Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-07-13T18:49:27Z No. of bitstreams: 1 CamilleAnjosDissertacao2016.pdf: 1093173 bytes, checksum: 8ae404c119a9498adb807bd09db8731b (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-07-13T18:49:44Z (GMT) No. of bitstreams: 1 CamilleAnjosDissertacao2016.pdf: 1093173 bytes, checksum: 8ae404c119a9498adb807bd09db8731b (MD5) / Made available in DSpace on 2017-07-13T18:49:44Z (GMT). No. of bitstreams: 1 CamilleAnjosDissertacao2016.pdf: 1093173 bytes, checksum: 8ae404c119a9498adb807bd09db8731b (MD5) Previous issue date: 2016-06-13 / This research, qualitative, aimed to verify the relevance of the playful in the formation of the pedagogue of Higher Education Institution (HEI) of the Distrito Federal and in the teaching profession in early childhood education and early years of elementary school to enhance the teaching process and full learning. To support theoretical way this research, we sought to understand the playful from its presence in culture, history and education over the years The playful was also regarded as objective activity, exposed in play and play and subjective, revealed as a state of wholeness. Turned up also the history of the formation of the pedagogue in Brazil, the playful presence in the teaching method of many educators and playful teacher training. As data collection instrument was used semi-structured interviews, document analysis and non-participant observation. Participated in the interviews 8 teachers, Faculty of Education graduates of HEI researched, the document analyzed were the Political and Educational Institutional Project, the Educational Project Course of Faculty of Education from the year 2008 and 2010. Three observations in classroom of teachers were made which also responded to the interview, two observations occurred in Early Childhood Education and a 3rd year in elementary school. Concludes that teachers consider important to work with the playful in their formative process, because in practice they need this element to make your student is interested in new knowledge and learn significantly, but the HEI has not considerable space so that the playfulness is a fundamental premise to be worked on teacher training. Indeed, in the teaching profession we determined the presence of playful teaching and the impact of this dimension in the process of teaching and learning. / Esta pesquisa, de natureza qualitativa, buscou verificar a relev??ncia do l??dico na forma????o do pedagogo de Institui????o de Ensino Superior (IES) do Distrito Federal e no exerc??cio da doc??ncia tanto na Educa????o Infantil quanto nos anos iniciais do Ensino Fundamental para potencializar o processo de ensino e aprendizagem integral. Para embasar de maneira te??rica esta pesquisa, buscou-se compreender o l??dico a partir de sua presen??a na cultura, na hist??ria e na educa????o ao longo dos anos. O l??dico tamb??m foi conceituado como atividade objetiva, exposta no jogar e no brincar e subjetiva, revelado como um estado de plenitude. Recorreu-se, ainda, ?? hist??ria da forma????o do pedagogo no Brasil, ?? presen??a do l??dico no m??todo de ensino de v??rios educadores e ao l??dico na forma????o de professores. Como instrumento de coleta de dados, foram utilizadas: entrevistas semiestruturadas, an??lises documentais e observa????es n??o participantes. Participaram das entrevistas oito professores egressos do curso de Pedagogia da IES pesquisada; os documentos analisados foram o Projeto Pol??tico-Pedag??gico Institucional (PPI) e o Projeto Pedag??gico de Curso (PPC), de 2008 e 2010, do curso de Pedagogia. Ademais, registraram-se tr??s observa????es em turmas de professoras que tamb??m responderam ?? entrevista ?????? duas na Educa????o Infantil e uma no 3?? ano do Ensino Fundamental. Constatou-se que os professores consideram importante o emprego do l??dico no processo formativo, pois, na pr??tica, eles necessitam deste elemento para despertar no estudante o interesse pelo novo saber, melhorando, assim, o aprendizado. No entanto, a despeito destas constata????es, a IES, muitas vezes, n??o abre espa??o para que o l??dico seja uma premissa fundamental para aprimorar a forma????o dos professores. Destarte, no exerc??cio da doc??ncia, foi poss??vel constatar a presen??a da did??tica l??dica e seu impacto positivo no processo de ensino e aprendizagem.

