Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-11-01T22:24:22Z No. of bitstreams: 1 FrancineideBatistaDeSousaPedrosa_DISSERT.pdf: 1697412 bytes, checksum: 710b053029b4d92a09771a5b1e2dfab6 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-11-13T22:45:51Z (GMT) No. of bitstreams: 1 FrancineideBatistaDeSousaPedrosa_DISSERT.pdf: 1697412 bytes, checksum: 710b053029b4d92a09771a5b1e2dfab6 (MD5) / Made available in DSpace on 2017-11-13T22:45:51Z (GMT). No. of bitstreams: 1 FrancineideBatistaDeSousaPedrosa_DISSERT.pdf: 1697412 bytes, checksum: 710b053029b4d92a09771a5b1e2dfab6 (MD5) Previous issue date: 2017-02-20 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Elegemos como objeto de estudo para essa disserta??o a leitura de literatura, partindo da seguinte quest?o: quais os sentidos atribu?dos por professoras alfabetizadoras iniciantes ? atividade de leitura de literatura? Consideramos que a leitura de literatura ? fundamental no processo de alfabetiza??o, tendo em vista a abordagem da palavra de maneira l?dica e plurissignificativa. Para tanto, o professor alfabetizador necessita dominar aspectos conceituais e pr?ticos da atividade de leitura de literatura, que devem ser abordados na forma??o inicial desse profissional. Esse pressuposto suscitou como objetivo geral: compreender os sentidos atribu?dos ? atividade de leitura de literatura, a partir das falas das professoras alfabetizadoras iniciantes, atuantes em escolas da rede p?blica de Natal/RN. Como objetivo espec?fico, pretendemos refletir sobre os aspectos conceituais e pr?ticos da atividade de leitura de literatura na alfabetiza??o, revelados pelas professoras alfabetizadoras iniciantes em seus discursos. O corpus de dados ? proveniente da metodologia da Entrevista Compreensiva, com grava??o em ?udio e registro no di?rio de campo. O referencial te?rico est? pautado nas pesquisas que tratam da rela??o entre literatura e pr?tica pedag?gica, evidenciando as contribui??es sobre a atividade de leitura de literatura na sala de aula; as teoriza??es sobre o ato de ler para construir significados e estudos sobre os processos de leitura e escrita no ?mbito da alfabetiza??o. O estudo aponta que as professoras alfabetizadoras atribuem sentidos ? atividade de leitura de literatura e refletem sobre a??es desenvolvidas em sala de aula, relacionando os aspectos te?ricos e metodol?gicos; reconhecem que a literatura necessita de mais abertura no curr?culo acad?mico e nas escolas de ensino fundamental, visto ser uma atividade que auxilia na aprendizagem das crian?as. Os discursos das docentes revelam tamb?m que o espa?o destinado ? leitura de literatura n?o ? suficiente, e que essa atividade fica prejudicada em detrimento do pouco tempo que sobra das outras disciplinas. Mesmo diante das lacunas apontadas pelas docentes, o trabalho com a atividade de leitura de literatura acontece nas turmas de alfabetiza??o, ainda que embrionariamente, por parte de algumas professoras alfabetizadoras, que reconhecem que ler literatura para as suas crian?as contribui para o processo de alfabetiza??o. / We have elected as objective of study for this dissertation, the reading of literature, originating from the following question: what are the meanings attributed by the beginning literacy teachers to the activity of literature reading? Considering that, literature reading is fundamental for the literacy process, in order to approach the word in a playful and plurisignificant manner. Thus, the literacy teacher needs to dominate aspects that are conceptual and practical to the activity of literature reading, which must be approached in the initial teacher training. This presupposes as a general objective: to understand the meanings attributed to the activity of literature reading, originating from the speeches of the beginning literacy teachers, working in public schools of Natal/RN. As specific objective, we intent to reflect on conceptual and practical aspects of the activity of literature reading in the literacy process, revealed by the beginning literacy teachers in their utterances. The corpus of data is derived from the methodology of Comprehensive Interview, with audio recording and reports on the field journal. The theoretical reference is based on the research that deals with the relation between literature and pedagogical practice, evidencing the contributions on the activity of reading literature in the classroom; the theories about the act of reading to formulate meanings and studies about the processes of reading and writing in the scope of literacy. The research indicates that the literacy teachers attribute meanings to literature reading activity and reflect on actions developed in the classroom, relating the theoretical and methodological aspects; they recognize that literature needs more openness in the academic curriculum and elementary schools, considering that it is an activity that helps in the schoolchildren?s learning process. The speeches of the teachers also reveal that the time for reading literature is not enough, and that this activity is impaired at the expense of the short amount of time left over from other school subjects. Even with the shortcomings pointed out by the teachers, the work with literature reading activities takes place in the literacy classes, even though undeveloped, by some literacy teachers, who recognize that reading for their children contributes to the literacy process.

