorrência). A análise de conteúdo das respostas indicou como principais motivos de evasão: definição de curso de ingresso (50,0%), localização da instituição (36,4%), formação e atuação profissional do tecnólogo (25,0%), condições relacionadas ao trabalho (18,2%) e condições financeiras (18,2%). Sobre o percurso acadêmico posterior à evasão, 77,2% dos respondentes já haviam se graduado ou ingressado em outro curso/instituição sendo, em sua grande maioria, em até um ano após a evasão. Quanto ao tipo de curso de graduação, 78,6% dos participantes estavam em cursos de bacharelado e/ou licenciatura, entre os quais 60,7% em outra IES. O trabalho apresenta dados sobre os motivos determinantes da evasão de estudantes de cursos superiores de tecnologia, mostrando que há muitas semelhanças e poucas diferenças no que se refere aos motivos de evasão ocorridos em outros tipos de cursos (licenciaturas e bacharelados). Pode-se dizer que as peculiaridades das condições de evasão dos cursos superiores de tecnologia mostraram-se associadas às características do curso tecnológico, no que tange à natureza da formação e à atuação de seu profissional. Os dados coletados possibilitaram, ainda, considerações acerca do conceito de evasão e de procedimentos utilizados para investigação desse fenômeno. / Abstract: Starting from the principle that different conditions and contexts can be associated to the determinants of the drop out in higher education, this research focused on the study of drop out in courses which have not been much investigated and thus assumed as its objectives: to identify and analyze the reasons for the drop out of the technology higher education courses, from the perspective of the student, as well as his academic path after droping out. Data gathering was made through the mailing of a questionnaire to 227 students who have dropped out in 2006 and 2007 from technology higher education courses in a public institution in the State of São Paulo and, from these, 19,4% answered. The instrument requested information on the profile of student, description of the reasons for not renewing the enrollment, the time of frequency in the course and requested information about the academic path taken after the drop out. For the analysis of the data, qualitative methods (content analysis) and quantitative methods had been used (frequency and percentage of occurrence). The content analysis of the answers indicated as main reasons for drop out: definition of course (50,0%), localization of the institution (36,4%), education and professional activity of the technologists (25,0%), conditions related to the labor market (18,2%) and student financial conditions (18,2%). As about the academic path after the drop out, 77,2% of the respondents had already graduated or entered in another course/institution, and most of them did so within one year after the year they had quit. Regarding the type of course that the student has enrolled after the withdrawn, 78,6% informed that they were registered in courses offering bachelor, major or minor degrees, of which 60,7% in other higher education institutions. The research presents given on the determinative reasons of the drop out of students of superior courses of technology, showing that it has many similarities and few differences as for the occurred reasons of withdrawn in other kinds of graduation courses. It can be said that the peculiarities of the conditions for the drop out of technology higher education courses are associated with the characteristics of the technological courses as to the nature of the education and professional activity of the technologists. Data gathered offered considerations about the concept of drop out and of the proceedings used for the investigation of this phenomenon. / Mestrado / Psicologia Educacional / Mestre em Educação

This phenomenographic study, explores the collaborative open learning experience of academic staff and open learners in cross-institutional academic development settings, and adds to what is known in these settings. It provides new insights for academic developers and course designers about the benefits of crossing boundaries (i.e. open learning) in an academic development context and proposes an alternative model to traditional academic Continuing Professional Development (CPD). It engages academic staff in experiencing novel approaches to learning and teaching and developing as practitioners through engagement in academic CPD that stretches beyond institutional boundaries, characterised by diversity and based on collaboration and openness. Data collection was conducted using a collective case study approach to gain insights into the collective lived collaborative open learning experience in two authentic cross-institutional academic development settings with collaborative learning features designed in. At least one of the institutions involved in each course was based in the United Kingdom. Twenty two individual phenomenographic interviews were conducted and coded. The findings illustrate that collaborative open learning was experienced as two dynamic immersive and selective patterns. Boundary crossing as captured in the categories of description and their qualitatively different variations, shaped that experience and related to modes of participation; time, place and space; culture and language as well as diverse professional contexts. Facilitator support and the elasticity of the design also positively shaped this experience. The community aspect influenced study participants' experience at individual and course level and illuminated new opportunities for academic development practice based on cross-boundary community-led approaches. The findings synthesised in the phenomenographic outcome space, depicting the logical relationships of the eleven categories of description in this study, organised in structural factors, illustrate how these contributed and shaped the lived experience, together with a critical discussion of these with the literature, aided the creation of the openly licensed cross-boundary collaborative open learning framework for cross-institutional academic development, the final output of this study. A design tool developed from the results is included that aims to inform academic developers and other course designers who may be considering and planning to model and implement such approaches in their own practice.

