Made available in DSpace on 2016-04-04T18:32:31Z (GMT). No. of bitstreams: 1 Angela Paiva.pdf: 360703 bytes, checksum: 90e569d0e8e0620a7252ff03b6a42c50 (MD5) Previous issue date: 2006-06-27 / This paper is according to the research line Studies on Evaluation . The paper aims to evaluate, by hearing egress students from the program of Post-Graduation strictosensu in Education of PUC-Campinas, from 1993 to 2004, the contributions brought by the course to their trajectory of personal and professional lives and to their institutional insertion. As a methodology, the qualitative research was used, through the application of a questionnaire sent via e-mail to 135 students of that period. Only 56 students replied. First of all, the Project of the Program of Post Graduation strictosensu was analyzed; then, other voices were heard such as the ones from External Evaluation Organs (CAPES) and the ones from the egress students. From that, a significance net was built, justifying the importance degree of an evaluatory, dynamic and shared process. Finally, the present research aims to give subsidies to the Program, suggesting changes that may be necessary in order to maintain its pedagogical propositions according to the transforming challenges of contemporary society. The studied information was debated to suggest strategies that may lead to a shared, dynamic internal evaluation, opened to the academic community and that can show a formative character to the evaluation process. Thus, the strengthening and improvement of the Program and its members can be reached. The trajectory of the egress student after leaving the course and the development of his/her qualification process were focused. It was noticed that values built during the course allowed most of the egresses of the given period to excel in subjects concerned to Education, mainly in higher education. The engaged and earnest characteristics of this 15-yearold program, as well as of its members were confirmed. / Este trabalho est? inserido na linha de pesquisa Estudos em Avalia??o . Objetivamos avaliar, por meio da voz dos egressos do programa de P?s-Gradua??o Stricto-sensu em Educa??o da PUC-Campinas de 1993 a 2004, as contribui??es que o curso trouxe em sua trajet?ria de vida pessoal, profissional e sua inser??o institucional. Usamos como metodologia, a pesquisa qualitativa, com aplica??o de um question?rio, enviado, via e-mail aos 135 egressos do per?odo e obtivemos 56 retornos. Ao analisarmos o Projeto do Programa de P?s-Gradua??o Stricto-sensu em Educa??o cotejamos outras vozes como dos ?rg?os de avalia??o externa (CAPES) e a dos egressos, construindo uma rede de significados justificando o grau de import?ncia de um processo avaliat?rio din?mico e participativo. A partir desse encontro objetivamos ainda subsidiar o pr?prio programa sobre as mudan?as que se fizerem necess?rias para manter sua proposta pedag?gica sintonizada com os desafios transformadores da sociedade contempor?nea. As informa??es analisadas s?o discutidas visando sugerir estrat?gias as quais poder?o culminar com uma din?mica de avalia??o interna participativa e aberta ? comunidade acad?mica imprimindo o car?ter formativo ao processo avaliativo visando o aperfei?oamento e fortalecimento do Programa e de seus membros. Focamos a trajet?ria do egresso ap?s a conclus?o do curso e os desdobramentos de seu processo de capacita??o, o que possibilitou-nos perceber que os valores constru?dos pelo curso permitiram que a maioria dos egressos do per?odo analisado se sobressa?sse nas quest?es ligadas a educa??o principalmente no tocante ao ensino superior, comprovando o car?ter s?rio e comprometido dos profissionais que constitu?ram estes 15 anos de vida do programa.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-01-19T13:35:26Z No. of bitstreams: 1 BrunodeMacedoCavalcantiBorgesPimentelDissertacao2017.pdf: 2375544 bytes, checksum: f22e5a97454c348f3a9ba4a7c06ac8d0 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-01-19T13:35:39Z (GMT) No. of bitstreams: 1 BrunodeMacedoCavalcantiBorgesPimentelDissertacao2017.pdf: 2375544 bytes, checksum: f22e5a97454c348f3a9ba4a7c06ac8d0 (MD5) / Made available in DSpace on 2018-01-19T13:35:39Z (GMT). No. of bitstreams: 1 BrunodeMacedoCavalcantiBorgesPimentelDissertacao2017.pdf: 2375544 bytes, checksum: f22e5a97454c348f3a9ba4a7c06ac8d0 (MD5) Previous issue date: 2017-08-25 / The evaluation of the stricto sensu graduation was consolidated as an instrument of great importance for the National Graduate System (SNPG) and for the promotion of scientific research and technological development in Brazil. This research addresses the issue of the stricto sensu graduate course evaluation in Brazil according to the interpretation of the managers involved in the evaluation process of the Coordination of Improvement of Higher Education Personnel (Capes). The objective was to investigate the interpretation of the coordinators of graduate programs in education regarding the use of the Sucupira Platform for the programs evaluation during the quadrennium 2013-2016. The research has a qualitative nature, although it is based on the analysis of quantitative data. In relation to the theoretical basis, the research was developed based on the Policy Cycle Approach, developed by Stephen Ball, Richard Bowe and Anne Gold (BALL; BOWE; GOLD, 1992; BALL, 1994). This method is an important theoretical analytical tool for the understanding, study, evaluation and analysis of educational policies. Three techniques were used to investigate the object under study: the semi-structured interview carried out in four programs in the area of education in the Center-West region; The mixed format questionnaire applied electronically to all coordinators of the one hundred and seventy four education programs currently operating in the country; And documentary analysis. The questionnaires were sent and the data processed through the computer program "SurveyMonkey". The research data were analyzed based on content analysis according to Laurence Bardin (2011). The data indicate that the coordinators of the education programs identify the integration of the Platform with the other instruments, but ask for improvement in this interaction. The coordinators recognize the Platform as the main instrument for the evaluation of graduate studies and its