Made available in DSpace on 2014-12-17T15:38:46Z (GMT). No. of bitstreams: 1 IndiraCCO.pdf: 1017568 bytes, checksum: 17cb589faeb8ac4c6ab80a68831a7ff9 (MD5) Previous issue date: 2004-10-15 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Considering infancy as the socio-historic construction required from the researcher, not only gives problems to the natural character of the human development, that for a long period in the history of psychology has sown to be predominant, but before anything assumes the position in which the vision of the social condition, i.e., for the contexts of the insertion of the human being, is predominant. In this sense, it is not possible to talk about infancy in the singular, once the different developmental contexts enable different forms of immersion in the daily experiences, amongst which this research focuses on the experience of the ludic. According to various theories of development amongst which we emphasize the socio-historic, this element brings important contributions in the processes of the human being constitution. From the legal aspect this recognition is present in the Code of Practice of the Child and Adolescent which considers playing to be a right of the child. However, the childhood of many children have this aspect affected by many factors. It is in the context of this discussion that we developed this research which has as its objective investigate how children in a working environment experience playing on a daily basis. Four children, girls, took part in this research, who develop activities in the process of the usage of cashew nuts. We used interviews, observations, photographs and drawings. The perspective of analysis which guided this task is based on socio-historic and discursive studies. In this way, the elements which constitute the child s discourse, formed from the corpus were: be a child, the ludic culture, the work in the child s life and the perspective of future and change. The participants discourse showed to be conflicting, contradictory, arisen from a specific ideological formation. In the children s daily routine it was possible to verify that there is an existence of a rich ludic culture, even if it is lived in few moments of the day in consequence of the workload / Considerar a Inf?ncia enquanto constru??o s?cio-hist?rica requer, do pesquisador, n?o apenas problematizar o car?ter natural do desenvolvimento humano, que por um longo per?odo da hist?ria da Psicologia se mostrou predominante, mas, antes de tudo, assumir uma postura em que o olhar para as condi??es sociais, ou seja, para os contextos de inser??o do ser humano, assume posi??o de destaque. Nesse sentido, n?o ? poss?vel falar em inf?ncia, no singular, uma vez que os diferentes contextos de desenvolvimento propiciam diferentes formas de imers?o nas experi?ncias do cotidiano, dentre as quais esta pesquisa destaca a viv?ncia do l?dico. Segundo v?rias teorias do desenvolvimento, dentre as quais destacamos a s?cio-hist?rica, esse elemento traz importantes contribui??es nos processos de constitui??o do ser humano. Do ponto de vista legal, esse reconhecimento se faz presente no Estatuto da Crian?a e do Adolescente, que considera o brincar um direito da crian?a. Contudo, a inf?ncia de muitas crian?as tem este aspecto comprometido, pelos mais diversos fatores. ? no contexto desta discuss?o que desenvolvemos esta pesquisa cujo objetivo foi investigar como as crian?as em situa??o de trabalho vivenciam o brincar em seu cotidiano. Participaram da pesquisa quatro crian?as, meninas, que desenvolvem atividades no processo de beneficiamento da castanha de caju. Utilizamos entrevistas, observa??es, fotografias e produ??o de desenhos. A perspectiva de an?lise que norteou essa tarefa fundamenta-se nos estudos s?cio-hist?ricos e discursivos. Dessa forma, os elementos constituintes do discurso da crian?a, constru?dos a partir do corpus,foram: ser crian?a, a rotina das crian?as, a cultura l?dica, o trabalho na vida das crian?as e perspectivas de futuro e de mudan?as. Os discursos das participantes se mostraram conflitantes, contradit?rios, oriundos de uma forma??o ideol?gica espec?fica. No cotidiano das crian?as foi-nos poss?vel verificar que h? exist?ncia de uma rica cultura l?dica, mesmo que ela seja vivenciada em uns poucos momentos do dia-a-dia, em decorr?ncia das ocupa??es com o trabalho

