Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-11-07T12:40:55Z No. of bitstreams: 1 DIS_PATRICIA_ESPINDOLA_DE_LIMA_TEIXEIRA_COMPLETO.pdf: 1198705 bytes, checksum: 2699020fb59215f933a417f64308b751 (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-11-07T12:41:13Z (GMT) No. of bitstreams: 1 DIS_PATRICIA_ESPINDOLA_DE_LIMA_TEIXEIRA_COMPLETO.pdf: 1198705 bytes, checksum: 2699020fb59215f933a417f64308b751 (MD5) / Made available in DSpace on 2017-11-07T12:41:23Z (GMT). No. of bitstreams: 1 DIS_PATRICIA_ESPINDOLA_DE_LIMA_TEIXEIRA_COMPLETO.pdf: 1198705 bytes, checksum: 2699020fb59215f933a417f64308b751 (MD5) Previous issue date: 2017-08-24 / A present research proposes to carry a dialogue between Education and Theology and to comprehend anthropology as a pedagogical guideline to form of the human person. In order to achieve this, it analyzes the bibliographic records of the German philosopher, Edith Stein (1891-1942), especially in her work "The Structure of the Human Person" - Der Aufbau der menschlichen Person. As Stein?s contributions to the educational field, they start from studies in phenomenology articulated with development on philosophical-theological anthropology. Edith Stein's work emphasizes the completeness of the person as bodypsyche- spirit. Emphasizing the importance of the philosopher's multidisciplinary personality, the text is part of a hybrid from the author?s both life and work, follows in its concept of formation and encounters with the sense of educating "from within", and completes with the analysis of the human person from the perspective of Christian revelation. Conclusively, Edith Stein points to the anthropological basis as the primacy to all formative activity, identifying totality, uniqueness and unrepeatability with which each person is constituted and invoked to a life of reciprocity with the other, through the empathic relationship. As a major formative sphere, Stein?s pedagogy emphasizes divine grace as the force that comes to meet human nature. / A presente pesquisa prop?e-se a realizar um di?logo entre Educa??o e Teologia, a fim de compreender a antropologia como diretriz pedag?gica para a forma??o da pessoa humana. Para isso, analisa os registros bibliogr?ficos da fil?sofa alem?, Edith Stein (1891-1942), sobretudo em sua obra ?A Estrutura da Pessoa Humana? - Der Aufbau der menschlichen Person. As contribui??es stenianas ao campo educativo partem dos estudos em fenomenologia articulados com a antropologia filos?fico-teol?gica que desenvolve. A obra de Edith Stein enfatiza a integralidade da pessoa como corpo-psique-esp?rito. Ressaltando a import?ncia da personalidade multidisciplinar da fil?sofa, o texto parte do h?brido vida e obra da autora, segue em sua concep??o de forma??o e de encontro com o sentido do gesto de educar ?desde dentro? e completa-se com a an?lise da pessoa humana sob a ?tica da revela??o crist?. Conclusivamente, Edith Stein aponta para a base antropol?gica como primazia de toda a atividade formativa, identificando a totalidade, a unicidade e a irrepetibilidade com que cada pessoa ? constitu?da e invocada a uma vida de reciprocidade com o outro, atrav?s da rela??o emp?tica. Como maior esfera formativa, a pedagogia steiniana ressalta a gra?a divina como for?a que vem ao encontro da natureza humana.

Submitted by PPG Letras (letraspg@pucrs.br) on 2017-12-20T11:10:23Z No. of bitstreams: 1 Tese Lu?s Roberto.pdf: 9089380 bytes, checksum: 1820432cb51ea104c3c9c4192f3ba499 (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-12-26T16:47:13Z (GMT) No. of bitstreams: 1 Tese Lu?s Roberto.pdf: 9089380 bytes, checksum: 1820432cb51ea104c3c9c4192f3ba499 (MD5) / Made available in DSpace on 2017-12-26T17:11:18Z (GMT). No. of bitstreams: 1 Tese Lu?s Roberto.pdf: 9089380 bytes, checksum: 1820432cb51ea104c3c9c4192f3ba499 (MD5) Previous issue date: 2017-03-21 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / This thesis retells and reinterprets, from a historic and literary point of view, the initial period (1922-1925) in which Ernest Hemingway lived in Paris and how he modeled his apprenticeship and forged a revolutionary style of writing prose. The main support of the thesis is the analysis of the recently published letters of the author: the first volume (2011), encompassing the years 1907-1922, and the second volume (2013), covering 1923?1925. The guiding question drives to the mechanisms that made possible Hemingway to consolidate himself as an artist and create a literary revolution. Furthermore, it aims to verify if Hemingway, in the letters, seemed to be the same brutal man whose image he wanted to cultivate. The structure of the thesis has three parts. The first part, ?The Pre-revolutionary Period?, is a sort of radiography of modernist Paris, when the city acted as a magnet for a international range of artists, creating a culture of cross-fertilisation. The theoretical pillars are Malcolm Bradbury's studies about Modernism and Antonio Candido's ideas on how a stimulating milieu helps literary creation. The second part is entitled "The Revolution" and corresponds to the core of the thesis. Using his letters as the primary source of information, the system of relation and literary exchange experienced by Hemingway is examined in detail. The third part, The Post-Revolutionary Period, investigates the posthumous book of ?fictional memories? Paris a Moveable Feast, showing its troubled composition. It?s also made a comparison between the first version (1964) and the restored edition (2009), including a number of never-before-published material. The Final Consideration confirms that Paris? cultural and literary ambiance transformed Hemingway and certifies that he was a complex man, far from his one-sided public image. / Cette th?se raconte et r?interpr?te, du point de vue historique et litt?raire, la p?riode initiale (1922-1925) o? Ernest Hemingway a v?cu ? Paris et comment il a fa?onn? sa formation et a invent? un style r?volutionnaire d'?crire en prose. La base de support de la th?se c?est l'analyse de la correspondance recueillie r?cemment publi?e de l'auteur: le premier volume (2011), couvrant les ann?es 1907-1922, et la deuxi?me (2013), se r?f?rant ? 