Linha de pesquisa: Gest?o de institui??es educacionais. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-02-09T19:06:08Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) evandro_merces_amorim.pdf: 1644889 bytes, checksum: 1ccc0a19ebdc7ccb6501caf8ca9f4981 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-02-23T12:41:26Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) evandro_merces_amorim.pdf: 1644889 bytes, checksum: 1ccc0a19ebdc7ccb6501caf8ca9f4981 (MD5) / Made available in DSpace on 2017-02-23T12:41:26Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) evandro_merces_amorim.pdf: 1644889 bytes, checksum: 1ccc0a19ebdc7ccb6501caf8ca9f4981 (MD5) Previous issue date: 2016 / Com a finalidade de contribuir com a gest?o da Universidade Federal dos Vales do Jequitinhonha e Mucuri na implementa??o de a??es voltadas para assegurar a perman?ncia do estudante at? a conclus?o do curso de gradua??o de origem, esta pesquisa apresenta uma investiga??o relacionada ? evas?o discente nos cursos de gradua??o presencial dos campi da Universidade Federal dos Vales do Jequitinhonha e Mucuri em Diamantina/MG e seus desdobramentos em rela??o ? diploma??o. A partir desse estudo, buscou-se identificar as turmas dos cursos de gradua??o presencial em cada Unidade Acad?mica dos campi da UFVJM em Diamantina/MG que possu?am maior ?ndice de evas?o no per?odo de 2010 a 2014. Ap?s a identifica??o do curso com maior percentual de evas?o discente em cada Unidade Acad?mica, pretendeu-se assinalar as principais vari?veis que a influenciaram. Embora seja um tema pouco explorado e, consequentemente, pouco discutido na literatura educacional brasileira, principalmente quando situado no campo da educa??o superior, a evas?o escolar se revela como um tema complexo, compreendida, neste estudo, como a sa?da definitiva do aluno de seu curso de origem sem conclu?-lo. Em rela??o aos objetivos, consiste em um estudo explorat?rio que apresenta abordagens quantitativa e qualitativa como procedimentos principais para a investiga??o. Al?m da revis?o da literatura, a coleta de dados foi realizada por meio da an?lise documental, onde foram examinados os dados derivados dos arquivos da Pr?-Reitoria de Gradua??o da UFVJM e do Siga-ensino, um m?dulo do Sistema Integrado de Gest?o Acad?mica, atrav?s dos quais se averiguou os cursos com os mais elevados percentuais de evas?o no per?odo. Para a identifica??o da vari?vel preponderante para a evas?o escolar nos cursos de gradua??o presencial examinados na etapa anterior, foi considerado, para an?lise, o alunado ingressante no ano de 2010. Como m?todo de aprecia??o dos dados, foi aplicada a an?lise de conte?do, tendo como refer?ncia o modelo apresentado por Laurence Bardin. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016. / In order to contribute to the management of the Federal University of Vales do Jequitinhonha e Mucuri, UFVJM, in the implementation of actions to ensure the students permanence until the completion of the original undergraduate courses, this research presents a related investigation about students dropout from class attendence undergraduate courses in the campuses of Diamantina / MG, and its deployments in relation to graduation. The goal of this study was to identify the courses of the campus in each academic unit that had a higher dropout rate in the period of 2010 to 2014. After identifying the courses with the highest percentage of dropout, the intention was to point out the main variables that influenced it. Although it is a relatively unexplored subject and, consequently, little discussed in the Brazilian educational literature, particularly when it comes to the field of higher education, university dropout has been seen as a complex issue, and understood in this study as the final egress of the student from the undergraduate course without completing it. Concerning the goals, it consists of an exploratory study that reveals quantitative and qualitative approaches as key processes for this research. In addition to the literature review, the data collection was performed through document analysis of the data derived from the files of the UFVJM Pro-Rectory of Graduation and Siga-ensino, a module of the Integrated Academic Management through which the courses with the highest dropout percentage in the period were examined. With the view to identify the major variable for the dropout from class attendence undergraduate courses examined in the previous stage of this study, the student body entering starting in 2010 was considered for analysis. The analysis of content was applied as data assessment method, and the model followed in the study was the one introduced by Laurence Bardin as reference.

