Made available in DSpace on 2014-12-17T14:36:07Z (GMT). No. of bitstreams: 1 JamesonRC.pdf: 434285 bytes, checksum: 30a4603e3ad1107b6629410dac5fad40 (MD5) Previous issue date: 2008-03-30 / The objective of this work was to access and understand the teaching social representation (MOSCOVICI, 2005) for the teachers of the children education and fundamental education at Queimadas city, Para?ba. We assume that one representation that allows the teacher to name its profession and to act on it, is a derivative of regularities that are expressed by means of a habitus (BOURDIEU, 1983a), generative matrix of perception and action. This teaching habitus is originated from the experiences and the trajectories of social and professional life of the group. Therefore, from some variables, we tried to access the profile of the group of teachers studied and to get closer of their life style to understand their profession choice and the teaching social representation for this group. In this research, it was used four data sources: a) the questionnaires of characterization; b) the questionnaires of practices and meanings; c) the experience reports and; d) the interviews in depth. The analysis of the data collected was done by means of the simple statistics (frequency), the intersection of variables through cross tables and, the thematic analysis of the contents. The results show that there is a lightly homogeneous group in terms of its social origin and its life style, moreover, they conduct to an overlap between this origin/style and the professional choice. On the other hand, the teacher representation is multi-dimensional such that, all dimensions intercept and articulate with each other to provide a concise teacher representation. They are four dimensions: love and care, help and donation, teaching and learning and, sacrifice and hope. The elements of the teacher representation are substantiated in the schemes of perception and appreciation of the group, in the regularities and life experiences in the context of religion, family, gender and profession. In these regularities we find the elements that comprise the teaching habitus which drives perception and action, representation and daily practice of these teachers. The teaching social representation is still perceived as a threshold for the professional identity of the group of teachers considered. We also observed that there are signs of changes in the practices used by these professionals since they graduate from the course of pedagogy. However, it is not possible to say that these changes are isolated or they lead to a transformation in the teaching habitus or the teaching social representation / O objetivo desse trabalho foi acessar e compreender a representa??o social (MOSCOVICI, 2005) da doc?ncia para os professores da educa??o infantil e do ensino fundamental do munic?pio de Queimadas na Para?ba. Partimos do princ?pio de que essa representa??o que permite ao professor nomear a sua profiss?o e agir em rela??o a ela, ? produto de regularidades que se expressam na forma de um habitus (BOURDIEU, 1983a), matriz geradora de percep??o e de a??o. Que esse habitus professoral tem suas ra?zes nas experi?ncias e trajet?rias de vida social e profissional do grupo. Assim, a partir de algumas vari?veis procuramos acessar o perfil do professorado pesquisado e nos aproximar do seu estilo de vida para compreender suas escolhas pela profiss?o e a representa??o social do ser professor para esse grupo. Nesta pesquisa foram usadas quatro fontes de dados: a) Os Question?rios de Caracteriza??o; b) os Question?rios de Pr?ticas e Significados; c) os Relatos de Experi?ncia e; d) as Entrevistas em Profundidade. A an?lise do material coletado foi feita atrav?s da estat?stica simples (freq??ncia), do cruzamento de vari?veis atrav?s de tabelas cruzadas e da an?lise tem?tica de conte?do. Os resultados apontam para a exist?ncia de um grupo relativamente homog?neo no que diz respeito ? sua origem social e ao estilo de vida e para uma imbrica??o entre essa origem e esse estilo e a escolha da profiss?o. A representa??o do ser professor, por seu lado, se apresenta de maneira multidimensional. Quatro dimens?es se entrecruzam e se articulam para fornecer ao professor uma representa??o coerente desse ser: as dimens?es do amor e do cuidado, da ajuda e da doa??o, do ensinar/aprender e do sacrif?cio e da esperan?a. Os elementos dessa representa??o est?o ancorados nos esquemas de percep??o e aprecia??o do grupo, nas regularidades e nas experi?ncias de vida religiosa, familiar, de g?nero e profissional. Nestas regularidades encontramos os elementos que comp?em o habitus professoral que orienta percep??o e a??o, representa??o e pr?tica cotidiana desses professores. A representa??o social do ser professor aparece ainda como elemento balizador da identidade profissional do grupo de professores. Encontramos tamb?m, ind?cios de mudan?as nas pr?ticas desses profissionais desde que conclu?ram o Curso de Pedagogia. N?o sabemos, entretanto, se tais mudan?as s?o apenas pontuais ou apontam para ind?cios de uma transforma??o do habitus professoral ou da representa??o social do ser professor

