Made available in DSpace on 2016-04-27T14:31:01Z (GMT). No. of bitstreams: 1 Carolina Arantes Pereira.pdf: 935200 bytes, checksum: 972dd0b36254ff0e8bbdc8223a8a1cc3 (MD5) Previous issue date: 2012-10-19 / The theme addressed in this study is related to concern for the training of teachers who participate in innovative projects, since such training is essential in the success of these projects. They are designed and constructed from an adverse situation, a local need, questioning of people, from the urgency of change. Thus, it originates in 2002 and is carried out in 2005 the Coastal Unit of the Centenary Federal University of Paraná. The UFPR Coast is located in the resort of Caiobá, municipality of Matinhos, integrated into the coastal region of Paraná and Vale do Ribeira, which historically have been discredited and still present social, economic, environmental and educational fragility. Through its Institutional political project, it is consolidated as a community development agent with the main objective to promote the quality of life compatible with human dignity and social justice. In order to reach this goal, it was created a Pedagogical political project supported by emancipatory development and learning, consisting of projects developed by local communities, seeking decisively contributes to the scientific, economic, ecological and cultural development. In turn, the Coastal Sector in its constitution and deployment counted and relies on professors in training, in service, to serve in this differentiated project, being that the point focused in this thesis is: how is the process of training of university professors to work in an innovative curriculum and educational project? To resolve this issue it was necessary to (1) describe the concrete actions of training of professors in terms of selection, awareness, monitoring, educational activities, development, implementation, evaluation and redesign of the UFPR Coastal Project, identifying problems, difficulties and referrals which were made; (2) analyze and reflect on the process of continuous formation of professors of this differentiated project; (3) provide referrals to a process of continuing education that offers grants for professors engaged in innovative projects. The choice to make deepening in the teacher training area in the UFPR Coast occurs due to the fact that to act in a differentiated curriculum, requires a course of training, process which is not described in the literature and that needs to be identified, analyzed, understood, systematized and meticulously presented, to contribute to the training of academics. The study includes a qualitative approach, with presentation of case study comprised by participant observation, document analysis, semi structured interviews with managers who took part in the creation and implementation of the project, coordinators of three curricular areas (Humanistic and Cultural Interactions, Learning Projects and Practical Theoretical Foundations) and a questionnaire with open questions to a group of professors who work each in the 15 degree courses. As a doctoral thesis, it was obtained a description of the process of training professors of an innovative project, their specificities and also difficulties, leading the reader referrals for professor training engaged in innovative curricular and educational projects / docentes que participam de projetos inovadores, uma vez que tal formação é fundamental no êxito desses projetos. Os mesmos são idealizados e construídos a partir de uma situação adversa, uma necessidade local, de questionamento de pessoas, da urgência de mudanças. Assim, origina-se em 2002 e é implantada em 2005 a Unidade Litoral da centenária Universidade Federal do Paraná. A UFPR Litoral está situada no balneário de Caiobá, município de Matinhos, integrada à região litorânea paranaense e ao Vale do Ribeira, que historicamente foram desacreditadas e ainda apresentam fragilidade social, econômica, ambiental e educacional. Por meio do seu Projeto Político Institucional, consolida-se como um agente de desenvolvimento comunitário com o objetivo principal de propiciar