Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-03-21T11:09:23Z No. of bitstreams: 1 JoaoRicardoFreireDeMelo_TESE.pdf: 3024222 bytes, checksum: a258f1f24f6a14f4295bbfd5ac3ff337 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-03-22T14:14:48Z (GMT) No. of bitstreams: 1 JoaoRicardoFreireDeMelo_TESE.pdf: 3024222 bytes, checksum: a258f1f24f6a14f4295bbfd5ac3ff337 (MD5) / Made available in DSpace on 2018-03-22T14:14:48Z (GMT). No. of bitstreams: 1 JoaoRicardoFreireDeMelo_TESE.pdf: 3024222 bytes, checksum: a258f1f24f6a14f4295bbfd5ac3ff337 (MD5) Previous issue date: 2017-10-30 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / As tecnologias digitais da informa??o e comunica??o ? TDICs v?m ocupando cada vez mais espa?o nas rela??es humanas. Esse fato tem retroalimentado a produ??o nessa ?rea fazendo com que surjam novas tecnologias e formas de agreg?-las ? vida cotidiana das pessoas. O campo educacional, historicamente, vem incorporando essas mudan?as tecnol?gicas de forma gradualmente mais lenta. Esta tese buscou compreender como as TDICs t?m se inserido no contexto escolar, notadamente, na pr?tica pedag?gica dos professores. Estabelecemos como par?metro as tecnologias emergentes, para perceber qual o grau de distanciamento/aproxima??o entre o acesso a essas tecnologias e a pr?tica dos docentes. Elegemos como objetivo dessa tese, verificar em que medida os professores utilizam as tecnologias emergentes e, a partir desse diagn?stico, elaboramos um modelo de plataforma que propicie forma??o permanente e colaborativa que, no formato de rede social, possa auxiliar os professores a intercambiar informa??es acerca dos conhecimentos produzidos em sua pr?tica. Utilizamos como referentes te?rico-metodol?gicos a pesquisa quali-quanti, a qual possibilitou a an?lise de dados estat?sticos, assim como a leitura qualitativa do contexto da pesquisa. Do ponto de vista te?rico, utilizamos a revis?o bibliogr?fica. Para discutir a forma??o docente, lan?amos m?o dos estudos, fundamentalmente, de Ramalho, N??ez e Gauthier (2003), Perrenoud (2000) e Marcelo Garcia (2001); os escritos de Pedr? (2010) para pensarmos o conceito de inova??o e, sobre as tecnologias nos apoiamos em Pretto (2011), Moran et al (2012) e Buzato (2010). Realizamos uma revis?o documental, tendo por lastro, o marco legal, especialmente, a partir da Lei de Diretrizes e Bases da Educa??o Nacional n. 9394/1996, os Par?metros Curriculares Nacionais, as Diretrizes Curriculares Nacionais e o atual Plano Nacional de Educa??o, al?m da legisla??o espec?fica voltada para as TDICs, que fundamentam as pol?ticas p?blicas na ?rea. Ainda utilizamos como t?cnica de pesquisa, o estado da arte, cujo levantamento pautou-se na compila??o das principais pesquisas emp?ricas realizadas com professores brasileiros acerca da utiliza??o das TDICs em sua pr?tica pedag?gica. Sobre as tecnologias emergentes, consultamos as principais publica??es internacionais, com vistas a compor um quadro atualizado. Como resultado, foi poss?vel verificar que os professores n?o utilizam de forma satisfat?ria as tecnologias digitais na sua pr?tica, mas est?o constantemente conectados; s?o motivados pelos pares, alunos, documentos oficiais e pela coordena??o pedag?gica; h? pol?ticas de fomento ? inser??o das TDICs em sala de aula e que a literatura cient?fica sobre tecnologias emergentes na educa??o ainda ? muito recente, sem especifica??es das tecnologias, suas aplica??es educacionais e crit?rios objetivos de avalia??o. Ademais, os principais fatores que obstaculizam sua utiliza??o gravitam em torno da falta de condi??es infraestruturais para utilizar as tecnologias na sala de aula; dificuldade de acesso a uma diversidade maior de recursos tecnol?gicos, com infraestrutura adequada e compet?ncia para realizar essa media??o did?tica e, matrizes curriculares dos cursos de forma??o inicial e continuada que privilegiem outras compet?ncias em detrimento do ensino com tecnologias digitais. Para dirimir algumas dessas dificuldades explicitamos a Abordagem Tecnol?gica Tridimensional para Inova??o no Ensino ? TTATI, modelo de forma??o permanente, aberto e colaborativo que busca melhorar o acesso e utiliza??o das TDICs, em especial as tecnologias emergentes, na pr?tica docente e, em ?ltima inst?ncia, a melhoria da qualidade da educa??o. / Digital information and communication technologies - TDICs have been taking up more and more space in human relations. This fact has fed the production in this area causing new technologies to emerge and new ways of adding them to the daily life of people. The educational field, historically, has been incorporating social changes in a more gradual way. This work sought to understand how the TDICs have been inserted in the school context, especially in the pedagogical practice of teachers. We established as a parameter the emerging technologies, in order to understand the degree of distance / approximation between access to these technologies and the practice of teachers. We chose the objective of this work, to verify the extent to which teachers use the emerging technologies and, from this diagnosis, we elaborate a platform model that provides permanent and collaborative training that, in the social network format, can help teachers to exchange information about knowledge produced in their practice. We used as qualitative-methodological references the quali-quanti research, which enabled the analysis of statistical data, as well as the qualitative reading of the context of the research. From the theoretical point of view, we used the bibliographic review. In order to discuss teacher education, we have used the studies, mainly by Ramalho, N??ez and Gauthier (2003), Perrenoud (2000) and Marcelo Garcia (2001); (Morro et al., 2012) and Buzato (2010). In this paper, we present a case study of the concept of innovation. We carried out a documentary review, taking into account the legal framework, especially, based on the Law of Guidelines and Bases of National Education n. 9394/1996, the National Curricular Parameters, the National Curricular Guidelines and the current National Education Plan, in addition to the specific legislation focused on the TDICs, which underpin public policies in the area. We still use the state of the art as a research technique, whose survey was based on the compilation of the main empirical research carried out with Brazilian teachers about the use of TDICs in their pedagogical practice. On emerging technologies, we consult the main international publications, with a view to compiling an updated table. As a result it was possible to verify that teachers do not use digital technologies in their practice satisfactorily, but are constantly connected; are motivated by peers, pupils, official documents and pedagogical coordination; there are policies to promote the insertion of TDICs in the classroom and that the scientific literature on emerging technologies in education is still very recent, with no specifications of the technologies, their educational applications and objective evaluation criteria. In addition, the main factors that hamper its use gravitate around the lack of infrastructural conditions to use the technologies in the classroom; difficulty in accessing a greater diversity of technological resources, with adequate infrastructure and competence to carry out this didactic mediation, and curricular matrices of initial and continuing training courses that privilege other skills to the detriment of teaching with digital technologies. In order to solve some of these difficulties, we explain the Three - Dimensional Technological Approach to Innovation in Teaching - TTATI, a model of permanent, open and collaborative training that seeks to improve the access and use of TDICs, especially emerging technologies, teaching practice and, ultimately, improving the quality of education.