Made available in DSpace on 2014-12-17T14:36:11Z (GMT). No. of bitstreams: 1 ClarissaSA.pdf: 759364 bytes, checksum: d2abb3aa967b2b800141181f78353ba6 (MD5) Previous issue date: 2008-09-03 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / En el campo de la Educaci?n en Ciencias, los estudios acerca de las concepciones de profesores sobre la naturaleza de la ciencia est?n en crecimiento en las ?ltimas d?cadas en virtud de la importancia atribuida al saber sobre las ciencias. Manifestando preocupaci?n con la tem?tica, los trabajos de esta l?nea de pesquisa est?n investigando concepciones de profesores en formaci?n como tambi?n los en ejercicio. Inserido en esa problem?tica, y preocupado con la formaci?n inicial de profesores, este trabajo tuvo como objetivo principal investigar las concepciones de los alumnos de la Carrera de Pedagog?a de UFRN (Universidad Federal de Rio Grande do Norte) acerca de la naturaleza de la ciencia, una vez que los alumnos son, o lo ser?n, profesores que dar?n clases de ciencia. El aporte te?rico del estudio fue el abordaje ofrecido por la filosof?a de la ciencia contempor?nea, como tambi?n trabajos de literatura especializada sobre la tem?tica NdC (Naturaleza de la Ciencia). En la parte emp?rica del trabajo utilizamos, como principal instrumento de colecta de datos, un cuestionario abierto, en el cual los alumnos marcaron posiciones sobre varios aspectos de la naturaleza de la ciencia. Fueron sujetos de la investigaci?n 81 alumnos de Pedagog?a, que estaban en el primer, quinto y noveno semestres (tambi?n dichos per?odos ). Los resultados presentaron un acercamiento a las concepciones de los sujetos sobre la tem?tica, indicando la presencia de una serie de concepciones poco satisfactorias de la ciencia, al lado de concepciones m?s consistentes con la epistemolog?a contempor?nea. En el comparativo entre los grupos, el quinto semestre present? resultados un poco mejores que los dem?s, trayendo a la superficie elementos para evaluar el impacto de la formaci?n en la construcci?n de las concepciones de ciencia por los alumnos / No campo da Educa??o em Ci?ncias, os estudos sobre as concep??es de professores acerca da natureza da ci?ncia t?m crescido nas ?ltimas d?cadas em virtude da import?ncia atribu?da ao saber sobre as ci?ncias. Manifestando preocupa??o com a tem?tica, os trabalhos desta linha de pesquisa t?m investigado concep??es de professores, tanto em forma??o quanto em exerc?cio. Inserido nessa problem?tica, e preocupado com a forma??o inicial de professores, este trabalho teve como objetivo principal investigar as concep??es de alunos do Curso de Pedagogia da UFRN acerca da natureza da ci?ncia, j? que tais alunos s?o ou ser?o professores que ensinam ou ensinar?o ci?ncias. O aporte te?rico do estudo foi a abordagem oferecida pela filosofia da ci?ncia contempor?nea, bem como trabalhos da literatura especializada sobre a tem?tica NdC (Natureza da Ci?ncia). Na parte emp?rica do trabalho utilizamos, como principal instrumento de coleta de dados, um question?rio aberto, no qual os alunos se posicionaram sobre variados aspectos da natureza da ci?ncia. Foram sujeitos da investiga??o 81 alunos de Pedagogia, cursistas do 1?, 5? e 9? per?odos. Os resultados apresentaram uma aproxima??o ?s concep??es dos sujeitos acerca da tem?tica, indicando a presen?a de uma s?rie de concep??es pouco satisfat?rias de ci?ncia, ao lado de concep??es mais consistentes com a epistemologia contempor?nea. No comparativo entre os grupos, o 5? per?odo apresentou resultados um pouco melhores do que os demais, trazendo ? tona elementos para avaliar o impacto da forma??o na constru??o de concep??es de ci?ncia pelos alunos

Made available in DSpace on 2014-12-17T14:36:27Z (GMT). No. of bitstreams: 1 MariaARL_TESE.pdf: 2928233 bytes, checksum: 0848fcef1f428febad2eb14abd58ac64 (MD5) Previous issue date: 2012-02-29 / Being a teacher is a challenging task, driving action strategies that mobilize technical dimensions of being / doing teaching, but also affection. This research was conducted with teachers / students of the Special Program of formation for Teachers of Basic Education agricultural zone (PROFIR) developed by the Federal University of Acre in partnership with the State Department of Education (SEE) and City Halls of the region; locus typically Amazon and, in this research, comprises five municipalities in the Valley of Juru? - Acre. Northern Brazil. It Aims to capture the social representation of being a teacher in riverside communities. We performed this study from the Theory of Social Representations (MOSCOVICI, 1978, 1990, 2005a, 2005b, 2009, 2011) and (JODELET, 2001), from discussions on teacher formation (LDB No. 9394 of 1996). Work, among others, (TARDIF, 2004), (TARDIF; LESSARD, 2007), (N?VOA, 1992, 1999), (ARROYO, 2007). We used as a methodological strategy, the multiple classification procedure (PCM), which is organized in two steps: Free Classification and Directed Classification, as well as semi-structured interviews, involving, thus, 137 teachers surveyed. For the analysis of the data, we appealed to software SPSS, version 13.0 for Windows, mapping the elements of the representational content through Multidimensional Analysis (MSA and SSA). Through the different strategies of analysis, we identified from the Free Classification, the regionalization: Beyond forest, teaching Attributes and Mobilized Attributes. With data of the Directed Classification, the analysis was based on the Theory of Facets (BILSKY, 2003) and (BUSCHINI, 2005) and we found: Reference of teacher; Negative Dimension and affective and technicians attributes. Finally, with the Analysis of Content (BARDIN, 2004) e (FRANK, 2005) and of the interviews the categories we found the categories: Urban relation versus agricultural, Knowledge in construction and possible bets. The report of the experiences along the edge of the rivers, in these different methodological strategies and of analysis, demonstrates the existence of symbolic and representational elements that influence and guide the educational conduct and actions of these teachers and that they are deeply anchored and objectified in technical and affective elements of the making