Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2017-02-06T12:42:50Z No. of bitstreams: 1 TES_JOSE_FRANCISCO_FLORES_COMPLETO.pdf: 1777560 bytes, checksum: 676435b74f575ebd5dde2368b1cb083b (MD5) / Made available in DSpace on 2017-02-06T12:42:50Z (GMT). No. of bitstreams: 1 TES_JOSE_FRANCISCO_FLORES_COMPLETO.pdf: 1777560 bytes, checksum: 676435b74f575ebd5dde2368b1cb083b (MD5) Previous issue date: 2016-08-26 / This work supports the thesis that the integration between scientific and artistic cultures can provide teachers and students to develop creative potential, increasing self-esteem and understanding of themselves, committed to the establishment of a harmonious society and a sustainable world. We perform analyzes of materials produced by teachers of Early Years in Science Teaching, on a Bachelor's Degree, the distance mode. We also visited schools in the public and private network of Rio Grande do Sul, conducting observations, photographic records, diary, conversations and interviews with teachers of natural sciences in high school level. We found that the training of science teachers has not been effective in overcoming the educational model, still in force in the general schools, supported by centralist, broadcasting and individualistic pedagogical practices. Our studies showed that the theoretical framework of transdisciplinarity, based on phenomenology and hermeneutics, associated with research as a principle of learning are ways that encourage the formation of creative people, who learn to be authors of their history, conduct knowledge of experiences and contribute to build a more just society. The investigation showed the principle is able to promote integration between scientific and artistic practices for learning in the natural sciences. Regarding the development of creative potential, the proposals were Fayga Ostrower us valuable. For the foundations of transdisciplinarity, we find support in Basarab Nicolescu, Jo?o Bernardes da Rocha Filho and Ubiratan D'Ambrosio. The philosophical contributions of phenomenology seek in Edmund Husserl, Maurice Merleau-Ponty, Marilena Chau?, Andr? Dartigues, among others. Even in philosophy, propositions on the Coherence Principle, the philosopher Eduardo Luft, were on the key. In Hans-Georg Gadamer, we find theoretical support for hermeneutics. To research the principle of learning the authors who helped us were Pedro Demo, Fernando Hernandez and Francisco Imbernon. As an integrating element of the theoretical issues we find in Hannah Arendt's reflections on the distinction between knowledge and thought. Manifestations of the Early Years teachers underwent Textual Analysis Discourse proposed by Roque Moraes and Maria do Carmo Galiazzi. Interpretation Essential Synthetic methodology proposed by Geisa da Silva Medeiros and Jo?o Bernardes da Rocha Filho, helped in the analysis of the observations and interviews with teachers of high school. The results indicate that the teachers of the Early Years should be encouraged to deepen in studies related to the field of natural sciences from the principles of research, as well as expand their own interpretive skills of reality may develop, with his students, activities more creative and engaging. Both in the Early Years and in high school I found that by producing knowledge of his profession the teacher opens to the creative action, is allowed to invent a new reality, encourages students to enhance and expand its capabilities helping him to their thinking. / Neste trabalho defendemos a tese de que a integra??o entre as culturas cient?fica e art?stica pode proporcionar a professores e alunos o desenvolvimento de potenciais criativos, ampliando a autoestima e as compreens?es de si mesmos, comprometidos com a constitui??o de uma sociedade solid?ria e um mundo sustent?vel. Realizamos an?lises de materiais produzidos por professores de Anos Iniciais em Ensino de Ci?ncias, em um curso de Licenciatura, modalidade a dist?ncia. Tamb?m visitamos escolas da rede p?blica e privada do Rio Grande do Sul, realizando observa??es e registros fotogr?ficos, elaborando um di?rio de campo, conversando e entrevistando professores de ci?ncias da natureza em n?vel de Ensino M?dio. Constatamos que a forma??o de professores de ci?ncias n?o tem sido eficaz na supera??o do modelo de ensino, ainda vigente nas escolas de modo geral, apoiado em pr?ticas pedag?gicas centralistas, transmissivas e individualistas. Nossos estudos apontaram que os aportes te?ricos da transdisciplinaridade, fundamentados na fenomenologia e na hermen?utica, associados ? investiga??o como princ?pio de aprendizagem, s?o caminhos que incentivam a forma??o de pessoas criativas, que aprendem a ser autoras de sua hist?ria, realizam experi?ncias de conhecimento e contribuem para a constru??o de uma sociedade mais justa. A investiga??o como princ?pio evidenciou-se capaz de promover integra??o entre pr?ticas cient?ficas e art?sticas para aprendizagens em ci?ncias da natureza. Em rela??o ao desenvolvimento dos potenciais criativos, as proposi??es de Fayga Ostrower foram-nos valiosas. Para os fundamentos da transdisciplinaridade, encontramos sustenta??o em Basarab Nicolescu, Jo?o Bernardes da Rocha Filho e Ubiratan D'Ambr?sio. Para os estudos filos?ficos sobre fenomenologia os te?ricos foram Edmund Husserl, Maurice Merleau-Ponty, Marilena Chau?, Andr? Dartigues, dentre outros. Ainda