A presente pesquisa, realizada no curso de Mestrado em Educação, pela Universidade de Caxias do Sul, no período de 2016 a 2018, desenvolveu seus estudos compreendendo a formação docente na modalidade de Educação a Distância, tendo como propósito analisar as estratégias que preconizassem a formação autônoma do sujeito. As análises foram ancoradas no referencial teórico proposto por Reuven Feuerstein e Paulo Freire, estabelecendo relações dessas teorias com o Projeto Político Pedagógico do curso de Pedagogia na Modalidade EaD, oferecido pela Universidade Federal do Rio Grande do Sul, credenciada na Universidade Aberta do Brasil, com o seu polo no município de Vila Flores, Rio Grande do Sul. Desenvolveu-se também um estudo de campo através de observações e questionário, durante um semestre do curso, com alunos, tutores e professores das disciplinas do Eixo V do curso acima citado. A problematização do objeto de estudo incide sobre: que estratégias de mediação na formação de professores de pedagogia, na modalidade EaD, potencializam a construção da aprendizagem e de um sujeito autônomo no processo de estruturação da docência? As reflexões estruturaram-se em analisar as estratégias de mediação na formação de professores na modalidade EaD, enfatizando o processo de construção da aprendizagem e de um sujeito autônomo. Para atender a esse objetivo maior, organizaram-se as etapas de acompanhamento, através da observação de um grupo de alunas do curso de pedagogia EaD, o processo de construção da aprendizagem, mediado por relações, recursos didáticos e tecnológicos, com o propósito de identificar estratégias de mediação responsáveis por potencializar a construção da aprendizagem e da autonomia na estruturação da docência. As análises direcionaram-se em identificar as estratégias de aprendizagem mediadas, entre mediador e mediado, que permitiram, no processo de construção do conhecimento, destacar marcas da estruturação da autonomia entre os sujeitos envolvidos numa perspectiva de relação com o outro, de forma responsável e ética. / Submitted by cmquadros@ucs.br (cmquadros@ucs.br) on 2018-03-29T17:57:21Z No. of bitstreams: 1 Dissertacao Valdete Gusberti Cortelini.pdf: 5320359 bytes, checksum: b2f81b1b7760b6a61c090f3f6127f7cd (MD5) / Made available in DSpace on 2018-03-29T17:57:21Z (GMT). No. of bitstreams: 1 Dissertacao Valdete Gusberti Cortelini.pdf: 5320359 bytes, checksum: b2f81b1b7760b6a61c090f3f6127f7cd (MD5) Previous issue date: 2018-03-29 / This research, realized in the course of Master’s Degree in Education, in the University of Caxias do Sul, in the period from 2016 to 2018, developed its studies including the teacher training in the modality Distance Education, having as purpose the identification of strategies that advocate the autonomous formation of subject. The analysis were based in the theoretical references proposed by Reuven Feuerstein and Paulo Freire, establishing relations between these theories and the Political Pedagogical Project of the course of Pedagogy, in the modality Distance Education, offered by the Federal University of Rio Grande do Sul, accredited in the Open University of Brazil, with its campus in the city Vila Flores, Rio Grande do Sul. Was developed also a field study through observations and questionnaires, during a semester of course, with students, tutors and teachers of matters of Axis V of the course quoted about. The problematization of the object of study incide: what strategies in mediation of formation in teachers of pedagogy, in the modality Distance Education, potentiate the construction of learning and of an autonomous subject in the process of structuring of teaching? The reflections were structured in analyze the strategies of mediation in formation of teachers in Distance modality, emphasizing the process of construction of learning and of an autonomous subject. To attend this biggest objective, were organized the steps of