Made available in DSpace on 2016-04-04T18:33:21Z (GMT). No. of bitstreams: 1 Eliane de Godoi Teixeira Fernandes.pdf: 1455258 bytes, checksum: dd5959c4ae57b29ebcd54efec81d9148 (MD5) Previous issue date: 2015-02-27 / Universidade Estadual Paulista J?lio de Mesquita Filho / This work presents results of the bibliographic research and document analysis of qualitative approach, based mainly on the concepts of alphabetization and literacy discussed by Magda Soares, Maria do Rosario Mortatti, Cec?lia Goulart, Ana Luiza Smolka (Portuguese) and on the approach of Historical-Cultural Theory of Lev Vygotsky. Within the theme of teacher training, the research aimed to investigate how prolonged and systematic participation in pedagogical practices directly related to literacy can affect the initial literacy teacher education, reducing the reality shock and improving teaching mediation capacity. The overall goal of the research is to analyze the contributions and challenges of the Institutional Program of Scholarships for Teaching Initiation (PIBID) for literacy teacher education. The specific objectives of this research are (i) to put the spotlight on the complexity of the literacy process and the training of professionals who are dedicated to it (ii) to know the structure of Pibid and its dimension in a national level, (iii) to analyze the activities proposed and developed in PIBID - Literacy Sub projects for the literacy teacher s training, identifying its potential and limits. Data from the bibliographic research were collected in the Bank of Thesis and Dissertations from CAPES and in the Brazilian Digital Library of Theses and Dissertations. For the document analysis we analyzed PIBID notices from the period of 2007 to 2013, activity reports and also blogs, maintained by Higher Education Institutions participants of Pibid, for promoting the activities developed by them. From the results we highlight (a) the potential of Pibid as a privileged space for teacher training, providing early immersion of the student teachers in the school culture and direct contact with the students and the specific objects of knowledge; (b) the lack of research on Pibid in elementary school and specially on literacy, (c) the diversity and prevalence of activities, carried out by undergraduates, which are not directly linked to literacy and (d) the discrete participation of public school teachers in these activities. The need to reflect on the specificities of Pibid when it comes to promoting significant experiences in the training of future teachers literacy is justified when we consider (i) literacy as a historically critical point in Brazilian education (ii) a process of intense complexity and (iii) the known difficulties of newly trained teachers during the early teaching (reality shock). The results show potentialities and also challenges to be addressed to improve the innovative condition that Pibid is for the initial formation of Brazilian teachers. / O trabalho apresenta resultados de pesquisa bibliogr?fica e an?lise documental de abordagem qualitativa, fundamentada principalmente nos conceitos de alfabetiza??o e letramento trabalhados por Magda Soares, Maria do Ros?rio Mortatti, Cec?lia Goulart, Ana Luiza Smolka (l?ngua portuguesa) e na abordagem da Teoria Hist?rico-Cultural de Lev Vigotski. Dentro da tem?tica da forma??o docente, o problema de pesquisa visou investigar como a participa??o prolongada e sistem?tica em pr?ticas pedag?gicas diretamente ligadas ? alfabetiza??o pode afetar a forma??o inicial do professor alfabetizador, diminuindo o choque de realidade e aprimorando a capacidade de media??o docente. O objetivo geral da pesquisa est? em analisar as contribui??es e os desafios do Programa de Bolsas de Inicia??o ? Doc?ncia (Pibid) para a forma??o inicial do professor alfabetizador. Fazem parte dos objetivos espec?ficos da pesquisa (i) colocar em destaque a complexidade do processo de alfabetiza??o e da forma??o de profissionais que a ele se dediquem (ii) conhecer a estrutura e a dimens?o do Pibid no cen?rio nacional, (iii) analisar as atividades propostas e desenvolvidas em Subprojetos Pibid-Alfabetiza??o para a forma??o dos alfabetizadores, identificando potencialidades e limites. Os dados da pesquisa bibliogr?fica foram capturados nos bancos de Teses e Disserta??es da CAPES e na Biblioteca Digital Brasileira de Teses e Disserta??es. Para a an?lise documental foram focalizados os Editais Pibid de 2007 a 2013, relat?rios de atividades e tamb?m blogs mantidos pelas Institui??es de Ensino Superior participantes do Pibid para divulga??o das atividades nele promovidas. Dos resultados obtidos destacam-se (a) as potencialidades do Pibid enquanto espa?o privilegiado de forma??o docente, propiciando a imers?o antecipada do licenciando na cultura escolar e em contato direto com os alunos e o objeto do conhecimento espec?fico de sua atua??o; (b) a escassez de investiga??es sobre o Pibid no Ensino Fundamental I e especialmente na alfabetiza??o, (c) a pluralidade e preval?ncia de atividades realizadas pelos licenciandos que n?o est?o ligadas diretamente ? alfabetiza??o e, (d) a participa??o discreta dos professores da rede p?blica de ensino nas atividades desenvolvidas pelos licenciandos. A necessidade de refletir sobre as especificidades do Pibid quando se trata de promover viv?ncias significativas na forma??o do futuro professor alfabetizador se justifica quando (i) se considera a alfabetiza??o como um ponto historicamente cr?tico na educa??o brasileira (ii) um processo de intensa complexidade e (iii) as conhecidas dificuldades dos professores rec?m-formados durante o in?cio da doc?ncia (choque de realidade). Os resultados apontam potencialidades e tamb?m desafios a serem enfrentados para o aprimoramento da condi??o inovadora que o Pibid representa para a forma??o inicial de professores brasileiros.

