Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-08-03T16:44:03Z No. of bitstreams: 1 SheilaSchechtmanDissertacao2017.pdf: 4086697 bytes, checksum: e6ad9a387beec5e6ccf4c9364bab89f4 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-08-03T16:44:29Z (GMT) No. of bitstreams: 1 SheilaSchechtmanDissertacao2017.pdf: 4086697 bytes, checksum: e6ad9a387beec5e6ccf4c9364bab89f4 (MD5) / Made available in DSpace on 2017-08-03T16:44:30Z (GMT). No. of bitstreams: 1 SheilaSchechtmanDissertacao2017.pdf: 4086697 bytes, checksum: e6ad9a387beec5e6ccf4c9364bab89f4 (MD5) Previous issue date: 2017-03-10 / The starting point of the current study was this researcher's own experience as a lecturer of Fundaments of Didactics for students training to become teachers. The initial idea was then corroborated by research conducted in the past decade that has suggested serious concerns about initial teacher training. Some of these concerns involve the lack of interest of young adults in following the teaching profession, the disenchantment of those who abandon the profession right after starting it and the fragmented structure of the curriculum that focus only on the disciplinary content. After realizing how serious these issues were and how they were affecting the quality of the work to be done by future teachers, this researcher, trying to understand possible ontoepistemological challenges, developed the following research question: what are the ontological, epistemological and methodological challenges that need to be overcome for a Political Pedagogic Project of an initial teacher training based on the Theories of Complexity and Transdisciplinarity to be reflected in the curricular structure and in the academics' actions? This question directed the main aim of the research, which was to reflect on the current challenges that prevent initial teacher training following the Theories of Complexity and interdisciplinarity/transdisciplinarity to develop a new curricular dynamics and pedagogic actions. After data analyses and epistemological and methodological recommendations, proposals were made aiming at putting in practice the guidelines described in the politic pedagogic project. The research, of qualitative nature, had the case study as its methodological strategy. The strategies used to obtain information were analyses of documents, semi structured interviews with managers and coordinators, and ???rodas de conversa??? with lecturers, students and alumni. The chosen fundamental theories were Complexity by Edgar Morin and Jean-Louis Le Moigne, and Transdisiplinarity, proposed by Basarab Nicolescu. To complement the theoretical dialogue, other authors were chosen, such as Maria C??ndida Moraes, Rosamaria Arnt, Paulo Freire, Ant??nio Fl??vio Moreira, Roberto Sidnei Macedo, Tadeu Silva and Willian E. Doll Jr. At the end, it was concluded that two of the greatest challenges are the rigid structure of the university and the established evaluative systems. The most impactful challenge, however, seems to be the academics' resistance to change, to dialogue and to do collaborative work. Without enough time to reflect upon their profession and the course, the academics end up repeating the same old formulas, although there are groups of lecturers who are on the vanguard and are transforming their own practices and the course. Innovation is difficult. However, even more challenging is to consolidate the new movements, since that requires boldness, perseverance and constant attention to potential fallbacks. Even so, Complexity and Transdisciplinarity are able to foment the theoretical backgrounds and reflections that will make real transformations on initial teacher training. / Esta pesquisa surgiu a partir da experi??ncia desta pesquisadora, como professora de did??tica fundamental para alunos de licenciaturas, corroborada por pesquisas desenvolvidas nas ??ltimas d??cadas, apontando para a exist??ncia de s??rios problemas nos cursos universit??rios de prepara????o do professorado, como, por exemplo, a falta de desejo entre os jovens de seguir a profiss??o docente; o desencanto daqueles que abandonam o magist??rio logo no in??cio da profiss??o; a estrutura curricular fragmentada dos cursos, com ??nfase nos conte??dos disciplinares. Ap??s a constata????o da gravidade da problem??tica e suas implica????es na qualidade da educa????o a ser oferecida pelos futuros professores em processo de forma????o, esta pesquisadora, tentando compreender os poss??veis desafios de natureza ontoepistemol??gica, optou pela seguinte quest??o de pesquisa: quais s??o os desafios ontol??gicos, epistemol??gicos e metodol??gicos para que o Projeto Pol??tico Pedag??gico de um curso de licenciatura pautado pela complexidade e pela transdisciplinaridade se materialize na estrutura curricular e nas a????es docentes? Tal quest??o norteou o objetivo geral de pesquisa, no sentido de refletir sobre os desafios existentes para que um curso de licenciatura pautado pela complexidade e pela interdisciplinaridade/transdisciplinaridade pudesse materializarse em novas din??micas curriculares e a????es pedag??gicas. Ap??s an??lise dos dados, recomenda????es de natureza epistemol??gica e metodol??gica, foram feitas propostas, visando ?? materializa????o dos pressupostos estabelecidos no Projeto Pol??tico Pedag??gico. A pesquisa desenvolvida, de natureza qualitativa, teve o estudo de caso como estrat??gia metodol??gica. Para obten????o das informa????es, utilizou-se a an??lise documental, as entrevistas semiestruturadas com gestores e coordenadores e rodas de conversa com professores, estudantes egressos e estudantes atuais. Como teorias fundantes, foram escolhidas a complexidade, a partir de Edgar Morin e Jean-Louis Le Moigne, e a transdisciplinaridade proposta por Basarab Nicolescu. Para complementar o di??logo te??rico, contou-se, entre outros, com Maria C??ndida Moraes, Rosamaria Arnt, Paulo Freire; Ant??nio Fl??vio Moreira, Roberto Sidnei Macedo, Tadeu Silva e Willian E. Doll Jr. Ao final, concluiu-se que, entre os maiores desafios, est??o a estrutura r??gida da universidade e os sistemas avaliativos institu??dos. O mais impactante, contudo, parece ser a resist??ncia do professorado ??s mudan??as, ao di??logo e ao trabalho colaborativo. Sem tempo para refletir sobre a profiss??o e o curso, os docentes acabam por repetir as mesmas f??rmulas, ainda que existam grupos de professores que estejam na vanguarda, transformando as suas pr??ticas e o pr??prio curso. Inovar ?? dif??cil, mas consolidar os novos movimentos ?? ainda mais trabalhoso, pois exige ousadia, perseveran??a e uma constante aten????o ?? tend??ncia de recuo. Mesmo assim, percebeu-se que a complexidade e a transdisciplinaridade oportunizam os embasamentos te??ricos e as reflex??es que possibilitar??o essas reais transforma????es nos cursos de licenciatura.

