Magister Bibliothecologiae - MBibl / The purpose of this research is to investigate the effectiveness of an Information Literacy intervention administered to first year Faculty of Business students at Rosebank College Cape Town. The exponential nature of information has led to students having access to abundant information which often comes unfiltered. This requires them to be in possession of life long competencies to find and apply this information to solve problems. Recent shifts in pedagogy and curricula have also precipitated the importance of independent learners who are capable of constructing their own knowledge. Student centred methods of teaching employed in tertiary institutions such as, problem based learning, evidence based learning and inquiry learning have necessitated the importance of Information Literacy training towards the development of independent learners. The study assesses the baseline incoming skills of the Faculty of Business students. Two intervention workshops are conducted for the experimental cohort and a post-test is administered. After the post-test the results of the control and experimental group are compared. The study uses the Association of College and Research Libraries (ACRL) Information Literacy Standards for higher education as a theoretical foundation. The standards are applied as benchmarks when assessing the Information Literacy competencies. The study explores the following research questions • Are the Information Literacy interventions administered to the first year business faculty students effective and do they meet the proposed outcomes? • What are the existing Information Literacy competencies of the incoming students in the Faculty of Business? • How should Information Literacy programmes be delivered? • Are the ACRL standards a reliable tool to assess Information Literacy skills and the effectiveness of the interventions administered? The study found out that offering Information Literacy interventions would result in students accumulating these skills. This is supported by the difference in scores between the control group and the experimental cohort. However it must be noted that Information Literacy training is not an event but rather an on-going process.

O presente trabalho caracteriza-se como um Estudo de Caso, com o objetivo de compreender a prática docente de professores-pesquisadores do Instituto de Física de São Carlos, da Universidade de São Paulo. Foi utilizada a abordagem qualitativa de pesquisa educacional. Foram observadas as aulas ministradas no segundo semestre de 1994 de quatro professores, em disciplinas do Bacharelado e da Licenciatura, bem como realizadas duas entrevistas estruturadas com cada um deles. O elemento norteador na seleção dos professores foi a preocupação demonstrada também com o ensino, num ambiente profissional caracterizado pela projeção nacional e internacional na pesquisa em Física Teórica e Experimental. A análise dos dados foi realizada a partir de nove categorias criadas para essa finalidade e que englobam os principais aspectos da dinâmica de sala de aula. São as seguintes categorias: Planejamento, Execução, Docência, Interação, Avaliação, Binômio Ensino/Pesquisa, Características dos Professores, Experiências Anteriores e Dimensão Pessoal/Profissional. Nas conclusões buscou-se oferecer subsídios para futuros encaminhamentos quanto à formação continuada de professores de Física e de áreas correlatas, no ensino superior. Enfatizou-se a prática reflexiva por meio da tomada de consciência, direcionada ao processo de ensino e de aprendizagem. / The present work aims to understand the teaching practice at graduate level used by Physics teacher-researchers. It is a Case Study on four teachers who carry out activities in teacher education and in bachelorship at the Physics Institute of São Carlos - USP. The choice of teachers was based in the evidence that their actuation also denotes preoccupation with the teaching practice in a professional environment which is characterised by the national and international projections in research on Theoretical and Experimental Physics. The qualitative approach in educational research was used. Two interviews were effectuated with each one of the four teachers and observation of their lessons throughout the second semester of 1994 was carried out. The data analysis was carried out from nine categories that were created for this purpose and which embody the main aspects found in the classroom. The conclusions aim to offer subsidies for future applications concerning the continued education of Physics teachers and teachers from proximal fields. The reflective practice and awareness directed to the learning and teaching processes are emphasised.

