Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2018-03-15T14:10:18Z No. of bitstreams: 1 K?tia Oliveira Silva.pdf: 1055941 bytes, checksum: d9fd8e2d88ade648ca728d489246fbe4 (MD5) / Approved for entry into archive by Tatiana Lopes (tatiana.lopes@pucrs.br) on 2018-03-23T14:01:36Z (GMT) No. of bitstreams: 1 K?tia Oliveira Silva.pdf: 1055941 bytes, checksum: d9fd8e2d88ade648ca728d489246fbe4 (MD5) / Made available in DSpace on 2018-03-23T14:07:23Z (GMT). No. of bitstreams: 1 K?tia Oliveira Silva.pdf: 1055941 bytes, checksum: d9fd8e2d88ade648ca728d489246fbe4 (MD5) Previous issue date: 2018-01-09 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This dissertation investigates the continuing formation of five teachers who are part of an educational action called "Creative Trajectories (TC)" at a public school in the city of Alvorada, Metropolitan Region of Porto Alegre / RS. Educational action that is based on the development of authorship, of creation, autonomy and protagonism of young people aged 15 to 17 who did not complete Primary School. The investigative question consisted in know is, how happens the continuous formation of the teachers of the Creative Trajectory Project. It was a qualitative study based on the Participant Research, which used participant observation with information in the field diary, conversation wheels (in the B.S. School and in the UFRGS) in the collection of information, questionnaires, interviews and reading and document analysis. According to the production of the information and, in a special way, the transcription of the subjects' speeches, I made the intersection of these with the theories and the discussion proposal. The conclusive analysis of the dissertation was that the continuous training of the professionals of the Creative Trajectory Project is basically based on the daily classroom and pedagogic activities, which are directly linked to the context of the students. Teachers also use the space of pedagogical meetings to exchange experiences and promote shared learning among peers. They expand their knowledge through online courses and presential classes of fewer hours and participate in the courses offered by the College of Application (UFRGS) in the socalled immersions. Faced with this situation, it is possible to affirm that continuing teacher education lacks more specific and characteristic themes about the realities of youth, and that these teachers struggle against the precariousness of the world in in teaching struggling to keep up to date. Each of these professionals presented an untiring search for the knowledge necessary to teach, especially with the youth of the TC, becoming, themselves, autonomous authors of their knowledge, protagonists in the pedagogical action of each new day, creators of situations and proposals involving both for them as well as for the students Exactly what the Creative Trajectory Project intends to accomplish with the youth that participate in it. / Essa disserta??o investiga a forma??o docente continuada de cinco docentes que fazem parte de uma a??o educativa chamada ?Trajet?rias Criativas (TC)?, numa escola da Rede P?blica no munic?pio de Alvorada, Regi?o Metropolitana de Porto Alegre/RS. Esta a??o educativa est? baseada no desenvolvimento da autoria, da cria??o, da autonomia e do protagonismo de jovens de 15 a 17 anos que n?o conclu?ram o Ensino Fundamental. A pergunta investigativa consistiu em saber como acontece a forma??o continuada dos docentes do Projeto Trajet?rias Criativas. Foi um estudo qualitativo a partir da Pesquisa Participante, que utilizou na coleta de informa??es a observa??o participante com registros no di?rio de campo, rodas de conversas (na Escola B.S. e na UFRGS), question?rios, entrevistas e leitura e an?lise de documentos. De acordo com a produ??o das informa??es e, de modo especial, a transcri??o das falas dos sujeitos, entrecruzei essas com as teorias e com a proposta de discuss?o. A an?lise conclusiva da disserta??o foi de que a forma??o continuada dos profissionais do Projeto Trajet?rias Criativas acontece, basicamente, a partir do cotidiano da sala de aula e do fazer pedag?gico, os quais est?o diretamente vinculados ao contexto dos estudantes. Os docentes tamb?m utilizam o espa?o das reuni?es pedag?gicas para a troca de experi?ncias e a promo??o de aprendizagens compartilhadas entre os pares. Ampliam seus conhecimentos atrav?s de cursos online e presenciais de menor carga hor?ria e participam das forma??es oferecidas pelo Col?gio de Aplica??o (UFRGS), nas chamadas imers?es. Diante desse quadro, ? poss?vel afirmar que forma??o docente continuada carece de temas mais espec?ficos e caracter?sticos sobre as realidades das juventudes e que esses docentes lutam contra as precariedades do mundo na doc?ncia teimando em manter-se atualizados. Cada um desses profissionais apresentou uma incans?vel busca pelo conhecimento necess?rio ? doc?ncia, sobretudo com as juventudes do TC, tornando-se, eles pr?prios, autores aut?nomos do seu conhecimento, protagonistas na a??o pedag?gica de cada novo dia, criadores de situa??es e propostas envolventes tanto para eles quanto para os alunos e alunas. Exatamente o que o Projeto Trajet?rias Criativas se prop?e a realizar com as juventudes que dele participam.