na filosofia, as proposi??es sobre o Princ?pio da Coer?ncia, do fil?sofo Eduardo Luft, foram-nos fundamentais. Em Hans Georg Gadamer, encontramos apoio te?rico para a hermen?utica. Para a pesquisa como princ?pio de aprendizagem os autores que nos auxiliaram foram Pedro Demo, Fernando Hern?ndez e Francisco Imbern?n. Como elemento integrador das quest?es te?ricas, encontramos em Hanna Arendt reflex?es sobre a distin??o entre conhecimento e pensamento. As manifesta??es dos professores dos Anos Iniciais foram submetidas ? An?lise Textual Discursiva, proposta por Roque Moraes e Maria do Carmo Galiazzi. A metodologia Interpreta??o Essencial Sint?tica, proposta por Geisa da Silva Medeiros e Jo?o Bernardes da Rocha Filho, nos auxiliou nas an?lises das observa??es e entrevistas realizadas com os professores do Ensino M?dio. Os resultados indicam que aos professores dos Anos Iniciais deve-se incentivar o aprofundamento em estudos relacionados ? ?rea de ci?ncias da natureza a partir dos princ?pios da investiga??o, pois al?m de ampliarem suas pr?prias capacidades interpretativas da realidade poder?o promover, junto a seus alunos, atividades mais criativas e envolventes. Tanto nos Anos Iniciais quanto no Ensino M?dio foi poss?vel verificar que, ao produzir conhecimentos sobre sua profiss?o o professor abre-se para a a??o criadora, permitindo-se inventar uma nova realidade, incentivando o aluno a valorizar e ampliar suas potencialidades e auxiliando-o a desenvolver o pr?prio pensamento.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2017-03-03T19:03:04Z No. of bitstreams: 1 TES_GLAE_CORREA_MACHADO_COMPLETO.pdf: 1309761 bytes, checksum: 792a0f5c5d1b83e46fb97be9f07952d7 (MD5) / Made available in DSpace on 2017-03-03T19:03:04Z (GMT). No. of bitstreams: 1 TES_GLAE_CORREA_MACHADO_COMPLETO.pdf: 1309761 bytes, checksum: 792a0f5c5d1b83e46fb97be9f07952d7 (MD5) Previous issue date: 2016-12-20 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The objective of this study was to research on the construction of the professional development of teachers, as well as the formations and the inclusive experiences that transformed them into teachers of Special and Inclusive Education, from narratives of teachers from the municipality of Montenegro/RS. In order to participate in the research, five teachers of the municipal network, who work in Basic Education, were chosen, performing the Specialized Educational Assistance in the Multifunctional Resource Rooms. The qualitative study was theoretically based on Benjamin, Freire, Aranha, Batista, Edler Carvalho, Fernandes, Jesus, Josso, Jovchelovitch & Bauer, L?dke and Andr?, Mantoan, Marcelo Garcia, Mazzota, Minayo, Montero, N?voa, Os?rio Marques , Pimenta, Sarmento, Sassaki, Tardif and Lessard, among others. From the analysis process, it was possible to identify four dimensions: a) Professional initiation; b) Training and professional experience; c) Special and Inclusive Education and Professional Development; and d) Professional (trans) formations. The findings of this research present the possibilities and the paths found in the form of four thematic syntheses. The first thematic synthesis indicated the dialogues and the reflections on the professional initiation and the motivations for the professional choice. The second thematic synthesis revealed the dialogues and reflections about the formation and the professional experience, that imply a personal investment, a free and creative work on the own routes and the projects, with a view to the construction of an identity, that is also a professional identity. The third thematic synthesis brought the dialogues and reflections on special and inclusive education and professional development, in which special education is understood as a resource that benefits all students and that crosses the work of all teachers, and it is necessary to propose inclusive alternatives for education and not just for schools. And the fourth and last thematic synthesis, refers to the dialogues and reflections on professional (trans) formations, and in this sense, it is understood that teacher training is a process that will occupy all his permanence in his professional activity. / O objetivo desse estudo foi pesquisar sobre a constru??o do desenvolvimento profissional dos professores, assim como as forma??es e as experi?ncias inclusivas que os transformaram em professores da Educa??o Especial e Inclusiva, a partir de narrativas de professoras do munic?pio de Montenegro/RS. Para participar da pesquisa, foram escolhidas cinco professoras da rede municipal, que atuam na Educa??o B?sica, realizando o Atendimento Educacional Especializado nas Salas de Recursos Multifuncionais. O estudo de cunho qualitativo apoiouse teoricamente em Benjamin, Freire, Aranha, Batista, Edler Carvalho, Fernandes, Jesus, Josso, Jovchelovitch & Bauer, L?dke e Andr?, Mantoan, Marcelo Garcia, Mazzota, Minayo, Montero, N?voa, Os?rio Marques, Pimenta, Sarmento, Sassaki, Tardif e Lessard, entre outros. A partir do processo de an?lise, foi poss?vel identificar quatro dimens?es: a) Inicia??o profissional; b) Forma??o e a experi?ncia profissional; c) Educa??o Especial e Inclusiva e Desenvolvimento profissional; e d) (Trans) forma??es profissionais. Os achados dessa pesquisa apresentam as possibilidades e os caminhos encontrados sob a forma de quatro s?nteses tem?ticas. A primeira s?ntese