Orientador: Edison Duarte / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-08-05T20:42:55Z (GMT). No. of bitstreams: 1 Strapasson_AlineMiranda_M.pdf: 1219255 bytes, checksum: e3782e8eb00cecc023976532ed15339e (MD5) Previous issue date: 2005 / Resumo: A atividade física é utilizada há anos como prevenção e tratamento de doenças. Também pode ter como objetivo a recreação, a educação, o esporte e até mesmo a reabilitação. A Educação Física Adaptada visa desenvolver atividades, preocupando-se com a melhoria da qualidade de vida das pessoas com deficiência, proporcionando-lhes a busca da autonomia enquanto seres humanos dentro das possibilidades de cada um. Este trabalho, resultado de uma pesquisa de campo do tipo estudo de caso, com abordagem qualitativa, teve como objetivo principal desenvolver uma proposta de ensino de polybat para oferecer aos professores de Educação Física e pessoas interessadas, uma atividade recreativa/esportiva inclusiva para alunos com Paralisia Cerebral e ou deficiência física freqüentadores de escolas especiais ou regulares. Entendemos Paralisia Cerebral como o resultado de uma lesão encefálica irreversível, não progressiva, afetando postura e movimento, podendo estar associado aos problemas motores alterações sensoriais e cognitivas, apresentando graus de severidade e prognóstico variáveis. Desenvolvemos nosso estudo na Associação de Pais e Amigos dos Excepcionais (APAE) de Palmas ¿ PR, durante o ano de 2004, contando com seis alunos participantes (todos com Paralisia Cerebral), com idades entre oito e vinte anos. Realizamos trinta e duas aulas ministradas semanalmente com 1 hora e 25 minutos de duração cada. A proposta desenvolvida encontra-se descrita passo a passo no decorrer do texto; as atividades estavam de acordo com as habilidades motoras dos alunos e os resultados obtidos através da observação sistemática e registrados no diário de campo foram: melhora do controle postural e do alcance; melhora do controle da raquete e da raquete sobre a bolinha, conseqüentemente dos fundamentos do jogo e dos ralis; melhora da força e precisão dos golpes; compreensão das regras; melhora da concentração, auto-motivação e aceitação da derrota (quando ocorre). As atividades criadas, desenvolvidas, sistematizadas, fundamentadas teoricamente e propostas neste trabalho fazem parte de uma realidade e cotidiano escolar que vale a pena ser incentivada e praticada em outras instituições (especializadas ou não), pois o polybat é uma atividade/modalidade de fácil acesso e adaptação e os alunos, professores, pessoas envolvidas e interessadas só tendem a ganhar com ela / Abstract: Physical activity has been used for thousands of years for the prevention and treatment of diseases. But we must understand that it can also be used for recreational and educational purposes and (to some extent) help rehabilitate. The 'Adapted Physical Education¿ aims to develop these activities, improving the quality of life for individuals with physical deficiency. They aim to provide them with a vision that goes beyond the inherited difficulties that they possess. This method considers the possible benefits of looking at human beings individually. The research aims to develop an effective teaching strategy of 'Polybat¿ for Physical Education teachers and other people interested in the game. This safe, adapted activity is appropriate for those individuals suffering from Cerebral Palsy or other similar deficiencies. Cerebral Palsy is the result of an irreversible brain lesion. It is unprogressive and affects the posture and movements of the individual. It may affect motor functions and the central nervous system but the severity of the disorder differs greatly. Our study was developed in a specialist school (Palmas ¿ Paraná ¿Brazil) in 2004, using six students aged between 8 and 20 suffering from Cerebral Palsy. We realized that having 32 Physical Education classes every week (lasting one hour, twenty-five minutes) was appropriate. The purpose was to record the activities that were compatible with the student¿s motor abilities and the results were obtained through systematic observation. Daily research included: 'Posture Control and Reach Improvement¿, 'Racket Control Improvement¿, 'Racket-Ball Control Improvement¿ (and consequently rally¿s),'Strength and Precision Improvement¿, 'Understanding of Rules¿, 'Concentration Improvement¿, 'Self Motivation¿ and 'Defeat Acceptance¿ (when it occurred). The activities created, developed, system, theoretically found and propose in this study do part of our special school reality. We believe that polybat would be stimulate and practice in others institutions (special or not), because polybat is an activity that have easy access and adaptation, and students, teachers and involved people could win so much with it / Mestrado / Mestre em Educação Física

