Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-11-07T16:22:28Z No. of bitstreams: 1 DIS_ROSANE_ALVES_PRETTO_DE_OLIVEIRA_COMPLETO.pdf: 1347580 bytes, checksum: 01bf728d41056270b1d594a332f0d5f0 (MD5) / Made available in DSpace on 2016-11-07T16:22:28Z (GMT). No. of bitstreams: 1 DIS_ROSANE_ALVES_PRETTO_DE_OLIVEIRA_COMPLETO.pdf: 1347580 bytes, checksum: 01bf728d41056270b1d594a332f0d5f0 (MD5) Previous issue date: 2016-05-23 / This dissertation presents the results of a qualitative research that is motivated by the following question: How was the creation of a full-time school in the vision of a group of teachers who participated in the process? The study aimed to tell this story through interviews with the teachers involved. The specific objectives were to identify the steps of this constitution, discover the progress and challenges of this process and recognize its significant value. The issues of full-time education and school, full-time education and the Brazilian education context, the school?s role in the students training and the curricular development for projects are discussed in the theoretical framework. Seven basic education teachers, whose affidavits were analyzed using discursive textual analysis, participated in the study. The analysis revealed three main categories: the school's constitutional movement, the pedagogical dimension of the school, and the network of relationship. These categories represent the lived experiences of the group of teachers during the implementation of this first full-time school in the municipality. The investigation found that it is possible, through joint dialogical and collective efforts, despite some challenges, to overcome the problems related to establishing a full-time school. The findings suggest that it is possible to implement different ways to educate, with innovative proposals that dares in its particularities and specificities, and to seek new ways in the direction of viable possibilities, similar to the approaches taken by the municipal school regarding fulltime education. It was not a pretension to define the experience of this institution and group as an ideal model to follow, but using this as a standpoint, to reconsider the practice and the pedagogical ideas, which do not meet the needs of today's students. This text expresses the ideas of many voices, and it is a story created by many hands. / Esta pesquisa qualitativa, do tipo narrativa, partiu do seguinte problema: como ocorreu a constitui??o de uma escola de educa??o integral na vis?o de um grupo de professoras que participaram do processo? O estudo teve como objetivo geral narrar a hist?ria desta constitui??o na vis?o de um grupo de professoras que participaram do seu desenvolvimento. Os objetivos espec?ficos foram, resgatar as etapas de constitui??o de uma escola de educa??o integral a partir dos depoimentos dos sujeitos participantes; identificar os avan?os e dificuldades nesse processo de constitui??o; conhecer os aspectos significativos nessa constitui??o. No referencial te?rico, foram abordados os seguintes temas: educa??o integral e escola; educa??o integral e o cen?rio da educa??o brasileira; o papel da escola na forma??o dos estudantes; o curr?culo por projetos. Fizeram parte do estudo sete professoras da educa??o b?sica que se envolveram no movimento de constitui??o da escola, e os dados foram coletados por meio de depoimentos escritos e analisados a partir da An?lise Textual Discursiva. Da an?lise, emergiram tr?s grandes categorias: o movimento de constitui??o da escola; a dimens?o pedag?gica da escola; a rede de rela??es. As categorias, que apresentam a experi?ncia vivenciada pelo grupo de professoras na implementa??o da primeira escola de educa??o integral do munic?pio, dividiram-se em subcategorias. A investiga??o evidenciou que, apesar das dificuldades, foi poss?vel, por meio de um trabalho conjunto, dial?gico e coletivo, vencer o desafio da constitui??o de uma escola integral. Conclui-se que ? poss?vel implementar outras formas de fazer educa??o, com propostas inovadoras, que ousem nas suas diferen?as e especificidades, ou seja, que busquem novos caminhos na dire??o de possibilidades vi?veis como a da escola municipal de educa??o integral. N?o foi pretens?o definir a experi?ncia dessa institui??o e desse grupo como modelo ideal a ser seguido, mas, a partir dela, provocar o repensar da pr?tica, das ideias pedag?gicas, que n?o atendem ?s necessidades dos educandos na atualidade. Este texto expressa o resultado de muitas vozes, uma hist?ria constru?da a muitas m?os.