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-05T12:20:27Z No. of bitstreams: 1 Maria M??rcia Viana Prazeres - Tese 2017.pdf: 2764749 bytes, checksum: 156ae8b0b88507c968ac0d6da5a7212b (MD5) / Made available in DSpace on 2017-04-05T12:20:27Z (GMT). No. of bitstreams: 1 Maria M??rcia Viana Prazeres - Tese 2017.pdf: 2764749 bytes, checksum: 156ae8b0b88507c968ac0d6da5a7212b (MD5) Previous issue date: 2017-02-20 / The aging of the world's population, motivated by the increase in life expectancy reveals, on the one hand, a great achievement of humanity throughout its history and, on the other, represents one of its great challenges. Given the need to make social and economical efforts in the sense of enabling this population a healthy longevity from the physiological, psychological and social point of view. Therefore, it is relevant to the study of the practices that are most appropriate for the elderly, and the study on playful and playfulness make an important contribution because they value activities that are pleasant and meaningful to the elderly. Capotherapy, considered a playful modality, because this is a little known activity, makes of it an interesting object of study. Therefore, the objective of this research was to investigate the perception about the elements which compose the practice of Capotherapy and the effects on the biopsychosocial dimensions in the life of elderly practitioners enrolled in an association of the elderly. The research was exploratory and descriptive, with qualitative and quantitative approach, with the participation of 34 individuals, being 28 women and 6 men, average age of 71 (?? 8 years). Data were collected from a questionnaire applied individually with socioeconomic information and a semi-structured script with two generating questions: "What is Capotherapy for you, in terms of the elements that make it up?" And "How do you see yourself before and after the practice of Capotherapy????. For the analysis of the data, the software IRAMUTEQ- Interface de R pour analyses Multidimensionnelles des Textes et de Questionaires, software Excel 2010 and semi-structured interviews. The results, based on the reports of the elderly, indicated that Capoterapy can be considered a playful practice, according to the elements that compose it, which is associated with corporal practices, capoeira and dance, and which provides positive effects on self-esteem, status functional, the sensation of physical and psychological pain, memory, the rescue of reminiscences, the feeling of belonging and social interaction. It is concluded that the Capotherapy is a corporal practice with playful aspects, that provides several biopsychosocial benefits to the elderly population. / O envelhecimento da popula????o mundial motivado pelo aumento da expectativa de vida revela, por um lado, uma grande conquista da humanidade em toda a sua hist??ria e, por outro, representa um de seus grandes desafios. H?? necessidade de se envidarem esfor??os sociais e econ??micos no sentido de possibilitar a essa popula????o um envelhecimento saud??vel, do ponto de vista fisiol??gico, psicol??gico e social. Por isso, se torna relevante estudar as pr??ticas que s??o mais adequadas aos idosos e, o estudo sobre o l??dico e as suas viv??ncias traz uma importante contribui????o pois, valoriza atividades que s??o prazerosas e significativas a essa popula????o. A Capoterapia ?? considerada uma pr??tica l??dica, mas ainda ?? uma atividade pouco conhecida. Assim, o objetivo dessa pesquisa foi investigar a percep????o sobre os elementos que comp??em a pr??tica da Capoterapia e os efeitos nas dimens??es biopsicossociais na vida de praticantes inscritos em uma associa????o de idosos. A pesquisa foi de car??ter explorat??rio e descritivo, de abordagem qualitativa e quantitativa, com a participa????o de 34 indiv??duos, sendo 28 mulheres e 06 homens, com a m??dia de idade 71 (?? 8 anos). A coleta dos dados ocorreu a partir de um question??rio aplicado individualmente com informa????es socioecon??micas e um roteiro semiestruturado com duas perguntas geradoras: ???O que ?? a Capoterapia para voc?????? e ???Como voc?? se v?? antes e depois da pr??tica da Capoterapia????. Para as an??lises dos dados utilizou-se do software IRAMUTEQ - Interface de R pour analyses Multidimensionnelles des Textes et de Questionaires, do software Excel 2010 e das entrevistas semiestruturadas. Os resultados, a partir dos relatos dos idosos, indicaram que a Capoterapia pode ser considerada uma pr??tica l??dica, conforme os elementos que a comp??e, que est?? associada ??s pr??ticas corporais, capoeira e dan??a, e que propicia efeitos positivos na autoestima, no estado de ??nimo, na capacidade funcional, na sensa????o das dores f??sicas e psicol??gicas, na mem??ria, no resgate das reminisc??ncias, no sentimento de pertencimento e no conv??vio social. Conclui-se que a Capoterapia ?? uma pr??tica corporal com aspectos l??dicos, que proporciona diversos benef??cios biopsicossociais ?? popula????o idosa.