Submitted by Leticia Schettini (leticia@ufrrj.br) on 2016-08-29T14:13:53Z No. of bitstreams: 1 2006 - Derlin?a Pe?anha Moreira Miranda.pdf: 1056065 bytes, checksum: 31e3b0efb910266467690ff31aed16a0 (MD5) / Made available in DSpace on 2016-08-29T14:13:53Z (GMT). No. of bitstreams: 1 2006 - Derlin?a Pe?anha Moreira Miranda.pdf: 1056065 bytes, checksum: 31e3b0efb910266467690ff31aed16a0 (MD5) Previous issue date: 2006-01-26 / This study it deals with the evasion in the institutions of Private Superior Education, especially, in the courses of Administration in the Espirito Santo. It intends to identify the factors that induce the academic to abandon the college and to consider solutions to minimize the problem. The used procedure in this exploratory research of qualitative and quantitative nature was the case study. They had been carried through documentary research and of field, with the use of interviews answered for directors, coordinators and secretaries of the superior school. The sample was the pupils one of an Institution of Private Superior Education that possesss some campuses located in the State of the Espirito Santo, whose behavior was evaluated in the academic registers and by the information of the team technique of the Entity. Identified to the internal factors and the external ones of the IES, and individual of the learning, that causes evasion, such as: dissatisfaction with the pedagogical project and the professors, the available infrastructure and resources; excess of offers of vacant; financial difficulties and unemployment, difficulty in the learning, had been suggested immediate solutions and considered subjects of future research, to reach the target to prevent the defection of academics, who as many damages cause. / Este estudo trata da evas?o nas institui??es de Ensino Superior Privado, especialmente, nos cursos de Administra??o no Esp?rito Santo. Pretende identificar os fatores que induzem o acad?mico a abandonar a faculdade e propor solu??es para minimizar o problema. O procedimento usado nesta pesquisa explorat?ria de natureza qualitativa e quantitativa foi o estudo de caso. Foram realizadas pesquisa documental e de campo, com a utiliza??o de entrevistas respondidas por diretores, coordenadores e secret?rios das faculdades. A amostra foi o alunado de uma Institui??o de Ensino Superior Privado que possui v?rios campus localizados no Estado do Esp?rito Santo, cujo comportamento foi avaliado nos registros acad?micos e pelas informa??es da equipe t?cnica da Entidade. Identificados os fatores internos e os externos da IES, e individuais do discente, que causam evas?o, tais como: insatisfa??o com o projeto pedag?gico e com os professores, com a infra-estrutura e recursos dispon?veis; excesso de oferta de vagas; dificuldades financeiras e desemprego, dificuldade na aprendizagem, foram sugeridas solu??es imediatas e propostos temas de futuras pesquisas, colimando prevenir a deser??o de acad?micos, que tantos preju?zos causam.

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2017-05-03T18:35:17Z No. of bitstreams: 1 Alexandro Farias de Carvalho.pdf: 1344420 bytes, checksum: 54087349f5c5696230003416b60547b0 (MD5) / Made available in DSpace on 2017-05-03T18:35:17Z (GMT). No. of bitstreams: 1 Alexandro Farias de Carvalho.pdf: 1344420 bytes, checksum: 54087349f5c5696230003416b60547b0 (MD5) Previous issue date: 2017-03-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work is the result of the research that investigated the pedagogical practice of the accounting sciences teacher who acts as tutor in distance higher education, aiming to understand the construction by the subjects and identify some characteristics of the teachers, regarding aspects The professional profile and the working conditions offered by higher education institutions and the didactic procedures used by the teachers in the preparation of the course and the classes. The problem of this research was raised from my experience as a teacher in distance accounting courses at a higher education institution in the city of Santos, when the students' difficulties in understanding the process of mediation proposed by the teachers were detected. Due to the technical and interpersonal limitations related to the virtual environment, which does not always lead to the physical coexistence of the classroom and does not satisfy the students' expectations and expectations. The research problematic focuses on the construction of the pedagogical practice of this teacher, trying to understand how the effective mediation between the subjects occurs. The theoretical construction of the object was based on the studies of Tardif, Pimenta, Pimenta and Anastasiou that, among others, give theoretical support to the teaching practice. Already for the study of virtual learning environments, I based the studies of Kenski and Belloni. This is an exploratory research that investigates the reality of the faculty of the Accounting Sciences Course to understand how their pedagogical practice and the necessary teaching knowledge have been developed to assure the student the effective learning in the virtual environment. In this sense, I justify the relevance of this study, a qualitative approach, which was used in the literature and semi-structured interview, aiming at the analysis of the subjects' narrative to understand the process of their practice and the acquired and applied knowledge. The results of the research showed that the pedagogical practice of the teachers of Accounting Sciences in distance education, built in the day to day between correctness and errors, is shaping and re-signification from the experiences shared with the other colleagues. Due to the fact that it has to combine this practice with the technologies that advance very quickly, the teachers feel a need for updating, keeping in mind the constant challenges posed by the students, which requires a revision of the pedagogical practices in the virtual environment. In this respect, continuing education is fundamental for the subjects, mainly due to the fact that they do not have training for higher education teaching or even for current courses at a distance. In spite of experience in this area, it is essential, in