Made available in DSpace on 2015-04-14T14:23:51Z (GMT). No. of bitstreams: 1 466426.pdf: 899352 bytes, checksum: 01e3ad465c1cd55c5a3517951cd26dba (MD5) Previous issue date: 2014-12-15 / This study isaimed at learning more about the meanings of teaching to Primary Education teachers in public schools, from the perspective of Education for All. This is a qualitative study with a descriptive nature, which uses semistructured interviews as an instrument for collecting information for later analysis of the content. The universality of eduction requires quality practices that simultaneously provide access to schooling for all and any children, while ensuring their permanence. An inclusive proposal follows this line, especially so when considering that it arises as recognition of exclusion and selectivity in traditional schooling. However, much desired education inclusion has been facing serious problems. There is still a huge gap between so-called inclusive educational policies and the reality experienced in educational practices encountered at schools. Previously, inclusion actions were aimed more at explaining and objectifying educational legislation and policies, with few making the effort to understand the subjective meanings that teachers education professionals and responsible for implementing the proposal have been attributing to it. In view of the teachers' "resistance" towards the proposal. The aim is to investigate the meaning of teaching to Primary Education teachers in public schools, in terms of the educational inclusion process. The procedures employed in the study shift from the empirical to interpretative, from speech to meaning, seeking to understand the specific needs of each teacher, expressed by them in some manner. Among the authors that form a base for this paper are students of historical-social theory like Vygotsky and followers, with an emphasis on Fernando Gonz?lez Rey.. The target public includes four Primary Education coordinator teachers, with two having only a few years of experience and the other two with more than fifteen years of experience coordinating primary education classes. The analysis of data shows us that the aforementioned "resistance" towards the inclusive proposal originates from beliefs and values that permeate their life experiences, which makes it necessary to create space for autonomy, discussion, critical reflection, and the creation of projects that arise from joint effort and promote writing. Spaces that foster significant content for teachers in their current contexts of life, so they can identify their desires, aspirations, beliefs and thereby resignify them, generating new meanings and leading them to contribute in a manner they judge more effective for quality education in which all children feel welcome. / Este estudo objetivou apreender os sentidos da doc?ncia, para os professores dos Anos Iniciais do Ensino fundamental da escola p?blica, na perspectiva de uma Educa??o para Todos. Trata-se de uma pesquisa de abordagem qualitativa, de car?ter descritivo, que utiliza a entrevista semiestruturada como instrumento de coleta de dados para posterior An?lise de Conte?do. A universalidade do ensino requer pr?ticas de qualidade que garantam, simultaneamente, o acesso de toda e qualquer crian?a ? escola, bem como sua perman?ncia nela. A proposta inclusiva segue nesse caminho, principalmente se for considerado que ela surge como reconhecimento da exclud?ncia e seletividade da escola tradicional. At? ent?o, as a??es de implementa??o pouco t?m se voltado a compreender os sentidos subjetivos que os professores profissionais da educa??o, respons?veis por efetivar a proposta inclusiva, v?m atribuindo a ela. Tendo em vista a resist?ncia do professor ? proposta, procurou-se investigar os sentidos da doc?ncia, para os professores dos Anos Iniciais do Ensino Fundamental da escola p?blica, diante do processo de inclus?o educacional. Este trabalho ampara-se na categoria de sentido apresentada por Vygostky e nos trabalhos de Gonz?lez Rey que d? ?nfase ao car?ter cultural da psique. A investiga??o se d? em uma escola p?blica, de Educa??o B?sica, da rede estadual da cidade de Porto Alegre, no Rio Grande do Sul. O recorte temporal abrange o primeiro semestre de 2014. O p?blico-alvo s?o quatro professoras regentes de turma dos Anos Iniciais do Ensino Fundamental. A an?lise dos dados revelou que a mencionada resist?ncia ? proposta inclusiva pode estar ligada a naturaliza??o dos fen?menos socialmente constru?dos e s? ser? modificada pela a??o cr?tica e diferenciada dos sujeitos que vivem essa realidade. Para que isso aconte?a ? necess?rio criar espa?os de autonomia, discuss?o, reflex?o cr?tica, cria??o de projetos que partam do trabalho conjunto e que promovam a autoria.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-08-18T12:20:45Z No. of bitstreams: 1 DemervalGuilarducciBruzziTese2017.pdf: 6021140 bytes, checksum: 18af057c63307e6478ce9d1ad0b52199 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-08-18T12:20:57Z (GMT) No. of bitstreams: 1 DemervalGuilarducciBruzziTese2017.pdf: 6021140 bytes, checksum: 18af057c63307e6478ce9d1ad0b52199 (MD5) / Made available in DSpace on 2017-08-18T12:20:57Z (GMT). No. of bitstreams: 1 DemervalGuilarducciBruzziTese2017.pdf: 6021140 bytes, checksum: 18af057c63307e6478ce9d1ad0b52199 (MD5) Previous issue date: 2017-06-27 / It is a research project about the results of the Integrated Student Project, one of the initiatives of the Secretariat of Distance Education, Ministry of Education, developed from 2009 to 2012, with the goal of supply the need for training and technical update of students of the final years of elementary school, ninth grade and high school, of the Brazilian public education system, qualifying them to use information and communication technologies. With this thesis, it was intended to verify the influence of the project, i.e., the technology-aided training, in virtual learning environments, as a motivational agent in the life perspective of students, in special, in the regain of selfesteem, in the incentive to permanence in school, and possible inclusion in the job market. For this purpose, it was opted, as methodological procedures, the literature review and documentary analysis, the semi structured interviews, application of questionnaires and the life stories technique and later analysis of the content of different subject???s discourses and respective stories. The analysis categories emerged from the literature review and, especially, from the Subjectivity Theory and Complexity Theory. Among the authors that supported the grounds of this thesis, stand out