Made available in DSpace on 2014-12-17T14:36:54Z (GMT). No. of bitstreams: 1 LuzimarBS.pdf: 679074 bytes, checksum: 3f8037a74d3c70c876c05569a6e97b18 (MD5) Previous issue date: 2006-05-19 / This work is a research about the policy of initial education of teachers made by the federal government, in the Brazilian educational view in the 1990 s. It is based on that the procedures to the initial education of teachers are in a much bigger context of the productive rearrangement and of the reconstruction of the State and they have in the international institutions, like the CEPAL, UNESCO and the World Bank, their main mediators. The dissertation aims to analyze the implementation of the policy of initial education of educators, having as empirical field the CEFET RN institution, and as reference the undergraduate course of Geography, more specifically the subject vocational practice. This study is advised by the theoretical and methodological fundamentals of the qualitative research, and it is being characterized by a case study. Among the methodological procedures which were used, some of them can be pointed out such as, the bibliographic research, the documental analysis, the application of questionnaires and the carrying out of interviews. The studies show up CEFETs and the Superior Education Institutes were considered by the Brazilian government suitable for the introduction of the initial education of vocational training, related to teaching, a proposed model by updated principles of international organizations. However, in the CEFET RN reality, although the difficulties listed by the teachers and students in the introduction of the subject vocational practice, the initial background in the undergraduate course of Geography got one point which is getting close to the teaching that is carried out in universities, privileging teaching, research and extension. For the people who have participated of researches, the subject vocational practice is relevant for the curriculum of teaching education because it makes the articulation between theory and practice possible, aspects considered essential ones for a teaching education of quality. Also, the studies show that one of the big obstacles faced in the introduction of the subject in question, was the lack of assistance to the students who are in a period of training and in the execution of research and extension projects caused by the insufficiency of educators to perform in the undergraduate course, as well as the lack of time of the teachers due to a large number of activities that they develop in their workplace (CEFET RN). This fact reveals the way how the policy of education of teachers came to educational institutions, imposed by MEC, without considering their structure conditions. Although the difficulties, the innovator character of the experience stood out, as in relation to the locus of education as because of being an educational model which involves theory and practice and the different kinds of knowledge, pretty necessary ones for the teaching education, as well as coming beyond a pragmatic education coherent with the immediate interests of the world of work / Esta ? uma investiga??o acerca da pol?tica de forma??o inicial de professores materializada pelo governo federal, no contexto educacional brasileiro, nos anos de 1990. Parte do pressuposto de que as diretrizes para a forma??o inicial de professores situam-se em um contexto mais amplo da reestrutura??o produtiva e da reforma do Estado e t?m nos organismos internacionais, como a CEPAL, a UNESCO e o Banco Mundial, os seus principais mediadores. A disserta??o tem por objetivo analisar a implementa??o da pol?tica de forma??o inicial de professores, tomando como campo emp?rico o CEFET RN, e como refer?ncia o curso de Licenciatura em Geografia, mais especificamente o componente curricular pr?tica profissional. Este estudo encontra-se orientado pelos fundamentos te?rico-metodol?gicos da pesquisa qualitativa, sendo caracterizado como um estudo de caso. Dentre os procedimentos metodol?gicos que foram utilizados, destacam-se a pesquisa bibliogr?fica, a an?lise documental, a aplica??o de question?rio e a realiza??o de entrevistas. Os estudos revelam que os CEFETs e os Institutos Superiores de Educa??o foram considerados pelo governo brasileiro como adequados para a implanta??o da forma??o inicial de car?ter t?cnico-profissionalizante, voltada para o ensino, modelo proposto pelas atuais diretrizes dos organismos internacionais. No entanto, na realidade do CEFET RN, apesar das dificuldades pontuadas pelos professores e pelos alunos, na implementa??o do componente curricular pr?tica profissional, a forma??o inicial no curso de Geografia tomou uma