Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-03-13T17:35:59Z No. of bitstreams: 1 2017 - Andr? Jos? Diniz Soares.pdf: 3900859 bytes, checksum: 2734b09580245c0776040923df4c42e5 (MD5) / Made available in DSpace on 2018-03-13T17:36:00Z (GMT). No. of bitstreams: 1 2017 - Andr? Jos? Diniz Soares.pdf: 3900859 bytes, checksum: 2734b09580245c0776040923df4c42e5 (MD5) Previous issue date: 2017-02-23 / The observations made, everyday at Boa Esperan?as CEIER, configured the teaching of agrarian sciences as a challenge for elementary school. The problems encountered by the lack of financial resources in the animal, vegetable and domestic economy sectors. The lack of appropriate didactic material for the students' age and cultural,as well as the non-eplacement of necessary equipments for the field education modality, was a limiting factor for the development of the theoretical and practical classes of the disciplines.All the difficulties encountered day in day outin school justified a more in-depth and in-depth study to develop a less costly alternative, supplying or at least attenuating the adversities encountered in the field.Therefore, the objective of this research to build an educational portal of didactic resources that would attend the specificities of the field education modality, serving as a pedagogical resource in the disciplines that make up the diverse part of Boa Esperan?a?s CEIER. Thereunto, the construction of the Education Portal of the Field was divided in stages known as ADDIE model, widely used in classical instructional design.The analysis phase of the target audience was a brief history of the creation of the municipality of Boa Esperan?a and the construction of the Integrated State Center for Rural Education and its methodology directed to the field education modality.The result of this step was the starting point for the drawing phase, which required careful and detailed planning, attending the requirements of teachers of the diversified part.In the development phase there was the construction of the pages to allocate tools and store multimedia content, being performed by a website builder software that also indicated the frequency, totaling 19064 visitors over a period of twelve months. In the implementation, the portal of the Education of the Field and its proposal of collective construction in the Facebook social network was announced, which indicated 12 audio contents, 86 videos and 108 text files. The evaluation of the portal was made Boa Espearan?a?s CEIER teachers using a usability questionnaire based on the pedagogical characteristics of educational software on the internet. The educational environment category had the recommended usability because it allowed 82% of identification with the target public. In the didactics aspects category, the usability was highly recommended, contributing 91.50% in range the educational goal. Similarly, the pertinence category in relation to the curricular program obtained 83% in relation to the adequacy to the educational context and Boa Esperan?a?s CEIERsubjects , and usability is recommended. The overall average of the attributes of the pedagogical characteristics was 85.50%, and being recommended the usability of the portal. In front of all the above, it can be affirmed that the Field Education Portal has the capacity to satisfy the specific needs of the education modality of the field and it brings together sufficient attributes to ameliorate or even supply the lack of practical classes in the disciplines that make up the diversified part. However, with the limitation of Internet access in the school, the adequacy of the Education of the Field Portal to the educational context of Boa Esperan?a?s CEIER was harmed. / As observa??es feitas, cotidianamente no CEIER de Boa Esperan?a, configuravam o ensino de ci?ncias agr?rias como um desafio para o ensino fundamental. Os problemas encontrados pela falta de recursos financeiros nos setores de produ??o animal, vegetal e economia dom?stica. A car?ncia de material did?tico apropriado para faixa et?ria e cultural dos estudantes, bem como a n?o reposi??o de equipamentos necess?rios a modalidade educa??o do campo, era um fator limitante para o desenvolvimento das aulas te?ricas e pr?ticas das disciplinas. Todas as dificuldades encontradas cotidianamente na escola justificavam um estudo mais embasado e aprofundado para desenvolver uma alternativa menos onerosa, suprindo ou pelo menos atenuando as adversidades encontradas no campo. Sendo assim, o objetivo dessa pesquisa foi construir um portal educacional de recursos did?ticos que atendesse as especificidades da modalidade educa??o do campo, servindo como recurso pedag?gico nas disciplinas que comp?e a parte diversificada do CEIER de Boa Esperan?a. Para isso, a constru??o do portal Educa??o do Campo foi dividida em fases conhecida como modelo ADDIE, amplamente utilizado no design instrucional cl?ssico. A fase de an?lise do p?blico alvo constituiu um breve hist?rico da cria??o do munic?pio de Boa Esperan?a e a da constru??o do Centro Estadual Integrado de Educa??o Rural e sua metodologia direcionada a modalidade educa??o do campo. O resultado desta etapa foi o ponto de partida para a fase de desenho, que