Made available in DSpace on 2016-04-04T18:32:27Z (GMT). No. of bitstreams: 1 Maria Biazzi1.pdf: 455006 bytes, checksum: 50f0faf0600fb0c9583108561bcdbe7b (MD5) Previous issue date: 2006-05-29 / The aim of the present study, inserted in the University research line, Teaching and Teacher Formation is to verify how the school experiences on evaluation and the history of the teachers lives either as a students or as a teacher influence their views and practice concerning assessment. It s also intended to reflect how the evaluation process has been modified along the educational history, as well as the role of the evaluation according to the several facets it can assume. Since the man modifies the world in which he lives through his actions and consequently he is modified by this world, we carried out a qualitative research with a critical-participative approach having as its source the explanatory study where the interviews were made with elementary school teachers from a private school in Sorocaba- S.P. Data from different views concerning the assessment were collected, the way the person understands the assessment, the tools used for evaluation, when and how he evaluates. Such views result from experiences mentioned beforehand. The study showed that either positive or negative evaluative experiences of the school life of the interviewee pointed the way these experiences affect the teacher. / O presente trabalho, inserido na linha de pesquisa Universidade, Doc?ncia e Forma??o de Professores, tem por objetivo verificar como a hist?ria de vida de professores e suas experi?ncias escolares com a avalia??o, seja como aluno ou como professor, influenciam sua vis?o e pr?tica docente no que tange ? avalia??o. Pretende tamb?m refletir como o processo avaliativo tem-se modificado ao longo da hist?ria da educa??o, bem como quais as fun??es da avalia??o de acordo com as v?rias faces que pode assumir. Dado que o homem modifica o mundo em que vive atrav?s de sua a??o e conseq?entemente ? modificado por este mundo, realizamos uma pesquisa qualitativa com enfoque cr?tico-participativo, que teve como fonte o estudo explorat?rio, tendo sido coletadas entrevistas de professoras do Ensino Fundamental I de uma escola particular na cidade de Sorocaba-SP. Foram recolhidos dados sobre diferentes posi??es frente ? avalia??o, desde como o sujeito entende a avalia??o, quais os instrumentos que utiliza para avaliar, quando e como avalia, posi??es essas resultantes das experi?ncias supracitadas. O estudo mostrou que experi?ncias avaliativas da vida escolar do entrevistado, positivas ou negativas, apontaram de que forma estas experi?ncias afetam o professor.

Made available in DSpace on 2016-04-04T18:32:31Z (GMT). No. of bitstreams: 1 Sonia Regina Brizolla.pdf: 557116 bytes, checksum: b80bb4dcb41d18256a2878169ba476b2 (MD5) Previous issue date: 2006-06-01 / This work associates the research line to it: University, Docence and Formation of Professors analyze the course of Pedagogy of the Puc-Campinas, treating to the following questioning: The Psicomotricity as one disciplines of the course of Pedagogy, will be able to assist the professor of the Infantile education in pedagogical practical its? It was verified by means of literature and of interviews, that this science is superficially boarded in the related course. The Psicomotricity has been studied and argued for some authors, taking itself in consideration the phases of the development of the child and its contribution for the intellectual development of the same ones. The objective of this work is to present a proposal of performance in Psicomotricity for the formation of the professor, being emphasized its importance for the Infantile Education, verifying the acquisition of motor, necessary abilities for a good performance of the learning. Being thus, this work demonstrates for professors importance of Psicomotricity and that the lack of this can affect the development of the reading and the writing in the children who are initiating the pertaining to school life, or either, the Infantile Education. / Este trabalho vincula-se ? linha de pesquisa: Universidade, Doc?ncia e Forma??o de Professores analisa o curso de Pedagogia da Puc-Campinas, tratando do seguinte questionamento: A Psicomotricidade como uma disciplina do curso de Pedagogia, poder? auxiliar o professor da educa??o Infantil em sua pr?tica pedag?gica? Verificou-se por meio de literatura e de entrevistas, que esta ci?ncia ? superficialmente abordada no referido curso. A Psicomotricidade tem sido estudada e discutida por v?rios autores, levando-se em considera??o as fases do desenvolvimento da crian?a e a sua colabora??o para o desenvolvimento intelectual das mesmas. O objetivo deste trabalho ? apresentar uma proposta de atua??o em Psicomotricidade para a forma??o do professor, enfatizando sua import?ncia para a Educa??o Infantil, verificando a aquisi??o de habilidades motoras, necess?rias para um bom desempenho da aprendizagem. Sendo assim, esse trabalho demonstra para os professores a import?ncia da Psicomotricidade e que a falta desta pode afetar o desenvolvimento da leitura e da escrita nas crian?as que est?o iniciando a vida escolar, ou seja, a Educa??o Infantil.