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-01-27T12:56:00Z No. of bitstreams: 1 FranciscaEdilmaBragaSoaresAureliano_TESE.pdf: 2995226 bytes, checksum: 9ed0564a941fe86d6dcdf4b0821ec0d3 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-01-30T16:02:59Z (GMT) No. of bitstreams: 1 FranciscaEdilmaBragaSoaresAureliano_TESE.pdf: 2995226 bytes, checksum: 9ed0564a941fe86d6dcdf4b0821ec0d3 (MD5) / Made available in DSpace on 2017-01-30T16:02:59Z (GMT). No. of bitstreams: 1 FranciscaEdilmaBragaSoaresAureliano_TESE.pdf: 2995226 bytes, checksum: 9ed0564a941fe86d6dcdf4b0821ec0d3 (MD5) Previous issue date: 2016-02-26 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq) / Este trabalho analisa a repercuss?o das a??es do PAR (2007-2011) na pol?tica de forma??o de professores e a educa??o municipal de Mossor?-RN, buscando compreender as rela??es federativas e os embates suscitados pelo planejamento estrat?gico na orienta??o das pol?ticas de educa??o nesse munic?pio. O PAR se inscreve nas estrat?gias de planejamento da Uni?o para a educa??o nos munic?pios brasileiros, conforme as reconfigura??es do Estado e o contexto socioecon?mico da ?poca de sua formula??o. A pesquisa que resultou nesta tese de doutorado inscreveu-se, voluntariamente, no Observat?rio de Educa??o (OBEDUC/CAPES), sob a denomina??o ?Avalia??o do Plano de A??es Articuladas (PAR): um estudo em munic?pios do Rio Grande do Norte, Par? e Minas Gerais (2007-2011)?. Firmou-se no pressuposto de que o PAR ? um programa originado do governo central para regular a educa??o nos entes federados, que desconsidera, na pol?tica de forma??o de professores, as necessidades formativas dos docentes. Tomou-se como caminho metodol?gico o materialismo hist?rico e dial?tico, cuja abordagem explicita a realidade pelo movimento do pensamento do pesquisador e dos sujeitos da pesquisa, tendo como base a materialidade hist?rica em que estes est?o inseridos. Na investiga??o, real?am-se como categorias metodol?gicas a totalidade hist?rica e a contradi??o, por possibilitarem compreender a processualidade e a criticidade dos determinantes s?cio-hist?ricos do objeto de estudo. A pesquisa teve como campo emp?rico da Secretaria Municipal de Educa??o de Mossor?, por ser este, um munic?pio da amostra do Observat?rio de Educa??o que apresenta o segundo melhor IDEB do estado do Rio Grande do Norte - RN. Participaram do estudo sete sujeitos envolvidos com os processos de formula??o e de implementa??o do PAR. A revis?o da literatura, a an?lise documental e a investiga??o emp?rica constitu?ram as fases da pesquisa. Utilizou-se como instrumentos apreens?o dos dados da realidade, question?rios e a entrevista semiestruturada. Os dados foram analisados seguindo os par?metros dos n?cleos de significa??o, procedimento anal?tico recomendado na pesquisa s?cio-hist?rica e dial?tica. Apoiaram-se em tr?s categorias te?ricas: regula??o, planejamento e forma??o de professores. O estudo constatou que, no referido munic?pio, no momento da formula??o do programa, existia uma pol?tica de forma??o consolidada decorrente de parceria com o Instituto Ayrton Senna, que repercutiu na defini??o do n?mero reduzido de a??es. Os resultados do estudo apontam contradi??es, limites e desafios nas pol?ticas educacionais planejadas pela Uni?o, integrantes do PDE, a serem implementadas pelo ente municipal. Se, por um lado, o PAR aproximou os entes federativos, por outro fragilizou as rela??es federativas, reduzindo o poder de decis?o dos governos subnacionais. Quanto ? forma??o de professores, o programa complementou a??es que estavam em andamento no munic?pio e outras que n?o foram contempladas no documento, mas obtiveram financiamento do MEC devido ? ades?o ao Compromisso Todos pela Educa??o. Desse modo, o modelo unificado das pol?ticas formativas formuladas com base em indicadores de qualidade da educa??o exclu?a as necessidades formativas e as diversidades sociais, hist?ricas e econ?micas da realidade dos docentes, das escolas e dos sistemas de ensino. / This paper evaluates the repercussion of the PAR (2007-2011) actions into the policy of professor training and the municipal education in Mossor?-RN, and tries to understand the federative relations and the consequences produced by the strategic plan in the guidance of education policies in that municipality. PAR falls within the federal plan strategies for education in Brazilian municipalities, according with the reconfigurations of the Brazilian State and the social-economic context of the epoch of its creation. The investigation that resulted in this doctorate thesis was booked voluntarily in the Education Observatory (OBEDUC/CAPES), under the name of ?Evaluation of the Articulated Actions Plan (PAR): a study on Municipalities of Rio Grande do Norte, Par? and Minas Gerais (2007-2011)?. The starting point is that PAR is a programme originated in the federal government to rule education in the federal entities, and that in its policy of teacher formation it ignores the formative needs of these professionals. The methodological option was the historic and dialectic materialism, whose approach explains reality through the work of the investigator?s mind, as well as of the subjects of research, and finds support on the historic materiality in which they insert themselves. The investigation stands out as methodological categories the historic totality, the contradiction and the praxis, inasmuch as they make help to understand the process and the criticism of the social-historic determinants of the object of study. The empirical field of the research was the Mossor? Municipal Department of Education, because that municipality is a sample of the Education Observatory, which presents the second best Rio Grande do Norte - RN IDEB. Seven persons involved in the PAR formulation and implementation processes. Literature revision, documental analysis and empirical investigation constituted the phases of the research. The implemented tools included apprehension of the data of reality, questionnaires and semi-structured interviews. The analysis of the data followed the parameters of the signification nuclei, test procedure recommended in the social-historic and dialectic research. Three theoretic categories gave them support: regulation, planning and teacher training. The investigation revealed that when the programme was formulated, there were in the municipality a training policy consolidated due a partnership with the Ayrton Senna Institute, which affected the definition of the reduced number of actions. The results of the study pointed contradictions, limits and challenges in the educational policies planned by the federal union and participants of the PDE as proposed to the municipalities. If, on one hand, PAR helped to approximate the federative entities, on the other, it weakened the federative relations, reducing the decision-power of the sub-national governments. As what concerns teacher training, the programme complemented actions on course and others that, although neglected in the document, were funded by MEC in result of their adhesion to the commitment All for Education. Thus, the unified model of formative policies based on education quality scores excludes the formative needs and social, historic and economic diversities of the reality of the teachers and of the education systems.