Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-09-13T17:10:56Z No. of bitstreams: 1 2016 - Ana Clara dos Santos Rohem Contrera.pdf: 769756 bytes, checksum: ec49525db46072f12a3f93129e5a0c84 (MD5) / Made available in DSpace on 2017-09-13T17:10:56Z (GMT). No. of bitstreams: 1 2016 - Ana Clara dos Santos Rohem Contrera.pdf: 769756 bytes, checksum: ec49525db46072f12a3f93129e5a0c84 (MD5) Previous issue date: 2016-12-14 / The daily life in Childhood Education is crossed by countless voices charged with different senses. This implies, however, thinking about the place for narrative practices in society and how they happen. It implies knowing that oral and written narratives have different values depending on the context in which they are applied, and even the written narratives have different weights, depending on the language they present. What voices of this quotidian the academic speeches received and announced? To consider that the narratives that cross this quotidian are more than simple little stories or attempts at scientific conceptualization lead us to the thought that they are conductive threads of experimentation. Therefore, the place of the formative experiences in Early Childhood Education, whether for teachers, children or even responsible, permeates the consciousness that one word, when encountering with other words, endow the surrounding universe with meanings. The ordinary individual, who talk about Michel de Certeau, through its relationship to narratives, focuses on everyday life making it always a unique event, or, in other words, it is the ordinary subject who through the use of the language also transforms daily life in the place of the extraordinary. This extraordinary daily life also permeates the relationship that each subject constructs with the word and with the language as a whole. Thus, the master's research in question was always strained between the relation of the teacher/researcher to literature and to the more usual language of the academy. Therefore, the way to present the research will be through a dialogue (ego and alter ego) between the Teacher and the Researcher with innumerable recurrences to different literary styles (short stories, chronicles and narratives) aiming to show as much as possible the polyphony investigated by Mikhail Bakhtin, who that research is theoretically based / O cotidiano na Educa??o Infantil ? atravessado por in?meras vozes carregadas de diferentes sentidos. Isto implica pensar, no entanto, o lugar destinado ?s pr?ticas narrativas na sociedade e como estas acontecem. Implica saber que a narrativa oral e escrita possuem valores diferentes dependendo do contexto em que sejam aplicadas e, mesmo as narrativas escritas possuem pesos diferentes, dependendo da linguagem que apresentem. Os discursos produzidos academicamente t?m acolhido e anunciado quais vozes deste cotidiano? Considerar que as narrativas que atravessam esse cotidiano s?o mais que simples historietas ou tentativas de conceitua??o cient?fica levam-nos ao pensamento de que s?o elas fios condutores de experimenta??o. Portanto, o lugar de acontecimento das experi?ncias formativas na Educa??o Infantil, seja para professores, crian?as ou mesmo respons?veis, perpassam pela consci?ncia de que uma palavra, ao encontrar com palavras outras, dotam de significados o universo circundante. O sujeito comum, ordin?rio, de que fala Michel de Certeau, atrav?s de sua rela??o com as narrativas incide sobre o cotidiano fazendo com que este seja sempre um acontecimento ?nico, ou, em outras palavras, ? o homem ordin?rio que atrav?s do uso da l?ngua transforma o cotidiano tamb?m no lugar do extraordin?rio. Esse cotidiano extraordin?rio ? perpassado ainda pela rela??o que cada sujeito constr?i com a palavra e com a linguagem como um todo. Assim, a pesquisa aqui apresentada esteve sempre tensionada entre a rela??o da Professora/Pesquisadora com a literatura e com a linguagem mais usual da academia. Portanto, o modo de apresentar a pesquisa ser? atrav?s de um di?logo (ego e alter ego) entre a Professora e a Pesquisadora com in?meras recorr?ncias a diferentes estilos liter?rios (contos, cr?nicas e narrativas) objetivando transparecer o m?ximo poss?vel da polifonia investigada por Mikhail Bakhtin, que fundamenta teoricamente esta investiga??o