tem?tica indicou os di?logos e as reflex?es sobre a inicia??o profissional e as motiva??es para a escolha profissional. A segunda s?ntese tem?tica revelou os di?logos e reflex?es sobre a forma??o e a experi?ncia profissional, que implicam um investimento pessoal, um trabalho livre e criativo sobre os percursos e os projetos pr?prios, com vistas ? constru??o de uma identidade, que ? tamb?m uma identidade profissional A terceira s?ntese tem?tica trouxe os di?logos e reflex?es sobre a educa??o especial e inclusiva e o desenvolvimento profissional, na qual compreende-se a educa??o especial como um recurso que beneficia a todos os alunos e que atravessa o trabalho de todos os professores, sendo necess?rio propor alternativas inclusivas para a educa??o e n?o apenas para as escolas. E a quarta e ?ltima s?ntese tem?tica, remete aos di?logos e reflex?es sobre as (trans) forma??es profissionais, e nesse sentido, compreende-se que a forma??o do professor ? um processo que ocupar? toda sua perman?ncia em sua atividade profissional.

Submitted by PPG Educa??o em Ci?ncias e Matem?tica (educem-pg@pucrs.br) on 2018-12-03T18:01:09Z No. of bitstreams: 1 Disserta??o Martha R dos Santos FINAL-homologada.pdf: 787065 bytes, checksum: 8e1866a2704ed032bbd7cf972b9c36ca (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-12-05T16:06:15Z (GMT) No. of bitstreams: 1 Disserta??o Martha R dos Santos FINAL-homologada.pdf: 787065 bytes, checksum: 8e1866a2704ed032bbd7cf972b9c36ca (MD5) / Made available in DSpace on 2018-12-05T16:15:23Z (GMT). No. of bitstreams: 1 Disserta??o Martha R dos Santos FINAL-homologada.pdf: 787065 bytes, checksum: 8e1866a2704ed032bbd7cf972b9c36ca (MD5) Previous issue date: 2018-04-13 / This paper presents the results of the research conducted on the study of cognitive neuroscience in teacher training in the area of Natural Sciences. The central problem of research is expressed in the question: How do teachers of undergraduate courses in the area of Natural Sciences (Biology, Physics, Chemistry) of the Metropolitan Region of Porto Alegre value the knowledge in the area of Cognitive Neuroscience in teacher training? To propose answers to that question, some teachers of specific disciplines of degree courses in Biology, Physics and Chemistry of four universities in the metropolitan region of Porto Alegre were invited to participate in the research. The research had a qualitative approach and the type of research was the case study, in which the data were collected through questionnaires, semi-structured interviews, daily research and information record sheet obtained from the curricular structure of the courses and contents of disciplines. From the Discursive Textual Analysis - ATD, chosen method for the analysis of the results, emerged four categories of analysis. The research results indicate that knowledge about cognitive neuroscience is not well appreciated in teacher training, so that although the participants consider that that knowledge for teachers are important and exercising influence on the students' learning process, they are not explicitly inserted in their classes in undergraduate courses. However, there is evidence that there is some more implicit neuroscience study as the approach to questions about memory, attention, emotion and motivation, which are concepts related to the nervous system and cognition. Also, the lack of training and knowledge about brain functioning and neuroscience was evidenced by the majority of teachers interviewed. / Este trabalho apresenta os resultados da pesquisa realizada sobre o estudo da Neuroci?ncia Cognitiva na forma??o de professores da ?rea das Ci?ncias da Natureza. O problema central da investiga??o est? expresso na pergunta: De que modo docentes dos cursos de licenciatura da ?rea de Ci?ncias da Natureza (Ci?ncias Biol?gicas, F?sica, Qu?mica) da Regi?o Metropolitana de Porto Alegre valorizam os conhecimentos da ?rea de Neuroci?ncia Cognitiva na forma??o de professores? Para propor respostas a essa quest?o, foram convidados a participar da pesquisa professores formadores, ministrantes de disciplinas espec?ficas da licenciatura dos cursos de Ci?ncias Biol?gicas, F?sica e Qu?mica, de quatro universidades da Regi?o Metropolitana de Porto Alegre. A pesquisa teve uma abordagem qualitativa e o tipo de pesquisa foi o estudo de caso, em que a coleta de dados foi realizada por meio de question?rios, entrevistas semiestruturadas, di?rio de pesquisa e ficha de registro de informa??es obtidas da estrutura curricular dos cursos e ementas e conte?dos program?ticos de disciplinas. A partir da An?lise Textual Discursiva ? ATD, m?todo escolhido para a an?lise dos resultados, emergiram quatro categorias de an?lise. Os resultados da pesquisa apontam que os conhecimentos sobre Neuroci?ncia Cognitiva n?o s?o bem valorizados na forma??o de professores, de modo que apesar de que os participantes julguem que esses conhecimentos por professores sejam importantes e exer?am influ?ncia no processo de aprendizagem dos estudantes, eles n?o est?o explicitamente inseridos em suas aulas nos cursos de licenciatura. Todavia, h? evid?ncias de que h? algum estudo de neuroci?ncia de maneira mais impl?cita como a abordagem de quest?es sobre mem?ria, aten??o, emo??o e motiva??o, que s?o conceitos relacionados ao sistema nervoso e ? cogni??o. Tamb?m, evidenciou-se a falta de forma??o e de conhecimento sobre o funcionamento do c?rebro e neuroci?ncia pela maioria dos professores entrevistados.