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-13T19:39:36Z No. of bitstreams: 1 PaulaFrancimarDaSilvaEleuterio_DISSERT.pdf: 1598076 bytes, checksum: 700581a704d08097e435cb59a3b8d792 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-02-14T20:33:24Z (GMT) No. of bitstreams: 1 PaulaFrancimarDaSilvaEleuterio_DISSERT.pdf: 1598076 bytes, checksum: 700581a704d08097e435cb59a3b8d792 (MD5) / Made available in DSpace on 2017-02-14T20:33:24Z (GMT). No. of bitstreams: 1 PaulaFrancimarDaSilvaEleuterio_DISSERT.pdf: 1598076 bytes, checksum: 700581a704d08097e435cb59a3b8d792 (MD5) Previous issue date: 2016-07-27 / O presente trabalho objetiva analisar repercuss?es da forma??o continuada desenvolvida no ?mbito do Pacto Nacional pela Alfabetiza??o na Idade Certa (PNAIC), na pr?tica pedag?gica ? com foco no planejamento ? de Professores Alfabetizadores que atuam nos tr?s primeiros anos do Ensino Fundamental e participaram, como cursistas, do referido programa. Institu?do pela Portaria n?. 867/MEC, de 04/07/2012, o PNAIC consiste em uma pol?tica desenvolvida pelo Minist?rio da Educa??o em parceria com os governos do Distrito Federal, de estados e munic?pios entre 2013 a 2015, com vistas ? alfabetiza??o de crian?as at? os oito anos de idade, ao final do 3? ano do Ensino Fundamental, o qual envolve, entre outros programas, a forma??o continuada de professores que atuam no Ciclo de Alfabetiza??o. O percurso metodol?gico referendou-se nos princ?pios do Paradigma Qualitativo de Pesquisa, articulados ?s proposi??es da abordagem hist?rico-cultural de L. S. Vygotsky para a investiga??o dos processos humanos, e do dialogismo de M. Bakhtin, pertinente ? pesquisa em Ci?ncias Humanas. Tendo como l?cus uma escola da rede p?blica da rede estadual, o estudo envolveu, como sujeitos participantes, duas Professoras que participaram da forma??o do PNAIC e atuam em turmas do 1? e 3? anos, respectivamente, a Coordenadora Pedag?gica da escola citada e duas Orientadoras de Estudo, respons?veis, no ?mbito do programa, por ministrar a forma??o junto aos Professores participantes da pesquisa. Os dados emp?ricos foram constru?dos mediante a realiza??o de observa??es do tipo n?o participativo dos encontros/momentos de planejamento e/ou discuss?o da pr?tica pedag?gica na escola; de atividades realizadas em sala de aula bem como por meio de aplica??o de question?rios, entrevistas do tipo semiestruturada ? individuais e coletivas, an?lise dos registros do planejamento das professoras e documentos do PNAIC ? Cadernos de Forma??o. O percurso investigativo envolveu tr?s eixos de discuss?o: a forma??o docente, em especial a forma??o continuada, o processo de alfabetiza??o e o planejamento como parte da pr?tica pedag?gica e objeto de conhecimento em programas de forma??o. Compreendendo que o planejamento n?o se esgota na tomada de decis?es e na elabora??o de planos, mas como parte do processo de reflex?o-a??o-reflex?o, buscamos encontrar marcas da forma??o continuada do PNAIC nos discursos das professoras, em registros-documentos dessa a??o, assim como atrav?s das atividades realizadas em sala de aula, referentes ?s suas pr?ticas. Diante de tais investiga??es, emergiram a??es que por sua vez s?o relevantes na proposta de forma??o do PNAIC a saber, realiza??o de diagn?stico permanente das crian?as; considera??o dos ?Direitos de Aprendizagem de L?ngua Portuguesa? propostos como objetivos-conte?dos de ensino-aprendizagem na alfabetiza??o; produ??o e utiliza??o de recursos did?ticos; desenvolvimento de modalidades organizativas ? atividade permanente, projeto did?tico e sequ?ncia did?tica. A an?lise dos dados constru?dos possibilitou identificar marcas (ind?cios de repercuss?o) da forma??o desenvolvida no PNAIC nas pr?ticas das professoras, envolvendo aspectos da organiza??o/planejamento do trabalho pedag?gico desenvolvdo na escola, onde se destacam, al?m de serem evidenciadas a??es relacionadas, introdu??o de rotinas e espa?os na sala de aula. O estudo, mesmo reconhecendo a n?o linearidade entre proposi??es de pol?ticas e desenvolvimento de programas de forma??o e pr?ticas de professores, aponta para a necess?ria garantia de condi??es de forma??o continuada dos referidos docentes, como um direito que integra seu desenvolvimento profissional e valoriza??o social. / This work aims to analyze the effects of continuing education developed under the National Pact for Literacy in the Right Age (PNAIC), in pedagogical practices - focused on planning - of Literacy Teachers working in the first three years of elementary school and participated as the students of the program. Established by Ordinance No. 867 / MEC, of 04/07/2012, the PNAIC consists of a policy developed by the Ministry of Education in partnership with the governments of the Federal District, states and municipalities from 2013 to 2015, with a view to child literacy until the age of eight at the end of the 3rd year of elementary school and involving, among other programs, continuing education Literacy Teachers who work in Literacy Cycle. The methodological approach was guided by the principles of Paradigm Qualitative Research, articulated to the propositions of historical-cultural approach of L. S. Vygotsky for the investigation of human processes, and dialogism of M. Bakhtin, relevant research in Humanities. Having as locus a public school in the state system, the study involved as participant subjects two Teachers who participated in the formation of PNAIC and act in of 1st and 3rd grade classes, the Pedagogical Coordinator of the school where they work and two "Study Guides, "responsible, under the program, by providing the training to Literacy Teachers. Empirical data were constructed by conducting observations of non-participating type of meetings / moments of planning and / or discussion of pedagogical practice at school; activities carried out in the classroom; questionnaires; semistructured interviews - individual and collective; analysis of the teachers? planning records and PNAIC documents - Training books. The investigative journey involved three areas of discussion: teacher training, especially continuing education, the literacy process and planning as part of pedagogical practice and object of knowledge in training programs. Understanding that planning does not end in decision-making and the preparation of plans, but as part of the process of reflection-action-reflection, we seek to find PNAIC marks in the speeches of the teachers on this practice in its making of records, documents and the activities in the classroom. Therefore, we guide our search for actions considered paramount in training developed by PNAIC: the execution of permanent children diagnosis; considering the "Portuguese Language Learning Rights" proposed as a teaching and learning objectives, production of content literacy and use of teaching resources; development of organizational forms - permanent activity, teaching design and teaching sequence. The data analysis built enabled the identification marks (impact of evidence) training developed in PNAIC practices of teachers involving aspects of the organization / planning of the pedagogical work that develop in the school, where they stand out, besides the presence of related actions, the introduction of routines and spaces in the classroom related to the inclusion of children in the writing culture. The study, while recognizing the nonlinearity between the proposal of policies and development of training and practical programs for teachers, points to the needed warranty of continuing education conditions of teachers as a right that integrates professional development and social value.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-03-28T19:42:05Z No. of bitstreams: 1 HerciliaMariaDeMouraVituriano_TESE.pdf: 1155483 bytes, checksum: d161a7a79eae38a1a77e938bea0c3c16 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-29T21:39:18Z (GMT) No. of bitstreams: 1 HerciliaMariaDeMouraVituriano_TESE.pdf: 1155483 bytes, checksum: d161a7a79eae38a1a77e938bea0c3c16 (MD5) / Made available in DSpace on 2017-03-29T21:39:18Z (GMT). No. of bitstreams: 1 HerciliaMariaDeMouraVituriano_TESE.pdf: 1155483 bytes, checksum: d161a7a79eae38a1a77e938bea0c3c16 (MD5) Previous issue date: 2016-02-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / A presente tese tem como objetivo analisar a forma??o de professores alfabetizadores em Cursos de Pedagogia, a partir de sentidos atribu?dos a esse processo por professores-formadores que atuam com disciplinas espec?ficas de alfabetiza??o nesses cursos. Partimos do pressuposto de que a forma??o de professores alfabetizadores em Cursos de Pedagogia constitui-se de m?ltiplos processos e ? marcada por diversos fatores, dentre eles, os modos como os professores-formadores, que atuam nesses cursos com disciplinas de alfabetiza??o, d?o significado ? forma??o docente e seus objetos ou focos espec?ficos, tal como a alfabetiza??o. Esses sentidos, elaborados em suas hist?rias de vida pessoal e profissional, s?o, ainda que n?o exclusiva e diretamente, constitutivos de suas a??es-rela??es de ensino e de desdobramentos nas aprendizagens dos discentes-formandos nos referidos cursos. O