Made available in DSpace on 2016-04-04T18:32:37Z (GMT). No. of bitstreams: 1 Adriana Marques Paderes.pdf: 463172 bytes, checksum: b0b42afbb286bc84df28fb8d6300496b (MD5) Previous issue date: 2007-03-27 / This study is related to a research theme called: University, Teaching and Teacher s Development and concerns the evaluation of the learning process. The goals that lead this research are linked to Teacher s Development, to the analysis of evaluation and to the different methodologies applied while evaluating; pointing out the relationship between teacher-student at this stage of the teaching-learning process. It was intended to identify the difficulties during the evaluation practice and to verify if the Professor s academic background interferes in the choices of his/her evaluation practice. The research took place at a private university in the state of S?o Paulo and two courses were involved - Accountancy and Pedagogy and both Professors and students roles were focused in this study. They participated in a semi-structured interview and pointed out their opinions about the evaluation process at a university level. It was seen that Professors and students presented considerations that diverge in some aspects and converge in others, in what refers to the object of this study. They also presented some innovative practices of evaluation as a part of the process in which they participate, but they attribute to the evaluation, in a broader perspective, aspects that are very precise and negative as a reflex of a whole academic life. The Professors, specifically, recognized that their choices for the evaluation practices are linked to their academic background in a very subtle way but very strongly when comparing to their conception of life and world. The results found suggest that the university sponsor different evaluation practices for Professors and students conceive them as ideal proposals for an effective learning process. / Esta disserta??o est? inserida na linha de pesquisa: Universidade, Doc?ncia e Forma??o de Professores e refere-se ? avalia??o da aprendizagem. Os objetivos que a norteiam est?o relacionados ? forma??o de professores, ? an?lise da avalia??o e das diferenciadas metodologias utilizadas no momento de sua pr?tica, apontando a rela??o professor-aluno nessa etapa do processo ensino-aprendizagem. Pretendeu-se identificar as dificuldades presentes na pr?tica da avalia??o e verificar se a forma??o do docente interfere nas escolhas de suas pr?ticas avaliativas. A pesquisa realizou-se em uma institui??o de ensino superior privada, no interior do Estado de S?o Paulo e envolveu dois cursos: Ci?ncias Cont?beis e Pedagogia. Por se tratar da avalia??o, tanto docentes quanto discentes foram sujeitos. Participaram de uma entrevista semi-estruturada e apontaram seus pareceres acerca da avalia??o. Constatou-se que professores e alunos apresentam reflex?es que divergem em alguns aspectos e se aproximam em outros no que diz respeito ao objeto deste estudo. Apontam as pr?ticas avaliativas inovadoras como parte do processo do qual participam, mas atribuem ? avalia??o aspectos pontuais e negativos, como um reflexo de toda uma vida acad?mica. Os docentes reconheceram que suas escolhas quanto ?s pr?ticas avaliativas pouco se vinculam ? sua forma??o, mas sim ? sua concep??o de vida e de mundo. Os resultados obtidos sugerem que a institui??o favore?a as pr?ticas avaliativas diferenciadas, visto que professores e estudantes as concebem como propostas ideais para a efetiva aprendizagem.