exigiu um planejamento minucioso e detalhado atendendo as exig?ncias de professores da parte diversificada. Na fase de desenvolvimento ocorreu a constru??o das p?ginas para alocar ferramentas e armazenar conte?do multim?dia, sendo realizada por um software construtor de sites que tamb?m indicou a freq??ncia, totalizando 19064 visitantes em um per?odo de doze meses. Na implementa??o, realizou-se a divulga??o do portal Educa??o do Campo e a sua proposta de constru??o coletiva na rede social facebook, que indicou 12 conte?dos de ?udio, 86 de v?deos e 108 arquivos de texto. A avalia??o do portal foi realizada pelos professores do CEIER de Boa Esperan?a utilizando um question?rio de usabilidade fundamentado nas caracter?sticas pedag?gicas de softwares educacionais na internet. A categoria ambiente educacional teve a usabilidade recomendada, pois permitiu 82% de identifica??o com o p?blico alvo. Na categoria aspectos did?ticos, a usabilidade foi altamente recomendada, contribuindo em 91,50% no alcance do objetivo educacional. Da mesma forma, a categoria pertin?ncia em rela??o ao programa curricular obteve 83% em rela??o ? adequa??o ao contexto educacional e as disciplinas do CEIER de Boa Esperan?a, sendo recomendada a usabilidade. A m?dia geral dos atributos das caracter?sticas pedag?gicas foi de 85,50% sendo recomendada a usabilidade do portal. Diante de todo o exposto, pode-se afirmar que o portal Educa??o do Campo possui a capacidade de satisfazer as necessidades espec?ficas da modalidade educa??o do campo e re?ne atributos suficientes para amenizar ou at? mesmo suprir a falta de aulas pr?ticas nas disciplinas que comp?e a parte diversificada. Por?m, com a limita??o de acesso a internet na escola, a adequa??o do portal Educa??o do Campo ao contexto educacional do CEIER de Boa Esperan?a foi prejudicado.

This master thesis deals with design and implementation of a web portal for remote mentoring. It analyzes the issues of e-learning, coaching and mentoring and then defines the target audience and its needs. At the same time, it deals with technological startups and describes the process of building the portal in the context of the startup. The practical part focuses on the development itself, project management and project sustainability.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-07-10T16:32:12Z No. of bitstreams: 1 Rudnei Prusch da Silva_.pdf: 13880177 bytes, checksum: 8687987e5b4f4c9bd91013e227051b31 (MD5) / Made available in DSpace on 2018-07-10T16:32:12Z (GMT). No. of bitstreams: 1 Rudnei Prusch da Silva_.pdf: 13880177 bytes, checksum: 8687987e5b4f4c9bd91013e227051b31 (MD5) Previous issue date: 2018-03-23 / Nenhuma / As pessoas com estomia estão amparadas por políticas públicas que norteiam o atendimento ao usuário. Contudo, as políticas, que visam à dispensação de materiais e à formação de equipes, não disponibilizam ferramentas direcionadas a tal tipo de atendimento. Assim, o objetivo deste estudo foi elaborar um portal educativo de apoio ao cuidado a pessoas com estomia. A pertinência das orientações estabeleceu-se a partir da atuação do pesquisador envolvendo seu cotidiano na qualidade de enfermeiro estomaterapeuta. Para a construção do design de navegação na internet, foram seguidas as seguintes etapas: análise das necessidades; identificação dos usuários; organização do conteúdo; construção; manutenção do portal educativo. O referencial teórico foi subsidiado pela busca de estudos nacionais e internacionais publicados nos últimos cinco anos. No portal foram disponibilizados materiais de apoio didático a profissionais de saúde, em especial aos de enfermagem que atuam no cuidado aos pacientes com estomia. Os benefícios do estudo estão fundamentados na elaboração de material educativo, de acesso gratuito. Assim, os produtos deste estudo consistem de um Portal Educativo de Apoio ao Cuidado a Pessoas com Estomia o qual conta com o domínio <http://peapee.com.br>, bem como a criação da marca “PEAPEE”. / People with stomies are supported by public policies that guide the service to the user. However, the policies, which aim at the dispensing of materials and the formation of teams, do not provide tools directed to this type of service. Thus, the objective of this study was to develop an educational portal to support the care of people with stoma. The pertinence of the guidelines was established based on the performance of the researcher involving his daily routine as a nurse stomaterapist. For its design development, the following steps were followed: needs analysis; identification of users; organization of content; construction; maintenance of the educational portal. The theoretical framework was supported by the search for national and international studies published in the last five years. In the portal, materials of didactic support were made available to health professionals, especially to nursing professionals who work in the care of patients with stomies. The benefits of this study are based on the elaboration of free educational material. Therefore, the products of this study consist of an Educational Portal to Support the Care of People with Stoma which has its own domain <http://peapee.com.br>, as well as the creation of the brand “PEAPEE”.