Data de aprova??o ausente. / Na folha de rosto consta - Davidson Afonso Ramos (Coordenador). / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-06-21T19:36:32Z No. of bitstreams: 2 joiciele_rezende_costa.pdf: 1969360 bytes, checksum: c39183eae7cfceab4520fa3abca91199 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-06-22T13:16:16Z (GMT) No. of bitstreams: 2 joiciele_rezende_costa.pdf: 1969360 bytes, checksum: c39183eae7cfceab4520fa3abca91199 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-06-22T13:16:16Z (GMT). No. of bitstreams: 2 joiciele_rezende_costa.pdf: 1969360 bytes, checksum: c39183eae7cfceab4520fa3abca91199 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016 / Tendo em vista a presen?a e a atua??o de um grupo de Institui??es de Ensino Superior na regi?o do norte de Minas Gerais, a proposta dessa pesquisa foi investigar o aporte curricular oportunizado aos acad?micos dos cursos de licenciatura dessas institui??es, com vistas a aproximar suas forma??es das particularidades envolvidas na utiliza??o das Tecnologias Digitais de Informa??o e Comunica??o (TDIC) em a??es pedag?gicas. Tendo como amostra a cidade de Montes Claros, procedemos a um recorte de uma problematiza??o social e cultural, que ? a rela??o entre os processos de ensino-aprendizagem e as tecnologias. O objetivo foi averiguar quais e quantos cursos de licenciatura e de qual institui??o possuem alguma disciplina, que fa?a men??o ao uso das tecnologias no processo educativo, com vistas a capacitar os egressos para o uso das TDIC. As institui??es de ensino superior da regi?o investigadas foram: Universidade Estadual de Montes Claros-UNIMONTES, Instituto Superior de Educa??o Ibituruna-ISEIB/Faculdades de Ci?ncias Gerenciais e Empreendedorismo-FACIGE, Funda??o Presidente Ant?nio Carlos- FUPAC, Faculdades Integradas Pit?goras- FIP, Faculdade Prisma e Universidade Norte do Paran?-UNOPAR (modalidade EAD). A rela??o com a universidade frequentemente reflete na educa??o b?sica. Essa proposta de trabalho se fez poss?vel e necess?ria diante da emerg?ncia da sociedade hodierna, onde se efetua uma transi??o de paradigmas, em v?rios ?mbitos, abarcando tamb?m a educa??o e consequentemente os h?bitos dos indiv?duos. A metodologia utilizada na realiza??o desse trabalho ? de cunho quantitativo quanto ? descri??o dos curr?culos dos cursos e qualitativo, possibilitando um olhar cr?tico sobre a tem?tica. Para isso, foi feito um levantamento bibliogr?fico e uma revis?o de literatura que buscou contextualizar a forma??o de professores com os novos tempos chamados de ?modernos?, bem como com as mudan?as ocorridas na vida dos indiv?duos na modernidade. Tamb?m foi feita uma pesquisa documental, com documentos do Minist?rio da Educa??o (MEC), orienta??es para os cursos de licenciaturas no pa?s e ementas e estruturas curriculares dos cursos de licenciaturas, das universidades e faculdades supracitadas. A pesquisa constatou que, dos trinta cursos de licenciaturas investigados, nas seis institui??es de ensino, somente dezoito contam com disciplinas te?ricas e/ou pr?ticas, com vistas a inserir o uso das TDIC no cotidiano docente. Este resultado corresponde a 60% (sessenta porcento) dos cursos analisados, o que indica uma necessidade de melhor adequa??o entre a forma??o ofertada pelas licenciaturas, as orienta??es do MEC e a pr?tica docente. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Ci?ncias Humanas, Universidade Federal dos Vales do Jequitinhonha e Mucuri, [2016]. / Considering the presence and the performance of a group of Higher Education Institutions in the northern region of Minas Gerais, the proposal of this research was to investigate the curricular contribution made available to the undergraduate students of these institutions, aiming at bringing their formations closer to the particularities involved in the use of Information and Communication Digital Technologies (ICDT) in pedagogical actions. Having as sample the town of Montes Claros, we proceeded to a cut of a social and cultural problematization, which is the relation between the teaching-learning processes and the technologies. The objective was to find out which and how many undergraduate courses and in which institution there are any discipline, which makes reference to the use of technologies in educational process, in order to enable the graduates to use ICDT. The institutions of higher education of the region investigated are: Universidade Estadual de Montes Claros-UNIMONTES, Instituto Superior de Educa??o Ibituruna-ISEIB e Faculdades de Ci?ncias Gerenciais e Empreendedorismo-FACIGE, Funda??o Presidente Ant?nio Carlos- FUPAC, Faculdades Integradas Pit?goras- FIP, Faculdades Prisma e Universidade Norte do Paran?-UNOPAR (Distance Educationmodality). The relation with the university frequently is reflected in basic education. This proposal of work becomes possible and necessary in the modern society, in which occurs a transition of paradigms, in several extents, also embracing the education and consequently the individuals' habits. The methodology used in the accomplishment of this work is qualitative, making possible a critical glance on the subject. For that, it was made a bibliographical research and a literature revision in which it was sought to contextualize teachers? formation with the new times called of ?modern?, as well as with the changes happened in the individuals' life in the modernity. Documentary research was also carried out, with documents from the Ministry of Education (MEC), guidelines for undergraduate courses in the country, and curricular structures and syllabuses for undergraduate, university and collegiate courses mentioned above. The research verified that, of the thirty undergraduate courses investigated, in the six higher education institutions, only eighteen courses have the theoretical disciplines andor practices, with views to insert the use of ICDT in the daily educational. This result corresponds to 60% (sixty percent) of the analyzed courses, what indicates a need of a better adaptation among the formation presented by the degrees, the orientations of MEC and the educational practice.

Made available in DSpace on 2014-12-17T14:36:32Z (GMT). No. of bitstreams: 1 MarciaCDLB_TESE.pdf: 2014119 bytes, checksum: b46f50f0e8df4480c51ab1dde72769cb (MD5) Previous issue date: 2013-08-09 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This research aims to understand the social representations Teaching Work in groups of undergraduate students of Physics and Chemistry of the Federal University of Rio Grande do Norte. For this, the proposal was based on the three theoretical and methodological consensus Carvalho (2012) in the explanation of socio-genetic mechanisms constituents of dynamic consensus that has functionality to your organization. It Was used to achieve this goal, the theoretical-epistemological Serge Moscovici (1978, 2003), Jodelet (2011), Wagner (1998,( 2011) and Carvalho (2012). The corpus analyzed results from a qualitative and quantitative research, developed in three stages. The first two (2) questionnaires to fifty (50) of each undergraduate course, a questionnaire and another profile for collection of free associations concerning motes inductors "Give Lesson," "Student" and "Teacher". The second step in the procedure Multiple Classifications, Roazzi (1995), aimed for another thirty (30) undergraduate students for each course, as well as Document Analysis of Educational Projects Curriculum courses in Physics and Chemistry. The data analysis of the first stage focused on descriptive statistics and frequency and average order of the words associated with motes inductors. The results from the Multiple