importance for the improvement of the SNPG. They interpret the filling in the Platform data according to the realities and the peculiarities of its programs and seek to adapt to the requirements of Capes for the evaluation. They report difficulties in filling in the programs data in the Platform, since it is an eminently manual, detailed, exhaustive activity that still has operational failures on the system. However, they recognize the substantial improvement in the process of sending the Data Collection. In general, the filling in the Platform data is done by the secretaries of the programs, supervised by the coordinators. The questionnaire data and the interviewed managers' talk about the Sucupira Platform's contributions and the objectives reached demonstrate the success of the system. However, they criticize some specific points of the Platform, such as the loss of registered data. They also criticize the Capes evaluation system, especially in relation to the criteria used in the periodic evaluations of the programs and the Qualis system classification of the teachers and students intellectual production evaluation. The research suggests improvements in the management of programs data in the Platform by the coordinators and the improvement of the evaluation process of the graduate programs by Capes. / A avalia????o da p??s-gradua????o stricto sensu se consolidou como instrumento de grande import??ncia para o Sistema Nacional de P??s-Gradua????o (SNPG) e para o fomento da pesquisa cient??fica e desenvolvimento tecnol??gico no Brasil. Esta pesquisa aborda a quest??o da avalia????o da p??s-gradua????o stricto sensu no Brasil segundo a interpreta????o dos gestores envolvidos com o processo de avalia????o da Coordena????o de Aperfei??oamento de Pessoal de N??vel Superior (Capes). O objetivo foi investigar a interpreta????o dos coordenadores de programas de p??s-gradua????o em educa????o acerca do uso da Plataforma Sucupira na avalia????o dos programas no quadri??nio 2013-2016. A pesquisa possui uma natureza prioritariamente qualitativa, embora se apoie na an??lise de dados quantitativos. Em rela????o ?? fundamenta????o te??rica, o estudo foi desenvolvido com aproxima????o ao m??todo do Ciclo de Pol??ticas (Policy Cicle Approach), concebido por Stephen Ball, Richard Bowe e Anne Gold (BALL; BOWE; GOLD, 1992; BALL, 1994). Esse m??todo constitui-se em uma ferramenta te??rica anal??tica importante para a compreens??o, estudo, avalia????o e an??lise das pol??ticas educacionais. Foram utilizadas tr??s t??cnicas para investiga????o do objeto em estudo: a entrevista semiestruturada realizada em quatro programas da ??rea de educa????o da regi??o Centro-Oeste; o question??rio de formato misto aplicado de forma eletr??nica para todos os coordenadores dos cento e setenta e quatro programas da ??rea de educa????o em funcionamento no pa??s; e a an??lise documental. Os question??rios foram enviados e os dados tratados atrav??s do programa de computador ???SurveyMonkey???. Os dados da pesquisa foram analisados com base na an??lise de conte??do de Laurence Bardin (2011). Os dados indicam que os coordenadores dos programas da ??rea de educa????o reconhecem a integra????o da Plataforma com os demais instrumentos de avalia????o da Capes, mas pedem a melhoria nessa intera????o. Os coordenadores reconhecem a Plataforma como principal instrumento de avalia????o da p??s-gradua????o e sua import??ncia para o aperfei??oamento do SNPG. Interpretam o preenchimento da Plataforma de acordo com as realidades e as particularidades dos seus programas e buscam se adequar ??s exig??ncias da Capes para a avalia????o. Relatam dificuldades em rela????o ao preenchimento das informa????es dos programas na Plataforma, por ser uma atividade eminentemente manual, detalhista, exaustiva e que ainda apresenta falhas operacionais do sistema. Todavia reconhecem a melhoria substancial do processo de envio do Coleta de dados. Em geral, o preenchimento da Plataforma ?? feito pelos secret??rios dos programas, supervisionados pelos coordenadores. Os dados dos question??rios e a fala dos gestores entrevistados sobre as contribui????es da Plataforma Sucupira e os objetivos atingidos atestam o ??xito do sistema. Por??m, criticam alguns pontos espec??ficos da Plataforma, como a perda de dados cadastrados. Criticam tamb??m o sistema de avalia????o da Capes, especialmente em rela????o aos crit??rios utilizados nas avalia????es peri??dicas dos programas e o sistema Qualis de classifica????o da produ????o intelectual dos docentes e discentes. A pesquisa sugere melhorias no gerenciamento das informa????es dos programas na Plataforma pelos coordenadores e o aperfei??oamento do processo de avalia????o da p??s-gradua????o pela Capes.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-11T11:47:12Z No. of bitstreams: 1 SinaraSantAnnaCelistreTese2015.pdf: 3594630 bytes, checksum: 00ca097007efc543cb2426092f13169a (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-11T11:47:40Z (GMT) No. of bitstreams: 1 SinaraSantAnnaCelistreTese2015.pdf: 3594630 bytes, checksum: 00ca097007efc543cb2426092f13169a (MD5) / Made available in DSpace on 2017-04-11T11:47:40Z (GMT). No. of bitstreams: 1 SinaraSantAnnaCelistreTese2015.pdf: 3594630 bytes, checksum: 00ca097007efc543cb2426092f13169a (MD5) Previous issue date: 2015-11-20 / In the Brazilian education scnario, Technical and Vocational Education and Training (TVET) has made an effective contribution towards the entrance of new generations in the labor market. Accordingly, investing in the further qualification of teachers working in that field is a strategy that will enable education to achieve its goals. That fact has aroused questioning of the effectiveness of graduate specialization courses dedicated to the in-service, further qualification of teachers. To answer the question this research set out to assess the limits and possibilities of such a program for teachers in that field and the effects of the program on their teaching practices. The case study method of investigation was adopted because it allows for an understanding of the more complex social phenomena. Participants included teachers, students, and pedagogical coordinators of a private education institution. The study conclusions were that: rather than just learning more about teaching methods and