Orientador: / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-17T07:46:33Z (GMT). No. of bitstreams: 1 Vieira_MariaLourdes_D.pdf: 3047899 bytes, checksum: d8ad2f8e92a0461243c376b13af3a1f4 (MD5) Previous issue date: 2010 / Resumo: Esta pesquisa se insere no contexto da Pedagogia Universitária e centra-se no processo de avaliação da aprendizagem utilizado por professores universitários que optaram pelo Portfólio como recurso mediador da aprendizagem dos estudantes. Busca compreender como estes atores elegem tal recurso e como entendem e avaliam o percurso de aprendizagem dos alunos. A indissociabilidade do ato de ensinar, aprender e avaliar é tomada como referência para o entendimento destas opções. Para a compreensão dessa realidade buscamos apoio na abordagem qualitativa e os recursos utilizados para o recolhimento dos dados foram entrevistas semiestruturadas com professores atuantes em diferentes cursos de graduação de diferentes instituições do ensino superior, entendendo-os sensibilizados com a mudança paradigmática no campo da formação universitária e que na prática tentam implementar o Portfólio. A análise documental de Planos de Ensino e de Portfólios dos alunos cedidos pelos participantes complementa a coleta de dados empíricos e o diálogo com estudiosos da pedagogia universitária sobre a percepção das potências e limites deste recurso avaliativo promove a aproximação entre a teoria e prática. O conjunto dos registros realizados e o confronto dos dados obtidos propiciaram uma percepção geral do processo de aprendizagem vivido, desvelando como a avaliação foi construída, as estratégias usadas para ensinar e aprender por meio do Portfólio, as contradições da implementação e a disposição dos professores para extrair do processo as contribuições de cunho reflexivo. Os dados obtidos nos remetem a um amplo questionamento quanto às inovações no campo da avaliação da aprendizagem universitária que não se esgota na proposição de novos instrumentos ou em formas procedimentais de registros dos avanços dos estudantes. Reconhece a contribuição do Portfólio na promoção de novos processos relacionais entre professor e alunos que como seres interativos e aprendentes se constituem culturalmente nos espaços educacionais por meio de ações recíprocas onde a reflexão é a tônica visando uma formação qualificada e emancipatória. Revelam esforços de superação desenvolvidos por docentes que buscam novos caminhos para os desafios educacionais visando novas formas de ser e de fazer docência em campos diferenciados do saber, nem sempre acompanhados de condições concretas que favoreçam a experiência inovadora. Finalmente a análise dos dados permite confirmar que a aprendizagem e a avaliação se afetam mutuamente e que inovações em uma delas favorece a mudança da outra. Para tal a capacitação dos professores universitários deve discutir a avaliação em bases amplas e vinculada ao trabalho pedagógico evitando-se assim soluções instrumentais para problemas de grande complexidade. / Abstract: This research is part of the High Education Pedagogy and it focuses on the assessment process of learning used by university professors who chose the Portfolio as a mediator resource of the student's learning. It explains how these actors elect such resource and how they understand and evaluate the pupils' course of learning. The inseparability of the act of teaching, learning and assessment is taken as reference for the understanding of these choices. In order to understand this reality we look for support in the qualitative approach and the resources used for the collection of data were semi-structured interviews with professors who teach in different graduating courses at several higher education institutions. These professionals are sensitive to the paradigm change in the field of higher education and they try to implement the Portfolio in their practice. The document analysis of teaching plans and students' Portfolios assigned by the participants complement the collection of empirical data and the dialogue with those who study the higher education pedagogy about the perception of the powers and the limits of this assessment resource provides the closeness between theory and practice. The set of records that were done and the facing of the collated data provided a general perception of the experienced learning process, revealing how the assessment process was built, the strategies that were used for teaching and learning through the Portfolio, the contradictions in the implementation and the professors' inclination to draw from the process the contributions of reflective nature. The obtained data take us to a wide inquiry about the innovations in the assessment of higher education learning that is not finished with the proposition of new instruments or in proceeding forms of the students' progress records. The contribution of the Portfolio is recognized in the promotion of new relational processes between professor and students as interactive and learning beings that constitute themselves culturally in educational spaces by means of reciprocal actions where the reflection is the keynote that looks for a qualified and emancipatory training. Overcoming efforts are revealed, developed by professors who look for new paths to educational challenges seeking new ways of being and teaching in different fields of knowledge, not always followed by specific conditions that favor the innovative experience. Finally the data analysis confirms that the learning and assessment processes affect each other and innovations in one of them favor the shift of the other. In order to achieve such result the higher education professors' training should discuss the assessment in a wide range and it must be related to the educational practice, avoiding instrumental solutions to problems of great complexity. / Doutorado / Ensino e Práticas Culturais / Doutor em Educação

O presente trabalho caracteriza-se como um Estudo de Caso, com o objetivo de compreender a prática docente de professores-pesquisadores do Instituto de Física de São Carlos, da Universidade de São Paulo. Foi utilizada a abordagem qualitativa de pesquisa educacional. Foram observadas as aulas ministradas no segundo semestre de 1994 de quatro professores, em disciplinas do Bacharelado e da Licenciatura, bem como realizadas duas entrevistas estruturadas com cada um deles. O elemento norteador na seleção dos professores foi a preocupação demonstrada também com o ensino, num ambiente profissional caracterizado pela projeção nacional e internacional na pesquisa em Física Teórica e Experimental. A análise dos dados foi realizada a partir de nove categorias criadas para essa finalidade e que englobam os principais aspectos da dinâmica de sala de aula. São as seguintes categorias: Planejamento, Execução, Docência, Interação, Avaliação, Binômio Ensino/Pesquisa, Características dos Professores, Experiências Anteriores e Dimensão Pessoal/Profissional. Nas conclusões buscou-se oferecer subsídios para futuros encaminhamentos quanto à formação continuada de professores de Física e de áreas correlatas, no ensino superior. Enfatizou-se a prática reflexiva por meio da tomada de consciência, direcionada ao processo de ensino e de aprendizagem. / The present work aims to understand the teaching practice at graduate level used by Physics teacher-researchers. It is a Case Study on four teachers who carry out activities in teacher education and in bachelorship at the Physics Institute of São Carlos - USP. The choice of teachers was based in the evidence that their actuation also denotes preoccupation with the teaching practice in a professional environment which is characterised by the national and international projections in research on Theoretical and Experimental Physics. The qualitative approach in educational research was used. Two interviews were effectuated with each one of the four teachers and observation of their lessons throughout the second semester of 1994 was carried out. The data analysis was carried out from nine categories that were created for this purpose and which embody the main aspects found in the classroom. The conclusions aim to offer subsidies for future applications concerning the continued education of Physics teachers and teachers from proximal fields. The reflective practice and awareness directed to the learning and teaching processes are emphasised.