configura??o, que se aproxima do ensino que se realiza nas universidades, privilegiando o ensino, a pesquisa e a extens?o. Para os sujeitos que participaram da pesquisa, o componente pr?tica profissional tem relev?ncia no curr?culo da forma??o docente, porque possibilita a articula??o entre teoria e pr?tica, aspectos considerados fundamentais para uma forma??o docente de qualidade. Os estudos evidenciam tamb?m que um dos grandes obst?culos enfrentados na implementa??o do componente curricular em apre?o foi a falta de assist?ncia aos alunos no exerc?cio do est?gio e na execu??o dos projetos de pesquisa e extens?o, ocasionada pela insufici?ncia de docentes para atuarem na licenciatura, bem como a falta de tempo dos professores devido ?s in?meras atividades que desenvolvem no interior do CEFET RN. Esse fato revela a maneira como a pol?tica de forma??o de professores chegou at? ?s institui??es formadoras, imposta pelo MEC, sem considerar as condi??es estruturais destas. Apesar das dificuldades, tornou-se sobressalente o car?ter inovador da experi?ncia, tanto em rela??o ao l?cus de forma??o quanto em raz?o de ser um modelo formativo que articula teoria e pr?tica e os diferentes saberes necess?rios para a atua??o docente, indo al?m de uma forma??o pragm?tica, coerente com os interesses imediatos do mundo do trabalho

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-04-03T21:03:35Z No. of bitstreams: 1 RenataRafaelaAlvesGomes_DISSERT.pdf: 2230659 bytes, checksum: 15233a4143284dfed79542984c7d5d0b (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-04-07T19:49:56Z (GMT) No. of bitstreams: 1 RenataRafaelaAlvesGomes_DISSERT.pdf: 2230659 bytes, checksum: 15233a4143284dfed79542984c7d5d0b (MD5) / Made available in DSpace on 2017-04-07T19:49:56Z (GMT). No. of bitstreams: 1 RenataRafaelaAlvesGomes_DISSERT.pdf: 2230659 bytes, checksum: 15233a4143284dfed79542984c7d5d0b (MD5) Previous issue date: 2016-06-29 / A presente pesquisa teve por objetivo geral contribuir com a forma??o inicial de professores em Ci?ncias Biol?gicas acerca do uso da m?sica como recurso did?tico, envolvendo a tem?tica ambiental, explorando-a quanto ao seu potencial cient?fico, tecnol?gico, Social e Ambiental (CTSA), e contribui??es para o letramento cient?fico. O percurso metodol?gico da pesquisa delineou-se por meio da aplica??o de oficinas com licenciandos de Biologia, em encontros presenciais e n?o presenciais, nos quais ocorreram orienta??es te?rico-metodol?gicas sobre a explora??o da m?sica e sua caracteriza??o quanto ao potencial para o ensino de Ci?ncias. Nas oficinas foram utilizadas m?sicas e produzidas par?dias e unidades did?ticas pelos licenciandos, as quais foram avaliadas quanto ? exist?ncia de elementos contidos na perspectiva CTSA. Essa produ??o forneceu subs?dios para avaliar a contribui??o das oficinas para os docentes em forma??o, e evidenciar dificuldades e potencialidades quanto ao uso da m?sica nesta abordagem de ensino. As an?lises das letras musicais, par?dias e unidades did?ticas ocorreram por meio de crit?rios estabelecidos com base em referenciais te?ricos sobre o uso da m?sica como recurso did?tico da abordagem e dom?nios do letramento cient?fico, assim como elementos da an?lise de Bardin Os resultados apontam que as m?sicas possuem potenciais para discutir rela??es entre ci?ncia, tecnologia, ambiente e sociedade, assim como a presen?a de conceitos ecol?gicos, o que mostra potencial para contribuir com a forma??o de conhecimento integral e de sujeitos cientificamente letrados. Em contrapartida, evidenciou-se que os licenciandos apresentaram dificuldades ao explorarem estas rela??es nas letras das can??es e nas constru??es das par?dias e unidades did?ticas, limitando-se aos aspectos conceituais e ao car?ter sensibilizador. Logo, estes resultados refletem a necessidade de inserir o conhecimento e a viv?ncia de recursos did?ticos diferenciados na forma??o inicial de professores de Ci?ncias, fornecendo-lhes subs?dios e orienta??es quanto ao seu uso, na perspectiva de diferentes abordagens de ensino. / The present research aimed the general objective to contribute to the initial teacher training in Biological Sciences about the use of music as a teaching resource involving environmental issues, exploiting it for their potential Science, Technology, Society and Environment (STSE) and contributions to the scientific literacy. The methodological research paths outlined by applying workshops with presential and not presential meetings, in which there were theoretical and methodological guidance on the exploitation of music and characterization of them as to their potential for Science teaching. In the workshops were used songs, produced parodies and teaching units