Classification Procedure submitted to multidimensional analysis (MSA multidimensional scalogram analysis) and SSA (Similarity Structure Analysis), were interpreted by the theoretical and methodological proposal of the three consensus, supported by analysis of the rhetorical nature of justifications classifications and categorizations of words, boosted in times of application of Procedure Multiple Classification. The data revealed that the groups surveyed were the same Social Representation with specific dynamic consensual. Thinking Teaching Work for these groups it is considered in three dimensions: the BE-DO-HAVE of teaching. In the group of Physics consensus was clear semantic, which expressed a dynamic in which the interpretations of "Teaching Work" peacefully coexist on perceptions of two concepts: An identity around the "BE" "Teacher" or "BE" "Educator" and the other, how they think about professional development. The type of group consensus Chemistry pointed to a consensual logic hierarchical order in which the gradual between the elements of BE-DO-HAVE attested conflicts and disagreements about the perceptual object "Teaching Work", around what value most, whether they are the attributes of personal or professional-technical dimension of teaching, in the course of professional development. The thesis to explain the mechanisms of socio-genetic Representation Social Teaching Work by theoretical and methodological proposal was confirmed / Esta pesquisa objetiva compreender as Representa??es Sociais de Trabalho Docente por grupos de licenciandos de F?sica e Qu?mica da Universidade Federal do Rio Grande do Norte. Para isto, tomou como base a proposta te?rico-metodol?gica dos tr?s consensos de Carvalho (2012) na explicita??o dos mecanismos s?cio-gen?ticos constituintes da din?mica consensual que deu funcionalidade ? sua organiza??o. Foi utilizado para o alcance desse objetivo, o referencial te?rico-epistemol?gico de Serge Moscovici (1978; 2003), Jodelet (2011), Wagner (1998; 2011), e Carvalho (2012). O corpus analisado resulta de uma pesquisa qualitativa-quantitativa, desenvolvida em tr?s etapas. A primeira com dois (2) question?rios aplicados a cinquenta (50) licenciandos de cada curso, um question?rio perfil e o outro para coleta das associa??es livres referentes aos motes indutores Dar Aula , Aluno e Professor . A segunda etapa com o Procedimento de Classifica??es M?ltiplas, Roazzi (1995), destinadas a outros trinta (30) licenciandos de cada curso, bem como a An?lise Documental dos Projetos Pedag?gicos Curriculares dos cursos de F?sica e Qu?mica. As an?lises dos dados da primeira etapa centraram-se nas estat?sticas descritivas e na frequ?ncia e ordem m?dia das palavras associadas aos motes indutores. Os resultados provenientes do Procedimento de Classifica??o M?ltipla submetidos ?s an?lises multidimensionais MSA (multidimensional scalogram analysis) e SSA (Similarity Structure Analysis), foram interpretados pela proposta te?rico-metodol?gica dos tr?s consensos, amparadas pela an?lise de cunho ret?rica das justificativas das classifica??es e categoriza??es das palavras, potencializadas nos momentos de aplica??o do Procedimento de Classifica??o M?ltipla. Os dados revelaram que os grupos pesquisados constitu?ram a mesma Representa??o Social com din?micas consensuais espec?ficas. Pensar Trabalho Docente para esses grupos ? considera-lo em tr?s dimens?es: a do SER-TER-FAZER da doc?ncia. No grupo de F?sica o consenso manifesto foi o sem?ntico, no qual exprimiu uma din?mica em que as interpreta??es sobre Trabalho Docente convivem pacificamente sobre percep??es acerca de dois conceitos: Um identit?rio, em torno do SER Professor ou SER Educador e o outro, sobre o como pensam o desenvolvimento profissional. O tipo de consenso do grupo de Qu?mica apontou para uma l?gica consensual hierarquizada na qual a ordem gradual entre os elementos do SER-TER-FAZER atestaram conflitos e discord?ncias perceptivas sobre o objeto Trabalho Docente , em torno do que valorizam mais, se s?o os atributos de car?ter pessoal ou a dimens?o t?cnica-profissional da doc?ncia, no percurso do desenvolvimento profissional. A tese de explicitar os mecanismos s?cio-gen?ticos da Representa??o Social de Trabalho Docente mediante a proposta te?rico-metodol?gica foi confirmada

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-07-20T21:39:19Z No. of bitstreams: 1 HubeoniaMoraisDeAlencar_TESE.pdf: 2528991 bytes, checksum: f84548fc165f50af99ebb2adca498e2b (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-07-21T18:11:00Z (GMT) No. of bitstreams: 1 HubeoniaMoraisDeAlencar_TESE.pdf: 2528991 bytes, checksum: f84548fc165f50af99ebb2adca498e2b (MD5) / Made available in DSpace on 2016-07-21T18:11:00Z (GMT). No. of bitstreams: 1 HubeoniaMoraisDeAlencar_TESE.pdf: 2528991 bytes, checksum: f84548fc165f50af99ebb2adca498e2b (MD5) Previous issue date: 2015-10-26 / A produ??o textual em sala de aula tem sido objeto de diversas pesquisas na ?rea da linguagem, h? mais de tr?s d?cadas, no Brasil. A recorr?ncia da tem?tica acontece geralmente no sentido de se apresentar o grande distanciamento existente entre o ensino de habilidades de escrita e o desempenho dos aprendizes ao escreverem. Nesta pesquisa, defendemos a tese de que, no processo de escrita em sala de aula, as a??es mediadoras do professor no sentido de levar o aluno ao exerc?cio da exotopia sobre os seus textos, encarando-a como uma etapa fundamental da sua produ??o, tem efeito significativo para o desenvolvimento da autoria desses textos. Nesse sentido, elegemos como foco de investiga??o a produ??o textual de alunos, no curso de Letras da Universidade do Estado do Rio Grande do Norte-UERN, com o prop?sito de estudar o car?ter processual da escrita, a partir da media??o da professora. O objetivo maior desta pesquisa ? analisar a (re)escrita de alunos do curso de gradua??o em Letras, a fim de compreender o processo de constru??o da autoria em seus textos e o efeito provocado pela media??o da professora nesse processo. Mais especificamente: a) analisar a media??o da professora como mecanismo para o desenvolvimento da autoria nos textos produzidos por alunos de Letras; b) depreender, a partir das diferentes vers?es do texto produzido, os efeitos da media??o da professora sobre a escrita dos alunos; e c) descrever as atividades de produ??o textual em sala de aula, identificando as atitudes/posturas dos alunos ao assumirem uma tarefa de escrita. Dentre as vozes que trouxemos para dialogar conosco, destacamos as provenientes dos estudos bakhtinianos. Recorreremos ?s obras dos autores do denominado C?rculo de Bakhtin, seja por eles mesmos (BAKHTIN/VOLOCHINOV, [1929] 2006; [1929] 2010; BAKHTIN, [1979] 2003; [1963] 2008; [1975] 2010a; [1965] 2010b; [1986] 2010c), seja atrav?s de seus debatedores (FARACO, 2009; PONZIO, 2010, 2012; GERALDI, 2010; OLIVEIRA, 2006, 2008a, 2008b, 2010, dentre outros), norteando-nos, principalmente, nas suas orienta??es sobre dialogismo, autor e autoria, e suas implica??es conceituais: exotopia, acabamento, atividade est?tica, ato ?tico. Os dados foram constitu?dos em situa??o de ensino, envolvendo professora/pesquisadora e alunos do 5? Per?odo de Letras/UERN. Para tanto, houve a aplica??o de um Question?rio Aberto-QA, discuss?o de textos, (re)escrita de um artigo. A leitura dos dados revelou pouca viv?ncia dos sujeitos com a produ??o textual no curso, enquanto pr?tica sistem?tica, rotineira, dialogada, cuja fun??o social seja explorada. Geralmente, os textos s?o escritos em ?nica vers?o e servem como avalia??o para a aferi??o de notas. A an?lise dos dados nos coloca diante de alunos inseguros em rela??o ao que escrever, e com dificuldades de faz?