Made available in DSpace on 2016-04-04T18:32:39Z (GMT). No. of bitstreams: 1 Eva Conceicao Aparecida Florentino-1.pdf: 603599 bytes, checksum: b0a7e73b45ef642bc348d0357adada28 (MD5) Previous issue date: 2007-06-29 / The present work aims at reflecting on an experience in Teacher Formation implemented in Jundiai, a city in the countryside of Sao Paulo. Its focus is on broadening the discussions on real possibilities of improving teaching and education, from the investment in teacher formation, including personal, academic and professional aspects. This work has the goal of discussing and dismystifying the use of the technological aparatus in classrooms through a local point of view, and points out at the important role of assessment as an in-service process and to the improvement in the quality of teaching . It also focuses on the instrumentalization of such institutions , firstly as a means to facilitate both comunication and languages, which help the teaching-learning process. Secondly, the importance of assessment as a helping instrument in intervening and solving problems. We have used documental analysis and interviews with some educators, including the Secretary of Education of the aforementioned city. This work emphasizes the need of the whole academic staff participation together with the structure that the Secretary of Education can provide, so that they can become more interactive and local needs can be observed, as a way to help the development of the Political-Pedagogical Project. / O presente trabalho tem como objetivo refletir sobre uma experi?ncia na forma??o de professores implementada no munic?pio de Jundia?, estado de S?o Paulo. Tem por objeto de estudo a amplia??o das discuss?es sobre as possibilidades concretas de realiza??o da melhoria do ensino e da educa??o, partindo do investimento na forma??o de seus sujeitos, no ?mbito pessoal, acad?mico e na sua atua??o profissional. Pretende discutir e desmistificar o uso do aparato tecnol?gico em sala de aula atrav?s de um olhar local e atento para o importante papel da avalia??o como processo de forma??o do profissional em servi?o e na melhoria da qualidade do ensino e observa a instrumentaliza??o das institui??es com aparatos tecnol?gicos, como facilitadora da comunica??o e aproximadora de linguagens, auxiliares do processo de ensino-aprendizagem e a import?ncia da utiliza??o da avalia??o como instrumento auxiliar na interven??o e resolu??o de problemas. S?o utilizadas a an?lise documental e a entrevista com alguns dirigentes de ensino, incluindo-se o pr?prio Secret?rio da Educa??o do Munic?pio. Enfatiza a necessidade da participa??o de toda a equipe escolar em conjunto com a estrutura de uma Secretaria de Educa??o que aproxime e acolha as suas institui??es respeitando as suas necessidades locais e assistindo-as no seu desenvolvimento com o Projeto Pol?tico Pedag?gico.

Made available in DSpace on 2016-04-04T18:32:52Z (GMT). No. of bitstreams: 1 Rafael Fernando da Costa.pdf: 653828 bytes, checksum: 19a3492b4fd85a1ba85397ec9f940920 (MD5) Previous issue date: 2009-02-18 / The study, The initial formation of Sociology teachers: a study of qualification needs is a research about the constitution of Sociology teacher. This study aims to understand the students qualification needs for bachelor degree on Social Sciences in a private institution of Campinas, presuming that violence on school it is one of this needs. Using qualitative data method to render the problematic concept of teachers formation and analyses the perspectives and challengers for the future Sociology teachers. Adopted as techniques of data gathering, the participant observation, quantitative questionnaire, interview with a professor of the area and the main group, with the students, always with a qualitative look above the data colleted and permanent dialogue with theory. Above the data analysis we construct three categories: violence in school; Sociology teachers formation; theory and practice relation. Within these categories was emphasize the points that most called our attention on the subjects speech and was connected with our objectives. As a result, the study indicates that the discussion about violence in school is a concern for the bachelor degree students and, therefore a formation need, as well as was verify at the present time, in the reality studied, the dualism among practice and theory, been necessary a formation that allow the students surpass these dualism that damage the learning-teaching relation. / A pesquisa, Forma??o inicial de professores de sociologia: uma an?lise das necessidades formativas trata-se de um estudo sobre a forma??o do professor de Sociologia. Nosso problema de pesquisa centra-se em conhecer quais as necessidades formativas de licenciandos do curso de Ci?ncias Sociais de uma institui??o particular de Campinas, pressupondo que a discuss?o sobre a viol?ncia na escola seja uma destas necessidades. Atrav?s de uma abordagem qualitativa, problematizamos o conceito de forma??o de professores e analisamos as perspectivas e desafios para o futuro professor de sociologia. Adotamos como t?cnica de coleta de dados a observa??o participante, um question?rio quantitativo e tamb?m realizamos uma entrevista semi-estruturada, com uma docente do curso, e o grupo focal, com os alunos, tendo sempre um olhar qualitativo sobre os dados coletados e o di?logo permanente com a teoria. Na an?lise dos dados constru?mos tr?s categorias: viol?ncia na escola; forma??o de professores de sociologia; rela??o teoria e pr?tica. Com estas categorias ressaltamos os pontos que nos chamaram aten??o na fala dos sujeitos e que estavam ligados aos nossos objetivos. Expomos como resultados da pesquisa que a discuss?o sobre a viol?ncia na escola ? uma preocupa??o dos licenciandos e, portanto, uma necessidade formativa, assim como verificamos que ainda ? muito presente, na realidade estudada, o dualismo teoria e pr?tica, sendo necess?ria uma forma??o que possibilite aos licenciandos a supera??o deste dualismo que tanto prejudica a rela??o ensino-aprendizagem.