monitoring, trough the observation of a group of students from the Distance Pedagogy Course, the process of construction of learning, mediated by relations, didactics and technological resources, with the purpose of identify strategies of mediation responsible for potentializate the construction of learning and autonomy in structuration of teaching. The analysis were directed to identify the strategies of learning mediated, between mediator and mediated, that allowed, in the process of construction of learning, highlight marks of structuration of autonomy among subjects involved in a perspective of relation with the other, in a form responsible and ethic.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / A avaliaÃÃo do impacto de intervenÃÃes educativas surge para identificar a efetividade de programas, softwares, curso e treinamentos que envolvam profissionais e sujeitos com necessidades de capacitaÃÃo. O curso Ãlcera por PressÃo Online, utilizado nesta tese, trata-se de uma tecnologia de informaÃÃo e comunicaÃÃo desenvolvida para capacitar profissionais de enfermagem sobre a prevenÃÃo e tratamento de Ãlcera por pressÃo (UP) em pacientes nas diversas esferas de cuidado. A UP, alÃm de ser um problema de saÃde pÃblica mundial, provoca a realizaÃÃo de estudos que buscam formas de minimizar esse problema, alÃm de ser um indicador de qualidade da assistÃncia de enfermagem adotado em instituiÃÃes de saÃde. Foi objetivo desta tese avaliar o impacto de uma intervenÃÃo educativa a partir de uma tecnologia de informaÃÃo e comunicaÃÃo sobre prevenÃÃo e tratamento de UP em uma unidade de terapia intensiva de um hospital universitÃrio de Fortaleza/CE. Trata-se de um estudo quase experimental, com abordagem antes e depois, realizado no perÃodo de setembro de 2011 a junho de 2012. Participaram da pesquisa 94 pacientes (47 antes e 47 depois) e nove enfermeiras do setor. O estudo foi dividido em trÃs fases: prÃ-intervenÃÃo, intervenÃÃo e pÃs-intervenÃÃo. Foram utilizados para coleta de dados formulÃrios com variÃveis clÃnicas e sociais dos pacientes; dados referentes à assistÃncia de enfermagem na prevenÃÃo e tratamento de UP; a escala de avaliaÃÃo de risco de Braden; questionÃrio com variÃveis sociais das enfermeiras; e o questionÃrio de avaliaÃÃo de conhecimento sobre UP de Pieper e Mott (1995). Os dados foram organizados no Programa Excel e analisado no Programa estatÃstico SAS, com a utilizaÃÃo dos Testes t de Student, Exato de Fisher, Qui-quadrado corrigido de Yates, T de Wilcoxon e U de Wilcoxon-Mann-Whitney para anÃlise estatÃstica. A pesquisa obteve a aprovaÃÃo do Comità de Ãtica em Pesquisa da instituiÃÃo com protocolo n 098.09.11. Os resultados apontaram similaridade entre os grupos prà e pÃs-intervenÃÃo em relaÃÃo Ãs caracterÃsticas sociais e fatores clÃnicos avaliados (p&#706;0,05), exceto no item readmissÃo que sà esteve presente na primeira fase. A avaliaÃÃo de risco, a descriÃÃo da pele e a descriÃÃo de medidas preventivas apresentaram melhor porcentagem no grupo pÃs-intervenÃÃo, mas sem diferenÃa estatisticamente significante (p=0,839; p=0,865; p=0,723, respectivamente). A maioria dos pacientes do grupo prÃ-intervenÃÃo (53,19%) apresentou UP; essa superioridade tambÃm ocorreu em relaÃÃo à presenÃa de UP na admissÃo na UTI, com diferenÃa significante em relaÃÃo ao grupo pÃs-intervenÃÃo (p=0,046). A prevalÃncia de UP na UTI diminuiu de 36,23% para 27,36%; e a incidÃncia de 31,91% para 19,14% depois da intervenÃÃo educativa. A maioria dos pacientes do grupo prÃ-intervenÃÃo apresentou risco elevado de desenvolver UP (57,44%) e o grupo pÃs-intervenÃÃo, risco moderado (51,06%). Entre as nove enfermeiras, a maioria jà tinha realizado curso sobre UP (55,56%) e curso na modalidade EAD (55,56%). O nÃmero de acertos de questÃes sobre prevenÃÃo foi superior no grupo pÃs-intervenÃÃo com 81,93%, sendo tambÃm esse grupo o que apresentou maior porcentagem de acertos nas questÃes relacionadas ao