Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-06-29T14:53:53Z No. of bitstreams: 1 TES_CARLA_SPAGNOLO_COMPLETO.pdf: 4371923 bytes, checksum: e3b6e62a79cd15ccf061b5b075eda50a (MD5) / Made available in DSpace on 2017-06-29T14:53:53Z (GMT). No. of bitstreams: 1 TES_CARLA_SPAGNOLO_COMPLETO.pdf: 4371923 bytes, checksum: e3b6e62a79cd15ccf061b5b075eda50a (MD5) Previous issue date: 2017-02-22 / This thesis, entitled "The Continuing Teacher Education: the Design thinking as an innovative and collaborative perspective in Basic Education" aims to analyze the contributions of creative methodologies - design thinking (DT) in the continuing education of teachers, in the development of collaboration, creativity and innovative strategies for the professional qualification and for the process of teaching and learning in Public Schools of Basic Education. The methodology used for this study followed the qualitative perspective and a participatory observation type approach, based on the problematic that has involved the contributions of creative methodologies in the continuous formation of teachers. In an attempt to solve this concern, we used data collection, procedural instruments such as semistructured interview, observation, maps and tools belonging to the different stages of the DT and the focal group. The organization and analysis of the data were based on the principles of the content analysis of Bardin (2011), from which emerged two main categories: 1) Continuing teacher education: realities and perceptions; 2) Creative methodologies: the contributions of Design Thinking to the teachers continued education. The theoretical framework that supported this research was built based on the researched subject, in constant dialogue between the authors, theories and personal experiences of the researcher. Among the different authors used, we highlight: Zeichner (1993), N?voa (1997-2014), Diaz (1994), Day (2005), Tardif (2013), Hen?ndez-Hern?ndez (2005), Demo (2005), Colom (2004), Maturna (1998), Moraes (1997), Morin (2000), Nitzsche (2012), Robinson (2012), Torre (2005, 2003), Vygotsky (1993; 2014). The results have indicated contributions in conceptual scopes, procedures and attitudes revealed by participant teachers. Continuing teacher education, through the creative methodology of Design Thinking in Education, has contributed considerably to providing and enhancing reflections and actions on empathy, creativity, collaboration, and innovative practices in the context of Basic Education, as well as Contributes to the motivation of teachers through the basic needs of autonomy, belonging and competence. The relevance of this work is in the intention to expand visions and open paths to new questions, doubts, reflections and perhaps inspire other realities to develop formations that prioritize the teachers? collaboration and prominent role. Dealing with learning processes goes beyond linear thinking and practice in human development. / Esta tesis intitulada "La formaci?n permanente del profesorado: el Design Thinking como perspectivas innovadoras y de colaboraci?n en la Educaci?n B?sica", tiene como objetivo analizar las contribuciones de las metodolog?as creativas - Design Thinking (DT) en la formaci?n permanente de los profesores, en el desarrollo de la cooperaci?n, de la creatividad y estrategias innovadoras para la calificaci?n y para el proceso de ense?anza y aprendizaje en las escuelas p?blicas de Educaci?n primaria y secundaria. La metodolog?a utilizada en este estudio sigui? la perspectiva cualitativa por medio de la observaci?n participante a partir de la problem?tica que involucr? las aportaciones de las metodolog?as creativas en la formaci?n continua de los profesores. En un intento de resolver este problema, se utiliz? para la recolecci?n de datos, instrumentos como: entrevistas semiestructuradas, observaci?n, mapas y herramientas pertenecientes a las diferentes etapas del DT y el grupo focal. La organizaci?n y an?lisis de los datos se basan en los principios de an?lisis de contenido de Bardin (2011), por la cual emergieron dos categor?as principales: 1) la formaci?n permanente del profesorado: realidades y percepciones; 2) metodolog?as creativas: las contribuciones del design thinking en la formaci?n permanente de los profesores. El marco te?rico que subsidi? esta investigaci?n fue constituida acerca del tema investigado en di?logo entre los autores, teor?as y experiencias personales del investigador. Entre los distintos autores presentes en la tesis destacamos los seguientes: Zeichner (1993), N?voa (1997- 2014), D?az (1994), Day (2005),Tardif ( 2013), Hen?ndez-Hern?ndez (2014), Brown (2009, Berbel (2012), Demo (2005), Colom (2004), maturna (1998), Moraes (1997), Morin (2000), Alison (2012), Robinson (2012), Torre (2005; 2003), Vygotsky (1993; 2014). Los resultados indicaron contribuciones en los marcos conceptuales, procedimentales y de actitudes reveladas por los profesores participantes. La formaci?n permanente de los profesores, a trav?s de la metodolog?a creativa del Desing Thinking en la educaci?n ha contribuido considerablemente para proporcionar y mejorar las reflexiones y acciones sobre la empat?a, la creatividad, la colaboraci?n y pr?cticas innovadoras en el contexto de la educaci?n primaria y secundaria, as? como contribuye a la motivaci?n de los profesores a trav?s de las necesidades b?sicas de la autonom?a, la pertenencia y la competencia. La relevancia de este trabajo es de ampliar las visiones y posibilitar a nuevas preguntas, dudas, reflexiones y quiz?s inspirar a otras realidades para desarrollar cursos de formaci?n que se centren en la colaboraci?n y en el rol activo de los profesores y de los alumnos. Tratar de los procesos de aprendizajes ultrapasa los pensamientos y pr?cticas lineales del desarrollo humano. / Esta tese, intitulada ?A forma??o continuada de professores: O design thinking como perspectiva inovadora e colaborativa na educa??o b?sica?, tem como objetivo analisar as contribui??es do Design Thinking (DT; metodologias criativas) na forma??o continuada de professores, no desenvolvimento da colabora??o, criatividade e estrat?gias inovadoras para a qualifica??o profissional e para o processo de ensino e aprendizagem