Ligas com o efeito de memória de forma (EMF) podem recuperar seu formato original após serem deformadas plasticamente, mediante um tratamento térmico específico. Essas característica e propriedades são muito interessantes de serem exploradas, pois possibilita a fabricação de junções e sistemas de acoplamento de tubulações sem solda. As ligas inoxidáveis Fe-Mn-Si-Cr-Ni que apresentam essa propriedade são candidatas em potencial para essa aplicação e tem atraído a atenção de pesquisadores por ser uma alternativa econômica e de fácil produção quando comparadas às ligas com memória de forma à base de cobre ou níquel-titânio. No presente trabalho, foi caracterizada a microestrutura, comportamento de transformações ocorridas em função da temperatura e microdureza de um aço inoxidável do sistema Fe-Mn-Si-Cr-Ni com efeito memória em duas condições diferentes de processo termomecânicos. A liga foi fundida, usando a rota de sucateamento para diminuir o valor do produto final e viabilizar a produção. A fusão gerou um lingote com alto nível de inclusões, porosidade e fases secundárias precipitadas. A liga foi estudada nas condições homogeneizada e laminada a quente. O tratamento térmico de homogeneização eliminou algumas fases secundárias e também aumentou o grão austenítico. As temperaturas das transformações de fases não tiveram variação significativa para as diferentes condições, mostrando que o mesmo é fortemente influenciado pela composição química. A liga estudada não apresentou boa resistência à corrosão por pite em meios contendo cloretos. / Alloys with shape memory effect can recover its original shape after being deformed plastically, by a specific heat treatment. It´s really worthwhile to explore this feature because it allows the fabrication of joints and pipe coupling joints without the use of welds. The alloys Fe-Mn-Si-Cr-Ni that have this property are potential candidates for this application and has attracted the attention of researchers to be an economical alternative and easy production compared to shape memory alloys with based copper or nickel-titanium. In the present study, were characterized the microstructure, microhardness and phase transformations as temperature´s function of a stainless steel Fe-Mn-Si-Cr-Ni system with memory effect in two different conditions of thermomechanical process by scrapping starting from more conventional routes to decrease value of the final product and enable production. The melting of the alloy ingot generated a high level of inclusions, porosity and precipitated secondary phases. The alloy were studied in homogenized and hot rolled conditions. The hot rolled condition presented the best results, with a refined microstructure. The homogenizing heat treatment removed some secondary phases and also increased the austenitic grain. The temperatures of phase transformations hadn´t significant variation in the diferents conditions studieds. The alloy didn´t show a good pitting corrosion resistance in chloride environments. / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Submitted by Cleide Dantas (cleidedantas@ufpa.br) on 2014-04-07T14:50:23Z No. of bitstreams: 2 license_rdf: 23898 bytes, checksum: e363e809996cf46ada20da1accfcd9c7 (MD5) Dissertacao_AnaliseFormaParticula.pdf: 3659661 bytes, checksum: 90e61aff13b916e9cc8aab36226c2ad2 (MD5) / Approved for entry into archive by Ana Rosa Silva (arosa@ufpa.br) on 2014-06-16T00:12:49Z (GMT) No. of bitstreams: 2 license_rdf: 23898 bytes, checksum: e363e809996cf46ada20da1accfcd9c7 (MD5) Dissertacao_AnaliseFormaParticula.pdf: 3659661 bytes, checksum: 90e61aff13b916e9cc8aab36226c2ad2 (MD5) / Made available in DSpace on 2014-06-16T00:12:49Z (GMT). No. of bitstreams: 2 license_rdf: 23898 bytes, checksum: e363e809996cf46ada20da1accfcd9c7 (MD5) Dissertacao_AnaliseFormaParticula.pdf: 3659661 bytes, checksum: 90e61aff13b916e9cc8aab36226c2ad2 (MD5) Previous issue date: 2013 / FAPESPA - Fundação Amazônia de Amparo a Estudos e Pesquisas / CVRD - Companhia Vale do Rio Doce / O presente trabalho analisa o efeito da forma da partícula por meio do método dos Elementos Discretos (DEM). São analisadas quatro partículas com formas e esfericidades diferentes – uma esférica e três não-esféricas. O ângulo de repouso é o principal instrumento de avaliação dos escoamentos. A análise inicia com a calibração da partícula esférica usando dados da literatura, em seguida, estes parâmetros calibrados são empregados para a simulação dos escoamentos das partículas não-esféricas. São feitas comparações dos esforços computacionais e, estas informações, são usadas para verificar as vantagens que a partícula esférica oferece sobre as outras três formas. Nesse cenário, procedimentos foram desenvolvidos para ajudar no processo de calibração dos ângulos de repousos, tendo como base, o conhecimento da sensibilidade de alguns parâmetros DEM. Os resultados mostram a influência das partículas não-esféricas e, principalmente, que é possível obter com a partícula esférica, escoamentos similares aos das partículas não-esféricas, com ganho computacional. / This work analyzes the effect of particle shape through the Discrete Element Method (DEM). Are employed four particles with different shapes and sphericity – one spherical and three non-spherical. The repose angle is the main tool to evaluating of the flow. The analysis starts with the calibration of the spherical particle using available literature data, then theses calibrated parameters are employed for the flow simulation of the non-spherical particles. Comparisons are performed on the computational effort, and this information is used to verify the advantages that the spherical particle provides on the three other shapes. In this scenario, procedures were developed to help in the calibration process of the repose angle, based in the knowledge of the sensitivity of some DEM parameters. The results show the influence of non-spherical shapes and, mainly, that is possible to obtain with the spherical shape, similar flows to the non-spherical shapes with computational gain.