Edgar Morin, with his Complex Thinking, Maria C??ndida Moraes, in the preparation of reference documents to the implementation of the National Policy of Educational Informatics in Brazil, in addition to Fernando Gonzalez Rey, with his Subjectivity Theory, based in the complex view about reality, with the intent of analyze, not just the participating students??? self-esteem, but, primarily, the path taken after the course completion. The research results reaffirm the importance of the study in the formation of individuals, not just as motivational agent, but mainly by offering to these, new possibilities of personal development and growth, as well as, certainly, pointing out the technology as a facilitator agent of this process. / Trata-se de um projeto de pesquisa sobre os resultados do Projeto Aluno Integrado, uma das iniciativas da Secretaria de Educa????o a Dist??ncia, do Minist??rio da Educa????o, desenvolvida no per??odo de 2009 at?? 2012, e que teve por objetivo suprir a necessidade de forma????o e atualiza????o t??cnica de alunos dos anos finais do ensino fundamental, nono ano, e ensino m??dio, oriundos das redes de educa????o p??blica brasileira, qualificando-os para o uso das tecnologias da informa????o e comunica????o. Com esta tese, pretendeu-se verificar a influ??ncia do projeto, ou melhor, da forma????o mediada pela tecnologia, em ambientes virtuais de aprendizagem, ter sido um agente motivador, na perspectiva de vida dos alunos, em especial, no resgate de sua autoestima, no incentivo ?? sua perman??ncia na escola e poss??vel inser????o no mercado de trabalho. Para tanto, optou-se, como procedimentos metodol??gicos, a revis??o de literatura e an??lise documental, as entrevistas semiestruturadas, a aplica????o de question??rios e a t??cnica de hist??rias de vida e posterior an??lises de conte??dos dos diferentes discursos dos sujeitos e respectivas hist??rias. As categorias de an??lise emergiram da revis??o de literatura e, em especial, da Teoria da Subjetividade e da Teoria da Complexidade. Dentre os autores que embasaram os fundamentos desta tese, destacam-se Edgar Morin, com seu Pensamento Complexo, Maria C??ndida Moraes, na elabora????o dos documentos referenciais para a implementa????o da Pol??tica Nacional de Inform??tica Educativa no Brasil, al??m de Fernando Gonzalez Rey, com sua teoria da Subjetividade, pautada no olhar complexo sobre a realidade, com intuito de analisar, n??o s?? a quest??o da autoestima dos alunos participantes, mas, principalmente, o caminho percorrido ap??s a realiza????o do curso. Os resultados obtidos pela pesquisa ressaltaram a import??ncia do estudo na forma????o do sujeito, n??o s?? como agente motivador, mas principalmente por oferecer a este, novas possibilidades de desenvolvimento e crescimento pessoal, al??m ?? claro que apontar a tecnologia como agente facilitador deste processo.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-08T20:34:52Z No. of bitstreams: 1 MarthaPaivaScarduaTese2016.pdf: 4904701 bytes, checksum: 720966fcaf65c7c029c11d3c7f6bef14 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-08T20:35:18Z (GMT) No. of bitstreams: 1 MarthaPaivaScarduaTese2016.pdf: 4904701 bytes, checksum: 720966fcaf65c7c029c11d3c7f6bef14 (MD5) / Made available in DSpace on 2017-05-08T20:35:18Z (GMT). No. of bitstreams: 1 MarthaPaivaScarduaTese2016.pdf: 4904701 bytes, checksum: 720966fcaf65c7c029c11d3c7f6bef14 (MD5) Previous issue date: 2016-08-30 / Since 2013, a social, political and economic crisis that unveils a brutal esthetics of ways of being and acting has been consolidated in Brazil. The pressures for neoliberal and conservative policies that set aside democracy in the country are being manifested in Education, putting the struggle for rights that have already been guaranteed back on the agenda. In addition to the struggle against privatization, one can add the fight against the managerialism of schools and learning, the scaling down of teaching to elementary contents, the fight for the permanence of dialogic processes in the educational act, the freedom of expression and the teaching of life???s curriculum. By understanding the school???s role to provide the tools for the ethical and critical confrontation of problems, this research sought to identify and explore the concepts and principles of a liberating education in practices carried out in the Federal District???s network of public schools, and to point to possible alternative paths. Guided by the dialogic, liberating education (Freire), ethics of liberation (Dussel) and analectic methods, we carried out, initially, a theoretical bibliographic research in a good enough school (GES), with contributions from Winnicott, Arendt, Biesta, Mignolo and Smith. The multiple case studies investigated 33 pedagogical practices of teachers, guidance counselors, pedagogic coordinators, school managers, students and a psychologist. The semi-structured interviews and rounds of conversation that were carried out enabled us to have a more profound understanding of liberating acts of Education, as well as to have the criticism and contribution of participants in the theoretical construct of the research. The final data analysis was guided by the Theory Based on Data and revealed that the investigated practices are guided by ethical, democratic, pedagogic and methodological principles that dialogue with pedagogic, democratic, critical and liberating trends. It also demonstrated that the differential in the participants??? practices is expressed through loveliness and the capacity to believe in, be with and do with. At the end, the study presented a synthesized concept of liberating education that aggregated the participants??? discourses and contributed with a redefinition of the concept of liberating education in a GES, which questions the function of the school in the face of local, national and global problems. The study indicated that schools must find a balance between the educational dimensions of qualification (know-how), democratization (know-how to coexist), humanization (know-how to be) and transcendentalism (know-how to care), and to promote potential spaces of appearance that involve listening, accepting and caring for the students, and the exercise of global citizenship at school. The problematizations here presented point to the transformation of the school in a space for the production and dissemination of culture and knowledge, which can promote the decolonization and liberation from careless ways of being and acting in the world, and a relationship with reality and the Other, based on believing in, being with and doing with. / Consolida-se