A efetivação dos benefícios esperados com a implementação do e-learning na empresa depende da adoção desta inovação pelos colaboradores. Desta forma, a compreensão da adoção individual do e-learning fornece subsídios importantes para identificar potenciais resistências, possibilitando conduzir ações para maximizar a aceitação e aumentar a freqüência de uso. Assim, o objetivo geral desta pesquisa é analisar os fatores que influenciam a adoção individual do e-learning pelos colaboradores da organização, utilizando como base o Modelo TAM - Technology Acceptance Model, proposto por DAVIS et al (1989). Inicialmente foi conduzida uma revisão bibliográfica tanto sobre Adoção de Inovações pelo indivíduo e pela organização, quanto sobre a Implementação do e-learning, visando a construção da fundamentação teórica do estudo. A primeira etapa da pesquisa empírica consistiu na revisão do modelo conceitual a partir de entrevistas com especialistas em elearning. Na segunda etapa, foi pesquisada uma grande empresa do setor de telecomunicações no Brasil, através de uma abordagem de múltiplos métodos, incluindo entrevistas com a equipe de e-learning, aplicação de questionário e análise de documentos. Com base nos 312 questionários válidos, respondidos por colaboradores, foram conduzidas as análise, incluindo análise fatorial, teste não paramétrico e regressão logística. O Modelo TAM mostrou-se adequado para compreender a adoção do e-learning e a inclusão no modelo do fator Ambiente Propício à Aprendizagem destaca-se como uma contribuição importante do presente trabalho. Os resultados da pesquisa confirmaram que a experiência com a inovação e o perfil do respondente podem alterar os fatores explicativos da adoção do e-learning. O fator Ambiente Propício à Aprendizagem destaca-se dos demais, uma vez que influencia positivamente tanto a intenção quanto o comportamento de uso do e-learning, reforçando a importância do ambiente organizacional na adoção da inovação. A Utilidade Percebida apresenta a influência mais importante na explicação da intenção de uso e uma influência negativa em relação ao comportamento de uso, resultado que pode ser explicado por uma possível frustração relacionada à participação em cursos de e-learning. Dentre as sugestões para ampliação da adoção do e-learning na empresa pesquisada, destacam-se: alinhamento dos conteúdos oferecidos com a necessidade, inovação na metodologia de e-learning, aumento do envolvimento da liderança e apoio para participação no e-learning durante a jornada de trabalho, identificação de grupos por afinidade para definição de ações específicas, melhor esclarecimento sobre o suporte técnico disponível, ampliação da divulgação e aprimoramento da navegação no e-learning. / The expected benefits of e-learning for an organization depend upon its employees adopting this innovation. Therefore, understanding how individuals adopt e-learning, or resist doing so, can identify potential barriers to acceptance, and suggest actions which can be taken to maximize both e-learning\'s acceptance and its frequency of use. The main goal of this research is to analyze the factors which influence individual adoption of e-learning by the organization\'s employees, based on the Technology Acceptance Model - TAM, proposed by DAVIS et al (1989). Initial bibliographical research on individual and organizational adoption of innovation and of e-learning implementation was used to develop the theoretical framework. The conceptual model was tested through empirical research using interviews with e-learning specialists. In the second stage, a large organization from the telecommunication sector in Brazil was chosen to be studied through a multiple methods approach, including interviews with the organization\'s e-learning team, employee survey and document analysis. Factor analysis, non-parametric tests and logistic regression were conducted on the 312 valid questionnaires answered by the company\'s employees. The results show TAM is adequate for understanding the factors influencing e-learning adoption. The inclusion of the factor, Favorable Learning Environment, in the analytical framework proved to be an important contribution of the present study. The results confirmed that experience with this innovation and the survey participant\'s profile both can impact employees\' perceptions regarding e-learning. The Favorable Learning Environment factor surpasses the others, since it influences both the e-learning Intention and Use Behavior factors in a positive way, and reinforces the relevance of the organization\'s environment in innovation adoption. The Perceived Usefulness factor is the most important in explaining Intention to Use; at the same time, it can be a negative influence for Use Behavior, which could be explained by possible frustration related to e-learning courses. Among the suggestions given to increase the e-learning adoption in the researched organization, the following could be mentioned: match the e-learning content with both employees\' and organizational needs, innovate e-learning methodology, increase leadership involvement and support, encourage e-learning participation during work hours, give better information on available technical support, and improve e-learning communication and quality of system navigation.