estadiamento da UP (93,20%). A diferenÃa no nÃmero de acertos e de pontos entre os grupos apresentou diferenÃa significante (p&#706;0,05). Concluiu-se que a intervenÃÃo educativa gerou impacto na diminuiÃÃo da prevalÃncia e incidÃncia de lesÃes na UTI e na aquisiÃÃo de conhecimento das enfermeiras, principalmente, relacionado ao estadiamento das lesÃes. / Educational interventions impact assessment appears to identify the effectiveness of programs, software, courses and trainings that involve professionals and individuals who present capacity needs. The Pressure Ulcer Online Course used in this thesis is an information and communication technology (ICT) developed to qualify nursing professionals to prevent and treat Pressure Ulcer (PU) in patients in all care situations. The PU, besides being a worldwide health problem, assembles studies that search ways of minimizing this problem, and it is a quality nursing assistance indicator adopted by health institutions. The objective of this thesis was to evaluate the impact of an educational intervention using an information and communication technology on prevention and treatment of pressure ulcer at an Intensive Care Unit of a Teaching Hospital in Fortaleza/CE. This is a quasi-experimental study with a before and after approach carried out from September 2011 to June 2012. 94 patients (47 patients before and 47 patients after) and 09 nurses from the ICU have participated in the research. The study has been divided into three phases: pre-intervention, intervention, and post-intervention. In order to collect data, we used questionnaires for patientsâ social and clinic variables; data regarding nursing assistance for PU prevention and treatment; Braden scale for assessing pressure ulcer risk; questionnaire for nursesâ social variables; and the Pieperâs and Mottâs (1995) questionnaires to evaluate the nursesâ knowledge of PU. Data was organized using Microsoft Excel and analyzed using the Statistic Software SAS. Statistical analyses were carried out using the Studentâs t-test, Fisherâs Exact test, and Yatesâ corrected Chi-square test, Wilcoxon T test, and Wicoxon-Mann-Whitney U test. The ethical committee of the institution has approved this research under protocol number 098.09.11. Results have pointed out similarity between the pre and post-intervention groups regarding social characteristics and clinical factors (p&#706;0.05) that have been analyzed, excepting the readmission item, which was present only in the first phase. Risk assessment, skin description and prevention measures description have shown better percentage in the post-intervention group, but there was no statistically significant difference (p=0.839; p=0.865; p=0.723, respectively). Most patients from the pre-intervention group (53.19%) have presented PU; this superiority has also happen regarding PU presence at the patientâs admission to hospital with significant difference related to the post-intervention group. PU prevalence at the IUC has decreased from 36.23% to 27.36% and incidence has reduced from 31.91% to 19.14 after the educational intervention. Most patients from the pre-intervention group have presented high risk for developing PU (57.44%) and the post-intervention group has present moderate risk (51.06%). Most of the nine nurses have already taken a course on PU (55.56%) and an online course (55.56%). Number of correct answers about prevention was higher in the post-intervention group, which showed a percentage of 81.93% correct answers. This group was also the one presenting the greatest percentage in questions about PU staging (93.20%). Difference on the number of correct answers and points between the groups have presented significant difference (p<0.05). We concluded that the educational intervention has impacted on the decrease of lesions prevalence and incidence at the IUC and on the nurses knowledge acquisition, mainly, regarding lesions staging.

