Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-11-24T16:16:03Z No. of bitstreams: 1 Andreia Agda Silva Honorato.pdf: 15259192 bytes, checksum: cfbe3fd7e73c8b35119c0d01dac674f9 (MD5) / Made available in DSpace on 2016-11-24T16:16:03Z (GMT). No. of bitstreams: 1 Andreia Agda Silva Honorato.pdf: 15259192 bytes, checksum: cfbe3fd7e73c8b35119c0d01dac674f9 (MD5) Previous issue date: 2016-08-29 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This thesis is to study the object Supervised Internship in Social Work - their place in the training and challenges from the understanding of 18 teachers of the course of Social Service. To enter this issue considered as present and latent, was elected a five-universe (5) Education Units that make up the South II region of micro capital of the Brazilian Education and Research Association in Social Work. The overall objective focused on conduct study on supervised training in social work directing the search for debate and analysis on the perspective of the centrality of supervised training, however, in size and in all crucial considerations that print what is and what should actually be the same in the process. However, it is a thesis that defends the debate this time because there are numerous dilemmas that engender, so an environment that fosters uncover the remaining gaps in the direction of new construction coping proposituras the perspective of possibilities. Thus, the analysis from the studies and the results of the research, pointed out the need to foster new agenda for the resumption of discussion and reflection involving all or most of the UFAS through its agents for punctuated detail in each preconization debate set in National policy training in Social Work, stage place post since the 1990s, more precisely in 1996 by the Curriculum Guidelines for Social Work and regulated in the resolution n. 533 2008 of the Federal Council of Social Service, because the understanding has been multiple and adverse, which implies distortions and breaches. It is argued that it is time to fertilize the debate as points Iamamoto (2009) / Esta tese tem como objeto de estudo o Estágio Supervisionado em Serviço Social – seu lugar na formação e os desafios a partir da compreensão de 18 docentes do curso de Serviço Social. Para adentrar nesta questão considerada como presente e latente, elegeu-se um universo de cinco (5) Unidades de Formação Acadêmica que compõem a região Sul II da micro capital da Associação Brasileira de Ensino e Pesquisa em Serviço Social. O objetivo geral centrou-se em realizar estudo sobre estágio supervisionado em Serviço Social direcionando a pesquisa para debates e análises sobre a perspectiva da centralidade do estágio supervisionado na formação, entretanto, na sua dimensão e nas considerações de todos os determinantes que imprimem o que é e o que deveria ser de fato o mesmo no processo. Contudo, trata-se de uma tese que defende o debate em tempo presente, pois inúmeros são os dilemas que o engendram, logo, um espaço que favoreça descortinar as lacunas ainda existentes no sentido de novas construções de proposituras de enfrentamento na perspectiva de possibilidades. Assim, a análise realizada a partir dos estudos e dos resultados da pesquisa, apontou a necessidade de fomentar nova agenda para a retomada de discussão e reflexão envolvendo todas ou a maioria das UFAS através de seus agentes para um debate pontuado detalhadamente em cada preconização posta na Política Nacional de Estágio em Serviço Social, do lugar do estágio posto desde a década de 1990, mais precisamente em 1996 pelas Diretrizes Curriculares do Serviço Social e regulamentado na resolução n. 533 de 2008 do Conselho Federal de Serviço Social, pois as compreensões tem sido múltiplas e adversas, o que implica distorções e descumprimentos. Defende-se que é tempo de fertilizar o debate como aponta Iamamoto (2009)

The National Professional Diploma in Education is an in-service programme for classroom-based educators who have less than three years of professional training. The programme seeks to create a pathway to qualified teacher status in ways that will impact positively on classroom practice, prepare teacher-learners for the implementation of the new curriculum and provide a sufficiently rigorous foundation for further study. This evaluation adopted a fourth generation evaluation approach characterised by extensive engagement with programme stakeholders. Chapter 2 outlines an epistemological and philosophical framework of reference whilst Chapters 3 and 4 explore learning and teaching strategies and management and costing issues. The findings of these investigations lead to the recommendations made in Chapter 5. It is felt that the Unisa NPDE meets many of the goals of the programme, but further research is needed into the impact on classroom practice and into the management of the decentralised learner support. / Educational Studies / M.Ed. (Didactics)

The National Professional Diploma in Education is an in-service programme for classroom-based educators who have less than three years of professional training. The programme seeks to create a pathway to qualified teacher status in ways that will impact positively on classroom practice, prepare teacher-learners for the implementation of the new curriculum and provide a sufficiently rigorous foundation for further study. This evaluation adopted a fourth generation evaluation approach characterised by extensive engagement with programme stakeholders. Chapter 2 outlines an epistemological and philosophical framework of reference whilst Chapters 3 and 4 explore learning and teaching strategies and management and costing issues. The findings of these investigations lead to the recommendations made in Chapter 5. It is felt that the Unisa NPDE meets many of the goals of the programme, but further research is needed into the impact on classroom practice and into the management of the decentralised learner support. / Educational Studies / M.Ed. (Didactics)