The management of data, information and knowledge through the project life cycle of buildings and civil infrastructure projects is becoming increasingly complex. In an attempt to drive efficiencies and address this complexity, the United Kingdom (UK) Government has mandated that Building Information Modelling (BIM) methods must be adopted in all public sector construction projects from 2016. Emerging from the US Department of Defence, BIM is an approach to the co-ordination of design and production data using object-oriented principles as described in ISO 29481-1:2010. The underlying philosophy of BIM is to ensure the “provision of a single environment to store shared asset data and information, accessible to all individuals who are required to produce, use and maintain it” (PAS 1192-2:2013). A key aspect of BIM lies in the notion of ‘interoperability’ between various software applications used in the design and construction process and a common data format for the efficient exchange of design information and knowledge. Protagonists of BIM argue that this interoperability provides an effective environment for collaboration between actors in the construction process and creates accurate, reliable, repeatable and high-quality information exchange. This UK Government mandate presents numerous challenges to the architecture, engineering and construction (AEC) professions; in particular, the characteristics of BIM Level 2 remain explicitly undefined and this has created a degree of uncertainty amongst the promoters and those professionals charged with delivering projects. This uncertainty is further reflected in UK higher education; contemporary undergraduate programmes in civil engineering across the UK are, on the whole, at the bottom of the BIM ‘maturity curve’. UK higher education institutions are increasingly being challenged to embrace BIM through appropriate pedagogies and teaching practices but the supporting guidance is emergent and variable. In the case of civil engineering programmes in the UK, the Joint Board of Moderators (JBM) has issued a ‘good practice guide’ as have the Higher Education Academy (HEA) under the auspices of the ‘BIM Academic Forum’. Nevertheless, a clear demand for further research to explore the technical and pedagogical issues associated with BIM integration into degree programmes remains. The research described in this thesis casts a critical lens on the current literature in the domains of object-oriented modelling of infrastructure and the associated implications for procurement and project management. A mixed-methods approach using questionnaire analysis, focus groups and secondary case study analysis was used to enact an inductive research approach that captures a range of data on pedagogic issues and considerations associated with the integration of BIM into the design of a new civil engineering curricular. The findings include recommendations for the ‘up-skilling’ of university teachers and academics, enhancing student employability and the development of suitable learning and learning techniques. A framework for the incorporation of BIM principles, concepts and technologies into civil engineering programmes is proposed. The findings of the research suggest that the first two years of study in a typical, accredited civil engineering degree programme should focus on the technical concepts relating to design from a modelling and analysis perspective. The latter years of the degree should focus on the development of ‘soft-skills’ required to enable effective teamwork and collaboration within a multidisciplinary project environment. Further studies should seek to test the proposed framework in a ‘live’ environment, particularly in the context of the necessity to balance the demands of summative and formative assessment regimes.