-lo. Por outo lado, os movimentos de reescrita sobre os artigos analisados revelaram que os sujeitos manifestam atitude responsiva em rela??o ?s atividades de media??o, no sentido de atender ? proposta de refac??o. Apesar de alguns problemas permanecerem irresolutos e outros surgirem a cada vers?o do artigo, de um modo geral, consideramos que a media??o da professora teve efeito positivo sobre a escrita dos alunos, pois impulsionou o movimento exot?pico do autor, algo imprescind?vel ? produ??o de um texto. Todas as tr?s formas de interven??o realizadas, em maior ou menor propor??o, fizeram com que os sujeitos promovessem altera??es nos seus artigos. / Textual composition in classroom has been object of research in language studies along this last three decades in Brazil. This thematic recurrence occurs is a demonstration of the gap between writing skill teaching and learner?s performance. In this research, we argue that during writing process in classroom, teachers? mediated actions guide students to the exotopic exercise on their texts, facing it as a fundamental phase of their composition, with meaningful effect for the development of textual authorship. In this sense, we have chosen as investigation focus the textual composition of Letters Students at Universidade do Estado do Rio Grande do Norte ? UERN - to study writing processual characteristics, based on teacher?s mediation. The main aim of this research is to analyze students? (re)writing along Letters Course, to comprehend the process of authorship construction in their texts and the effects resulted through teacher mediation in this process. More specifically, a) to analyze teacher mediation as a mechanism for authorship development in texts composed by Letters Students; b) to deduce, based on different versions of textual composition, the effects of teacher mediation on students? writing; and c) to describe compositional textual process in classroom, identifying students? attitudes/behaviors before writing task. We have brought several voices into the dialogue, among them we highlight those based on bakhtinian studies. Some of those authors are related to Bakhtin circle, by themselves (BAKHTIN/VOLOCHINOV, [1929] 2006; BAKHTIN, [1979] 2003; [1963] 2008; [1975] 2010a; [1986] 2010b), their debaters (FARACO, 2008, 2009a, 2009b, 2010; PONZIO, 2010, 2012; GERALDI, 2010a; 2010b OLIVEIRA, 2006, 2008a, 2008b, 2010, among others), to guide us, mainly, on dialogism, author and authorship, and their conceptual implications: exotopy, finishing, esthetic activity, and ethical act. Data was constituted in teaching situation, involving teacher/researcher and 5th Term Letters/UERN students. Therefore, we have submitted an open questionnaire, textual discussion, and an article (re)writing. Data analysis has revealed subjects? little experience with writing composition in the Course, as a systematic practice, in their routine, dialogued, whose social function is explored. The texts are generally written in a single version and useful only to receive a score. Data analysis show insecure students in relation the writing, and with many difficulties to do it. On the other hand, writing movements, on the analyzed articles, have revealed that the subjects show a responsive attitude in relation to the mediated activities, to respond rewriting proposal. Despite some problems remain unsolved and many others emerge in each version of the article, in general, we consider that teacher mediation had a positive effect on student writing, considering that it boosted the author exotopic movement, something indispensable to compose a text. The three interventions carried out, in some way, provided opportunity for the subjects to modify their article.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-02T12:57:09Z No. of bitstreams: 1 ValmariaLemosDaCostaSantos_DISSERT.pdf: 2809681 bytes, checksum: ed9c0fb5a3962d0629dfd4630c2b922f (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-02-08T16:19:56Z (GMT) No. of bitstreams: 1 ValmariaLemosDaCostaSantos_DISSERT.pdf: 2809681 bytes, checksum: ed9c0fb5a3962d0629dfd4630c2b922f (MD5) / Made available in DSpace on 2017-02-08T16:19:56Z (GMT). No. of bitstreams: 1 ValmariaLemosDaCostaSantos_DISSERT.pdf: 2809681 bytes, checksum: ed9c0fb5a3962d0629dfd4630c2b922f (MD5) Previous issue date: 2016-07-21 / Nesta disserta??o objetivamos analisar as representa??es sociais de licenciandos de cursos a dist?ncia, da Universidade Federal do Rio Grande do Norte (UFRN), sobre a educa??o ? dist?ncia. Para compreens?o do objeto de estudo, optamos pelo embasamento te?rico da Teoria das Representa??es Sociais de Moscovici (1978; 2003; 2012) e utilizamos como instrumentos de pesquisa a T?cnica de Associa??o Livre de Palavras, question?rios semiabertos eletr?nicos via Google Docs e entrevistas semiestruturadas gravadas por meio de um smartphone e o uso do aplicativo Automatic Call Recorder (gravador de chamadas), com os envolvidos nos cursos de licenciaturas a dist?ncia, discentes do Polo de Apoio Presencial de Currais Novos (RN) da UFRN. No que tange ? an?lise destes dados, empregamos a an?lise de conte?do de Bardin (2011). Os resultados mostram que a representa??o social de EaD constru?das pelos licenciandos participantes possui duas faces, a saber: como campo de desejo ? parte de uma escolha movida pela possibilidade de flexibilidade nos estudos; como um ambiente de aprendizagem diferenciado, inovador, permite, dentre outros fatores, uma qualifica??o profissional, atrav?s da adapta??o a situa??es novas, do comprometimento, da disciplina e do esfor?o do alunado em quest?o. Ademais, constatamos que os licenciandos se ancoram no espa?o-tempo-presencial (Polo de Apoio, Secretaria de Educa??o a Dist?ncia, Universidade Federal do Rio Grande do Norte, etc.) e/ou no espa?o-tempo-virtual (Ambiente Virtual de Aprendizagem, redes sociais digitais, etc.) e na coexist?ncia destes meios para construir essa representa??o social. Percebemos ainda que, as novas ferramentas tecnol?gicas (computador, Internet, moodle), s?o tidas como facilitadoras da forma??o docente e da constitui??o de representa??es sociais. / In this dissertation we aim to analyze the social representations of student of distance courses, of the Federal University of Rio Grande do Norte (UFRN), on distance education. For the understanding of the object of study, we opted the theoretical foundation of the Theory of Social Representations of Moscovici (1978; 2003; 2012) and we used as research instruments the Technique of Free Association of Words, semi-open questionnaires electronic by means Google Docs and semi-strutured interviews recorded by means of a smartphone and application use Automatic Call Recorder, (call recorder) with those involved in the undergraduate courses at a distance, student of the Polo Classroom Support of Currais Novos (RN) of the UFRN. In terms of the analysis of these data, we employ the content analysis of Bardin (2011). The results show that the social representation of EaD built by participating student has two faces, what are: as area of desire is part of a selection moved by the possibility of flexibility in the studies; as a learning environment for innovative, differentiated, accept, among other factors, a professional qualification through of the adaptation to new situations, of the commitment, of the discipline And the effort of the students in question. Moreover, we see that the studant if anchor in the space-time-to-face (Polo Classroom Support, Distance Education Secretariat, Federal University of the Rio Grande do Norte, etc.) and/or in the space-time-virtual (Virtual Learning Environment, digital social networks, etc.) and on the coexistence of these means to build this social representation. We realized yet that, the new technological tools (computer, Internet, moodle), are taken as facilitators of the formation teacher and the constitution of social representations.