A presente pesquisa, realizada no curso de Mestrado em Educação, pela Universidade de Caxias do Sul, no período de 2016 a 2018, desenvolveu seus estudos compreendendo a formação docente na modalidade de Educação a Distância, tendo como propósito analisar as estratégias que preconizassem a formação autônoma do sujeito. As análises foram ancoradas no referencial teórico proposto por Reuven Feuerstein e Paulo Freire, estabelecendo relações dessas teorias com o Projeto Político Pedagógico do curso de Pedagogia na Modalidade EaD, oferecido pela Universidade Federal do Rio Grande do Sul, credenciada na Universidade Aberta do Brasil, com o seu polo no município de Vila Flores, Rio Grande do Sul. Desenvolveu-se também um estudo de campo através de observações e questionário, durante um semestre do curso, com alunos, tutores e professores das disciplinas do Eixo V do curso acima citado. A problematização do objeto de estudo incide sobre: que estratégias de mediação na formação de professores de pedagogia, na modalidade EaD, potencializam a construção da aprendizagem e de um sujeito autônomo no processo de estruturação da docência? As reflexões estruturaram-se em analisar as estratégias de mediação na formação de professores na modalidade EaD, enfatizando o processo de construção da aprendizagem e de um sujeito autônomo. Para atender a esse objetivo maior, organizaram-se as etapas de acompanhamento, através da observação de um grupo de alunas do curso de pedagogia EaD, o processo de construção da aprendizagem, mediado por relações, recursos didáticos e tecnológicos, com o propósito de identificar estratégias de mediação responsáveis por potencializar a construção da aprendizagem e da autonomia na estruturação da docência. As análises direcionaram-se em identificar as estratégias de aprendizagem mediadas, entre mediador e mediado, que permitiram, no processo de construção do conhecimento, destacar marcas da estruturação da autonomia entre os sujeitos envolvidos numa perspectiva de relação com o outro, de forma responsável e ética. / This research, realized in the course of Master’s Degree in Education, in the University of Caxias do Sul, in the period from 2016 to 2018, developed its studies including the teacher training in the modality Distance Education, having as purpose the identification of strategies that advocate the autonomous formation of subject. The analysis were based in the theoretical references proposed by Reuven Feuerstein and Paulo Freire, establishing relations between these theories and the Political Pedagogical Project of the course of Pedagogy, in the modality Distance Education, offered by the Federal University of Rio Grande do Sul, accredited in the Open University of Brazil, with its campus in the city Vila Flores, Rio Grande do Sul. Was developed also a field study through observations and questionnaires, during a semester of course, with students, tutors and teachers of matters of Axis V of the course quoted about. The problematization of the object of study incide: what strategies in mediation of formation in teachers of pedagogy, in the modality Distance Education, potentiate the construction of learning and of an autonomous subject in the process of structuring of teaching? The reflections were structured in analyze the strategies of mediation in formation of teachers in Distance modality, emphasizing the process of construction of learning and of an autonomous subject. To attend this biggest objective, were organized the steps of monitoring, trough the observation of a group of students from the Distance Pedagogy Course, the process of construction of learning, mediated by relations, didactics and technological resources, with the purpose of identify strategies of mediation responsible for potentializate the construction of learning and autonomy in structuration of teaching. The analysis were directed to identify the strategies of learning mediated, between mediator and mediated, that allowed, in the process of construction of learning, highlight marks of structuration of autonomy among subjects involved in a perspective of relation with the other, in a form responsible and ethic.

M.Ed. / Changes specifically taking place in specialised education due to the inclusive education policy have resulted in stress and higher anxiety levels in educators. The purpose of this research is to investigate the perceptions of educators teaching at one specialised school, specifically the perceptions of their responsibilities, of the expectations they have as well as the training and support they receive in this educational environment. The literature study describes the changes brought about by the implementation of the inclusive education policy and the effect it has on the educators. A questionnaire was designed to ascertain what the educators perceive. The instrument was tested for reliability and validity. The recommendations were as follows: All educators should become knowledgeable regarding the content of the inclusive education policy in education. The education department is responsible for a training and implementation programme that will empower educators to successfully implement the tasks and responsibilities as required by the policy of inclusive education. If this training and support is not provided, it cannot be expected of educators to be able to successfully handle the implementation of the inclusive education policy or to be positively orientated towards the implementation of this policy. The education department and district offices should play a bigger role in providing the training and necessary support in order for the implementation of inclusion to be successful. The training of all educators and training centres will have to include the accommodation/management of diverse needs of learners in order to meet the requirement of this policy. As all educators will be exposed to more diverse learning needs, the training provided at the training centres will have to emphasise the accommodation/management of diverse learning according to the inclusive education policy. The educators that have specialised training at ‘specialised schools’ can be utilised as consultants to provide support to educators at other schools by working together co-operatively with these educators. The district offices ought to provide a co-ordinator to assist this support group. The perceptions of educators at the specific specialised school with regards to inclusive education are influenced by their own experiences and interpretations of inclusive values and practice. The manner in which educators experience inclusive education will have an influence on the quality of their performance of tasks and their responsibilities towards inclusive education. Therefore, how educators are introduced to and supported in inclusive practices may play a significant part in terms of establishing environments for inclusive education. The role of the education department and district offices are clearly emphasised in this investigation. Knowledge regarding the policy of inclusion, as well as support and training are essential elements to the successful implementation of this policy.