Neste trabalho apresento a tese de doutorado intitulada: “Pedagogia Universitária potencializada no diálogo reflexivo sobre Educação Matemática: quando três gerações de educadores se encontram”. A questão problema que norteou a investigação foi: Em que sentido o diálogo reflexivo sobre Educação Matemática entre três gerações de professores se constitui processo potencializador da Pedagogia Universitária? Para a realização da investigação, propus e desenvolvi um Grupo de Trabalho Colaborativo (GTC) que agregou, por meio da uma formação continuada, três gerações de professores de Matemática ligadas ao Curso de Licenciatura Plena em Matemática (CLPM) da UNEMAT/Cáceres. Essa formação deu-se em nove encontros mensais e teve como tema: “A Educação Matemática na Escola e na Universidade: aproximações possíveis?”. As três gerações de professores de Matemática reunidas no GTC foram: Professores Formadores (PF); Acadêmicos Estagiários (AE), Acadêmicas Bolsistas (AB) e Professores da Escola (PE). No GTC relacionou-se o espaço Universitário com o Escolar e as pautas dos debates nortearam as próprias realidades de cada instituição educacional que influenciavam o fazer Educação Matemática. Este GTC serviu como espaço investigativo e nele efetuei uma pesquisa qualitativa com os preceitos do Estudo de Caso (YIN; ANDRÉ) e da pesquisa participante (BRANDÃO; CHIZZOTTI; BRANDÃO & STRECK). Como sujeitos pesquisados tive 42 professores colaboradores, dentre eles: 17 PF, 12 AE, 02 AB e 11 PE. Antes de iniciar os encontros da formação continuada realizei 16 entrevistas individuais com PF e durante os mesmos coletei dados através de filmagem, anotações registradas em diário reflexivo digital e questionários. Os dados foram sistematizados em um banco de dados composto por três partes: Texto de Referência (TR) – Parte 1 – Entrevistas; TR – Parte 2 – Diário Reflexivo Digital e TR – Parte 3 – Transcrições do Áudio das Filmagens dos Encontros. Para analisar os dados utilizei-me das técnicas da Análise de Conteúdo (BARDIN; FRANCO). A tese está organizada em três grandes partes e na sua exposição estabeleci um diálogo permanente entre a empiria e a teoria (FRANCO & KRAHE; SOARES & CUNHA; TARDIF, LESSARD; ZABALZA; PIMENTA & ANASTASIOU; CUNHA, entre outros). A análise da experiência de ação e investigação realizada me permite afirmar que o diálogo reflexivo sobre Educação Matemática potencializa a Pedagogia Universitária quando é possibilitado aos professores o encontro para dialogarem e a eles é permitido falar e ouvir sobre as realidades do seu dia a dia de trabalho docente, de forma horizontal, sem hierarquias e receios. Como principais aprendizados, destaco a importância do diálogo reflexivo e do trabalho colaborativo para a formação de professores; o emergente rompimento entre as distâncias que separam a escola e a Universidade e que a Pedagogia Universitária e a Educação Matemática são debates ausentes, porém urgentes de serem postos em prática nos cursos de licenciaturas. Como caminhos possíveis, a partir dos diálogos estabelecidos, evidencio que a Pedagogia Universitária na UNEMAT deve ser o centro do debate institucional e que deve ser reinventada na relação entre Escola e Universidade para os cursos de Licenciatura. / In this work I present a doctoral thesis entitled: "Higher Education pedagogy potentiated in reflective dialogue on mathematics education: when three generations of educators meet”. The question that guided the research was: In what sense the reflective dialogue on mathematics education from three generations of professors constitutes a potentiating process for higher education pedagogy? To perform the research, a collaborative working group was proposed and developed, which put together through in service training, three generations of mathematics professors related to the Mathematics Licentiate Course of Mato Grosso State University- UNEMAT/Cáceres. This in service training took place in nine monthly meetings and had as its theme: "The mathematics education at School and at the university: possible approaches?". The three generations of mathematics teachers gathered in the collaborative working group were: teacher educators (TE); student teachers (TS); assistant researchers (AR) and school teachers (ST). The collaborative working group related the academic space and the school space, with the debates and agendas that guide the particular realities of each educational institution, which influence the making of mathematics education. This collaborative working group served as an investigative space, that was produced as a qualitative research with the precepts of the case of study (YIN; ANDRÉ) and participatory research (BRANDÃO; CHIZZOTTI; BRANDÃO & STRECK). 42 members, including 17 teacher educators (TE), 12 student teachers (TS), 02 assistant researchers (AR) and 11 school teachers were surveyed. Before starting the continuing education meetings, 16 individual interviews with professors lecturers were performed, over the same event; data was collected through filming, reflective digital diary notes and questioners. The data were organized in a database composed of three parts: Text Reference (TR) - Part 1 - Interviews; TR - Part 2 - Reflective digital diary and TR - Part 3 - Transcripts of audio footage of meetings. To analyze the data I have used content analysis techniques (BARDIN, FRANCO).The thesis is organized into three parts and in its development I established a permanent dialogue between empiricism and theory (FRANCO & KRAHE; SOARES & CUNHA; TARDIF, LESSARD; ZABALZA; PIMENTA & ANASTASIOU; CUNHA, among others). The analysis of the experience of action and investigation allows me to state that a reflective dialogue on mathematics education improves the higher education pedagogy when it provides dialogue opportunities among the professors and teachers and they are allowed to speak and hear about the realities of their day to day work of teaching, horizontally, without hierarchies and fears. As the main learning of this research, I highlight the importance of reflective dialogue and collaborative work for the in service training of teachers and faculty; the emerging rift of the distances between school and university, and the university’s pedagogy and mathematics education debates are missing, however urgent to be put into practice in licentiate courses. As possible paths from the dialogues set, I evince that higher education pedagogy at Mato Grosso State University – UNEMAT, should be the center of institutional debate and the relationship between school and university for teaching programs must be reinvented.