em escolas p?blicas de Educa??o B?sica. A metodologia utilizada para este estudo seguiu a perspectiva qualitativa e uma abordagem do tipo observa??o participante, a partir da problem?tica a qual envolveu as contribui??es das metodologias criativas na forma??o continuada de professores. Na tentativa de resolver tal inquietude, foram utilizados, para a coleta dos dados, instrumentos como a entrevista semiestruturada, a observa??o, os mapas e as ferramentas pertencentes ?s diferentes etapas do DT, bem como o grupo focal. A organiza??o e an?lise dos dados basearam-se nos princ?pios da an?lise de conte?do de Bardin (2011), da qual emergiram duas principais categorias: 1) forma??o continuada de professores: realidades e percep??es; e 2) metodologias criativas: as contribui??es do Design Thinking para a forma??o continuada de professores. O referencial que subsidiou teoricamente esta pesquisa foi constru?do com base na tem?tica investigada, em constante di?logo entre os autores, teorias e experi?ncias pessoais da pesquisadora. Dentre os distintos autores utilizados, destacam-se: Zeichner (1993), N?voa (1997, 2014), Diaz (1994), Day (2005), Tardif (2013), Hern?ndez-Hern?ndez (2014), Brown (2010), Berbel (2012), Demo (2005), Colom (2004), Maturana (1998), Moraes (1997), Morin (2000), Nitzsche (2012), Robinson (2012), Torre (2003, 2005) e Vygotsky (1993, 2014). Os resultados indicaram contribui??es em ?mbitos conceituais, procedimentais e atitudinais revelados pelos professores participantes. A forma??o continuada de professores, por interm?dio da metodologia criativa do Design Thinking na Educa??o, contribuiu consideravelmente para proporcionar e potencializar as reflex?es e as a??es acerca da empatia, da criatividade, da colabora??o e de pr?ticas inovadoras no contexto da Educa??o B?sica, assim como para a motiva??o dos professores mediante as necessidades b?sicas da autonomia, pertencimento e compet?ncia. A relev?ncia deste trabalho consiste na inten??o de ampliar vis?es e abrir caminhos para novas perguntas, d?vidas e reflex?es, inspirando, inclusive, outras realidades a desenvolver forma??es que priorizem a colabora??o e o protagonismo dos professores. Tratar dos processos de aprendizagens ultrapassa pensamentos e pr?ticas lineares do desenvolvimento humano.

Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-06-27T16:48:57Z No. of bitstreams: 1 TES_DINORA_MEINICKE_COMPLETO.pdf: 3909915 bytes, checksum: e0cbe533ac1c37a24d7badf9a0a7c3ec (MD5) / Made available in DSpace on 2017-06-27T16:48:57Z (GMT). No. of bitstreams: 1 TES_DINORA_MEINICKE_COMPLETO.pdf: 3909915 bytes, checksum: e0cbe533ac1c37a24d7badf9a0a7c3ec (MD5) Previous issue date: 2017-03-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This study is about continuing education for daycare teachers. The research was developed from a qualitative research of hermeneutical approach and had as objective to understand how the Actions of Continuing Education offered to the Kindergarten Teacher, by the Municipal Secretary of Education - SME of Florian?polis / SC, in the period 2013-2015, instigated training in the perspective of an Education for Integrality. Theoretically the study is based on: Candau; Cunha; Gatti; Gatti e Barreto; Imbern?n; Marin; N?voa; Kramer Galvani; Barbosa; Baumann; Campos; Freitas e Pelizon; N?voa; Pimenta; Catanante; Gallegos; Moraes; Naranjo; Olbrzymekm; Portal; Rosell?; Yus; Wolman; Zohar e Marshall, among others. By definition, Education for Integrality is a proposal that implies and proposes to develop the constitutive dimensions of Being by instigating and inspiring the development of self-knowledge and self-formation. This is a transdisciplinary movement that seeks to understand the complementarity and synergy that surrounds and circulates among the constitutive dimensions of Being (social, emotional, spiritual and rational) in its process of Continuing Formation. The research had as subjects six servers that were at the forefront of planning and / or implementation of the focus actions of this study. Data collection was done through documentary research and semi-structured interviews, and data analysis was submitted to the principles of Discursive Textual Analysis. Three conceptions of Continuing Education were identified that supported the actions offered by SME of Florian?polis / SC in the formation of the Teacher of Early Childhood Education, which were improved over the period. It was verified that the actions were offered through meetings, conferences and a symposium. It was concluded that, in the period in which the training actions that comprise this study were thought of, they did not contemplate the constitutive dimensions of Being in their planning; However, it was observed that, although the Secretariat did not devise such actions for this purpose, the constitutive dimensions of Being permeated its development. The findings of this study indicate that the Municipal Secretary of Education of Florian?polis / SC recognizes the importance of enabling Continuing Education and is available to invest in studies and actions that contemplate the perspective of an Education for Integrality. / Este estudo versa sobre a Forma??o Continuada voltada ao professor de creche. A investiga??o foi desenvolvida a partir de uma pesquisa qualitativa de abordagem hermen?utica e teve como objetivo compreender como as A??es de Forma??o Continuada ofertadas ao Professor de Creche, pela Secretaria Municipal de Educa??o ? SME de Florian?polis/SC, no per?odo 2013-2015, instigavam uma forma??o na perspectiva de uma Educa??o para a Inteireza. Teoricamente o estudo ? baseado em: Candau; Cunha; Gatti; Gatti e Barreto; Imbern?n; Marin; N?voa; Kramer Galvani; Barbosa; Baumann; Campos; Freitas e Pelizon; N?voa; Pimenta; Catanante; Gallegos; Moraes; Naranjo; Olbrzymekm; Portal; Rosell?; Yus; Wolman; Zohar e Marshall, entre outros. Por defini??o, a Educa??o para a Inteireza constitui-se numa proposta que implica e prop?e desenvolver as dimens?es constitutivas do Ser ao instigar e inspirar o desenvolvimento do autoconhecimento, da autoforma??o. Esse ? um movimento transdisciplinar que busca compreender a complementariedade e a sinergia que envolve e circula por entre as dimens?es constitutivas