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-20T22:59:06Z No. of bitstreams: 1 MariaDasDoresDutraXavier_DISSERT.pdf: 1422354 bytes, checksum: 4581b11e2c60fcb381b7db4b3fe8037d (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-02-24T22:15:34Z (GMT) No. of bitstreams: 1 MariaDasDoresDutraXavier_DISSERT.pdf: 1422354 bytes, checksum: 4581b11e2c60fcb381b7db4b3fe8037d (MD5) / Made available in DSpace on 2017-02-24T22:15:34Z (GMT). No. of bitstreams: 1 MariaDasDoresDutraXavier_DISSERT.pdf: 1422354 bytes, checksum: 4581b11e2c60fcb381b7db4b3fe8037d (MD5) Previous issue date: 2016-07-20 / O presente estudo se insere na linha de pesquisa Educa??o, Curr?culo e Pr?ticas Pedag?gicas, vinculada ao Programa de P?s-Gradua??o em Educa??o da Universidade Federal do Rio Grande do Norte (UFRN). Trata-se de uma investiga??o de cunho qualitativo, em que o foco de interesse voltou-se a analisar as representa??es sociais de licenciandos do Curso de Pedagogia da UFRN acerca da pr?tica educativa. Para alcan?armos tal intento, recorremos ao aporte te?rico: a Teoria da Representa??es Sociais (MOSCOVICI, 2012; 2003; JODELET, 2001), a qual tem o seu olhar debru?ado para o conhecimento advindo da experi?ncia cotidiana, como pelas reapropia??es de sentidos historicamente revigorados. Por esse efeito a utilizamos, j? que a nossa vis?o perspectivou alcan?ar o conhecimento a respeito da pr?tica docente que os licenciandos cotidianamente constru?ram. Valemo-nos tamb?m do di?logo com expoentes que estudam e pesquisam acerca das tem?ticas: forma??o de professores, identidade e saberes docente, fazer pedag?gico e pr?tica educativa; como refer?ncias destacamos PIMENTA E LIMA (2012), PAULO FREIRE (1996), TARDIF (2000, 2013), GUIMAR?ES (2006), DUBAR (1997), e N?VOA (2009), com a finalidade de compreender de forma aprofundada o objeto estudado. Como procedimentos para obten??o de informa??es e an?lise dos dados envoltos nesse objeto, utilizamos os instrumentos de pesquisa: a T?cnica de Associa??o Livre de Palavras (TALP) e um question?rio semiaberto, com os discentes matriculados no Curso de Pedagogia Presencial, da UFRN, distribu?dos nos per?odos 1?, 5?, 6?, 7?, 8?, 9? e 10? do curso, somando discentes dos dois turnos, vespertino e noturno, compreendendo o total de 209 discentes. O crit?rio de sele??o desses per?odos como amostra se deu em virtude da proposi??o de que esses representariam a pr?tica educativa de maneira diferenciada, j? que vivenciaram em per?odos anteriores experi?ncias de cunhagem pedag?gica e pr?tica. No que se refere a an?lise das informa??es auferidas, empregamos a An?lise de Conte?do, BARDIN (2011). Buscamos, diante do acervo de dados encontrados, ter conseguido responder nossa quest?o de partida: Que representa??es sociais os licenciandos do Curso de Pedagogia da UFRN partilham a respeito da pr?tica educativa? O estudo e di?logo te?rico juntamente com o percurso anal?tico a respeito dos sentidos advindos dos campos sem?nticos, categorias e temas revelaram-nos ind?cios de uma representa??o social de pr?tica educativa voltada para sala de aula, atravessada fortemente pela quest?o afetiva, te?rica e t?cnica que se apresenta pautada em aspectos did?tico-pedag?gicos do fazer docente: planejamento, transmiss?o e avalia??o. Percebemos ainda, que a representa??o social de pr?tica educativa se apresenta ancorada na ideia de que n?o existe fazer docente exclu?do do saber t?cnico, experiencial e de ?rea, sequer excluso do di?logo com as dimens?es afetiva, social e pol?tica e, muito menos, separado daqueles que materializam o processo de ensino-aprendizagem, professor e aluno. Os discentes corporificam a pr?tica educativa no real sentido do fazer, fazer situado, a??o docente comprometida com os processos de ensino e aprendizagem. / This study is included in the line research Education, Curriculum and Pedagogical Practices, linked to the Graduate Program in Education of the Federal University of Rio Grande do Norte (UFRN). This is a qualitative research, where the focus of interest was to analyze the social representations of undergraduates of UFRN Course of Pedagogy regarding the educational practice. In order to reach this purpose, we use the theoretical support: the Theory of Social Representations (MOSCOVICI, 2012; 2003; JODELET, 2001), based on knowledge arising both from everyday experience, as to take back senses historically refreshed. For this purpose we use it, since our view sought achieve knowledge about the teaching practice that undergraduates have built on a daily basis. Also we make use of dialogue with prominent people who study and research about the themes: teacher training, identity and teaching knowledge, to teaching and educational practice; as references we highlight PIMENTA E LIMA (2012), PAULO FREIRE (1996), TARDIF (2000, 2013), GUIMAR?ES (2006), DUBAR (1997), and N?VOA (2009), with the purpose to understand in depth the object studied. As procedures for getting information and analysis of the wrapped data in this object, use the research tools: Technical Words Association Test (TALP), and a semi-structured questionnaire, with students enrolled in the Course of Pedagogy Classroom, UFRN, distributed in periods 1, 5, 6, 7, 8, 9 and 10 of the course, students of adding two shifts, afternoon and evening, comprising a total of 209 students. The criteria for selection of these semesters as sample was due to the proposition that these represent the educational practice in a different manner, since they lived through in previous semesters experiences of pedagogical and practice type. With regard the analysis of the information earned, we use Content Analysis, Bardin (2011). We seek before the found data collection; have been able to answer our initial question: What social representations undergraduates of UFRN Course of Pedagogy share about educational practice? The study and theoretical dialogue alongside the analytical path about the arising sense of semantic fields, categories and themes showed us signs of a social representation of educational practice directed to the classroom, heavily permeated by emotional issue, theoretical and technical that it has ruled in didactic and pedagogical aspects of teaching practice: planning, transmission and evaluation. We realize also that the social representation of educational practice presents anchored on the idea that there is no teaching practice excluded from technical knowledge, experiential and area even excluded from the dialogue with the emotional, social and political, much less separate from those materializing the process of teaching and learning, teacher and student. The undergraduates embody the educational practice in the real sense of doing, doing contextualized, teaching activities committed to the teaching and learning processes.