Neste trabalho apresento a tese de doutorado intitulada: “Pedagogia Universitária potencializada no diálogo reflexivo sobre Educação Matemática: quando três gerações de educadores se encontram”. A questão problema que norteou a investigação foi: Em que sentido o diálogo reflexivo sobre Educação Matemática entre três gerações de professores se constitui processo potencializador da Pedagogia Universitária? Para a realização da investigação, propus e desenvolvi um Grupo de Trabalho Colaborativo (GTC) que agregou, por meio da uma formação continuada, três gerações de professores de Matemática ligadas ao Curso de Licenciatura Plena em Matemática (CLPM) da UNEMAT/Cáceres. Essa formação deu-se em nove encontros mensais e teve como tema: “A Educação Matemática na Escola e na Universidade: aproximações possíveis?”. As três gerações de professores de Matemática reunidas no GTC foram: Professores Formadores (PF); Acadêmicos Estagiários (AE), Acadêmicas Bolsistas (AB) e Professores da Escola (PE). No GTC relacionou-se o espaço Universitário com o Escolar e as pautas dos debates nortearam as próprias realidades de cada instituição educacional que influenciavam o fazer Educação Matemática. Este GTC serviu como espaço investigativo e nele efetuei uma pesquisa qualitativa com os preceitos do Estudo de Caso (YIN; ANDRÉ) e da pesquisa participante (BRANDÃO; CHIZZOTTI; BRANDÃO & STRECK). Como sujeitos pesquisados tive 42 professores colaboradores, dentre eles: 17 PF, 12 AE, 02 AB e 11 PE. Antes de iniciar os encontros da formação continuada realizei 16 entrevistas individuais com PF e durante os mesmos coletei dados através de filmagem, anotações registradas em diário reflexivo digital e questionários. Os dados foram sistematizados em um banco de dados composto por três partes: Texto de Referência (TR) – Parte 1 – Entrevistas; TR – Parte 2 – Diário Reflexivo Digital e TR – Parte 3 – Transcrições do Áudio das Filmagens dos Encontros. Para analisar os dados utilizei-me das técnicas da Análise de Conteúdo (BARDIN; FRANCO). A tese está organizada em três grandes partes e na sua exposição estabeleci um diálogo permanente entre a empiria e a teoria (FRANCO & KRAHE; SOARES & CUNHA; TARDIF, LESSARD; ZABALZA; PIMENTA & ANASTASIOU; CUNHA, entre outros). A análise da experiência de ação e investigação realizada me permite afirmar que o diálogo reflexivo sobre Educação Matemática potencializa a Pedagogia Universitária quando é possibilitado aos professores o encontro para dialogarem e a eles é permitido falar e ouvir sobre as realidades do seu dia a dia de trabalho docente, de forma horizontal, sem hierarquias e receios. Como principais aprendizados, destaco a importância do diálogo reflexivo e do trabalho colaborativo para a formação de professores; o emergente rompimento entre as distâncias que separam a escola e a Universidade e que a Pedagogia Universitária e a Educação Matemática são debates ausentes, porém urgentes de serem postos em prática nos cursos de licenciaturas. Como caminhos possíveis, a partir dos diálogos estabelecidos, evidencio que a Pedagogia Universitária na UNEMAT deve ser o centro do debate institucional e que deve ser reinventada na relação entre Escola e Universidade para os cursos de Licenciatura. / In this work I present a doctoral thesis entitled: "Higher Education pedagogy potentiated in reflective dialogue on mathematics education: when three generations of educators meet”. The question that guided the research was: In what sense the reflective dialogue on mathematics education from three generations of professors constitutes a potentiating process for higher education pedagogy? To perform the research, a collaborative working group was proposed and developed, which put together through in service training, three generations of mathematics professors related to the Mathematics Licentiate Course of Mato Grosso State University- UNEMAT/Cáceres. This in service training took place in nine monthly meetings and had as its theme: "The mathematics education at School and at the university: possible approaches?". The three generations of mathematics teachers gathered in the collaborative working group were: teacher educators (TE); student teachers (TS); assistant researchers (AR) and school teachers (ST). The collaborative working group related the academic space and the school space, with the debates and agendas that guide the particular realities of each educational institution, which influence the making of mathematics education. This collaborative working group served as an investigative space, that was produced as a qualitative research with the precepts of the case of study (YIN; ANDRÉ) and participatory research (BRANDÃO; CHIZZOTTI; BRANDÃO & STRECK). 