by licensees, which were evaluated for the existence of elements in the STSE perspective. This production has provided subsidies to assess the workshop contribution to the teachers in training, and in the disclosure of difficulties and potentialities as for the use of music in this teaching approach. The analyses of musical lyrics, parodies and teaching units occurred through established criteria based on theoretical references about the use of music as a teaching resource ((FERREIRA, 2010; CORREIA 2003; BARROS et. al, 2013), the STSE approach (AIKENHEAD, 1994; SANTOS, 1999) and scientific literacy domains (SANTOS, 2007; SOARES, 2004; NORRIS e PHILLIPS, 2003), as well as elements of Bardin?s analysis and discourse analysis. The results indicate that the songs have potential to discuss relations amid the science, technology, environment and society,which contributes to the formation of full knowledge and scientifically literate individuals. On the other hand, showed that the licensees had difficulties to explore these relationships in the lyrics of songs and constructions of parodies and teaching units, limiting to the conceptual aspects and the sensitizing character. Therefore, these results reflect the need to integrate knowledge and experience of different teaching resources in the initial training of science teachers by providing the subsidies and guidelines as to its use in the context of different teaching approaches.

Made available in DSpace on 2016-04-04T18:30:07Z (GMT). No. of bitstreams: 1 Magda Machado Ribeiro Venancio.pdf: 3761943 bytes, checksum: 075d3e05b292777f8f4dcef14aab04e5 (MD5) Previous issue date: 2016-02-15 / The following research was derived from a participative study and with the theoretical and methodological contribution from the historical-cultural psychology had as its goal to investigate the influence of activities which have ethics and aesthetics as its base. The goal was to change the student s vision about the humanizing dimension of one s profession in a teacher s initial education s course. Thirty fifth semester pedagogy students from a night course in a private College in S?o Paulo state took part in this research. Mediator artistic materials, especially music, were used as a psychological instrument to promote critical reflexion. The data was collected in four interventional situations in which the participants produced drawings and critical texts. The observations of the situations which involved the use of the materials have been registered in the Field Journal. The reading from the produced material including the Field Journal s content resulted in information that was gathered within a significant nucleus. This promoted knowledgeable understanding in regards to teaching and work which is related to teaching. All of which were configured by the participants. The research has revealed that affectionateness assumes prevalence in the way the future teachers will conceive their teaching skills adopting the view that teaching is still seen as a mission, that welcomes the pain and attenuates the social exclusion besides evincing the appropriation of the education s official speech in order to justify the importance of the school education. / A presente pesquisa, de natureza, com o aporte te?rico-metodol?gico da psicologia hist?rico-cultural teve como objetivo investigar a influ?ncia de atividades que t?m como base a ?tica e a est?tica para a amplia??o de vis?o dos estudantes sobre a dimens?o humanizadora de sua profiss?o que vise ? doc?ncia cr?tica em um curso de forma??o inicial de professores. Participaram da pesquisa trinta alunas do quinto semestre do per?odo noturno de um curso de Pedagogia, de uma Faculdade privada, de uma cidade do interior do Estado de S?o Paulo. Materialidades art?sticas mediadoras, em especial a m?sica, foram utilizadas como instrumento psicol?gico promotor de reflex?es cr?ticas. Os dados foram obtidos em quatro situa??es interventivas, nas quais as participantes produziram desenhos e textos escritos. Foram registradas em Di?rio de Campo as observa??es das situa??es que envolveram o uso das materialidades. A leitura do material produzido e do conte?do dos Di?rios de Campo resultou em informa??es que foram agrupadas em n?cleos de significa??o, possibilitando a aproxima??o dos sentidos sobre a doc?ncia e sobre o trabalho docente, configurados pelas participantes. A pesquisa revelou que a afetividade assume preval?ncia no modo de conceber a doc?ncia pelos futuros professores; que a doc?ncia ainda ? vista como miss?o, que acolhe a dor e atenua a exclus?o social, al?m de evidenciar a apropria??o do discurso oficial da educa??o para justificar a import?ncia da educa??o escolar e da doc?ncia.