addition to continuing education, the constant dialogue with the peers and those responsible for the courses in the institution. / Este trabalho é fruto da pesquisa que investigou a prática pedagógica do professor de Ciências Contábeis que atua como tutor na educação superior a distância, tendo como objetivos a compreensão desta a construção por parte dos sujeitos e identificar algumas características dos professores, no que tange a aspectos do perfil profissional e às condições de trabalho oferecidas pelas instituições de ensino superior e aos procedimentos didáticos utilizados pelos professores na preparação do curso e das aulas. A problemática desta pesquisa foi levantada a partir da minha experiência como docente nos cursos de Ciências Contábeis a distância, em uma instituição de nível superior no município de Santos, quando foram detectadas dificuldades dos alunos em compreender o processo de mediação proposto pelos professores, em parte devido às limitações técnicas e interpessoais relativas ao ambiente virtual, que nem sempre propicia a convivência física de sala de aula e não satisfazem os anseios e as expectativas dos alunos. A problemática da pesquisa centra-se na construção da prática pedagógica desse professor, buscando compreender como ocorre a efetiva mediação entre os sujeitos. A construção teórica do objeto tomou por base os estudos de Tardif, Pimenta, Pimenta e Anastasiou que, dentre outros, dão sustentação teórica à prática docente. Já para o estudo dos ambientes virtuais de aprendizagem, tomei por base os estudos de Kenski e Belloni. Trata-se de uma pesquisa exploratória que investiga a realidade do docente do Curso de Ciências Contábeis para entender como vem sendo desenvolvida a sua prática pedagógica e os saberes docentes necessários que assegurem ao aluno a efetiva aprendizagem no ambiente virtual. Nesse sentido justifico a relevância desse estudo, de abordagem qualitativa, que se utilizou da literatura e de entrevista semiestruturada, visando à análise da narrativa dos sujeitos para compreender o processo de sua prática e dos saberes adquiridos e aplicados. Os resultados da pesquisa mostraram que a prática pedagógica dos professores de Ciências Contábeis na educação a distância, construída no dia a dia entre acertos e erros, vai-se moldando e ressignificando a partir das experiências compartilhadas com os demais colegas. Pelo fato de ter que aliar essa prática às tecnologias que avançam de forma muito rápida, os docentes sentem necessidade de atualização, mantendo-se atentos aos constantes desafios postos pelos alunos, o que exige formação específica e revisão das práticas pedagógicas no ambiente virtual. Sob esse aspecto, a formação continuada apresenta-se como fundamental para os sujeitos, principalmente pelo fato de não terem formação para a docência do ensino superior e nem para atuar em cursos a distância. Em que pese à experiência nessa área, faz-se essencial, além da formação continuada, o constante diálogo com os pares e com os responsáveis pelos cursos na instituição.

La recherche se centre sur trois études de cas pour caractériser la manière dont les savoirs de la danse et de la création chorégraphique sont mobilisés dans différentes institutions : séances de travail entre un chorégraphe et des danseurs en contexte de création, interventions d’un artiste chorégraphique en milieu scolaire, pratique scolaire de la danse menée par une enseignante à l’école élémentaire. Notre approche relève d’une anthropologie didactique, en s’appuyant sur la théorie de l’action conjointe en didactique (TACD), qui amène à analyser les transactions des différents acteurs observés (chorégraphe, danseurs, enseignantes, élèves), pour saisir à travers la construction des oeuvres chorégraphiques, la vie des savoirs qui leurs donnent forme. Elle conduit à caractériser la création comme un processsus d’enquête, à partir duquel chorégraphes et danseurs s’engagent dans un milieu d’invention. La mise en perspective des différentes études de cas permet de reconsidérer les conditions et les enjeux d’un enseignement-apprentissage de la danse à l’école, par un rapprochement entre pratiques chorégraphiques professionnelles et pratiques scolaires. En particulier, la question de l’expérience des élèves dans les processus de création en contexte scolaire est ici interrogée à l’aune d’une analyse de l’activité effective des artistes en situation de création. La recherche amène à questionner la manière dont les pratiques artistiques peuvent être pratiquées au sein de l’institution scolaire. L’approche didactique retenue permet de reconsidérer la relation professeur/élèves, à la lumière des spécificités inhérentes à ces pratiques. / The research focuses on three case studies to characterize how knowledge of dance and choreographic creation is mobilized in different institutions: work sessions between a choreographer and dancers in a context of creation, interventions by a choreographic artist in schools, and school dance practice conducted by an elementary schoolteacher. Our approach is based on a didactic anthropology, based on the Joint Action Theory in Didactics (JATD), which leads us to analyse the transactions of the different actors we observe (choreographers, dancers, teachers, students) in order to understand through the construction of choreographic works, the life of the knowledge that shapes them. It results in characterizing creation as a process of inquiry, from which implies that choreographers and dancers get involved into an inventive milieu. The different case studies we put into perspective lead us to reconsider the conditions and issues of dance teaching and learning in schools, and to argue for a closer relatioship between professional choreographic practices and school practices. In particular, the question of students' experience in creative processes in the school context is questioned here on the basis of an analysis of the actual activity of artists in creative situations. The research raises questions about how artistic practices can be practiced within the school institution. The didactic approach chosen allows us to reconsider the teacher-student relationship in the light of the specificities inherent in these practices.