?rea de concentra??o: Educa??o e Gest?o de Institui??es Educacionais. / Linha de pesquisa: Avalia??o e tecnologia. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-02-05T19:26:44Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) cacia_aparecida_campos.pdf: 1849862 bytes, checksum: 2343d8201706347310e74a481957bde5 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-03-09T18:40:14Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) cacia_aparecida_campos.pdf: 1849862 bytes, checksum: 2343d8201706347310e74a481957bde5 (MD5) / Made available in DSpace on 2018-03-09T18:40:14Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) cacia_aparecida_campos.pdf: 1849862 bytes, checksum: 2343d8201706347310e74a481957bde5 (MD5) Previous issue date: 2017 / Em 2007, foi criado pelo governo Lula, atrav?s do Decreto N? 6.096, o Programa de Apoio a Planos de Reestrutura??o e Expans?o das Universidades Federais (REUNI). Entre os objetivos do REUNI est?o a melhoria da qualidade de ensino interligando diferentes n?veis, diminuindo a evas?o e ampliando o acesso e a perman?ncia do aluno na educa??o superior. Em 2009 a Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM) adere ao REUNI e s?o criados tr?s institutos adotando o modelo interdisciplinar de ensino composto por tr?s ciclos, sendo o primeiro chamado de Bacharelados Interdisciplinares (BIs), o segundo composto por cursos profissionais em ?reas espec?ficas e o terceiro correspondendo a p?s-gradua??o. Ap?s concluir o primeiro ciclo, o estudante pode seguir para o segundo ciclo, prosseguir para o terceiro ciclo ou ir direto para o mercado de trabalho. Este novo modelo de ensino busca amenizar problemas como a evas?o, precocidade na escolha da carreira, e proporcionar ao aluno uma forma??o com uma vis?o mais ampla do mundo. O prop?sito da pesquisa foi analisar a evas?o nos BIs, Campus Diamantina, na forma??o do primeiro ciclo deste novo modelo de ensino, compreender os motivos que contribu?ram para a evas?o e apontar qual a percep??o discente sobre o funcionamento desta modalidade de ensino. Para a realiza??o do estudo foi aplicado um question?rio com cinquenta quest?es estruturadas e semiestruturadas com o objetivo de conhecer o perfil do aluno evadido e os motivos que o levaram a evadir. Outro question?rio com quinze quest?es foi aplicado aos docentes com o mesmo objetivo. Constatou-se diferen?as entre o perfil do aluno do Bacharelado em Ci?ncia e Tecnologia (BCT) que estuda per?odo integral e do Bacharelado em Humanidades (BHu) aluno do per?odo noturno. Durante a pesquisa observou-se que raz?es internas e externas podem estar relacionadas com os motivos que levaram os alunos a evadirem como a falta de infraestrutura, de assist?ncia estudantil da Universidade, falta de afinidade com o curso, dificuldades financeiras, incompatibilidade de hor?rio de trabalho com o estudo, entre outras quest?es. Observou-se tamb?m que ainda n?o houve uma varia??o nos ?ndices de evas?o esperado com esta nova modalidade de ensino, sendo as mesmas similares aos dos cursos tradicionais. Apesar da amplia??o das Universidades e da democratiza??o do ensino, a perman?ncia do aluno ainda n?o ? garantida. H? necessidade de implementa??o de pol?ticas p?blicas para diminuir o problema. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / In 2007, through the Decree N? 6,096, the Program to Support Restructuring and Expansion Plans of Federal Universities (REUNI) was created by the Lula government. REUNI's objectives include improving the quality of teaching by linking different levels, reducing dropout, and increasing student access and permanence in higher education. In 2009, the Federal University of Vouchers of Jequitinhonha and Mucuri (UFVJM) joins the REUNI and three institutes are created adopting the interdisciplinary model of education composed of three cycles, the first one being called Interdisciplinary Bachelor's (IBs), the second composed by professional courses in specific areas and the third corresponding to graduate studies. After completing the first cycle, the student can move on to the second cycle, move on to the third cycle or go straight to the job market. This new teaching model seeks to alleviate problems such as avoidance, precocity in career choice, and provide the student with training with a broader view of the world. The purpose of the research was to analyze the evasion in the BIs, Campus Diamantina, in the formation of the first cycle of this new model of education, to understand the reasons that contributed to the evasion and to point out the student perception about the functioning of this modality of education. To carry out the study, a questionnaire was applied with fifty questions structured and semi structured with the objective of knowing the profile of the student evaded and the reasons that led him to evade. Another questionnaire with fifteen questions was applied to teachers with the same objective. Differences were found between the profile of the student of the Bachelor of Science and Technology (BCT) who studies full-time and the Bachelor of Humanities (BHu) student of the night period. During the research it was observed that internal and external reasons may be related to the reasons that led the students to evade with the lack of infrastructure, university student assistance, lack of affinity with the course, financial difficulties, incompatibility of working hours with the study, among other issues. It was also observed that there was not yet a variation in the avoidance rates expected with this new modality of teaching, being the same similar to the traditional courses. Despite the expansion of universities and the democratization of education, the permanence of the student is not yet guaranteed. There is a need to implement public policies to reduce the problem.