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-10-11T14:04:09Z No. of bitstreams: 1 2004 - Denise Carvalho.pdf: 885942 bytes, checksum: b319acfd31514ad589a8d99c4398f640 (MD5) / Made available in DSpace on 2017-10-11T14:04:09Z (GMT). No. of bitstreams: 1 2004 - Denise Carvalho.pdf: 885942 bytes, checksum: b319acfd31514ad589a8d99c4398f640 (MD5) Previous issue date: 2004-11-19 / Entrepreneurship' studies are still in the initial stages, mainly in Brazil. Issues such as the relation of this movement to the nations' development, the definition of a successful entrepreneur profile, as well as the effectiveness of the entrepreneurship education processes in the sustainability of this movement are still questioned and seek answers and confirmations for the various issues raised a behavioral and psychological aspects. Undergraduates completed as socio-demographic questionnaire and measures of selfconcept, social skills, locus of control - attribution of responsibility for the events occurred, and stress, this dissertation involves two studies with business and administration undergraduates in their last year of college, submitted to an entrepreneurial training program in a private institution in the South of Rio de Janeiro State. The first study, investigated the relationship of entrepreneurial family models with self-concept, locus of control and stress. Results indicated that participants with entrepreneur relatives presented significantly more external (powerful others) locus of control, in comparison with those who had not entrepreneurs in their family. There was no other significant difference between the two groups. The second study, focused on the process of entrepreneurship education, based on a new paradigm, which is directal to the small business, that simulates innovation and self-learning. Procedures to develop creativity, capacity of negotiation and achievement of participants. This study examined the effect of an entrepreneurship programme on variables off self-concept, social ability, and locus of control. Measures were completed before and after the entrepreneurship program was implemented. Results showed that the entrepreneurship program may have a significant improvement on the security dimension of the self-concept and assertiveness of participants. Furthermore, undergraduates increased their identification of the entrepreneurial profile (concerning themselves and family members) and they also a know ledged having learnt more about entrepreneurship. Finally, possible explanations for such results are pointed out and suggestions for future research are herein made / Os estudos relacionados ao empreendedorismo ainda est?o em fase inicial, principalmente no Brasil. Quest?es como a rela??o deste movimento com o desenvolvimento de na??es, a defini??o de um perfil de empreendedor de sucesso, assim como a efetividade de processos de educa??o empreendedora na sustentabilidade deste movimento ainda s?o questionados e buscam respostas e comprova??es para as v?rias quest?es que vem sendo levantadas. Considerando os aspectos comportamentais e psicol?gicos dos empreendedores, como os dados s?cio demogr?ficos, autoconceito, habilidade social, locus de controle, uma medida de atribui??o de responsabilidade dos fatos ocorridos, e estresse, esta disserta??o envolve dois estudos com universit?rios do ?ltimo ano para a conclus?o do curso de gradua??o em Administra??o submetidos a um programa de forma??o empreendedora, de uma institui??o privada de Ensino Superior do Sul Fluminense. O primeiro estudo, realizado no primeiro semestre da fase final da gradua??o, investigou a rela??o de modelos familiares empreendedores com autoconceito, locus de controle e estresse. Os resultados indicaram que os participantes com familiares empreendedores apresentam significativamente mais locus de controle externo/outros poderosos, do que os participantes sem tal modelo. N?o houve qualquer outra diferen?a significativa entre os grupos. O segundo estudo, realizado no semestre final da gradua??o, focou o processo de educa??o empreendedora em si, fundamentada em um novo paradigma de forma??o, voltado para a perspectiva da pequena empresa, estimulando a inova??o e o auto aprendizado, utilizando procedimentos que desenvolvam a criatividade, a capacidade de negocia??o e a realiza??o dos participantes. Examinou-se o impacto do programa no autoconceito, habilidade social e locus de controle dos participantes. Foram aplicadas as medidas de habilidade social, locus de controle e autoconceito antes e depois do programa de empreendedorismo. Os resultados mostraram que o processo de forma??o adotado, pode ter gerado uma melhora significativa na dimens?o de seguran?a do autoconceito e na assertividade dos participantes. Houve tamb?m um maior reconhecimento, pelos estudantes, do perfil empreendedor (de si pr?prio e de familiares) e do aumento de conhecimentos espec?ficos na ?rea do empreendedorismo. S?o apontadas poss?veis explica??es para os resultados encontrados e sugest?es para estudos futuros em outras institui??es de ensino superior