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-06-13T18:59:25Z No. of bitstreams: 1 2017 - Luciana Lima de Albuquerque da Veiga.pdf: 3738331 bytes, checksum: 6b4d0b160eeb9ebe6f60d0708b72064b (MD5) / Made available in DSpace on 2018-06-13T18:59:25Z (GMT). No. of bitstreams: 1 2017 - Luciana Lima de Albuquerque da Veiga.pdf: 3738331 bytes, checksum: 6b4d0b160eeb9ebe6f60d0708b72064b (MD5) Previous issue date: 2017-02-10 / Although we live in a world surrounded by technologies and innovations, the context of public policies for Youth and Adult Education still presents with little force in Brazil and in various parts of the world. This public is historically marked by inherent prejudices of roots that have arisen since the colonization of our country, and today we still show discourses and practices that are not in keeping with the real needs of these students. In this sense, education aimed at serving this public should privilege and value the students' prior knowledge, of training to ensure meaningful learning. One of the issues that catches our attention is the disciplines of the natural sciences, which are rich in content to be explored, but still present in our schools with only theoretical lessons, full of concepts and detached from reality. Using resources and didactic strategies for science teaching has been a recurring discourse and consensus among researchers in the area of teaching, but having these strategies clearly and organized is not a simple task and is not always available to the Teacher in the classroom. To insert games, games, videos, cinema, and finally some pedagogical tool to help the development of the teaching process, especially the teaching of science, is a very plausible proposal that can generate good results with respect to student learning efficiency . A good planning in search of the creation of a playful environment, freed of obligations and oriented to the joke, can stimulate the student in the search of the understanding of the proposed contents, through a language of easy access and understanding. This is a view that has been widely researched by different authors, and supports this work, which is based on the making and execution of a didactic game for science teaching. Flemming & Mello (2003) reports that the use of classroom games (JD) always has two premises: The need to innovate and the facility to promote the creative process. Therefore, in this work we do not intend to propose a better method of teaching, but to contribute in a positive way to the experience report of the use of playfulness as a way of insertion and motivation of young and adult students in the disciplines of Teaching Nature Sciences Middle School of a State School in the Municipality of Serop?dica, RJ, in order to promote a more meaningful learning. / Apesar de vivermos num mundo cercado de tecnologias e inova??es, o contexto das pol?ticas p?blicas para a Educa??o de Jovens e Adultos ainda se apresenta com pouca for?a no Brasil e em v?rias partes do mundo. Este p?blico ? historicamente marcado por preconceitos inerentes de ra?zes surgidas desde a coloniza??o do nosso pa?s, e nos dias de hoje, ainda evidenciamos discursos e pr?ticas n?o condizentes com as reais necessidades destes estudantes. Neste sentido, a educa??o voltada para atender este p?blico deve privilegiar e valorizar os conhecimentos pr?vios dos estudantes, de formar a garantir uma aprendizagem significativa. Uma das quest?es que nos chama a aten??o s?o as disciplinas de ci?ncias da natureza, as quais s?o ricas em conte?dos a serem explorados, mas ainda se apresentam em nossas escolas com aulas apenas te?ricas, repletas de conceitos e descoladas da realidade. Utilizar recursos e estrat?gias did?ticas para o ensino de ci?ncias tem sido um discurso recorrente e um consenso entre os pesquisadores na ?rea de ensino, mas ter a disposi??o estas estrat?gias de forma clara e organizada n?o ? uma tarefa t?o simples e nem sempre est? ? disposi??o do professor em sala de aula. Inserir jogos, brincadeiras, v?deos, cinema, enfim alguma ferramenta pedag?gica para auxiliar o desenvolvimento do processo de ensino, em especial do ensino de ci?ncias, ? uma proposta bastante plaus?vel e que pode gerar bons frutos no que diz respeito ? efici?ncia da aprendizagem do estudante. Um bom planejamento em busca da cria??o de um ambiente l?dico, liberto de obriga??es e voltados para a brincadeira, pode estimular o estudante na busca da compreens?o dos conte?dos propostos, atrav?s de uma linguagem de f?cil acesso e entendimento. Essa ? uma vis?o que tem sido bastante pesquisada por diferentes autores, e que suporta este trabalho, que tem como base a confec??o e execu??o de um jogo did?tico para o ensino de ci?ncias. Flemming & Mello (2003) relata que a utiliza??o de Jogos did?ticos (JD) em sala de aula tem sempre duas premissas: A necessidade de inovar e a facilidade para promover o processo criativo. Portanto, neste trabalho n?o temos a pretens?o de propor um melhor m?todo de ensino, mas contribuir de forma positiva com o relato de experi?ncia do uso da ludicidade como forma de inser??o e motiva??o de estudantes jovens e adultos nas das disciplinas de Ci?ncias da Natureza do Ensino M?dio de uma Escola Estadual no Munic?pio de Serop?dica, RJ, a fim de promover uma aprendizagem mais significativa.