Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2018-02-20T18:45:15Z No. of bitstreams: 1 ANA PAULA ROCHA DA SILVA.pdf: 949553 bytes, checksum: 7232800bfd3cd974eb668957547ad2ca (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-02-26T17:45:55Z (GMT) No. of bitstreams: 1 ANA PAULA ROCHA DA SILVA.pdf: 949553 bytes, checksum: 7232800bfd3cd974eb668957547ad2ca (MD5) / Made available in DSpace on 2018-02-26T17:53:13Z (GMT). No. of bitstreams: 1 ANA PAULA ROCHA DA SILVA.pdf: 949553 bytes, checksum: 7232800bfd3cd974eb668957547ad2ca (MD5) Previous issue date: 2017-12-18 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This study, linked to Graduate Program in Education at Pontifical University Catholic of Rio Grande do Sul, in the research line Formation, Policies and Practices in Education, investigated the use of digital technologies (TD) in aid to communication between the school and the family with regard to the monitoring of the development of children in privately schools for Early Education in Porto Alegre analyzing the possibilities and the challenges facing the adoption of such resources. The objectives were to identify what digital technologies are used in complementary communication with parents of children in privately schools for Early Education in Porto Alegre, understanding the contribution of these technologies, considering the opinion of managers and pedagogical coordinators of schools, as a complement to your communication with parents and reflect the implications arising from the adoption of such resources as a complement to your communication with the parents. The subjects of the research were managers and pedagogical coordinators of nine early childhood schools deprived of Porto Alegre. In the theoretical framework of authors were used technology like Levy, communication as Santaella and, of early childhood education, as Zabalza, Bassedas, Huguet and Sol?. As research methodology, we opted for the qualitative approach, the type case study. The data analysis was perform using the Textual Discourse Analysis method and to collect the data, it used a: online self-administered questionnaire and interviews. The main results of the research show that: a) the technology helps the communication between the school and the family, however, for it to be affective, depends on how we use it; b) among the advantages for use are agility, concurrency, the amount of information exchanged and the ease of access; c) as challenges, there are issues related to Hardware, Software and People. As a contribution of the research, we suggest that schools build a code of conduct for the use of technologies. Is open to discuss possible future work: the questioning about the training of teachers to the use of technologies in relation to families and to expand research including the opinion of parents and teachers about the adoption of technologies in communication between family and school. / Esta Disserta??o, vinculada ao Programa de P?s-Gradua??o em Educa??o da Escola de Humanidades da Pontif?cia Universidade Cat?lica do Rio Grande do Sul ? PUCRS, na linha de pesquisa Forma??o, Pol?ticas e Pr?ticas em Educa??o, investigou o uso das Tecnologias Digitais (TD) no auxilio ? comunica??o entre a escola e a fam?lia no que tange ao acompanhamento do desenvolvimento das crian?as nas escolas de Educa??o Infantil privadas de Porto Alegre analisando as possibilidades e os desafios frente ? ado??o de tais recursos. Os objetivos foram identificar quais Tecnologias Digitais s?o utilizadas na comunica??o complementar com os pais das crian?as nas escolas privadas de Educa??o Infantil de Porto Alegre, compreender a contribui??o destas tecnologias, considerando a opini?o dos gestores e dos coordenadores pedag?gicos das escolas, como complemento ? sua comunica??o com os pais e refletir acerca das implica??es decorrentes da ado??o de tais recursos como complemento ? sua comunica??o com os pais. Os sujeitos da pesquisa foram os gestores e os coordenadores pedag?gicos de nove escolas de Educa??o Infantil privadas de Porto Alegre. No referencial te?rico foram utilizados autores das ?reas da tecnologia como Levy, da comunica??o como Santaella e, da Educa??o Infantil como Zabalza, Bassedas, Huguet e Sol?. Como metodologia de pesquisa, optou-se pela abordagem de natureza qualitativa, do tipo estudo de caso. O m?todo de an?lise de dados foi a An?lise Textual Discursiva, sendo