à região qualidade de vida compatível com a dignidade humana e a justiça social. Construiu-se para tal um Projeto Político Pedagógico sustentado por fundamentos emancipatórios de desenvolvimento e aprendizagem, constituído por projetos desenvolvidos junto às comunidades locais/regionais, buscando contribuir decisivamente para o desenvolvimento científico, econômico, ecológico e cultural. Por sua vez, o Setor Litoral em sua constituição e implantação contou e conta com professores em formação, em serviço, para atuar neste projeto diferenciado, sendo que a questão problematizada nesta tese é: como ocorre o processo de formação de professores universitários para atuação em um projeto curricular e educacional inovador? Para solucionar tal questão foi preciso: (1) descrever as ações concretas de formação de professores nos momentos de seleção, sensibilização, acompanhamento, atividades formativas, elaboração, implantação, avaliação e replanejamento do Projeto UFPR Litoral, identificando problemas, dificuldades e encaminhamentos realizados; (2) analisar e refletir sobre o processo de formação continuada dos docentes desse projeto diferenciado; (3) apresentar encaminhamentos para um processo de formação continuada que ofereça subsídios a docentes engajados em projetos inovadores. A escolha em realizar aprofundamento na área de formação de professores no Projeto UFPR Litoral ocorre devido ao fato de que para atuar em um currículo diferenciado, requer-se um percurso de formação, processo este não descrito na literatura e que precisa ser identificado, analisado, compreendido, sistematizado e minuciosamente apresentado, para contribuir para a formação de docentes universitários. O estudo contempla uma abordagem qualitativa, com apresentação de estudo de caso constituído por observação participante, análise documental, entrevista semiestruturada com gestores que fizeram parte da idealização e implantação do Projeto, coordenadores dos três eixos curriculares (Interações Culturais e Humanísticas, Projetos de Aprendizagem e Fundamentos Teóricos Práticos) e questionário com questões abertas para um grupo de professores que atuam cada qual nos quinze cursos de graduação. Como tese de doutoramento obteve-se a descrição do processo de formação de professores de um projeto inovador, suas especificidades e também dificuldades, levando ao leitor encaminhamentos para formação de professores engajados em projetos curriculares e educacionais inovadores

Cette thèse porte sur le rôle des projets d’innovation éducative des établissements scolaires maronites dans la promotion de l’éducation à la paix au Liban.L’objectif de notre recherche est d’établir la possibilité d’une éducation à la paix à travers la vision de l’Église maronite traduite dans les textes synodaux, les projets éducatifs et les projets d’établissement et leur mise en œuvre dans les écoles maronites, ainsi qu’à travers l’intériorisation des différents aspects de la paix par les élèves et la transférabilité de cet acquis dans leur comportement.Notre cadre théorique s’appuie sur les cinq modèles de l’éducation à la paix de Harris et Morrison (2003). Nous avons ajouté un sixième modèle, l’éducation à la compréhension mutuelle et au dialogue.Dans le but de vérifier les hypothèses et de répondre à la problématique, la recherche empirique repose sur une analyse des textes synodaux maronites et sur une enquête menée dans des écoles secondaires maronites du caza de Baabda auprès des chefs de ces établissements et des élèves du cycle secondaire.Pour ce faire, nous avons créé l’Ep-mètre, soit un instrument de mesure du niveau de l’éducation à la paix dans les établissements scolaires. Cet instrument nous a aidé à analyser les textes synodaux, les contenus des entrevues avec les chefs d’établissement et les données statistiques issues des questionnaires adressés aux élèves du secondaire. Les résultats de notre recherche ont montré que les projets d’innovation éducative des établissements scolaires maronites contribuent partiellement à promouvoir l’éducation à la paix. C’est pourquoi les écoles maronites au Liban pourraient revoir leurs pratiques