Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-07-03T12:27:38Z No. of bitstreams: 1 TES_MORGANA_SCHELLER_COMPLETO.pdf: 2045628 bytes, checksum: 38593c406d21c8f8a391ef85c0364d2c (MD5) / Made available in DSpace on 2017-07-03T12:27:38Z (GMT). No. of bitstreams: 1 TES_MORGANA_SCHELLER_COMPLETO.pdf: 2045628 bytes, checksum: 38593c406d21c8f8a391ef85c0364d2c (MD5) Previous issue date: 2017-03-20 / This research aims to study the Scientific Language of high school students, expressed in the written productions in order to specify to what extent Mathematical Modeling contributes to the development of the Scientific Language. For this purpose, the procedures of Educational Research Mapping were used, constituting four Maps: identification, theoretical, field and analysis. The theoretical map, constituted of theoretical references, explains about Modelling Mathematical, Language and Scientific Language, theoretical contributions of both empirical and analytic base. Language is understood as one of the semiotic systems, these that make a culture distinguish itself from the others because it acts as a codification system for others. The field map, composed from a survey about the production of the Scientific Initiation in a High School public institution, contains 10 productions elaborated between 2004 and 2012, in which Modelling Mathematical was used in the process. From them, fragments were extracted in order to constitute the Guide Map of each production, organized in the three phases of Modelling Mathematical. For the data analysis, four categories were chosen: linguistic aspects and mathematical aspects: technical taxonomy, semantic-grammatical processes, visual representations and mathematical literacy. The results and discussion are contained in the analysis Map. The results indicate that students make use of scientific language in the expression of the process of Modelling Mathematical using simultaneously linguistic aspects and mathematical aspects, both complementary in the production of meanings. In textual construction, permeated with semiotic resources, they make use of languages whose distinct functions preponderate, that is, they add another meaning to the existing one. The development of the skills related to mathematical and scientific literacy was perceived. Thus, through the use of measures of association and data correlation and standardized score, five of the productions obtained general performance (average of four categories) above the average score of high school students, thus characterizing the use of the Scientific Language. Thus, it is defended the thesis that Mathematical Modeling contributes to the development of the Scientific Language of High School students since the competent implementation of the mathematical meaning in the context was evidenced, when verbal expression and visual representations were used in a way interdependent. / Esta pesquisa objetiva analisar a Linguagem Cient?fica de estudantes do Ensino M?dio Integrado expressa nas produ??es escritas a fim de especificar em que medida a Modelagem Matem?tica contribui para o desenvolvimento da Linguagem Cient?fica. Para isso se utilizou os procedimentos do Mapeamento na Pesquisa Educacional, constituindo assim quatro Mapas: de Identifica??o; o Te?rico; de Campo; e o de An?lise. O Mapa Te?rico se constitui de referenciais que versam sobre Modelagem Matem?tica, Linguagem e Linguagem Cient?fica, aportes te?ricos de base emp?rica e anal?tica. A linguagem ? entendida como um dos sistemas semi?ticos que se constituem em uma cultura distinguindo-se dos demais, pois atua como sistema de codifica??o para os outros. O Mapa de Campo, composto a partir de um levantamento de produ??es oriundas da Inicia??o Cient?fica de uma Institui??o p?blica de ensino integrado, cont?m dez produ??es elaboradas no per?odo entre 2004 e 2012, nas quais h? utiliza??o de Modelagem Matem?tica no processo. Extra?ram-se delas fragmentos de modo a constituir o Mapa-guia de cada produ??o, organizados nas tr?s fases da Modelagem Matem?tica. Para an?lise dos dados elegeram-se quatro categorias contemplando aspectos lingu?sticos e aspectos matem?ticos: taxonomia t?cnica, processos sem?ntico-gramaticais, representa??es visuais e letramento matem?tico. Os resultados e discuss?o est?o contidos no Mapa de An?lise. Os resultados indicam que os estudantes fazem uso de linguagem cient?fica na express?o do processo de Modelagem Matem?tica utilizando, simultaneamente, aspectos lingu?sticos e matem?ticos que s?o complementares na produ??o de significados. Na constru??o textual, permeada