Made available in DSpace on 2016-04-04T18:32:58Z (GMT). No. of bitstreams: 1 Levi Pinto de Miranda Junior.pdf: 319498 bytes, checksum: 8633f7378b85061fdf577aa01b59f57a (MD5) Previous issue date: 2005-02-28 / This work follows the line of research University, Teaching and Formation of Teachers. Its principal objective is to analyze the discourse of professors in an Institution of Higher Learning in the State of S?o Paulo about the use of e-mail as a didactic-pedagogical resource. Afier signing a free consent agreement, 50 professors at the Institution answered a questionnaire containing questions about their professional profile and their knowledge about computers, Internet and e-mail. Results indicated that 48 (96.0%) professors have access to computers; 88.0% use them to send and receive e-mail; and 72.0% send didactic material to their students through this system. The participants agree that the computer is a good support for learning and that by means of it classes can be more interesting. Regarding the interactivity provided by using e-mail, 96.0% agree that it facilitates professor/student interaction as well as student/student interaction; furthermore, 90.0% agree that with the use of e-mail educational objectives are easier to reach. In the light of the results obtained, we recommend that professors of Higher Education be aware of the technological resources available in order to reflect on the use of these diverse tools, among which can be found e-mail, in the teaching-learning process. / Este trabalho se insere na linha de pesquisa Universidade, Doc?ncia e Forma??o de Professores e teve como objetivo principal analisar o discurso de professores de uma Institui??o de Ensino Superior do interior do Estado de S?o Paulo sobre o uso do e-mail como recurso did?tico-pedag?gico. Participaram da pesquisa 50 professores da referida Institui??o e a eles foi aplicado, ap?s a assinatura do Termo de Consentimento Livre e Esclarecido, um question?rio com perguntas referentes ao perfil dos participantes e a seus conhecimentos acerca de computadores, da Internet e do e-mail. Os resultados indicaram que 48 (96,0%) professores t?m acesso a computadores e que 88,0% o utilizam para o envio e recebimento de e-mail, enquanto 72,0% disseram enviar material did?tico para seus alunos atrav?s deste sistema. Os participantes concordam que o computador ? um bom suporte para a aprendizagem e que atrav?s dele as aulas podem se tornar mais interessantes. Quanto ? interatividade proporcionada pelo uso do e-mail, 96,0% concordam que ela facilita tanto a intera??o professor/aluno, quanto a intera??o aluno/aluno; al?m disso, 90,0% concordam que com o uso do e-mail os objetivos educacionais s?o alcan?ados mais facilmente. Em vista dos resultados obtidos, recomendamos que os professores de Ensino Superior estejam atentos aos recursos tecnol?gicos dispon?veis, de forma a refletirem sobre o uso de diversas ferramentas, entre elas o e-mail no processo de ensino-aprendizagem.