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-02T15:38:56Z No. of bitstreams: 1 VanessaDeSouzaChaves_DISSERT.pdf: 903425 bytes, checksum: 6bbeeaa301d13bdd0a008e4cb3ab2112 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-02-09T20:59:11Z (GMT) No. of bitstreams: 1 VanessaDeSouzaChaves_DISSERT.pdf: 903425 bytes, checksum: 6bbeeaa301d13bdd0a008e4cb3ab2112 (MD5) / Made available in DSpace on 2017-02-09T20:59:11Z (GMT). No. of bitstreams: 1 VanessaDeSouzaChaves_DISSERT.pdf: 903425 bytes, checksum: 6bbeeaa301d13bdd0a008e4cb3ab2112 (MD5) Previous issue date: 2016-08-22 / A evas?o escolar ? um fen?meno complexo que tem despertado o interesse de investiga??o de estudiosos quanto a sua ocorr?ncia no ensino superior. O seu entendimento est? relacionado a elementos acad?micos, institucionais, sociais e econ?micos. A pesquisa se caracterizou como um estudo de caso nos cursos presenciais de F?sica, Matem?tica e Qu?mica da Universidade Federal do Rio Grande do Norte e se prop?s a identificar, por meio da perspectiva do evadido, os fatores que t?m levado os alunos a se evadirem desses cursos. Considerou-se o conceito que define evas?o como sendo a sa?da do aluno do curso sem t?-lo conclu?do, com foco no grupo de estudantes desligados pelo tipo cancelamento por abandono de curso, cuja defini??o ? estabelecida no Regulamento dos Cursos de Gradua??o, norma que disciplina o ensino de gradua??o na institui??o alvo do estudo. Para conhecer o perfil dos evadidos e os fatores que os levaram ao cancelamento, foram aplicados question?rios online aos estudantes que ingressaram de 2013 a 2015 e tiveram seu curso cancelado por abandono. De um modo geral observou-se respostas positivas em rela??o aos cursos pesquisados, de modo que 63,55% do total fez a escolha motivados por afinidade com a ?rea ou voca??o, 68,23% tiveram sua expectativa parcial ou totalmente atendida; 49,53% avaliaram os docentes como bons e dos 69 que se consideraram aptos a opinar sobre o curr?culo de seus respectivos cursos, 57,97% o julgaram atualizado. Os dados obtidos revelaram que os fatores apontados como os que mais contribu?ram para a desist?ncia do curso foram ?conciliar trabalho e estudo?, no que se refere aos de ordem pessoal ou socioecon?mica; e ?dificuldade em acompanhar algumas disciplinas?, no ?mbito dos fatores de ordem acad?mica/institucional. Esses dois itens foram assinalados, respectivamente, por 53,27% e 40,19% dos participantes. A necessidade de realizar atividades laborais concomitantemente ? gradua??o refletiu-se, entre outras quest?es, na falta de tempo para dedicar-se ao curso, apontada por 56,07% como dificuldade enfrentada ao ingressar no curso. Sem, obviamente, a pretens?o de ter esgotado o assunto, muito pelo contr?rio, compreende-se que este estudo possa se somar a um conjunto de investiga??es que est?o sendo realizadas, de abrang?ncia micro e macro institucional, visando a discutir, compreender e intervir sobre o fen?meno evas?o no contexto do ensino superior, bem como servindo de subs?dio para a manuten??o ou cria??o de a??es que viabilizem a redu??o das taxas de evas?o na UFRN. / The school evasion is a complex phenomenon that has attracted the scholarly research of interest how their occurrence in higher education. Their understanding is related to academic, institutional, social and economic elements. This research was characterized as a study case in classroom courses of Physics, Mathematics and Chemistry of the Universidade Federal do Rio Grande do Norte (Federal University of Rio Grande do Norte) and proposed to identify, through the dropout's perspective, the factors that have led students to evade these courses. It was considered the concept that defines evasion as the output of the course the student without having it completed, focusing on the group of students released by the type of cancellation by abandonment of course, whose definition is set out in Regulation of Undergraduate Programs, a standard that rules undergraduate education in the target institution of the study. To know the profile of dropouts and the factors that led to the cancellation, were applied online surveys to students entering from 2013 to 2015 and had its course canceled by abandonment. Generally it were observed positive responses to the researched programs, so that 63.55% of the total has made the choice motivated by affinity with the area or vocation, 68.23% had partial or fully attended expectations; 49.53% rated the teachers as good and 69 that were considered able to give an opinion about curriculum of their respective courses, 57.97% judged it updated. The data revealed that the factors identified as contributing the most to the withdrawal of the course were "conciliate work and study", in relation to personal or socio-economic order; and "difficult to keep up with some subjects" within the academic / institutional factors. These two items were marked respectively by 53.27% and 40.19% of the participants. The need for labor activities in the same time that graduation reflected, among other questions, the lack of time to devote to the course, mentioned by 56.07% as difficulty faced when entering the course. Without, of course, claim to have exhausted the subject, on the contrary, it is understood that this study can be added to a all body of research being carried out, micro and institutional macro scope, aiming to discuss, understand and act on the phenomenon evasion in the context of higher education and served allowance for maintenance and/or creation of actions that enable the reduction of evasion rates in UFRN.