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-06-02T21:24:11Z No. of bitstreams: 1 KarlaDanielleDaSilvaSouza_DISSERT.pdf: 4522686 bytes, checksum: 640fe11025c28a34ce0f455feec54801 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-06-07T00:16:25Z (GMT) No. of bitstreams: 1 KarlaDanielleDaSilvaSouza_DISSERT.pdf: 4522686 bytes, checksum: 640fe11025c28a34ce0f455feec54801 (MD5) / Made available in DSpace on 2017-06-07T00:16:25Z (GMT). No. of bitstreams: 1 KarlaDanielleDaSilvaSouza_DISSERT.pdf: 4522686 bytes, checksum: 640fe11025c28a34ce0f455feec54801 (MD5) Previous issue date: 2017-02-17 / O presente trabalho tem como proposta refletir acerca dos elementos que constituem o lugar no qual est? inserido o curso de forma??o de professores de Sociologia para a Educa??o B?sica. Assim, o objetivo principal dessa pesquisa ? analisar a efetividade da forma??o da licenciatura em Ci?ncias Sociais da Universidade Federal do Rio Grande do Norte (UFRN) na pr?tica docente no Ensino M?dio. Para isso, buscamos indicar algumas influ?ncias do pensamento cient?fico moderno no universo acad?mico e o paradoxo presente no processo de racionalidade moderna quanto aos seus efeitos, positivos e negativos, e da tradi??o do bacharelismo e credencialismo no pa?s. Procuramos tamb?m atualizar o cen?rio pol?tico e social no qual se insere a disciplina escolar ?Sociologia? hoje no Brasil, bem como trazemos considera??es acerca do modo como se constituiu a universidade, sua autonomia, formas de estrutura??o, l?gica produtivista e o corporativismo docente. Al?m disso, propomos uma aproxima??o com a origem da Sociologia, sua presen?a no Brasil e o contexto hist?rico do ensino de Ci?ncias Sociais no pa?s. Utilizamos documentos oficiais que versam sobre o ensino de Sociologia na Educa??o B?sica, como a Lei de Diretrizes e Bases da Educa??o (LDB n? 9.394/96), Diretrizes Curriculares Nacionais para o Ensino M?dio (DCNEM) (BRASIL, 2013), Orienta??es Curriculares Nacionais para o Ensino M?dio (OCN?s) (BRASIL, 2006), Par?metros Curriculares Nacionais para o Ensino M?dio (PCN?s) (BRASIL, 2006), Orienta??es Educacionais Complementares aos Par?metros Curriculares Nacionais (PCN+) (BRASIL, 2002), e tamb?m o Projeto Pol?tico Pedag?gico do Curso de Ci?ncias Sociais da UFRN (UFRN;PPPCS, 2004).Tivemos como fundamenta??o te?rica, entre muitos autores, principalmente Almeida (2012), Cambi (1999), Candido (2006), Chevallard (1988), Fernandes (1955, 1975, 1978, 2004), Foucault (1975), Freire (1987), Liedke Filho (2005), Lima (2014), Marx e Engels (1965), Menezes (2009), Mignolo (2008a, 2008b), Moraes (2009, 2011), Moreira e Candau (2008), Morin (2003), Oliveira (2015), Santos, B. (2008), Serres (2013), Tardif (2002) e Weber (2007). Nessa dire??o, sinalizamos a ideia central de nossa pesquisa: compreender em que medida a licenciatura em Ci?ncias Sociais da UFRN preparou o egresso-docente para sua atua??o como professor de Sociologia no Ensino M?dio. Consideramos, por fim, que h? uma s?rie de elementos implicados na forma??o do docente em Sociologia para a Educa??o B?sica, entre os quais chamamos aten??o para tr?s que se desdobram em outros componentes: a) uma cultura predominantemente bacharelesca nas diversas esferas da sociedade brasileira, assim como na licenciatura em Ci?ncias Sociais da UFRN; b) o modelo estrutural e produtivista universit?rio brasileiro atual e o corporativismo docente; c) uma aus?ncia de di?logo que tem se estabelecido entre o que se aprende na licenciatura e o que se ensina na escola de n?vel m?dio, indicando, portanto, uma problem?tica relacionada ? transposi??o did?tica de conte?dos do Ensino Superior para o Ensino M?dio, ou seja, o deslocamento necess?rio dos saberes acad?micos para os saberes escolares. / The present text has as a proposal to reflect about the elements that constitute the place in which is inserted the course of training of teachers of Sociology for Basic Education. At this point, the main objective of the research is to analyze the effectiveness of the degree course in Social Sciences of the Federal University of Rio Grande do Norte (UFRN) at the knowledgement of teaching practice in High School. To reach this purpose, has been seeked to indicate some influences of modern scientific thinking in the academic universe, and the paradox present in the process of modern rationality regarding its positive and negative effects and the tradition of baccalaureate and credentialism in the country. We also seek to update the political and social scenario in which the school discipline "Sociology" is inserted today in Brazil, as well as to consider how the university was constituted, its autonomy, forms of structure, productivist logic and teaching corporatism. In addition to this purpose, we do an approximation with the origin of Sociology, its presence in Brazil and the historical context of the teaching of Social Sciences in the country. Has been used official documents about the teaching of Sociology in Basic Education, such as the Law of Directives and Bases of Education (LDB n? 9.394 / 96), National Curricular Guidelines for High School (DCNEM) (BRASIL, 2013), National Curricular Guidelines (CPN) (BRASIL, 2006), National Curricular Parameters for Higher Education (NCPs) (BRASIL, 2006), Complementary Educational Guidelines for National Curricular Parameters (NCPs) (BRASIL, 2002), Candido (2006), Chevallard (1988), Fernandes (1955, 1975, 1978, 2004), and others Almeida (2012), Foucault (1975), Freire (1987), Liedke Filho (2005), Lima (2014), Marx and Engels (1965), Menezes (2009), Mignolo (2008a, 2008b), Moraes (2009, 2011), Moreira and Candau (2008), Morin (2003), Oliveira (2015), Santos, B. (2008), Serres (2013), Tardif (2002) and Weber (2007). Walking to this direction, the central idea of the research is appointed: to understand to what extent the undergraduate degree in Social Sciences of UFRN prepared the egress-teacher for his role as professor of Sociology in High School. We consider, finally, that there are a number of elements involved in the formation of teachers in Sociology for Basic Education, among which we call attention to three that unfold in other components: a) a predominantly baccalaureate culture in the various spheres of Brazilian society, as well about the degree in Social Sciences of UFRN; b) the current Brazilian structural and productivist university model and teaching corporatism; b) an absence of dialogue that has been established between what is learned in the graduate course and what is taught in the middle school, indicating, therefore, a problem related to the didactic transposition of contents from Higher Education to the Middle Teaching and the necessary shift from academic knowledge to school knowledge.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-07-03T13:55:14Z No. of bitstreams: 1 MariaAndreiaDeAndrade_DISSERT.pdf: 1761007 bytes, checksum: 96e5526f9af178f58aa2ef722fac6472 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-07-10T11:19:37Z (GMT) No. of bitstreams: 1 MariaAndreiaDeAndrade_DISSERT.pdf: 1761007 bytes, checksum: 96e5526f9af178f58aa2ef722fac6472 (MD5) / Made available in DSpace on 2017-07-10T11:19:37Z (GMT). No. of bitstreams: 1 MariaAndreiaDeAndrade_DISSERT.pdf: 1761007 bytes, checksum: 96e5526f9af178f58aa2ef722fac6472 (MD5) Previous issue date: 2017-03-03 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / A renova??o da educa??o cient?fica dos estudantes na escola do s?culo XXI exige dos professores um perfil adequado ? inova??o pedag?gica, com conhecimentos e compet?ncias necess?rios para a forma??o e o desenvolvimento dos estudantes. E, para isso, implica para o docente em Qu?mica, aprender ci?ncias, isso ?, entender as principais ideias produzidas pela ci?ncia; aprender sobre as ci?ncias, isso ?, entender aspectos importantes de Hist?ria, Filosofia e Metodologia das Ci?ncias e aprender a fazer ci?ncias, isso ?, tornar-se capaz de participar de atividades que conduzam ? elabora??o de conhecimento cient?fico, sabendo que a modelagem cient?fica desempenha um papel fundamental na constru??o e no avan?o desse conhecimento. Diversos estudos, tanto de cunho nacional, como internacional t?m apontado ? relev?ncia da aprendizagem desse conhecimento cient?fico. Nesta pesquisa, assume-se a Teoria da Forma??o Planejada por Etapas das A??es Mentais e dos Conceitos