techniques, TVET teachers need to appropriate components that are essential to provide them with an understanding of the complexity of the educator???s task. Although teaching and learning are distinct from one another, when teaching does not lead to learning, it becomes an innocuous act; lifelong learning and qualification is a bid to decipher theory in order to organize and support it, reformulate it and, if necessary, refute it, dislodging the usual perceptions of education; and, an educational process that fails to ensure that the teacher has the components needed to bring about change autonomously and securely is necessarily flawed in its intent and results; much of what teachers do and achieve stems from what they believe in individually. Thus, understanding should be followed by acceptance because the mere mechanical repetition of practices generates mistaken interpretations. In-service evaluation of teachers in their normal classroom activities is indispensable for the purpose of following up on the results of educative actions which should lead to better teaching and increased learning on the part of students. When it disseminates innovations to its students, the institution must realize that, even though they have undergone the same educational process, they will have different perceptions individually and take different lengths of time to put into practice, or not, the proposed changes. Pedagogical theory and practice form an inseparable unit that should be the nucleus that structures the teacher???s education; the school and its web should be the object of study in order to achieve an understanding of the real needs of those that actually materialize the educational actions. The considerable distance between educational reform proposals and their effective materialization suggests that there is a problem associated to the illusory nature of some projects designed bring about changes. At the same time as the teachers??? reflective capacity is being expanded, it is essential to think through the qualifying process they undergo, taking as the starting point, the practical demands, that is, the real circumstances lived out in social contexts and in the organizations where teaching takes place. Educational proposals must be supported on the basis of a systemic vision taking into account the connections that exist between knowledge and know how. The decisive elements that actually brought about changes in the discourse and practices of TEVT teachers that took part in the graduate specialization course were the establishment of the relations between the knowledge acquired and the reality of the daily round of their teaching activity, and the existence of the will to bring about change in concepts and behaviors and of a propitious environment for change. / No cen??rio educacional brasileiro, a educa????o profissional tem contribu??do efetivamente para que as novas gera????es ingressem no mundo do trabalho. Assim, investir no desenvolvimento dos professores que atuam nesse campo ?? uma das estrat??gias para que a educa????o alcance seus prop??sitos. Esta realidade provocou indaga????es quanto ?? efetividade de um curso de p??s-gradua????o, de especializa????o, na forma????o continuada de professores. Para respond??-las, esta pesquisa objetivou avaliar limites e possibilidades de um programa de forma????o continuada de professores da educa????o profissional, bem como seus efeitos na sua pr??tica pedag??gica. O estudo de caso, por permitir a compreens??o de fen??menos sociais com maior n??vel de complexidade, foi o m??todo de investiga????o adotado. Participaram da pesquisa professores, alunos e coordenadores pedag??gicos de uma institui????o educacional privada. O estudo conduziu ??s seguintes conclus??es: mais do que aprender m??todos e t??cnicas de ensino, o professor precisa apropriar-se de componentes essenciais ?? compreens??o da complexidade da tarefa educativa; ensino e aprendizagem s??o processos distintos, por??m, quando o ato de ensinar n??o resulta em aprendizagem, ?? uma a????o in??cua; a forma????o continuada visa decifrar a teoria, a fim de organiz??-la, ampar??-la, reformul??-la e, se necess??rio, refut??-la, desacomodando percep????es usuais de educa????o; uma forma????o que n??o garante ao professor componentes necess??rios para que efetue mudan??as com autonomia e seguran??a demonstra fragilidade em seus prop??sitos e resultados. Grande parte daquilo que o professor realiza ?? decorrente do que acredita. Assim, o entendimento deve vir seguido da concord??ncia, pois a repeti????o mec??nica de pr??ticas gera interpreta????es equivocadas. A avalia????o da a????o docente no cotidiano da sala de aula ?? imprescind??vel ao acompanhamento dos resultados das a????es formativas, que devem ser revertidos em um ensino melhor e no incremento da aprendizagem dos alunos. Ao difundir inova????es entre professores, a institui????o deve compreender que ainda que realizem a mesma forma????o, ter??o percep????es e tempos distintos para colocar em pr??tica, ou n??o, as mudan??as propostas. A teoria e a pr??tica pedag??gica comp??em uma unidade indissoci??vel, que deve ser o n??cleo estruturante da forma????o do professor; a escola e a sua teia de rela????es devem ser objeto de estudo para que se compreendam as reais necessidades daqueles que concretizam as a????es educativas. Distanciamentos expressivos entre propostas de reformas educacionais e sua efetiva concretiza????o sugerem um problema associado ao car??ter ilus??rio de alguns projetos de mudan??a; simultaneamente ?? amplia????o da capacidade reflexiva do professor, ?? necess??rio pensar o seu processo formativo tomando como ponto de partida as demandas da pr??tica, as quais s??o concebidas como circunst??ncias reais, vividas nos contextos sociais e organizacionais onde acontece o ensino; as propostas formativas devem respaldar-se em uma vis??o sist??mica de educa????o, considerando as conex??es existentes entre o saber e o saber fazer. As mudan??as que se efetuaram a partir da participa????o no programa de forma????o continuada, seja no discurso seja na pr??tica docente, tiveram como elementos decisivos o estabelecimento de rela????es entre os conhecimentos adquiridos e o cotidiano da pr??tica docente, a vontade de mudar concep????es e comportamentos e um ambiente favor??vel ?? mudan??a.