no Brasil, desde 2013, crise social, pol??tica e econ??mica que tem desvelado formas de pensar e agir de bruta est??tica. As press??es por pol??ticas neoliberais e conservadoras que colocam em xeque a democracia no pa??s se manifestam na Educa????o, recolocando em pauta a luta pela perman??ncia de direitos j?? conquistados. Soma-se ?? luta contra a privatiza????o, o gerencialismo da escola e da aprendizagem, e a redu????o do ensino a conte??dos b??sicos, a luta pela perman??ncia do processo dial??gico no ato educativo, a liberdade de express??o e o ensino do curr??culo da vida. Compreendendo o papel da escola de oferecer ferramentas para o enfrentamento ??ticocr??tico de problemas, essa pesquisa buscou identificar e explorar princ??pios e conceitos de educa????o libertadora em pr??ticas desenvolvidas nas escolas p??blicas do Distrito Federal, e apontar caminhos. Guiado pelo m??todo dial??gico da educa????o libertadora (Freire) e anal??tico da ??tica da liberta????o (Dussel), consistiu, inicialmente, na realiza????o de pesquisa te??rico-bibliogr??fica que culminou no constructo te??rico de uma educa????o libertadora em uma escola suficientemente boa (ESB), com contribui????es de Winnicott, Arendt, Biesta, Mignolo e Smith. O estudo de casos m??ltiplos investigou 33 pr??ticas pedag??gicas de professores/as, orientadores/as educacionais, coordenadores/as pedag??gicos, gestores/as escolares, alunos/as, e psic??loga. As entrevistas semiestruturadas e rodas de conversa conduzidas permitiram a cr??tica e a contribui????o dos/as participantes ao constructo te??rico da pesquisa. A an??lise final de dados se orientou pela Teoria Fundamentada em Dados e revelou que as pr??ticas investigadas s??o orientadas por princ??pios ??ticos, democr??ticos, pedag??gicos e metodol??gicos que dialogam com matizes pedag??gicos democr??ticos, cr??ticos e libertadores. Mostrou, ainda, que o diferencial nas pr??ticas dos/as participantes se expressa pela amorosidade, capacidade de acreditar em e fazer com. Ao, final, o estudo apresentou um conceitos??ntese de educa????o libertadora que agregou o discurso dos/as participantes, e contribuiu com a redefini????o do conceito de educa????o libertadora em uma ESB, que problematiza a fun????o da escola, frente aos problemas locais, nacionais e globais. O estudo apontou que a escola deve equilibrar as dimens??es educacionais de qualifica????o (saber fazer), democratiza????o (saber conviver), humaniza????o (saber ser) e transcendentalismo (saber cuidar) e promover espa??os potenciais de apar??ncia, que envolvam a escuta, o acolhimento e o cuidado com os/as alunos/as, e o exerc??cio da cidadania global na escola. Sinalizou, ainda, contribui????es para a escola p??blica, em especial, do Distrito Federal, relacionando situa????es-problema a in??ditos vi??veis. As problematiza????es apresentadas apontam para a transforma????o da escola em um espa??o de produ????o e dissemina????o de cultura e conhecimento, que permita a descoloniza????o e liberta????o das formas descuidadas de ser, estar e agir no mundo, e uma postura baseada na amorosidade (ser com), na capacidade de acreditar em, e no fazer com.

Made available in DSpace on 2015-04-14T14:23:21Z (GMT). No. of bitstreams: 1 437483.pdf: 7970853 bytes, checksum: f6440a90c7117b9de7f525e906f11a25 (MD5) Previous issue date: 2012-01-11 / The presente research sought to comprehend what is the possibilities of the pedagogics proposals in Behavioral Education provides the awareness behavioral conscious of the educating. Among the teorics references that supported this research are Paulo Freire, Enrique Leff and Carlos Frederico Bernardo Loureiro. Through of the methodology of action-research, was constituted a research group with educators in a public school from metropolitan region of Porto Alegre. This group met, periodically, in 2011, in order to analyze and comprehending the attempts of previous jobs about behavioral education in this school, building new actions that can contribute with the awareness of the subjects involved. The daily research, collectives and individuals, were used like instruments of the data collection, where the educators assumed like researchers and registered the reactions and the changes identified in their educatings and the impossibilities arisen during the process. The datas were analized by methodology of Discursive Textual Analysis and unveiling the possibilities and the boundaries of the proposals developed. The boundaries show them according to the difficulties related with the school management, among them, the support less to development of the project and difficulties related with school management of the education, among them, the low time for the collective planning in the school. On the other hand, the constitution of the group and the planning developed unveiling possibilities of the pedagogical proposals contribute for the development of the awareness behavioral conscious of the educating and of the own educators. / A presente pesquisa procurou compreender quais as possibilidades de propostas pedag?gicas em Educa??o Ambiental proporcionarem a tomada de consci?ncia ambiental dos educandos. Entre os referenciais te?ricos que embasaram essa pesquisa est?o Paulo Freire, Enrique Leff e Carlos Frederico Bernardo Loureiro. Atrav?s da metodologia de pesquisa-a??o, foi constitu?do um grupo de pesquisa com educadores em uma escola p?blica da regi?o metropolitana de Porto Alegre. Esse grupo reuniu-se, periodicamente, no ano de 2011, para analisar e compreender as tentativas de trabalho anteriores sobre educa??o ambiental nessa escola, construindo novas a??es que pudessem contribuir com a tomada de consci?ncia dos sujeitos envolvidos. Os di?rios de pesquisa, coletivo e individuais, foram utilizados como instrumento de coleta de dados, em que os educadores assumiram-se como pesquisadores e registraram as rea??es e as mudan?as identificadas em seus educandos e as impossibilidades surgidas ao longo do processo. Os dados foram analisados pela metodologia da An?lise Textual Discursiva e desvelam as possibilidades e os limites das propostas desenvolvidas. Os limites se apresentaram em fun??o das dificuldades relacionadas ? gest?o escolar, entre elas, a falta de apoio ao desenvolvimento do projeto, e das dificuldades relacionadas ? gest?o educacional de ensino, entre elas, a carga hor?ria n?o suficiente para o planejamento coletivo na escola. Por outro lado, a constitui??o do grupo e o planejamento desenvolvido desvelaram possibilidades de as propostas pedag?gicas contribu?rem para o desenvolvimento da consci?ncia ambiental dos educandos e das pr?prias educadoras.