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-05-11T19:25:24Z No. of bitstreams: 1 2017 - M?rcia Maria Freitas Franco Cavalcante.pdf: 1580091 bytes, checksum: 485363bc5e8cc18a2c55514b7626b255 (MD5) / Made available in DSpace on 2018-05-11T19:25:24Z (GMT). No. of bitstreams: 1 2017 - M?rcia Maria Freitas Franco Cavalcante.pdf: 1580091 bytes, checksum: 485363bc5e8cc18a2c55514b7626b255 (MD5) Previous issue date: 2017-07-20 / This work was carried out by the Federal Institution of Education, Science and Technology of the Campus Concei??o do Araguaia and intends to investigate, understand and evaluate whether the programs that deal with continuing education and the permanent training managed by the IFPA pedagogical assistance contribute to the Training of the bachelors teachers of the Bachelor's Degree in Agronomic Engineering of the Basic, Technical and Technological Education of IFPA, of said campus. In order to do so, it was sought to investigate how the continuous formation is made present for the bachelors teachers and, if in fact, this formation has influenced in the teaching practice, using, for that, the semistructured interview with the technical training teachers, that resulted in a Analysis and discussion of the data, whose thematic axis were related and confronted from the theoretical contributions of scholars and researches related to Professional Technological Education and teacher training. In the face of all the data analyzed in this research, the results revealed that the actions of continuing education meetings for some interviewees do not always have positive influences on the training of teachers who work in Professional Technology Education (EPT) in the campus of Concei??o do Araguaia- PA, both for the development of professional teacher identity and for the construction of pedagogical knowledge. As it is a case study, we highlight the voices of the interviewed teachers, who emphasized the need for pedagogical training for teachers who work in teaching, signaling the importance of the institutionalization of a Continuing Education Program by the Pr?-Rector?a de Ensino ( PROEN) in the sense of enabling them to act as teachers of professional education, developing their own knowledge of teaching, as well as methodologies that favor significant learning for the student, as well as helping the educator to overcome the conflicts of daily life More effectively. In the final considerations, we deal with what was perceived during the data collected in the interviews conducted as the technical training teachers and present proposals, contributing with suggestions for the actions that are being carried out on campus, with the perspective of presenting proposals that enable improvements in teacher training Of those who work in professional education and to those who may enter this type of education. / Este trabalho foi realizado junto ? Institui??o Federal de Educa??o, Ci?ncia e Tecnologia do Par? ? campus Concei??o do Araguaia e pretende investigar, compreender e avaliar se os programas que versam sobre a forma??o continuada e as capacita??es permanentes geridas pela assessoria pedag?gica do IFPA contribuem para a forma??o dos professores bachar?is do Curso de Bacharelado em Engenharia Agron?mica do Ensino B?sico, T?cnico e Tecnol?gico do IFPA, do referido campus. Para tanto, buscou-se investigar como a forma??o continuada se faz presente para os professores bachar?is e, se de fato, essa forma??o tem influenciado na pr?tica docente, utilizando, para isso, a entrevista semiestruturada junto aos professores de forma??o t?cnica, que resultou numa an?lise e discuss?o dos dados, cujos eixo tem?ticos foram relacionados e confrontados a partir das contribui??es te?ricas de estudiosos e de pesquisas referentes ? Educa??o Profissional Tecnol?gica e ? forma??o de professores. Diante de todos os dados analisados nesta pesquisa, os resultados revelaram que as a??es dos encontros de forma??o continuada, para alguns entrevistados, nem sempre exercem influ?ncias positivas na forma??o dos professores que atuam na Educa??o Profissional Tecnol?gica (EPT) no campus de Concei??o do Araguaia-PA, tanto para o desenvolvimento da identidade profissional docente, quanto para a constru??o de saberes pedag?gicos. Como se trata de um estudo de caso, ressaltamos as vozes dos professores entrevistados, que destacaram a necessidade de forma??o pedag?gica para os professores bachar?is que atuam na doc?ncia, sinalizando a import?ncia da institucionaliza??o de um Programa de Forma??o Continuada pela Pr?-Reitoria de Ensino (PROEN)no IFPA, no sentido de capacit?-los para atuarem como docentes da educa??o profissional, desenvolvendo saberes pr?prios da doc?ncia, bem como metodologias que favore?am o aprendizado significativo para o aluno, al?m de contribuir para que o educador possa superar os conflitos do cotidiano escolar de forma mais efetiva. Nas considera??es finais, tratamos do que foi percebido durante os dados coletados nas entrevistas realizadas como os professores de forma??o t?cnica e apresentamos propostas, contribuindo com sugest?es para as a??es que est?o sendo realizadas no campus, na perspectiva de apresentar propostas que viabilizem melhorias na forma??o docente daqueles que atuam na educa??o profissional e aos que porventura vierem ingressar nesta modalidade de ensino.