Made available in DSpace on 2015-04-14T13:22:19Z (GMT). No. of bitstreams: 1 456495.pdf: 229205 bytes, checksum: 1bfa9d6b264af7d84663185772acc5ea (MD5) Previous issue date: 2014-01-14 / The objective of this study is to investigate the different practices of research in Social Psychology in Rio Grande do Sul in today s scenario and according to the publication policies in periodicals established by the Improvement Coordination of Higher Education Personnel (known as CAPES). The dissertation comprises two studies: the first seeks to problematize the discourse of neutral and objective scientific development and its effects in the construction of the contemporary Brazilian academic knowledge through the writing of an essay supported by social constructionism. Assuming that scientific development is the result of a social construction and thus is not only a fact but a fact full of value that reflects a worldview, evidencing an ideology and revealing the marks of the historical context in which it inserts itself. Therefore, addressing practices such as: the technicality of scientific language, the corporatization of the academy and of many intellectuals who base their practices according to a capitalist logic; academic productivism and the consequent curriculum management, as well as the phenomenon of academic internationalization. Marked by such practices, the dominant discourse associated with scientific development may have as result the academic practices which consist notions of science and scientific criteria supported by the perspectives of neutrality and objectivity, which implies a process of naturalization. The second part discusses the epistemological diversity and scientific criteria presented in publications in journals (2009-2012) in the area of Social Psychology. To formulate this argument, a desk research was conducted associating the publications of research professors of post-graduate programs established in Rio Grande do Sul with Qualis periodicals classifications formulated by the CAPES Program. Thus, this study seeks to contribute to discussions about the social processes that provide epistemological protagonisms. Therefore, throughout this paper we show how the policies can provide homogeneous Qualis scientific criteria which, especially in Social Psychology, provide greater visibility to epistemologies that favor the construction of patterns and a priori expectations for social behavior. / O objetivo deste trabalho ? investigar as diferentes pr?ticas de pesquisa em Psicologia Social no Rio Grande do Sul, no atual cen?rio da P?s-Gradua??o nacional e segundo as pol?ticas de publica??o em peri?dicos institu?das pela Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES). A disserta??o contempla dois estudos: no primeiro busca-se problematizar o discurso do desenvolvimento cient?fico neutro e objetivo e seus efeitos na constru??o do conhecimento acad?mico brasileiro contempor?neo, atrav?s da escrita de um ensaio e com apoio no construcionismo social. Parte-se do pressuposto de que o desenvolvimento cient?fico ? fruto de uma constru??o social e, logo, n?o ? s? um fato, mas um fato carregado de valor que reflete uma vis?o de mundo, evidencia uma ideologia e revela as marcas do contexto hist?rico no qual se inscreve. Dessa forma, abordamos pr?ticas tais como: o tecnicismo da linguagem cient?fica; a empresarializa??o da academia e de muitos intelectuais que pautam suas pr?ticas segundo uma l?gica capitalista; o produtivismo acad?mico e o conseq?ente gerenciamento de curr?culos; bem como o fen?meno da internacionaliza??o acad?mica. Marcado por essas pr?ticas, o discurso predominante associado ao desenvolvimento cient?fico pode ter como efeito pr?ticas acad?micas que comp?em no??es de ci?ncia e crit?rios de cientificidade amparados nas perspectivas da neutralidade e da objetividade, o que implica em processos de naturaliza??o. O segundo estudo discute a diversidade epistemol?gica e os crit?rios de cientificidade presentes nas publica??es em peri?dicos (2009-2012), na ?rea de Psicologia Social. Para fazer essa discuss?o, realizamos uma pesquisa documental que associa as publica??es de professores-pesquisadores de Programas de P?s-Gradua??o institu?dos no Rio Grande do Sul com as classifica??es Qualis peri?dicos formulada pela CAPES. Desse modo buscamos contribuir com as discuss?es sobre os processos sociais que propiciam os protagonismos epistemol?gicos. Logo, ao longo deste trabalho mostramos como as pol?ticas Qualis podem propiciar crit?rios homog?neos de cientificidade e que, especialmente em Psicologia Social, conferem maior visibilidade a epistemologias que favorecem a constru??o de padr?es e expectativas a priori para o comportamento social.