os instrumentos de coleta de dados question?rio e entrevistas. Os principais resultados alcan?ados mostram que: a) a tecnologia auxilia a comunica??o entre a escola e a fam?lia, no entanto, para que ela seja afetiva, depende da forma como a utilizamos; b) entre os benef?cios do uso est?o a agilidade, a simultaneidade, a quantidade de informa??es trocadas e a facilidade de acesso; c) como desafios, h? quest?es relacionadas ao Hardware, ao Software e ?s Pessoas. Como contribui??o da pesquisa, sugerimos que as escolas construam um c?digo de conduta para o uso das tecnologias. Fica em aberto para discutir em poss?veis trabalhos futuros: o questionamento sobre a forma??o dos professores para o uso das tecnologias na rela??o com as fam?lias e ampliar a investiga??o incluindo a opini?o dos pais e dos educadores sobre a ado??o das tecnologias na comunica??o entre a fam?lia e a escola.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-20T14:40:14Z No. of bitstreams: 1 MichelinyJafardeSouzaAbreuDissertacao2016.pdf: 1222055 bytes, checksum: 24f3584c5bf864aaf1323aa039004377 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-20T14:40:30Z (GMT) No. of bitstreams: 1 MichelinyJafardeSouzaAbreuDissertacao2016.pdf: 1222055 bytes, checksum: 24f3584c5bf864aaf1323aa039004377 (MD5) / Made available in DSpace on 2017-04-20T14:40:30Z (GMT). No. of bitstreams: 1 MichelinyJafardeSouzaAbreuDissertacao2016.pdf: 1222055 bytes, checksum: 24f3584c5bf864aaf1323aa039004377 (MD5) Previous issue date: 2016-02-26 / This work aimed at understanding the process of inclusion in education of students with Central Auditory Processing Disorders (CAPD) based on individual elements and context of the bioecological model as perceived by students, their parents and teachers. We conducted a methodological approach to qualitative research content analysis with semi-structured interviews. Data collection was performed in two educational institutions of public regular education Bras??lia DF. Participated in the survey: Two students with CAPD, her parents, two teachers from each school, a regular room and an educational support room / resource, school guidance counselors and the coordinator of Centro de Atendimento ao Surdo (CAS), totalizing 11 participants. Thus the research sought to understand the local reality to guide the actions and educational practices that can assist in the realization of the inclusive process of students with CAPD. It was found that the continuation of aid offered by the school, the good relationship between teacher-student and maintenance and permanence of a school routine and specialized services contributed to learning and socialization, which caused a positive impact on the development of students. Finally, it was found that there is a need to improve teacher training and teaching practices in the classroom and the school inclusion requires effort and participation of all involved. / O presente trabalho visa compreender o processo de inclus??o escolar de alunos com Dist??rbio do Processamento Auditivo Central (DPAC), com base nos elementos de pessoa e contexto do modelo bioecol??gico conforme percebido pelos alunos, seus pais e professores. Realizou-se uma abordagem metodol??gica em pesquisa qualitativa em an??lise de conte??do com entrevistas semiestruturadas. A coleta de dados foi realizada em duas institui????es escolares de ensino regular p??blica de Bras??lia- DF. Participaram da pesquisa: Dois alunos com DPAC, seus pais, dois docentes de cada escola, um da sala regular e um da sala de apoio pedag??gico/recurso, os orientadores educacionais da escola e a coordenadora do Centro de Atendimento ao Surdo (CAS), totalizando 11 participantes. Desta forma a pesquisa buscou compreender a realidade local para nortear as a????es e pr??ticas educacionais que possam colaborar na efetiva????o do processo inclusivo de alunos com DPAC. Constatou-se que a continuidade dos apoios oferecidos pela escola, a boa rela????o entre professor- aluno e manuten????o e perman??ncia de uma rotina da escola e dos servi??os especializados contribu??ram para a aprendizagem e socializa????o, o que causaram impactos positivos no desenvolvimento dos alunos. Por fim, verificou-se que existe a necessidade de melhorar a capacita????o docente e as pr??ticas pedag??gicas em sala de aula e que a inclus??o escolar exige um esfor??o e participa????o de todos os envolvidos no processo.