estudo assumiu como aporte te?rico-metodol?gico a perspectiva da abordagem qualitativa de pesquisa, articulando-a com princ?pios da abordagem hist?rico-cultural de L. S. Vigotski e do dialogismo de M. Bakhtin para a pesquisa sobre processos humanos que privilegiam, nesses estudos, a centralidade da linguagem e das intera??es como constitutivas do objeto e de seus processos de compreens?o. A pesquisa emp?rica realizou-se por meio de entrevistas semiestruturadas com quatro professores-formadores que atuam em Cursos de Pedagogia de quatro institui??es de ensino superior das redes p?blica e privada de S?o Lu?s, MA. A an?lise dos sentidos expressos foi constru?da tomando dois grandes eixos estruturantes: forma??o de professores e alfabetiza??o para analisar as bases constituintes dos sentidos relativos a forma??o de professores alfabetizadores nos cursos de Pedagogia em estudo. Quanto ? Forma??o Docente, os enunciados evidenciaram sua significa??o como rela??o entre teoria e pr?tica; como rela??o entre contextos de atua??o; como rela??o entre pr?ticas ? ensino, pesquisa e extens?o; como rela??o entre saberes da doc?ncia. Quanto ? alfabetiza??o, os sentidos expressos pelos professores formadores emergiram como: apropria??o de pr?ticas de ler e escrever; campo de atua??o/forma??o; rela??o com Letramento e como objeto da forma??o inicial. Da rela??o entre esses eixos ? forma??o docente e alfabetiza??o - apreendemos os seguintes enunciados como express?o de seus sentidos em rela??o a forma??o de professores alfabetizadores em cursos de Pedagogia: limites das a??es do Curso (rela??o desigual tempo da forma??o x demandas curriculares espec?ficas); dificuldade de articula??o teoria-pr?tica; necessidade de extrapola??o do previsto no curr?culo; Ao mesmo tempo, os professores formadores ressaltaram possibilidades das a??es do curso nesse processo formativo ? sa?das produzidas por eles: Articula??o entre as atividades te?ricas e as pr?ticas; Articula??o entre contextos universidade-escola; Articula??o entre atividades de ensino e pesquisa; Articula??o entre atividades de ensino e extens?o; Articula??o entre diferentes saberes. As evid?ncias que conseguimos produzir em nosso exerc?cio de interpreta??o apontam para a necessidade de intensifica??o das discuss?es e a??es que contribuam para uma amplia??o das possibilidades de forma??o de professores alfabetizadores em cursos de Pedagogia, considerando a relev?ncia desse processo para os professores, que respondem por esse processo na escola. / This thesis aims to analyze the training of literacy teachers in pedagogy courses, from meanings attributed to this process by teacher-trainers who work with specific disciplines of literacy in these courses. I assume that the training of literacy teachers in pedagogy courses consists of multiple processes and is marked by several factors, among them the ways teachers-trainers, who work in these courses with literacy courses, give meaning to teacher training and its objects or specific focus, such as literacy. These senses, drawn up in their stories of personal and professional life are, although not exclusively and directly, constitutive of its educational actions, relations and developments in the learning of students, trainees in these courses. The study took as theoretical and methodological support the perspective of qualitative research, linking it with the principles of cultural-historical approach LS Vygotsky and dialogism M. Bakhtin for research on human processes that focus on those studies, the centrality language and interactions as constitutive of the object and its understanding of processes. Empirical research was carried out through semi-structured interviews with four teachers-trainers working in higher education institutions Pedagogy four courses of public and private networks of Sao Luis, MA. Analysis of expressed senses was built taking two major structural areas: teacher training and literacy to analyze the constituent sense bases for the training of literacy teachers in teaching courses in study. As for Teacher Training, the statements showed its significance as a link between theory and practice; as a relationship between performance contexts; as a relation between practices - teaching, research and extension; as a relationship between teacher knowledge. As for literacy, the senses expressed by trainers teachers emerged as appropriation practices of reading and writing; of action / training field; relationship with literacy and as a subject of initial training. The relationship between these axes - teacher training and literacy - grasp the following statements as an expression of their meanings in relation to training literacy teachers in pedagogy courses: limitations of the actions of the Course (unequal relationship time training x specific curriculum demands); difficulty of theory-practice articulation; need for extrapolation to the requirements of the curriculum; At the same time, the teacher educators emphasized possibilities of ongoing actions in this training process - outputs produced by them: The relationship between the theoretical and practical activities; Linkage between university-school contexts; Articulation between teaching and research activities; Articulation between education and extension activities; Articulation between different knowledge. The evidence that we can produce in our exercise of interpretation point to the need to intensify discussions and actions that contribute to an expansion of training opportunities for literacy teachers in pedagogy courses, considering the importance of this process for the teachers who are responsible for this process at school.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-10-04T19:29:14Z No. of bitstreams: 1 BrunaRaissaGomesDosSantosBatista_DISSERT.pdf: 11798851 bytes, checksum: 7a0f7b59e28973e2be3c22540854a086 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-10-09T23:05:08Z (GMT) No. of bitstreams: 1 BrunaRaissaGomesDosSantosBatista_DISSERT.pdf: 11798851 bytes, checksum: 7a0f7b59e28973e2be3c22540854a086 (MD5) / Made available in DSpace on 2017-10-09T23:05:08Z (GMT). No. of bitstreams: 1 BrunaRaissaGomesDosSantosBatista_DISSERT.pdf: 11798851 bytes, checksum: 7a0f7b59e28973e2be3c22540854a086 (MD5) Previous issue date: 2017-07-31 / A disserta??o visa contribuir com a forma??o de professores e planetaristas, numa perspectiva de parceria entre espa?os formais e n?o formais, levando em considera??o duas problem?ticas gerais: a exist?ncia e propaga??o de representa??es sobre temas de Astronomia que n?o condizem com os modelos cient?ficos vigentes; e o d?ficit usual do ensino de Astronomia na forma??o inicial de professores. Baseia-se em estudos que abordam dificuldades nas representa??es espaciais de fen?menos astron?micos, particularmente as relacionadas ? forma da Terra e ?s estruturas do Universo, e em estudos sobre a import?ncia da integra??o das perspectivas local e global na interpreta??o daqueles fen?menos. Esses estudos fundamentaram uma pesquisa que desenvolvemos acerca das representa??es de uma turma do 6? ano do Ensino Fundamental sobre a forma da Terra e as estruturas do Universo, antes e ap?s visita ao Planet?rio M?vel da UFRN ? Barca dos C?us, a qual proporcionou o aprimoramento de sess?o e atividades did?ticas desenvolvidas neste planet?rio. Os dados da pesquisa e as reflex?es em torno das atividades resultaram no principal produto educacional deste trabalho, que ? uma proposta de Minicurso para professores e planetaristas, composto por tr?s encontros de 4 horas, e 3 horas de atividades a dist?ncia, totalizando 15 horas. Articuladas a uma sess?o de planet?rio, na proposta contempla-se a realiza??o e discuss?o dos fundamentos te?ricos de um conjunto de atividades, destacando-se, ali: o registro do horizonte local; a orienta??o de um globo paralelo ? Terra; a explora??o de pe?as m?veis ilustrativas dos planetas com tamanho em escala para representa??o do Sistema Solar; a discuss?o coletiva de dados das pesquisas abordadas nessa disserta??o e de dados levantados pelos participantes; e a observa??o de planetas com um telesc?pio. Numa