Submitted by Kelson Anthony de Menezes (kelson@ucb.br) on 2016-11-23T17:52:37Z No. of bitstreams: 1 DemervalGuilarducciBruzziDissertacaoparcial2013.pdf: 4624539 bytes, checksum: b75e89c66348f1c3e49d08c14383f0ee (MD5) / Made available in DSpace on 2016-11-23T17:52:37Z (GMT). No. of bitstreams: 1 DemervalGuilarducciBruzziDissertacaoparcial2013.pdf: 4624539 bytes, checksum: b75e89c66348f1c3e49d08c14383f0ee (MD5) Previous issue date: 2013-07-09 / The actual research focus is to investigate the implementation of the UCA program, focusing on the possible consequences of the participating teachers. We conduct the research in accordance with an exploratory way, qualitative, with participatory observation, focusing the possible consequences for performance of the participating teachers in the program. Considering that some educational programs implemented in Brazil, used part of the available resources on training and development of teachers, aimed, among other objectives, to improve the teaching quality, intends to understand how teacher react to the project, what kind of impact or consequence occurred since the contact from teacher with the new adopted technology. This way, exploring the incorporation of the project on the teacher's working dinamic, searching that new challenges are coming since the Laptop's use and which consequences to their own formation. / O presente trabalho de pesquisa teve com intuito principal investigar a implementa????o do Programa Um Computador por Aluno ??? ProUca, conduzimos a investiga????o de acordo com uma abordagem explorat??ria, de natureza qualitativa, com observa????o participativa, focalizando as poss??veis consequ??ncias para atua????o dos professores participantes do programa. Considerando que Alguns programas educacionais implementados no Brasil destinaram parte dos recursos dispon??veis ?? forma????o e ao desenvolvimento dos professores, visando, entre outros objetivos, ?? melhoria da qualidade do ensino, intensionou-se, compreender como os professores reagiram ?? implanta????o do projeto, que tipo de impacto ou consequ??ncia ocorreu a partir do contato que os professores tiveram no contexto da nova tecnologia adotada; explorando assim a incorpora????o do Projeto na din??mica de trabalho dos professores, buscando descobrir que novos desafios emergiram a partir da utiliza????o dos laptops; e quais consequ??ncias para a pr??pria forma????o dos professores.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-07T12:08:05Z No. of bitstreams: 1 SergioRobertoMoreiradaSilvaDissertacao2016.pdf: 702474 bytes, checksum: 24e5f49ca4ec323f2aae0ef132a305d9 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-07T12:08:21Z (GMT) No. of bitstreams: 1 SergioRobertoMoreiradaSilvaDissertacao2016.pdf: 702474 bytes, checksum: 24e5f49ca4ec323f2aae0ef132a305d9 (MD5) / Made available in DSpace on 2017-04-07T12:08:21Z (GMT). No. of bitstreams: 1 SergioRobertoMoreiradaSilvaDissertacao2016.pdf: 702474 bytes, checksum: 24e5f49ca4ec323f2aae0ef132a305d9 (MD5) Previous issue date: 2016-08-10 / This work aims to investigate the relationship between personal identity and the teaching professional identity. The participants were nine teachers from public schools from Distrito Federal, and the choice of the teachers was a non-probabilistic sample. The research used a qualitative approach using as a technic collection and data construction teacher Life Stories. The literature review developed and discussed the concepts of personal identity and teacher professional identity and the relationship between both training and teaching professional practice. The survey results were analyzed and discussed by the content analysis technique, giving rise to the themes: The life story of the teachers, the profession choice , the conception of "being a teacher," The formation of personal identity, the formation of the teaching professional identity, the relationship between both and experiences and significant impact of the teaching profession. It was concluded that the relationship between personal identities and professional teaching overpass condition identities the of "respect" to step into the uniqueness condition system. There is a person who has a history of personal life that became a teacher and that teacher is the person who has a history of personal life that reached the possibility of being a teacher. The identities connect to each other, and only the theoretical, epistemological and methodological effort can separate. / A presente disserta????o tem por objetivo principal investigar as rela????es existentes entre a identidade pessoal e a identidade