Made available in DSpace on 2014-12-17T15:46:27Z (GMT). No. of bitstreams: 1 MariaLS_DISSERT.pdf: 3226194 bytes, checksum: 9dee30dde1674df8a94a8c2eb1a99501 (MD5) Previous issue date: 2012-12-27 / A disserta??o versa sobre a Pol?tica de Assist?ncia Estudantil e o processo de luta pela democratiza??o do acesso ? universidade, no contexto de expans?o do ensino superior em tempos de crise estrutural do capital. Apresenta como unidade de an?lise as particularidades da p?s-gradua??o em Servi?o Social da UFRN e tem como objetivo principal apreender e analisar as condi??es de perman?ncia disponibilizadas pela UFRN aos discentes de p?s-gradua??o no contexto de expans?o do Ensino Superior. O percurso te?rico-metodol?gico de an?lise adotado na pesquisa se fundamentou numa perspectiva cr?tica do objeto de estudo a partir de uma concep??o de totalidade, que pressup?e apreender as determina??es socioecon?micas e pol?ticas que incidem sobre a pol?tica de ensino superior e as condi??es de vida dos discentes do Programa de P?s-Gradua??o em Servi?o Social (PPGSS). As an?lises fundamentaram-se em pesquisa bibliogr?fica como base te?rico-metodol?gica da investiga??o, articulada com as reflex?es que resultaram dos dados emp?ricos da pesquisa de campo na perspectiva de apreens?o do objeto, em sua densidade hist?rica e num quadro de m?ltiplas determina??es. Do ponto de vista metodol?gico foram entrevistados 26 discentes e realizada an?lise documental referentes a leis e documentos da pol?tica educacional em n?vel federal e dos organismos internacionais. A luta por amplia??o do acesso ? universidade est? na agenda dos movimentos sociais no ?mbito da educa??o, no entanto na conjuntura dos governos de Luis In?cio Lula da Silva (2003 a 2010) e Dilma Rousseff (2011 a 2012) a tend?ncia tem sido seguir as orienta??es dos organismos internacionais e promover expans?o de vagas sem assegurar estrat?gias de perman?ncia compat?veis com as exig?ncias de excel?ncia acad?mica postas, por exemplo, na p?s-gradua??o. Discentes entrevistados acessam o ensino superior e os cursos de p?s-gradua??o e vivenciam dificuldades di?rias para atender com qualidade ?s exig?ncias acad?micas em face de suas condi??es materiais de vida e de trabalho e dos limites da pol?tica de assist?ncia estudantil que tem um perfil de programas e a??es localizadas

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-11-06T19:09:18Z No. of bitstreams: 1 AlbertoSegundoSpinolaDaHora_DISSERT.pdf: 1386339 bytes, checksum: 65555b4ae8f4bc61d7991b11d9f4dedd (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-11-18T00:48:51Z (GMT) No. of bitstreams: 1 AlbertoSegundoSpinolaDaHora_DISSERT.pdf: 1386339 bytes, checksum: 65555b4ae8f4bc61d7991b11d9f4dedd (MD5) / Made available in DSpace on 2017-11-18T00:48:51Z (GMT). No. of bitstreams: 1 AlbertoSegundoSpinolaDaHora_DISSERT.pdf: 1386339 bytes, checksum: 65555b4ae8f4bc61d7991b11d9f4dedd (MD5) Previous issue date: 2016-12-02 / Reconhecendo a import?ncia dos cursos de p?s-gradua??o lato sensu na forma??o dos profissionais de n?vel superior do pa?s, cujas exig?ncias tendem a crescer, demandando um aperfei?oamento constante, o presente trabalho se prop?e a desenvolver indicadores para avaliar qualidade e efici?ncia na gest?o dos cursos de especializa??o da Universidade Federal do Rio Grande do Norte. Atrav?s de um estudo te?rico baseado, principalmente, no Paradigma Multidimensional da Administra??o da Educa??o, proposto por SANDER, foi desenvolvida uma pesquisa de abordagem mista, partindo do levantamento de informa??es sobre os cursos de p?s-gradua??o lato sensu, junto a Coordenadores e Vice-Coordenadores, dirigentes, docentes e discentes, al?m da an?lise das caracter?sticas formais desses cursos. Foram alvo dessa pesquisa os cursos presenciais, autofinanciados, no per?odo de 2011 a 2015 (vig?ncia da Resolu??o n? 028/2011 do Conselho de Administra??o da UFRN), a partir da vis?o dos participantes. Como resultado, foram apontados indicadores, juntamente com a proposta de compor uma avalia??o da qualidade na gest?o dos cursos de especializa??o da UFRN, considerando crit?rios como efici?ncia, efic?cia, efetividade e relev?ncia. / Recognizing the importance of the lato sensu postgraduate courses to the formation of the higher education professionals in the country, whose requirements tend to grow, demanding a constant improvement, the present work intends to develop indicators to evaluate quality and efficiency in the management of the specialization courses at the Federal University of Rio Grande do Norte (UFRN). Through a theoretical study based, primarily, on the Multidimensional Paradigm of the Educational Administration, proposed by SANDER, a mixed methods research has been developed, starting from the survey of information from lato sensu postgraduate courses, with the Coordinators and Vice-Coordinators, board members, teachers and learners, in addition to the analysis of the formal characteristics of these courses. The self-financed on-site courses were subjected to this research, from 2011 to 2015 (during the term of the Resolution n? 028/2011 of the Administrative Council of the UFRN), starting from the point of view of its participants. As result, indicators were pointed to compose a quality assessment of the management of specialization courses at UFRN, considering criteria such as efficiency, efficacy, effectiveness and relevance.