teacher. They daily live deeply the concreteness of the Amazonian realism redesigning the Real and the symbolic one as a way to understand themselves as a teacher in adversity of this context. We also observed the historical, social and cultural local marks, framing, thus, the collective personality and generating its guides of action / Ser professor constitui uma tarefa desafiadora, propulsora de estrat?gias de a??o que mobilizam dimens?es t?cnicas do ser/fazer docente, mas tamb?m do afeto. Esta pesquisa foi realizada junto a professores/alunos do Programa Especial de Forma??o de Professores da Educa??o B?sica zona rural (PROFIR) desenvolvido pela Universidade Federal do Acre em parceria com a Secretaria de Estado de Educa??o (SEE) e prefeituras da regi?o; l?cus tipicamente amaz?nico e que, nesta pesquisa, compreende cinco munic?pios do Vale do Juru? Acre. Norte do Brasil. Tem como objetivo apreender a representa??o social do ser professor em comunidades ribeirinhas. Realizamos este estudo ? luz da Teoria das Representa??es Sociais (MOSCOVICI, 1978, 1990, 2005a, 2005b, 2009, 2011) e (JODELET, 2001), das discuss?es sobre a forma??o de professores (LDB n? 9.394 de 1996). Trabalhamos, dentre outros, com (TARDIF, 2004) (TARDIF; LESSARD, 2007), (N?VOA, 1992, 1999), (ARROYO, 2007). Utilizamos, como estrat?gia metodol?gica, o Procedimento de Classifica??es M?ltiplas (PCM), que se organiza em duas etapas: Classifica??o Livre e Classifica??o Dirigida; bem como a entrevista semiestruturada, envolvendo, assim, 137 professores pesquisados. Para a an?lise dos dados, recorremos ao software SPSS, for Windows vers?o 13.0, mapeando os elementos do conte?do representacional, atrav?s de An?lises Multidimensionais (MSA e SSA). Das diferentes estrat?gias de an?lise, identificamos, a partir da Classifica??o Livre, as regionaliza??es: Al?m floresta; Atributos da doc?ncia e Atributos mobilizados. J? com os dados da Classifica??o Dirigida, a an?lise foi feita com base na Teoria da Facetas (BILSKY, 2003) e (BUSCHINI, 2005) e encontramos: Refer?ncia de professor; Dimens?o negativa e Atributos afetivos e t?cnicos. Por fim, com a An?lise de Conte?do (BARDIN, 2004) e (FRANCO, 2005) das entrevistas emergem as categorias: Rela??o urbano versus rural, Saberes em constru??o e Apostas poss?veis. As experi?ncias vivenciadas ?s margens dos rios, ouvidas nessas diferentes estrat?gias metodol?gicas e de an?lise, evidenciam a exist?ncia de elementos simb?licos e representacionais que influenciam e norteiam as condutas e as a??es educacionais desses professores e que est?o fortemente ancoradas e objetivadas em elementos t?cnicos e afetivos do fazer docente. Vivenciam cotidianamente a concretude do realismo amaz?nico redesenhando o real e o simb?lico como forma de se compreender professor na adversidade desse contexto. Observamos, tamb?m, as marcas hist?ricas, sociais e culturais locais, emoldurando, assim, a personalidade coletiva e gerando seus guias de a??o

Made available in DSpace on 2014-12-17T14:36:42Z (GMT). No. of bitstreams: 1 JacicleideFTCM_TESE.pdf: 2099309 bytes, checksum: 9b1cf0fcba24f0c7ec5ff4ef35025d2c (MD5) Previous issue date: 2014-02-27 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / Kindergarten teachers training gains the spotlight with the passing of Law number 9.394/96 (Guidelines and Basis Law) that defines this segment as the initial step of basic education, with pedagogical function. In this spectrum, the discussion about teacher training unravels to ensure social quality to education as well as the teacher s specificities towards child singularities. Adding to that, the growing propagation of Pedagogy in an undergraduate level, given that such course has been continually transformed by the National Curriculum Guidelines for Pedagogy (2006), highlighting the addition of curriculum components that are specific to upbringing. The complex debate circa kindergarten teachers training has advancements and hardships that need to be unveiled in order to improve both formation and social quality of education in the 0- 5 years old range. This investigation inserts itself in said context and aims to analyze which knowledge, specific to kindergarten teaching are constructed, according to undergraduate trainees, in Pedagogy s supervised internship. The study was conducted alongside the discipline: Supervised Internship in Child Education ministered by the Advanced Campus of Rio Grande do Norte s State University s in the municipality of Patu-RN (CAP-UERN-Patu) and was conducted through 2012 by accompanying four undergraduate interns. We first assumed that the development of teaching knowledge is a complex process of appropriation of cultural-social practices and is symbolically mediated by interactions that occur in the formation context, and the supervised internship can be understood as a space for the articulation and enlargement of theoretical and practical knowledge, directly related to the specificities of child education. The theoretical-methodological foundation was based upon the historiccultural approach of L. S. Vygotsky and M. Bakhtin s dialogism on human sciences research, as well as his postulates on learning and developmental processes, conceived as both essentially social and discursive. The investigation approached the principles of the qualitative perspective and to the construction and analysis of data, involved documental analysis and, specially, semi-structured interviews, both individual and collective, whose fundamental premise was the production-comprehension of meanings in a dialogical perspective. The participants texts/speeches produced a synthesis that points to the occurrence, within the