Made available in DSpace on 2016-08-03T16:15:48Z (GMT). No. of bitstreams: 1 Lucivania Antonia da Silva Perico.pdf: 2286443 bytes, checksum: f980bf1b1b517a765d3d96ce633cb052 (MD5) Previous issue date: 2015-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Contemporary education is included in a context of fast and dynamic social and cultural changes, especially with the advancement and incorporation of Digital Information and Communication Technologies (DICT) in daily life. In the Information Society, the Age of Knowledge, we must go beyond the ability to read, write and type. Schools, in turn, slowly try to adapt themselves to the demands of the digital world in which their agents are included. The high school, that is the focus of concern and reflection by all those involved in the educational process of this kind, tries to achieve its proposed comprehensive education for young people in order to prepare them to get a job and exercise their citizenship. For the Portuguese discipline, it was reserved the mission of combining the teaching of the standard portuguese rules with discursive genres in order to promote digital inclusion of students in different circumstances of literacy that they are submitted. In this context, this work investigated: What perceptions of training processes emerge when students reflect on pedagogical practices and experiences in Portuguese classes in activities mediated by educational portal? The overall objective of the research is to provoke the reflection of teachers, so they rethink their teaching practices and their role in the educational process in order to promote a more consistent educational experience with the reality of the students. The adopted methodology was the qualitative research of investigative nature, in narrative form, based on the work presented by Clandinin and Connelly (2011). Because of the inclusion in the scenario and affective ties to the participants, the challenge of developing an action research was assumed, thus, the adopted investigative tools were: semi-structured interview, logbook, activities in the portal, informal conversations and field notebook. The analysis of the data allowed the elaboration of eight categories of analysis, emerging from the narratives of the participants: interaction and communication; enlarged classroom; management of learning; the record of oneself and others; collaborative and transformative learning; promotion of research; self-study; and challenges. The results achieved indicated reflections that do not end in the pages of this work. Among them it is possible to highlight: the importance of listening to the student in order to improve and review the pedagogical proposals; the test, in daily practice, is essential, it is the search of something beyond the traditional in favor of a defined learning objective; the desire of learning can arouse in the students the interest in knowledge, making them more autonomous in their choices and paths; the DICT can assist in the process of teaching and learning, but require involvement of the subjects, because they, as instruments, do not constitute knowledge, are the agents, by the use of the DICT, that get the best of their potential. Future work may continue this study and bring great additions to contemplate the influences of the use of DICT daily at school, which will certainly be of great contribution to the current scenario of Brazilian education. / A educação contemporânea está inserida num contexto de velozes e dinâmicas transformações sociais e culturais, principalmente com o avanço e incorporação das Tecnologias Digitais de Informação e Comunicação (TDIC) no cotidiano das pessoas. Na Sociedade da Informação, na Era do Conhecimento, é preciso ir além do saber ler, escrever e digitar. A escola, por sua vez, de maneira ainda morosa, busca adequar-se às exigências do universo digital do qual participam seus agentes. O Ensino Médio, foco de preocupação e reflexão por todos os envolvidos no processo educativo dessa modalidade, tenta alcançar sua proposta de formação integral dos jovens para o exercício do trabalho e da cidadania. À disciplina Língua Portuguesa reserva-se a missão de conciliar o ensino da norma-culta com os gêneros discursivos de tal forma a promover a inclusão digital dos alunos nas diversas circunstâncias de letramento às quais são submetidos. Nesse âmbito, este trabalho investigou: Que percepções dos processos formativos emergem quando os alunos refletem acerca das práticas pedagógicas e das vivências nas aulas de Língua Portuguesa em atividades mediadas por portal educacional? O objetivo geral da pesquisa é provocar a reflexão nos professores, de tal forma que repensem suas práticas pedagógicas e seu papel no processo educativo a fim de promover uma experiência educativa mais condizente com a realidade dos alunos. A metodologia adotada foi a pesquisa qualitativa de cunho investigativo, na modalidade narrativa, sob a luz de Clandinin e Connelly (2011). Pela inserção no cenário e proximidade afetiva com os participantes, assumiu-se o desafio de desenvolver uma pesquisa-ação, para isso, os instrumentos investigativos adotados foram: entrevista semiestruturada, diário de bordo, atividades realizadas no portal, conversas informais e caderno de campo. A análise dos dados permitiu a elaboração de oito categorias de análise, emergentes das narrativas dos participantes: interação e comunicação; sala de aula ampliada; gestão da aprendizagem; o registro de si e do outro; aprendizagem colaborativa e transformadora; incentivo à pesquisa; estudo autônomo; e, desafios. Os resultados alcançados apontaram para reflexões que não se encerram nas páginas deste trabalho, dentre elas destacam-se: a importância de ouvir o aluno para que as propostas pedagógicas sejam revistas e melhoradas; o testar, nas práticas diárias, é fundamental, é o buscar algo além do tradicional, em prol de um objetivo de aprendizagem definido; o desejo de aprender pode despertar no aluno o interesse pelo conhecimento, tornando-o mais autônomo em suas escolhas e caminhos; as TDIC podem colaborar com o processo de ensino e de aprendizagem, porém exigem envolvimento dos sujeitos, pois elas, enquanto instrumentos, não configuram o conhecimento, são os agentes que ao apropriar-se delas têm condições de obter o melhor de suas potencialidades. Futuros trabalhos poderão dar continuidade a este estudo e trazer grandes acréscimos ao contemplar as influências do uso das TDIC no cotidiano da escola, o que, certamente, será de grande contribuição para o cenário atual da Educação brasileira.