Made available in DSpace on 2014-12-17T14:53:01Z (GMT). No. of bitstreams: 1 IlaydianyCOS_DISSERT_Da capa_ate_pag59.pdf: 4673170 bytes, checksum: dbe43ebf6a44ca19e60bb796975a2fa6 (MD5) Previous issue date: 2011-05-20 / This study aims to identify, through the application of webometric indicators, which Post-Graduate Courses in Engineering recommended by the Coordination of Improvement of Higher Personnel Education (CAPES) in Brazil stand out in the web space, in relation to the communication process and dissemination of scientific information in the academic environment. For this, we analyzed the structures content of the sites, the use, through the conduct of investigations and searches, the quality of information available, as well as the structure of existent hypertexts in the sites of this universe of search. The tools and methodologies adopted for this study are: search engines (Google, Yahoo), Mapper software (Xenu Link Sleuth) and analysis software and visualization of networks (and Ucinet6 NetDraw). Webometric indicators are also used, such as size of the web sites, visibility, web impact factor, brightness and density of the network. These instruments provide a brief analysis and evaluation for this webometric study. Therefore, from the incursion of the literature used, it appears that there are many advantages of using this type of metric study in the so called Information Society. The obtained results could identify which postgraduate courses in engineering has a better availability of their information on the Web, as well to define which of these courses stands out in relation to the use of their information, which has been outstanding in respect to its impact factor and which offers a greater number of links that serve as a source of information for its users, contributing, in its turn, with the navigability of the same network. In summary, it is asserted that the webometric study presents promising results, which are able to achieve the proposed objectives, as well as identify the factors that contribute significantly to the good visualization of these sites in the network, thus helping the spread of information and scientific communication through the use of the Web. / Objetiva-se identificar, atrav?s da aplica??o de indicadores webom?tricos, quais Programas de P?s-Gradua??o (PPG s) em Engenharias recomendados pela Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) no Brasil se destacam no espa?o web, em rela??o ao processo de comunica??o e dissemina??o de informa??es cient?ficas ao meio acad?mico. Para tanto, ser?o analisadas as estruturas de conte?do dos sites, o uso, atrav?s do comportamento de pesquisas e buscas, a qualidade das informa??es disponibilizadas, bem como a estrutura dos hipertextos existentes nos sites desse universo de pesquisa. As ferramentas e os procedimentos metodol?gicos adotados para esse estudo s?o: motores de busca (Google, Yahoo), software mapeador (Xenu Link Sleuth) e software de an?lise e visualiza??o de redes (Ucinet6 e NetDraw). Tamb?m s?o utilizados indicadores webom?tricos, como: tamanho dos sites web, visibilidade, fator de impacto web, luminosidade e densidade da rede. Estes instrumentos permitem uma an?lise sucinta e avaliativa para esse estudo webom?trico. Portanto, a partir da incurs?o da literatura realizada, depreende-se que s?o muitas as vantagens do uso desse tipo de estudo m?trico na denominada Sociedade da Informa??o. Os resultados obtidos nesse estudo foram capazes de identificar quais Programas de p?s-gradua??o em engenharias possuem uma melhor disponibiliza??o de suas informa??es na Web, como tamb?m definir qual destes programas destaca-se em rela??o ao uso de suas informa??es, quais tem se sobressa?do no tocante ao fator de impacto dos mesmos e quais oferecem uma maior quantidade de links que servem como fonte de informa??o para seus usu?rios, contribuindo, por sua vez, com a navegabilidade dos mesmos na rede. Em suma, assevera-se que o estudo webom?trico realizado, apresenta resultados bastante promissores, capazes de alcan?ar os objetivos propostos, bem como, identificar os fatores que contribuem significativamente para a boa visualiza??o desses sites na rede, colaborando assim com a dissemina??o de informa??es e comunica??o cient?fica atrav?s do uso da Web

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-02-15T14:44:04Z No. of bitstreams: 1 TelmaElitaDaSilva_DISSERT.pdf: 1976811 bytes, checksum: e6985750f6c657864020ee3c864ed44e (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-02-20T23:11:16Z (GMT) No. of bitstreams: 1 TelmaElitaDaSilva_DISSERT.pdf: 1976811 bytes, checksum: e6985750f6c657864020ee3c864ed44e (MD5) / Made available in DSpace on 2018-02-20T23:11:16Z (GMT). No. of bitstreams: 1 TelmaElitaDaSilva_DISSERT.pdf: 1976811 bytes, checksum: e6985750f6c657864020ee3c864ed44e (MD5) Previous issue date: 2017-12-01 / Considerando a import?ncia do processo de orienta??o acad?mica para a melhoria dos resultados alcan?ados pelos cursos de gradua??o presenciais na UFRN, buscou-se analisar como se d?o as pr?ticas de orienta??o acad?mica no CCSA/UFRN em rela??o ao prescrito para esse processo na UFRN. Para tanto, entrevistamos sete coordenadores de curso e nove orientadores acad?micos, representando assim, todos os cursos de gradua??o presenciais do CCSA. O tratamento das informa??es foi realizado por meio da an?lise de conte?do de Bardin (2011) e pelo Software IRaMuTeQ. A an?lise de conte?do revelou as categorias: Doc?ncia Universit?ria / Orienta??o Acad?mica / Gest?o Acad?mica. E o IRaMuTeQ identificou tr?s classes: Agentes da Orienta??o Acad?mica / Funcionamento da Orienta??o Acad?mica / O Papel do Docente Universit?rio. Tais categorias e classes revelaram a rela??o entre o que est? prescrito e o que ? praticado na orienta??o acad?mica nos Cursos de Gradua??o Presenciais do CCSA/UFRN. O que permitiu concluir que: a orienta??o acad?mica ? um processo hist?rico institu?do desde 1975 pela Resolu??o 110/75-CONSEPE, de 19 de setembro de 1975, contrariando, assim, o pressuposto institucional de sua inexist?ncia, revelada pelo documento ?Indicadores Acad?micos da Expans?o na UFRN ? An?lise e Encaminhamentos?; a exist?ncia de um movimento identit?rio entre o que ? o fazer do docente universit?rio prescrito na norma e as exig?ncias para atuar no ensino superior no cen?rio atual; bem como, a exist?ncia de elementos de planejamento que podem ser somados ?s sugest?es dos participantes para a constru??o de a??es de interven??o para melhorias dos cursos, o que configura esse trabalho como uma disserta??o diagn?stica. / Considering the importance of academic advising process on the improvement of the results achieved by undergraduate courses at UFRN, it