1923-1925. La principale question de recherche porte sur les m?canismes qui ont permis ? Ernest Hemingway s??tablir comme artiste et faire une r?volution dans la litt?rature. En outre, il vise ? v?rifier si, dans les lettres, Hemingway a montr? ?tre le homme brutal dont l'image il voulait cultiver en public. La th?se est structur?e en trois parties. Dans "La p?riode pr?-r?volutionnaire", c?est fait un type de radiographie de Paris ? l??poque du modernism, quand la capitale fran?aise a attir? une gamme internationale d'artistes qui vivaient dans un r?gime d'influence mutuelle. Les piliers th?oriques sont les ?tudes de Malcolm Bradbury sur le modernisme et les id?es de Antonio Candido sur la fa?on dont un milieu stimulant contribue ? la cr?ation litt?raire. La deuxi?me partie, intitul?e ?La R?volution?, correspond ? l'?pine dorsale de la th?se. Sur la base de sa correspondance, le syst?me de relation et d'?change litt?raire v?cue par Hemingway est examin? en d?tail. La troisi?me partie, ?La p?riode post-r?volutionnaire," couvre le livre posthume de ?m?moires fictifs" Paris est une f?te, montrant comment la creation du text a ?te difficile. C?est fait aussi une comparaison entre la version publi?e en 1964 et la restored edition (2009), qui r?unit sept chapitres in?dits. Dans les Consid?rations Finales, il y a l?confirmation que l'ambiance culturelle et litt?raire de Paris a transform? Hemingway et la attestation que l'?crivain ?tait un ?tre humain beaucoup plus complexe que son image publique faisait supposer. / Essa tese reconta e reinterpreta, do ponto de vista hist?rico e liter?rio, o per?odo inicial (1922-1925) em que Ernest Hemingway morou em Paris e como ele amoldou sua forma??o e cunhou um estilo revolucion?rio de escrever prosa. A base de sustenta??o da tese ? a an?lise da rec?m-publicada correspond?ncia reunida do autor: o primeiro volume (2011), que abrange os anos de 1907-1922, e o segundo (2013), referente ao tri?nio 1923-1925. A quest?o norteadora enfoca os mecanismos que possibilitaram a Ernest Hemingway sedimentar-se como artista e promover uma revolu??o na literatura. Al?m disso, buscou-se verificar nas cartas se Hemingway foi o homem brutal cuja imagem fazia quest?o de cultivar em p?blico. A tese est? estruturada em tr?s partes. Em ?O per?odo pr?-revolucion?rio?, faz-se uma radiografia da Paris modernista, ?poca em que a capital francesa atra?a uma gama internacional de artistas, que conviviam num regime de influ?ncia m?tua. Os pilares te?ricos dessa parte s?o os estudos de Malcolm Bradbury sobre o modernismo e as ideias de Antonio Candido sobre como um meio social estimulante ajuda na cria??o liter?ria. A segunda parte, intitulada ?A revolu??o?, corresponde ao cerne da tese. Examina-se, de forma minuciosa, o sistema de rela??o e interc?mbio liter?rio vivenciado por Hemingway, tomando como base sua correspond?ncia. A terceira parte, ?O per?odo p?s-revolucion?rio?, aborda o livro p?stumo Paris ? uma festa, evidenciando a conturbada produ??o do texto e seu car?ter de ?mem?rias ficcionais?. Compara-se a vers?o lan?ada em 1964 com a restored edition (2009), que traz sete cap?tulos in?ditos. Nas Considera??es Finais, ratifica-se que Paris, pela ambienta??o cultural e liter?ria, representou um ponto de inflex?o para Hemingway e tamb?m se atesta que o escritor foi um ser humano muito mais complexo do que fazia supor sua imagem p?blica.

Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2017-12-26T13:54:13Z No. of bitstreams: 1 TESE - Viviane Guidotti Machado.pdf: 3037435 bytes, checksum: 86909d22f5d7411158c7d211919e405d (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-12-29T12:00:26Z (GMT) No. of bitstreams: 1 TESE - Viviane Guidotti Machado.pdf: 3037435 bytes, checksum: 86909d22f5d7411158c7d211919e405d (MD5) / Made available in DSpace on 2017-12-29T12:02:34Z (GMT). No. of bitstreams: 1 TESE - Viviane Guidotti Machado.pdf: 3037435 bytes, checksum: 86909d22f5d7411158c7d211919e405d (MD5) Previous issue date: 2017-02-24 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This thesis was developed in the line of research Formation, Government and Practices in Education, in the Stricto Sensu Doctorate Course, the Graduate Program in Education, the School of Humanity, of the Pontifical Catholic University of Rio Grande do Sul. The central problem of this research has proposed a study centered on pedagogical practices developed in teaching and classroom learning processes, having as principal interrogator-teachers of the Degree Course of Pedagogy, a Federal Public Institution of the Northeast of the countryside. Do these formers develop their pedagogical practices in order to favor the production of knowledge from the problem between theory and practice in the classroom. In this way, the objective of this research was to understand the organization of pedagogical practices in a Degree Course of Pedagogy in the direction of the articulation between theory and practice in the classroom. The theoretical justification was based on the following topics: The trajectory of the course of pedagogy in Brazil, the pedagogical trends in Brazil and the pedagogical practices. The qualitative approach of research was developed by using the principles of a case study (L?DKE; ANDR?, 1986). The data was collected by three instruments: a very structured interview, documents elaborated and published by the Institution chosen for this study, and the roaming journals (BARBIER, 2007) that recorded experiences in the empirical field during data collection. To analyze and interpret the data of the interviews and the documents of IES was used the qualitative analysis of Textual Analysis Discursive of Moraes and Galiazzi (2011). The main findings point to understanding the organization of pedagogical practices that is set up urgently in the construction