Made available in DSpace on 2014-12-17T14:36:31Z (GMT). No. of bitstreams: 1 FranciscaVC_TESE.pdf: 4931863 bytes, checksum: ae83e3659fdef31efeec0f1d28f30111 (MD5) Previous issue date: 2013-03-08 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The present work focused on developing teaching activities that would provide to the student in initial teacher training, improving the ability of mathematical reasoning and hence a greater appreciation of the concepts related to the golden section, the irrational numbers, and the incommensurability the demonstration from the reduction to the nonsensical. This survey is classified itself as a field one which data collection were inserted within a quantitative and qualitative approach. Acted in this research, two classes in initial teacher training. These were teachers and employees of public schools and local governments, living in the capital, in Natal Metropolitan Region - and within the country. The empirical part of the research took place in Pedagogy and Mathematics courses, IFESP in Natal - RN. The theoretical and methodological way construction aimed to present a teaching situation, based on history, involving mathematics and architecture, derived from a concrete context - Andrea Palladio s Villa Emo. Focused discussions on current studies of Rachel Fletcher stating that the architect used the golden section in this village construction. As a result, it was observed that the proposal to conduct a study on the mathematical reasoning assessment provided, in teaching and activity sequences, several theoretical and practical reflections. These applications, together with four sessions of study in the classroom, turned on to a mathematical thinking organization capable to develop in academic students, the investigative and logical reasoning and mathematical proof. By bringing ancient Greece and Andrea Palladio s aspects of the mathematics, in teaching activities for teachers and future teachers of basic education, it was promoted on them, an improvement in mathematical reasoning ability. Therefore, this work came from concerns as opportunity to the surveyed students, thinking mathematically. In fact, one of the most famous irrational, the golden section, was defined by a certain geometric construction, which is reflected by the Greek phrase (the name "golden section" becomes quite later) used to describe the same: division of a segment - on average and extreme right. Later, the golden section was once considered a standard of beauty in the arts. This is reflected in how to treat the statement questioning by current Palladio s scholars, regarding the use of the golden section in their architectural designs, in our case, in Villa Emo / O presente trabalho teve como foco desenvolver atividades de ensino, que proporcionassem, ao aluno na forma??o inicial de professores, uma melhoria ? capacidade de racioc?nio matem?tico e, consequentemente, uma maior aprecia??o dos conceitos relacionados ? se??o ?urea, aos n?meros irracionais, ? incomensurabilidade e ? demonstra??o da redu??o ao absurdo. A pesquisa classifica-se como de campo, cujos dados de coleta foram inseridos dentro de uma abordagem quanti-qualitativa. Atuaram, na investiga??o, duas turmas em forma??o inicial de professores. Esses eram docentes e funcion?rios da rede p?blica estadual e municipal, residentes na capital, na Regi?o Metropolitana de Natal Grande Natal e no interior do estado. A parte emp?rica da pesquisa realizou-se nos cursos de Pedagogia e na licenciatura de Matem?tica do IFESP, em Natal RN. A constru??o do caminho te?rico e metodol?gico teve como prop?sito apresentar uma situa??o de ensino baseada na hist?ria, envolvendo a matem?tica e a arquitetura, oriunda de um contexto concreto a Villa Emo de Andrea Palladio. Centraram-se as discuss?es nos estudos atuais de Rachel Fletcher ao afirmar que o arquiteto usou se??o ?urea na constru??o da referida vila. Como resultado, observou-se que a proposta de realizar um estudo sobre a aprecia??o do racioc?nio matem?tico proporcionou, no decorrer das sequ?ncias