Made available in DSpace on 2016-04-04T18:28:09Z (GMT). No. of bitstreams: 1 Caroline Angelo da Cruz.pdf: 533959 bytes, checksum: 5b7556b335bb0291d8c0611f6c181886 (MD5) Previous issue date: 2013-02-26 / Pontif?cia Universidade Cat?lica de Campinas / This research broaches the question about adolescent s evasion in situations of shelter house, supported by the Winnicott s comprehension about the affective development process. The adolescents who are conduct for the shelter houses are subject to various type of vulnerability, such as poverty, family disorder (many times with psychiatric problems and parents addition in drugs), the exploration and sexual abuse, physics and moral violence, in sum up conjunctures what can describe a lack of support of familiar and social care. The shelter house s situations provide objectives environmental situation better than theirs original environments, however, it s common the evasion and the voluntary return of the adolescents to more precarious environmental situations. The question which we approached was: What are the psycho-affectives dynamics which can clarify the causes of that choice. The evasion situation these shelter houses, is deeply concerned with the completion of antisocial attitudes which leads us to look for in Winnicott also an explanation of this phenomenon. For him (1946b), antisocial attitude derives fundamentally from environmental failures which deprive the individual, in other words remove abruptly something he has (in terms of environmental support), considering the antisocial attitude as a help to led to the environment. In the case of evasions, we consider that Winnicot can explaining the role of environmental support in its early stages of emotional development, to show that situations of deprivation performed by the environment, could become the basis of the attitude of evasion, in other words the evasion occurs because of the need for a very specific holding refers to the tendency antisocial, which is the need to survive the environment to attack made against it. / Esta pesquisa aborda a quest?o da evas?o de adolescentes nas situa??es de abrigo, apoiando-se na compreens?o de Winnicott sobre o processo de desenvolvimento afetivo. Os adolescentes que s?o encaminhados para os abrigos estiveram sujeitos a diversos tipos de vulnerabilidade, tais como a pobreza, a desorganiza??o familiar (por vezes com a presen?a de problemas psiqui?tricos e de drogradi??o nos pais), a explora??o e o abuso sexual, a viol?ncia tanto f?sica como moral, enfim, conjunturas que caracterizam uma falta de sustenta??o e acolhimento familiar e social. As situa??es de abrigo fornecem condi??es ambientais objetivas melhores que as de seus ambientes de origem, no entanto, ? comum a evas?o e o retorno volunt?rio do adolescente a situa??es ambientais mais prec?rias. O questionamento abordado foi o de saber quais s?o as din?micas psicoafetivas que poderiam esclarecer os motivos dessa escolha. A situa??o de evas?o, nesses abrigos, est? profundamente relacionada com a realiza??o de atitudes antissociais, o que nos leva tamb?m a procurar em Winnicott uma explica??o sobre esse fen?meno. Para ele (1946b), a atitude antissocial deriva, fundamentalmente, das falhas ambientais que deprivam o indiv?duo, ou seja, retiram abruptamente algo que ele tem (em termos de suporte ambiental), considerando a atitude antissocial como um SOS dirigido ao ambiente. No caso das evas?es, consideramos que Winnicot pode, explicitando a fun??o da sustenta??o ambiental nas suas fases iniciais do processo de desenvolvimento afetivo mostrar que as situa??es de depriva??o realizadas pelo ambiente, poderiam estar na base da atitude de evas?o; ou seja, a evas?o ocorre devido ? necessidade de um holding referente ? tend?ncia antissocial, que ? da necessidade que o ambiente sobreviva aos ataques efetuados contra ele.

Made available in DSpace on 2016-04-04T18:32:57Z (GMT). No. of bitstreams: 1 CRISTIANE APARECIDA DOS SANTOS BAGGI.pdf: 303676 bytes, checksum: 8914e5262f6e1e3211a29b0638ff9f66 (MD5) Previous issue date: 2010-02-24 / School dropout is one the major educational problems both public and private colleges and universities have to face, especially in periods of economical crisis, provoking severe social, academic, and financial consequences. The objective of this research is to discuss the theoretical production surveyed at the Digital Library of Thesis and Dissertations which deal with school dropout and higher education evaluation produced after 1990. After this period, a great increase in the amount of private higher institutions in Brazil was observed. However, researches show that families have been unable to afford their children s education, among other factors that result in dropping out. The methodology adopted in this work was based on a state-of-the-art research referred to as bibliographical investigation, which helps us discuss and map out academic production, combining qualitative and quantitative analyses. The results of the bibliographical investigation on school dropout rates show that, among the most diverse areas of Science, there is a gap or dispersion in theoretical and methodological debates about this issue and few teaching institutions, whether public or private, have specific programs to handle the problem of school dropout. / A evas?o ? um dos problemas educacionais que mais atingem as Institui??es de Ensino Superior, sejam p?blicas ou particulares, principalmente em per?odos de crise econ?mica, gerando graves consequ?ncias sociais, acad?micas e financeiras. O objetivo desta pesquisa ? discutir a produ??o te?rica constante da Biblioteca Digital de Teses