of an interdisciplinary curriculum for teacher?s formation, which provides a relationship between theory and practice, aiming to form a teacher consisting of characteristics such as: reflective, critical and researcher, from the recognition and appreciation of their socio-cultural realities and the academics of the Degree Course of Pedagogy. The data points to rethink the distance from the University and the grade school, as well as reviewing the demands and labor conditions of teacher?s trainers. And we also need to rethink the Degree Course of Pedagogy beyond the construction of a teacher in the classroom, it must be recognized that this professional is also crucial in other working environments involving teaching and learning. / Esta tesis se desarroll? en la L?nea de Investigaci?n, Pol?ticas y Pr?cticas de Investigaci?n en Educaci?n, en el Curso de Estricto Sensu de Doctorado, en el Programa de Posgrado en Educaci?n, en la Escuela de Humanidad, de la Pontificia Universidad Cat?lica de R?o Grande do Sul. El problema central de esta investigaci?n se propuso en un estudio centrado en las pr?cticas pedag?gicas desarrolladas en los procesos de ense?anza y aprendizaje en el aula, teniendo como principal individuos - profesores del Curso de Grado en Pedagog?a, de una Instituci?n P?blica Federal en Noreste de Brasil. Estos formadores desarrollan sus pr?cticas pedag?gicas para favorecer la producci?n del conocimiento de la problematizaci?n entre la teor?a y la pr?ctica en el aula. De esta manera, el objetivo de esta investigaci?n fue comprender la organizaci?n de pr?cticas pedag?gicas en un Curso de Grado de Pedagog?a en la direcci?n de la articulaci?n entre teor?a y pr?ctica en el aula. El marco te?rico se bas? en los siguientes temas: la trayectoria del curso de pedagog?a en Brasil, las tendencias pedag?gicas en Brasil y las pr?cticas pedag?gicas. El enfoque cualitativo de la investigaci?n se desarroll? mediante el uso de los principios de un estudio de caso. (L?DKE; ANDR?, 1986). Los datos fueron recopilados por tres instrumentos: una entrevista semiestructurada, documentos elaborados y publicados por la Instituci?n elegida para este estudio, y los Registros Itinerantes (Barbier, 2007) que registraron experiencias en el campo emp?rico durante la recogida de datos. Para analizar e interpretar los datos de las entrevistas y los documentos de IES, se utiliz? la t?cnica cualitativa del An?lisis Textual Discursivo de Moraes y Galiazzi (2011). Los principales hallazgos apuntan a entender la organizaci?n de pr?cticas pedag?gicas que se establecen con urgencia en la construcci?n de un curr?culo interdisciplinario para la formaci?n de docentes, que proporciona una relaci?n entre la teor?a y la pr?ctica, con el objetivo de formar un profesional, en que consiste en caracter?sticas como: reflexivo, cr?tico e investigador, desde el reconocimiento y apreciaci?n de sus realidades socioculturales y los acad?micos del Curso de Grado de Pedagog?a. Los datos apuntan a repensar la distancia entre la Universidad y la Escuela Primaria, as? como revisar las demandas y condiciones laborales de los formadores de los docentes. Y tambi?n necesitamos repensar el Curso de Grado de Pedagog?a m?s all? de la construcci?n de un profesional en el aula, hay que reconocer que este profesional es tambi?n crucial en otros entornos de trabajo que involucran la ense?anza y el aprendizaje. / Esta Tese foi desenvolvida na Linha de Pesquisa Forma??o, Pol?ticas e Pr?ticas em Educa??o, no Curso Stricto Sensu de Doutorado, do Programa de P?s-Gradua??o em Educa??o, da Escola de Humanidade, da Pontif?cia Universidade Cat?lica do Rio Grande do Sul. A problem?tica central desta pesquisa prop?s um estudo centrado nas pr?ticas pedag?gicas desenvolvidas em processos de ensino e de aprendizagem em sala de aula, tendo como interrogante principal ? professores formadores do curso de Pedagogia, de uma Institui??o P?blica Federal do sert?o nordestino. Esses formadores desenvolvem suas pr?ticas pedag?gicas a fim de favorecer a produ??o de conhecimento a partir da problematiza??o entre teoria e pr?tica em sala de aula. Desta forma, o objetivo desta pesquisa foi de compreender a organiza??o das pr?ticas pedag?gicas em um curso de Pedagogia no sentido da articula??o entre teoria e pr?tica em sala de aula. A fundamenta??o te?rica teve como base as seguintes tem?ticas: a trajet?ria do Curso de Pedagogia no Brasil, as Tend?ncias Pedag?gicas no Brasil e as Pr?ticas Pedag?gicas. A abordagem qualitativa da pesquisa foi desenvolvida com o uso de princ?pios de um estudo de caso. (L?DKE; ANDR?, 1986). Os dados foram coletados por tr?s instrumentos: uma entrevista semiestruturada, documentos elaborados e publicados pela Institui??o escolhida para este estudo, e os Di?rios de Itiner?ncia (BARBIER, 2007) que registraram as viv?ncias no campo emp?rico durante a coleta de dados. Para analisar e interpretar os dados das entrevistas e dos documentos da IES foi utilizada a t?cnica qualitativa de An?lise Textual Discursiva de Moraes e Galiazzi (2011). Os achados principais apontam para compreens?o da organiza??o das pr?ticas pedag?gicas que se configura urgente na constru??o de um curr?culo interdisciplinar entre as disciplinas em cursos, para a forma??o de professores, que proporcione rela??o entre a teoria e a pr?tica, objetivando formar professores e professoras constitu?do por caracter?sticas como: reflexivo, cr?tico e pesquisador, a partir do reconhecimento e valoriza??o de sua realidade sociocultural e dos acad?micos do curso de Pedagogia. Os dados apontam para a necessidade de repensar o distanciamento da Universidade e da Escola B?sica, assim como rever as demandas e condi??es laborais dos formadores de professores. E tamb?m ? fundamental repensar o curso de Pedagogia para al?m da constru??o de um professor ou de uma professora que atua somente em sala de aula, ? preciso reconhecer que este profissional tamb?m ? fundamental em outros ambientes de trabalho que envolva ensino e aprendizagem.