do Ser (social, emocional, espiritual e racional) no seu processo de Forma??o Continuada. A pesquisa teve como sujeitos seis servidores que estavam ? frente do planejamento e/ou da implementa??o das a??es foco deste estudo. A coleta de dados foi realizada atrav?s de pesquisa documental e de entrevistas semiestruturadas, sendo a an?lise dos dados submetida aos princ?pios da An?lise Documental e da Textual Discursiva. Foram identificadas tr?s concep??es de Forma??o Continuada que sustentaram as a??es ofertadas pela SME de Florian?polis/SC na forma??o do Professor da Educa??o Infantil, que foram sendo aprimoradas ao longo do per?odo. Verificou-se que as a??es foram ofertadas por meio de encontros, confer?ncias e um simp?sio. Concluiu-se que, no per?odo em que foram pensadas as a??es de Forma??o que comp?e este estudo, as mesmas n?o contemplavam as dimens?es constitutivas do Ser no seu planejamento; contudo, observou-se que, embora a Secretaria n?o tenha concebido tais a??es com esse prop?sito, as dimens?es constitutivas do Ser permearam o seu desenvolvimento. Os achados deste estudo apontaram que a Secretaria Municipal de Educa??o de Florian?polis/SC reconhece a import?ncia de viabilizar a Forma??o Continuada e est? dispon?vel para investir em estudos e a??es que contemplem a perspectiva de uma Educa??o para a Inteireza

Submitted by Tatiana Lopes (tatiana.lopes@pucrs.br) on 2017-08-28T13:56:20Z No. of bitstreams: 1 DIS_ANA_LUCIA_PURPER_THIELE_COMPLETO.pdf: 1980959 bytes, checksum: bf8c277bd22ca5a88341de9391079db1 (MD5) / Made available in DSpace on 2017-08-28T13:56:21Z (GMT). No. of bitstreams: 1 DIS_ANA_LUCIA_PURPER_THIELE_COMPLETO.pdf: 1980959 bytes, checksum: bf8c277bd22ca5a88341de9391079db1 (MD5) Previous issue date: 2017-03-30 / This research presents a study about dyscalculia and the mode that it has been perceived by teachers who teach mathematics. It aims to analyze how a continuing education offered to teachers who teach Mathematics in Basic Education can modify their perceptions about dyscalculia and the mode that this impacts on their pedagogical practice. For this, sought to achieve some specific objectives: Identify, if they exist, the previous perceptions of the teachers participating in this research about dyscalculia; To verify what are the possible changes of these perceptions at the end of the continued formation about dyscalculia and to analyze how the continued formation repercussion in their pedagogical practices. To construe the theoretical framework, the study was based on some axes: neurosciences; learning difficulties; dyscalculia. The neuroscience is based mainly on the ideas of authors such as: Consenza and Guerra (2011); Ciasca (2006); Izquierdo (2002); Spitzer (2007); Haase (2010). To base the learning disabilities, mainly uses studies of: Ciasca (2006); Rotta (2006); Bridi Filho and Bridi (2016); Riesgo and Olweiller (2006). And, to address the dyscalculia, the researches of Kocs (1974); Haase (2010); Rotta (2006); Dehaene (2006); Consenza and Guerra (2011) were used. Twenty-three teachers who teach mathematics in Basic Education participated in this research. The teachers performed a continuing education about learning difficulties and dyscalculia and answered two questionnaires, one before and one after training. To analyze the data coming from the answers given to the questionnaires was inspired by for the Discursive Textual Analysis method (MORAES; GALIAZZI; 2011). Through the analysis, it shows that before the training the teachers attributed various denominations and characteristics to the dyscalculia, not having a clear differentiation in relation to the transtorn and the learning difficulties. This unfamiliarity gave rise to twelve categories about the definition of learning difficulties and ten categories about dyscalculia. After the continuing education these categories decreased to three and two, respectively, evidencing the need that these teachers have to obtain theoretical and practical subsidies on this theme. It is possible to show that the answers given to the post-questionnaire converged to a more precise definition of dyscalculia, denominating it as a transtorn or disorder. In addition, teachers listed more accurately the characteristics of dyscalculia and their differences in relation to learning difficulties. It verifies that teachers are not always prepared to deal with the transtorn and not even recognize signs that indicate evidence of a student with dyscalculia, besides not knowing possible interventions that can help you in the classroom. In this way, it points the need for a continuing education that account for the deepening about difficulties and disorders of learning in Mathematics for teachers who teach Mathematics at any level of Basic Education. / Esta pesquisa apresenta um estudo acerca da discalculia e do modo que ela vem sendo percebida por professores que ensinam Matem?tica. Tem como objetivo analisar como uma forma??o continuada oferecida a professores que ensinam Matem?tica na Educa??o B?sica pode modificar suas percep??es sobre discalculia e o modo que isso repercute em sua pr?tica pedag?gica. Para isso, buscou alcan?ar alguns objetivos espec?ficos: identificar, caso existam, as percep??es pr?vias dos professores participantes desta pesquisa acerca da discalculia; verificar quais s?o as poss?veis mudan?as dessas percep??es ao final de uma forma??o continuada sobre discalculia e analisar como uma forma??o continuada repercutiu em suas pr?ticas pedag?gicas. Para construir o referencial te?rico, o estudo apoiou-se em alguns eixos: neuroci?ncias; dificuldades de aprendizagem; discalculia. A neuroci?ncias est? fundamentada principalmente nas ideias de autores como: Consenza e Guerra (2011); Ciasca (2006); Izquierdo (2002); Spitzer (2007); Haase (2010). Para alicer?ar as dificuldades de aprendizagem utiliza, principalmente, os estudos de: Ciasca (2006); Rotta (2006); Bridi Filho e Bridi (2016); Riesgo e Olweiller (2006). Para abordar a discalculia, foram utilizadas as pesquisas de Kocs (1974), Haase (2010), Rotta (2006), Dehaene (2006) e Consenza e Guerra (2011). Participaram desta pesquisa vinte e tr?s professores que ensinam Matem?tica na Educa??o B?sica. Os professores