profissional docente. Participaram da pesquisa nove professores da rede p??blica de ensino do Distrito Federal, sendo que a escolha dos sujeitos se deu por amostra n??o-probabil??stica. A pesquisa se utilizou da abordagem qualitativa, tendo como t??cnica de coleta e constru????o dos dados relatos de Hist??rias de Vida de professores. A revis??o de literatura desenvolveu e discutiu os conceitos de identidade pessoal e identidade profissional docente e a rela????o entre ambos na forma????o e na pr??tica profissional docente. Os resultados da pesquisa foram analisados e discutidos por meio da t??cnica de An??lise de Conte??do, dando origem ??s categorias tem??ticas: a hist??ria de vida das professoras; a escolha da profiss??o; a concep????o sobre ???ser professor???; a forma????o da identidade pessoal; a forma????o da identidade profissional docente; a rela????o entre as duas identidades e, por fim, experi??ncias e repercuss??es significativas da profiss??o docente. Conclui-se, por meio da pesquisa, que a rela????o entre as identidades pessoal e profissional docente ultrapassam a condi????o de ???rela????o??? para adentrarem na condi????o de unicidade, de sistema. H?? uma pessoa que tem uma hist??ria de vida pessoal que se tornou professor e este professor ?? essa pessoa que tem uma hist??ria de vida pessoal que alcan??ou a possibilidade de ser professor. As identidades se complementam e somente pelo esfor??o te??rico, epistemol??gico e metodol??gico as separamos.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-09T14:20:03Z No. of bitstreams: 1 AdrianaLiraTese2016.pdf: 2097125 bytes, checksum: 3c4e8a8b8ccaeb0b0692d4c57403083e (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-09T14:20:27Z (GMT) No. of bitstreams: 1 AdrianaLiraTese2016.pdf: 2097125 bytes, checksum: 3c4e8a8b8ccaeb0b0692d4c57403083e (MD5) / Made available in DSpace on 2017-05-09T14:20:27Z (GMT). No. of bitstreams: 1 AdrianaLiraTese2016.pdf: 2097125 bytes, checksum: 3c4e8a8b8ccaeb0b0692d4c57403083e (MD5) Previous issue date: 2016-06-02 / How do teachers involuntarily contribute towards aggravating conflicts in schools? What are the implications for teacher education? Indiscipline and various forms of violence in schools are complex problems with multiple causes to which students, teachers and administrators contribute in different ways. This research focused on adolescents??? perceptions of their teachers and how those perceptions could contribute towards the process of learning to live together socially with the full exercise of both rights and duties. The overall objective was to identify how students view their teachers when the latter are handling school indiscipline and violence and to extract from their views recommendations regarding teacher education. Considering that the literature on school violence declares that it tends to be at the highest level among adolescents and that the very process of bio-psychosocial transformation they undergo is a form of violence in itself, including their mourning for their lost childhood, a school located on the administrative periphery of the Federal District was selected with a record of violence and located in a socially vulnerable area. The study focused on students in the final years of lower secondary education studying in the morning or afternoon periods of the day. The case study involved triangulating the documental analysis, the direct observations especially in classrooms, and the semi-structured interviews with individuals and with focal groups involving a total of 89 adolescents. The results show that these students, albeit they are neither at the beginning or end of the educational process, contribute significantly to the conflicts and they present a highly critical perception of their adult educators from whom they expect references, guidance and examples. However, the educators aggravate the situation with aggressive attitudes and behavior based on a reference framework of the ???Bank Account??? type ??? education centered on the teacher???s monologue, study contents and treating the students as things. The school has become a fortress supposedly armed to protect itself against violent students in a relationship that has lead to a generalized feeling of distress among all concerned. The relationship is based on stereotypes, attributing blame and reciprocal victimization, in addition to frustrated mutual expectations. Some teacher educators have broken with the paradigm and are respecting their students, treating them as people and in turn are being respected. The process of educating teachers, given the wide gulf separating theory and practice, generates unrealistic expectations which end by failing to develop socialization abilities or comprehension of adolescence and the role of the adult and it also fails to offer strategies for conflict solving or for teaching and learning how to live together. The school paradigm and the teacher education paradigm must be changed in order to address the new times and new realities. / Como os professores contribuem involuntariamente para agravar os conflitos escolares? Quais as implica????es para a sua forma????o? A indisciplina e as viol??ncias nas escolas s??o processos complexos e multicausais, para os quais alunos, docentes e gestores contribuem de diferentes modos. Esta pesquisa focalizou as vis??es de adolescentes sobre seus