de P. Ya. Galperin, em especial, o papel da orienta??o. Esta investiga??o foi realizada com o objetivo de identificar e caracterizar o conhecimento profissional disciplinar que integra a Base Orientadora da A??o de modelagem cient?fica em Ci?ncias de 58 licenciandos em Qu?mica da UFRN, no sentido de determinar se os anos de forma??o fazem diferen?a na apropria??o desse conhecimento disciplinar. O estudo de natureza explorat?ria usou como instrumentos de coleta de dados o question?rio e a prova pedag?gica e foram feitas an?lises comparativas com o conte?do do EBOCA de modelagem cient?fica, como invariante da a??o, determinado na pesquisa. As respostas foram tratadas segundo a An?lise de Conte?do e estat?stica descritiva. Os resultados apontam fragilidades, e n?o mostraram diferen?as expressivas nas respostas dos 58 licenciandos de per?odos diferentes e divididos entre os grupos I e II, quanto ? compreens?o de maneira adequada sobre a modelagem cient?fica e seu processo de constru??o, segundo o Esquema da Base Orientadora Completa da A??o, definido na pesquisa, o que inclui o conhecimento sobre os modelos cient?ficos. Como sugest?o, a partir dos resultados desta pesquisa, aponta-se necessidade de que diferentes disciplinas, ao longo da forma??o inicial, possam ser contempladas com conte?dos que mobilizem discuss?es vinculadas ? natureza do conhecimento disciplinar sobre os modelos e modelagem cient?fica. / The renewal of scientific education of students in the 21st century school requires teachers to have an adequate profile for pedagogical innovation with the knowledge and skills necessary for the training and development of students. And for this, it implies for the professor in Chemistry, to learn sciences, that is, to understand the main ideas produced by science; To learn about the sciences, that is, to understand important aspects of History, Philosophy and Methodology of Sciences and to learn to make sciences, that is, to be able to participate in activities that lead to the elaboration of scientific knowledge, knowing that scientific modeling plays A key role in building and advancing this knowledge. Several studies, both nationally and internationally, have pointed to the relevance of the learning of this scientific knowledge. In this research, we assume the Theory of Formation Planned by Stages of Mental Actions and Concepts of P. Ya. Galperin, in particular, the role of guidance. This research was carried out with the objective of identifying and characterizing the professional disciplinary knowledge that integrates the Guidance Base of the Scientific Modeling in Science of 58 Chemistry graduates of UFRN, in order to determine if the years of formation make a difference in the appropriation of this knowledge disciplinary. The exploratory study used as data collection instruments the questionnaire and the pedagogical test and comparative analyzes were made with the content of the scientific modeling EBOCA, as an invariant of the action, determined in the research. Responses were treated according to the Content Analysis and descriptive statistics. The results point to weaknesses, and did not show significant differences in the responses of the graduates between groups I and II, regarding the adequate understanding of the scientific modeling and its construction process, according to the Complete Guideline for Action, defined in the research , Which includes knowledge about scientific models. As a suggestion, from the results of this research, it is pointed out that different disciplines, along the initial formation, can be contemplated with contents that mobilize discussions related to the nature of the disciplinary knowledge about the models and scientific modeling.

Made available in DSpace on 2016-04-04T18:33:17Z (GMT). No. of bitstreams: 1 TATIANE CRISTINA MOREIRA ANDRIETTA.pdf: 253971 bytes, checksum: fc9eb3b9b87004a5b533f712a8172ac7 (MD5) Previous issue date: 2014-06-30 / This research addresses the initial formation of teachers, which is the one achieved through higher education in the Pedagogy course. The research problem focuses in understanding the role of initial formation in the construction of future teachers educational knowledge. We aim to investigate the formation path of pedagogy students, with regard to the construction of their teaching knowledge. We intent to understand the political and historical background of teacher formation in order to verify the historical changes that have occurred in the profession and, consequently, the change in the knowledge acquired in the professional training process. We investigated the formation path of senior students from a pedagogy course regarding the construction of their educational knowledge. The development of the theoretical background about this subject was based on Tardif s ideals, through which we sought to define the educational knowledge and understand how it is constructed. We also based the research in Gauthier and Shulman s studies about professional knowledge, aiming to expand the theoretical comprehension on the subject. In order to produce the empirical material, we used the focus group technique. This research, which is a qualitative study, occurred in two phases: the first was done through a questionnaire to trace a profile of the senior students from the pedagogy course. The second phase was the composition and the focus group. The analysis and interpretation of the empirical material was done in light of the historical-critical pedagogy. Our results showed that the initial formation has incorporated experience and professional knowledge in future teachers through internships and the correspondent theoretical classes. Also, the students indicated that there was a gap in terms of disciplinary and curricular knowledge, due to the fact that the emphasis was in experience. Finally, we pointed out that the initial formation is far from a critical and transformer training because, in order to do so, it is essential for all knowledge besides experience to compose the context of formation and, therefore, assist in a more effective way in the articulation between theory and practice, a subject that is widely discussed and researched in our academic environment. / Esta pesquisa aborda a forma??o inicial de professores, entendida como aquela realizada em n?vel superior, no curso de pedagogia. O problema de investiga??o centra-se em compreender qual o papel da forma??o inicial na constru??o dos saberes docentes de futuras professoras. Temos como objetivo investigar a trajet?ria de forma??o de alunas de um curso de pedagogia, no que se refere ? constru??o dos seus saberes docentes. Visamos conhecer o percurso hist?rico-pol?tico da forma??o de professores, no intuito de verificar as mudan?as hist?ricas que ocorreram na profiss?o e, consequentemente, as mudan?as nos saberes adquiridos no processo de forma??o profissional. Investigamos a trajet?ria de forma??o de alunas concluintes de um curso de pedagogia no que se refere ? constru??o de seus saberes docentes. A constru??o te?rica sobre o tema aqui desenvolvido teve como base as ideais de Tardif, por meio das quais buscamos compreender quais s?o esses saberes docentes e quais as vias de constru??o desses. Apoiamo-nos, tamb?m, nos estudos sobre saberes profissionais de Gauthier e Shulman, visando ampliar a compreens?o te?rica sobre esses saberes. Para a produ??o do material emp?rico, utilizamos a t?cnica do grupo focal. Essa investiga??o, que ? de cunho qualitativo, ocorreu em duas fases: a primeira foi por meio de question?rio que visou tra?ar o perfil das alunas concluintes do curso de pedagogia. A segunda foi a composi??o e realiza??o do grupo focal. A an?lise e interpreta??o do material emp?rico foi feita ? luz da pedagogia hist?rico-cr?tica. Nossos resultados evidenciaram que a forma??o inicial tem constru?do nas futuras professoras os saberes da experi?ncia e da forma??o profissional por meio dos est?gios e das aulas que teorizam tais est?gios. Mostraram ainda, na voz das alunas, que n?o houve men??o nos saberes disciplinares e curriculares, pois a ?nfase maior ficou centrada no saber da experi?ncia. Por fim, apontamos que essa forma??o est? distante de ocorrer de forma cr?tica e transformadora, pois, para isso, ? preciso que todos os saberes al?m daqueles da experi?ncia componham igualmente o contexto de forma??o e auxiliem de forma mais efetiva na articula??o entre teoria e pr?tica, assunto esse t?o discutido e pesquisado em nosso meio acad?mico.