e Disserta??es, que aborda os problemas da evas?o e da avalia??o no ensino superior, a partir do fim da d?cada de 1990. A partir desse per?odo, registrou-se, no Brasil, uma intensa expans?o do ensino superior privado, no entanto pesquisas demonstram que as fam?lias t?m tido grande dificuldade em financiar o estudo de seus filhos, al?m de outros fatores que redundam em evas?o. A metodologia adotada neste trabalho baseia-se na pesquisa denominada estado da arte ou estado do conhecimento, definida como uma investiga??o de car?ter bibliogr?fico, que auxilia na discuss?o e no mapeamento da produ??o acad?mica, combinando a an?lise qualitativa com a an?lise quantitativa. Resultados da pesquisa bibliogr?fica sobre a evas?o indicam que, nas mais diferentes ?reas da Ci?ncia, h? uma lacuna ou dispers?o em termos de reflex?o te?rica e metodol?gica sobre o tema, bem como s?o poucas as institui??es de ensino, p?blicas ou particulares, que t?m programas espec?ficos para enfrentar o problema da evas?o.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-05-30T17:10:31Z No. of bitstreams: 1 TES_JORDELINA_BEATRIZ_ANACLETO_VOOS_COMPLETO.pdf: 2184822 bytes, checksum: cdb86fc50817dcba6770cad311b4d757 (MD5) / Made available in DSpace on 2016-05-30T17:10:31Z (GMT). No. of bitstreams: 1 TES_JORDELINA_BEATRIZ_ANACLETO_VOOS_COMPLETO.pdf: 2184822 bytes, checksum: cdb86fc50817dcba6770cad311b4d757 (MD5) Previous issue date: 2016-02-29 / The thesis present is situated in the field of education, specifically, it relates to higher education undergraduate and political of education. The pertinence of the research is also coated, scientific and socially, of relevance through the lack of information, or publicly available information, in the system Santa Catarina. It was considered also that undergraduate education has demonstrated great importance in the Brazilian context and Santa Catarina, materialized in government policies regarding the financing, expansion and inclusion. However, according to the census of higher education, the so-called phenomenon of evasion and or abandonment of the students is a problem for the institutions of higher education. Unlike the Brazilian context, in the international context there are specific institutional policies for the management of the abandonment and of the permanence of students, especially in the North American and European continent, given the large volume of research socialized in II? and III? Latin American Conference on Abandonment in Higher education as well as the relevant theoretical framework of publication, according to the criteria of reliability of sources and representativeness of official bodies in the production and dissemination of data. The research is characterized as a documentary research, and the backcloth of the survey are the documents produced by 10 community universities, of Santa Catarina, affiliates to the Santa Catarina Association of Educational Foundations and by area researchers, with regard to the problem of the policies of permanence of the student in undergraduate courses. The techniques for data collection were those pertaining to the methodology: selection of documents with key informants, analysis, interpretation and contextualization of data. In light of the above, in the horizon of the interpretive paradigm, searching for coherence the methodological approach three basic assumptions, as initial categories were chosen to anchor the process, serving as wires conductors for the formation of the theoretical framework, for the tessitura analysis and interpretation of data, were configured three dimensions: organizational models, training and social quality and polices assistance to students. The dimensions, by evidence emerged the analysis categories. So, the relationships between the state of knowledge and the empiricism, became, possible to describe the results. It was found that, despite the efforts of managers of universities studied, the planning and the execution of actions to respond to the pressures of the demands in compliance with the regulatory mark; the emphasis on assistance to the students, caused the distance between the formulation base and policy delivery base focused on retention of students in undergraduate courses. In this sense, it is evident the need of creating another agenda for community universities, reshaping the institutional actions of ACAFE system of. And in accordance with the commitment of researcher, to the know and reveal the reality, build an intelligibility framework that can, in the context of higher education policies contribute, although in a limited way, for the production of knowledge about a subject that produces a reflective effect, recreating, renewing or provocative of continuity, it presents indicative for the construction of permanency policy of undergraduate students of the community universities of the Santa Catarina affiliated to ACAFE. / A tese que se apresenta situa-se no campo da educa??o, especificamente, ao que se refere ao ensino superior de gradua??o e ?s pol?ticas em educa??o. A pertin?ncia da investiga??o ? tamb?m revestida, cientifica e socialmente, de relev?ncia pela aus?ncia de informa??es, ou de informa??es acess?veis, no sistema catarinense de educa??o superior. Considerou-se, ainda, que o ensino de gradua??o tem se mostrado de grande import?ncia, no contexto brasileiro e catarinense, materializado nas pol?ticas governamentais, no que tange ao financiamento, ? expans?o e ? inclus?o. Entretanto, de acordo com os censos da educa??o superior, o fen?meno denominado de evas?o e ou de abandono dos estudantes constitui um problema para as Institui??es de ensino superior. Ao