La sensibilité est souvent assimilée à cette part de l’homme peu fréquentable, subversive, empêchant la maîtrise toute, dans une civilisation dominée par le contrôle, la rentabilité et les technosciences. La question de la sensibilité se limite souvent à une approche parcellaire de la culture des sens. C’est pourquoi nous avons approfondi notre réflexion d’un point de vue épistémologique pour en cerner davantage les enjeux pour la clinique et en déduire une réflexion enrichissante pour le champ éducatif, dont le résultat témoigne d’un entrelacs constant entre réflexion, pratique, analyse et recherche. Pour ce faire, notre méthodologie de recherche a pris appui sur une approche résolument psychanalytique, à partir du noeud borroméen de Jacques Lacan. Ainsi, nous poserons que l’Homme est fragile par sa dimension paradoxale : appelé à jouir par sa dimension incarnée, il se retrouve à être sexué et mortel, confronté ainsi à une finitude le marquant du sceau du « Pas Tout », et qu’il est riche potentiellement par ce que nous nommerons sa dimension ternaire ou Tridimensionnelle – soma (le corps) – psyché (l’âme) - pneuma (l’esprit) – afin de prendre en compte non seulement ses potentialités somatiques, psychiques mais aussi pneumatiques. Nous soulignerons que la sensibilité a été régulièrement pensée en termes de « dualité » et non dans une logique de « ternarité ». Puis nous proposerons une conceptualisation ternaire, borroméenne et paradoxale de la Sensibilité du Sujet, espérant apporter une certaine stabilité et consistance à ce concept, à partir d’une clinique psychanalytique, pour l’éducation d’un Sujet vivant en de-venir. / Sensibility often relates to that part of man that is disreputable, subversive, refraining man’s total self-control in a civilisation obsessed with control, profitability and technoscience. The topic of sensitivity often limits itself to the fragmented approach of the culture of senses. That is the reason why we have focused our attention upon the epistemological angle in order to further understand what is at stake for the clinic and draw a valuable reflection out of it for education, whose result reveals the constant interaction between thought, practice, analysis and research. To achieve this, our methodology of research is centred upon a highly psychoanalytic approach, based on Lacan’s Borromean knot. Thus, we postulate that Man is fragile through his paradoxical dimension: he finds himself a sexual and mortal being making the most of himself through his incarnate dimension and is faced with a finiteness that binds him to the “notall”. Furthermore, he has such a rich potential drawn upon the ternary or three-dimensional dimension–i.e. soma (the body), psyche (the soul), pneuma (the spirit)–that he has become aware of his somatic, psychic as well as pneumatic potentialities. We want to highlight the fact that Sensibility has been regularly thought in terms of “duality” rather than a logic of ternarity. We propose that the Subject’s Sensibility be based upon a ternary, Borromean and paradoxical conceptualisation with a view to bring some stability and consistence to this very concept through a psychoanalytical clinic for the education of a living Subject to be-come.