Made available in DSpace on 2016-08-03T16:15:49Z (GMT). No. of bitstreams: 1 VivianSaragioto.pdf: 1391119 bytes, checksum: 63a3dc0a4789b2ebab3817f6d24435f1 (MD5) Previous issue date: 2015-04-09 / The work entitled Narratives of pedagogical uses of technological tools in high school teaching aims to evaluate and map experiences of high school teachers that integrate technology resources into their practice through their narratives, in public schools in the region of São Paulo. Thus, the teaching practice with the use of technology is present in the high school teaching, turning the teacher into a mediator of the teaching-learning process. The research methodology focuses on the experience of teachers who use technology as a tool of their practice by narrative research, which authors like Connelly and Claudinin elucidate in their work. Some authors are highlighted during the exploratory and documentary research, as Moran, Lévy, Perrenoud and Tardif, conceptualizing the role of the teacher in Freire and Zabala, mediating their practice with technology, leading to results that provide a suitable result to learning. The investigative research instruments adopted were: semi-structured interviews, informal conversations with teachers, registration of the participants in the forums of the educational portal and pedagogical meetings with the coordinator of the educational portal. The process of the analysis of the narratives of teachers was held by categories such as: organization of content by teachers, use of educational portal and interdisciplinarity. In the narratives of respondents it was noted that the work in the virtual community was based on three fundamental points: production, exchange of information and presentation of results. According to the reports submitted by the respondents, it is possible to conclude that the work developed by the teachers is very rich and contributes to the exchange of experiences among those teachers who differentiate their classes using technology through the education portal. Also noteworthy in the survey, is the choice of tools in the educational portal, made by the teachers. / O trabalho intitulado Narrativas de usos pedagógicos de ferramentas tecnológicas na docência do Ensino Médio tem como objetivo conhecer e mapear as experiências de professores do Ensino Médio que integram em sua prática pedagógica recursos tecnológicos através de suas narrativas, os quais atuam em escolas públicas da região de São Paulo. Sendo assim, a prática pedagógica com o uso de tecnologia se faz presente na docência do professor de ensino médio, transformando-o em agente mediador do processo ensino-aprendizagem. A metodologia da pesquisa se concentra na experiência dos professores que utilizam a tecnologia como ferramenta de sua prática mediante a investigação narrativa, a qual os autores Connely e Claudinin elucidam em sua obra. São ressaltados alguns autores durante a pesquisa exploratória e documental, como: Moran, Lévy, Perrenoud e Tardif, conceituando a atuação do professor em Freire e Zabala, mediando sua prática com a tecnologia, levando a resultados que propiciam um ensino adequado à aprendizagem. Os instrumentos investigativos da pesquisa adotados na pesquisa foram: entrevista semi-estruturada, conversas informais com os professores, registro dos participantes nos fóruns do Portal educacional e reuniões pedagógicas coma a coordenadora do Portal educacional. O processo organizativo da análise das narrativas dos docentes se realizou por categorias tais como: organização do conteúdo pelos professores, uso do Portal educacional e interdisciplinaridade. Nas narrativas dos participantes da pesquisa percebeu-se que o trabalho na comunidade virtual baseou-se em três pontos fundamentais: produção, troca de informações e apresentação de resultados. De acordo com os relatos apresentados pelos entrevistados conclui-se que o trabalho desenvolvido pelos professores é bastante rico e contribui para a troca de experiências entre docentes pesquisadores da rede, que diferenciam suas aulas através do uso de tecnologia por meio do Portal educacional. Destaca-se também como diferencial na pesquisa a escolha, pelos docentes, de algumas ferramentas com o uso do Portal.