de ensino e atividade, diversas reflex?es te?ricas e pr?ticas. Essas aplica??es, aliadas a quatro sess?es de estudo, em sala de aula, voltaram-se para uma organiza??o do pensamento matem?tico capaz de desenvolver, nos acad?micos, o racioc?nio l?gico e investigativo e demonstra??o matem?tica. Ao trazer aspectos da matem?tica da Gr?cia Antiga e de Andrea Palladio, em atividades de ensino para professores e futuros professores da educa??o b?sica, promoveu-se, neles, uma melhoria na capacidade de racioc?nio matem?tico. Portanto, esse trabalho partiu de inquieta??es em oportunizar aos alunos pesquisados, o pensar matematicamente. De fato, um dos mais famosos irracionais, a se??o ?urea, foi definido atrav?s de certa constru??o geom?trica, o que ? refletido pela frase grega (o nome se??o ?urea ? bastante posterior) usada para descrever o mesmo: divis?o de um segmento em m?dia e extrema raz?o. Posteriormente, a se??o ?urea chegou a ser considerada um padr?o de beleza nas artes. Isso se reflete em como aproveitar a afirma??o do questionamento feito por atuais estudiosos de Palladio, quanto ao uso da se??o ?urea nos seus projetos arquitet?nicos, no nosso caso, na Villa Emo

Made available in DSpace on 2014-12-17T15:06:58Z (GMT). No. of bitstreams: 1 RodrigoNQ_DISSERT.pdf: 3682649 bytes, checksum: 33832ac05cfe929df2ad407d3f5c4739 (MD5) Previous issue date: 2012-11-30 / Research in the area of teacher training in English as a Foreign Language (CELANI, 2003, 2004, 2010; PAIVA, 2000, 2003, 2005; VIEIRA-ABRAH?O, 2010) articulates the complexity of beginning teachers classroom contexts aligned with teaching language as a social and professional practice of the teacher in training. To better understand this relationship, the present study is based on a corpus of transcribed interviews and questionnaires applied to 28 undergraduate students majoring in Letters/English emphasis, at a public university located in the interior of the Western Amazon region, soliciting their opinions about the reforms made in the curriculum of this Major. Interviews and questionnaires were used as data collection instruments to trace a profile of the students organized in Group 1, with freshmen and sophomore undergraduates who are following the 2009 curriculum, and Group 2, with junior and senior undergraduates who are following the 2006 curriculum. The objectives are to identify, to characterize and to analyze the types of pronouns, roles and social actors represented in the opinions of these students in relation to their teacher training curriculum. The theoretical support focuses on the challenge of historical and contemporary routes from English teachers initial education programs (MAGALH?ES; LIBERALLI, 2009; PAVAN; SILVA, 2010; ALVAREZ, 2010; VIANA, 2011; PAVAN, 2012). Our theoretical perspective is based on the Systemic Functional Grammar of Halliday (1994), Halliday and Hasan (1989), Halliday and Matthiessen (2004), Eggins (1994; 2004) and Thompson (2004). We focus on the concept of the Interpersonal meaning, specifically regarding the roles articulated in the studies by Delu (1991), Thompson and Thetela (1995), and in the Portuguese language such as Ramos (1997), Silva (2006) and Cabral (2009). Moreover, we ascribe van Leeuwen s (1997; 2003) theory of Representation of Social Actors as a theoretical framework in order to identify the sociological aspect of social actors represented in the students discourse. Within this scenario, the analysis unfolds on three levels: grammatical (pronouns), semantic (roles), and discursive (social actors). For the analysis of interpersonal realizations present in the students opinions, we use the computational program WordSmith Tools (SCOTT, 2010) and its applications Wordlist and Concord to quantify the occurrences of the pronouns I, You and They, which characterize the roles and social actors of the corpus. The results show that the students assigned the following roles to themselves: (i) apprentice to express their initial process of English language learning; (ii) freshman to reveal their choice of