Submitted by PPG Zoologia (zoologia-pg@pucrs.br) on 2018-03-23T11:43:57Z No. of bitstreams: 1 Disserta??o_N?bia_Galvez.pdf: 5495418 bytes, checksum: 922705429c6578b50f11ec700c76b295 (MD5) / Approved for entry into archive by Tatiana Lopes (tatiana.lopes@pucrs.br) on 2018-04-05T13:38:27Z (GMT) No. of bitstreams: 1 Disserta??o_N?bia_Galvez.pdf: 5495418 bytes, checksum: 922705429c6578b50f11ec700c76b295 (MD5) / Made available in DSpace on 2018-04-05T13:43:07Z (GMT). No. of bitstreams: 1 Disserta??o_N?bia_Galvez.pdf: 5495418 bytes, checksum: 922705429c6578b50f11ec700c76b295 (MD5) Previous issue date: 2017-03-27 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / Temnospondyls are early amphibians, with a broad morphological and ecological diversity that inhabited the planet between the Carboniferous and Cretaceous. They represent a grade of fossil species, which are very important for evolution of the continental fauna and, possibly, have a strict relationship with current amphibians (Lissamphibia). In Brazil, the group is well represented in Permo?Triassic sediments, with nine species described so far. In Rio Grande do Sul, two species were recorded in Permian sediments from Rio do Rasto Formation, where the material MCP-4275PV was collected. This specimen is represented by a hemimandible preserved in two portions, roughly 50 cm long, indicating that it was a large animal. Preparation of the specimen, with sediment removal, evidenced important characteristics for the diagnose of the specimen in a less inclusive taxonomic level. The morphological analyses suggests that the specimen belong to Capitosauria group and the phylogenetic analysis (TNT, PAUP; 76 terminals, 271 characters) showed that MCP-4275PV is consistently placed within Capitosauria, a group so far exclusively Triassic in distribution. Therefore, the new specimen is the oldest capitosaur and its record points out to a South American origin to the group. Such results bring evidences that according with other studies about possible dispersion routs through Pangaea, from Gondwana to Laurasia and about the radiation and speciation of the group relative to the Permo?Triassic boundary. / Temnosp?ndilos s?o anf?bios primitivos, com uma grande diversidade morfol?gica e ecol?gica, que habitaram o planeta entre o Carbon?fero e Cret?ceo. Representam um grado de esp?cies f?sseis de grande import?ncia na evolu??o das biotas continentais e muito possivelmente tem uma rela??o estreita com os grupos de anf?bios atuais. No Brasil, o grupo faz parte da importante paleofauna tetr?poda e est? bem representado em sedimentos Permo?Tri?ssicos, contando com nove esp?cies descritas at? o momento. No Rio Grande do Sul, quatro esp?cies s?o registradas em sedimentos permianos da Forma??o Rio do Rasto, onde o material apresentado aqui (MCP-4275PV) foi coletado. O esp?cime ? representado por uma hemimand?bula preservada em duas por??es e possui aproximadamente 50 cm de comprimento, o que indica pertencer a um animal de grande porte. A prepara??o do material, com remo??o de sedimentos, evidenciou caracter?sticas importantes para o diagn?stico do esp?cime em n?vel taxon?mico mais exclusivo. A an?lise morfol?gica mostrou que o esp?cime apresenta caracter?sticas t?picas de Capitosauria e a an?lise filogen?tica (TNT, PAUP; 76 terminais, 271 caracteres) revelou que MCP-4275PV consistentemente surge dentro de Capitosauria, um grupo com distribui??o at? ent?o exclusivamente tri?ssica. MCP-4275PV representa atualmente o capitossaurio mais antigo, posicionando a origem do grupo no Permiano (Guadalupiano) da Am?rica do Sul. Tais resultados trazem evid?ncias que est?o de acordo com outros estudos sobre poss?veis rotas de dispers?o atrav?s do supercontinente Panga, a partir do Gondwana para a Laur?sia e sobre a radia??o e especia??o do grupo em rela??o ao limite Permo-Tri?ssico.

Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2018-02-21T19:11:22Z No. of bitstreams: 1 MARIO AUGUSTO PIRES POOL .pdf: 9387414 bytes, checksum: 62850008d6f046d0c18e2d5dfaad3b1b (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-02-26T18:05:57Z (GMT) No. of bitstreams: 1 MARIO AUGUSTO PIRES POOL .pdf: 9387414 bytes, checksum: 62850008d6f046d0c18e2d5dfaad3b1b (MD5) / Made available in DSpace on 2018-02-26T18:08:10Z (GMT). No. of bitstreams: 1 MARIO AUGUSTO PIRES POOL .pdf: 9387414 bytes, checksum: 62850008d6f046d0c18e2d5dfaad3b1b (MD5) Previous issue date: 2017-12-21 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This thesis, linked to the Graduate Program in Education of the School of Humanities of the Pontifical Catholic University of Rio Grande do Sul, included in the research line FOPPE (Training, Policies and Practices in Education), investigated how the leisure habits of teachers contribute to the creation of creative educational challenges, from the study of teachers who have created educational RPGs. It was investigated how the teacher who creates RPG games associates the contents of his discipline with his pedagogical practices linked to the challenges he proposes to his students. It was also sought to understand how the pedagogical practices created by these teachers are influenced by their being (a) a player. In order to understand the implications of leisure habits in teaching, it was necessary to verify how the formation of these teachers was constituted so that they could create such practices considering the structure of an RPG. Of the theoretical reference used, the following authors stand out: Bloom, L?vy, Carrano, Morin, Santaella, Amaral, Bergmann and Prensky. As a research methodology, a qualitative, case-study approach was adopted. As a method of data analysis, the Discursive Textual Analysis was adopted, the data collection instruments being a questionnaire and an interview. The subjects of this research were primary and secondary school teachers who created or adapted RPG games to be able to work the contents of their disciplines. As contributions of this thesis we propose a guide for the organization of pedagogical practices using RPG, elements for reflection on the possibility / necessity to revise the teaching protagonism, using as an articulating / transversal element its leisure habits, seeking to contribute to the discussions related to the formation of teachers . And, expand the scope of use of games, especially RPG type, as a pedagogical resource in the stages and training that go beyond the initial years. We understand that the playful and interdisciplinary aspect of this modality of play is strengthened in cyberculture. / Esta tese, vinculada ao Programa de P?s-Gradua??o em Educa??o, da Escola de Humanidades da Pontif?cia Universidade Cat?lica do Rio Grande do Sul, inserida na linha de pesquisa FOPPE (Forma??o, Pol?ticas e Pr?ticas em Educa??o), investigou como os h?bitos de lazer dos docentes contribuem para a cria??o de desafios educacionais criativos, a partir do estudo de professores que criaram RPGs educacionais. A pesquisa focalizou o professor que cria jogos de RPG e associa os conte?dos da sua disciplina ?s suas pr?ticas pedag?gicas ligadas aos desafios que prop?e a seus alunos. Buscou-se, tamb?m, compreender como as pr?ticas pedag?gicas criadas por estes professores s?o influenciadas pelo fato de eles serem jogadores. Para entender as implica??es dos h?bitos de lazer no fazer docente, foi necess?rio verificar como se constituiu a forma??o desses docentes para que pudessem criar tais pr?ticas. Do referencial te?rico utilizado, destacam-se os autores: Bloom, L?vy, Carrano, Morin, Santaella, Amaral, Bergmann e Prensky. Como metodologia de pesquisa, adotou-se abordagem de natureza qualitativa, do tipo estudo de caso. Como m?todo de an?lise de dados, adotou-se a An?lise Textual Discursiva, sendo os instrumentos de coleta de dados um question?rio e uma entrevista. Os sujeitos desta pesquisa foram professores do ensino fundamental e m?dio que criaram ou adaptaram jogos do tipo RPG para poder trabalhar os conte?dos das suas disciplinas. Como contribui??es desta tese, propusemos um guia para organiza??o de pr?ticas pedag?gicas utilizando RPG, elementos para reflex?o acerca da possibilidade/necessidade de rever o protagonismo docente, usando como elemento articulador/transversal seus h?bitos de lazer, buscando contribuir para as discuss?es relacionadas ? forma??o de professores. E, ampliar, o escopo de uso de jogos, especialmente tipo RPG, como recurso pedag?gico nas etapas e forma??o que v?o al?m dos anos iniciais. Entendemos que o aspecto l?dico e interdisciplinar desta modalidade de jogo se refor?a na cibercultura.

Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2018-03-15T13:54:11Z No. of bitstreams: 1 Caroline Tavares de Souza.pdf: 2045225 bytes, checksum: 56f34b65d5843e51c9a325d1c4715ef5 (MD5) / Approved for entry into archive by Tatiana Lopes (tatiana.lopes@pucrs.br) on 2018-03-23T13:31:22Z (GMT) No. of bitstreams: 1 Caroline Tavares de Souza.pdf: 2045225 bytes, checksum: 56f34b65d5843e51c9a325d1c4715ef5 (MD5) / Made available in DSpace on 2018-03-23T13:38:51Z (GMT). No. of bitstreams: 1 Caroline Tavares de Souza.pdf: 2045225 bytes, checksum: 56f34b65d5843e51c9a325d1c4715ef5 (MD5) Previous issue date: 2017-12-21 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Mathematics learning is a challenge in students? academic lives, although its importance in society has never been so significant and necessary as from the advancement of digital technologies. It is believed that problems related to the learning of mathematics have their origin in the early years of elementary school, where students are expected to learn the basis of mathematical knowledge. However, evidence found in this study points out that the teacher who is in the classroom at this stage, in most cases, does not have the necessary training related to the concepts and mathematical contents necessary to teach mathematics in a contextualized and creative way. The insufficient training related to Mathematics in the undergraduate courses in Pedagogy causes to teachers who already work or will work in schools, in the early years, gaps that are not healed in their initial training. It is assumed that students of Pedagogy know such contents and that they have been acquired in their formation in elementary school, prior to their admission in the undergraduate course, a fact that does not seem to be confirmed. This idiosyncrasy ends up passing on responsibility for this training to the student of Pedagogy and not to the undergraduate course. This qualitative-exploratory research, supported by a case study involving invited teachers from public and private schools in the Porto Alegre and professors of Pedagogy undergraduate courses, aimed to investigate the formation of pedagogues, regarding the teaching of Mathematics in the early years of elementary school, trying to identify possible gaps and alternatives of continuing education, especially those who have access to the use of open digital spaces / resources. Some of the theoretical references used are: Tardif, N?voa, L?vy, Prensky, Lorenzato and Nacarato. As a result of this research, it is highlighted the approach given in the undergraduate courses in Pedagogy focused on the methodological aspects of mathematics teaching, not contemplating the specific training of the mathematical contents that will be taught by these teachers. The study also emphasized that open digital spaces / resources are not being discussed and / or used in teachers? training in the early years of elementary school, so it is difficult to use these spaces and resources in both continuing education and teaching practice. Something significant that was found in the research was that there are mathematics laboratories in some private schools, which rely on materials and specialists to support mathematics teaching as well as teacher training. Another interesting data found in the research was the continuing education in service, especially in private schools, something that helps in the reconstruction and re-signification of teacher's relationship with Mathematics, allowing him/her to teach a different way of how he/she learned. It is expected that this study has provided elements for a reflection on the need to revise the curricula of Pedagogy courses in a broader perspective than just the inclusion of one or more subjects dealing with mathematical contents. Also, it is expected that this research points out alternatives for teachers or future teachers on how to look for complementary training using the open digital spaces / resources available online. / A aprendizagem de Matem?tica reside como um desafio na forma??o dos estudantes, embora sua import?ncia na sociedade nunca tenha sido t?o significativa e necess?ria como a partir do avan?o das tecnologias digitais. Acredita-se que os problemas relacionados ? aprendizagem de Matem?tica tenham sua origem nos anos iniciais, em que se espera que os estudantes aprendam a base do conhecimento matem?tico. No entanto, as evid?ncias encontradas nessa investiga??o apontam que o professor que est? em sala de aula, nesta etapa, na maioria dos casos, n?o possui a forma??o relacionada aos conceitos e conte?dos matem?ticos necess?rios para ensinar Matem?tica de forma contextualizada e criativa. A forma??o insuficiente relacionada ? Matem?tica nos cursos de Licenciatura em Pedagogia faz com que os docentes que j? atuam ou ir?o atuar na escola, nos anos iniciais, apresentem lacunas que n?o s?o sanadas na sua forma??o inicial. Pressup?e-se que os estudantes de Pedagogia saibam tais conte?dos e que esses tenham sidos adquiridos na sua forma??o b?sica, pregressa ? sua entrada no Ensino Superior, fato este que n?o se confirma. Esta idiossincrasia acaba repassando a responsabilidade para esta forma??o ao pr?prio estudante de Pedagogia e n?o para seu curso. Esta pesquisa de cunho qualitativo-explorat?ria, apoiada em estudo de caso envolvendo professores convidados de escolas p?blicas e privadas do munic?pio de Porto Alegre e professores formadores dos cursos de Licenciatura em Pedagogia, buscou investigar a forma??o dos pedagogos, no que tange ao ensino de Matem?tica nos anos iniciais, visando identificar poss?veis brechas e alternativas de forma??o continuada, especialmente aquelas que contemplam o uso de espa?os/recursos digitais abertos. Dentre os referenciais te?ricos utilizados, destacam-se: Tardif, N?voa, L?vy, Prensky, Lorenzato e Nacarato. Como resultado desta investiga??o, destaca-se a abordagem dada nos cursos de Licenciatura em Pedagogia voltada aos aspectos metodol?gicos do ensino de Matem?tica, n?o contemplando a forma??o espec?fica dos conte?dos matem?ticos que ser?o ensinados nos anos iniciais. A pesquisa tamb?m destacou que os espa?os/recursos digitais abertos n?o est?o sendo discutidos e/ou utilizados na forma??o do professor de anos iniciais, dificultando, assim, a