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-09-04T19:47:02Z No. of bitstreams: 1 2016 - Iracema Ferreira de Moura.pdf: 2444921 bytes, checksum: c61a9f7139de37ce4cebdd0c9158f2bd (MD5) / Made available in DSpace on 2018-09-04T19:47:02Z (GMT). No. of bitstreams: 1 2016 - Iracema Ferreira de Moura.pdf: 2444921 bytes, checksum: c61a9f7139de37ce4cebdd0c9158f2bd (MD5) Previous issue date: 2016-04-29 / In the context of the agrifood system and the Brazilian political situation, since 2003 agroecology is a contemporary approach inserted into the construction of public policies and interrelated to rural development, food sovereignty and Human Right to Adequate Food. Under this perspective, the general objective of this thesis is to comprehend how agroecology entered the governmental agenda and the formulation process of the National Policy on Agroecology and Organic Production (PNAPO) and the National Plan for Agroecology and Organic Production (PLANAPO). The specific objectives are: comprehend the influence of the institutional and political context in the building of the agenda; identify the historical background and agroecology founding aspects at the brazilian public policies after 1985; identify the main governmental decision-makers, actors and civil society groups who acted on the construction of PNAPO and PLANAPO; understand how the junction of the problems flows and alternatives was made to originate the Policy.The theoretical framework employed comprises the Gramscian concept of Estate, analysis of the neo-institutionalist public policies and of the public policy cycle, taking into consideration the referential of agrifood system, food issues and rural development. Two theoretical models were used as analytical references on the policy process, specifically for the governmental agenda definition (agenda setting) and the formulation phase: the Multiple Stream Model from Kingdom, and the Punctuated Equilibrium Model from Frank Baumgartner and Brian Jones. The results of the desk research of relevant literature, secondary sources and semi-structured interviews revealed that the agroecological approach gained space in some public policies since 2003. The convergent actions from the agroecological and organic movements, especially peasant and rural women organizations, together with the favorable political moment, were fundamental factors for the entrance at the governmental agenda and the formulation of PNAPO and PLANAPO. The transformation process of the governmental agenda into public policy occurred by means of open and transparent dialogue between civil society representatives and the federal government, in a political and historical context of a government that created dialogue mechanisms with society and opened up for agendas that were not accepted before. Apart from the limitations, conflicts and constraints, PNAPO and PLANAPO have the great merit of being the affirmation of an agenda that counteracts the agribusiness. They constitute a mark and a political achievement and put the agroecological agenda in another level at the public policies. However, the agroecological approach is not yet consolidated as a federal government strategic and central policy that sustains the transformations of the agrifood system and of the rural development aiming food sovereignty and the Human Right to Adequate Food. / A agroecologia constitui-se em um enfoque contempor?neo inserido na constru??o de pol?ticas p?blicas interrelacionado ao desenvolvimento rural, soberania alimentar e Direito Humano ? Alimenta??o Adequada (DHAA), no contexto do sistema agroalimentar e da conjuntura pol?tica brasileira a partir de 2003. Nessa perspectiva, o objetivo geral desta Tese consiste em compreender como ocorreu a entrada da agroecologia na agenda governamental e o processo de formula??o da Pol?tica Nacional de Agroecologia e Produ??o Org?nica (PNAPO) e do Plano Nacional de Agroecologia e Produ??o Org?nica (PLANAPO). Os objetivos espec?ficos s?o: compreender a influ?ncia do contexto pol?tico e institucional para a forma??o da agenda; identificar os antecedentes hist?ricos e os aspectos fundantes da agroecologia nas pol?ticas p?blicas brasileiras ap?s 1985; identificar os principais decisores governamentais, atores e grupos da sociedade civil atuantes na constru??o da PNAPO e do PLANAPO; compreender como foi feita a jun??o dos fluxos de problemas e alternativas que deram origem ? Pol?tica. O marco te?rico utilizado engloba o conceito gramsciano de Estado, an?lise de pol?ticas p?blicas neoinstitucionalista e do ciclo da pol?tica p?blica, acrescidos do referencial de sistema agroalimentar, quest?o alimentar e desenvolvimento rural. Utiliza-se como refer?ncia anal?tica sobre processo de pol?ticas p?blicas (policy process), especificamente para a defini??o de agenda governamental (agenda-setting) e a etapa de formula??o, dois modelos te?ricos: o Modelo de Correntes M?ltiplas (Multiple Stream Model) de Kingdon