42 members, including 17 teacher educators (TE), 12 student teachers (TS), 02 assistant researchers (AR) and 11 school teachers were surveyed. Before starting the continuing education meetings, 16 individual interviews with professors lecturers were performed, over the same event; data was collected through filming, reflective digital diary notes and questioners. The data were organized in a database composed of three parts: Text Reference (TR) - Part 1 - Interviews; TR - Part 2 - Reflective digital diary and TR - Part 3 - Transcripts of audio footage of meetings. To analyze the data I have used content analysis techniques (BARDIN, FRANCO).The thesis is organized into three parts and in its development I established a permanent dialogue between empiricism and theory (FRANCO & KRAHE; SOARES & CUNHA; TARDIF, LESSARD; ZABALZA; PIMENTA & ANASTASIOU; CUNHA, among others). The analysis of the experience of action and investigation allows me to state that a reflective dialogue on mathematics education improves the higher education pedagogy when it provides dialogue opportunities among the professors and teachers and they are allowed to speak and hear about the realities of their day to day work of teaching, horizontally, without hierarchies and fears. As the main learning of this research, I highlight the importance of reflective dialogue and collaborative work for the in service training of teachers and faculty; the emerging rift of the distances between school and university, and the university’s pedagogy and mathematics education debates are missing, however urgent to be put into practice in licentiate courses. As possible paths from the dialogues set, I evince that higher education pedagogy at Mato Grosso State University – UNEMAT, should be the center of institutional debate and the relationship between school and university for teaching programs must be reinvented.

Neste trabalho apresento a tese de doutorado intitulada: “Pedagogia Universitária potencializada no diálogo reflexivo sobre Educação Matemática: quando três gerações de educadores se encontram”. A questão problema que norteou a investigação foi: Em que sentido o diálogo reflexivo sobre Educação Matemática entre três gerações de professores se constitui processo potencializador da Pedagogia Universitária? Para a realização da investigação, propus e desenvolvi um Grupo de Trabalho Colaborativo (GTC) que agregou, por meio da uma formação continuada, três gerações de professores de Matemática ligadas ao Curso de Licenciatura Plena em Matemática (CLPM) da UNEMAT/Cáceres. Essa formação deu-se em nove encontros mensais e teve como tema: “A Educação Matemática na Escola e na Universidade: aproximações possíveis?”. As três gerações de professores de Matemática reunidas no GTC foram: Professores Formadores (PF); Acadêmicos Estagiários (AE), Acadêmicas Bolsistas (AB) e Professores da Escola (PE). No GTC relacionou-se o espaço Universitário com o Escolar e as pautas dos debates nortearam as próprias realidades de cada instituição educacional que influenciavam o fazer Educação Matemática. Este GTC serviu como espaço investigativo e nele efetuei uma pesquisa qualitativa com os preceitos do Estudo de Caso (YIN; ANDRÉ) e da pesquisa participante (BRANDÃO; CHIZZOTTI; BRANDÃO & STRECK). Como sujeitos pesquisados tive 42 professores colaboradores, dentre eles: 17 PF, 12 AE, 02 AB e 11 PE. Antes de iniciar os encontros da formação continuada realizei 16 entrevistas individuais com PF e durante os mesmos coletei dados através de filmagem, anotações registradas em diário reflexivo digital e questionários. Os dados foram sistematizados em um banco de dados composto por três partes: Texto de Referência (TR) – Parte 1 – Entrevistas; TR – Parte 2 – Diário Reflexivo Digital e TR – Parte 3 – Transcrições do Áudio das Filmagens dos Encontros. Para analisar os dados utilizei-me das técnicas da Análise de Conteúdo (BARDIN; FRANCO). A tese está organizada em três grandes partes e na sua exposição estabeleci um diálogo permanente entre a empiria e a teoria (FRANCO & KRAHE; SOARES & CUNHA; TARDIF, LESSARD; ZABALZA; PIMENTA & ANASTASIOU; CUNHA, entre outros). A análise da experiência de ação e investigação realizada me permite afirmar que o diálogo reflexivo sobre Educação Matemática potencializa a Pedagogia Universitária quando é possibilitado aos professores o encontro para dialogarem e a eles é permitido falar e ouvir sobre as realidades do seu dia a dia de trabalho docente, de forma horizontal, sem hierarquias e receios. Como principais aprendizados, destaco a importância do diálogo reflexivo e do trabalho colaborativo para a formação de professores; o emergente rompimento entre as distâncias que separam a escola e a Universidade e que a Pedagogia Universitária e a Educação Matemática são debates ausentes, porém urgentes de serem postos em prática nos cursos de licenciaturas. Como caminhos possíveis, a partir dos diálogos estabelecidos, evidencio que a Pedagogia Universitária na UNEMAT deve ser o centro do debate institucional e que deve ser reinventada na relação entre Escola e Universidade para os cursos de Licenciatura. / In this work I present a doctoral thesis entitled: "Higher Education pedagogy potentiated in reflective dialogue on mathematics education: when three generations of educators meet”. The question that guided the research was: In what sense the reflective dialogue on mathematics education from three generations of professors constitutes a potentiating process for higher education pedagogy? To perform the research, a collaborative working group was proposed and developed, which put together through in service training, three generations of mathematics professors related to the Mathematics Licentiate Course of Mato Grosso State University- UNEMAT/Cáceres. This in service training took place in nine monthly meetings and had as its theme: "The mathematics education at School and at the university: possible approaches?". The three generations of mathematics teachers gathered in the collaborative working group were: teacher educators (TE); student teachers (TS); assistant researchers (AR) and school teachers (ST). The collaborative working group related the academic space and the school space, with the debates and agendas that guide the particular realities of each educational institution, which influence the making of mathematics education. This collaborative working group served as an investigative space, that was produced as a qualitative research with the precepts of the case of study (YIN; ANDRÉ) and participatory research (BRANDÃO; CHIZZOTTI; BRANDÃO & STRECK). 42 members, including 17 teacher educators (TE), 12 student teachers (TS), 02 assistant researchers (AR) and 11 school teachers were surveyed. Before starting the continuing education meetings, 16 individual interviews with professors lecturers were performed, over the same event; data was collected through filming, reflective digital diary notes and questioners. The data were organized in a database composed of three parts: Text Reference (TR) - Part 1 - Interviews; TR - Part 2 - Reflective digital diary and TR - Part 3 - Transcripts of audio footage of meetings. To analyze the data I have used content analysis techniques (BARDIN, FRANCO).The thesis is organized into three parts and in its development I established a permanent dialogue between empiricism and theory (FRANCO & KRAHE; SOARES & CUNHA; TARDIF, LESSARD; ZABALZA; PIMENTA & ANASTASIOU; CUNHA, among others). The analysis of the experience of action and investigation allows me to state that a reflective dialogue on mathematics education improves the higher education pedagogy when it provides dialogue opportunities among the professors and teachers and they are allowed to speak and hear about the realities of their day to day work of teaching, horizontally, without hierarchies and fears. As the main learning of this research, I highlight the importance of reflective dialogue and collaborative work for the in service training of teachers and faculty; the emerging rift of the distances between school and university, and the university’s pedagogy and mathematics education debates are missing, however urgent to be put into practice in licentiate courses. As possible paths from the dialogues set, I evince that higher education pedagogy at Mato Grosso State University – UNEMAT, should be the center of institutional debate and the relationship between school and university for teaching programs must be reinvented.