Made available in DSpace on 2016-04-04T18:32:30Z (GMT). No. of bitstreams: 1 Silvia Regina Pincerato.pdf: 502504 bytes, checksum: 3546822bdc9e12c54d11290481014d43 (MD5) Previous issue date: 2006-06-21 / This current research, developed at the Teaching, Society and Culture Laboratory (LESC) and inserted into the university s research s line, graduation and formation of teachers, brings a critical study about the teacher s formation, starting from the wide dissemination and appropriation of the teacher s concepts and the reflexive attitude. It also talks about being a teacher in a group of constant formation at primary schools, trying to understand the role of this constant formation, what the teachers learn day-byday during the teaching formation process and the importance of the university in this formation process. It s an experiment which opted for the reconstitution of the stories about the teaching formation, through the writing of memorials, revealing that, throughout the exercise of their profession, the teachers have been behaving influenced by the affection-work atmosphere in a single scenery but at the same time it is marked by the feminine behaviour and ruled by the social, legal and regimental relations. This analysis allowed us to understand that the changes of the teachers attitudes will only be accomplished when the teachers extend and get conscious about their own actions, involved in a complex political, social and cultural mechanism which, direct or indirectly, can interfere on their professional life. It also showed us that the initial and constant formation policies hide its real interests because they don t reveal that, what is really important, is the adequacy of the social institutions to the features of the making-money process which disrespect its real characters and historical contexts. / A presente pesquisa, desenvolvida no Laborat?rio de Ensino, Sociedade e Cultura (LESC) e inserido na Linha de Pesquisa Universidade, Doc?ncia e Forma??o de Professores faz um estudo cr?tico sobre a forma??o docente partindo da ampla dissemina??o e apropria??o dos conceitos de professor e pr?tica reflexiva. Busca pelo ser professora no exerc?cio da profiss?o no interior de um grupo de forma??o continuada em servi?o de professoras da Educa??o Infantil, procurando compreender o papel da forma??o continuada, o que aprendem no dia-a-dia do processo formador e a import?ncia da Universidade no processo de forma??o. Uma pesquisa participante que optou pela reconstitui??o das hist?rias da forma??o docente por meio da escrita dos memoriais, revelando que, ao longo do exerc?cio da sua profiss?o, as professoras v?o construindo representa??es a partir da rela??o afeto-trabalho num espa?o ?nico e ao mesmo tempo p?blico marcado pela condi??o feminina, regido pelas rela??es sociais, legais e regimentais. A an?lise, nos permitiu compreender que, as transforma??es das pr?ticas docentes s? se efetivar?o a medida em que os professores ampliarem e tomarem consci?ncia da sua pr?pria pr?tica, envolvida num complexo mecanismo pol?tico, social, cultural, que, direta ou indiretamente interferem na sua atividade docente. Pol?ticas de forma??o inicial e continuada que escondem seus reais interesses, n?o revelando que, o que est? em jogo, ? a adequa??o das institui??es sociais ?s caracter?sticas do processo de produ??o do capital, que desconsidera seus reais personagens e contextos hist?ricos.

Made available in DSpace on 2016-04-04T18:32:33Z (GMT). No. of bitstreams: 1 Verussi Melo de .pdf: 461914 bytes, checksum: cd9e365688af9997670d4625a9b764f7 (MD5) Previous issue date: 2007-03-15 / One is a professor when he is formed a professor. Considering docent formation as a continuation that one takes indefinitely and in an unfinished way, and not only by acquiring titles or courses of teaching, the question that should be asked refers to the possibility of a esthetic education in the university, aiming the education of the sensitive. In order to accomplish that, one should seek docent formation through Art sustained by the thought that, while an unautomating toel of perception, Art invites the pupil to reorganize the world, experimenting new versions of himself. Providing esthetical experiments through Art in graduate courses, could be a expedient to rise the sensitive in future docents - people that will work with teaching art, struggling directly with pupil human formation. Thus, the intention of the research is to formulate a esthetical education purpose for the gradua te formation of professors, comprehending that the esthetical experiment can promote subjective rearranges at the graduate pupil, instigating him to think about himself and, consequently, forming himself a subject [and owner of his own practice}, instead of forming himself as a consumer of pre-constituted-way-of-beings. In this way, this research sustains itself in a theoretical dialogue, in wich studious of the Esthetical Education area, interviewed by the researcher, talk about docent formation as a (permanent) process of discovering and rupture, completely superposed to the subjectivity of the docent under formation, delineating a particular lecturing, in which each subject is the maker of his own history. / ?-se professor ao formar-se professor. Em assim considerando a forma??o docente, como um continuum que se faz indefinIda e inacabadamente, e n?o meramente atrav?s de obten??o de t?tulos ou cursos de licenciatura, a quest?o que se coloca refere-se ? possibilidade de uma educa??o est?tica na universidade, visando ? educa??o do sens?vel. Para tanto, buscar-se-? uma forma??o docente atrav?s da arte por entender que, enquanto desautomatizadora da percep??o, a arte convidaria o aluno a reorganizar o mundo, experimentando novas vers?es de si. Proporcionar experi?ncias est?ticas por meio da arte, em cursos universit?rios, poderia ser um meio a partir do qual seria poss?vel despertar o sens?vel nos futuros docentes - pessoas que trabalhar?o com a arte de ensinar, lidando, diretamente, com a forma??o humana de alunos. O intento da pesquisa - que se insere na linha de pesquisa: Universidade, doc?ncia e forma??o de professores - ?, portanto, ao analisar a maneira como a arte pode educar, vislumbrar possibilidades de uma educa??o est?tica para a forma??o universit?ria de professores, entendendo que a experi?ncia est?tica pode promover rearranjos subjetivos no universit?rio, instigando-o a pensar-se e, conseq?entemente, a formar-se sujeito (e dono de sua pr?pria pr?tica), ao inv?s de consumista de modos-de-ser pr?-constru?dos. Neste sentido, esta pesquisa se sustenta num di?logo te?rico, em que estudiosos da ?rea de Educa??o Est?tica, em entrevistas ? pesquisadora, falam a respeito da forma??o docente como um processo (permanente) de descobertas e rupturas, completamente imbricada ? subjetividade do docente em forma??o, delineando uma doc?ncia particular, em que cada sujeito ? o fazedor de sua pr?pria hist?ria.