de recursos semi?ticos, fazem uso de linguagens cujas fun??es distintas preponderam, ou seja, adicionam outro significado ao j? existente. Percebeu-se o desenvolvimento das habilidades relativas ao letramento matem?tico e cient?fico. Desta forma, mediante o aux?lio de medidas de associa??o e correla??o de dados e escore padronizado, cinco das produ??es obtiveram desempenho geral (m?dia das quatro categorias) acima do ?ndice m?dio dos escores, caracterizando assim o uso da Linguagem Cient?fica. Sendo assim, defende-se a tese de que a Modelagem Matem?tica contribui para o desenvolvimento da Linguagem Cient?fica de estudantes do Ensino M?dio uma vez que evidenciou-se a implanta??o competente do significado matem?tico no contexto, quando express?o verbal e representa??es visuais foram utilizados de modo interdependente.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-05-19T18:05:08Z No. of bitstreams: 1 TES_MARILENE_BATISTA_DA_CRUZ_NASCIMENTO_COMPLETO.pdf: 7426633 bytes, checksum: 4b5115968cec49b09db3e86df9e97d02 (MD5) / Made available in DSpace on 2016-05-19T18:05:08Z (GMT). No. of bitstreams: 1 TES_MARILENE_BATISTA_DA_CRUZ_NASCIMENTO_COMPLETO.pdf: 7426633 bytes, checksum: 4b5115968cec49b09db3e86df9e97d02 (MD5) Previous issue date: 2016-02-04 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / This thesis aims to analyze the impact of scientific initiation (IC) in the training of fellows graduates/volunteers who were participants in collaborative research networks, considering the perspective of citizens, scientific and professional inclusion, as well as quality indicators proposition in higher education (HE). The hypotheses of this research are: the IC as a public policy science is conceived as an action that promotes university education quality in an equity perspective (political project that seeks equal recognition of inequalities); IC promotes significant impact on scientific and social inclusion in university education, contributing to the indivisibility of teaching, research and innovation. The study categories were analyzed in the theoretical framework established in science (BACHELARD, 1972, 1978, 1985, 1996); university education (DELANTY, 2008, 2009); quality (MOROSINI, 2001, 2006, 2009, 2010, 2011, 2012, 2013, 2014, 2015). It is a nature research quantitative and qualitative (mixed methods) conducted in the light of dialectical method that makes it possible to achieve the contradictions of reality and the way to understand it as a permanent process of transformation, which means effect amediation between thought and the object. The subjects are fellows graduates/volunteers ofunder graduate courses who experienced their IC experience at the Institute of Technology and Research (ITP), in SergipeTec and Tecnopuc in the 2007 to 2013 period. The instrument used to collect the quantitative datawas an online questionnaire built on the Likert scale. The qualitative approach collected data through semi-structured interviews. The results allowed us to understand the impacts of IC in a socially responsible university, and indicated interrelationships between committed professionals, progress and innovation, finally y the social relevance of the knowledge produced. In addition, it was revealed that the IC impacts qualitatively in the education of graduates and also need greater efforts to increase this device and break away from pragmatic-inducing of post-graduate studies. These variables supported the IC indicators proposition organized in the following categories: environmental responsibility: stimulating scientific production considering the environmental protection of culture and sustainability; education: use of investigative methods focused on interactive learning involving authorship, autonomy and critical reflection on the increase of the projects; cognitive: implementation of projects related to human development and interdisciplinary research; social: stimulating research in the setting of the external community with increased participation in institutional, national and international exchanges; interculturalism: valuation research actions under the awareness, understanding, autonomy and for cultural diversity, respecting the different experiences. / Esta tese tem como objetivo analisar os impactos da inicia??o cient?fica (IC) na forma??o dos egressos bolsistas/volunt?rios que foram participantes de redes colaborativas de pesquisa, considerando a perspectiva da cidadania, inclus?o cient?fica e profissional, bem como a proposi??o de indicadores de qualidade na educa??o superior (ES). As hip?teses desta