Made available in DSpace on 2015-04-14T14:23:39Z (GMT). No. of bitstreams: 1 453432.pdf: 3956099 bytes, checksum: 463432a8bd8a401c009086230dbe6a61 (MD5) Previous issue date: 2013-12-19 / This work is process and product of my doctoral research at the Graduate Program in Education at the Pontifical Catholic University of Rio Grande do Sul (PUCRS). The research lies in the field of EducationManagement and Policystudies.Its subject is the reconfiguration of the management of education through relationship of the educational Projectsat state level and the experience of the Second Regional Coordination of Education (2nd CRE) with regard to the public high schools located in S?o Leopoldo, RS, from 2007 to 2012. In this perspective, this workincluded issues of managerialism to the naturalization of the Democratic Governance discourse under the concept of Democratic Management. One appealed to the analysis of the Government Proposals with respect to the education occurred in the management of Yeda Rorato Crusius (2007-2010) and in the first biennium of the management of Tarso Fernando Herz Genro (2011-2012) management, aiming to identify in these policies its implications, tensions and contradictions for management mechanisms.One analyzed specifically the Rio Grande Lessons Program and the proposal of curriculum restructuringfor Secondary Education. Thus, the thesis that guided the research focuseson the possibility of joint management policies to leverage an adaptation of the Democratic Management mechanisms corroborating to the construction of a new management concept, the Democratic Governance. It is a qualitative research, which used as data collection strategy semi-structured interviews and documents. For data analysis, it was used statistical analysis and the Collective Subject Discourse. This research points out that it is occurring reconfiguring of the education management concept in Rio Grande do Sul.We are experiencing an adaptation of the mechanisms of the Democratic Managementfor the implantation of the Democratic Governance, toward to the product or to the Market that rather than aim the collaboration and improving social quality of the public school, it consolidates strategies that encourage competition among these schools causing the amplification of the differences. This fact allows demystify the used strategies in both managements of being a policy that brought a democratic perspective. The Democratic Management and Governanceconcepts of still seek to get steady being in constant metamorphosis in a way that its terminology merges itself at different moments. However, this movement provides significant advances in fostering contradictory feelings on the subjects, so that they make / Este trabalho ? processo e produto da minha pesquisa de doutorado no Programa de P?s-Gradua??o em Educa??o da Pontif?cia Universidade Cat?lica do Rio Grande do Sul - PUCRS. A pesquisa situa-se no campo de estudos de Gest?o e Pol?tica da Educa??o. Tendo como tem?tica a reconfigura??o da gest?o da educa??o atrav?s da rela??o dos projetos educacionais em n?vel estadual e a viv?ncia da Segunda Coordenadoria Regional de Educa??o (2? CRE), no tocante ?s escolas p?blicas estaduais de Ensino M?dio localizadas no munic?pio de S?o Leopoldo/RS, no per?odo de 2007 a 2012. Nessa perspectiva, este trabalho abarcou quest?es do gerencialismo ? naturaliza??o do discurso da Governan?a Democr?tica sob o conceito de Gest?o Democr?tica. Recorreu-se ? an?lise das Propostas de Governo no tocante ? educa??o ocorridas na gest?o Yeda Rorato Crusius (2007-2010) e no primeiro bi?nio da gest?o Tarso Fernando Herz Genro (2011-2012), visando identificar nestas pol?ticas as suas implica??es, tens?es e contradi??es para os mecanismos de gest?o. Foram analisados, especificamente, o programa Li??es do Rio Grande e a proposta de Reestrutura??o Curricular para o Ensino M?dio. Dessa forma, a tese que orientou a pesquisa est? centrada na possibilidade da articula??o das pol?ticas de gest?o alavancar uma adequa??o dos mecanismos da Gest?o Democr?tica; corroborando para a constru??o de um novo conceito de gest?o, a Governan?a Democr?tica. Configura-se como uma pesquisa qualitativa, que utilizou como estrat?gias de coleta de dados entrevistas semiestruturadas e documentos. Para a an?lise dos dados, tratamento estat?stico e o Discurso do Sujeito Coletivo. Essa pesquisa aponta que vem ocorrendo a reconfigura??o do conceito de gest?o da educa??o no Rio Grande do Sul. Estamos vivenciando uma adequa??o dos mecanismos da Gest?o Democr?tica para implanta??o da Governan?a Democr?tica, voltada para o produto ou para o mercado, a qual ao inv?s de objetivar a colabora??o e a melhoria da qualidade social da escola p?blica, consolida estrat?gias que incentivam a competi??o entre estas escolas, fazendo com que cada vez mais as diferen?as sejam ampliadas. Fato este que permite desmistificar as estrat?gias utilizadas tanto em uma gest?o quanto na outra gest?o de ser uma pol?tica portadora de uma perspectiva democr?tica. Os conceitos de Gest?o Democr?tica e de Governan?a ainda buscam se firmarem, estando em constante metamorfose, de tal forma que sua terminologia se confunde em diferentes momentos. Mas este movimento tem propiciando significativos avan?os ao fomentar sentimentos contradit?rios nos sujeitos, de modo a se fazerem resilientes frente a estas pol?ticas educacionais voltadas para o mercado.