Made available in DSpace on 2016-04-04T18:32:46Z (GMT). No. of bitstreams: 1 Denise Travassos Marques.pdf: 1382737 bytes, checksum: 17e0494b7d3201c892ed41f4333ef2fd (MD5) Previous issue date: 2009-02-13 / This present work aims at understanding why and how the educator.s education concerning the literacy of Young and Adults can influence the educator.s performance committed to human dignity and improving the knowledge about the educator.s education and about the elders. profile in the modern society, as well as analyzing the population growth of elders in Brazil and its repercussions to the social fields. It should be added to the economically poor elders the social consequences of an unproductive live which, most of the times, refrain them from conquering a better social life. These changes have had considerable impacts on the public policies. This study aims at taking a good look at the presence of elders in the literacy classrooms of the Education Program for Elders, as well as at the main role of the educators in the process of thinking and the paradigm which excludes the elders from the productive sectors. The document survey and the document analysis of the legislation relative to the elder as described in the work, give the educator the opportunity of performing the role of mediator and negotiator of the learning process, getting to know the social, psychological and biological conditions of the elderly student. For that, it is necessary for the educator to constantly update his or her knowledge of other scientific fields. The starting assumption is that the answers to the challenges facing the contemporary world demand the educators. education as a social educator, as well as the construction of knowledge that make the educators. development possible in order to consciously face the challenges put before the education of the society with the aim of contributing with a more humanitarian education. This work has been developed as part of the Research Program for Education Practices and for the Educators. Education, together with ICCON Research Group (Interdisciplinary and Constructive Knowledge) Post-graduation Program in Education at Pontif?cia Universidade Cat?lica de Campinas. / O presente trabalho visa compreender porque e como a forma??o do docente na Educa??o de Jovens e Adultos pode exercer influ?ncia na a??o do educador comprometido com a dignidade humana e aprofundar os conhecimentos da forma??o do professor e do perfil do idoso na sociedade moderna, bem como analisar o aumento da popula??o idosa no Brasil e suas repercuss?es para os campos sociais. Aos idosos desfavorecidos economicamente somam-se decorr?ncias sociais da vida n?o produtiva que, muitas vezes, os impedem de encontrarem maior espa?o de valoriza??o social. Essas mudan?as j? est?o repercutindo nas pol?ticas p?blicas. Nesta pesquisa abordam-se a presen?a dos idosos nas salas de alfabetiza??o de Educa??o de jovens e Adultos, bem como o papel fundamental do pedagogo nesse processo de reflex?o e o paradigma que exclu? a participa??o dos educandos mais velhos no setor produtivo. O levantamento bibliogr?fico e an?lise documental das legisla??es referente aos idosos apresentados propiciam ao pedagogo desempenhar uma fun??o de mediador e articulador da aprendizagem, conhecendo a realidade social, psicol?gica e biol?gica dos educandos. Para isso ? necess?rio atualizar-se constantemente em outros campos cient?ficos. Partimos do pressuposto de que a resposta aos desafios que o mundo contempor?neo apresenta demanda por uma forma??o docente, no curso de Pedagogia, que vise o educador social e que possibilite a constru??o de conhecimentos para o desenvolvimento do educador consciente dos desafios impostos ? educa??o, no sentido de contribuir com uma educa??o mais humana. Este trabalho foi desenvolvido na Linha de Pesquisa Pr?ticas Pedag?gicas e Forma??o do Educador, junto ao Grupo de Pesquisa ICCON (Interdisciplinaridade e Constru??o do Conhecimento) do Programa de P?s-Gradua??o em Educa??o da Pontif?cia Universidade Cat?lica de Campinas.