L'étude porte sur la mise en œuvre et l'évaluation d'un dispositif pédagogique associant l'apprentissage par résolution de problème, le débat sociocognitif et un traitement didactique de l'erreur comprise comme seulement une information intéressante à prendre en compte pour apprendre. L'objectif de ce dispositif est d'améliorer les capacités des élèves à résoudre des problèmes complexes que présente la vie de tous les jours en favorisant le transfert et l'intégration des connaissances scolaires. « La relation à l'erreur s'articule et se renforce avec des valeurs, elle induit un rapport au savoir et un rapport à l'autre qui, ensemble et de manière complexe, engage la personne dans ses dimensions cognitive, affective, sociale et axiologique. » (Favre, 2004).L'approche méthodologique retenue est l'approche qualitative/interprétative complétée par des données quantitatives provenant de l'évaluation de copies des élèves afin d'affiner la compréhension de l'impact du dispositif pédagogique expérimental sur leurs performances. L'étude a été faite au Burkina Faso. Les actions suivantes ont été conduites : une étude des représentations de l'erreur chez les enseignants et les élèves, et des représentations de la respiration chez les enseignants, une analyse du programme de physiologie de la respiration de première D complétée avec celle des inspecteurs de l'enseignement secondaire.Quarante enseignants ont été formés au dispositif pédagogique parmi lesquels, cinq de Ouagadougou été retenus pour les classes expérimentales. Cinq enseignants de Bobo-Dioulasso non formés ont été volontaires pour les classes témoins. Des observations de classe ont été effectuées sur les attitudes des élèves et des enseignants et la qualité des interactions entre eux. Les contenus des débats ont été transcrits et analysés avec l'ensemble des résultats d'observation.A l'issue des cours, une évaluation sommative des apprentissages des élèves a été conduite dans les dix classes. Les copies ont été rendues anonymes et corrigées par des enseignants ne participant pas à l'étude. Les données ont fait l'objet de traitement statistique.Les principaux résultats obtenus sont les suivants :• la plupart des enseignants ont une représentation où l'erreur est assimilée à une faute et peu d'entre eux ont une relation à l'erreur qui les engage dans l'action,• grâce à la formation, les enseignants ont pu modifier leur relation à l'erreur, la décontaminer de la notion de faute et créer un environnement pédagogique sécurisant pour accompagner les apprentissages des élèves,• la représentation de l'erreur chez les élèves est comparable à celle des enseignants mais beaucoup d'entre eux sont dans une perspective de correction de leurs erreurs ; cette représentation est en partie due à la forte appréhension anticipée de l'échec en cas d'évaluation,• les élèves se sont montrés très participatifs aux activités de classes lorsqu'ils n'ont plus eu peur de se tromper, lorsque faire des erreurs ne menaçait pas leur sécurité affective ; les débats ont montré un processus de construction autonome de connaissances,• l'analyse des programmes a montré une insuffisance de liens entre les différents processus physiologiques assurant la fonction de nutrition. Les contenus sont dépourvus d'une approche historique et épistémologique des concepts,• l'évaluation montre que dans les classes expérimentales dont les enseignants ont été formés, les élèves ont mieux réussi à résoudre des problèmes nouveaux impliquant la mobilisation de connaissances vues en classe et nécessaires pour réaliser des choix impliquant la santé, en particulier dans le cas de risque de tuberculose. / The study relates to the implementation and the evaluation of a teaching device associating the training by resolution of problem, the socio-cognitive debate and a didactic treatment of the error understood like only one information interesting to take into account to learn. The objective of this device is to improve the capacities of the pupils to solve complex problems which the everyday life presents by supporting the transfer and the integration of school knowledge. “The relation with the error is articulated and reinforced with values, it induces a report with the knowledge and a report with the other which, together and in a complex way, engages the person in her dimensions cognitive, emotional, social and axiological.” (Favre, 2004). The adopted methodological approach is the qualitative/interpretative approach supplemented by quantitative information coming from the evaluation of copies of the pupils in order to refine the comprehension of the impact of the experimental teaching device on their performances. The study was made in Burkina Faso. The following actions were led: a study of the representations of the error at the teachers and the pupils, and of the representations of breathing in the teachers, an analysis of the curriculum of physiology of the breathing of first option D Form classroom supplemented with that of the inspectors of secondary education. Forty teachers were trained with the teaching device among which, five of Ouagadougou retained for the experimental classes. Five teachers of Bobo-Dioulasso not trained were voluntary for the pilot classes. Observations of class were carried out on the attitudes of the pupils and the teachers and the quality of the interactions between them. The contents of the debates were transcribed and analyzed with the whole of the results of observation. At the conclusion of the courses, a summative evaluation of the trainings of the pupils was led in the ten classes. The copies were made anonymous and corrected by teachers not taking part under investigation. The data underwent a statistical processing.The principal results of the study are the following: • most teachers have a representation where the error is comparable with a fault and little of them have a relation with the error which engages them in the action, • thanks to the formation, the teachers could modify their relation with the error, to decontaminate it concept of fault and to create a teaching environment making safe to accompany the trainings by the pupils, • the representation of the error at the pupils is comparable with that of the teachers but much of them are from the point of view of correction of their errors; this representation is partly due to the strong anticipated apprehension of the failure in the event of evaluation, • the pupils showed themselves very participative with the activities of classes when they were not afraid any more to be mistaken, when to make errors their emotional security did not threaten; the debates showed a process of construction autonomous of knowledge, • the analysis of the programs showed an insufficiency of links between the various physiological processes providing the function of nutrition. The contents are deprived of a historical and epistemological approach of the concepts, • the evaluation in particular in the case of shows that in the experimental classes whose teachers were trained, the pupils better succeeded in solving new problems implying the mobilization of knowledge seen in class and necessary to carry out choices implying health, risk of tuberculosis.