Submitted by Kelson (kelson@ucb.br) on 2016-08-04T13:18:28Z No. of bitstreams: 1 LeandroBatistadaSilvaTese2016.pdf: 1686960 bytes, checksum: 475168ddc48aab8dc280d2e48e388cd1 (MD5) / Made available in DSpace on 2016-08-04T13:18:28Z (GMT). No. of bitstreams: 1 LeandroBatistadaSilvaTese2016.pdf: 1686960 bytes, checksum: 475168ddc48aab8dc280d2e48e388cd1 (MD5) Previous issue date: 2016-03-14 / The school, as transmitting institution of all the accumulated cultural legacy of centuries by many societies, is a living organism, made up of people historically and culturally determined. For these reasons, it would be extremely impoverished want to research a complex plot that is built inside our schools only from the cold letter numbers or rates. During the process of learning, teacher and student develop relationship exchanges, deeply influenced by issues of affectivity. The affectivity, not rarely, is understood, in the educational context, in a contradictory way. Sometimes, it is believed to be only emotions (plastic expressions), or just feelings (psychologized representation); It is not observed that emotion and feeling are, together with the passions, the foundations of affectivity, and they should not be considered the affectivity itself. In addition to that, it is very common that the school is not able to recognize the role of affectivity in the construction of knowledge, reorganization of the cognitive aspect; for this reason, occasionally, affectivity and cognition are placed in opposite poles, and it not recognized that the first one is an important factor of influence on the capabilities (or on difficulties) of students in their learning pathways. This study surveyed the place of affectivity in the practices of teachers in successful public school in large-scale assessments (SAEB and ENEM). The study included six teachers, three public schools in the Federal District, two state schools and a federal school, which showed satisfactory rates in the ENEM and SAEB, according to which recommends the Federal Government. Interviews were conducted with these teachers, direct observation of their lessons - for half a year - and after that, a triangulation of data collection instruments was held from conducting focus groups with students of cooperating teachers. The research is based on theoretical assumptions of Henri Wallon. After analysis and discussion of the data, it was constituted the following meaning and units of meaning: "The teacher's view of the surveyed school and on large-scale assessments," "Conceptions of affectivity ", " affectivity, interaction and teaching practice ","Affectivity, learning and performance in large-scale assessments." From this analysis, it was seized, in teachers??? speech, their notion of affectivity and their effects on the teaching-learning process. It was also observed how the affectivity appears in the practices of cooperating teachers and ends up influencing the results obtained by students in external evaluations. Moreover, it was possible in all cores, fulfill the comparison of speech of the teachers with what was observed in their classes, and after that, contrast those opinions with the students??? points of view. The results show that teachers have a contradictory vision of affection, sometimes associating it to emotion, sometimes to the feeling (although not realize this duality). They do not realize, in their reports, that emotions and feelings, taken alone, do not express all possible range of affectivity. Also, it is noticeable in the accounts of the teachers, the belief that affectivity interfere in the results obtained in large-scale assessments; similarly, it appears in the speech of students, although teachers can not present, clearly, the situations in which this would occur. It also draws a lot of attention to the issue of the teachers perceive that the rates of large-scale assessments are just another indicator of the education course in their schools because they are aware that the concern with these rates should notexceed the commitment and attention to one teaching truly transformative and able to bring about change in the students??? lives / A escola, como institui????o transmissora de todo o legado cultural acumulado em s??culos pelas diversas sociedades, ?? um organismo vivo, formado por pessoas historicamente e culturalmente determinadas. Por tais raz??es, seria extremamente empobrecedor querer pesquisar a complexa trama que se constr??i no interior de nossas escolas apenas a partir da letra fria de n??meros ou de ??ndices. Durante o processo de aprendizagem, professor e aluno desenvolvem trocas relacionais, profundamente influenciadas pelas quest??es da afetividade. A afetividade, n??o raro, ?? compreendida, no contexto educacional, de forma contradit??ria. Por vezes, acredita-se que seja somente emo????es (express??es pl??sticas), ou somente sentimentos (representa????o psicologizada); n??o se percebe que emo????o e sentimento s??o, em conjunto com as paix??es, as bases da afetividade, n??o podendo ser, sozinhas, afetividade em si. Tamb??m ?? muito comum que a escola n??o consiga reconhecer o papel da afetividade na constru????o do conhecimento, na reorganiza????o do aspecto cognitivo; por conta disso, por vezes, afetividade e cogni????o s??o colocadas em polos opostos, n??o se reconhecendo a primeira como importante fator de influ??ncia nas potencialidades (ou nas dificuldades) dos alunos em seus percursos de aprendizagem. Este estudo pesquisou o lugar da afetividade nas pr??ticas de professores de escolas p??blicas bem-sucedidas em avalia????es de larga escala (SAEB e ENEM). Participaram do estudo seis professoras, de tr??s escolas p??blicas do Distrito Federal, duas escolas estaduais e uma escola federal, que apresentaram ??ndices satisfat??rios no ENEM e no SAEB, de acordo com o que preconiza o Governo Federal. Foram realizadas entrevistas com essas professoras, observa????o direta de suas aulas ??? durante um semestre ??? e, ap??s isso, foi realizada uma triangula????o dos instrumentos de coleta de dados, a partir da realiza????o de grupos focais com os alunos das professoras colaboradoras. A base te??rica s??o os pressupostos de Henri Wallon. Ap??s a an??lise e discuss??o dos dados, constitu??ram-se os