Made available in DSpace on 2016-04-04T18:32:48Z (GMT). No. of bitstreams: 1 Cristiane Maria Franzini Sawaya.pdf: 705661 bytes, checksum: 47ecf0a7012783b856ba9fe9893f1ff7 (MD5) Previous issue date: 2009-02-16 / This study aims to examine the role of affection and play in the education of children of early childhood education, focusing on the character of the theoretical and practical training for teachers regarding the importance they attach to the relationship of play and affection with the object of knowledge. In this sense, the problem involves the study seeks to identify the contributions of the relationship of play and affection in the training of teachers in early childhood education as a fundamental aspect of education and facilitator of the child in school. Faced with this issue understand that the training of educators is the theoretical-practical articulation in the development of their pedagogical practice, because only then is the knowledge that produces results and explaining the reality. The theoretical framework that supports this research agenda is, especially in studies of Wallon, Vygotsky, since both, in general, seek to identify the presence of affection in the teacher-student and the influences of the teaching-learning process. The search is performed based on the design critical history of education, ie axiological of praxis. The methodology consisted of a qualitative research study together a bibliography on the subject, interviews with professionals in the field of Child Education and systematic observation of their classrooms. To analyze the empirical material, were constructed three categories of analysis: development of children, affection and the concept of play and the theory-practice. As final results point to the need to think about pedagogical work in Education from the Children's play and the emotional and reasoned manner, and articulate theory and practice, performing a work that surpasses every form of fragmentation or the mere transmission of information uncritical. Here is located the relevance of this study. / O presente trabalho tem por finalidade analisar o papel da afetividade e do brincar na educa??o da crian?a da educa??o infantil, enfocando o car?ter te?rico-pr?tico da forma??o dos professores no que se refere ? import?ncia que atribuem ? rela??o do brincar e da afetividade com o objeto de conhecimento. Nesse sentido, a problem?tica que envolve este estudo busca identificar as contribui??es da rela??o do brincar e da afetividade na forma??o dos professores de educa??o infantil como aspecto fundamental e facilitador da educa??o da crian?a na escola. Diante de tal problema compreendo que a forma??o do educador passa pela articula??o te?rico-pr?tica no desenvolvimento de sua pr?tica pedag?gica, pois s? assim se produz o conhecimento que d? origem e que explica a realidade. O referencial te?rico que fundamenta esta pesquisa pauta-se, principalmente, nos estudos de Wallon, Vygotsky, uma vez que ambos, em linhas gerais, buscam identificar a presen?a da afetividade na rela??o professor-aluno e as influ?ncias desta no processo ensino-aprendizagem. A pesquisa ? realizada com fundamentos na concep??o hist?rico cr?tico de educa??o, ou seja, a axiologia da pr?xis. A metodologia constitui-se de uma pesquisa qualitativa reunindo um estudo bibliogr?fico sobre o tema, entrevistas com profissionais da ?rea de Educa??o Infantil e observa??o sistem?tica de suas salas de aula. Para analisar o material emp?rico, foram constru?das tr?s categorias de an?lise: concep??o de crian?a, conceito de afetividade e do brincar e a rela??o teoria-pr?tica. Como resultados finais, apontamos para a necessidade de se pensar o trabalho pedag?gico na Educa??o Infantil a partir do brincar e do afetivo e de forma fundamentada, e articular teoria e pr?tica, realizando um trabalho que supere toda forma de fragmenta??o ou de mera transmiss?o de informa??es acr?ticas. Aqui situa-se a relev?ncia deste estudo.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-06T18:38:07Z No. of bitstreams: 1 PauloCorreaMendesDissertacao2016parcial.pdf: 293847 bytes, checksum: d33a5763652cf90a40c9647ff91036ae (MD5) / Approved for entry into archive by Kelson Anthony de Menezes (kelson@ucb.br) on 2017-04-06T18:49:03Z (GMT) No. of bitstreams: 1 PauloCorreaMendesDissertacao2016parcial.pdf: 293847 bytes, checksum: d33a5763652cf90a40c9647ff91036ae (MD5) / Made available in DSpace on 2017-04-06T18:49:03Z (GMT). No. of bitstreams: 1 PauloCorreaMendesDissertacao2016parcial.pdf: 293847 bytes, checksum: d33a5763652cf90a40c9647ff91036ae (MD5) Previous issue date: 2016-08-29 / This research, qualitative nature, had its origin intertwined in the autor???s life story and its educational reflections of fragmenting phenomena of art, education and life, therefore, the essence of what is human. Given this context was elected the object of study in Teacher Training in Competency Based Professional and Technological Education: a didactic strategy transdisciplinary. Thus, in the light of the articulation of theoretical frameworks of the Complex Thought, the Transdisciplinary Approach and Teaching Competencies based, the objective is to contribute to the construct of a paradigm of integral education and integrated, by means of a proposal for teacher training in vocational and technological education, using innovative proposal of didactic strategy transdisciplinary. Is Justified by the need for systematic teacher training in professional education and its required new competency, which will help in teaching practice to cope with new social constructions forged within the schools established as worthy, organic and alive to the processes of teaching and learning. The research was conducted on the premises of the Institute of Meta-ArteDesign - IMAD, the Federal District. The investigative method was a survey participant dialog between theory and practice, which began in the elaboration and implementation of the program of teacher training from the formation of a group Ethnofocused of 16 teachers professionals active in courses of Art and Design in general and other related courses. Data collection took place: by observing and recording the systematization of experience by the investigator; by electronic submission of questionnaires to teachers participating in the training program; and by conducting interview complement at the time of the receipt of the questionnaire. The data collection and results were analyzed by categories of transdisciplinary cognitive operators and other subcategories, demonstrating conclusive synthesis in Professional and Technological Education: there is