supervised internship at CAP/UERN, of internalization/appropriation processes and, as such, of formulation of meanings that are pertinent to child education: child, childhood, kindergarten and teacher signification and this stage s specific teaching knowledge. It stood out that the internship, alongside other curriculum components, is, in fact, one of the primeval formation environment for the teachers, in which the interns interact with their colleagues, supervisor professor, collaborator professor, and of course, the children to construct their erudition. Such interactions allow the undergraduate interns to develop attitudes and procedures to reflect on what they know, what they ve done and what they can achieve. We have concluded that the undergraduate internship can constitute itself as an articulatorconsolidator environment in the future teacher s formation process and, since well oriented, can provide the effective initiation, not only to the practice, but to the praxis as a movement of non dissociability between theory and practice / A forma??o de professores para a Educa??o Infantil ganha visibilidade com a promulga??o da Lei n? 9.394/96 (Lei de Diretrizes e Bases) que define esse segmento como etapa inicial da Educa??o B?sica, com fun??o pedag?gica. Nesse cen?rio, a discuss?o sobre forma??o docente articula-se ? garantia de qualidade social da educa??o e ?s especificidades da atua??o do professor frente ?s singularidades infantis. Agrega-se a esse quadro, a crescente difus?o da forma??o inicial em n?vel de gradua??o em Pedagogia, curso que passa por transforma??es em fun??o das Diretrizes Curriculares Nacionais para o Curso de Pedagogia (2006), com destaque para a inclus?o de componentes curriculares obrigat?rios espec?ficos ? Educa??o Infantil. O debate sobre a forma??o de professores para essa etapa revela-se complexo e multifacetado, com avan?os e impasses que necessitam ser desvelados com vistas ? melhoria da forma??o e da qualidade social da educa??o das crian?as de 0 a 5 anos. Nesse contexto, insere-se essa investiga??o que tem como objetivo analisar que saberes espec?ficos ? atua??o docente na Educa??o Infantil s?o constru?dos, segundo graduandos-estagi?rios, no Est?gio Supervisionado do curso de Pedagogia. O estudo foi realizado junto ? disciplina Est?gio Supervisionado em Educa??o Infantil do curso de Pedagogia do Campus Avan?ado de Patu-UERN, contando com a participa??o de quatro Estagi?rios que realizaram Est?gio no per?odo da pesquisa em 2012. Partimos do princ?pio de que a constru??o de saberes docentes ? um processo de apropria??o de pr?ticas culturais social e simbolicamente mediado em intera??es que ocorrem nos contextos formativos; e o Est?gio Supervisionado pode constituir-se como espa?o de articula??o e amplia??o de saberes te?ricos e pr?ticos relacionados ?s especificidades da Educa??o Infantil. A base te?rico-metodol?gica teve como aportes as contribui??es da abordagem hist?ricocultural de L. S. Vygotsky e do dialogismo de M. Bakhtin sobre a pesquisa nas ci?ncias humanas, bem como seus postulados sobre os processos de aprendizagem e desenvolvimento, concebidos como essencialmente sociais e discursivos. A abordagem investigativa aproxima-se dos princ?pios da perspectiva qualitativa e envolveu, como procedimentos para constru??o e an?lise de dados o question?rio, a an?lise de documentos e, especialmente, entrevistas semiestruturadas (individuais e coletivas) cuja premissa fundamental foi a produ??o-compreens?o de sentidos numa perspectiva dial?gica. As s?nteses poss?veis constru?das com os textos/discursos dos part?cipes apontam que no Est?gio Supervisionado em Educa??o Infantil do CAP/UERN ocorreram processos de internaliza??o/apropria??o e, portanto, de elabora??o de sentidos pertinentes ?s tem?ticas espec?ficas da Educa??o Infantil: significa??es de crian?a, inf?ncia, educa??o infantil, professor e seus saberes docentes espec?ficos a essa etapa. Destacou-se que o Est?gio configura-se como um dos contextos primordiais de forma??o do professor em sua etapa inicial onde os Estagi?rios constroem aprendizagens em intera??o com os outros agentes do processo (Professor Supervisor, Professor Colaborador, Colegas do grupo e com as Crian?as) e em articula??o com outros componentes curriculares vivenciados no Curso. Essas intera??es permitem que os Estagi?rios-graduandos desenvolvam procedimentos e atitudes de reflex?o sobre o que sabem, o que fizeram e possam vir a fazer. Conclu?mos que o Est?gio pode constituir-se como inst?ncia articuladora-consolidadora do processo de forma??o do futuro professor e, desde que orientado, pode propiciar a efetiva??o da inicia??o, n?o apenas ? pr?tica, mas ? pr?xis, enquanto movimento de indissociabilidade entre teoria e pr?tica

Made available in DSpace on 2014-12-17T14:36:42Z (GMT). No. of bitstreams: 1 RebecaRC_DISSERT.pdf: 1283864 bytes, checksum: 6cf3076f66ca105b14bf3c609cdd9c90 (MD5) Previous issue date: 2012-03-30 / This work arose from our concerns with the issues of teacher training for early childhood education. From the difficulties encountered as a novice teacher in elementary, we deem important to research training needs of these professionals. Thus, we define the objective of this research to investigate the training needs of novice teachers teaching Early Childhood Education/Elementary school. Our work fits in Educational Research Qualitative Approach, and its construction procedures of the semistructured interview data and document analysis. Our empirical field was made up of schools in the metropolitan region of Natal / RN, offering kindergarten / elementary school. The subjects are five teachers who act as holder of the elementary