sua utiliza??o tanto para a forma??o continuada quanto para a pr?tica docente. Um achado significativo na pesquisa foi a presen?a dos laborat?rios de Matem?tica nas escolas privadas, as quais contam com materiais e especialistas como suporte ao ensino de Matem?tica, bem como ? forma??o docente. Outro achado da pesquisa foi a forma??o continuada em servi?o, de modo especial nas escolas privadas, que auxiliam na reconstru??o e ressignifica??o da rela??o do professor com a Matem?tica, permitindo que ele ensine de um modo diferente de como aprendeu. Espera-se que esta investiga??o tenha fornecido elementos para uma reflex?o acerca da necessidade de revisar os curr?culos de forma??o da Pedagogia numa perspectiva mais ampla do que apenas a inclus?o de uma ou mais disciplinas tratando de conte?dos matem?ticos. E, tamb?m, apontar alternativas para que docentes ou futuros docentes busquem forma??o complementar usando os espa?os/recursos digitais abertos dispon?veis na internet.

Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2018-03-15T14:10:18Z No. of bitstreams: 1 K?tia Oliveira Silva.pdf: 1055941 bytes, checksum: d9fd8e2d88ade648ca728d489246fbe4 (MD5) / Approved for entry into archive by Tatiana Lopes (tatiana.lopes@pucrs.br) on 2018-03-23T14:01:36Z (GMT) No. of bitstreams: 1 K?tia Oliveira Silva.pdf: 1055941 bytes, checksum: d9fd8e2d88ade648ca728d489246fbe4 (MD5) / Made available in DSpace on 2018-03-23T14:07:23Z (GMT). No. of bitstreams: 1 K?tia Oliveira Silva.pdf: 1055941 bytes, checksum: d9fd8e2d88ade648ca728d489246fbe4 (MD5) Previous issue date: 2018-01-09 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This dissertation investigates the continuing formation of five teachers who are part of an educational action called "Creative Trajectories (TC)" at a public school in the city of Alvorada, Metropolitan Region of Porto Alegre / RS. Educational action that is based on the development of authorship, of creation, autonomy and protagonism of young people aged 15 to 17 who did not complete Primary School. The investigative question consisted in know is, how happens the continuous formation of the teachers of the Creative Trajectory Project. It was a qualitative study based on the Participant Research, which used participant observation with information in the field diary, conversation wheels (in the B.S. School and in the UFRGS) in the collection of information, questionnaires, interviews and reading and document analysis. According to the production of the information and, in a special way, the transcription of the subjects' speeches, I made the intersection of these with the theories and the discussion proposal. The conclusive analysis of the dissertation was that the continuous training of the professionals of the Creative Trajectory Project is basically based on the daily classroom and pedagogic activities, which are directly linked to the context of the students. Teachers also use the space of pedagogical meetings to exchange experiences and promote shared learning among peers. They expand their knowledge through online courses and presential classes of fewer hours and participate in the courses offered by the College of Application (UFRGS) in the socalled immersions. Faced with this situation, it is possible to affirm that continuing teacher education lacks more specific and characteristic themes about the realities of youth, and that these teachers struggle against the precariousness of the world in in teaching struggling to keep up to date. Each of these professionals presented an untiring search for the knowledge necessary to teach, especially with the youth of the TC, becoming, themselves, autonomous authors of their knowledge, protagonists in the pedagogical action of each new day, creators of situations and proposals involving both for them as well as for the students Exactly what the Creative Trajectory Project intends to accomplish with the youth that participate in it. / Essa disserta??o investiga a forma??o docente continuada de cinco docentes que fazem parte de uma a??o educativa chamada ?Trajet?rias Criativas (TC)?, numa escola da Rede P?blica no munic?pio de Alvorada, Regi?o Metropolitana de Porto Alegre/RS. Esta a??o educativa est? baseada no desenvolvimento da autoria, da cria??o, da autonomia e do protagonismo de jovens de 15 a 17 anos que n?o conclu?ram o Ensino Fundamental. A pergunta investigativa consistiu em saber como acontece a forma??o continuada dos docentes do Projeto Trajet?rias Criativas. Foi um estudo qualitativo a partir da Pesquisa Participante, que utilizou na coleta de informa??es a observa??o participante com registros no di?rio de campo, rodas de conversas (na Escola B.S. e na UFRGS), question?rios, entrevistas e leitura e an?lise de documentos. De acordo com a produ??o das informa??es e, de modo especial, a transcri??o das falas dos sujeitos, entrecruzei essas com as teorias e com a proposta de discuss?o. A an?lise conclusiva da disserta??o foi de que a forma??o continuada dos profissionais do Projeto Trajet?rias Criativas acontece, basicamente, a partir do cotidiano da sala de aula e do fazer pedag?gico, os quais est?o diretamente vinculados ao contexto dos estudantes. Os docentes tamb?m utilizam o espa?o das reuni?es pedag?gicas para a troca de experi?ncias e a promo??o de aprendizagens compartilhadas entre os pares. Ampliam seus conhecimentos atrav?s de cursos online e presenciais de menor carga hor?ria e participam das forma??es oferecidas pelo Col?gio de Aplica??o (UFRGS), nas chamadas imers?es. Diante desse quadro, ? poss?vel afirmar que forma??o docente continuada carece de temas mais espec?ficos e caracter?sticos sobre as realidades das juventudes e que esses docentes lutam contra as precariedades do mundo na doc?ncia teimando em manter-se atualizados. Cada um desses profissionais apresentou uma incans?vel busca pelo conhecimento necess?rio ? doc?ncia, sobretudo com as juventudes do TC, tornando-se, eles pr?prios, autores aut?nomos do seu conhecimento, protagonistas na a??o pedag?gica de cada novo dia, criadores de situa??es e propostas envolventes tanto para eles quanto para os alunos e alunas. Exatamente o que o Projeto Trajet?rias Criativas se prop?e a realizar com as juventudes que dele participam.