primeira edi??o do Minicurso, da qual participaram cinco professores da Educa??o B?sica, tr?s planetaristas e quatro licenciandos em F?sica, a avalia??o feita pelos participantes, oralmente e por meio de question?rio, mostrou uma valoriza??o equilibrada de todos os momentos propostos, sendo destacados de forma mais recorrente: o contato com os estudos sobre as representa??es dos alunos; e as reflex?es propiciadas pelo Registro coletivo do horizonte local e pelo Globo paralelo. Consideramos que o Minicurso no formato proposto foi muito satisfat?rio incentivando a utiliza??o de atividades pr?ticas e ao ar livre, a percep??o dos fen?menos astron?micos a partir das perspectivas local e global, e a amplia??o da percep??o de nosso lugar no Universo, al?m de proporcionar ricas trocas de experi?ncias entre os envolvidos. A proposta elaborada continuar? sendo implementada com a equipe do Planet?rio na forma??o de novos planetaristas e de profissionais da Educa??o B?sica, sendo esperado ainda que a descri??o do Minicurso e as discuss?es te?ricas das atividades, apresentadas nessa disserta??o, possibilitem a outros grupos sua realiza??o com as adapta??es que se julgarem necess?rias. / The dissertation aims to contribute to the training of teachers and planetarium professionals, in a perspective of partnership between formal and non-formal environments, taking into account two general problems: the existence and propagation of representations of astronomy subjects that do not fit with the current scientific models; and the usual shortage of astronomy teaching in early teacher training. It is based on studies that address difficulties in the spatial representations of astronomical phenomena, particularly those related to the shape of the Earth and the structures of the Universe, and in studies about the importance of integrating local and global perspectives in the interpretation of these phenomena. These studies supported a research that we developed about the representations of a group of 6th-year, Elementary School students on the shape of the Earth and the structures of the Universe, before and after a visit to the UFRN ?Barca dos C?us? Mobile Planetarium which led to the improvement of sessions and teaching activities developed in that planetarium. The research data and the reflections around the activities resulted in the main educational product of this work, which is a Mini-course proposal for teachers and planetarium professionals, composed of three 4-hour meetings and 3 hours of distance learning activities, making up a total of 15 hours. Articulated to a planetarium session, the proposal contemplates the realization and discussion of the theoretical foundations of a set of activities, among which one can highlight: the recording of the local horizon; the orientation of a globe parallel to the Earth; the exploration of movable pieces representing the planets of the Solar System in proportional scale to each other; the collective discussion of data from the research covered in this dissertation, the data collected by the participants, and the observation of planets with a telescope. In a first edition of the mini-course, which was attended by five Basic Education teachers, three planetarium professionals and four physicists, the evaluation made by the participants, both orally and through a questionnaire, showed a balanced appreciation of all the proposed moments. Most recurrent observations: the contact with the studies about the representations of the students; and the reflections provided by the collective Recording of the local horizon and the parallel Globe. We consider that the mini-course in the proposed format was very satisfactory, encouraging the use of practical and outdoor activities, the perception of astronomical phenomena from the local and global perspectives, and the expansion of perception of our place in the Universe, besides providing rich exchange experiences among those involved. The elaborated proposal will continue to be implemented with the Planetarium team in the training of new planetarium professionals and professionals in Basic Education, and it is hoped that the description of the mini-course and the theoretical discussions of the activities presented in this dissertation will enable other groups to perform with the adaptations deemed necessary.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2016-01-27T00:08:14Z No. of bitstreams: 1 DISSERTA??O_GEDALVA_NERES.pdf: 5598893 bytes, checksum: 7e5f525fae2a255624284010a8ff3409 (MD5) / Made available in DSpace on 2016-01-27T00:08:14Z (GMT). No. of bitstreams: 1 DISSERTA??O_GEDALVA_NERES.pdf: 5598893 bytes, checksum: 7e5f525fae2a255624284010a8ff3409 (MD5) Previous issue date: 2015-09-23 / El disserta??o parte de esta suposici?n de que los dise?os de los movimientos del cuerpo implican los profesores en la ense?anza y el aprendizaje de su / wo alumnos / as. Estos movimientos son parte de las historias de vida de los maestros que se pueden observar a trav?s de dibujos corporales, lugar en el que se registran las marcas de identidad que interfieren con el aprendizaje de los / las alumnos / las ense?adas por estos maestros. Este estudio representa un proceso de investigaci?n sobre la conciencia de los dibujos de los movimientos corporales de los profesores que hacen y que no proceso de auto, la terapia. La terapia que se ha elegido es el an?lisis Bioenerg?tica aproximaci?n cuerpo. Para esto, busqu? a la investigaci?n sobre la importancia de incluir dise?os de carrocer?as en Continuar la formaci?n de docentes, inversi?n personal en el propio cuerpo y los resultados de la reflexi?n sobre sus alumnos y no alumnos. La metodolog?a de investigaci?n se enfoque metodol?gico cualitativo estaba anclado en el an?lisis e identificaci?n de los datos que se consideran no medible relacionada con el comportamiento de los maestros con respecto a los sentimientos, sensaciones y motivaciones, movimientos corporales y dibujos realizados por los profesores tambi?n se observaron entrevistado. La investigaci?n demostr? lo valioso que es estar al tanto de los procesos vividos a lo largo de la historia de la vida a trav?s de la conciencia corporal. Esta investigaci?n contribuir? a la reflexi?n sobre la educaci?n continua para los grupos de profesores / es en cuanto a la pertinencia de la comprensi?n de las marcas de identificaci?n, dolores y alegr?as, y tambi?n de los suyos y superposiciones en el cuerpo del otro. / A presente disserta??o parte do pressuposto de que os desenhos dos movimentos corporais das professoras implicam no processo de ensino e de aprendizagem de seus/uas alunos/as. Esses movimentos fazem parte das hist?rias de vida das professoras os quais podem ser observados atrav?s dos desenhos corporais, lugar que est?o registrados as marcas identit?rias que interferem no aprender dos/as alunos/as que s?o ensinados por essas professoras. Este estudo traduz um processo de investiga??o sobre a consci?ncia dos desenhos dos movimentos corporais das professoras que fazem e que n?o fazem processo de autoconhecimento, terapia. A terapia que foi escolhida ? a abordagem corporal de an?lise Bioenerg?tica. Para isso, busquei pesquisar sobre a import?ncia da inclus?o dos desenhos corporais na Forma??o Continuada de Professores, investimento pessoal no pr?prio corpo e os resultados desses como reflexo nos seus aprendentes e n?o aprendentes. A metodologia da pesquisa foi qualitativa, e esteve ancorada na an?lise e na identifica??o de dados considerados n?o mensur?veis relacionados ao comportamento das professoras no tocante aos sentimentos, ?s sensa??es e ?s motiva??es, foram tamb?m observados os movimentos corporais e os desenhos realizados pelas professoras entrevistadas. A pesquisa evidenciou o quanto valioso ? ter consci?ncia dos processos vividos ao longo da hist?ria de vida atrav?s da consci?ncia corporal. Esta investiga??o contribuir? para as reflex?es em grupos de forma??o continuada de professoras/es ? respeito da relev?ncia da compreens?o das marcas identit?rias, das dores e das alegrias, e tamb?m do que ? seu e imbrica no corpo do outro.