contr?rio do contexto brasileiro, no contexto internacional h? pol?ticas institucionais espec?ficas para a gest?o do abandono e da perman?ncia de estudantes, especialmente no continente norte americano e europeu, haja vista o grande volume de pesquisas socializadas na II? e III? Confer?ncia Latinoamericana sobre o Abandono no Ensino Superior, bem como a publica??o de referencial te?rico pertinente, segundo os crit?rios de confiabilidade das fontes e de representatividade dos ?rg?os oficiais na produ??o e divulga??o de dados. A investiga??o caracteriza-se como uma pesquisa documental, tendo como pano de fundo o levantamento de documentos produzidos por 10 universidades comunit?rias, catarinenses, filiadas ? Associa??o Catarinense das Funda??es Educacionais e pelos pesquisadores da ?rea, com rela??o ? problem?tica, sobre as pol?ticas de perman?ncia dos estudantes nos cursos de gradua??o. As t?cnicas para coleta de dados foram ?quelas pertinentes ? metodologia: sele??o de documentos com informantes-chave, an?lise, interpreta??o e contextualiza??o dos dados. ? luz do exposto, no horizonte do paradigma interpretativo, buscando-se coer?ncia ? abordagem metodol?gica declarada, tr?s pressupostos b?sicos, como categorias iniciais, foram eleitos para ancorar o processo, servindo de fios condutores, para a constitui??o do quadro te?rico, para a tessitura da an?lise e da interpreta??o dos dados, configurando-se tr?s dimens?es: modelos organizacionais, forma??o e qualidade social e pol?ticas de atendimento aos discentes. Das dimens?es, pelas evid?ncias, emergiram as categorias de an?lise. Estabelecendo-se, ent?o, as rela??es poss?veis entre o estado de conhecimento e a empiria, tornou-se poss?vel descrever os resultados. Constatou-se que, apesar dos esfor?os dos gestores, das IES pesquisadas, o planejamento e execu??o de a??es para responder ?s press?es das demandas em atendimento aos marcos regulat?rios; a ?nfase nas necessidades assistenciais dos estudantes, tem provocado o distanciamento entre a base de formula??o e a base de execu??o de pol?ticas voltadas ? perman?ncia dos estudantes nos cursos de gradua??o. Nesse sentido, ficou evidente a necessidade de constitui??o de outra agenda para as universidades comunit?rias, redimensionando as a??es institucionais do sistema ACAFE. E, em conformidade com compromisso de pesquisadora de, ao conhecer e revelar a realidade, construir um referencial de inteligibilidade que possa, no contexto das pol?ticas de ensino superior contribuir, embora de modo limitado, para a produ??o de conhecimento sobre uma tem?tica que produza um efeito reflexivo, recriador, renovador ou provocador de sua continuidade, apresenta-se indicativos para a constru??o de uma pol?tica de perman?ncia dos estudantes de gradua??o das IES comunit?rias catarinenses, filiadas ? ACAFE.

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

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-04-19T15:02:44Z No. of bitstreams: 1 2012 - Silvana Vanessa Martins da Silva Bonfim.pdf: 2803149 bytes, checksum: aacbc4e2b3bd400be465f8ba61dc0fb1 (MD5) / Made available in DSpace on 2017-04-19T15:02:44Z (GMT). No. of bitstreams: 1 2012 - Silvana Vanessa Martins da Silva Bonfim.pdf: 2803149 bytes, checksum: aacbc4e2b3bd400be465f8ba61dc0fb1 (MD5) Previous issue date: 2012-05-22 / The present research, characterized as a case study, had as design to analyze the problematic of the evasion in the process of implantation of the National Program of Integration of the Professional Education with the Basic Education in the modality of Young and Adult Education (PROEJA) in the Instituto Federal Baiano Campus Guanambi. The proposal of Decree n? 5.840/06, that regulates the PROEJA, is to create opportunities to the people that not had access to the educational system in the age considered ?adequate? the basic education tied with the professional formation conclusion, as well as the individuals? integral formation. However, it was observed that many of the individuals that entered the Campus Guanambi?s Technical Course in Computer Science (PROEJA) did not obtain to conclude high school, running away itself in elapsing of the course. In this context it was inquired: which the student profile attended for the PROEJA? Which the difficulties that they face to study? The choice of the Technical Course in Computer Science came from young and adult necessity? The teachers have been prepared to deal with this public? Which the reasons that had unleash school evasion? To answer these questions, a research of qualitative matrix was become fulfilled using documentary research, semistructuralized questionnaires applied to the teachers who gave lessons in the first semester of 2011 in the groups of the PROEJA and to the students of the groups 2009, 2010 and 2011 and interviews with the run away ones in these years. The research?s data proved that great part of the PROEJA?s students have high school and that the Technical Course in Computer Science was chosen by the Institution itself. It also noticed that the majority of the teachers had experience with EJA students in the Campus PROEJA?s groups only and that the institution has not offered courses of qualification in this education mode. Among the reasons that had led the school evasion it was perceived that the main ones were difficulties in technical area subjects, unfeasibility in conciliating work and school activities, lack of incentive of the teachers, problems with the transport and fatigue. In this context, it was perceived necessity of the Campus to review offers of the Technical Course in Computer Science, for this it is crucial a study of demand next to the