was sought to analyse academic advising practices as they actually happen at CCSA/UFRN in comparison to what was prescribed for this process in UFRN regulation. In order to do so, we interviewed seven course coordinators and nine academic advisors, representing, thus, all CCSA presential undergraduate courses. The information treatment was performed through the content analysis of Bardin (2011) and the IRaMuTeQ Software. Content analysis revealed the categories: University Teaching / Academic Advising / Academic Management. And IRaMuTeQ identified three classes: Academic Advising Agents / Academic Advising Operation / The Role of University Teachers. These categories and classes revealed the relationship between what is prescribed and what is practiced in the academic advising in the CCSA / UFRN presential undergraduate courses. This led to the conclusion that: academic advising is a historical process established since 1975 by Resolu??o 110/75-CONSEPE [a resolution by UFRN legislative body] of 19 of September 1975, contradicting so the institutional presupposition of its non-existence, revealed by the document "Indicadores Acad?micos da Expans?o na UFRN ? An?lise e Encaminhamentos". Also that there is an identity movement between the role of the university professor prescribed in the norm and the requirements to act in higher education in the current scenario. As well as, there are planning elements that might be added to the participants? suggestions for elaboration of intervention actions for courses improvement, which configures this work as a diagnostic dissertation.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-07-04T14:11:57Z No. of bitstreams: 1 JussaraLisboaViana_DISSERT.pdf: 2562225 bytes, checksum: ba61dbcba9e4968a48c542a640f52b12 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-07-14T11:10:36Z (GMT) No. of bitstreams: 1 JussaraLisboaViana_DISSERT.pdf: 2562225 bytes, checksum: ba61dbcba9e4968a48c542a640f52b12 (MD5) / Made available in DSpace on 2017-07-14T11:10:36Z (GMT). No. of bitstreams: 1 JussaraLisboaViana_DISSERT.pdf: 2562225 bytes, checksum: ba61dbcba9e4968a48c542a640f52b12 (MD5) Previous issue date: 2017-04-20 / Os debates no campo da Sa?de Coletiva produziram argumentos de que o SUS precisava de um novo ator estrat?gico para impulsionar as mudan?as n?o alcan?adas durante a Reforma Sanit?ria, j? que apenas a forma??o p?s-graduada na ?rea para a pr?tica de sanitaristas n?o era suficiente. Nesse sentido, foram criados os Cursos de Gradua??o em Sa?de Coletiva. Na Universidade Federal do Rio Grande do Norte (UFRN), esse curso ? denominado de Gest?o em Sistemas e Servi?os de Sa?de (GSSS). Esta pesquisa tem o objetivo de analisar como se d? a inser??o (espa?o, tempo e condicionantes) e a atua??o profissionais dos egressos do Curso de GSSS da UFRN, mais especificamente: identificar limites, potencialidades e estrat?gias na inser??o profissional dos egressos; identificar as atividades desenvolvidas pelos egressos no trabalho; analisar os desafios para os egressos no mundo do trabalho; analisar os condicionantes da forma??o desse Curso na inser??o e atua??o profissionais; e conhecer a vis?o das coordenadoras sobre a cria??o e forma??o do Curso de GSSS. O estudo se vincula ? no??o de pesquisadores implicados e ? reflexividade como corrente de pensamento da pesquisa. A produ??o dos dados ocorreu pela t?cnica de Grupo Focal e entrevista individual com roteiro semiestruturado, ambas realizadas com egressos concluintes do Curso nos per?odos de 2012.2, 2013.2 e 2014.2, sendo que tamb?m foram entrevistadas coordenadoras do referido Curso. Quanto ? inser??o, os desafios foram categorizados em: remunera??o; reconhecimento da profiss?o em Sa?de Coletiva; identidade profissional; e interfer?ncias pol?ticas. J? as potencialidades foram categorizadas em: forma??o; n?cleo de saber e pr?tica da Sa?de Coletiva; e o cen?rio da Secretaria Municipal de Sa?de do Natal; e as estrat?gias para inser??o s?o a??es de car?ter coletivo e individual que visam divulgar o Curso e seu profissional, bem como avan?ar na constru??o de uma nova profiss?o. Sobre a atua??o profissional, s?o descritas as atividades desenvolvidas no trabalho pelos egressos, estas est?o associadas ? linha de forma??o de Planejamento, Gest?o e Avalia??o em Sa?de. Essas atividades profissionais refor?am a ideia do Curso de GSSS em formar Gestores da Sa?de para atuarem nos servi?os e sistemas de sa?de. No entanto, consideramos que a atua??o de um generalista em Sa?de Coletiva ir? al?m dessa ?rea de atua??o. Os desafios na atua??o profissional dos novos sanitaristas aparecem como de car?ter estrutural do mundo do trabalho de outras profiss?es e foram categorizados em: rela??es de poder, cultura institucional e v?nculo empregat?cio, tais desafios influenciam na sa?de mental dos trabalhadores. Com rela??o ? influ?ncia da forma??o na inser??o profissional, destaca-se o Est?gio Curricular, visto que o aluno amplia seu conhecimento e d? visibilidade profissional a si pelo v?nculo com os demais profissionais. Ainda mais, os egressos trazem suas cr?ticas positivas e negativas da forma??o que influenciaram na atua??o profissional. Pela forma??o e pela atua??o profissional, os egressos do Curso de Sa?de Coletiva s?o novos sanitaristas com identidade diferenciada dos sanitaristas p?s-graduados oriundos de outras gradua??es. / The debates in the field of Public Health have claimed that SUS required a new strategic player to boost the changes not reached during the Sanitary Reform, since only the graduate training in the field for the practice of Public Health professionals was not enough. Accordingly, the Undergraduate Courses in Public Health were established. At the Federal University of Rio Grande do Norte (UFRN), this course is called Management in Health Systems and Services (GSSS, as per its acronym in Portuguese). This research is intended to analyze how the insertion (space, time and conditioning factors) and professional performance of newly-trained professionals from the GSSS Course at UFRN happen, more specifically: to identify limits, potentialities and strategies in the professional insertion of newly-trained professionals; to identify the activities developed by newly-trained professionals at work; to analyze the challenges for newly-trained professionals in the job market; to analyze the conditioning factors of this Course in the professional insertion and performance; and to know the viewpoint of coordinators about the establishment and training of the GSSS Course. This study is linked to the notion of researchers involved and to the reflexivity as a line of thought of research. The production of data took place through the Focal Group technique and