M.Ed. / Please refer to full text to view abstract

M.Cur. / There is a tendency that the registered nurse migrate from the public health sector to the private hospital. In the private hospital the registered nurse is faced with demands to render a consumer orientated service. The greater demands on the registered nurse within the independent nursing practice has the result that her striving for professional and personal wholeness is impaired, leading to ineffective functioning as an independent nursing practitioner. The purpose of this study is to develop an orientation programme for registered nurses. This will facilitate professional and personal wholeness. The purpose is operationalized by means of a qualitative descriptive study, that explore and describe the experience of the registered nurse in the private hospital, as well as the expectations of the doctor (as consumer)). From these two aspects the obstacle were identified that can encumber the registered nurse to function as independent nursing practitioner. Three sets of premises were drawn up out of which the contents of the programme were differentiated by means of inductive logic. The subjacent philosophical elements of the. orientation programme are the Nursing Theory for the Whole Person (whole person), the adult as learner and accompanied self study.

M.Ed. (Curriculum Studies) / Teachers with expert knowledge or skills can exercise a leadership function as they use their knowledge or skills to help colleagues and to further the progress of the innovation knowledge and expertise. Although innovation could be well structured, teachers still need support in one or other form in order for effective implementation to take place. Barriers to the satisfactory implementation of innovation includes: the teachers' lack of curriculum-related knowledge, ineffective flow of communication between innovator and teacher and the state of facilities and equipment available to implement change. The way in which the innovation is to be introduced to the teachers who are to be involved with it are likely to have profound effects on the extent to which the innovation is successfully implemented. A number of ways have been suggested.

M.Ed. (Educational Management) / The Namibian educational system is confronted with the problem of a high failure rate. By analysing the situation, the following come to light: * The schools previously under the jurisdiction of the administration of Whites,· Coloureds and the - Rehoboth Basters, have the best qualified teachers as well as a very high pass rate. * The schools who were previously under the jurisdiction of the administration of the Ovambos, - Hereros, - Damaras,- Kavangos,- Namas and - Tswanas, have a high concentration of underqualified and unqualified teachers. The very high failure rate in these areas can, to a certain extent, be attributed to this phenomenon. If it is taken into account that 64% of the school-going population are situated in these areas, the situation can be described as a disaster. In view of the above it seems that there is a definite correlation between the professional competence of the teacher and the performance of the pupils under his care. For this very important reason everything possible must be done to enable the teacher to execute his or her duties in a professional and competent manner. In this regard the subject advisors have a vital role to play. The present role of subject advisors should be changed. Subject advisors should reallocate their services into areas where it is most needed. Subject advisors should focus their attention to the general improvement of the pedagogical and methodological ability of serving teachers. This can be done by implementing an effective staff development program. In order to succeed such an in-service training program has to be carefully and systematically planned and executed in accordance with each teachers individual needs, skills and capabilities as well as his level of academic and professional development. To enable the subject advisor to assess the need of the teachers under his control he will have to establish a climate of trust so that the teachers shall feel free to ask for advice without the fear that their difficulties shall become further known. To succesfully execute their management task, subject advisors should have a thorough knowledge of the management task they must perform. It is therefore necessary that subject advisors should undergo practical and theoretical training in educational management. It is clear that the present role of subject advisors should be changed. There ,should be a marked shift in emphasis from the controlling and supervisory function to an advisory function. The emphasis should be on staff development...