target-public. It was identified that the teaching qualification makes necessary, so that the involved professionals in this process can realize the young and adult specificities and adequate their practical education. The spaces and times organization for courses PROEJA also is something that needs to be rethought because many students have to conciliate work and school and the institution places distant of the urban perimeter, causing problems related to the transport constantly. / A presente pesquisa, caracterizada como estudo de caso, teve como des?gnio analisar a problem?tica da evas?o no processo de implanta??o do Programa Nacional de Integra??o da Educa??o Profissional com a Educa??o B?sica na modalidade de Educa??o de Jovens e Adultos (PROEJA) no Instituto Federal Baiano - Campus Guanambi. A proposta do Decreto 5.840/06 que regulamenta o PROEJA ? oportunizar ?s pessoas que n?o tiveram acesso ao sistema educacional na idade considerada ?regular? a conclus?o da educa??o b?sica vinculada ? forma??o profissional, bem como a forma??o integral dos indiv?duos. Entretanto, observouse que muitos dos indiv?duos que ingressavam no curso T?cnico em Inform?tica (PROEJA) do Campus Guanambi n?o conseguiam concluir o ensino m?dio, evadindo-se no decorrer do curso. Neste contexto indagou-se: qual o perfil dos discentes atendidos pelo PROEJA? Quais as dificuldades que eles enfrentam para estudar? A escolha do curso T?cnico em Inform?tica partiu da necessidade dos jovens e adultos? Os professores foram preparados para lidar com esse p?blico? Quais os motivos que desencadearam a evas?o escolar? Para responder tais questionamentos realizou-se uma investiga??o de cunho qualitativo, na qual se utilizou pesquisa documental, question?rios semiestruturados aos docentes que ministraram aulas no primeiro semestre de 2011 nas turmas do PROEJA e aos discentes das turmas 2009, 2010 e 2011 e entrevistas com os evadidos no interst?cio destes anos. Os dados obtidos na pesquisa demonstraram que grande parte dos discentes do PROEJA do Campus Guanambi possui o ensino m?dio e que o curso T?cnico em Inform?tica foi escolhido pela pr?pria institui??o. Notou-se tamb?m que a maioria dos docentes teve experi?ncias com os estudantes da EJA somente nas turmas do PROEJA do Campus e que a institui??o n?o tem ofertado cursos de capacita??o nesta modalidade de ensino. Dentre os motivos que suscitaram a evas?o escolar percebeu-se que os principais foram: dificuldades nas disciplinas da ?rea t?cnica, inviabilidade em conciliar trabalho e escola, falta de incentivo dos professores, problemas com o transporte e cansa?o. Diante dessa realidade, percebeu-se a necessidade do Campus rever a oferta do curso T?cnico em Inform?tica, a partir de um estudo de demanda junto ao p?blico alvo. Constatou-se a necessidade da capacita??o docente para que os profissionais envolvidos nesse processo possam perceber as especificidades dos jovens e adultos e adequar suas pr?ticas educativas. A organiza??o dos tempos e espa?os para os cursos PROEJA tamb?m ? algo que necessita ser repensado pelo fato de muitos discentes terem que conciliar trabalho e escola e pela institui??o situar-se distante do per?metro urbano, ocasionando constantemente, problemas relacionados ao transporte.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-11-06T20:56:31Z No. of bitstreams: 1 KesiaCristineMelo_DISSERT.pdf: 923622 bytes, checksum: 507c48f739c7f6e14ab79e3018dc68fa (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-11-20T22:31:08Z (GMT) No. of bitstreams: 1 KesiaCristineMelo_DISSERT.pdf: 923622 bytes, checksum: 507c48f739c7f6e14ab79e3018dc68fa (MD5) / Made available in DSpace on 2017-11-20T22:31:08Z (GMT). No. of bitstreams: 1 KesiaCristineMelo_DISSERT.pdf: 923622 bytes, checksum: 507c48f739c7f6e14ab79e3018dc68fa (MD5) Previous issue date: 2017-08-24 / A evas?o universit?ria ? considerada um fen?meno complexo, que sofre influ?ncia de diversos fatores e tem causado interesse em pesquisadores dos diversos campos do saber nos ?ltimos anos, a exemplo da educa??o e da administra??o p?blica. Com a implanta??o do Sistema de Sele??o Unificada, paulatinamente implantado pelo Minist?rio da Educa??o nas Institui??es de Ensino Superior, a partir de 2012, as poss?veis causas e as modalidades da evas?o vem sendo discutidas, gradativamente, no meio acad?mico. Partiu-se do princ?pio de que esse novo modelo de sele??o permite a mobilidade, sendo essa uma das formas de evas?o que, nesse estudo, foi compreendida como a mudan?a de curso de gradua??o sem conclu?-lo. Este trabalho se prop?s a identificar os fatores apresentados pelos estudantes do Centro de Ci?ncias Sociais Aplicadas da Universidade Federal do Rio Grande do Norte, que os fazem querer mudar de curso de gradua??o. Essa investiga??o ajudou a compreender uma das modalidades da evas?o, sua real incid?ncia, a influ?ncia na escolha profissional e como o Sistema de Sele??o Unificada se relaciona com a poss?vel mudan?a de curso. A pesquisa caracterizou-se como um estudo de caso qualitativo e explorat?rio, tendo como participantes os estudantes do Centro de Ci?ncias Sociais Aplicadas. Por meio de um question?rio online, identificou-se estudantes que tendiam a mudar de curso e, em seguida, foi realizada uma entrevista com os que se disponibilizaram, tendo os dados sido analisados a partir da an?lise de conte?do. Os resultados apontam a nota obtida no ENEM, como determinante para a escolha do curso de gradua??o pelo SISU. A integra??o universit?ria, chamada de integra??o social, foi considerada negativa e, portanto, propulsora da evas?o juntamente com a insatisfa??o das metodologias utilizadas em sala de aula pelos