Major in Letters/English emphasis; (iii) future teacher to relate their expectations towards a practicing professional. To assign the roles to professors in the major, the students used the metaphor of modality (I think) to indicate the relationship of teacher training, while they are in the role of a student and as a future teacher. From these evidences the representation of the students as social actors emerges in roles such as: (i) active roles; (ii) passive roles and (iii) personalized roles. The social actors represented in the opinions of the students reflect the inclusion of these roles assigned to the actions expressed about their experiences and expectations derived from their teacher training classroom / Pesquisas na ?rea de forma??o de professores de ingl?s como l?ngua estrangeira (CELANI, 2003, 2004, 2010; PAIVA, 2000, 2003, 2005; VIEIRA-ABRAH?O, 2010) dimensionam a complexidade de contextos da sala de aula de forma??o inicial em aliar o ensino da l?ngua com a pr?tica social e profissional do futuro professor. Como forma de fornecer subs?dios para a compreens?o dessa rela??o, a presente pesquisa baseia-se em um corpus composto de entrevistas transcritas de 28 alunos de um Curso de Letras/Ingl?s (CLI) de uma universidade p?blica localizada no interior da Amaz?nia Ocidental e suas opini?es acerca da reformula??o do curr?culo do curso. Os instrumentos de coleta de dados utilizados foram entrevistas e question?rios para tra?ar o perfil dos alunos do CLI concentrados em Grupo 1, com os alunos do 1? e 3? per?odos do curr?culo de 2009, e o Grupo 2, com os alunos do 5? e 7? per?odos do curr?culo de 2006. Os objetivos propostos buscam identificar, caracterizar e analisar os tipos de pronomes, os pap?is e os atores sociais representados nas opini?es dos alunos em rela??o ao curr?culo de sua forma??o inicial. O aporte te?rico enfoca os desafios do percurso hist?rico e contempor?neo dos programas de forma??o inicial de professores de l?nguas (MAGALH?ES; LIBERALLI, 2009; PAVAN; SILVA, 2010; ALVAREZ, 2010; VIANA, 2011; PAVAN, 2012). Para a perspectiva te?rica e anal?tica, apoiamo-nos na Gram?tica Sist?mico-Funcional (GSF) de Halliday (1994), Halliday e Hasan (1989), Halliday e Matthiessen (2004), Eggins (1994; 2004) e Thompson (2004). Focamos no conceito da Interpessoalidade, especificamente acerca dos pap?is abordados por Delu (1991), Thompson e Thetela (1995), e trabalhos em l?ngua portuguesa como os de Ramos (1997), Silva (2006) e Cabral (2009). A Teoria da Representa??o dos Atores Sociais de van Leeuwen (1997; 2003) contempla a base te?rica para identificarmos o car?ter sociol?gico dos atores sociais representados no discurso dos alunos. Com este panorama, o percurso proposto para an?lise percorre tr?s n?veis principais: os pronomes (n?vel gramatical), os pap?is (n?vel sem?ntico) e os atores sociais (n?vel discursivo). Para a an?lise das marcas interpessoais presentes nas opini?es dos alunos, utilizamos o programa computacional WordSmith Tools (SCOTT, 2010), e suas ferramentas Wordlist (Lista de Palavras) e Concord (Concordanciador) para quantificar as ocorr?ncias dos pronomes: Eu, Voc? e Eles, que permitam caracterizar os pap?is e os atores sociais no corpus. Os resultados demonstram que os alunos atribuem a si mesmos os seguintes pap?is: (i) aprendiz para expressar o processo inicial de seu aprendizado com o ingl?s; (ii) ingressante na licenciatura para expor suas escolhas em cursar Letras/Ingl?s; (iii) futuro professor para relacionar suas expectativas com a pr?tica profissional. Para atribuir os pap?is aos professores e o curso, os alunos utilizam a met?fora de modalidade, Eu acho que para marcar as rela??es da forma??o inicial como aluno e futuro professor. Destas evid?ncias emergem os atores sociais representados pelos alunos em: (i) pap?is ativos; (ii) pap?is passivos e (iii) pap?is personalizados. Esses atores sociais representados nas opini?es dos alunos refletem a inclus?o dos pap?is atribu?dos para as a??es expressas acerca das experi?ncias e expectativas oriundas da sala de aula de sua forma??o