realizaram uma Forma??o Continuada sobre Dificuldade de aprendizagem e Discalculia e responderam dois question?rios, um antes e um ap?s a forma??o. Para analisar os dados advindos das respostas dadas aos question?rios inspirou-se no m?todo An?lise Textual Discursiva (MORAES; GALIAZZI, 2011). Por meio da an?lise evidencia que antes da forma??o os professores atribu?am v?rias denomina??es e caracter?sticas ? discalculia, n?o havendo uma diferencia??o n?tida em rela??o ao transtorno e as dificuldades de aprendizagem. Tal desconhecimento deu origem a doze categorias sobre a defini??o de dificuldades de aprendizagem e dez categorias sobre discalculia. Ap?s a Forma??o Docente essas categorias diminu?ram para tr?s e duas, respectivamente, evidenciando a necessidade que esses professores possuem de obter subs?dios te?ricos e pr?ticos acerca desse tema. ? poss?vel mostrar que as respostas dadas ao p?s-question?rio convergiram para uma defini??o mais exata de discalculia, denominando-a como um transtorno ou dist?rbio. Al?m disso, os professores elencaram com mais exatid?o as caracter?sticas referentes ? discalculia e suas diferen?as em rela??o ?s dificuldades de aprendizagem. Verifica que nem sempre os professores est?o preparados para lidar com o transtorno e nem ao menos reconhecem sinais que indique ind?cios de um estudante com discalculia, al?m de desconhecerem poss?veis interven??es que possam auxili?-lo em sala de aula. Desse modo, aponta a necessidade de uma forma??o continuada que de conta do aprofundamento sobre dificuldades e transtornos de aprendizagem em Matem?tica para professores que ensinam Matem?tica em qualquer n?vel da Educa??o B?sica.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2017-02-13T23:45:04Z No. of bitstreams: 1 DISSERTACAO.ROSANA_FALC?O. 2016.pdf: 1538531 bytes, checksum: 98cf5a7d0ee382bf0e7527de39404c64 (MD5) / Made available in DSpace on 2017-02-13T23:45:04Z (GMT). No. of bitstreams: 1 DISSERTACAO.ROSANA_FALC?O. 2016.pdf: 1538531 bytes, checksum: 98cf5a7d0ee382bf0e7527de39404c64 (MD5) Previous issue date: 2016-07-27 / Experience experienced reader, coupled with the realization that the teacher is the main readers students forming agent prompted me to investigate their training reader, teacher person, in view of this present literature as a way of dealing with the world, favoring the incorporation of reading the personal and professional life, with a view to building a qualified educational practice. In this perspective, the reflections made in this research aim to understand the implications of the Continuing Education Program Pro-Literacy in reader teacher constitution process. Thus, the theoretical and methodological support was gaining meaning from the principles of qualitative approach, electing as devices for collecting "data" the narrative interview with four teachers of the Municipal Feira de Santana Education who took the course in 2008 and the consultation of the documents that support the work of Pro-Literacy. In the development of this production, it established a theoretical / empirical dialogue of the training paths of interviewees with theorists who deal with teacher training, namely: N?voa (1992; 2009); Gatti (2006; 2010); Freire (1995), among others, as well as scholars of the language area, specifically in reading, such as: Zilberman (1991/1992/1988); Lajolo (1988; 2004); Bakhtin (1986; 2005; 2006); Geraldi (2004); Travaglia (1996); Younes (2012); Chartier (1994), among others. This research shows that the main focus of the Pro-Literacy Course is the formation of the student reader and do not constitute in therefore causing concern and discussion of this course the reader teacher training. What odds with its theoretical proposal, proposing a conception of continuing education supported teachers in reflection, autonomy, training of professional identity and discussion. Aware of the limitations of continuing education policies in this language search area indicates the need to invest in a training process that has as its core teaching reader training, as the teachers interviewed claim. / A experi?ncia leitora vivenciada, aliada a compreens?o de que o professor ? o principal agente de forma??o de alunos leitores me instigou a investigar a sua forma??o leitora, da pessoa do professor, na perspectiva de que esta apresente a literatura como uma forma de lidar com o mundo, favorecendo a incorpora??o da leitura ? vida pessoal e profissional, tendo em vista a constru??o de uma pr?tica educativa qualificada. Nessa perspectiva, as reflex?es tecidas nesta investiga??o t?m como objetivo compreender quais as implica??es do Programa de Forma??o Continuada Pr?-Letramento no processo de constitui??o do professor leitor. Assim, a sustenta??o te?rico-metodol?gica foi ganhando sentido a partir dos princ?pios da abordagem qualitativa, elegendo como dispositivos de recolha de ?dados? a entrevista narrativa com quatro professoras da Rede Municipal de Ensino de Feira de Santana que fizeram o curso no ano de 2008, bem como a consulta aos documentos que subsidiam o trabalho do Pr?-Letramento. No desenvolvimento dessa produ??o, foi estabelecido um di?logo te?rico/emp?rico dos percursos formativos dos sujeitos entrevistados com te?ricos que versam sobre forma??o docente, a saber: N?voa (1992;2009); Gatti (2006;2010); Freire (1995), dentre outros, bem como estudiosos da ?rea de linguagem, mais especificamente em leitura, tais como: Zilberman (1991/1992/1988); Lajolo (1988;2004); Bakhtin (1986;2005;2006); Geraldi (2004); Travaglia (1996); Yunes (2012); Chartier (1994), dentre outros. A presente investiga??o revela que o foco principal do Curso Pr?-Letramento ? a forma??o do aluno leitor, n?o se constituindo portanto em alvo de preocupa??o e discuss?o deste curso a forma??o leitora do professor. O que destoa da sua proposta te?rica, ao propor uma concep??o de forma??o continuada de professores amparada na reflex?o, na autonomia, na forma??o da identidade profissional e na discuss?o. Cientes das limita??es das pol?ticas de forma??o continuada na ?rea de linguagem esta pesquisa indica para a necessidade de investir em um processo formativo que tenha como cerne a forma??o leitora docente, conforme clamam os professores entrevistados.