This thesis is focused on healthy nutrition and the possibility of influencing the eating habits of pupils at primary school. The first chapter of the theoretical part deals with nutrition of children, proper diet composition, nutritional habits and their formation and also mistakes in nutrition. The second chapter focuses on the education of children of primary school, the area of healthy nutrition in the Core curriculum and health education in the school and its integration into teaching. It continues describing projects which are already operating and promoting healthy eating habits. The practical part presents data on the eating habits of pupils acquired by questionnaire method. The resulting data is processed into graphs with added comments. The last part includes a draft of an own project which supports proper nutritional habits of children. Keywords: healthy nutrition, children's nutrition, eating habits, education to health, primary school

Orientador: Eduardo José Manzini / Banca: Antonio Celso de Noronha Goyos / Banca: Maria Amélia Almeida / Banca: Tânia Moron Saes Braga / Banca: Sadao Omote / Resumo: O objetivo do presente trabalho consistiu em desenvolver uma escala de atitudes sociais em relação ao trabalho da pessoa com deficiência. Para isso, realizou-se dois estudos, sendo o primeiro com a finalidade de identificar a concepção dos empregadores sobre a pessoa com deficiência, o seu trabalho e a sua inserção no quadro de funcionários. A partir de entrevistas realizadas com os responsáveis pelo setor de Recursos Humanos de empresas dos ramos de comércio, indústria e prestação de serviços, obteve-se os dados que forneceram subsídios para delimitar o universo de conteúdo da escala de atitudes sociais pretendida. Analisou-se cuidadosamente cada trecho das falas dos entrevistados, tendo em vista os temas e sub-temas previamente identificados. Então, extraiu-se um conjunto de conteúdos relacionados ao objeto psicológico do estudo, para elaborar a lista de enunciados que compuseram a versão preliminar da escala, desenvolvida no segundo estudo. Elaborado no formato Lickert, com 5 alternativas que expressam diferentes graus de concordância ou discordância com relação ao enunciado, o instrumento ficou composto de 64 itens. Posteriormente, foi aplicado em uma amostra de 234 estudantes universitários dos cursos de Psicologia, Pedagogia, Fisioterapia e Serviço Social para identificar os itens com boa capacidade discriminativa. O procedimento estatístico inicialmente utilizado foi o teste t de Student que revelou boa capacidade discriminativa em 75% dos itens. Para que a versão final da escala ficasse composta de 30 itens, sendo 15 positivos e 15 negativos, realizou-se, também, a análise da discriminação dos itens pela correlação item-total, mediante a sua depuração em três etapas. Com a eliminação dos itens a cada etapa, utilizou-se, concomitantemente, o coeficiente alfa de Cronbach para ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The aim on the present thesis was to develop a scale of social attitudes related to the job of handicapped people. Two studies were carried out. The purpose of the first study was to identify the concept of the employers about the handicapped people, including their job and their insertion on the board of employees. Data that provided the base for the delimitation of the content universe of the desired scale of social attitudes were obtained from the interviews with the person in charge of the division of Human Resources of trading, industry and service companies. Each part of the interviews were carefully analyzed according to the themes and sub-themes previously identified. Thereafter, a group of contents related to the psychological subject matter were extracted to elaborate a list of statements that composed the preliminary version of the scale which was developed on the second part of the study. The instrument was elaborated with 5 alternatives that expressed different degrees of agreements or disagreements with the statement, according to the Lickert format. Therefore, the instrument was initially composed by 64 items. Then, it was applied to a sample of 234 students of Psychology, Pedagogy, Physiotherapy and Social Service to identify the items with strong discrimination power. The Student's ttest indicated strong discrimination power in 75% of the items. In order to obtain a final version of the scale with 30 items (15 positive and 15 negative) a discriminative analysis of the items by means of item-total correlation was made with a three-step depuration. The alfa coefficient of Cronbach was used along with the elimination of the items on each step to check the internal consistency of each statement with the total score of the instrument. The items with weak discrimination power or the nonsignificant ones were eliminated by both the ... (Complete abstract, click eletronic address below) / Doutor