e do Equil?brio Pontuado (Ponctuated Equilibrium Model) de Frank Baumgartner e Brian Jones. Os resultados da pesquisa documental, fontes secund?rias e entrevistas semiestruturadas evidenciaram que o enfoque agroecol?gico ganha espa?o em algumas pol?ticas p?blicas a partir de 2003. A atua??o convergente do movimento agroecol?gico e org?nico, com destaque para as organiza??es das mulheres trabalhadoras rurais e camponesas, aliada a um momento pol?tico favor?vel, foi fator fundamental para a entrada na agenda governamental e a formula??o da PNAPO e do PLANAPO. O processo de transforma??o da agenda governamental em pol?tica p?blica aconteceu por meio de um di?logo aberto e transparente entre os representantes da sociedade civil e do governo federal em um contexto pol?tico-hist?rico de um governo que criou mecanismos de di?logo com a sociedade e que se abriu para pautas antes n?o acolhidas. Apesar das limita??es, conflitos e lacunas, a PNAPO e o PLANAPO t?m o grande m?rito de serem a afirma??o de uma agenda que se contrap?e ao agroneg?cio. Constitui-se em marco e conquista pol?tica e colocou a agenda da agroecologia nas pol?ticas p?blicas em outro patamar. Entretanto, o enfoque agroecol?gico ainda n?o se consolidou como uma pol?tica estrat?gica e central do governo federal que sustente as transforma??es do sistema agroalimentar e do desenvolvimento, com vista ? garantia do DHAA e da soberania alimentar.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-09-19T12:36:35Z No. of bitstreams: 1 2017 - Veronica Damasceno de Souza Feitoza.pdf: 2782036 bytes, checksum: c536de687b019541962aed082056c5ad (MD5) / Made available in DSpace on 2018-09-19T12:36:35Z (GMT). No. of bitstreams: 1 2017 - Veronica Damasceno de Souza Feitoza.pdf: 2782036 bytes, checksum: c536de687b019541962aed082056c5ad (MD5) Previous issue date: 2017-06-26 / IFPA - Campus Castanhal / Technical Professional Education projects in Brazil have always been focused on meeting the interests of economic market and aimed at workers as a compensatory training for those who would not have access to higher education, without taking into account their needs as subjects and citizens. Decree 5,154 / 04, while more recent legislation aimed at this stage of Basic Education, despite also being influenced by economic interests, advances in the sense of allowing Technical Professional Education to be offered in the modality Integrated to High School under the articulation of the axes Work, Science, Technology and Culture (BRASIL, 2007). Thus, it is intended that the pedagogical practices of the curricular components for this modality of education surpass the purely technical knowledge for a practice with sights to the broad formation of the subjects. The Curriculum Guidelines for Higher Education (CGHE) in the section on Foreign Languages suggest that the teaching practices of this curricular component should be based on Critical Literacies Theories in order that such practices become the means for the development of a sense of citizenship, creative, critical and open mind (BRAZIL, 2006), in short, knowledge that equips subjects to deal with the current context of constant change and diverse subjects. In this way, this research has sought to investigate in what ways, when they are based on theories of Critical Literacies, the teaching practices in English Language classes - EL - of the Technical Course in Farming Integrated to High School can better contribute to the integral formation of the students of the IFPA ? Castanhal Campus, as advocated by the pertinent legislation. The data collected comes from participant observation and audio recording of EL classes during the execution of a didactic sequence elaborated by me as a researcher teacher, based on these theoretical principles and using authentic multimodal texts. Theoretical studies and research have shown that pedagogical practices guided by Critical Literacies principles can contribute to an education beyond linguistic instrumentation and job market preparation by encouraging students to read themselves and the world critically / Os projetos de Educa??o Profissional T?cnica no Brasil sempre estiveram voltados para atender aos interesses do mercado econ?mico e destinados aos trabalhadores como uma forma??o compensat?ria para aqueles que n?o teriam acesso ao ensino superior, sem levar em conta suas necessidades enquanto sujeitos e cidad?os. O Decreto 5.154/04, enquanto legisla??o mais recente voltada para essa etapa da educa??o B?sica, apesar de tamb?m sofrer influ?ncias de interesses econ?micos, avan?a no sentido de permitir que a Educa??o Profissional T?cnica seja ofertada na modalidade Integrada ao Ensino M?dio sob a articula??o dos eixos Trabalho, Ci?ncia, Tecnologia e Cultura (BRASIL, 2007). Dessa forma, objetiva-se que as pr?ticas pedag?gicas dos componentes curriculares para essa modalidade de ensino superem os conhecimentos puramente t?cnicos