Made available in DSpace on 2016-04-04T18:33:11Z (GMT). No. of bitstreams: 1 Juliana Gomes Santos.pdf: 1146355 bytes, checksum: fe717eb129f370917b0b1f9b77b4aedf (MD5) Previous issue date: 2013-02-28 / This research "Narratives of Early Childhood Education teachers: a training experience in office" the formation of "teachers' / students from the Pedagogy PARFOR (National Teacher Training for Basic Education - Decree No. 6755/2009) Private Institution of Higher Education in Campinas. Our study object is the training process experienced by the "teachers" / Early Childhood Education students in that course. Our research problem lies in identifying conceptual reworkings on Children and Early Childhood Education and a professor of early childhood education teachers are from the initial academic training, therefore bring its history to that part of training and experience. Through a qualitative approach, we discuss the formation of "teachers" in the exercise and analyze the conceptions of children, kindergarten and kindergarten teacher of our participants. We adopt as a technique for collecting data to document analysis, writing narratives of six participants for training and discussion activities about their formation in the focus group, always keeping an eye on the qualitative data collected and the ongoing dialogue with the theory. In analyzing the data we construct three a priori categories: design of child conception and design of Early Childhood Education Early Childhood Education teacher, also highlight the other participants' written reflections on our theme. With these categories identify the conceptual reworkings and elaborations that emerge from the participants' written narratives training. While preliminary analysis we note that our participants reported the possibility of reworking the conceptual with the academic experience and still express their views about the child, Child education and training as necessary to redesign a professor of early childhood education. / A presente pesquisa Narrativas de professoras de Educa??o Infantil: o processo de (re)significa??o da profiss?o a partir da forma??o em exerc?cio trata da forma??o de professoras /alunas do curso de Pedagogia-PARFOR (Plano Nacional de Forma??o de Professores para Educa??o B?sica - decreto n? 6755/2009) em uma Institui??o Particular de Ensino Superior em Campinas. Nosso objeto de estudo ? o processo de (re)significa??o da profiss?o das alunas do curso de Pedagogia-PARFOR que atuam como professoras da Educa??o Infantil a partir da forma??o em exerc?cio. Nosso problema situa-se em identificar quais as (re)significa??es da profiss?o s?o elaboradas pelas professoras de Educa??o Infantil a partir do processo de forma??o em exerc?cio. Atrav?s de uma abordagem qualitativa, problematizamos a forma??o de professoras em exerc?cio e analisamos as concep??es de crian?a, Educa??o Infantil e professor de Educa??o Infantil de nossas participantes. Tais conceitos foram escolhidos por acreditarmos que s?o fundamentais para a compreens?o da profiss?o professor(a) de Educa??o Infantil. No entanto, sabendo da complexidade do processo de forma??o destacamos em nossa pesquisa outros aspectos tamb?m importantes e que surgiram no decorrer da pesquisa. Adotamos como t?cnica de coleta de dados a an?lise documental e a escrita de narrativas de forma??o pelas seis participantes, tendo sempre um olhar qualitativo sobre os dados coletados e o di?logo permanente com a teoria. Na an?lise dos dados constru?mos tr?s categorias a priori: concep??o de crian?a, concep??o de Educa??o Infantil e concep??o de professor(a) de Educa??o Infantil. Destacamos, ainda, das escritas das participantes outras reflex?es acerca de nosso tema. Com nossa an?lise dos dados identificamos as (re)significa??es feitas pelas participantes em rela??o a profiss?o. Enquanto an?lise podemos destacar que nossas participantes relatam a possibilidade de reflex?o e (re)significa??o de conceitos e concep??es com a viv?ncia acad?mica e com o di?logo com outras tantas viv?ncias provenientes da escola, da pr?tica e da vida pessoal.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-08-16T17:45:20Z No. of bitstreams: 1 CidMedeirosDissertacao2017.pdf: 3664205 bytes, checksum: 2083e854914c966788e10a65e555be11 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-08-16T17:45:29Z (GMT) No. of bitstreams: 1 CidMedeirosDissertacao2017.pdf: 3664205 bytes, checksum: 2083e854914c966788e10a65e555be11 (MD5) / Made available in DSpace on 2017-08-16T17:45:29Z (GMT). No. of bitstreams: 1 CidMedeirosDissertacao2017.pdf: 3664205 bytes, checksum: 2083e854914c966788e10a65e555be11 (MD5) Previous issue date: 2017-03-06 / This exploratory project research aims to contribute to teacher education curriculum discussions as far as ethics and citizenship within cyberculture are concerned. It's purposes are to describe the teacher's socio-demographic profile, their perception regarding the Information and Communication Technologies (ICT) applications as well as the possible relation between their ethical perception and the selected courses Political-Pedagogical Projects (PPP'S). On the quantitative side, a survey was applied to the teachers in order to outline, on the basis of their use and behaviors perspective, the ethical-citizen perceptions associated to the applications of those technologies. On the qualitative side, PPP'S were investigated by means of content analysis. The theoretical framework applied to the research is regarding those main categories developed in The Human Condition by Hannah Arendt. The results describe the sample as teachers with 40 years of age in average, followed by 12 years of schooling experience composed for the most part by females (62%) living in the South and Southeast Brazilian countryside. Their perceptions suggest positive perception towards alterity and low quality of information shared online, but moderately weak critical thinking in relation to privacy civil right, followed by inhibited political participation and lack of convergence between curricular projects and the teacher's effective perceptions. / Trata-se de pesquisa explorat??ria que pode ser compreendida como contributiva, sob a perspectiva da ??tica e da cidadania no ??mbito da cibercultura, para a discuss??o curricular relativa ?? forma????o continuada de professores. Prop??e-se a descrever o perfil s??cio-demogr??fico, a percep????o docente em rela????o aos usos dados ??s Tecnologias da Informa????o e Comunica????o (TIC) e sua poss??vel rela????o com os projetos pol??tico-pedag??gicos (PPP) dos cursos selecionados. Por meio de abordagem quantitativa-qualitativa, por um lado, foi aplicado question??rio aos docentes-cursistas composto por 101 itens a fim de delinear, a partir do uso e dos comportamentos desempenhados, as percep????es ??tico-cidad??s associadas ??s aplica????es dessas tecnologias. Enquanto, pelo lado qualitativo, tr??s PPP foram investigados por meio da An??lise de Conte??do. O delineamento te??rico dos temas seguiu as principais categorias desenvolvidas na obra The Human Condition (1998), de Hannah Arendt. Os resultados descrevem uma amostra de docentes com m??dia em torno de 40 anos de idade, com doze anos de experi??ncia no magist??rio, predominantemente do sexo feminino (62%) vivendo nas cidades do interior das regi??es Sul e Sudeste. Suas percep????es sugerem percep????o positiva em rela????o aos valores de alteridade e ?? baixa qualidade das informa????es circuladas na Internet, mas criticidade moderadamente fraca em rela????o ao direito civil de privacidade, seguidas de inibida participa????o pol??tica e aus??ncia de converg??ncia entre os projetos curriculares e as percep????es declaradas pelos docentes.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-11-10T11:40:15Z No. of bitstreams: 1 AnaCristinaRodriguesPereiraDissertacao.pdf: 1739500 bytes, checksum: a2862ff18f162f9234efb70e6275f26b (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-11-10T11:41:15Z (GMT) No. of bitstreams: 1 AnaCristinaRodriguesPereiraDissertacao.pdf: 1739500 bytes, checksum: a2862ff18f162f9234efb70e6275f26b (MD5) / Made available in DSpace on 2017-11-10T11:41:15Z (GMT). No. of bitstreams: 1 AnaCristinaRodriguesPereiraDissertacao.pdf: 1739500 bytes, checksum: a2862ff18f162f9234efb70e6275f26b (MD5) Previous issue date: 2017-08-30 / Statistics show that online Education (EaD) in Brazil has a real tendency to grow, with undergraduate and postgraduate courses being offered and supported by regulatory frameworks of higher education, by specific milestones of the online Education and by laws and decrees of the Ministry of Education Education (MEC). The courses offered in this modality aim to promote a facilitating study through printed material, audio, video (recorded or live), content broadcasted via satellite or by digital technologies, mediated by computer, tablets and cell phones, in response to the great demand of people who need the flexibility that the modality provides and also promoting the democratization of access to higher education. That being said, today online education has more visibility and acceptance by society and the undergraduate courses are the ones that have the largest number of enrollments and the Pedagogy course is in the first place. The present work consists of the analysis of the management process of online Pedagogy courses that offer initial training in the institutions of higher education of the Federal District and the possible relations with the CPC reached by them and with the objectives of: a) Mapping the institutions of Higher education in the Federal District that offer online Education courses and identify the courses that are best evaluated in the CPC; B) Identify the process of management of distance education courses in the Institutional Development Plan (IDPs) and PPCs (Pedagogical Project of the Courses) of the selected institutions; C) to carry out a case study among educational institutions that offer online Pedagogy courses in order to identify similarities and differences in the management process of Pedagogy courses in the Federal District. We chose a qualitative approach of exploratory nature as a documental analysis method. Documentation research (PDI and PPC) and