school class and have 0-3 years of teaching practice, characterizing the second Huberman (2007) as novice teachers. Data analysis, based on principles of content analysis, three themes emerged: Beginner Teaching Professor in Early Childhood Education / Preschool; Reasons explaining the difficulties Faculty / Formative Needs Teaching and Training in Early Childhood Education / Elementary school, from the Training Needs Analysis, with their respective categories, subcategories, contributing to our understanding of the subject matter. The entry into the profession is marked by mixed feelings of euphoria and fear, where there seems to be a "clash" with reality. The difficulties are related to the planning / execution of activities, meet the individual needs of learning and assessment of children. As a strategy to overcome the difficulties the teachers exercise the action-reflection-action in their practices and seek continuous updates in the theoretical and methodological framework of early childhood education. The reasons that define these difficulties may be related to the teacher, school, family, and students of these institutions. In experiencing these difficulties has outlined the need for teacher training, among which stand out studies on ethics in teaching with children, the concept of children and their childhoods, peculiarities of teaching / learning in preschool, toys and legal determinations on early childhood education, multi-language and expressions in early childhood education, specific content areas of knowledge, among others. Furthermore, studies on the theoretical as Piaget, Vigotsky, Maria Carmen Barbosa and Emily Smith. For these professionals to be a professional early childhood education is: like children, be patient and careful, have specific theoretical and practical training for teachers in kindergarten, being able to improvise with seriousness and competence and get updates on continuing education. The surveys, together with the authors and teachers, to confirm our understanding that the training needs of beginners may be related to shortcomings in the initial and continuing education / Este trabalho se originou das nossas preocupa??es com as quest?es relativas ? forma??o do professor de educa??o infantil. A partir das dificuldades experimentadas como professora principiante na pr?-escola, julgamos importante pesquisarnecessidades de forma??o desses profissionais. Assim sendo, definimos como objetivo dessa pesquisa, investigar necessidades de forma??o docente de professores principiantes da Educa??o Infantil/Pr?-escola. Nosso trabalho se inscreve na Abordagem Qualitativa da Pesquisa Educacional, e tem como procedimentos de constru??o dos dados a entrevista semiestruturada e a an?lise documental. Nosso campo emp?rico foi constitu?do por escolas da regi?o metropolitana de Natal/RN, que oferecem educa??o infantil/pr?-escolar. Os sujeitos da pesquisa s?o cinco professoras que atuam como titular de turma de pr?-escola e que possuem de 0 a 3 anos de pr?tica docente, se caracterizando segundo Huberman (2007) como professoras principiantes. Da an?lise dos dados, fundamentada em princ?pios da analise de conte?do, emergiram tr?s temas: Doc?ncia de Professor Principiante na Educa??o Infantil/Pr?-escola; Raz?es explicativas das Dificuldades Docentes/Necessidades Formativas e Forma??o para Doc?ncia na Educa??o Infantil/Pr?-escola, a partir da An?lise de Necessidades de Forma??o, com suas respectivas categorias, subcategorias, contribuindo para a nossa compreens?o acerca do objeto de estudo. O ingresso na profiss?o ? marcado por sentimentos amb?guos de euforia e medo, em que parece haver um choque com a realidade. As dificuldades est?o relacionadas ao planejamento/execu??o das atividades, ao atendimento ?s necessidades individuais de aprendizagem e ? avalia??o das crian?as.Como estrat?gia de supera??o das dificuldades as professoras exercitam a a??o-reflex?o-a??oem suas pr?ticas e buscam atualiza??es cont?nuas no plano te?rico-metodol?gico da Educa??o Infantil As raz?es que definem essas dificuldades podem estar relacionadas ao professor, a escola, a fam?lia e ainda aos alunos dessas institui??es. Na viv?ncia dessas dificuldades tem se delineado as necessidades de forma??o docente, dentre as quais se destacam os estudos sobre ?tica na doc?ncia com crian?as, conceito de crian?a e suas inf?ncias,especificidades do ensinar/aprender na pr?-escola, brinquedos e brincadeiras, determina??es legais sobre a educa??o infantil, m?ltiplas linguagens e express?es na educa??o da inf?ncia, conte?dos espec?ficos das ?reas do conhecimento, dentre outros. Al?m disso, estudos acerca de te?ricos como Piaget, Vigotsky, Maria Carmem Barbosa e Em?lia Ferreiro. Para essas profissionais ser um bom profissional de educa??o infantil consiste em: gostar de crian?a, ser afetuosa, paciente e cuidadosa, ter forma??o te?rico-pr?tica espec?fica para a doc?ncia na Educa??o Infantil, ser capaz de improvisar com seriedade e compet?ncia buscando atualiza??es na forma??o continuada. As pesquisasrealizadas, junto aos autores e ?s professoras, ratificam a nossa compreens?o de que as necessidades de forma??o das principiantes podem estarrelacionadas a lacunas da forma??o inicial e continuada