professores e como poderiam contribuir para o aprendizado da conviv??ncia social, exercendo direitos e deveres. O objetivo geral foi identificar como os alunos viam as a????es dos seus professores, ao lidarem com a indisciplina e as viol??ncias escolares, para extrair recomenda????es sobre a forma????o docente. Considerando que, segundo a literatura, as viol??ncias escolares tendem a alcan??ar mais altos n??veis entre os adolescentes e que suas pr??prias transforma????es biopsicossociais constituem em si uma viol??ncia, incluindo o luto da inf??ncia, selecionou-se uma escola localizada em regi??o administrativa perif??rica do Distrito Federal. Com hist??rico de viol??ncias e localizada em ??rea socialmente vulner??vel, focalizaram-se os alunos dos anos finais do ensino fundamental, nos per??odos matutino e vespertino. O estudo de caso envolveu a triangula????o da an??lise documental; da observa????o, sobretudo de salas de aula, e de entrevistas individuais semiestruturadas e grupos focais com o total de 89 adolescentes. Os resultados evidenciam que os alunos, n??o sendo o ponto de partida nem de chegada das finalidades educativas, contribuem significativamente para os conflitos e apresentam vis??o cr??tica dos adultos educadores, de quem esperam refer??ncias, orienta????o e exemplos. Todavia, os educadores agravam este quadro, com atitudes e comportamentos agressivos, no quadro da ???pedagogia banc??ria???, centrada no mon??logo, nos conte??dos e na coisifica????o dos discentes. A escola se tornou uma fortaleza, supostamente armada para prevenir-se contra alunos violentos, numa rela????o de mal-estar para todos. O relacionamento se baseia em estere??tipos, culpabiliza????o e vitima????o rec??procos, al??m de expectativas m??tuas frustradas. Alguns docentes, tendo como caracter??stica comum atuarem como formadores de professores, rompiam o paradigma, respeitando os alunos, tratando-os como pessoas, e sendo respeitados. O preparo docente, com o afastamento entre teorias e pr??ticas, gera expectativas irrealistas, que pouco desenvolvem as capacidades de relacionamento social, compreens??o da adolesc??ncia e do papel de adulto, bem como estrat??gias para resolu????o de conflitos, de modo a ensinar e aprender a conviver. A mudan??a de paradigma da escola ?? necess??ria, como a da forma????o de educadores, para atender a novos tempos e realidades.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-09T19:25:11Z No. of bitstreams: 1 MarianaAparecidaChristianoDissertacao2016.pdf: 1182539 bytes, checksum: c889f254d156f70fce04c246a23629de (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-09T19:25:26Z (GMT) No. of bitstreams: 1 MarianaAparecidaChristianoDissertacao2016.pdf: 1182539 bytes, checksum: c889f254d156f70fce04c246a23629de (MD5) / Made available in DSpace on 2017-05-09T19:25:26Z (GMT). No. of bitstreams: 1 MarianaAparecidaChristianoDissertacao2016.pdf: 1182539 bytes, checksum: c889f254d156f70fce04c246a23629de (MD5) Previous issue date: 2016-08-29 / This research has qualitative character and has the intention to analyze the importance of teacher training that addresses the principles of citizenship and social and political participation. For this, was made a survey of teachers and graduating students of an undergraduate degree in Pedagogy from a Higher Education Institution was held (HEI) of the Federal District. In order to confirm the relevance of the study, it was conducted a historical building multiple concept of citizenship throughout the history of mankind and, more specifically, in our country. In addition, we sought to identify the presence or absence of the concepts of citizenship and participation in public policies and guiding documents for the Brazilian education and teacher training, in order to realize the importance given to the subject. As instruments to survey the empirical data were made documentary analysis, for the Pedagogical Political Project Course (PPPC), as well as semi-structured interviews with five teachers and five students of the 8th semester. The analyzes from the principles of discourse analysis have emerged an understanding of citizenship as exercise of rights and duties, such as social responsibility and as an exercise of the citizen role in everyday actions. Moreover, it appears that even considers it essential that the principles of citizenship are present in teacher education, respondents point individual initiatives of teachers, and concerned to note that there is not, by the IES, a systematization of this work, in addition to the PPPC not look objectively how this work should happen. Even so, it is evident that students and teachers believe they can overcome the challenges inherent in the work of the teacher, as the pedagogical work is based on postures based on ethics, solidarity and citizenship. / Este estudo de car??ter qualitativo, teve por objetivo analisar a import??ncia de uma forma????o docente que contemple os princ??pios da cidadania e da participa????o pol??tica e social. Para tanto, foi realizada uma pesquisa com docentes e estudantes concluintes de um curso de gradua????o em Pedagogia de uma Institui????o de Ensino Superior (IES) do Distrito Federal. Foi realizado um resgate da constru????o do m??ltiplo conceito de cidadania ao longo da hist??ria da humanidade e, mais especificamente, em nosso pa??s. Al??m disso, buscou-se identificar a presen??a ou a