Submitted by PPG Servi?o Social (servico-social-pg@pucrs.br) on 2018-03-12T14:08:01Z No. of bitstreams: 1 DISSERTA??O - KELVIN.pdf: 1579034 bytes, checksum: 20a40e84be4bb5a727bf89a21f1461cf (MD5) / Rejected by Tatiana Lopes (tatiana.lopes@pucrs.br), reason: Devolvido devido ? falta da folha de rosto no pdf. on 2018-03-19T12:59:23Z (GMT) / Submitted by PPG Servi?o Social (servico-social-pg@pucrs.br) on 2018-05-14T12:56:17Z No. of bitstreams: 1 Disserta??o - Kelvin Henrique Bernardo Curtis.pdf: 1517024 bytes, checksum: 926183d571d29d62b78e368705429b02 (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-05-18T11:35:27Z (GMT) No. of bitstreams: 1 Disserta??o - Kelvin Henrique Bernardo Curtis.pdf: 1517024 bytes, checksum: 926183d571d29d62b78e368705429b02 (MD5) / Made available in DSpace on 2018-05-18T11:51:52Z (GMT). No. of bitstreams: 1 Disserta??o - Kelvin Henrique Bernardo Curtis.pdf: 1517024 bytes, checksum: 926183d571d29d62b78e368705429b02 (MD5) Previous issue date: 2018-01-09 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / The referred dissertation leads the discussion about the impacts of the world of work on supervised Service Social Work. In this sense, it will be approached the conjuncture of higher education, the structuring of the world of work, and the singularities of the supervised stage as a discipline that makes up the higher education in Social Service. In this way, it is based on the multi-case study of two higher education institutions in the interior of Rio Grande do Sul, one of public, faceto-face and one of private nature of distance learning, that give empirical subsidies to address the particular elements that interpose the relation of the stage and the supervision in these spaces of formation. It was therefore necessary to unveil the relationship and mediation of the world of work with the supervised internship in Social Service. / A referente disserta??o conduz a discuss?o sobre os impactos do mundo do trabalho no est?gio supervisionado em Servi?o Social. Nesse sentido, ser? abordada a conjuntura do ensino superior, a estrutura??o do mundo do trabalho, e as singularidades do est?gio supervisionado como disciplina que comp?e a forma??o superior em Servi?o Social. Desse modo ? a partir do estudo multi-caso de duas institui??es de ensino superior do interior do Rio Grande do Sul, uma de car?ter p?blico, presencial e outra de car?ter privado de ensino ? dist?ncia, que d?o subs?dios emp?ricos para abordar os elementos particulares que interp?em a rela??o do est?gio e da supervis?o nesses espa?os de forma??o. Coube, portanto, desvendar a rela??o e media??o do mundo do trabalho com o est?gio supervisionado em Servi?o Social.

Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2018-04-09T18:42:07Z No. of bitstreams: 1 SILV?RIO KIST.pdf: 1502995 bytes, checksum: 2dcefcd94d0dcfee14ccfc2966c4c8a1 (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-04-23T16:44:25Z (GMT) No. of bitstreams: 1 SILV?RIO KIST.pdf: 1502995 bytes, checksum: 2dcefcd94d0dcfee14ccfc2966c4c8a1 (MD5) / Made available in DSpace on 2018-04-23T16:47:42Z (GMT). No. of bitstreams: 1 SILV?RIO KIST.pdf: 1502995 bytes, checksum: 2dcefcd94d0dcfee14ccfc2966c4c8a1 (MD5) Previous issue date: 2018-02-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This dissertation analyzed how the formation of mature adult students, people aged under 40 years. The study was carried out in two Driver Training Centers where different results were found in the theoretical tests of the city of Porto Alegre. Based on the secondary data from the State Department of Traffic system, with the respective finding that has the lowest and the highest ratio of test results, I analyzed theories that reflected the best practices in adult education and adult life, I established some questions based on the central question of the research, which was how the training of mature adult drivers in Driver Training centers with different results in the theoretical tests, based on theories that deal with how the education of these adults happens best. In addition to the quantitative data analyzed, I conducted interviews in both centers, in CFC1 with the theoretical traffic instructor and the teaching director and in CFC 2 with two theoretical instructors and a teaching director. I analyzed the interviews comparing the statements of the interviewees with the theories of adult education. I have found that the best results for mature adults in CFC 1 are directly related to the practices of their instructor who uses various aspects related to the training of this audience, even though it does not indicate the theoretical awareness of why they use such practices. The study showed that educational actions aimed at mature adults are still little explored by the Driver Training Centers and that there is a possibility of significantly improving the training of these people, future drivers, based on theories already available in the area of Education, to qualify teaching practices in the teaching of mature adults, much more appropriate to these people. / Esta disserta??o analisou como acontece a forma??o de alunos adultos maduros, pessoas a partir dos 40 anos. O estudo foi realizado em dois Centros de Forma??o de condutores onde foram constatados resultados distintos nas provas te?ricas da cidade de Porto Alegre. A partir dos dados secund?rios do sistema do Departamento Estadual de Tr?nsito com a respectiva constata??o dos que tem a menor e a maior raz?o entre os resultados das provas, analisei teorias que refletissem as melhores pr?ticas na educa??o de adultos e da vida adulta, estabeleci algumas quest?es com base na pergunta central da pesquisa, que foi, como acontece a forma??o de condutores adultos maduros em centros de Forma??o de Condutores com resultados distintos nas provas te?ricas, tendo por base teorias que versam sobre como melhor acontece a educa??o destes adultos. Al?m dos dados quantitativos analisados, realizei entrevistas nos dois centros, sendo que no CFC1 com o instrutor te?rico de tr?nsito e a diretora de ensino e no CFC 2 com dois instrutores te?ricos e uma diretora de ensino. Analisei as entrevistas comparando as afirma??es dos entrevistados com as teorias de educa??o de adultos. Constatei que os melhores resultados com adultos maduros do CFC 1 est?o diretamente relacionados com as pr?ticas de seu instrutor que utiliza diversos aspectos relacionados ? forma??o deste p?blico, muito embora ele n?o indique a consci?ncia te?rica do porqu? utiliza tais pr?ticas. O estudo evidenciou que as a??es educativas voltadas para adultos maduros ainda s?o pouco exploradas por parte dos Centros de Forma??o de Condutores e que existe a possibilidade de melhorar significativamente a forma??o destas pessoas, futuras condutoras, com base nas teorias j? dispon?veis da ?rea da Educa??o, para qualificar as pr?ticas docentes no ensino de adultos maduros, muito mais adequadas a essas pessoas.