para uma pr?tica com vistas ? forma??o ampla dos sujeitos. As Orienta??es Curriculares para o Ensino M?dio ? OCEM ?, na se??o destinada ?s L?nguas Estrangeiras sugerem que as pr?ticas de ensino desse componente curricular sejam embasadas nas Teorias dos Letramentos Cr?ticos com a finalidade de que tais pr?ticas tornemse meios para o desenvolvimento de senso de cidadania, mente aberta, criativa e cr?tica (BRASIL, 2006), enfim, conhecimentos que equipem os sujeitos para lidarem com o contexto atual de mudan?as constantes e sujeitos diversificados. Dessa forma, esta pesquisa buscou investigar de que modos, ao serem balizadas nas teorias dos Letramentos Cr?ticos, as pr?ticas docentes em aulas de l?ngua inglesa ? LI ? do Curso T?cnico em Agropecu?ria Integrado ao Ensino M?dio podem melhor contribuir para a forma??o integral dos alunos do IFPA ? Campus Castanhal, como preconizam as legisla??es pertinentes. Os dados coletados prov?m de observa??o participante e grava??o de ?udio das aulas de LI durante a execu??o de uma sequ?ncia did?tica elaborada por mim, enquanto professora pesquisadora, com base nesses princ?pios te?ricos e utilizando textos multimodais aut?nticos. Os estudos te?ricos e a investiga??o demonstraram que pr?ticas pedag?gicas direcionadas por princ?pios dos Letramentos Cr?ticos podem contribuir com uma forma??o para al?m da instrumenta??o lingu?stica e a prepara??o para o mercado de trabalho por estimularem os alunos a lerem a si mesmos e ao mundo criticamente

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2018-09-19T13:24:02Z No. of bitstreams: 1 2010 - Maria da Concei??o Gomes Valle.pdf: 723947 bytes, checksum: 32d6cc2b293622a0f6421b98fec77fcf (MD5) / Made available in DSpace on 2018-09-19T13:24:02Z (GMT). No. of bitstreams: 1 2010 - Maria da Concei??o Gomes Valle.pdf: 723947 bytes, checksum: 32d6cc2b293622a0f6421b98fec77fcf (MD5) Previous issue date: 2010-04-01 / The general objective of this investigation was to analyze environmental education, a discipline offered to undergraduate students in Administration, Agronomy, Economics, Domestic Economics, History, Agricultural Engineering, Food Engineering, Forest Engineering and Zoo Technology at the UFRRJ. The specific objectives were: Verify whether the Core Curriculum of the Undergraduation courses under study meet the propositions of the Curricular Guidelines in relation to the environmental issue; Analyze the Analytical Programs of the disciplines in the Core Curriculum of each course under study in order to identify contents related to the environmental issue; Compare with the Core Curriculums of the courses at the UFRRJ considering environmental education; Determine how concerned students are about the environment. This investigation was carried out Descriptively, by means of Documenting and using Field Research. This study provides a qualitative and quantitative analysis of students? education taking into consideration the aspects that involve the environmental dimension. The methods that were used are the following: Quantitative, Qualitative and Comparative. In a total of 682 seniors registered in the courses where the survey was carried out, 404 filled out a form. We found out that students from all the courses were deeply concerned about the environment. And also that the introduction of the environmental issue in the Core Curriculum, with an interdisciplinary focus, requires a theoretical and methodological reform of the academic structure. The interviewees had a tendency to consider: environmental education deficient in Administration, Economics and History, fair in Agronomy, Agricultural Engineering, Food Engineering, Zoo Technology and Domestic Economics and good only in Forest Engineering. / O objetivo geral nesta investiga??o consistiu em analisar a forma??o ambiental recebida pelos estudantes dos cursos de Administra??o, Agronomia, Ci?ncias Econ?micas, Economia Dom?stica, Hist?ria, Engenharia Agr?cola, Engenharia de Alimentos, Engenharia Florestal e Zootecnia da UFRRJ. Os objetivos espec?ficos foram: Verificar se a Matriz Curricular dos cursos de Gradua??o, em estudo, atende ?s proposi??es das Diretrizes Curriculares quanto ? tem?tica meio ambiente; Analisar os Programas Anal?ticos, das disciplinas da Matriz Curricular, de cada curso em estudo, para identificar conte?dos relativos ? tem?tica ambiental; Realizar uma compara??o entre as Matrizes Curriculares dos Cursos da UFRRJ quanto ? forma??o ambiental; e Determinar o grau de preocupa??o ambiental dos estudantes. Foram articuladas as modalidades de pesquisa: Descritiva, Documental e Pesquisa de Campo. Tratase de uma an?lise quantitativa e qualitativa da forma??o dos alunos quanto aos aspectos que envolvem a dimens?o ambiental. Foram utilizados os m?todos de pesquisa: Quantitativo, Qualitativo e Comparativo. Foi aplicado um survey a 402 alunos, de um total de 682 matriculados nos ?ltimos per?odos. Verificou-se que os alunos de todos os cursos apresentaram alta preocupa??o ambiental e que a introdu??o da tem?tica ambiental na Matriz Curricular, a partir de um enfoque interdisciplinar, necessita de uma reformula??o te?rica e metodol?gica da estrutura acad?mica. Os entrevistados indicaram uma tend?ncia em considerar: deficiente a forma??o ambiental nos cursos de Administra??o, Ci?ncias Econ?micas e Hist?ria; regular nos cursos de Agronomia, Engenharia Agr?cola, Engenharia de Alimentos, Zootecnia e Economia Dom?stica; e boa apenas no curso de Engenharia Florestal.