investiga??o s?o: a IC como pol?tica p?blica de ci?ncia ? concebida como uma a??o que promove forma??o universit?ria de qualidade em uma perspectiva de equidade (projeto pol?tico que procura igualdade no reconhecimento das desigualdades); a IC promove impactos significativos para a inclus?o cient?fica e social na forma??o universit?ria, contribuindo para a indissociabilidade entre ensino, pesquisa e inova??o. As categorias de estudo foram analisadas sob o marco te?rico fundado em ci?ncia (BACHELARD, 1972, 1978, 1985, 1996); forma??o universit?ria (DELANTY, 2008, 2009); qualidade (MOROSINI, 2001, 2006, 2009, 2010, 2011, 2012, 2013, 2014, 2015). Trata-se de uma pesquisa de natureza quanti-qualitativa (m?todos mistos) conduzida ? luz do m?todo dial?tico que torna poss?vel alcan?ar as contradi??es da realidade e do modo de compreend?-la como processo permanente de transforma??o, o que significa efetivar uma media??o entre o pensamento e o objeto. Os sujeitos s?o egressos bolsistas/volunt?rios dos cursos de gradua??o que vivenciaram sua experi?ncia de IC no Instituto de Tecnologia e Pesquisa (ITP), no SergipeTec e no Tecnopuc, no per?odo de 2007-2013. O instrumento utilizado para a coleta dos dados quantitativos foi um question?rio online constru?do a partir da escala tipo Likert. A recolha dos dados da abordagem qualitativa foi realizada por meio de entrevistas semiestruturadas. Os resultados permitiram compreender os impactos da IC em uma universidade respons?vel socialmente, bem como indicou inter-rela??es entre profissionais comprometidos, progresso, inova??o e pertin?ncia social do conhecimento produzido. Al?m disso, foi poss?vel perceber que a IC impacta qualitativamente na forma??o universit?ria do egresso, sendo ainda necess?rio esfor?os maiores para incrementar esse dispositivo e romper com o car?ter pragm?tico de indutor da p?s-gradua??o stricto sensu. Essas vari?veis subsidiaram a proposi??o de indicadores de IC organizados em categorias: responsabilidade ambiental: est?mulo ? produ??o cient?fica, considerando a cultura de prote??o ao meio ambiente e de sustentabilidade; educativa: utiliza??o de m?todos investigativos voltados ?s aprendizagens interativas, envolvendo autoria, autonomia e reflex?o cr?tica no incremento dos projetos; cognitiva: implementa??o de pesquisas ligadas ao desenvolvimento humano e interdisciplinares; social: est?mulo a investiga??es no cen?rio da comunidade externa com participa??o em redes colaborativas; interculturalidade: valora??o de a??es de investiga??o no ?mbito da consci?ncia, da compreens?o, da autonomia e da diversidade cultural, respeitando-se as diferentes experi?ncias.

Made available in DSpace on 2014-12-17T15:39:04Z (GMT). No. of bitstreams: 1 AndressaMO_DISSERT.pdf: 496864 bytes, checksum: 8aeadc642d4848ec83bc437bd672cdfb (MD5) Previous issue date: 2013-08-23 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The undergraduate courses in Psychology have been historically pointed as defective in aspects related to the critical education and the integration between theory and practice. Hence, the scientific education has been considered a possibility to overcome those lacks. Therefore, this study has investigated the undergraduate education process of Psychology students with PIBIC (Portuguese acronym for Undergraduate Scientific Research Scholarships Institutional Program) scholarships from CNPq (Portuguese acronym Brazilian National Council of Scientific and Technological Development). The scholarship program has been a strategic tool for the undergraduate scientific research. Electronic questionnaires have been sent to all the PIBIC scholarship students of Psychology in Brazil (622; 104 have answered), containing questions about the program developed activities, tutoring and advising, PIBIC evaluation and other ones. The students scientific and academic production has also been investigated through their Lattes (CNPq s Platform in which researchers have their academic r?sum?s). The major part of the participants (70%) has stated that the first motivation to be in the program had been their interest in the research or in the academic career. Furthermore, 60% of the scholarship students has worked as volunteers before receiving PIBIC scholarship. Among the students who have answered the research, 65,4% has reported they are tutored directly by their advisors, and 80% of them attends one or more than one advising meeting every fifteen days. It has been identified that the Psychology scholarship students do not participate in all the research activities and that the proximity