a meaning and teaching openness to the basics of Complex Thinking and transdisciplinary approach in conjunction with assumptions of competency based education possible by optics teaching, through use of transdisciplinary didactic strategy proposed and used in the teacher education program, contributing in teachinglearning processes to the development of competency based education and also to favors the comprehensive training and integrated; no need for systematization of teacher education that breaks with the prevails of the Cartesian model of teaching and learning with today's focus on the object, making possible answers to social and academic demands subject of redemption that are required in a complex world; there is a distance between trotted epistemologies for a transdisciplinary education and sharp boundaries and obstacles of training for competences development, which makes the teaching practice in new practices by Paradigm of Complexity, articulating the knowledge of myth, philosophy, theology and of modern science, art, religious traditions, and life experiences. / Esta pesquisa, de car??ter qualitativo, teve sua origem entrela??ada na hist??ria de vida do autor e nas suas reflex??es educacionais dos fen??menos fragmentadores da arte, da educa????o e da vida, logo, da ess??ncia do que ?? o ser humano. Diante deste contexto elegeu-se o recorte e o objeto de estudo na Forma????o Docente na Educa????o e Tecnol??gica por Compet??ncias: uma estrat??gia did??tica transdisciplinar. Assim, ?? luz da articula????o dos referenciais te??ricos do Pensamento Complexo, da Abordagem Transdisciplinar e do Ensino por Compet??ncias, objetiva-se contribuir com o construto de um paradigma de educa????o integral e integrada, por meio de uma proposta de forma????o docente na Educa????o Profissional e Tecnol??gica, utilizando-se de inovadora proposta de estrat??gia did??tica transdisciplinar. Justifica-se pela necessidade de sistematiza????o da forma????o docente na educa????o profissional e suas requeridas novas compet??ncias, que auxilie em pr??xis did??ticas ao enfrentamento por novas constru????es sociais forjadas dentro das escolas constitu??das como dignas, org??nicas e vivas aos processos de ensino-aprendizagem. A investiga????o foi realizada nas depend??ncias do Instituto de Meta-ArteDesign ??? IMAD, no Distrito Federal. O m??todo investigativo foi uma pesquisa participante de di??logo entre teoria e pr??tica, que se iniciou na elabora????o e realiza????o do programa de forma????o docente a partir da constitui????o de um Grupo Etnofocalizado de 16 docentes profissionais atuantes em cursos de Artes e Design em geral e outros cursos correlatos. A coleta de dados deu-se: pela observa????o e registro da sistematiza????o da experi??ncia pelo investigador; pelo envio eletr??nico de question??rio aos docentes participantes do programa de forma????o; e pela realiza????o de entrevista complementar no momento do recebimento do question??rio. Os dados e resultados foram analisados pelas categorias referendadas nas teorias aqui elencadas, demonstrando em s??ntese conclusiva que, na Educa????o Profissional e Tecnol??gica: existe uma significa????o e abertura docente aos fundamentos do Pensamento Complexo e da abordagem transdisciplinar em articula????o aos pressupostos da educa????o por compet??ncias, poss??veis, pela ??tica docente, via utiliza????o de estrat??gia did??tica transdisciplinar proposta e utilizada no programa de forma????o docente, contribuindo nos processos de ensino-aprendizagem ao desenvolvimento de compet??ncias profissionais e, tamb??m, ao favorecimento da forma????o integral e integrada; h?? necessidade de sistematiza????o da forma????o docente que rompa com a preval??ncia do modelo cartesiano de ensino-aprendizagem hodierno com foco no objeto, facilitando poss??veis respostas as demandas sociais e acad??micas de resgate do sujeito que s??o requeridas num mundo complexo; h?? uma dist??ncia entre as epistemologias apregoadas para uma educa????o transdisciplinar e por acentuados limites e obst??culos da forma????o para o desenvolvimento de compet??ncias, que dificulta a pr??tica docente em novas pr??ticas pelo Paradigma da Complexidade, articulando os conhecimento do mito, da filosofia, da teologia e da ci??ncia moderna, da arte, das tradi????es religiosas, e das experi??ncias de vida.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-09-27T11:59:28Z No. of bitstreams: 1 2013 - Viviane Alves de Oliveira Menezes.pdf: 635216 bytes, checksum: 5ac3ee79dd22a3ee8f7630ef77ce568f (MD5) / Made available in DSpace on 2018-09-27T11:59:28Z (GMT). No. of bitstreams: 1 2013 - Viviane Alves de Oliveira Menezes.pdf: 635216 bytes, checksum: 5ac3ee79dd22a3ee8f7630ef77ce568f (MD5) Previous issue date: 2013-12-17 / This study aimed to verify and reflect about the association between attitude and verbal conceptualization of inclusive education in this narrative of faculty and undergraduate students with and without experience of working with people facing disabilities. The sample was selected randomly. Reflection on inclusive education arose from the author's experience in an institution of federal education toward vocational and technological education (EFA), where is being implemented a public policy of educational inclusion of people with special educational needs (SEN). The interest in conducting research on this topic arose from the fact that faces frequent opposition to inclusive education in schools especially in the sidewalks are unprepared professionals and lack of infrastructure. Therefore, can be considered as part of the inclusive actions initial and ongoing training of teachers in order to enhance the education as a process that begins but does not end. This is a descriptive, exploratory study that uses an instrument to collect data based on projective techniques. An instrument was built for search conceptualization and description of attitudes of educators through its narrative combining techniques complementing sentences and creation of a text on the topic. Another source of data was the researcher's field journal. Data analysis took into account the relationship between the participants' narratives and descriptions of their attitudes toward the object of the search based on the content analysis of Bardin?s model plus the observations drawn from Bruner?s narrative analysis. The results point to the persistence of common sense ideas about people in situations of disability, emphasizing the medical model and construction of schooling without significant knowledge to the subject. We expect to contribute to expansion of studies on teacher