This diploma thesis deals with electronic educational portals and their applicability in the area of ICT. The aim is to determine key knowledge and skills of ICT professionals and assign those to courses from educational portals. The work is divided into theoretical and practical part. The theoretical part consists of definitions of issues elaborated in this work. The particular attention is paid to education and e-learning. Practical part seeks to match key professional knowledge and skills with each ICT professions. In this part graduates'depth of knowledge and skills required by employers are also described. The employers' requirements date to years 2006 and 2010. In the end of the thesis educational portals with most extensive supply of ICT courses in the Czech Republic are listed. From the supply of portals are chosen those courses which follow the knowledge from previous chapters. Consequently, these portals are compared.

This work conducted at Centro de Estudos Superiores de Maceió CESMAC and investigated the utilization of teaching suporting techniques tools in the process of distant education. It made use of Portal Educacional to examine their contribuition in the formation process of the lecturer, their use by the professors in the semipresent training modality and also to report their academic application in the institution. The focus of the research was located in every unit of CESMAC: Faculdade de Ciências Juridicas; Faculdade de Ciências Biológicas e da Saúde; Faculdade de Ciências Exatas e Tecnológicas; Faculdade de Educação e Comunicação; Faculdade de Ciências Humanas e Faculdade de Ciências Sociais Aplicadas, in which participants were the professors who, to a greater or lesser extent, made use of the portal in the period of four months, from August to November/2005. The methodology used was base don a case study with a qualitative. The first chapter of the work deals with the necessity and utility of the ICT in the initial formation of the instructor, the is related to the utilization of the ITC in the semipresent university teaching and the third in the utilization of the Educational Portal. / Esta pesquisa investiga a utilização das ferramentas de suporte à docência na educação a distância, a partir das possibilidades oferecidas por portais educacionais para a formação docente e a utilização deste pelos professores do ensino superior na modalidade semipresencial e do relato do uso das ferramentas do Portal Universitário pelos professores do Centro de Estudos Superiores de Maceió. O locus da pesquisa englobou todas as Faculdades do CESMAC: Faculdade de Ciências Jurídicas; Faculdade de Ciências Biológicas e da Saúde; Faculdade de Ciências Exatas e Tecnológicas; Faculdade de Educação e Comunicação; Faculdade de Ciências Humanas e Faculdade de Ciências Sociais Aplicadas. Os envolvidos foram os professores que mais e menos utilizaram o Portal Universitário de agosto a novembro de 2005. A metodologia utilizada foi o estudo de caso com abordagem qualitativa. No estudo são tratadas a necessidade e utilidade das TIC na formação inicial dos professores, o uso das TIC no ensino superior semipresencial e a utilização do Portal Educacional pelos professores do ensino superior .

Vor dem Hintergrund einer zunehmenden Digitalisierung auch des akademischen Bildungssektors stellt sich die Frage nach Möglichkeiten digital gestützter hochschulübergreifender Kooperation in der Lehre. Der Beitrag versucht, Fallbeispiele aus sächsischen Hochschulen in einer den Einzelfall übergreifenden Darstellung in den Blick zu nehmen und zu systematisieren. Grundlage dafür ist das Verbundprojekt „Lehrkooperationen“, welches durch die Initiative „Bildungsportal Sachsen“ noch bis Ende 2018 gefördert wird. Das zugrundeliegende Programm des Arbeitskreis E-Learning der Landesrektoren-konferenz Sachsen hatte die digital gestützte hochschulübergreifende Kooperation in der Lehre, für die es an den sächsischen Hochschulen bisher nur wenige Beispiele gibt, explizit als Förderschwerpunkt benannt.

The thesis inquires into the area of electronic education in the form of educational portals. It aims to carry out a research of educational portals on the Czech market and subsequent analysis of the portals, which offer users the services for the support of education and schooling. The theoretical part of the thesis focuses on defining the terms of formal and non-formal education, describes examples of their usage. Furthermore, it deals with electronic education in the form of e-learning, defines e-learning from different points of view, and describes its historical development, forms and instruments. The work then analyses 17 portals, two of them in detail -- they represent both formal and non-formal education. The analysis offers information about portals' administrators, range of offered services as well as business models, used by the portals.