Submitted by PPG Educa??o em Ci?ncias e Matem?tica (educem-pg@pucrs.br) on 2018-05-04T14:15:40Z No. of bitstreams: 1 BRASIL E PORTUGAL_TESE_MARLUBIA-homologada.pdf: 5721263 bytes, checksum: cb53e974dc5cb180d47d929d27969dc8 (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-05-15T16:57:23Z (GMT) No. of bitstreams: 1 BRASIL E PORTUGAL_TESE_MARLUBIA-homologada.pdf: 5721263 bytes, checksum: cb53e974dc5cb180d47d929d27969dc8 (MD5) / Made available in DSpace on 2018-05-15T17:22:42Z (GMT). No. of bitstreams: 1 BRASIL E PORTUGAL_TESE_MARLUBIA-homologada.pdf: 5721263 bytes, checksum: cb53e974dc5cb180d47d929d27969dc8 (MD5) Previous issue date: 2018-03-19 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This study objective is to identify the pedagogical practices conducted by professors from Brazil and Portugal, described by them the existence of characteristics of the categories of the Theory of Quotidian presents in Agnes Heller?s objectifications (daily life and everyday things). Supports the thesis that professors trainers perform constituents actions of their pedagogical practices maintening objectifications in itself (of own particularities of man, as an individual). This complicate their actions, because it inhibits a praxis that raise the coverages of a reflection on theoretical components present in the profession practice necessary for the achievement of the movement of producer?s thoughts of objectifications to itself (genericity characteristic of social man, as a collective). This examination is being carried out in the research line of Technologies in Education in Science and Mathematics of the Graduate Program in Education in Science and Mathematics (PPGEDUCEM), of the Catholic Pontifical University of Rio Grande do Sul (PUCRS) in the period in which it was held the Split PhD program in UTAD (University Tr?s-os-Montes de Alto Douro), in Portugal. Methodologically is a qualitative research with documentary sources and bibliographic references in which structured questionnaires were used as an instrument of data collection. Forming its strategy an Integrated Multiple Case Study, Yin (2015). The theme delimitation provided to analyze the professor?s pedagogical practices of eighteen Higher Education Institutions (HEIs), being eleven of Brazil, six in Portugal and one of Spain, in the relative period to the first semester of 2017. Masters, Doctors, Post Doctors professors were selected, who work with the initial and continuing training of teachers, these HEIs, preferably researchers in the area of teacher training. For the justification were performed four mappings, according to the pedagogical practice, teacher training and the use of the Digital Information and Communication Technologies (TDIC), complex issues. At the end of these searches were made of the State of the art, on the pedagogical practice with use of TDCI, held in the teachers? training, in the last decade, in Brazil. The data analysis resulted from the use of Discursive Textual Analysis of Moraes and Galiazzi (2011), which culminated in emerging categories, presented in the form of metatexts for posterior and conclusive submission to the theoretical categories of Agnes Heller (1970). The journey of the research lies in the dialectic materialism that figures appropriations and requests that occur an intentionality focused on the production of contributions, in this case, for the pedagogical practices docents of teacher trainers. Thus, it was developed the following research question: What are the characteristics cited by teacher?s trainers concerning its pedagogical practices that evidence from these everyday actions and not daily? These characteristics demonstrate the presence of the elements of the Helleriana Theory of Daily Life in the pedagogical practices of teachers trainers, which denote the character of objectifications (in-itself; for itself), described the actions of the professors of the participating countries. The theorization result required of an Integrated Multiple Case Study, in this research strategy was performed under the analysis? units relative to the teaching pedagogical practice, the use of TDIC and the teacher training. For this reason, it was elaborated, in the end, a metatext cross-case where has shown a predominance of characteristic of daily life analogy; in both blocks and the lower incidence fell on intonation. The prevalence of these objectifications have direct impact on the practices and their recognition becomes a contribution to the processes of formation, whether initial, either continued, so the consciousness of objectifications provides the teacher trainer, a constant reformulation and refreshment of its pedagogical practices what intentionally and gradually becomes the actions of teachers in training. Furthermore, the Theory of Daily Life is also as a benchmark for elaboration of pedagogical practices thereby enabling an assessment of the levels of contained moral elevation, in these actions through the presence of criteria for interpreting the findings in its content. This contribution with a bias for a theoretical referral is essential to the result of a research that has by strategy the Integrated Multiple Case Study. / Esta pesquisa tem por objetivo identificar nas pr?ticas pedag?gicas realizadas pelos docentes do Brasil e de Portugal, por eles descritas, a exist?ncia de caracter?sticas das categorias da Teoria do Cotidiano presentes nas objetiva??es de Agnes Heller (cotidianos e cotidianidades). Sustenta-se a Tese de que docentes formadores realizam a??es constituintes de suas pr?ticas pedag?gicas mantenedoras de objetiva??es em?si (de particularidades pr?prias do homem, enquanto indiv?duo). Isso dificulta as suas a??es, pois inibe uma pr?xis que eleve os alcances de uma reflex?o sobre componentes te?ricos presentes no exerc?cio da profiss?o necess?rios a realiza??o do movimento do pensamento produtor de objetiva??es para-si (de genericidade pr?prias do homem social, enquanto coletivo). Esta inquiri??o est? sendo realizada na linha de pesquisa de Tecnologias na Educa??o em Ci?ncias e Matem?tica do Programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica (PPGEDUCEM), da Pontif?cia Universidade Cat?lica do Rio Grande do Sul (PUCRS) em per?odo no qual foi realizado o doutorado sandu?che na UTAD (Universidade Tr?s-os-Montes de Alto Douro), em Portugal. Metodologicamente ? uma pesquisa qualitativa com fontes documentais e bibliogr?ficas na qual foram utilizados question?rios semiestruturados como instrumento de coleta de dados. Constituindo quanto a sua estrat?gia um Estudo de Caso M?ltiplo Integrado, em Yin (2015). A delimita??o de tema proporcionou analisar as pr?ticas pedag?gicas dos docentes de dezoito Institui??es de Ensino Superior (IES), sendo onze do Brasil, seis de Portugal e um, da Espanha, no per?odo relativo ao primeiro semestre de 2017. Foram selecionados docentes mestres, doutores e p?s-doutores, que trabalham com a forma??o, inicial e continuada, de professores, dessas IES, ou seja, preferencialmente pesquisadores da ?rea de forma??o de professores. Para a justificativa foram realizados quatro mapeamentos, em fun??o de serem a pr?tica pedag?gica, a forma??o de professores e do uso das Tecnologias Digitais de Informa??o e Comunica??o (TDIC), temas complexos. Ao