training and contribution to these inclusive policies / Este trabalho teve o objetivo de verificar e refletir sobre a associa??o entre atitude e conceitua??o verbal sobre educa??o inclusiva presente na narrativa de docentes e alunos de licenciaturas com e sem experi?ncia de trabalho com pessoas em situa??o de defici?ncia. A amostra foi selecionada de modo aleat?rio. A reflex?o sobre educa??o inclusiva surgiu a partir da experi?ncia da autora em uma institui??o de ensino federal, voltada para a educa??o profissional e tecnol?gica (EPT), onde est? sendo implementada uma pol?tica p?blica de inclus?o educacional de pessoas com necessidades educacionais espec?ficas (NEE). O interesse em realizar pesquisa sobre este tema veio da constata??o de que as frequentes oposi??es ? educa??o inclusiva nas escolas s?o calcadas mormente no despreparo dos profissionais e na falta de infraestrutura. Por esse motivo, pode ser considerada como parte das a??es inclusivas a forma??o inicial e continuada dos educadores de forma a real?ar a Educa??o como processo, que tem in?cio, mas n?o tem final. Trata-se de uma pesquisa descritiva, de car?ter explorat?rio, que utiliza um instrumento de coleta de dados baseado na t?cnica projetiva. Foi criado um instrumento para o levantamento de conceitua??o e de descri??o de atitudes dos educadores atrav?s de sua narrativa combinando t?cnicas de complementa??o de frases e de elabora??o de texto sobre o tema. Outra fonte de dados foi o di?rio de campo da pesquisadora. A an?lise de dados levou em conta a rela??o entre as narrativas dos participantes e as descri??es das atitudes destes em rela??o ao objeto da pesquisa baseado no modelo de An?lise de Conte?do de Bardin somada ?s observa??es retiradas da an?lise narrativa de Bruner. Os resultados encontrados apontam para a persist?ncia de ideias do senso comum sobre as pessoas em situa??o de defici?ncia, privilegiando o modelo m?dico e a escolariza??o sem constru??o de conhecimento significativo para o sujeito. Espera-se contribuir para amplia??o dos estudos sobre a forma??o docente e a contribui??o desta para as pol?ticas inclusivas

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-12-04T22:03:15Z No. of bitstreams: 1 AnaLuciaCarneiroDeOliveira_DISSERT.pdf: 4425502 bytes, checksum: ac3d3bd904a4902d275205e16cbe2f7c (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-12-11T20:21:12Z (GMT) No. of bitstreams: 1 AnaLuciaCarneiroDeOliveira_DISSERT.pdf: 4425502 bytes, checksum: ac3d3bd904a4902d275205e16cbe2f7c (MD5) / Made available in DSpace on 2017-12-11T20:21:12Z (GMT). No. of bitstreams: 1 AnaLuciaCarneiroDeOliveira_DISSERT.pdf: 4425502 bytes, checksum: ac3d3bd904a4902d275205e16cbe2f7c (MD5) Previous issue date: 2017-06-20 / Esta Pesquisa teve como objetivo sistematizar conte?dos aplic?veis para a forma??o docente na ?rea da Reg?ncia Coral Infantil em um Projeto de Extens?o Universit?ria envolvendo alunos do Curso de Licenciatura em M?sica da UFRN. Nesse contexto, 11 participantes integraram o Estudo: uma regente - pesquisadora, mestranda; uma regente auxiliar e pianista, aluna do Curso de P?s - Gradua??o em M?sica; 7 licenciandos em M?sica; uma pianista - aluna do Bacharelado em M?sica; uma preparadora vocal ? aluna do Curso T?cnico em M?sica / Canto. A Pesquisa considerou tamb?m as atividades desenvolvidas pela pesquisadora nas disciplinas Atividades Orientadas II - Metodologia do Ensino da Voz - e M?sica Coral, no Curso de Licenciatura em M?sica da UFRN, durante o semestre letivo de 2015.2 bem como experi?ncias no Projeto de Extens?o Coral Infantil da UFRN, no semestre letivo de 2016.1. Para tanto, o trabalho est? fundamentado em autores como Figueiredo (1990), Schimiti (2003), Zander (2008), Fonterrada (2008), Grings (2011), Dias (2011), Loureiro (2012), Esperidi?o (2012), Gois (2015), Gaborim - Moreira (2015). Como procedimento metodol?gico, foi realizada uma pesquisa - a??o (TRIPP, 2005), estruturada em 4 fases: planejamento, a??o, monitoramento e avalia??o. Por meio desse procedimento, foi poss?vel elaborar e desenvolver atividades pedag?gicas e musicais para o ensino de Reg?ncia Coral Infantil que est?o relatadas por meio de descri??o do di?rio de campo, registros de imagens fotogr?ficas, observa??es e depoimentos de alunos da Licenciatura, coletados atrav?s de um question?rio semiestruturado. Estes depoimentos apoiam que as atividades realizadas no Projeto de Extens?o do Coral Infantil da UFRN foram muito significativas para os licenciandos e contribu?ram para o desenvolvimento de suas habilidades e compet?ncias como regentes. Diante dos resultados obtidos, acreditamos que esta Pesquisa contribui para a amplia??o das discuss?es sobre a Reg?ncia Coral Infantil na forma??o docente em M?sica. / This research aimed to systematize applicable contents for teacher training in the area of children?s choral conducting in a university extension project involving students of the Undergraduate Music Course of UFRN. In this context, 11 participants integrated the study: a regent-researcher, master's degree; a assistant conductor and pianist, a postgraduate student in music; 7 graduates in music; a pianist ? student bachelor in music; a vocal coach - technical / music singing student. The research also considered the activities developed by the researcher in the disciplines Oriented Activities II - Voice Teaching Methodology - and Choral Music, in the Music Licensing Course of UFRN, during the academic semester of 2015.2 as well as experiences in the UFRN Children's Coral Extension Project, in the academic semester of 2016.1. To do so, the work is based on authors such as Figueiredo (1990), Schimiti (2003), Zander (2008), Fonterrada (2008), Grings (2011), Dias (2011), Loureiro (2012), Esperidi?o (2012), Gois (2015) and Gaborim - Moreira (2015). As a methodological procedure, we carried out an action research (TRIPP, 2005), structured in 4 phases: planning, action, monitoring and evaluation. Through this procedure, it was possible to elaborate and develop pedagogical and musical activities for the teaching of children's choral conducting, reported by diary description, photographic image records, observations and testimonials of undergraduate students collected through a semi-structured questionnaire. These testimonials support that the activities carried out in the UFRN Children's Coral Extension Project were very significant for the graduates and contributed to the development of their skills and competences as conductors. In light of the results obtained, we believe that this research contributes to broaden the discussions about teacher training in children?s choral conduction.