Esta pesquisa de doutorado tem como objetivo principal analisar o papel da pedagogia universitária em projetos inovadores de universidades públicas brasileiras. Analisar a pedagogia universitária em propostas inovadoras no ensino superior não é uma escolha aleatória. Há uma política de expansão da universidade pública, mas há uma política de formação pedagógica dos professores para essa universidade? Determinados autores (SANTOS, 2008; CHAUÍ, 2001, 2003; BUARQUE, 2003) apontam a crise da universidade e a urgência de mudança para que essa instituição não perca sua função e significância social. Dessa maneira, será avaliado em que medida projetos que, a princípio, podem ser classificados como inovadores cooperam para a transformação do ensino superior na direção do que é esperado para o cumprimento de sua função social e de que forma interagem com as discussões no campo da pedagogia universitária, em especial no que se refere à formação pedagógica do professor universitário. Pimenta e Anastasiou (2005) ressaltam a importância da constituição da identidade docente do professor de ensino superior, que também se daria em um processo de formação continuada. As universidades selecionadas foram a USP Leste e a UFPR Litoral. Tal seleção baseou-se no critério dessas universidades afirmarem constituir propostas inovadoras. Como metodologia, em um processo qualitativo de pesquisa, foram avaliados os projetos político pedagógico da instituição ou outros documentos que possibilitavam a compreensão da proposta inovadora e foram feitas entrevistas com coordenadores de curso, professores, presidente de comissão de graduação e diretor institucional. Por meio de análise dos dados coletados, foi possível constatar que ambas as universidades estão inovando e trabalhando a pedagogia universitária. No entanto, o trabalho com a pedagogia universitária e a formação pedagógica é muito mais presente na instituição que tem no ensino sua atividade fundante, do que naquela em que este fica subsumido na atividade de pesquisador do docente. Como resultado, é possível analisar duas realidades diferentes: a instauração de uma cultura da docência capaz de promover a construção da identidade docente de seus professores, e uma cultura mais voltada à pesquisa, desvinculada do eixo ensino. Por fim, a conclusão desse estudo revela que é necessária uma aproximação da teoria/prática no que se refere à inovação proposta e, para isso, a área da pedagogia universitária pode contribuir de maneira fundamental, principalmente no tocante à formação docente para lidar com o aspecto inovador do projeto. / This doctoral research study aims at analyzing the role of university pedagogy in innovating projects in higher education in Brazilian universities. The choice to analyze innovating projects in higher education pedagogy contexts is not at random. There is a university expansion policy in Brazil, but is there a policy for teaching education in the universities? Authors such as Santos (2008), Chauí (2001, 2003) and Buarque (2003) point out to the crisis at university level and the urgent need for change so that universities do not lose their social meaning. Taking these discussions into consideration, the research will evaluate if university projects, which in an initial analysis can be classified as innovating, cooperate to change the university context so that this institution maintains its social meaning. In addition, the research will analyze how these projects interact with the discussion proposed by higher education pedagogy studies. The interaction with higher education pedagogy will be evaluated from the perspective that it is urgent to provide pedagogical qualification to university professors. Pimenta and Anastasiou (2005) emphasize the importance of the development of a teaching identity in universities, which would also happen in a process of continuing education. The universities selected for the study are USP Leste and UFPR Litoral. The selection was based on the criteria that these universities affirm to carry out innovating proposals. The methodology, which was carried out according to a qualitative research approach, evaluated the political pedagogical projects of the institution or other documents that provided the understanding of the innovative proposal. In addition interviews with the course coordinators, professors, president of the undergraduate commission and institutional director were conducted. The analysis of the data demonstrated that both institutions are innovating and working with the higher education pedagogy. Although the work with the higher education pedagogy and teaching education is much more present in the institution that has teaching as a fundamental activity than in the institution where teaching is incorporated in the research activities of its professors. As a result it is possible to analyze two different realities: the establishment of a teaching culture capable of promoting the construction of teachers identity, and a culture of research detached from teaching. Finally, this study reveals that it is necessary an approximation of theory and practice in terms of the proposal of innovation and, to this end, the higher education pedagogy area can contribute in an essential manner, mainly in relation to teacher education so that teachers can cope with the innovating aspect of the project.

This is a study of students’ meaning making in web-based higher education courses. Conditions for students meaning-making change when interaction technology is used to support educational practices. Widened Participation policy activities often use web-based programs to attract “new” groups of more experienced students. The study used a communicative approach and focused on how previous experiences influenced actions and meaning making when students encountered challenges related to course objectives. Mediated Discourse Analysis was used to analyse asynchronous communication in 10 groups during 18 weeks of a 4-year part-time distance education program, training childminders for a Bachelor of Education, specialising in early childhood.  Appearances of meaning-making were traced to changes and breaks in student communication and presented as themes of orientations of actions namely:  • participation, the manifestation of presence, engagement in course work and the creation of space for engagement  • positioning, the creation of a student identity, the organisation of work, and the construction of a group culture  • reference, the orientation actions took in a nexus of practices. Where did students go for examples and to challenge theoretical concepts? • changing experience is a collection of moments of reification, when students came to make realisations of relevance to subject and task.  This study tells an alternative story to research on web-based education stating difficulties to achieve in-depth communication. The mediated environment offered strength for meaning-making and knowledge building as time, in the opportunity to develop new perspective through thinking and in encountering concepts again and again. As numbers, in the necessary impact of other’s experiences. And as distance, provided by the shift of actions in asynchronous communication, forcing thoughts into written language and making them accessible for reflection and criticism. If we are serious about widening participation we should regard students not only as numbers but instead as a valuable resource that may contribute to change in education. In this context, the combination of new groups of students and web-based scenarios provides future avenues for an informed pedagogical approach to higher education.