Made available in DSpace on 2014-12-17T14:36:43Z (GMT). No. of bitstreams: 1 MariaCFDR.pdf: 2582535 bytes, checksum: c03a5f9908eac9b4c3d8ecd759f9bdd4 (MD5) Previous issue date: 2006-08-11 / This work dealt with formative actions that were developed by Educational Practice in Movement (GEPEM) at Universidade Federal do Rio Grande do Norte (UFRN). This group aims to transform the way education is carried out. This is done either through intervention or in research considering that school has an explicit objective, to change action, and this presupposes an educator formation process. The methodology used is a reflection on educational practice, aiming to built knowledge that can be generalized to other realities. The analysis of the group s prior work was done considering what has been used as a parameter for decision making, the regularity in the process itself, all of which allowed the identification of their principles, once these were always mentioned in the documents that were analyzed. Some principles for formative actions of the GEPEM were identified: the subject as a social historical being is part of a given community; knowledge is built through social relations and local reality is a content generator; dialogically, collective construction and awareness process. The research also pointed out four characterized organizers, parameters and action criteria that make articulation with practice possible. Thus, these are used in order to analyze two initial formation proposals (secondary and higher education) of rural settlement educators / Este trabalho analisou a??es formativas desenvolvidas pelo Grupo de Estudos de Pr?tica Educativas em Movimento (GEPEM) - UFRN, cujo foco central de atua??o, tanto na interven??o, quanto na pesquisa, ? a transforma??o do fazer pedag?gico, consciente de que a interven??o na Escola com o objetivo expl?cito de mudar a a??o pressup?e um processo de forma??o dos educadores. A metodologia utilizada ? uma reflex?o sobre a pr?tica, visando estar construindo um conhecimento que possa ser generalizado para outras realidades. Na an?lise das produ??es anteriores do Grupo, buscou-se o que estava parametrizando as decis?es tomadas, ou seja, quais as regularidades desse processo, permitindo a identifica??o dos princ?pios, uma vez que eles apareceram recorrentemente nos diferentes documentos analisados. Foram identificados como princ?pios para as a??es formativas do GEPEM: o sujeito enquanto ser hist?rico-social faz parte de uma determinada comunidade; o conhecimento ? constru?do nas rela??es sociais e a realidade local ? geradora de conte?do; a dialogicidade, constru??o coletiva e o processo de conscientiza??o. Tamb?m, foram explicitados quatro organizadores devidamente caracterizados, e evidenciados par?metros e crit?rios de atua??o que possibilitam a sua articula??o com a pr?tica. Ao final, os princ?pios e organizadores s?o utilizados para analisar duas propostas de forma??o inicial (Ensino M?dio e Superior) de educadores de assentamentos rurais

Made available in DSpace on 2014-12-17T14:36:47Z (GMT). No. of bitstreams: 1 ThiagoEAS_DISSERT.pdf: 5568054 bytes, checksum: 1f8c45069acb5b01e9bfb29de113c133 (MD5) Previous issue date: 2013-02-22 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / Most knowledge and techniques developed by mankind since ancient times had the main purpose to study and understand the various phenomena of Nature. Science, like one of these narratives, works as a translation, transcribing what, is systematically observed. Within the set of transformations on the modern sciences, the dialogue with related areas became quite narrow and, occasionally, functional, and the dialogue with non-related areas, in turn, does not takes place by any matters. The focus of this research is the teaching of Biological Sciences, and the undergraduate courses as strategic places to disseminate a broad understanding of Nature, that broadens the conceptual relations between different disciplinary axes, previously fragmented. In order to do so, I take a four-way metaphorical approach as a methodological construction base. Three of them proposed by Jo?l de Rosnay, represented by artifacts: The Telescope, The Microscope and the Macroscope. And finally, a proposition that complements the approach, that i named The Naked Eye. In Telescope, which allows a more general construct of a phenomenon, I discuss the teaching of Biological Sciences in Brazil. In the microscope, which allows us to analyze in detail a scenario, I construct a rank of the major courses in biological sciences and propose a discussion on the understanding of nature on the undergraduate programs. In Macroscope, who allows, at the same time, zoom in and out to the phenomenon observed, I call for a transdisciplinary dialogue, based on the authors Ilya Prigogine, Basarab Nicolescu, Henri Atlan and Bruno Latour, which can certainly contribute to the curriculum of the Biologists training programs, that builds knowledge pertinent to a complex observation of Nature. I complete the set of the quaternary reading and understanding of the world from the Naked Eye, as the first strategy of perception in our species. For this, I invite the philosopher of Nature Chico Lucas da Silva as my interlocutor / Desde tempos antigos a maioria dos saberes e t?cnicas desenvolvidas pela humanidade tiveram como prop?sito compreender e estudar os fen?menos da natureza. A ci?ncia, como uma destas narrativas, funciona como instrumento de tradu??o, transcrevendo aquilo que, sistematicamente ? observado. Como parte do protocolo das ci?ncias modernas, as Ci?ncias Biol?gicas compreendem um meti? de saberes e t?cnicas que se disp?em a estudar os fen?menos da vida. Mas n?o s?. Dentro do conjunto das transforma??es que passam as ci?ncias modernas o di?logo com ?reas correlatas tornou-se bastante estreito e pontualmente funcional, enquanto que, por sua vez, o di?logo com ?reas n?o correlatas tornou-se inexistente. Nesta pesquisa problematizo o ensino de Ci?ncias Biol?gicas como lugar estrat?gico para construir uma compreens?o de natureza que amplie as rela??es conceituais entre