Η παρούσα διπλωματική εργασία πραγματοποιήθηκε στα πλαίσια της εκπόνησης του μεταπτυχιακού προγράμματος “Νέες Μέθοδοι Διοίκησης Επιχειρήσεων” του τμήματος Διοίκησης Επιχειρήσεων του Πανεπιστημίου Πατρών. Αφορά έρευνα με θέμα: “Η απορρόφηση των πτυχιούχων Διοίκησης Επιχειρήσεων του Πανεπιστημίου Πατρών” και στόχος της είναι η εξαγωγή συμπερασμάτων σχετικά με τον βαθμό,τη ποιότητα και τη διαδικασία ένταξης των αποφοίτων του εξεταζόμενου τμήματος στην αγορά εργασίας. Η έρευνα αυτή κατατάσσεται στην κατηγορία των ερευνών “επαγγελματικής ένταξης” και “μετάβαση των νέων από την εκπαίδευση στην εργασία”. / -

Made available in DSpace on 2014-06-11T19:31:46Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-02-06Bitstream added on 2014-06-13T19:02:18Z : No. of bitstreams: 1 tanaka_edo_dr_mar.pdf: 889574 bytes, checksum: 515bc189410207e92cfc0706ba5a2ca8 (MD5) / O objetivo do presente trabalho consistiu em desenvolver uma escala de atitudes sociais em relação ao trabalho da pessoa com deficiência. Para isso, realizou-se dois estudos, sendo o primeiro com a finalidade de identificar a concepção dos empregadores sobre a pessoa com deficiência, o seu trabalho e a sua inserção no quadro de funcionários. A partir de entrevistas realizadas com os responsáveis pelo setor de Recursos Humanos de empresas dos ramos de comércio, indústria e prestação de serviços, obteve-se os dados que forneceram subsídios para delimitar o universo de conteúdo da escala de atitudes sociais pretendida. Analisou-se cuidadosamente cada trecho das falas dos entrevistados, tendo em vista os temas e sub-temas previamente identificados. Então, extraiu-se um conjunto de conteúdos relacionados ao objeto psicológico do estudo, para elaborar a lista de enunciados que compuseram a versão preliminar da escala, desenvolvida no segundo estudo. Elaborado no formato Lickert, com 5 alternativas que expressam diferentes graus de concordância ou discordância com relação ao enunciado, o instrumento ficou composto de 64 itens. Posteriormente, foi aplicado em uma amostra de 234 estudantes universitários dos cursos de Psicologia, Pedagogia, Fisioterapia e Serviço Social para identificar os itens com boa capacidade discriminativa. O procedimento estatístico inicialmente utilizado foi o teste t de Student que revelou boa capacidade discriminativa em 75% dos itens. Para que a versão final da escala ficasse composta de 30 itens, sendo 15 positivos e 15 negativos, realizou-se, também, a análise da discriminação dos itens pela correlação item-total, mediante a sua depuração em três etapas. Com a eliminação dos itens a cada etapa, utilizou-se, concomitantemente, o coeficiente alfa de Cronbach para... / The aim on the present thesis was to develop a scale of social attitudes related to the job of handicapped people. Two studies were carried out. The purpose of the first study was to identify the concept of the employers about the handicapped people, including their job and their insertion on the board of employees. Data that provided the base for the delimitation of the content universe of the desired scale of social attitudes were obtained from the interviews with the person in charge of the division of Human Resources of trading, industry and service companies. Each part of the interviews were carefully analyzed according to the themes and sub-themes previously identified. Thereafter, a group of contents related to the psychological subject matter were extracted to elaborate a list of statements that composed the preliminary version of the scale which was developed on the second part of the study. The instrument was elaborated with 5 alternatives that expressed different degrees of agreements or disagreements with the statement, according to the Lickert format. Therefore, the instrument was initially composed by 64 items. Then, it was applied to a sample of 234 students of Psychology, Pedagogy, Physiotherapy and Social Service to identify the items with strong discrimination power. The Student's ttest indicated strong discrimination power in 75% of the items. In order to obtain a final version of the scale with 30 items (15 positive and 15 negative) a discriminative analysis of the items by means of item-total correlation was made with a three-step depuration. The alfa coefficient of Cronbach was used along with the elimination of the items on each step to check the internal consistency of each statement with the total score of the instrument. The items with weak discrimination power or the nonsignificant ones were eliminated by both the ... (Complete abstract, click eletronic address below)