with the advisor is related to the accomplishment of tasks which contributes with the student critical and reflexive education. Finally, less than 25% of the students has published scientific articles or book chapters during the scholarship, what XI demonstrates a possible exclusion of them in that phase of the process. In general, the scholarship students evaluate the program positively by revealing that it contributes with their professional and academic education. For those reasons, it is observed PIBIC s potential role for the undergraduate education in order to develop more critical psychologists able to propose innovations and contextualized practices. However, the results obtained in programs like the studied one denounce the disqualification of the provided undergraduate education for the major part of the university students, who do not have a PIBIC scholarship. As a result, it is emphasized that it there should be more investment for improving the quality of the undergraduate education itself and not only for programs which are available for few students / A gradua??o em Psicologia tem sido, historicamente, apontada como deficit?ria em aspectos relacionados ? forma??o cr?tica e integra??o entre teoria e pr?tica. Nesse sentido, a forma??o cient?fica ? indicada como uma possibilidade para suprir essas lacunas. Dessa forma, este trabalho investigou como acontece a forma??o dos alunos de Psicologia bolsistas do PIBIC/CNPq, iniciativa estrat?gica para a forma??o inicial em pesquisa na gradua??o. Foram enviados question?rios eletr?nicos para todos os bolsistas em Psicologia do Brasil (622, 104 responderam), com quest?es sobre atividades desenvolvidas, orienta??o, avalia??o sobre o programa, entre outras. Investigou-se tamb?m a produ??o acad?mico-cient?fica, por meio de consulta aos curr?culos Lattes dos respondentes. A maioria dos participantes (70%) afirmou que a principal motiva??o para entrar no programa foi o interesse na pesquisa ou na carreira acad?mica. 60% dos bolsistas exerceram atividade como volunt?rios antes de serem contemplados com a bolsa. Dos respondentes, 65,4% s?o de fato acompanhados diretamente pelo orientador e 80% t?m orienta??es uma ou mais vezes a cada 15 dias. Identificou-se que os bolsistas de Psicologia n?o participam de todas as atividades da pesquisa e que a proximidade com o orientador est? relacionada ? realiza??o de tarefas que favorecem a forma??o cr?tico-reflexiva do aluno. Por fim, menos de 25% dos alunos publicaram artigos ou cap?tulos de livros, demonstrando poss?vel exclus?o do aluno dessa fase. No geral, os bolsistas avaliam positivamente o programa, acreditando que esse contribui para sua forma??o acad?mica e profissional. Diante disso, assinala-se o potencial do PIBIC para a forma??o de psic?logos mais cr?ticos e capazes de propor inova??es e pr?ticas contextualizadas. Contudo, resultados obtidos em programas como esse denunciam a desqualifica??o da forma??o que a maior parte dos alunos, n?o bolsistas, recebem. IX Assim, ressalta-se que deve haver maior investimento para melhoria do ensino de gradua??o e n?o apenas para programas que atingem poucos alunos

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-12-04T20:35:35Z No. of bitstreams: 1 SoniaMariaPereiraDeLima_DISSERT.pdf: 5293190 bytes, checksum: fcad2779ac0a1ff61e4c626c71d8214b (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-12-06T23:26:39Z (GMT) No. of bitstreams: 1 SoniaMariaPereiraDeLima_DISSERT.pdf: 5293190 bytes, checksum: fcad2779ac0a1ff61e4c626c71d8214b (MD5) / Made available in DSpace on 2017-12-06T23:26:39Z (GMT). No. of bitstreams: 1 SoniaMariaPereiraDeLima_DISSERT.pdf: 5293190 bytes, checksum: fcad2779ac0a1ff61e4c626c71d8214b (MD5) Previous issue date: 2017-03-03 / O presente estudo situa-se no campo da Educa??o B?sica, tomando a pr?tica e as concep??es de docentes do ensino m?dio sobre inova??o pedag?gica e pr?ticas inovadoras de inicia??o cient?fica e pesquisa no Programa Ensino M?dio Inovador, como aspectos centrais. Com essa pretens?o, direcionou-se os esfor?os anal?ticos para estudar as concep??es de inova??o pedag?gica e as pr?ticas pedag?gicas inovadoras de professores de Ci?ncias da Natureza e Matem?tica no contexto do macrocampo inicia??o cient?fica e pesquisa do ProEMI, no intuito de conhecer o que pensam e fazem os professores no processo ensino-aprendizagem. Do ponto de vista metodol?gico, realizou-se uma pesquisa de abordagem qualitativa com estudo descritivo, explorat?rio e, como instrumento de coleta de dados, a entrevista semi estruturada, a qual foi aplicada a dez (10) professores