semi-structured interviews (coordinators of the courses) were chosen as instruments of data generation, and content analysis was carried out in all cases. From the research, differences were observed in the legal nature of the institutions and in the course offer model, but direct relationship hasn??t been found between these differences and the results achieved by Higher Education Institute (HEI) according to the CPC of each one. The differences observed were: operation of the course with tutors in the public and private HEI, number of students enrolled, number of poles, number of hours, length of courses, governance model with some similarities as grouping of courses by schools / institutes / colleges etc. among other issues. The similarities discovered were on the provision of common subjects, the reformulation of the IDP and PPC, and the requirements of managing a distance licentiate course in the face of market uncertainties and governmental public policies / Estat??sticas apontam que a EAD no Brasil possui uma tend??ncia real de crescimento, com cursos de gradua????o e p??s-gradua????o sendo ofertados e amparados por marcos regulat??rio da educa????o superior, por marcos espec??fico da EAD e por leis e decretos do MEC. Os cursos ofertados nesta modalidade visam promover um estudo facilitador por meio de materiais impressos, ??udio, v??deo (gravado ou ao vivo), conte??do emitido via sat??lite ou por tecnologias digitais, mediada por computador, tabletes e celulares, em aten????o a grande demanda de pessoas que precisam da flexibilidade que a modalidade proporciona e tamb??m promovendo ?? democratiza????o do acesso a educa????o superior. Posto isto, a EAD hoje tem mais visibilidade e aceita????o pela sociedade e na gradua????o, os cursos de licenciatura s??o os que possuem o maior n??mero de matriculas sendo, o curso de Pedagogia o que est?? em primeiro lugar. O presente trabalho consiste na an??lise do processo de gest??o dos cursos de Pedagogia a dist??ncia que ofertam forma????o inicial nas institui????es de educa????o superior do Distrito Federal e as poss??veis rela????es com os CPC alcan??ado por elas e com os objetivos de: a) Mapear as institui????es de educa????o superior do Distrito Federal que ofertam cursos de Pedagogia ?? dist??ncia e identificar os cursos melhor avaliados no CPC b) Identificar o processo de gest??o dos cursos de Pedagogia ?? dist??ncia nos PDIs (Plano de Desenvolvimento Institucional) e PPCs (Projeto Pedag??gico dos Cursos) das institui????es selecionadas e c) realizar uma an??lise entre as institui????es de ensino que ofertam curso de Pedagogia ?? dist??ncia a fim de identificar semelhan??as e diferen??as no processo de gest??o dos cursos de Pedagogia do DF. Optou-se para este estudo uma abordagem qualitativa de natureza explorat??ria e como m??todo a an??lise documental. Foram escolhidos como instrumentos de gera????o de dados o PDI e PPC e a realiza????o de entrevistas semiestruturadas (coordenadoras dos cursos) e em todos os casos, foram realizadas a an??lise de conte??do. A partir da pesquisa foram percebidas diferen??as na natureza jur??dica das institui????es e no modelo de oferta dos cursos, mas n??o foi encontrada uma rela????o direta entre essas diferen??as e os resultados alcan??ados pelas IES segundo CPC de cada uma. As diferen??as observadas foram: operacionaliza????o do curso com tutores na IES p??blica e na privada n??o, n??mero de estudantes matriculados, n??mero de polos, carga hor??ria, dura????o do cursos, modelo de governan??a com algumas semelhan??as como agrupamento de cursos por escolas/institutos/faculdades etc. entre outras quest??es. As semelhan??as descobertas foram sobre a oferta de disciplinas comuns, a reformula????o do PDI e PPC e as exig??ncias de se gerir um curso de licenciatura a dist??ncia diante das incertezas do mercado e das pol??ticas p??blicas governamentais.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-10-04T14:18:22Z No. of bitstreams: 1 2011 -Josiani Mendes Silva.pdf: 3008458 bytes, checksum: cf3080a1c7b81efc7c882477812117f4 (MD5) / Made available in DSpace on 2016-10-04T14:18:22Z (GMT). No. of bitstreams: 1 2011 -Josiani Mendes Silva.pdf: 3008458 bytes, checksum: cf3080a1c7b81efc7c882477812117f4 (MD5) Previous issue date: 2011-02-04 / The Federal Office for Education, Science and Technology of the Amazon - Campus S?o Gabriel da Cachoeira is located in the upper Rio Negro, Amazon, where indigenous people live in various ethnic groups with different languages, traditions, customs and traditions. Among the many challenges that are brought to this campus for the construction of an education for all, enabling universal access to knowledge and value, while the practices and traditional knowledge of indigenous peoples, is the qualification of teachers in planning mediation of construction of the teaching-learning of indigenous students at the school even other non-indigenous students. The study presented here aimed to investigate which pedagogical concepts teachers use as a basis for organizing their pedagogical work. This is a descriptive characterized as a case