final dessas buscas foi constitu?do o Estado da Arte, sobre a pr?tica pedag?gica com uso de TDIC, realizada na forma??o de professores, na ?ltima d?cada, no Brasil. A an?lise dos dados decorreu do uso de An?lise Textual Discursiva de Moraes e Galiazzi (2011), que culminou em categorias emergentes, apresentadas na forma de metatextos para posterior e conclusiva submiss?o as categorias te?ricas de Agnes Heller (1970). O percurso da pesquisa situa-se no materialismo dial?tico que conduz apropria??es e solicita que ocorra uma intencionalidade voltada ? produ??o de contribui??es, neste caso, para as pr?ticas pedag?gicas docentes dos formadores de professores. Assim sendo, elaboramos a seguinte quest?o de pesquisa: Quais s?o as caracter?sticas apontadas pelos professores formadores a respeito das suas pr?ticas pedag?gicas que evidenciam a partir destas as a??es cotidianas e n?o cotidianas? Tais caracter?sticas evidenciam presen?a dos elementos da Teoria do Cotidiano helleriana nas pr?ticas pedag?gicas dos docentes formadores, que denotam o car?ter de objetiva??es (em-si; para-si), descritas nas a??es dos docentes dos pa?ses participantes. A teoriza??o fruto necess?rio do Estudo de Caso M?ltiplo Integrado, nesta estrat?gia de pesquisa, foi realizada sob as unidades de an?lise relativas ? pr?tica pedag?gica docente, o uso de TDIC e a forma??o de professores. Para isso elaborou-se, ao final, um metatexto cross-case onde se evidenciou um predom?nio da carater?stica de cotidiano: analogia; em ambos os blocos e a menor incid?ncia recaiu sobre entona??o. A preval?ncia dessas objetiva??es t?m impactos diretos sobre as pr?ticas e o seu reconhecimento torna-se uma contribui??o para os processos de forma??o, quer seja inicial, quer seja continuada, pois a consci?ncia das objetiva??es propicia ao docente formador, uma constante reformula??o e revigoramento de suas pr?ticas pedag?gicas o que intencionalmente e paulatinamente passar? as a??es dos professores em forma??o. Al?m disso, a Teoria do Cotidiano constitui-se tamb?m como referencial para elabora??o das pr?ticas pedag?gicas permitindo assim, uma avalia??o dos n?veis de eleva??o da moral contidos, nessas a??es por meio da presen?a de crit?rios para interpretar as constata??es, em seu teor. Essa contribui??o com vi?s para um encaminhamento te?rico ? essencial ao resultado de uma pesquisa que tem por estrat?gia o Estudo de Caso M?ltiplo Integrado.

Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2018-05-18T21:08:49Z No. of bitstreams: 1 NADIA CASTRO.pdf: 1819011 bytes, checksum: 5f7d52f8a43131296edcd663d4a90574 (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-05-30T19:08:37Z (GMT) No. of bitstreams: 1 NADIA CASTRO.pdf: 1819011 bytes, checksum: 5f7d52f8a43131296edcd663d4a90574 (MD5) / Made available in DSpace on 2018-05-30T19:16:08Z (GMT). No. of bitstreams: 1 NADIA CASTRO.pdf: 1819011 bytes, checksum: 5f7d52f8a43131296edcd663d4a90574 (MD5) Previous issue date: 2018-02-26 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research investigated the process of teacher training in service, inserted in distance education (PEAD) in the context of the federal public university, in the sense of defending and valuing this educational policy as a way to expand the process of democratization access to higher education. The project powered by Brazilian government , Pr?-Licenciatura, that was developed in the system of the Open University of Brazil, contributed to the expansion of access to this level of educational training - higher level - for teachers in service. Consequently, it modified the practice of these teachers, regarding the mastery and use of new information and communication technologies in their pedagogical practice in a certain degree, even though they have found difficulties during their studies. The research is exploratory and used the mixed methodological approach of qualitative and quantitative analysis, supported by investigative instruments: diary, questionnaire and interview. Mixed methodology of analysis, as Johnson and Onwuegbuzie (2004) and Tashakkori and Teddlie (2009) are mixed methodologies that allow a complementary analysis of the data; the quantitative data are qualitatively qualified. The research subjects was composed by students of the Pedagogy course, in the Distance Education modality (EAD), offered by the Pr?-Licenciatura, linked to UFRGS, which are with the course in progress, with completion expected for the year of 2019. The study showed that the greatest difficulty for PEAD students is related to the time required to perform all the tasks that they are responsible for household tasks, child care, school work and presence in face-to-face meetings. But they resist the difficulties, because the desire to complete and obtain the degree of graduation in pedagogy is very representative for them, especially for the possibility of mobility in the world of work. The aim of this research is the visibility of policies aimed at the training of teachers in service, but mainly for the valorization of policies that democratize access to free quality public education. / Esta pesquisa investigou o processo de forma??o de professoras em servi?o, inseridas, estas, no curso de pedagogia a dist?ncia (PEAD), no contexto da universidade p?blica federal e de qualidade, no sentido de conhecer o cotidiano de desafios das alunas do curso no enfrentamento de m?ltiplas jornadas e inseridas no processo de democratiza??o do acesso ao ensino superior, a partir de uma pol?tica p?blica. O Pr?-Licenciatura, desenvolvido no sistema da Universidade Aberta do Brasil, contribuiu para a amplia??o do acesso a esse grau de forma??o educacional ? n?vel superior ? para professores em servi?o. Consequentemente, modificou a pr?tica desses professores, no que se refere ao dom?nio e uso das novas tecnologias da informa??o e da comunica??o no exerc?cio da doc?ncia. A pesquisa se caracteriza como explorat?ria e utilizou a abordagem metodol?gica mista de an?lise, qualitativa e quantitativa, apoiada nos instrumentos investigativos: di?rio de campo, question?rio e entrevista. A metodologia mista de an?lise, conforme Johnson e Onwuegbuzie (2004) e Tashakkori e Teddlie (2009) s?o combina??es de m?todos que viabilizam uma an?lise dos dados de forma complementar; qualitativamente qualifica-se os dados quantitativos. O grupo de participantes da pesquisa foi composto por alunas do curso de Pedagogia, na modalidade Educa??o a Dist?ncia (EAD), ofertada pelo Pr?-Licenciatura, vinculado ? UFRGS, as quais est?o com o curso em andamento, com previs?o de conclus?o para o ano de 2019. O estudo mostrou que a maior dificuldade das alunas do PEAD est? relacionada com o tempo necess?rio para a realiza??o de todas as tarefas que s?o de responsabilidade delas (tarefas dom?sticas, cuidado dos filhos, trabalho na escola e presen?a nos encontros presenciais no polo). Mas, elas resistem ?s dificuldades, pois o desejo de concluir e obter o t?tulo de gradua??o em pedagogia ? muito representativo para elas, sobretudo, para a possibilidade de mobilidade no mundo do trabalho. Almeja-se com esta pesquisa a visibilidade das pol?ticas voltadas para a forma??o de professores em servi?o, mas, principalmente, para a valoriza??o de pol?ticas que democratizem o acesso ao ensino p?blico gratuito de qualidade.