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.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-06-13T18:51:50Z No. of bitstreams: 1 MariaJoseCavalcanteDeLima_TESE.pdf: 8225552 bytes, checksum: 8ffdea420da4f239e9a740703f74dfcc (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-06-13T21:42:01Z (GMT) No. of bitstreams: 1 MariaJoseCavalcanteDeLima_TESE.pdf: 8225552 bytes, checksum: 8ffdea420da4f239e9a740703f74dfcc (MD5) / Made available in DSpace on 2017-06-13T21:42:01Z (GMT). No. of bitstreams: 1 MariaJoseCavalcanteDeLima_TESE.pdf: 8225552 bytes, checksum: 8ffdea420da4f239e9a740703f74dfcc (MD5) Previous issue date: 2017-02-22 / Partindo da concep??o de linguagem produzida pelo C?rculo de Bakhtin, esta pesquisa de doutorado tem como objetivo analisar enunciados produzidos por professoras em forma??o continuada no ?mbito do Gestar II, tendo o g?nero discursivo portf?lio como catalisador do processo de desvelamento das vozes de professoras tecel?s. Realizada com participantes do Programa Gestar da Aprendizagem Escolar ? GESTAR II, Programa de Forma??o Docente Continuada, oferecido pelo Minist?rio da Educa??o - MEC, na modalidade semipresencial, destinado aos professores do 6? ao 9? ano, do Ensino Fundamental, em L?ngua Portuguesa. Pretende-se compreender, a partir dos enunciados selecionados para o corpus, como a professora que passou pelo processo de forma??o docente continuada do Gestar II mobiliza, atualiza, constr?i e elabora didaticamente conhecimentos em situa??es cotidianas de sala de aula, principalmente, no que concerne ? concep??o de linguagem, de ensino e de escrita. Busca-se, tamb?m, perceber no portf?lio, como esse curso de forma??o continuada, o GESTAR II, influencia ?s pr?ticas pedag?gicas do ensino de L?ngua Portuguesa em sala de aula. Na tese, analisam-se as pr?ticas discursivas, sobre o g?nero portf?lio a partir dos conceitos bakhtinianos de dialogismo e vozes sociais presentes em enunciados que materializam o conhecimento das professoras. Al?m de ter como refer?ncia a teoria dial?gica da linguagem, as concep??es de enunciado e de g?nero discursivo de Bakhtin e seu c?rculo (1992), a abordagem de Villas Boas (2005) sobre portf?lio e de Halt? (1998) sobre o fen?meno da Elabora??o Did?tica e numa vis?o mais ampliada, abordamos a Forma??o Docente Continuada com base em N?voa (2009). Na an?lise, interpretamos cinco portf?lios, procurando entender a forma como os posicionamentos das professoras aparecem nos textos. Apreende-se dessa pesquisa que, tornar-se professora tecel? ? saber elaborar didaticamente os conte?dos em sala de aula, reconhecer que o erro faz parte do processo de forma??o inicial e continuada do professor; que o registro escrito, tanto das viv?ncias pessoais como das pr?ticas profissionais, ? essencial para se adquirir maior consci?ncia do seu trabalho e de sua identidade como professor; e que a teoria ? indissoci?vel da pr?tica. / From the language conception produced by the Bakhtin Circle, this doctoral research aims to analyze utterances produced by teachers in continuing education in the Gestar II, having the portfolio discursive genre as a catalyst for unveiling process of weavering female teachers. It was held with participants of the School Learning Education Programme ? GESTAR II, Continuing Teacher Education Program, offered by the Ministry of Education- MEC, the semipresent mode which is intended for teachers of 6th to 9th grade of elementary school, in Portuguese language. It is intended to understand, from the selected utterances to the corpus, as the teacher underwent by the process of continuing teaching Education Gestar II has didactically mobilized, updated, built and prepared knowledge in everyday situations in the classroom, especially in regard the teaching, writing and language conception. Further, the aim is to realize which impacts the GESTAR II can provide to the pedagogical practices of Portuguese teaching in the classroom. In thesis, we analyze the discursive practices on the portfolio genre from Bakhtinian concepts, dialogism and social voices, present in utterances that embody the knowledge of teachers. In addition to having as reference the dialogic theory of language, the utterance and discursive genre concepts by Bakhtin and his circle (1992), Villas Boas? portfolio approach (2005) and Halt? (1998) on the phenomenon of the Didactic Preparation. In a broader view, we approach the Continuing Teaching Education based on N?voa (2009). In the analysis, we interpret five portfolios, trying to understand how the positions of the teachers appear in the texts. From this research, we have understood that there is a fragility in the didactic preparation of teachers and some gaps in the ownership of the portfolio genre, because in writing the teachers there is little reflection and dialogue between what was seen in the course of continuing education or initial training and their practices in the classroom.