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-07-18T12:42:14Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) lidiane_silva_rocha_magalhaes.pdf: 1765157 bytes, checksum: 9aa60466acd58aa86e85d6ce04faa8f3 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-07-18T13:07:10Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) lidiane_silva_rocha_magalhaes.pdf: 1765157 bytes, checksum: 9aa60466acd58aa86e85d6ce04faa8f3 (MD5) / Made available in DSpace on 2018-07-18T13:07:10Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) lidiane_silva_rocha_magalhaes.pdf: 1765157 bytes, checksum: 9aa60466acd58aa86e85d6ce04faa8f3 (MD5) Previous issue date: 2017 / A hist?ria oficial do Brasil e seus registros em livros, bem como os curr?culos escolares sempre deram ?nfase ? influ?ncia da cultura europeia na constru??o da na??o brasileira, desconsiderando a ineg?vel, forte e incisiva contribui??o cultural dos povos ind?genas e africanos nesse mesmo processo. De um modo geral, verifica-se que professores e escolas ainda n?o aprenderam a conviver com essa realidade e, por conseguinte, n?o sabem abordar de maneira significativa o tema, refor?ando o car?ter euroc?ntrico dos conte?dos, perpetuando a exclus?o, o preconceito e o racismo nas rela??es. Enquanto pol?tica p?blica em educa??o voltada para a popula??o negra do Brasil, as Leis 10.639/03 e 11.645/08 tornaram obrigat?rios o ensino de Hist?ria e Cultura da ?frica e Afro-brasileira e como instrumento concreto para o cumprimento delas foi criado o Projeto UNIAFRO com o objetivo de oferecer forma??o continuada de professores na tem?tica. Nesse sentido, a presente pesquisa objetiva averiguar e avaliar as contribui??es do curso de forma??o continuada de professores do Vale do Mucuri: Rela??es ?tnico-raciais e o Ensino de Hist?ria e Cultura Afro-brasileira, ofertados pela UFVJM/NEAB (2008 a 2011) no Campus Mucuri, para a implementa??o da Lei 10.639 no munic?pio de Te?filo Otoni. Para atingir os objetivos propostos, metodologicamente adotou-se pesquisa explicativa e quanto aos meios foram utilizadas a pesquisa bibliogr?fica e documental sobre forma??o continuada de professores, diversidade e rela??es ?tnico-raciais. Os dados da pesquisa de campo foram coletados atrav?s da realiza??o de entrevistas semiestruturadas e aplica??o de question?rios a professores que participaram do curso em quest?o. O foco da pesquisa de campo foi promover o registro da percep??o dos sujeitos quanto ? experi?ncia vivenciada no curso de forma??o e suas contribui??es para a abordagem da tem?tica em sala de aula. Os resultados obtidos nessa pesquisa demonstram que a sociedade de maneira geral e a escola especificamente, ainda apresentam dificuldades em implementar a lei no curr?culo e nas pr?ticas do cotidiano escolar. Nesse sentido, ? de extrema relev?ncia a realiza??o de cursos de forma??o que abordem essa tem?tica, uma vez que os professores exercem papel significativo na efetiva??o da referida lei. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / The official history of Brazil and its book records as well as the school curricula have always emphasized the influence of European culture in the construction of the Brazilian nation, disregarding the undeniable, strong and incisive cultural contribution of the indigenous and African people in this same process. In general, teachers and schools have not yet learned to live with this reality and, therefore, do not know how to approach the theme in a meaningful way, reinforcing the Eurocentric nature of content, perpetuating exclusion, prejudice and racism in relationships. As public policy in education aimed: Brazil black population of, Laws 10.639 / 03 and 11.645 / 08 made History, African, and Afro-Brazilian culture teaching and mandatory and as a concrete instrument for their fulfillment, the UNIAFRO Project was created with the objective of offering continuing teacher training on the subject. In this sense, the present research aims to assess and evaluate the contributions of Mucuri Valley teachers' continuing education course: Ethnic-racial Relations and the Teaching of Afro-Brazilian History and Culture, offered by UFVJM / NEAB (2008 to 2011) in the Mucuri Campus, for the implementation of Law 10,639 in the municipality of Te?filo Otoni. In order to reach the proposed objectives, methodological explanatory research was adopted and the means used were the bibliographical and documentary research on continuing teacher education, diversity and ethnic-racial relations. Field survey data was collected through semi-structured interviews and questionnaires to teachers who participated in the course in question. The focus of the field research was to promote the recording of the perception of the subjects regarding the experience lived in the training course and their contributions to the approach of the theme in the classroom. The results obtained in this research demonstrate that society in general and school specifically, still have difficulties in implementing the law in the curriculum and in the daily practices of school. In this sense, it is extremely relevant to conduct training courses that address this theme, since teachers play a significant role in the implementation of law.