Submitted by PPG Educa??o em Ci?ncias e Matem?tica (educem-pg@pucrs.br) on 2018-06-13T17:58:16Z No. of bitstreams: 1 DISSERTA??O VERS?O FINALISSIMA-estrella-thomaz-homologada-12-06-18.pdf: 2016860 bytes, checksum: 3d63ade2916682d8d1d05ed6dec28dfd (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-06-25T12:31:19Z (GMT) No. of bitstreams: 1 DISSERTA??O VERS?O FINALISSIMA-estrella-thomaz-homologada-12-06-18.pdf: 2016860 bytes, checksum: 3d63ade2916682d8d1d05ed6dec28dfd (MD5) / Made available in DSpace on 2018-06-25T12:49:06Z (GMT). No. of bitstreams: 1 DISSERTA??O VERS?O FINALISSIMA-estrella-thomaz-homologada-12-06-18.pdf: 2016860 bytes, checksum: 3d63ade2916682d8d1d05ed6dec28dfd (MD5) Previous issue date: 2018-03-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / In the last decade, the advance of Cognitive Neuroscience has been well-known, conceptualizing new understandings about the different cognitive processes that support teaching and learning processes. In this sense, knowing an opinion of teachers and graduates about such knowledge becomes relevant and necessary for those who work in the classroom. Thus, the research reported in this dissertation presents some answers to the following question: How do Basic Education teachers in the area of Natural Sciences and Biology, Physics and Chemistry graduates prepare for teaching and teaching from the perspective of Cognitive Neuroscience and how do they value these assumptions in their teaching practice? A data collection through the application of questions to 13 teachers of Basic Education and 20 students of undergraduate courses in the area of Natural Sciences, all of them are interviewed, with audio recording. With perspectives as participant perceptions, as answers and analyzes through Discursive Textual Analysis - ATD, allowing a conclusion to be obtain. The lack of interaction between neuroscientists and professionals in the field of education implies information and, consequently, lack of applicability of the consolidated results not Brazil and in other countries, even if they are documented researched values such concepts. From the analysis of the collected data, it is highlighted that, despite the low utilization of the knowledge of Cognitive Neuroscience in the classroom, there is great enthusiasm on the part of the participants, a respect to the use of knowledge. The results also show the existence of neuromyths in the teaching field, which may result in inadequate teaching approaches, in real time in data without scientific criteria. Thus, there is a need to train teachers in reference to brain functioning, associated with learning situations, in order to expand studies with scientific bases, which may contribute to a qualification of non-country education. Thus, there is a space to be filled between the neuroscientist who studies learning, the teacher of Basic Education and a training of teachers of Higher Education. / Na ?ltima d?cada, tem sido not?rio o avan?o da Neuroci?ncia Cognitiva, fornecendo novos entendimentos sobre os diferentes processos cognitivos que d?o suporte aos processos de ensino e de aprendizagem. Nesse sentido, conhecer a opini?o de professores e licenciandos sobre tais conhecimentos, torna-se relevante e necess?rio para quem atua em sala de aula. Assim, a pesquisa relatada nesta disserta??o apresenta algumas respostas ao seguinte questionamento: De que modo professores da Educa??o B?sica, da ?rea de Ci?ncias da Natureza e licenciandos de Biologia, F?sica e Qu?mica, est?o preparados para tratar do ensino e da aprendizagem na perspectiva da Neuroci?ncia Cognitiva e como valorizam esses pressupostos na sua pr?tica docente? A coleta de dados ocorreu por meio da aplica??o de question?rios a 13 professores da Educa??o B?sica e a 20 estudantes de cursos de licenciaturas da ?rea de Ci?ncias da Natureza, que tamb?m foram entrevistados, com grava??o em ?udio. Com vistas a compreender as percep??es dos participantes, as respostas foram analisadas por meio da An?lise Textual Discursiva ? ATD, permitindo a obten??o das conclus?es a seguir. A falta de intera??o entre cientistas da ?rea neuroci?ncias e profissionais da ?rea do ensino implica car?ncia de informa??es e, consequentemente, falta de aplicabilidade dos resultados consolidados no Brasil e em outros pa?ses, mesmo que os docentes pesquisados valorizem tais conceitos. A partir da an?lise dos dados coletados, destaca-se que, apesar da pouca utiliza??o dos conhecimentos provenientes da Neuroci?ncia Cognitiva em sala de aula, h? grande entusiasmo por parte dos participantes, a respeito da utiliza??o de tais conhecimentos. Os resultados tamb?m mostram a exist?ncia de neuromitos no ?mbito docente, podendo resultar em abordagens inadequadas de ensino, baseada em dados sem crit?rio cient?fico. Surge, assim, a necessidades de melhorar a forma??o de professores em assuntos referentes ao funcionamento cerebral, associados a situa??es de aprendizagem, de modo a ampliar os estudos com bases cient?ficas, o que pode contribuir para a qualifica??o da educa??o no pa?s. Portanto, existe um espa?o a ser preenchido entre o neurocientista que estuda aprendizagem, o professor da Educa??o B?sica e a forma??o de professores no Ensino Superior.