study, conducted at the Federal Institute of Education, Science and Technology of the Amazon - Campus S?o Gabriel da Cachoeira, with eleven professors from the Technical Course in Agriculture, which administer the technical disciplines in-vocational education in indigenous communities, as well as on campus. We collected data from four phases of work: Step 1: We did a literature search, which was backed by the theoretical background on the authors to address issues relevant to this study; Step 2: We performed the fieldwork with the course faculty Farming Technician, through questionnaires on educational concepts in school practice as well as on their professional profile; Step 3: analyze their teaching plans, which allowed us to observe how they planned their teaching practice through methodological procedures, the resources that would be used for lessons and evaluation tools; Step 4: We used participant observation to describe the involvement of teachers in the construction of Project Political campus. The material was interpreted from the theoretical framework adopted in which content analysis was used for this purpose. In seeking to understand how teachers organized both his pedagogical work, such as the Educational Policy Project of the campus, we realize that they do not understand that there is a relationship between education and society, therefore, have no understanding of the meaning of education to society where the campus is inserted and therefore there is a pedagogical concept defined the reasons for organizing their pedagogical work. To meet the multi-ethno-cultural in that region, allowing a differentiated model of education, constant updating is a fundamental need and unambiguous, and therefore stress the importance of such training to promote the continuous development of teachers, with actions that lead to investigate, search and interact, enabling the expansion of their knowledge and resilience, both in its design in relation to education, the challenges and problems of their everyday school life. / O Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Amazonas ? Campus S?o Gabriel da Cachoeira situa-se no alto Rio Negro, Amazonas, onde convivem povos ind?genas de v?rias etnias com diferentes l?nguas, usos, costumes e tradi??es. Entre os muitos desafios que est?o postos a este campus para a constru??o de uma educa??o para todos, que possibilite acesso aos conhecimentos universais e valorize, ao mesmo tempo, as pr?ticas e saberes tradicionais das popula??es ind?genas, est? o da qualifica??o dos professores em planejar a media??o da constru??o do processo ensino-aprendizagem de alunos ind?genas, no mesmo espa?o escolar de outros alunos n?o ind?genas. O estudo aqui proposto teve por objetivo investigar quais concep??es pedag?gicas os professores utilizam como base para a organiza??o do seu trabalho pedag?gico. Trata-se de uma pesquisa descritiva caracterizada como um estudo de caso, realizada no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Amazonas ? Campus S?o Gabriel da Cachoeira, com onze professores do Curso T?cnico em Agropecu?ria, os quais ministram disciplinas da ?rea t?cnico-profissionalizante em comunidades ind?genas, assim como no campus. Realizamos a coleta de dados a partir de quatro etapas de trabalho: Etapa 1: fizemos uma pesquisa bibliogr?fica, onde houve o respaldo do embasamento te?rico nos autores que tratam das quest?es pertinentes ao presente estudo; Etapa 2: realizamos a pesquisa de campo com os professores do curso T?cnico em Agropecu?ria, por meio de question?rios sobre as concep??es pedag?gicas em sua pr?tica escolar, bem como sobre o seu perfil profissional; Etapa 3: analisamos seus planos de ensino, os quais nos permitiram observar como planejavam sua pr?tica pedag?gica, atrav?s dos procedimentos metodol?gicos, os recursos que seriam utilizados para as aulas e os instrumentos de avalia??o; Etapa 4: utilizamos a observa??o participante para descrever a participa??o desses professores na constru??o do Projeto Pol?tico Pedag?gico do campus. O material coletado foi interpretado a partir do marco te?rico adotado onde utilizamos a an?lise de conte?do para esse fim. Ao procurarmos conhecer como os professores organizaram, tanto seu trabalho pedag?gico, como o Projeto Pol?tico Pedag?gico do campus, percebemos que os mesmos n?o entendem que h? uma rela??o entre educa??o e sociedade, em consequ?ncia, n?o possuem um entendimento do sentido da educa??o para a sociedade em que o campus est? inserido e, portanto, n?o existe uma concep??o pedag?gica definida que fundamente a organiza??o de seu trabalho pedag?gico. Para atender a diversidade etno-pluri-cultural dessa regi?o, viabilizando um modelo de educa??o diferenciada, a atualiza??o permanente ? uma necessidade fundamental e inequ?voca, portanto, enfatizamos a import?ncia dessa forma??o para promover o desenvolvimento cont?nuo dos professores, com a??es que o levem a investigar, pesquisar e interagir, possibilitando a amplia??o de seus conhecimentos e a supera??o, tanto de sua concep??o em rela??o ? educa??o, quanto dos desafios e problemas do seu cotidiano escolar.