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-09-24T13:04:32Z No. of bitstreams: 1 2016 - Mariana de Moura Nunes Almeida.pdf: 1046487 bytes, checksum: af1e1b5e6b88d537f07a8f26afdb5d2c (MD5) / Made available in DSpace on 2018-09-24T13:04:32Z (GMT). No. of bitstreams: 1 2016 - Mariana de Moura Nunes Almeida.pdf: 1046487 bytes, checksum: af1e1b5e6b88d537f07a8f26afdb5d2c (MD5) Previous issue date: 2016-11-10 / This study analyzes the impact of teacher training (or lack thereof) in the performance of the technical area teachers Federal Amap? Institute (IFAP) - campus Santana, being used to research the case study, in order to gather information about the perception of teachers about their teaching practices on the performance of its teaching function based on the professional profile and academic background. For this, the research was done through a qualitative approach and not disregarding the quantitative aspects to assist in the analysis and explanation of the data. a brief historical review of vocational education was conducted in Brazil, then was approached issues as vocational training signaling issues related to the challenges that involve teaching practice, and consequently the teachers working in vocational education outside the labor market and their requirements, taking into account the much needed knowledge, including teaching, for a more active professional practice. It will also be addressed continuing education of teachers and their needs with a view to society constantly changing also the legislation in force as teacher training. In the final part, went to investigate the theme of this study taking into account the institutional aspects, the nature of performance, features and all the educational structure, and focus on aspects of teaching practice making relationship with the professional profile and aspirations and institutional mission to the extent that forms for individuals acting on the labor market. Such research was through questionnaires to teachers of the technical area of IFAP-Campus Santana, as well as IFAP management, resulting in using graphical data analysis, pictures of answers and speeches and light making relationship with reflections theoreticians. From this analysis, it was possible to understand and identify the institutional aspects by the team responsible for IFAP management work, what they think, as resources for training and the level of priority as the training of teachers in teaching modalities are distributed offered by IFAP- Campus-Santana taking into account the vision they have on professional education. The questionnaires given to teachers aims to outline the professional profile, taking into account the needs for teacher training, the impact of training in performance within the classroom context, concepts, among other difficulties. In closing remarks, it is made a brief analysis about the results and the completion of data collection. / O presente estudo analisa o impacto da forma??o pedag?gica (ou falta dela) no desempenho dos professores da ?rea t?cnica do Instituto Federal do Amap? (IFAP) ? Campus Santana, sendo utilizado para a pesquisa o estudo de caso, com o objetivo de colher informa??es sobre a percep??o dos professores, sobre suas pr?ticas pedag?gicas quanto ao desempenho de sua fun??o docente tendo como base o perfil profissional e sua forma??o acad?mica. Para isso, a pesquisa foi feita por meio uma abordagem qualitativa e n?o desconsiderando os aspectos quantitativos para auxiliar na an?lise e fundamenta??o dos dados. Foi realizado um breve resgate hist?rico sobre a educa??o profissional no Brasil, em seguida foi abordado quest?es quanto a forma??o profissional sinalizando as quest?es referente aos desafios que envolvem pr?tica docente, e, consequentemente, os professores atuantes na Educa??o Profissional frente ao mercado de trabalho e suas exig?ncias, levando em considera??o os saberes t?o necess?rios, inclusive o pedag?gico, para uma pr?tica profissional mais atuante. Tamb?m ser? abordado a forma??o continuada de professores e suas necessidades tendo em vista a sociedade em constante transforma??o, tamb?m a legisla??o em vig?ncia quanto a forma??o docente. Na parte final, passou-se a investigar a tem?tica da presente pesquisa levando em conta os aspectos institucionais, sua natureza de atua??o, caracter?sticas e toda a estrutura de