Made available in DSpace on 2016-04-28T20:56:27Z (GMT). No. of bitstreams: 1 Juliana Devecchi Pinheiro de Souza.pdf: 748214 bytes, checksum: a01d7f2d2551134053d9d99e33757990 (MD5) Previous issue date: 2011-11-11 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The purpose of the present reseah was to check whethes Young people and adults in elementary education first at fourth grade are writing and reading and the compared between these abilities and the metaphonological abilities. The study was accomplished a state public school located in the suburban area of São Paulo. Participated of this research 62 young people and adults, from 15 to 83 years old, being 19 men and 43 woman. They had their wrinting ability evaluated through a dictation containing 19 words (TEP) and also had one exercise that evaluated their sentence reading and comprehension (TCL). The results showed that crevelopment phonological was measured through tests of syllabic segmentation with phonemic a wareness. The results showed the writing ability of those students was lagged: only two students written the right way all words; 57% were written an correct orthographic, 11,7% involved mistakes that do of disturb phonological processing and 31,29% were written still in first two phase as the Ehri rating. The results showed that the students had high performance in the writing tasks also had a high performance in metaphonological abilities evaluated, however the students with little performance in the writing tasks had a little performance in the tasks about of phonological awareness. Was evident during the rescarck at the social factores, emotional, motivational, had yong influence in the learning of this students and marked their school life / Foi objetivo desta pesquisa verificar como estão lendo e escrevendo os jovens e adultos de 1ª a 4ª série de um curso de Educação de Jovens e Adultos (EJA) e a relação dessas habilidades com o desenvolvimento metafonológico. O estudo foi realizado em uma escola pública municipal localizada na periferia da Grande São Paulo. Participaram da pesquisa 62 jovens e adultos, com idades entre 15 e 83 anos, sendo 19 do sexo masculino e 43 do sexo feminino. As habilidades de escrita foram avaliadas por meio de um ditado com 19 palavras e uma tarefa de reconhecimento de palavras. O desenvolvimento metafonológico foi avaliado por meio de provas de segmentação silábica e consciência fonêmica. Os resultados demonstraram que a habilidade de escrita se apresenta de maneira bastante defasada: apenas dois alunos acertaram todas as palavras ditadas; 57% das palavras foram escritas de maneira correta; 11,7% foram escritas foneticamente corretas e 31,29% foram escritas ainda nas duas primeiras fases iniciais da escrita conforme a classificação de Ehri. Os resultados demonstraram que os alunos com um desempenho superior nas tarefas de escrita também teriam um desempenho elevado nas tarefas de consciência fonológica, em contrapartida, alunos com baixo desempenho nas tarefas de escrita tendem a apresentar um desempenho inferior nas tarefas de consciência fonológica. Ficou evidente também no decorrer da pesquisa que os fatores sociais, emocionais, motivacionais exercem forte influência no aprendizado destes alunos e marcam a trajetória escolar de maior parte deles