Made available in DSpace on 2016-04-04T18:32:54Z (GMT). No. of bitstreams: 1 Marcia Lima Bortoletto.pdf: 513450 bytes, checksum: 5d9984e0b36f54825eb5f24f7de04bf9 (MD5) Previous issue date: 2009-12-11 / This study analyses the challenges and the perspectives of the teacher?s continued formation at the Higher Education level taking as objective to promote a conscious practice of the teaching process. It presents historically how the process of the teacher?s formation has occured. Although the Higher Education institutions promise to offer a qualified teaching, the teacher keeps lacks on his formation. We carried out a research from a programme of continued formation for Higher Education teachers. The objective of this course is to create a place for the teacher?s discussion on his problems and anguishes on the everyday classroom matters. Thirty-two individuals were selected: working as teachers, among men and women, with graduate degree, either specialist or master and doctorate. It was suggested for them to answer a questionnaire as volunteers without naming themselves. Interviews were also recorded. From the results came up two categories: the difficulties in being a teacher and objectives and results achieved with the continued formation course . The positive result found in the testimonials is noted, especially on the teacher?s understanding about his students and his teaching practice. These testimonials indicate the importance of the continued formation programmes at Higher Education level, meantime it is still an unusual practice. Therefore, the importance of teacher?s continued formation is settled on the perspective for a better quality and greater responsibility on citizenship formation without losing sight of the structural dimension of this issue. / O presente trabalho tem como proposta analisar os desafios e as perspectivas da forma??o continuada no ensino superior, visando promover um fazer consciente do processo ensino e aprendizagem. Apresenta historicamente como vem se dando o processo de forma??o de professores. Embora as institui??es de ensino superior prometam um ensino de qualidade, fica o professor com defici?ncias em sua pr?pria forma??o. Realizamos uma pesquisa a partir de um programa de forma??o continuada para docentes no ensino superior. O objetivo do curso ? criar um espa?o para discuss?o dos problemas e ang?stias do professor no seu dia-a-dia na sala de aula. Foram selecionados 32 sujeitos, professores, entre homens e mulheres, todos com forma??o m?nima de especialistas, em sua maioria mestres e doutores. A sugest?o era para que respondessem aos itens de um question?rio, n?o necessitando a identifica??o dos sujeitos e t?o pouco houve a obrigatoriedade do preenchimento. Foram tamb?m realizadas entrevistas. Dos resultados obtidos emergiram duas categorias: as dificuldades encontradas em ser professor , e objetivos e resultados alcan?ados com o curso de forma??o continuada . Percebe-se o resultado positivo encontrado nos depoimentos, principalmente a compreens?o do professor em olhar para o aluno, para sua pr?tica pedag?gica e encontr?-lo mais satisfeito. Foi atrav?s desses depoimentos que pontuamos a import?ncia dos programas de forma??o continuada no ensino superior, por?m, essa ainda ? uma pr?tica pouco estabelecida. Conclu?mos sobre a import?ncia da forma??o continuada para professores como uma perspectiva para uma educa??o de melhor qualidade e maior responsabilidade na forma??o de cidad?os, sem perder de vista a dimens?o estrutural da problem?tica.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-01-19T15:18:39Z No. of bitstreams: 1 BrunoTelesNunesTese2017.pdf: 30402696 bytes, checksum: 4f431ea0b940958bdc9e66dbe0b4c576 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-01-19T15:18:51Z (GMT) No. of bitstreams: 1 BrunoTelesNunesTese2017.pdf: 30402696 bytes, checksum: 4f431ea0b940958bdc9e66dbe0b4c576 (MD5) / Made available in DSpace on 2018-01-19T15:18:51Z (GMT). No. of bitstreams: 1 BrunoTelesNunesTese2017.pdf: 30402696 bytes, checksum: 4f431ea0b940958bdc9e66dbe0b4c576 (MD5) Previous issue date: 2017-11-20 / This exploratory research presents a scenario of the potential effectiveness of the Program of Professional Master Degree for Teachers from Basic Education Public Schools (PROEB). The scene is composed of four elements: 1) the teacher`s motivational profile; 2) teachers' perceptions about the academic aspects; 3) teachers' perceptions about the contribution for the teaching practice; and 4) teachers' perceptions about permeability of school contexts to new knowledge. From a national survey, we collected 2,738 fully forms. All participants are basic education teachers - students and, between 2011 and 2016 - from professional master courses in teaching of: math (ProfMat), letters (ProfLetras), history (ProfHist??ria), physics (ProFis) and arts (ProfArtes). Despite of some observed weaknesses, the first three elements presented auspicious results. The teachers were prominently self-determined, despite the considerable influence of compensation mechanisms of problematic factors (social and financial) observed in teaching career. Positive perceptions predominated about: the academic features of the courses, however, we observed negative reviews, resembling the academic structure of professional masters to academics, especially the ProfMat; and about the courses contribution for the teaching practice, to a lesser extent about the student performance. With regards to the fourth element, the data pointed to an average permeability of the schools to new knowledge. After merging the four components we observed a promising scenario, so, the PROEB shows effective features, aggregating improvements to the Brazilian basic education. / Esta pesquisa explorat??ria apresenta um cen??rio do potencial de efetividade do Programa de Mestrado Profissional para Qualifica????o de Professores da Rede P??blica da Educa????o B??sica (PROEB). O cen??rio ?? composto por quatro elementos: o perfil motivacional dos professores; a percep????o dos mesmos acerca: de aspectos acad??micos dos mestrados; da contribui????o da experi??ncia nos cursos para a pr??tica docente; e da permeabilidade dos contextos escolares aos novos saberes. Participaram do survey nacional 2.738 professores, alunos e ex-alunos bolsistas, entre 2011 e 2016, dos Mestrados Profissionais em Ensino de: Matem??tica (ProfMat), Letras (ProfLetras), Hist??ria (ProfHist??ria), F??sica (ProFis) e Artes (ProfArtes). A despeito de algumas fragilidades observadas, os tr??s primeiros elementos do cen??rio apresentaram resultados alvissareiros. Os professores se mostraram destacadamente autodeterminados, apesar da consider??vel influ??ncia de mecanismos de compensa????o de fatores (sociais e financeiros) problem??ticos observados na carreira docente. Predominaram percep????es positivas acerca das caracter??sticas acad??micas dos cursos, contudo, observamos cr??ticas negativas, assemelhando a estrutura acad??mica dos mestrados profissionais aos acad??micos, sobretudo no ProfMat. Preponderaram percep????es positivas sobre a contribui????o dos cursos para a pr??tica docente, em menor grau quanto ao desempenho dos alunos. Quanto ao quarto elemento, os dados apontaram para uma permeabilidade mediana das escolas aos novos saberes. A fus??o dos quatro componentes resultou em um cen??rio promissor, ou seja, as a????es do PROEB apresentam potencial efetivo de agregar melhorias a educa????o b??sica brasileira.