de duas escolas estaduais, localizadas no Agreste Meridional do Estado de Pernambuco, no per?odo de maio a junho do ano de 2016. Os dados foram codificados e tabulados com a ajuda de estat?stica descritiva como t?cnica de tratamento de dados e com base nesse procedimento, foram constru?das tabelas, grelhas e gr?ficos. Como procedimento para an?lise das entrevistas semiestruturadas, utilizou-se a an?lise de conte?dos de Bardin (1977; 2010) e para melhor compreender o n?vel de conhecimento dos professores utilizou-se a t?cnica de triangula??o dos dados, a qual favoreceu o cruzamento de resultados coletados atrav?s de diferentes fontes como procedimento de enriquecimento das interpreta??es de cada quest?o de estudo. Esta disserta??o est? estruturada em seis cap?tulos, a saber: 1) Delineamento do objeto de estudo; 2) Programa Ensino M?dio Inovador e o macrocampo inicia??o cient?fica e pesquisa; 3) A Inicia??o cient?fica e pesquisa no ProEMI; 4) A Inova??o Pedag?gica; 5) Metodologia. 6)An?lise de dados. Os resultados permitiram conhecer que os professores t?m concep??es limitadas sobre inova??o pedag?gica que refletem como dificuldades para o planejamento de praticas pedag?gicas inovadoras no contexto do macrocampo de inicia??o cient?fica e pesquisa do ProEMI. Dentre estas, conhecimentos limitados sobre o que ? inova??o pedag?gica e como esse conhecimento ? produzido em sala de aula, o que distancia a criatividade e o dialogo interdisciplinar do processo de ensino e aprendizagem, uma vez que estes s?o elementos caracter?sticos da inova??o. As falas dos professores indicam a forma??o como necess?ria para que possam pensar pr?ticas inovadoras nos dias atuais. Por fim, apresentamos uma s?ntese do estudo nas considera??es finais, enfatizando sua relev?ncia para a atualiza??o da pr?tica docente nos momentos de forma??o continuada e ? melhoria do desenvolvimento profissional dos professores. / This present study is situated in the Basic Education field, taking High School teachers` conceptions pedagogical innovation and innovator practicing of scientific initiation and innovator on High School Research Program as central features. Within that intention, it has been targeted analytical efforts to study the teachers pedagogical innovation conceptions about Natural Science and Mathematics on macro research scientific initiation context of macro field initiation and Pro-Emi research, to know what the teachers think and do with their teaching-apprenticeship. From the methodological point of view, it?s been realized a qualitative study with exploratory-descriptive approach research, and as data collecting tools, the half structured interviews which were applied to ten (10) teachers from the state public schools, localized in our Southern Rural Pernambuco State area zone in the period between May and June of 2016. Those data have been codified and tabulated with a descriptive statistic support as data technique treatment, and based on that measure, it?s been built tables, grills and graphics as measure to analyze half structured interviews; it?s been used the content analysis by Bardim( 1977;2010), and to make it better to understand the teacher`s knowledge level, it was triangular data technique, which one helped the result crossing collected through different sources as measures of interpretations improvement on each study question. This essay is structured to six chapters as following: 1) Delineation of the object study. 2) An innovate High School Program and the macro field of scientific initiation and research. 3) The scientific initiation and the research on Pro-Emi.4) The Pedagogical innovation. 5) Methodology. 6) Data analysis. The results allowed how to know that the teachers have limited conceptions about pedagogical Innovation which reflects as difficulties to make a plan for innovator pedagogical practices within scientific initiation macro field context and Pro-Emi . Among these limited knowledge of pedagogical innovation is, and as that knowledge as produced in classroom, which makes creativity distant, and the dialog inter -disciplinary of teaching apprenticeship measure, once these are characteristic items of a synthesis of the study, on final considerations. The teachers? speech indicates the continuous education as necessary to make them able to think about innovator pedagogical practicing, nowadays. Finally, it?s been shown an abstract of the final considerations, focusing on its importance for the teaching corporation practicing up date at the continuous education moments, and for the teachers professional development.