individual interviews with a semi-structured script, both of which were conducted with newly-trained professionals of the Course in the periods of 2012.2, 2013.2 and 2014.2, being that coordinators of the aforementioned Course were also interviewed. Regarding the insertion, the challenges were categorized in: wage; recognition of the profession in Public Health; professional identity and political interference. Concerning the potentialities, they were categorized in: training; core of knowledge and practice of Public Health; and the scenario of the Municipal Health Department of Natal; and the strategies for insertion are actions of a collective and individual nature aimed at disseminating the Course and its professional, besides advancing in the construction of a new profession. As for the professional performance, the activities developed at work by the newly-trained professionals are described, which are associated with the training line of Planning, Management and Assessment in Health. These professional activities enhance the idea of the GSSS Course as it concerns the training of Health Managers to deal with health services and systems. Nevertheless, one can consider that the performance of a generalist in Public Health will go beyond this field of operation. The challenges for the professional performance of new Public Health professionals are displayed with a structural nature in the job market of other professions, and they were categorized in: power relations, institutional culture and employment bond, which are challenges that influence the mental health of workers. Regarding the influence of the training in the professional insertion, one can highlight the Curricular Internship, because the student expands his knowledge and gives professional visibility to himself by the bond with the other professionals. Furthermore, the newly-trained professionals bring their positive and negative criticism of the training that influenced their professional performance. Due to the training and professional performance, the newly-trained professionals of the Undergraduate Course in Public Health are new Public Health professionals with a differentiated identity in relation to the Public Health professionals graduated in Public Health and coming from other undergraduate courses.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-01-09T13:35:45Z No. of bitstreams: 1 2016 - Ana Paula Medeiros Bauer.pdf: 1626047 bytes, checksum: 63432da2d09c13103cf61cceebe5a7fa (MD5) / Made available in DSpace on 2017-01-09T13:35:45Z (GMT). No. of bitstreams: 1 2016 - Ana Paula Medeiros Bauer.pdf: 1626047 bytes, checksum: 63432da2d09c13103cf61cceebe5a7fa (MD5) Previous issue date: 2016-04-06 / Funda??o Carlos Chagas Filho de Amparo ? Pesquisa do Estado do RJ - FAPERJ / The postgraduate education field in Brazil has gone through several changes over time, mainly related to its evaluation system. Such a system was implemented in 1976 original form and function was to develop education and research in the country. The first evaluation was mainly a result of the proposed development in each particular program (CAPES, 2014 s / p). The last major change in the system occurred in 1998, when it was deployed Qualis Ranking (VI PGNP, 2010), a stratification system that classifies vehicles disclosure of intellectual production (CAPES, 2004 s / p). Thus, the evaluation shall be taken from the analysis of the quality of the disclosure vehicles, or work quality is considered accepted if a vehicle which has good score QUALIS system. Thus, educational organizations tend to require their professors / researchers more production items to convert them into publication, aiming to win dominant positions on the field. In this sense, the logic of productivity is within the field of the country graduate governed by the excessive production of articles to achieve maximum points. These changes now reach the field of teaching in graduate management in the state of Rio de Janeiro, an area where are concentrated the main field programs. It seems possible to say that this marked change in the evaluation system led to a restructuring of the field, where the agents begin to modify their practices to suit the evaluation and gain more power. Thus, the objective of the study is to understand how the logic of productivity influenced the power struggles among organizations that make up the administration in post-graduate course in the state of Rio de Janeiro, from the theoretical perspectives of Bourdieu. The author sees the field as a force interactions of space between the officers with a particular type of capital among the different existing types, to conquer the field domain. / O campo de p?s-gradua??o no Brasil passou por diversas mudan?as ao longo do tempo, principalmente relacionadas ao seu sistema de avalia??o. Tal sistema foi implantado em 1976 de forma inicial, e tinha como fun??o desenvolver a educa??o e a pesquisa no pa?s. A primeira avalia??o teve como principal resultado a proposta de evolu??o de cada programa em particular (CAPES, 2014, s/p). A ?ltima grande mudan?a no sistema ocorreu em 1998, quando foi implantado o Ranking Qualis (VI PNPG, 2010), um sistema de estratifica??o que classifica os ve?culos de divulga??o da produ??o intelectual (CAPES, 2004,s/p). Sendo assim, a avalia??o passa a ser feita a partir da an?lise da qualidade dos ve?culos de divulga??o, ou seja, o trabalho ? considerado de qualidade se for aceito em um ve?culo que possui boa pontua??o no sistema Qualis. Com isso, as organiza??es educacionais tendem a exigir de seus professores/pesquisadores mais produ??o de artigos para convert?-los em publica??o, almejando conquistar posi??es dominantes no campo. Nesse sentido, a l?gica produtivista se insere no campo da p?s-gradua??o do pa?s, regida pela a produ??o excessiva de artigos para alcan?ar o m?ximo de pontos. Essas mudan?as atingem hoje o campo do ensino da p?s-gradua??o em administra??o no estado do Rio de Janeiro, ?rea onde o est?o concentrados os principais programas do campo. Parece ser poss?vel afirmar que essa marcante mudan?a no sistema de avalia??o provocou uma reestrutura??o do campo, onde os agentes come?am a modificar suas pr?ticas para se adequar a avalia??o e ganhar mais poder. Dessa forma, o objetivo do estudo ? compreender como a l?gica produtivista influenciou as disputas de poder entre as organiza??es que comp?em o campo de p?s-gradua??o em administra??o no estado do Rio de Janeiro, a partir das perspectivas te?ricas de Bourdieu. O autor percebe o campo como um espa?o de intera??es de for?as entre os agentes dotados de um determinado tipo de capital, dentre os diferentes tipos existentes, para conquistarem o dom?nio do campo.