diferentes eixos disciplinares, anteriormente fragmentados. Para isto, tomo como base quatro vias de aproxima??o metaf?ricas para problematizar a forma??o do bi?logo no Brasil. Tr?s delas propostas por Jo?l de Rosnay, representadas pelos artefatos: O Telesc?pio, O Microsc?pio e O Macrosc?pio. E por fim, uma proposi??o complementar que intitulo o Olho Nu. Por meio da met?fora do Telesc?pio, que permite construir um olhar mais geral sobre um fen?meno, trato do ensino de Ci?ncias Biol?gicas no Brasil. Por meio da met?fora do Microsc?pio, que permite analisar o detalhe, construo um ranking dos principais cursos de Biologia e proponho uma discuss?o sobre as compreens?es de natureza que fundamentam a forma??o do bi?logo. Por meio da met?fora do Macrosc?pio, que permite religar e distanciar a parte e o todo de um fen?meno observado, problematizo as bases para um di?logo transdisciplinar tendo como refer?ncia autores como Ilya Prigogine, Basarab Nicolescu, Henri Atlan e Bruno Latour. Completa esse conjunto quatern?rio de met?foras uma leitura e compreens?o do mundo a partir do Olho Nu, como estrat?gia de uma percep??o mais pr?xima da natureza. A refer?ncia para este dom?nio ? o fil?sofo da natureza Chico Lucas da Silva

Made available in DSpace on 2014-12-17T14:36:54Z (GMT). No. of bitstreams: 1 SandroSC.pdf: 417699 bytes, checksum: 001e5a277a0f13b7a37bd9a055e05e2a (MD5) Previous issue date: 2006-08-02 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This work supplies a reflection concerning the presence of the daily television in the children s lives. It points with respect to the necessity of the incorporation of the nature of the medias and information in the educative proposals in way to promote the approach of the two areas in the junction of its respective epistemologies. It considers the development of a visual acuity for the student staff, pointing out the paper of the educator as a promoter of this taken over on a contract basis. Therefore, we present a research of field, carried through in some public and private primary schools in Natal and other cities that are part of the Grande Natal , trying to show with what perspective the teachers use the languages in this stage of education, prioritizing the television elements. As elements of the collection of the information, we made use of half-structuralized interviews, beyond comments directed for the moments where the teachers used the television with educative intention. As results, we noticed that some considerable part of the involved educators still don t get to conceive the television as integrating part of the roll of the languages, using this resource in a limited way, restricting to the contact with sets of documentaries and essentially educative productions, besides the use of objectives directed toward the entertainment, forgetting the opened TV, present in the daily lives of the children since the tender age / Este trabalho apresenta uma reflex?o acerca da televis?o no cotidiano infantil. Aponta para a necessidade da incorpora??o da natureza dos meios de comunica??o e informa??o nas propostas educativas de maneira a promover a aproxima??o das duas ?reas na imbrica??o de suas respectivas epistemologias. Prop?e o desenvolvimento de uma acuidade visual pelo corpo discente, salientando o papel do educador enquanto promotor desta indica??o. Para tanto, apresentamos uma pesquisa de campo, realizada em algumas escolas p?blicas e privadas de Educa??o Infantil da Grande Natal, buscando mostrar em que perspectiva os professores utilizam as linguagens nesta etapa da escolariza??o, priorizando os elementos televisuais. Como elementos de coleta de informa??es, fizemos uso de entrevistas semi-estruturadas, al?m de observa??es direcionadas para os momentos em que os professores utilizavam a televis?o com inten??o educativa. Como resultados, constatamos que uma parcela consider?vel dos educadores envolvidos ainda n?o consegue conceber a televis?o enquanto parte integrante do rol das linguagens, utilizando este recurso de forma limitada, detendo-se ao contato com document?rios e produ??es essencialmente educativas, al?m da utiliza??o com objetivos voltados apenas para o entretenimento, esquecendo-se da TV aberta, presente diariamente no dia-a-dia das crian?as desde a mais tenra idade

Made available in DSpace on 2015-02-24T18:18:38Z (GMT). No. of bitstreams: 1 MarciaBS_TESE.pdf: 2015761 bytes, checksum: 2c1e1dbece3a01a8896dcd709bdd70ef (MD5) Previous issue date: 2011-08-30 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The media currently play a dual role in the physical and symbolic structure of social organization. It is through the media that companies have achieved control of their distribution and production. It is not only through the media, but mainly so, that certain world views circulate and are legitimized. Access to material and symbolic goods has become a mark of social distinction. The project of a more democratic society also involves the preparation of its citizens to be able both to deal with the media products that already circulate as well as to develop a critical perspective of media products. This research stemmed from the need to understand what place this study of the media occupies in training for teachers in early grades, given that children are already immersed in a media world from an early age. This research shows that this is a place which is under construction and despite the existing adverse conditions, emancipatory practices are being developed. The research is guided by the study of the media in teacher education from an emancipatory perspective. This perspective develops in a time that, in this case, has proved slow