éducatives à la lumière des six modèles de l’éducation à la paix, afin d’aider les élèves à intérioriser les différents aspects de la paix et à transférer cet acquis dans leur comportement. La thèse incite enfin les établissements scolaires maronites à : relire les textes synodaux pour être fidèles à la vision de l’Église maronite ; revoir leurs projets éducatifs et surtout leurs projets d’établissement en vue d’être cohérents avec les six modèles de l’éducation à la paix ; former les enseignants en vue d’orienter les cours et les activités vers la promotion des six modèles de l’éducation à la paix. / This thesis focuses on the role of innovative educational projects done at the maronite schools in order to promote peace education in Lebanon.The aim of our research is to establish the possibility of peace education peace education through the vision of the Maronite Church translated into synodal texts, the educational projects and establishment projects as well as their application at maronite schools, and the internalization of different aspects of peace by students along with the demonstration of this acquisition in their behavior.The conceptual framework of the research is grounded on the five models of Peace Education by Harris and Morrison (2003). A sixth model, the mutual understanding and communication education was added.In an attempt to verify the hypotheses and answer the research question, an analysis of maronite synod texts was administered, and a study was made in maronite schools in the Caza of Baabda, where school directors were interviewed and secondary students were surveyed. To analyze the data, the "Ep-meter", a Peace Education measurement tool for schools, was created. This tool helped interpret the synod texts, the results of the interviews, and the statistical data collected from the students.The results of the study revealed that the innovative projects administered at maronite schools partially contributed to the promotion of Peace Education. Hence, in light of the six Models of Peace Education, maronite schools in Lebanon must reconsider their educational practices to help students acquire the different aspects of peace and apply them.Finally, the thesis encourages the maronite schools to: reread the synod texts in order to be faithful to the vision of the Maronite Church; review their projects and especially the educational and establishment projects in order to become coherent with the six Models of Peace Education; train teachers develop their classes and activities in the light of the six models of Peace Education. / تتناولُ هذه الأطروحةُ دورَ مشاريع التّجديد التّربويّة الخاصّة بالمؤسساتِ المدرسيّةِ المارونيّةِ في تعزيزِ التربيةِ على السلام في لبنان.يهدفُ البحثُ الذي قمنا به، من جهةٍ، إلى دراسةِ مدى ملاءمةِ مشروعِ التربيةِ على السلامِ، مع توجّه الكنيسة المارونيّة المُجسّد في النّصوص المَجمعيّة وفي المشاريع التعليميّةِ وتلك الخاصّة بالمدارسِ، ومن جهة أخرى يهدفُ البحثُ إلى دراسة مدى استيعاب التلامذة مُختلف أوجه السلام ومدى تجليّ هذه الأخيرة في تصرّفاتهم.يعتمدُ إطارُنا النظريُّ، بشكلٍ أساسيٍّ، على النماذجِ التربويّةِ الخمس الخاصّة بالباحثين التربويّين هاريس وموريسون (2003). كما وقمنا بإضافة نموذج سادس يختصّ بالتربية على التفاهم المتبادل والحوار.وبهدفِ إثباتِ صحّةِ الفرضيّاتِ والإجابةِ عن الإشكاليّةِ المُقترحةِ، تضمّن البحث العلميّ تحليلًا للنّصوص المجمعيّة المارونيّة كذلك للدراسة التي أُجريت مع مدراء المدارس الثانويّة المارونيّة الواقعة ضمن نطاق قضاء بعبدا ومع تلامذة أقسامها الثانويّة.وللوصول إلى هدفنا، كان لابدّ من ابتكار أداة أطلقنا عليها اسم "ميزان التربية على السلام" (Ep-mètre) وذلك كمعيار يساعدنا على قياس مستوى التربية على السلام في المؤسسات المدرسيّة. ساعدتنا هذه الأداة المُبتكرة في تحليل النّصوص المجمعيّة ومضامين لقاءاتنا مع مدراء المدارس والمعطيات المُستشفّة من البيانات التي ملأها تلامذة القسم الثانويّ.أظهرت نتائج بحثنا أنّ المشاريع التربويّة المُبتكرة المُعتمدة في المؤسسات المدرسيّة المارونيّة تُساهم بشكلٍ جزئيّ في تعزيز التربية على السلام. لذلك يجب على المدارس المارونيّة في لبنان إعادة النظر في ممارساتها التربويّة على ضوء مضامين النماذج الستّ للتربية على السلام بهدف مساعدة التلامذة على استيعاب أوجه السلام المختلفة وبالتالي تجسيدها في تصرّفاتهم.