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-05-04T19:09:18Z No. of bitstreams: 1 2016 - SIMONE ROSA DA SILVA SOUZA.pdf: 1504817 bytes, checksum: 23d5919ede979f31542cd334b25dbebe (MD5) / Made available in DSpace on 2017-05-04T19:09:18Z (GMT). No. of bitstreams: 1 2016 - SIMONE ROSA DA SILVA SOUZA.pdf: 1504817 bytes, checksum: 23d5919ede979f31542cd334b25dbebe (MD5) Previous issue date: 2016-06-01 / The law 11.892/2008 has created the Federal Institutes of Education, Science and Tecnology, establishing changes in the working way of the institutions which now compose the Federal Web of Scientific, Professional Education. The teachers started to have a broader acting and the students, access to different formation paths. The current society also demands from the school the development of new duties, in an extremely changeable and fast production of knowledge scenario. In this context, the teacher represents an important role, specially in the changing of the students? thinking and attitude, requiring, therefore, constant acquisition and knowledge improvement that could contribute to his teaching practice. The Fluminense Federal Institute is among the institutions which embrace policies that encourage the continued formation of their servers/professionals. In this way, this study had as a general purpose to investigate the policy of teachers' continued formation, aiming to identify its impacts in the practice in IFFluminense. The investigation took place at campus Bom Jesus of Itabapoana and was attended by 15 active on Technical Courses and Higher Education teachers, who were served by the Continued Formation of the Institute and Academic-Professional Development Support Program between 2010 and 2014, for participating in post graduation courses. We embraced the qualitative approach, by conducting case study, intending to understand the meanings which the teachers attributed to the continued formation and the knowledge built by them. With bibliographic research, it was possible to develop the broad study of the issue, through the optics of several authors. It was also held documental research, including documents about the creation of the institutions that compose the Federal Web of Professional Education and about the aspects of the teacher continued formation policy, nacionally and at IFFluminense. For the data collection, it was applied a questionnaire, with questions regarding the policy of institutional continued formation. In order to analyze the questions that contained free opinions, we used the substance analysis method, according to Bardin (2009). After the tabulation, the data was presented through graphics, scales and in a textual form, allowing the debate of the results based on the studied authors. We concluded that the IFFluminense's policy of continued formation provides positive effects in the teacher acting/performance, especially regarding to the applicability, in teaching activities, of acquired knowledge in post graduation courses. With this study, we do not intend to finish the debate about the continued formation, but to evince aspects of this process in the development of teacher activities in the institution context, opening possibilities for new thoughts about the theme in several contexts. / A Lei n? 11.892/2008 criou os Institutos Federais de Educa??o, Ci?ncia e Tecnologia, estabelecendo mudan?as na forma de trabalho das institui??es que hoje comp?em a Rede Federal de Educa??o Profissional, Cient?fica e Tecnol?gica. Os docentes passaram a ter uma atua??o mais ampla e os discentes, acesso a diversas trajet?rias de forma??o. A sociedade atual tamb?m exige da escola o desenvolvimento de novas atribui??es, em um cen?rio extremamente mut?vel e de produ??o acelerada de conhecimento. Nesse contexto, o professor representa um papel fundamental, principalmente na modifica??o de pensamento e atitude dos estudantes, necessitando, ent?o, de constante aquisi??o e aprimoramento de conhecimentos que possam favorecer sua pr?tica de ensino. O Instituto Federal Fluminense est? entre as institui??es que adotam pol?ticas que incentivam a forma??o continuada de seus servidores. Desse modo, este estudo teve como objetivo geral investigar a pol?tica de forma??o continuada dos docentes, buscando identificar seus impactos na pr?tica dos professores do IFFluminense. A investiga??o foi realizada no campus Bom Jesus do Itabapoana e contou com a participa??o de 15 docentes, atuantes em Cursos T?cnicos e Curso Superior, atendidos pelo Programa de Apoio ao Desenvolvimento Acad?mico-Profissional e ? Forma??o Continuada do Instituto, entre 2010 e 2014, para participa??o em cursos de p?s-gradua??o. Adotamos a abordagem qualitativa, por meio de estudo de caso, visando compreender as significa??es que os docentes atribu?am ? forma??o continuada e aos conhecimentos constru?dos por eles. Com pesquisa bibliogr?fica, foi permitido o estudo amplo do tema, pela ?tica de diversos autores. Tamb?m foi realizada pesquisa documental, englobando documentos sobre a hist?ria da cria??o das institui??es que comp?em a Rede Federal de Educa??o Profissional e sobre os aspectos da pol?tica de forma??o continuada docente, em n?vel nacional e no IFFluminense. Para coleta de dados, foi aplicado um question?rio, com quest?es referentes ? pol?tica de forma??o continuada institucional. Nas quest?es que continham opini?es livres dos informantes, utilizamos o m?todo de an?lise de conte?do, conforme Bardin (2009). Ap?s a tabula??o, os dados foram apresentados por gr?ficos, tabelas e de forma textual, permitindo a discuss?o dos resultados baseada nos autores estudados. Conclu?mos que a pol?tica de forma??o continuada do IFFluminense proporciona efeitos positivos na atua??o docente, principalmente no tocante ? aplicabilidade, nas atividades de ensino, dos conhecimentos adquiridos nos cursos de p?s-gradua??o. Com este estudo, n?o pretendemos esgotar a discuss?o sobre forma??o continuada, mas evidenciar aspectos desse processo no desenvolvimento das atividades docentes no ?mbito da institui??o, abrindo possibilidades para novas reflex?es sobre o tema em diversos contextos.