and fragmented, but not nonexistent. The process of teacher training is influenced by working conditions and educational policies that hinder both working with the media in school and also improving the critical understanding of the media. The research shows that training opportunities, even in these conditions, can allow for more meaningful criticism. The emancipatory perspective also includes a reflection on practices. These practices are being developed and this research sought to provide support for a proposed study of the media from this perspective / As m?dias exercem na atualidade a dupla fun??o de estrutura??o f?sica e simb?lica da organiza??o social. ? atrav?s das m?dias que as empresas t?m realizado o controle e a distribui??o de sua produ??o. ? atrav?s n?o s? das m?dias, mas principalmente por elas, tamb?m, que circulam e se legitimam determinadas vis?es de mundo. O acesso aos bens materiais e simb?licos se tornou um marco de distin??o social. O projeto de uma sociedade mais democr?tica passa tamb?m pelo preparo de seus cidad?os para serem capazes tanto de lidarem com os produtos midi?ticos que j? circulam, como de elaborar produtos midi?ticos numa perspectiva cr?tica. Esta pesquisa partiu da necessidade de compreens?o sobre qual o lugar que esse estudo das m?dias ocupa na forma??o de professores das s?ries iniciais, uma vez que as crian?as j? se encontram mergulhadas num mundo midi?tico desde a mais tenra idade. A pesquisa mostrou que este lugar est? em constru??o e apesar das condi??es adversas existentes, as pr?ticas emancipat?rias est?o em gesta??o. A pesquisa se pautou pelo estudo das m?dias na forma??o de professores numa perspectiva emancipat?ria. Essa perspectiva se desenvolve num tempo, que neste caso, se mostrou lento e fragmentado, mas n?o inexistente. O processo de forma??o docente ? atravessado por condi??es de trabalho e pol?ticas educacionais que dificultam tanto o trabalho com as m?dias na escola, quanto o avan?o na compreens?o cr?tica das m?dias. Mostrou que as ofertas de forma??o, ainda que nestas condi??es, conseguem acrescentar camadas de sentido mais cr?ticas. A perspectiva emancipat?ria tamb?m inclui uma reflex?o sobre as pr?ticas. Essas pr?ticas est?o em gesta??o, a pesquisa procurou oferecer subs?dios para uma proposta de estudo das m?dias nessa perspectiva

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2015-12-14T21:49:02Z No. of bitstreams: 1 SidneyFariasTeixeira_DISSERT.pdf: 20949327 bytes, checksum: 1cc5f0e911967e57b83d99041c2995be (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2015-12-18T19:36:30Z (GMT) No. of bitstreams: 1 SidneyFariasTeixeira_DISSERT.pdf: 20949327 bytes, checksum: 1cc5f0e911967e57b83d99041c2995be (MD5) / Made available in DSpace on 2015-12-18T19:36:30Z (GMT). No. of bitstreams: 1 SidneyFariasTeixeira_DISSERT.pdf: 20949327 bytes, checksum: 1cc5f0e911967e57b83d99041c2995be (MD5) Previous issue date: 2014-07-31 / O presente trabalho apresenta uma proposta de constru??o de um Laborat?rio de Ensino de Matem?tica (LEM) centrado em atividades de investiga??o com uso da Hist?ria da Matem?tica e um caderno de atividades interdisciplinares fundamentada na implementa??o de um LEM centrado nos instrumentos de navega??o e localiza??o antigos. A metodologia adotada foi a pesquisa qualitativa, desenvolvida no pr?prio ambiente escolar. Os instrumentos utilizados na coleta dos dados pesquisados foram: a observa??o, caderno de anota??es e question?rios. Os dados coletados atrav?s das atividades foram tratados, analisados e apresentados atrav?s de tabelas e gr?ficos. A an?lise mostrou que a implementa??o de um LEM tem?tico pode contribuir para o desenvolvimento de atividades interdisciplinares e propiciar a participa??o dos alunos em atividades de investiga??o. / This work presents a proposal to build a Mathematics Teaching Laboratory (MTL) whose main theme is the study, construction and use of instruments for navigation and location of mathematical content in an interdisciplinary way approach, and develop a notebook of activities focused on navigational instruments. For this it was necessary a literature review to understand the different conceptions of MTL and its pedagogical implications. The methodology used was literature research, construction and handling of instruments, and pedagogical experimentation. Lorenzato (2006) highlights the importance of an environment and suitable for a professional who can do a good job instruments. The implementation of an LEM can find some obstacles. The lack of support from other teachers or the management, the lack of a suitable place to store the materials produced, the lack of time in the workload of the teacher to prepare the lab activity, etc. Even in unfavorable or adverse conditions, according Lorenzato (2006), its implementation will benefit teachers and students. The lack of teacher training in their initial and continuing education, to use materials, and the lack of manuals with lab activities are also mentioned as factors that keep teachers from MTL. With prop?posito assist the teacher of elementary or middle school in building a theme MTL prepared and we are providing a notebook of activities that provides a didactic sequence involving History and Mathematics. The book consists of four accompanied by suggestions for teachers activities, however the teacher has full autonomy to adapt the activities to the reality of your school. Among the instruments of navigation presented in this study chose to build the quadrant due to its simplicity, low cost of material and great teaching potential that this instrument has. But a theme lab is always being built and rebuilt as it is a research environment