seguintes n??cleos de significa????o e sentido: "O olhar do docente sobre a escola pesquisada e sobre as avalia????es de larga escala", "Concep????es de afetividade", "Afetividade, intera????o e pr??tica docente", "Afetividade, aprendizagem e desempenho em avalia????es de larga escala". A partir dessa an??lise, apreenderam-se, no discurso docente, suas concep????es acerca da afetividade e de seus efeitos no processo ensino-aprendizagem. Foi poss??vel verificar, tamb??m, de que modo a afetividade comparece nas pr??ticas das professoras colaboradoras e termina por influenciar nos resultados obtidos pelos alunos nas avalia????es externas. Al??m disso, foi poss??vel, em todos os n??cleos, realizar a compara????o da fala das professoras com o que era observado em suas aulas, bem como contrastar essas opini??es com o ponto de vista dos educandos. As conclus??es do estudo apontam que as professoras t??m uma vis??o contradit??ria sobre a afetividade, associando-a ora ?? emo????o, ora ao sentimento (ainda que n??o percebam essa dualidade). Elas n??o se d??o conta, em seus relatos, de que emo????es e sentimentos, tomados isoladamente, n??o expressam toda a gama poss??vel da afetividade. ?? percept??vel, tamb??m, nos relatos das professoras, a cren??a de que a afetividade interfere nos resultados obtidos nas avalia????es em larga escala; isso tamb??m comparece no discurso dos alunos. Tamb??m chama bastante aten????o a quest??o de as professoras perceberem que os ??ndices das avalia????es de larga escala s??o apenas mais um indicador dos rumos da educa????o em suas escolas, pois t??m consci??ncia de que a preocupa????ocom esses ??ndices n??o deve superar o empenho e a aten????o a um trabalho docente verdadeiramente transformador e capaz de operar mudan??as na vida dos discentes

Made available in DSpace on 2015-04-14T13:20:24Z (GMT). No. of bitstreams: 1 437327.pdf: 1535165 bytes, checksum: dc581f2ebccf783b045058d7bb21fd57 (MD5) Previous issue date: 2012-01-11 / Explorative study, a qualitative approach, guided by the Critical Dialectic Method. General Objective: To identify the limits and possibilities of realization of the Educational Policy from the relationship established with adolescents and their families within the public school. The relationship with the public school adolescents and their families is crossed by the present social relations in society itself. Relations have suffered and suffer significant changes over time. Today's families are no longer the same as before, the characteristics of today's teenagers and their behavioral attitudes are a result of these many changes in society and family. We live in a reality of intense transformation, the super-exploitation of the new, faster access to information, a world of disposability in line with global changes. In this fast-time teens are caught in their different cultures, but in its impact, since the news is always attentive and willing to try, its features are bold, and challenging. The school needs to be aware of this, knowing the characteristics that shape young people, their realities of life, as to what happens outside its walls. The family of today can not alone keep up with the daily lives of their teens, so needs the support of the school need to be united. In turn, the school is embracing the responsibility of education and also care, but needs monitoring and enforcement of what is recommended on educational policy, needs more investment, expansion of physical and financial resources. To receive in full their students and their families, it is necessary that educational policy and school adopt interdisciplinary and intersectoral actions, as a sole practitioner and a single policy does not take the whole of life of adolescents and their families today. It is necessary to enter the professional and social policy in education and in school, professional able to get the connections between other sectors and social policies to benefit the school community, for a quality public education. / Estudo do tipo explorat?rio, abordagem qualitativa, orientado pelo M?todo Dial?tico Critico. Objetivo geral: Identificar limites e possibilidades de efetiva??o da Pol?tica Educacional a partir da rela??o estabelecida com os adolescentes e suas fam?lias no espa?o da escola p?blica. A rela??o da escola p?blica com o adolescente e sua fam?lia est? atravessada pelas rela??es sociais presentes na pr?pria sociedade. Rela??es que sofreram e sofrem mudan?as significativas ao longo dos tempos. As fam?lias de hoje j? n?o s?o as mesmas de antigamente, as caracter?sticas dos adolescentes de hoje, bem como suas atitudes comportamentais, s?o resultado dessas tantas transforma??es da sociedade e da fam?lia. Vive-se uma realidade de intensa transforma??o, da super valoriza??o do novo, do acesso veloz de informa??es, um mundo da descartabilidade de acordo com as mudan?as globais. Nisso em r?pido espa?o de tempo os adolescentes s?o apanhados por culturas diferentes das suas, mas que impactam na sua, j? que est?o sempre atentos as novidades e dispostos a experimentar, suas caracter?sticas s?o de ousadia, de desafio. A escola precisa estar atenta a isso, conhecer as caracteristicas que moldam os adolescentes, suas realidades de vida, assim como ao que acontece do lado de fora de seus muros. A fam?lia de hoje j? n?o consegue sozinha acompanhar a vida cotidiana de seus adolescentes, dessa forma necessita do apoio da escola, precisam estar unidas. Por sua vez, a escola vem abarcando a responsabilidade da educa??o e tamb?m do cuidado, mas precisa de vigil?ncia e efetiva??o do que est? preconizado na pol?tica educacional, precisa de mais investimentos, amplia??o de recursos f?sicos e financeiros. Para acolher de forma integral seus alunos e suas fam?lias, se faz necess?rio que a pol?tica educacional e a escola adotem a??es interdisciplinares e intersetoriais, j? que um ?nico profissional e uma ?nica pol?tica n?o acolhe a integralidade de vida dos adolescentes e suas fam?lias na atualidade. Se faz necess?rio a inser??o de profissionais como o assistente social na pol?tica de educa??o e na escola, profissional capaz de buscar essa articula??o entre os demais setores e pol?ticas sociais em beneficio da comunidade escolar, por uma educa??o p?blica de qualidade.