Made available in DSpace on 2016-04-28T20:56:34Z (GMT). No. of bitstreams: 1 Cecilia Iacoponi Hashimoto.pdf: 1071161 bytes, checksum: 76a44a0ebce2d4712bfa9c793314b99f (MD5) Previous issue date: 2013-02-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / In this work, it is considered that the changes in the educational system, implemented by norms, have meaning and results which, on one side, are consequences of the system identified needs and, on the other side, result in wide educator s discussions and reflections, which goes beyond its implementation. In case it doesn t happen, however, there will be difficulties in implementing this process. Therefore, this research aimed at investigating the Law 11.274/2006, the authorities reports and other legal instruments in order to evaluate how they place the six-year-old child into the fundamental education, how this change has been experienced by teachers and coordinators, who are these teachers ahead of the first grade in terms of their professional identity and what are the suggested proceedings to work with these children. This investigation was performed in a city 100 km away from São Paulo, specifically in one private school and four public schools, together with four teachers and three coordinators. An informative survey was used to constitute the subject profiles plus semi-structured interviews, document analysis, laws, authorities reports, resolutions and field observations. The findings in that city revealed that the nine-year fundamental education implementation, according to Law 11.274/2006, occurred too fast, without the proper priority to the formation and effective participation of teachers and coordinators in either the previous discussions and planning nor the decision taking process, generating uncertainty on the part of the teaching body about the proposed extension of compulsory education. The school space is still inadequate to receive the six-year-old children. The teaching practice has been organized without knowing the guide-line of MEC and the theoretical referential which support childhood development at this age, as well as what should be worked in the first year of the fundamental education. It was observed a blurring on the identity constitution of these teachers who assumed the first year of the nine-year fundamental education. The changes had to be managed collectively, with the involvement of all, and the nine-year fundamental education, as well as the first-year teachers, need to unveil the new identity it constitutes / Neste trabalho, considera-se que as mudanças do sistema de ensino, instituídas por normas legais, têm significado e resultados na medida em que, por um lado, são decorrências de necessidades identificadas nesse sistema e, por outro, resultam de amplas discussões e reflexões dos educadores a respeito, além de sua formação para implantação. Caso isso não ocorra, haverá dificuldades para essa implantação. Assim, realizou-se uma pesquisa que buscou investigar em que medida a Lei nº. 11.274/2006, os pareceres e outros instrumentos legais dela decorrentes ofereceram subsídios à mudança da criança de seis anos para o ensino fundamental, como essa mudança foi vivenciada por professores e gestores desse ensino, quem são os professores que estão à frente do primeiro ano, do ponto de vista da sua identidade profissional e quais são os encaminhamentos sugeridos para o trabalho com esse primeiro ano. Este trabalho ocorreu em um município que dista 100 km da cidade de São Paulo, em uma escola particular e em quatro escolas municipais, com quatro professores e três gestores. Utilizaram-se questionário informativo para elaborar o perfil dos sujeitos, entrevista semiestruturada, análise de documentos, leis, pareceres, resoluções e observação de campo. Os achados da pesquisa, neste município, revelam que a implementação do ensino fundamental de nove anos, segundo a Lei nº. 11.274/2006, ocorreu de maneira aligeirada, não dando prioridade à formação e à participação efetiva dos professores e gestores tanto nas discussões prévias, quanto nas tomadas de decisões, o que gerou desconhecimento do professorado quanto à proposta de ampliação do ensino obrigatório. Os espaços escolares continuam inadequados para receber a criança de seis anos. A prática pedagógica tem sido organizada sem o conhecimento das orientações do MEC e de um referencial teórico que balize o desenvolvimento infantil nessa faixa etária, como também quais conteúdos devem ser trabalhados no primeiro ano do ensino fundamental. Há indefinição da constituição identitária desses professores que assumiram o primeiro ano do ensino fundamental de nove anos, como também do próprio ensino fundamental de nove anos. As mudanças precisam ser gestadas coletivamente, com a participação de todos os atores envolvidos, e o ensino fundamental de nove anos, assim como os professores do primeiro ano, precisa desvelar a nova identidade que se constitui