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-01-15T21:58:58Z No. of bitstreams: 1 MariaEmanueleMacedoDoNascimento_DISSERT.pdf: 1771542 bytes, checksum: 2d97b678d203ad167057aa0c0c1a44b7 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-01-18T12:12:02Z (GMT) No. of bitstreams: 1 MariaEmanueleMacedoDoNascimento_DISSERT.pdf: 1771542 bytes, checksum: 2d97b678d203ad167057aa0c0c1a44b7 (MD5) / Made available in DSpace on 2018-01-18T12:12:02Z (GMT). No. of bitstreams: 1 MariaEmanueleMacedoDoNascimento_DISSERT.pdf: 1771542 bytes, checksum: 2d97b678d203ad167057aa0c0c1a44b7 (MD5) Previous issue date: 2017-03-21 / A presente disserta??o tem como objetivo analisar o Programa Licenciaturas Internacionais (PLI) e a sua implementa??o na Universidade Federal do Rio Grande do Norte (UFRN), evidenciando suas repercuss?es para a forma??o inicial de professores. Toma como refer?ncia o PLI, criado em 2009 pelo governo brasileiro a partir da proposta do Grupo Coimbra de Universidades Brasileiras (GCUB) e se constituiu em uma estrat?gia para incentivar a perman?ncia e a forma??o inicial de professores da educa??o b?sica em cursos de educa??o superior. O Programa conta com o financiamento da funda??o Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) e tem como objetivo incentivar a mobilidade estudantil em cursos de licenciaturas entre as universidades brasileiras, portuguesas e francesas em sete ?reas de forma??o: Matem?tica, Portugu?s, F?sica, Qu?mica, Biologia, Estudos Art?sticos e Educa??o F?sica. Trata-se de uma pesquisa qualitativa, baseada na revis?o da literatura sobre a tem?tica, na an?lise de documentos internacionais que tratam das diretrizes para a internacionaliza??o do ensino superior, entre eles, documentos do Banco Mundial (BM), da Organiza??o das Na??es Unidas para a Educa??o, a Ci?ncia e a Cultura (UNESCO) e a Comiss?o Econ?mica para a Am?rica Latina e o Caribe (CEPAL). Em n?vel nacional, a pesquisa ancorou-se em documentos oriundos do Minist?rio da Educa??o (MEC) e da CAPES que criam o Programa e estabelecem suas diretrizes, bem como o Plano de Desenvolvimento Institucional da UFRN, e ainda dados disponibilizados pela Secretaria de Rela??es Internacionais da institui??o. Foram constru?das e analisadas s?ries estat?sticas de dados da oferta do PLI na UFRN nos anos de 2010 a 2013; realizadas entrevistas semiestruturadas com um gestor da UFRN que atua diretamente com o PLI, coordenadores de cursos de licenciaturas participantes do Programa e question?rios online com os estudantes que integraram o mesmo. O Programa contemplou, no per?odo do estudo (2010-2013), as licenciaturas de Ci?ncias Biol?gicas, Educa??o F?sica, Qu?mica, Matem?tica e Letras, com seis projetos aprovados pela CAPES. Conclui-se que, no contexto da internacionaliza??o do ensino superior, o PLI tem sido utilizado como uma estrat?gia n?o s? de expans?o, como tamb?m de perman?ncia dos alunos nos cursos de forma??o de professores. Apresenta pontos positivos ao permitir a mobilidade estudantil, o conhecimento de novas culturas, a dupla titula??o e uma forma??o no exterior, o que representa uma maior valoriza??o para os cursos de forma??o de professores da educa??o b?sica. No entanto, o Programa apresentou uma s?rie de fragilidades e contradi??es, entre elas: dificuldades de equival?ncia de disciplinas cursadas pelos alunos no exterior, o que ? evidenciado pela maioria dos coordenadores de projetos e pelos estudantes da UFRN que responderam ao question?rio desta pesquisa; compatibiliza??o de cr?ditos das disciplinas cursadas nos pa?ses de destino, Fran?a ou Portugal, ambos participantes do Processo de Bolonha, que t?m o sistema de acredita??o baseado em ciclos, diferente do sistema adotado no Brasil; organiza??o curricular diferente no que se refere ao bacharelado e ?s licenciaturas com preju?zos para a forma??o pedag?gica do licenciado. / This dissertation aims to analyze the International Program for Teaching Degrees (PLI) and its application at the Federal University of Rio Grande do Norte (UFRN), showing its repercussions for initial teacher training. It is taken as a reference of PLI , created in 2009 by the Brazilian government based on the proposal of the Coimbra Group of Brazilian Universities (GCUB). The PLI was a strategy to encourage the continuation and initial training of teachers of basic education in higher education courses. The program is funded by the foundation Coordination of Improvement of Higher Level Education Personnel (CAPES) and aims to encourage student mobility in Undergraduate courses between Brazilian, Portuguese and French universities in seven areas of training: Mathematics, Portuguese, Physics, Chemistry, Biology, Art Studies and Physical Education. This is a qualitative research, an analysis of the literature on a thematic, an analysis of the documents that deal with the guidelines for an internationalization of higher education, among them the documents of the World Bank (WB), the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Economic Commission for Latin America and the Caribbean (CEPAL). At the national level, research on documents from the Ministry of Education (MEC) and CAPES that create the Program and its guidelines, as well as the Institutional Development Plan of UFRN, and data provided by the International Relations Secretariat of the institution. Statistical series of PLI supply data were constructed and analyzed at the UFRN in the years 2010 to 2013; semistructured interviews with UFRN managers who work directly with the PLI, coordinators of the courses participating in the Program and online questionnaires with students who were part of the program. The Program has not included in the study period (2010-2013) as degree of Biological Sciences, Physical Education, Chemistry, Mathematics and Letters with six projects approved by CAPES. It is concluded that there is no context of internationalization of higher education, or PLI has been used as a non-expansion strategy, as well as the permanence of students in teacher training courses. It presents positive points to allow student mobility, knowledge of new cultures, a double degree and non-external training, which represents a greater appreciation for the training courses for primary education teachers. However, the Program presented a series of weaknesses and contradictions, among them, difficulties of equivalence of courses taken by students abroad, as evidenced by most of the project coordinators and students interviewed at UFRN; Compatibility of credits of the disciplines studied in the countries of destination, France or Portugal, both participants in the Bologna Process, which have the system of accreditation based on cycles, different from the system adopted in Brazil; different curricular organization with regard to the Bachelor and Degrees with courses for pedagogical training of the licensee.