Learners affected and infected by HIV/AIDS have been given priority status in the development of inclusive education. The Department of Education should develop and support the personal and professional self of educators as torch bearers of its educational policy. This inquiry attempted to understand educators’ teaching experiences to establish what educational and psychological support was needed to better include such learners. The information obtained may enable District Based Support Team’s (DBST’s) and School Based Support Team’s (SBST’s), as well as educational psychologists to develop educators, as limited research has been done in this regard. In this inquiry the data collection methods included 16 questionnaires completed by educators, an individual interview with a principal as well as two focus group interviews (with educators, and then with SBST and School Management Teams (SMT’s) members combined). Collages were visual representations of educators’ experiences and aided group discussions. Data obtained was analysed using the constant comparative method to determine the common themes and sub themes describing educators’ experiences over and above the identified educational and psychological support they needed to better include child-headed family learners within their classrooms. The findings presented suggest orphan status awareness at schools cannot be taken for granted. In coping with the effects of orphan-hood, learners presented with characteristic barriers such as: learning difficulties, incomplete school work and homework, failure to participate, school absenteeism, hunger, concentration difficulties, tiredness and sleeping in class, neglected appearance, behavioural difficulties, signs of sexual abuse, and accelerated adulthood. Efforts to create supportive learning environments included: impartial treatment, learning support provision, accessing support services and meeting basic needs for food, clothing, love, belongingness, reassurance, motivation and encouragement. Educators iii related accompanying negative psychological experiences (i.e. feeling sadness, distress and pain, as well as being emotionally drained and experiencing a sense of frustration at not knowing how to help or feeling unable to help). Identified educational and psychological support included: capacity building through contextualized and customized in-service training programmes, financial incentives and motivation, improved resources, increased governmental involvement, accessing multidisciplinary support services, community support and self care. Educators need to be supported and developed within a framework of whole school development if the goals of building health promoting schools within an inclusive education system are to be realised. Recommendations included: (i) Compelling stakeholders and health professionals to inform school and district based support teams of a learner’s orphan status. (ii) Building pre-service and in-service capacities through modules or customized workshops, on the identification, support and referral of learners from child-headed homes, basic counselling skills as well as self care awareness and educator burn out. (iii) Schools must develop financial incentives and motivation schemes by fund raising, obtaining sponsorships and ‘granting leave’ to deserving educators. Resource sharing was also encouraged. (iv) Government should conduct needs analyses at grass roots level to ensure equitable support service provision relative to the number of learners from child-headed homes at a school. (v) Educational psychologists or school counselors on behalf of school based support teams can co-ordinate Community Building Approach principles as one way of sharing the burden of care amongst interested stakeholders and community members. / Prof. Jace Pillay

M.Ed. / This research report investigates the experiences of teachers of the incorporation of Environmental Education (EE) into schools and the role of environmental clubs in facilitating it. The rationale for this study is based on finding solutions to existing environmental problems, conducted with an educational focus. Management of the environment will pass on to future generations, hence there is a responsibility for teachers to inculcate environmental awareness. The South African governments’ efforts, through the Revised National Curriculum Statement (RNCS), to incorporate EE into the present curriculum is extensively outlined in numerous research reports. Its goal is to, ''seek to create a lifelong learner who is confident and independent, literate, numerate, and multi-skilled, compassionate, with a respect for the environment and the ability to participate in a society as a critical and active citizen'' (Department of Education, 2002:08). This study aimed to investigate the experiences of teachers in EE and its incorporation in the school curriculum. The second aim was to investigate how these perceptions may impact on their teaching and learning in the classroom. The final aim was to investigate whether the introduction of environmental clubs into school would cause a change to EE implementation in the classroom. Methodologically, this research project was located in the both the quantitative and qualitative paradigms, the participants having comprised teachers and Heads of Departments (HoDs), as well as principals from three schools in the dependent sector, namely government-based schools in the District 6 region in Gauteng province. The three schools were randomly selected to represent schools of varying financial status as well as of multi-racial contexts.