professores. / University dropout is a complex phenomenon that is influenced by numerous factors. In the last few years, this subject has aroused the interest of many researchers from various different fields, e.g. education and public administration. Since the implementation of the Unified Selection System (SISU), created by the Ministry of Education in 2012, the discussion around the possible causes and types of dropouts has been gradually increasing in the academic environment. It is assumed that this new model of higher education selection allows the mobility between undergraduate courses, which is a peculiarity to be understood and investigated in the contemporary dropout phenomenon, which, in this study, will be understood as the change of undergraduate course without completing it. The aim of this study is to identify the factors presented by the students from the Centre of Applied Social Sciences of the Federal University of Rio Grande do Norte (UFRN) regarding their intention to change to another undergraduate course. This research is a useful tool to understand this phenomenon, its real impact and its influence on the process of selecting a career path, as well as how the Unified Selection System relates to the students? choice of changing their undergraduate majors. This research has a qualitative and exploratory approach. The students of the Centre for Applied Social Sciences who presented the intentionality to change their undergraduate majors where identified by the means of an online questionnaire. After that, those who agreed to participate where interviewed and their information was analysed based on content analysis technique. The results showed that the marks obtained from the High School National Exam (ENEM) are decisive to their undergraduate course choice via SISU. Social integration was deemed to be negative and, therefore, a driving force behind the dropout phenomenon. together with the unsatisfactory teaching methodology adopted by the lecturers.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-03-02T23:39:13Z No. of bitstreams: 1 AlanDeOliveiraSantana_DISSERT.pdf: 1865182 bytes, checksum: a658c6bb462b891f14240da8d9f3932e (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-03-13T18:32:20Z (GMT) No. of bitstreams: 1 AlanDeOliveiraSantana_DISSERT.pdf: 1865182 bytes, checksum: a658c6bb462b891f14240da8d9f3932e (MD5) / Made available in DSpace on 2018-03-13T18:32:20Z (GMT). No. of bitstreams: 1 AlanDeOliveiraSantana_DISSERT.pdf: 1865182 bytes, checksum: a658c6bb462b891f14240da8d9f3932e (MD5) Previous issue date: 2017-11-30 / Os altos ?ndices de reprova??o e evas?o em cursos de computa??o torna-se um fator limitador para o desenvolvimento de diversas ?reas profissionais, tornando a oferta de m?o de obra especializada escassa. Neste sentido, cursos de desenvolvimento de jogos que apliquem o m?todo de aprendizagem baseada em projetos, para dinamizar o aprendizado, e o uso de tutores virtuais, para direcionar o estudante no aprendizado, buscam deixar o ambiente de aprendizado de conceitos ligados a computa??o mais atrativos e l?dicos. Assim, este trabalho objetiva desenvolver e avaliar um sistema de gera??o de tutores virtuais para perfis de alunos distintos de uma mesma turma, podendo ser aplicado a EaD ou ensino presencial. Desta forma, dois prot?tipos de tutores foram desenvolvidos e avaliados a fim de observar o impacto do uso de mais de um formato de tutor em uma turma. Os resultados mostraram que os alunos se divertiram durante as aulas, motivados pelo fator l?dico ligado as aulas de programa??o de jogos e dos tutores virtuais. Este fator permitiu que os alunos apresentassem bons resultados durante o desenvolvimento dos jogos, com mais de 75% dos alunos concluindo os problemas propostos, com os demais apresentando em torno de 90% de andamento para conclus?o dos jogos. Outro ponto observado foi que as turmas apresentaram distin??o de perfil em ordem de 56% para 44% de dispers?o entre os tutores que mais se adaptaram a seu perfil, sugerindo que a aplica??o do gerador foi bem vinda, por?m, s?o necess?rios outros estudos para evidenciar de forma mais contundente este dado apresentado. / The high rates of failure and avoidance in computing courses become a limiting factor for the development of several professional areas, making the supply of skilled labor scarce. In this sense, game development courses that apply the project-based learning method, to stimulate learning, and the use of virtual tutors, to direct the student in learning, seek to leave the learning environment of computational concepts more attractive and playful. Thus, this work aims to develop and evaluate a system of generation of virtual tutors for profiles of different students of the same class, being able to be applied to distance education or face-to-face teaching. In this way, two prototype tutors were developed and evaluated in order to observe the impact of using more than one tutor format in a class. The results showed that the students had fun during the classes, motivated by the ludic factor linked to the programming classes of games and virtual tutors. This factor allowed the students to present good results during the development of the games, with more than 75% of the students concluding the problems proposed, with the others presenting around 90% of progress to complete the games. Another point observed was that the groups presented a profile distinction in order of 56% to 44% of dispersion among the tutors who more adapted to their profile, suggesting that the application of the generator was welcome, however, other studies are necessary to show more forcefully this presented data.