Made available in DSpace on 2014-12-17T15:07:19Z (GMT). No. of bitstreams: 1 IvoneRDM_TESE.pdf: 2533114 bytes, checksum: 7b64bf352a266cac4b9fe1078a7b3383 (MD5) Previous issue date: 2013-12-19 / The school is the social place which should provide the formation of critical readers. In this context, the role of the teacher is crucial when it comes to teaching reading. Thus, this doctoral research aims to explicit the reading practices evidenced from social voices of teachers and Fundamental School students from state public schools at RN that have successful results, according to IDEB 2009. Moreover, we seek to explicit, through the positions of teachers, the conceptions of reading underlying their reading activities, as well as elucidate the social voices related to teaching of reading that are present in the National Curriculum Guide for 9 years Fundamental School and in the Political-Pedagogical Projects of the educational institutions investigated. In order to accomplish this goal, we carried out observations in the classroom, applied questionnaires with teachers and students in the 9th grade of Fundamental School, in classes of Portuguese Language, and also performed dialogical meetings with the management and pedagogics schools teams. The theoretical foundation that guides the research comes from bakhtinian thinking (2009, 2010), which addresses the dialogical perspective of language and active responsive comprehension. Furthermore, this work is anchored in theoretical reflections of Antunes (2005, 2009) and Geraldi (2003, 2006, 2010) about the reading and writing in the country, which contribute to the resizing of the teaching and learning process of Portuguese Language. This study belongs to the field of Applied Linguistics, which investigates language as social practice in the context of learning mother language or in contexts where relevant questions about the use of language are evidenced. The parameters of qualitative research in a social-historic perspective are adopted seeking to understand the school context by the subjects involved in research. The research corpus is composed of: (i) information constructed through the use of questionnaires with teachers and students; (ii) information constructed from the observed lesson and dialogue with management and pedagogical teams; (iii) a set of selected information, i.e., empiricism built through documentary analysis of the National Curriculum Guide for 9 years Fundamental School (CONSELHO NACIONAL DE EDUCA??O, 2010) and the Political- Pedagogical Projects of the investigated schools. The analysis of the sayings of teachers and students suggest reading practices from various texts, in particular, from the literary sphere, in activities involving discussions, reading and reading comprehension exercises, interviews, songs, seminars organizations, concerts, dramatizations, literary weeks, among other practices. Furthermore, these analyses reveal that teach Portuguese Language requires commitment, responsibility and satisfaction, as well as more grounded theoretical principles, which make teaching practice more efficient. The research also reveals that the success of the teaching-learning process occurs by virtue of the involvement of school s segments in the educational process, creating therefore a network of responsibilities. In this sense, this research may contribute to the production of knowledge that can guide and enrich the teaching and learning of reading, envisioning a pedagogical practice constructed from the relationship with the other, i.e., from the dialogism which provides formation of young people that exercise their citizenship / A escola ? o lugar social o qual deve propiciar a forma??o de leitores cr?ticos. Nesse contexto, o papel do professor ? fundamental no que se refere ao ensino de leitura. Assim sendo, esta pesquisa de doutorado visa explicitar as pr?ticas de leitura a partir das vozes sociais de professores e de estudantes do Ensino Fundamental das escolas p?blicas estaduais do RN que apresentam resultados exitosos, conforme o IDEB 2009. Ademais, busca-se explicitar, por meio dos posicionamentos dos professores, as concep??es de leitura subjacentes ?s suas atividades de leitura, bem como elucidar as vozes sociais sobre o ensino da leitura presentes nas Diretrizes Curriculares Nacionais para o Ensino Fundamental de 9 anos e nos Projetos Pol?tico-Pedag?gicos das institui??es educacionais investigadas. Para tanto, foram realizadas: observa??o em sala de aula, aplica??o de question?rios com professores e estudantes do 9? ano do Ensino Fundamental, nas turmas de L?ngua Portuguesa, como tamb?m encontros dial?gicos com as equipes de dire??o e pedag?gicas das escolas. O aporte te?rico que orienta a pesquisa adv?m do pensamento bakhtiniano (2009, 2010), que trata da perspectiva dial?gica da linguagem e da compreens?o responsiva ativa. Al?m disso, este trabalho ancora-se nas reflex?es te?ricas de Antunes (2005, 2009) e Geraldi (2003, 2006, 2010) acerca da leitura e da escrita no pa?s, as quais contribuem para o redimensionamento do processo de ensino-aprendizagem de L?ngua Portuguesa. Este estudo se insere no campo da Lingu?stica Aplicada, a qual investiga a linguagem como pr?tica social no contexto de aprendizagem de l?ngua materna ou em contextos onde se evidenciem quest?es relevantes sobre o uso da linguagem. S?o adotados os par?metros da pesquisa qualitativa de cunho s?cio-hist?rico procurando compreender o contexto escolar por meio dos sujeitos envolvidos na investiga??o. O corpus da pesquisa ? constitu?do por: (i) informa??es constru?das por meio da aplica??o de question?rios com os professores e os estudantes; (ii) informa??es constru?das a partir da aula observada e do di?logo com as equipes de dire??o e pedag?gicas; (iii) um conjunto de informa??es selecionadas, ou seja, de empiria constru?da por meio da an?lise documental das Diretrizes Curriculares Nacionais para o Ensino Fundamental de nove anos (CONSELHO NACIONAL DE EDUCA??O, 2010) e dos Projetos Pol?tico-Pedag?gicos das escolas investigadas. A an?lise dos dizeres de professores e de estudantes apontam pr?ticas de leitura a partir de textos diversos, em especial, os da esfera liter?ria, em atividades envolvendo discuss?es, leitura e exerc?cios de compreens?o textual, entrevistas, can??es, organiza??o de semin?rios, recitais, dramatiza??es, semanas liter?rias, dentre outras pr?ticas. Ademais, tais an?lises revelam que ensinar L?ngua Portuguesa requer compromisso, responsabilidade e satisfa??o, al?m de princ?pios te?ricos mais fundamentados, os quais tornam a pr?tica pedag?gica cada vez mais eficiente. A pesquisa revela, ainda, que o ?xito do processo de ensino-aprendizagem ocorre em virtude do envolvimento dos segmentos da escola no processo educativo, criando-se, pois, uma rede de responsabilidades. Nesse sentido, esta pesquisa poder? contribuir para a produ??o de conhecimentos que possam orientar e enriquecer o processo de ensino-aprendizagem de leitura, vislumbrando um fazer pedag?gico constru?do a partir da rela??o com o outro, ou seja, do dialogismo que proporcione a forma??o de jovens que exer?am sua cidadania