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-08-23T18:25:38Z No. of bitstreams: 1 2016 - Daniele Francisco de Araujo.pdf: 3805177 bytes, checksum: f71811e3c92b57f9fd8e9e190710b14c (MD5) / Made available in DSpace on 2017-08-23T18:25:38Z (GMT). No. of bitstreams: 1 2016 - Daniele Francisco de Araujo.pdf: 3805177 bytes, checksum: f71811e3c92b57f9fd8e9e190710b14c (MD5) Previous issue date: 2016-12-14 / CAPES / This thesis aims to analyze the formation of Basic Education teachers for school inclusion in the Baixada Fluminense from a Continuing Training Program. Therefore, we used the methodology of collaborative action research to understand that this would be the best option for a joint work. The research field was the extension course ?Processes of teaching and learning of students with intellectual disabilities?, held by the Observatory Research Group of Special Education and School Inclusion: curricular practices and teaching and learning processes, of the Rural Federal University of Rio de Janeiro, in partnership with the Special Education Municipal Coordination of seven municipalities in the Baixada Fluminense, namely: Belford Roxo, Duque de Caxias, Mesquita, Nil?polis, Nova Igua?u, Queimados and S?o Jo?o de Meriti. The Continuing Training Program was one action of these two projects: a) The education of students with intellectual disabilities: public politics, cognitive processes and evaluation of learning and b) Schooling and development of students with intellectual and multiple disabilities in the Baixada Fluminense. First results showed the precariousness in the training system, mainly with the regard of continuing training in inclusive education offered for professional education of these seven municipalities. The data pointed out that training, in most cases, are for teachers who work with the target audience of inclusive education students, due to a demand, characterizing, mostly for some training on specific themes. Regarding the Program, the data showed that the cultural-historical perspective ? theoretical referencial of this work ? contributed to the desmystification of prejudice toward students with intellectual diabilities, owing to work with the knowledge of their concepts, such as the psychological processes upper and mediation. Finally, we considered as extremely important theoretical and practical Continuing Training, that consider the reality of everyday school life, which is the starting point for the study, the analysis and the reflexion of pedagogical practices. / A presente disserta??o tem por objetivo analisar a forma??o de professores da Educa??o B?sica para a inclus?o escolar na Baixada Fluminense a partir de um Programa de Forma??o Continuada. Para tanto, utilizamos a metodologia da pesquisa-a??o colaborativa por compreendermos que esta seria a melhor op??o para um trabalho conjunto. O campo de pesquisa foi o curso de extens?o ?Processos de ensino e aprendizagem de alunos com defici?ncia intelectual?, realizado pelo grupo de pesquisa Observat?rio de Educa??o Especial e Inclus?o Escolar: pr?ticas curriculares e processos de ensino e aprendizagem, da Universidade Federal Rural do Rio de Janeiro, em parceria com as Coordenadorias Municipais de Educa??o Especial de sete munic?pios da Baixada Fluminense, a saber: Belford Roxo, Duque de Caxias, Mesquita, Nil?polis, Nova Igua?u, Queimados e S?o Jo?o de Meriti. O Programa de Forma??o Continuada foi uma das a??es de dois projetos: a) A escolariza??o de alunos com defici?ncia intelectual: pol?ticas p?blicas, processos cognitivos e avalia??o da aprendizagem e b) Escolariza??o e desenvolvimento de alunos com defici?ncia intelectual e m?ltipla na Baixada Fluminense. Os primeiros resultados apresentaram a precariedade no sistema formativo, sobretudo no que se refere ? forma??o continuada em educa??o especial ofertada para os profissionais da educa??o desses sete munic?pios. Os dados mostraram que as forma??es, em sua maioria, s?o para docentes que atuam com alunos p?blico-alvo da educa??o especial, em virtude de uma demanda; caracterizando-se, em sua maioria, por forma??es pontuais com temas espec?ficos. Com rela??o ao Programa, os dados mostraram que a perspectiva hist?rico-cultural ? referencial te?rico deste trabalho ? muito contribuiu para a desmistifica??o de preconceitos com os alunos com defici?ncia intelectual, tendo em vista o trabalho com o conhecimento de seus conceitos, como os processos psicol?gicos superiores e a media??o pedag?gica. Por fim, consideramos de suma import?ncia forma??es continuadas te?rico-pr?ticas que levem em considera??o a realidade do cotidiano escolar, sendo este o ponto de partida para o estudo, a an?lise e a reflex?o das pr?ticas pedag?gicas.

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-06-28T18:16:16Z No. of bitstreams: 2 greyd_cardoso_mattos.pdf: 642059 bytes, checksum: 0515f2d652ee7811284f150259762eab (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-07-03T13:58:31Z (GMT) No. of bitstreams: 2 greyd_cardoso_mattos.pdf: 642059 bytes, checksum: 0515f2d652ee7811284f150259762eab (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-07-03T13:58:31Z (GMT). No. of bitstreams: 2 greyd_cardoso_mattos.pdf: 642059 bytes, checksum: 0515f2d652ee7811284f150259762eab (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016 / O Governo Federal instituiu em julho de 2012 o programa de forma??o continuada para professores alfabetizadores, intitulado ?Pacto Nacional pela Alfabetiza??o na Idade Certa? com o objetivo principal de garantir a alfabetiza??o de todas as crian?as at? os oito anos de idade. Esse Programa teve in?cio em 2013 e, em sua estrutura??o, as universidades parceiras foram respons?veis pela forma??o dos orientadores de estudos que, por sua vez, formavam os professores alfabetizadores em seus respectivos munic?pios, em encontros mensais de 8 horas. Toda a forma??o foi baseada nos Cadernos de Forma??o distribu?dos pelo Minist?rio da Educa??o (MEC) a todos os participantes do Programa. Tendo como refer?ncia o objetivo principal do Programa e o processo de inclus?o de surdos na rede regular de ensino, surgiu o problema deste trabalho: o ?Pacto Nacional pela Alfabetiza??o na Idade Certa? subsidiou a forma??o de professores alfabetizadores de surdos? Esta pesquisa ? de natureza qualitativa e foi realizada por meio de levantamento bibliogr?fico e an?lise documental pelo m?todo de An?lise do Conte?do. Durante a constru??o do referencial te?rico, buscou-se investigar e discutir a forma??o de professores no Brasil a partir da Lei de Diretrizes e Bases da Educa??o Nacional e o processo de inclus?o educacional do surdo no ensino regular. A partir dessa etapa, foram criadas tr?s categorias de an?lise que subsidiaram a investiga??o dos Cadernos de Forma??o: Educa??o inclusiva, Surdez e Alfabetiza??o de surdos. Os resultados da pesquisa demonstram que o Programa n?o ofereceu uma forma??o que atendesse ?s necessidades dos professores alfabetizadores de surdos. Nesse sentido, seu objetivo principal n?o alcan?ou todas as crian?as. ? sabido que o processo de inclus?o de surdos na rede regular de ensino n?o ? algo simples, contudo, se ele existe, ? preciso criar estrat?gias para ele se realizar efetivamente. Caso contr?rio, se transforma em exclus?o. Desse modo, o poder p?blico deve criar mecanismos para melhorar esses tipos de programas e proporcionar uma forma??o continuada aos professores, garantindo a inclus?o de alunos surdos na rede regular de ensino. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016. / The Federal Government created in July 2012 the permanent training program for literacy teachers entitled ?Pacto Nacional pela Alfabetiza??o na Idade Certa? (National Pact for Literacy in the Proper Age) with the main objective to ensure literacy for all children until eight years old. This program began in 2013 and the partner universities were responsible to form the studies of the supervisors and they were responsible to train the teachers in their respective cities, in monthly meetings with 8 hours. All training was based on the Training Books distributed by the Ministry of Education (MEC) to all participants of the program. According to the main objective of this program and the inclusion process of the deaf in the regular school system, the problem of this study appeared: the ?Pacto Nacional pela Alfabetiza??o na Idade Certa? formed teachers to the deaf inclusion? This research is classified as qualitative and was conducted through a literature review and document analysis known as Content Analysis method. During the composing of the theoretical framework, we try to investigate and discuss the training of teachers in Brazil from the ?Lei de Diretrizes e Bases da Educa??o Nacional? (Law of Guidelines and Bases of National Education) and the process of education of the deaf inclusion in elementary education. From this step, three categories of analysis to support the investigation of Training Books were created: Inclusive Literacy, Deafness and Deaf Literacy. The research results show that the program did not offer an education that meets the needs of the teachers of the deaf. Therefore, its main objective has not achieved all children. We know that the process of inclusion of deaf people in regular education is not something simple, however, if it exists, we must create strategies to make it effectively. Otherwise, it will be an exclusion. Thus, the government has to create mechanisms to improve this kind of programs and provide a permanent training for teachers, ensuring the inclusion of deaf students in regular schools.

Made available in DSpace on 2014-12-17T14:36:01Z (GMT). No. of bitstreams: 1 GilveteLG.pdf: 1223256 bytes, checksum: 9c24ad2b76f10a5da7ba35fa30f20dff (MD5) Previous issue date: 2009-06-09 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The thesis: "autobiographical narrative as practical continuous training and updating of itself: the groups-reference and the reflexive group in the mediation of identity construction of teaching" begins in the founder matter: "What are the implications of groups-reference in the process of identity formation and the teaching role of teachers which is participating of the research? This object of study deals with the continuing education of teachers of Basic Education and the role of the reflective group as space-time of (re) construction of educational knowledge, for the recognition of yourself. The thesis defends that the autobiographical narrative, as a pedagogical tool and research, for the initial and continuous training, is presented as theoretical and methodological foundation necessary for identity formation of the teacher. The research is limited to the qualitative approach with a focus on the autobiographical narrative. The participants are six teachers, three teachers and three students-teachers. The corpus comprises six autobiographical narratives, six reports of successful experiences, two studies on the biographical work, and six individual testimonials about the impact in personal and professional life. The data analysis was to reference Dausien and Alheit (2006), Bruner (1997), Contreras (2002), Delory-Momberger (2007), Freire (2005), Giddens (2002), Josso (2004), new (1988, 2002), Passeggi (2001, 2002), Pineau (2004), Ricoeur (2004), Souza (2006), Tardif (2002) and Vygotsky (2005). The research revealed that the formation of identity as a teachers of the educators occurred in the reference group, involving the formal, non-formal and informal of the processes of knowledge , in a movement of alternation training that includes yourself, the other and the ambient. Also revealed that the pedagogical choices of the teachers studied aimed at minimizing educational gaps that were lived in both field personal and social; that the personal identity is configured as an identity narrative and the methodology of the biographical work, through the mimesis of continuing education, provided the passage from the group reflective to the group of reference / A tese narrativa autobiogr?fica como pratica de forma??o continuada e de atualiza??o de si: Os grupos refer?ncia e o grupo reflexivo na media??o da constitui??o identitaria docente parte da quest?o fundadora Quais as implica??es dos grupos-refer?ncia no processo de constitui??o identitaria e de atua??o docente das professoras participantes da pesquisa? Constitui o objeto de estudo a forma??o continuada de professoras da Educa??o B?sica e o papel do grupo reflexivo como espa?o-tempo de (re) constru??o dos saberes docentes para o reconhecimento de si mesmo. Defende-se a tese de que a narrativa autobiogr?fica como instrumento pedag?gico e de investiga??o para a forma??o inicial e continuada se apresenta como fundamento te?rico-metodol?gico indispens?vel para a constitui??o identitaria docente. A pesquisa circunscreve-se na abordagem qualitativa, com o foco na narrativa autobiogr?fica. As participantes s?o seis professoras, sendo tr?s alunas-professoras e tr?s professoras. O corpus compreende seis narrativas autobiogr?ficas, seis relatos de experi?ncias bem-sucedidas, duas analises sobre o trabalho biogr?fico, e seis depoimentos individuais sobre a repercuss?o deste na vida pessoal e profissional. A analise dos dados teve como refer?ncia Alheit e Dausien(2006), Bruner (1997), Contreras(2002), Delory-Momberger(2007), Freire(2005), Giddens(2002), Josso(2004), N?voa(1988,2002), Passegi(2001, 2002), Pineau(2004), Ricoeur(2004), Souza(2006). Tardif(2002), Vygotsky(2005). A pesquisa revelou, que a constitui??o identitaria docente das professoras ocorreu em grupos-refer?ncia, envolvendo os processos de aprendizagem formal, n?o-formal e informal, em um movimento de altern?ncia da forma??o que compreende o eu, o outro e o meio; revelou ainda que as escolhas pedag?gicas das professoras estudadas visavam minimizar lacunas educacionais vivenciadas tanto no campo pessoal quanto no social;que a identidade pessoal se configura como identidade narrativa e que a metodologia do trabalho biogr?fico por meio da mimese de forma??o continuada propiciou a passagem do grupo reflexivo para o grupo-refer?ncia