aus??ncia dos conceitos de cidadania e participa????o nas pol??ticas p??blicas e documentos norteadores destinados ?? educa????o brasileira e ?? forma????o docente, com vistas a perceber a import??ncia dada ao tema nestes documentos. Foram realizadas an??lises documentais, referentes ao Projeto Pol??tico Pedag??gico do Curso (PPPC), bem como entrevistas semiestruturadas com cinco docentes e cinco estudantes do 8?? semestre do referido curso. As an??lises realizadas a partir dos princ??pios da An??lise do Discurso fizeram emergir uma compreens??o de cidadania como exerc??cio dos direitos e deveres, como responsabilidade social e como exerc??cio do papel de cidad??o nas a????es cotidianas. Al??m disso, constatou-se que mesmo considerando fundamental que os princ??pios de cidadania estejam presentes na forma????o de professores, os participantes apontam iniciativas individuais dos docentes, e preocupa notar que n??o h??, por parte da IES, uma sistematiza????o desse trabalho, al??m de o PPPC n??o contemplar de maneira objetiva como este trabalho deva acontecer. Ainda assim, evidenciou-se que estudantes e docentes acreditam ser poss??vel superar os desafios inerentes ao trabalho do professor, ?? medida que o trabalho pedag??gico ?? pautado em posturas baseadas na ??tica, na solidariedade e na cidadania.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-12T18:10:35Z No. of bitstreams: 1 AriodaSilvaToledoDissertacao2003.pdf: 905086 bytes, checksum: 1d3c27378fdf449e4cf88420c2eaf0be (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-12T18:10:55Z (GMT) No. of bitstreams: 1 AriodaSilvaToledoDissertacao2003.pdf: 905086 bytes, checksum: 1d3c27378fdf449e4cf88420c2eaf0be (MD5) / Made available in DSpace on 2017-05-12T18:10:55Z (GMT). No. of bitstreams: 1 AriodaSilvaToledoDissertacao2003.pdf: 905086 bytes, checksum: 1d3c27378fdf449e4cf88420c2eaf0be (MD5) Previous issue date: 2003-01-01 / The purpose of the present study was to identify the social representations of the Physical Education professional which are built by health professionals so as to determine their concepts and to infer their practice. In order to achieve such goals, a psycho-sociological approach as well as Social Representations and Central Nucleus theories were used. It was concluded with the collection of nuclear and peripheral structural elements, and with the realization of the anchorage of the social representation under study. Ninety volunteer health professionals who work in Teaching and Health Institutions in the Federal District were interviewed. Two research instruments were used. The first one was a questionnaire in order to collect data regarding the multidisciplinary health teams which exist at the researched institutions themselves. The second one was an interview in which the free association technique was used. The inducing term was ???the Physical Education professional???. The data collected was processed by the Evoc (Ensemble de Programmes Permettant l'Analyse des ??vocations) software and later analyzed by the researcher. As a result, it was identified that the images of ???healthy??? and ???physical conditioning??? naturally appeared in the social representations of the Physical Education professional built by health professionals. It was clearly identified that health, physical conditioning, and physical activities are socially as well as historically linked with the Physical Education professional. Those associations with a positive aspect probably will lead to favorable attitudes, not making it difficult for the Physical Education professional to have access to multidisciplinary health teams. / O presente estudo teve como objetivo identificar as representa????es sociais do profissional de educa????o f??sica constru??das por profissionais de sa??de a fim de determinar suas concep????es e inferir suas pr??ticas. Para alcan??ar tais prop??sitos, utilizou-se uma abordagem psicossociol??gica e as teorias das Representa????es Sociais e do N??cleo Central, concluindo-se com a obten????o dos elementos estruturais nucleares e perif??ricos e com a realiza????o da ancoragem da representa????o social em pauta. Foram entrevistados noventa profissionais de sa??de, volunt??rios, que atuam nas Institui????es de Ensino e de Sa??de do Distrito Federal. Foram utilizados dois instrumentos de pesquisa, sendo o primeiro um question??rio para captar informa????es a respeito das equipes multidisciplinares de sa??de existentes nas pr??prias institui????es pesquisadas e o segundo uma entrevista na qual se utilizou a t??cnica livre, tendo como termo indutor ???o profissional de educa????o f??sica???. O dados colhidos foram processados pelo software Evoc (Ensemble de Programmes Permettant l'Analyse des ??vocations) e analisados posteriormente pelo pesquisador. Como resultado, identificou-se que as imagens de ???sa??de??? e ???condicionamento f??sico??? surgiram espontaneamente nas representa????es sociais do profissional de educa????o f??sica, elaboradas pelos profissionais de sa??de. Identificou-se claramente que a sa??de, o condicionamento f??sico e as atividades f??sicas est??o social e historicamente associadas ao profissional de educa????o f??sica. Essas associa????es de aspectos positivos provavelmente conduzir??o a atitudes favor??veis, n??o dificultando o acesso do profissional de educa????o f??sica ??s equipes multidisciplinares de sa??de.