Submitted by PPG Educa??o em Ci?ncias e Matem?tica (educem-pg@pucrs.br) on 2018-07-12T19:24:46Z No. of bitstreams: 1 DISSERTACAO Eliana jun1-homologada.pdf: 865557 bytes, checksum: 9941cc2858b02107ead15f4d59d186fc (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-07-18T11:52:35Z (GMT) No. of bitstreams: 1 DISSERTACAO Eliana jun1-homologada.pdf: 865557 bytes, checksum: 9941cc2858b02107ead15f4d59d186fc (MD5) / Made available in DSpace on 2018-07-18T12:00:29Z (GMT). No. of bitstreams: 1 DISSERTACAO Eliana jun1-homologada.pdf: 865557 bytes, checksum: 9941cc2858b02107ead15f4d59d186fc (MD5) Previous issue date: 2018-03-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This study aimed to investigate the pedagogical knowledge used in the teaching practice of a group of mathematics teachers and the way they were constructed. The participants were twelve teachers from municipal, state and private schools in Porto Alegre, Rio Grande do Sul. As data collection instruments were used semi-structured interviews and observations regarding teaching practice. The answers given by the teachers were analyzed qualitatively through the Discursive Textual Analysis method, relating them to the questions observed in the classroom. As theoretical contributions that served as basis for this research were used authors such as Tardif (2014), N?voa (1995), Garc?a (1999), Imbern?n (2010), D'Ambrosio (2014), Pimenta (2012) among others. From the data analysis emerged four categories: the teachers' perceptions about the strategies and teaching resources of Mathematics used in the teaching action; the teachers' perceptions of their initial and continuing education; continuous training actions that teachers participate in the service; the teachers' perceptions about the planning of Mathematics classes. From these categories it was possible to delineate the questions related to the data collected from where the intermediate categories emerged. It is possible to affirm that when teachers use contextualization, different strategies and didactic resources in pedagogical practice in the classroom planning, the students present greater motivation and ease of understanding the mathematical concepts. As for the knowledge built in initial and continuous training, it was verified that teachers use different knowledge in their teaching, emphasizing the pedagogical knowledge, vocational training knowledge, curricular knowledge and emphasize the importance of content knowledge and knowledge experiences. It was found that training in schools still has sequels, and it is necessary for teachers to seek their own continuing education beyond school, in seminars, congresses or in postgraduate courses. / Este estudo teve como objetivo investigar os saberes pedag?gicos utilizados na pr?tica docente de um grupo de professores de Matem?tica e a forma como foram constru?dos. Os participantes da pesquisa foram doze professores de escolas municipais, estaduais e privadas de Porto Alegre, Rio Grande do Sul. Como instrumentos de coleta de dados foram utilizadas entrevistas semiestruturadas e observa??es quanto ? pr?tica docente. As respostas dadas pelos professores foram analisadas qualitativamente por meio do m?todo de An?lise Textual Discursiva, relacionando-as ?s quest?es observadas em sala de aula. Como aportes te?ricos que serviram como base para esta pesquisa foram usados autores como Tardif (2014), N?voa (1995), Garc?a (1999), Imbern?n (2010), D?Ambrosio (2014), Pimenta (2012) entre outros. Da an?lise de dados emergiram quatro categorias: as percep??es dos professores sobre as estrat?gias e recursos de ensino de Matem?tica utilizados na a??o docente; as percep??es dos professores sobre a sua forma??o inicial e continuada; a??es de forma??o continuada que os professores participam em servi?o; as percep??es dos professores sobre o planejamento das aulas de Matem?tica. A partir dessas categorias foi poss?vel delinear as quest?es relacionadas aos dados coletados de onde emergiram as categorias intermedi?rias. ? poss?vel afirmar que quando os professores utilizam no planejamento de aula a contextualiza??o, diferentes estrat?gias e recursos did?ticos na pr?tica pedag?gica, os estudantes apresentam maior motiva??o e facilidade de entender os conceitos matem?ticos. Quanto aos saberes constru?do na forma??o inicial e continuada, verificou-se os professores utilizam diferentes saberes na sua a??o docente, destacando-se os saberes pedag?gicos, saberes da forma??o profissional, os saberes curriculares e d?o ?nfase ? import?ncia dos saberes de conte?do e dos saberes experienciais. Constatou-se que a forma??o continuada nas escolas ainda possui sequelas, sendo necess?rio que os professores busquem a sua pr?pria forma??o continuada al?m da escola, em semin?rios, congresso ou em cursos de p?s-gradua??o.

Made available in DSpace on 2016-04-04T18:27:47Z (GMT). No. of bitstreams: 1 Osmar Domingos dos Reis Junior.pdf: 1654695 bytes, checksum: b94c51f2b04685bb08b91c014fdeab4a (MD5) Previous issue date: 2009-02-26 / This paper aimed at studying the subjectivity senses configuring the process of self-perception as teachers for pedagogy students. This study is located in the spectrum of the present tendency of pedagogy studies, trying to find a solution to the crisis in its formation and identity development process that is a result of an uncertain historical context. Based on Gonzalez Rey?s Subjectivity Theory, it adds to the teacher-to-be individual?s subjectivity view, helping in the debate of teachers? formation. This research is made under the qualitative research theory, which values the interpretative-constructive role of the researcher. By showing images related to school context, and valuing the dialogue as the real moment of apprehension of the human complexity?s expression indicators, the research was made with four pedagogy students. It was tried to identify the subjective configurations which influences their self-representation as teachers. At the end, it was concluded that today?s representation of teachers is more related to affective and relational aspects than cognitive and informational ones. It was also concluded that the representation of the teaching is closely related to a romantic and idealistic view of the occupation. And a third conclusion is that there must be more integration between the formative context and the teaching practice. It could be made by dialogues and practical experiences during the whole graduation process, and not only at the end, as usual. This research is not the end of the debate, but it proposes a new way of comprehending the matter, helping the search for solutions to the present day pedagogy dilemmas. / O presente trabalho teve por objetivo estudar os sentidos subjetivos que configuram o processo de ver-se enquanto professores em alunos de Pedagogia. Esse estudo localiza-se dentro do espectro da presente tend?ncia de estudos em pedagogia, a qual busca solucionar um momento de crise em sua forma??o e identidade, resultado de seu contexto hist?rico de indefini??es. Baseada na Teoria da Subjetividade, de Gonzalez Rey, este trabalho contribui com uma vis?o da subjetividade da pessoa que se prepara para ser o professor, que ? importante para a discuss?o do tema sobre forma??o de professores. Esta pesquisa se encontra sob a perspectiva da pesquisa qualitativa, valorizando o papel construtivo interpretativo do pesquisador. Por meio do uso de imagens relacionadas ao contexto escolar, e valorizando o di?logo como real momento de apreender indicadores da complexidade da express?o humana, a pesquisa estudou quatro alunas de pedagogia, buscando identificar as configura??es subjetivas que influenciam suas representa??es de si mesmas acerca da doc?ncia. Ao final, chegou-se ? conclus?o que a representa??o do professor contempor?neo relaciona-se preponderantemente ao campo afetivo e relacional do que ao da capacidade cognitiva e informacional. Concluiu-se tamb?m que a representa??o da pr?tica docente est? intimamente relacionada a uma vis?o romantizada e idealizada da profiss?o. E, um terceiro aspecto aqui observado foi que deve haver mais integra??o entre o contexto formativo e a pr?tica docente, por meio de di?logos ou de viv?ncias durante todo o curso e n?o apenas ao final dele. Essa pesquisa n?o esgota o tema, mas se prop?e a trazer uma nova maneira de compreender o problema, auxiliando na busca por solu??es para os dilemas pedag?gicos hoje em voga.