ensino, tendo enfoque nos aspectos da pr?tica docente fazendo rela??o com o perfil profissional e as aspira??es e miss?o institucional na medida que se forma para os indiv?duos atuarem no mercado de trabalho. Tal pesquisa ocorreu por meio de aplica??o de question?rios aos docentes da ?rea t?cnica do IFAP-Campus Santana, al?m da gest?o do IFAP, resultando na an?lise de dados por meio de gr?ficos, quadros de respostas e falas bem como fazendo rela??o com reflex?es a luz de te?ricos. A partir dessa an?lise, foi poss?vel entender e identificar os aspectos institucionais mediante a equipe respons?vel pelo trabalho de gest?o do IFAP, o que pensam, como s?o distribu?dos os recursos destinados a capacita??o e o grau de prioridade quanto a forma??o dos docentes nas modalidades de ensino oferecidas pelo IFAP- Campus-Santana levando em considera??o a vis?o que possuem sobre a educa??o profissional. O question?rio aplicado aos docentes visa tra?ar o perfil profissional, levando em considera??o as necessidades quanto a forma??o pedag?gica, o impacto desta forma??o na atua??o dentro do contexto da sala de aula, concep??es, dificuldades entre outras. Nas considera??es finais, ? feita uma an?lise sucinta quanto aos resultados e a conclus?o da coleta dos dados.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-09-27T11:59:28Z No. of bitstreams: 1 2013 - Viviane Alves de Oliveira Menezes.pdf: 635216 bytes, checksum: 5ac3ee79dd22a3ee8f7630ef77ce568f (MD5) / Made available in DSpace on 2018-09-27T11:59:28Z (GMT). No. of bitstreams: 1 2013 - Viviane Alves de Oliveira Menezes.pdf: 635216 bytes, checksum: 5ac3ee79dd22a3ee8f7630ef77ce568f (MD5) Previous issue date: 2013-12-17 / This study aimed to verify and reflect about the association between attitude and verbal conceptualization of inclusive education in this narrative of faculty and undergraduate students with and without experience of working with people facing disabilities. The sample was selected randomly. Reflection on inclusive education arose from the author's experience in an institution of federal education toward vocational and technological education (EFA), where is being implemented a public policy of educational inclusion of people with special educational needs (SEN). The interest in conducting research on this topic arose from the fact that faces frequent opposition to inclusive education in schools especially in the sidewalks are unprepared professionals and lack of infrastructure. Therefore, can be considered as part of the inclusive actions initial and ongoing training of teachers in order to enhance the education as a process that begins but does not end. This is a descriptive, exploratory study that uses an instrument to collect data based on projective techniques. An instrument was built for search conceptualization and description of attitudes of educators through its narrative combining techniques complementing sentences and creation of a text on the topic. Another source of data was the researcher's field journal. Data analysis took into account the relationship between the participants' narratives and descriptions of their attitudes toward the object of the search based on the content analysis of Bardin?s model plus the observations drawn from Bruner?s narrative analysis. The results point to the persistence of common sense ideas about people in situations of disability, emphasizing the medical model and construction of schooling without significant knowledge to the subject. We expect to contribute to expansion of studies on teacher training and contribution to these inclusive policies / Este trabalho teve o objetivo de verificar e refletir sobre a associa??o entre atitude e conceitua??o verbal sobre educa??o inclusiva presente na narrativa de docentes e alunos de licenciaturas com e sem experi?ncia de trabalho com pessoas em situa??o de defici?ncia. A amostra foi selecionada de modo aleat?rio. A reflex?o sobre educa??o inclusiva surgiu a partir da experi?ncia da autora em uma institui??o de ensino federal, voltada para a educa??o profissional e tecnol?gica (EPT), onde est? sendo implementada uma pol?tica p?blica de inclus?o educacional de pessoas com necessidades educacionais espec?ficas (NEE). O interesse em realizar pesquisa sobre este tema veio da constata??o de que as frequentes oposi??es ? educa??o inclusiva nas escolas s?o calcadas mormente no despreparo dos profissionais e na falta de infraestrutura. Por esse motivo, pode ser considerada como parte das a??es inclusivas a forma??o inicial e continuada dos educadores de forma a real?ar a Educa??o como processo, que tem in?cio, mas n?o tem final. Trata-se de uma pesquisa descritiva, de car?ter explorat?rio, que utiliza um instrumento de coleta de dados baseado na t?cnica projetiva. Foi criado um instrumento para o levantamento de conceitua??o e de descri??o de atitudes dos educadores atrav?s de sua narrativa combinando t?cnicas de complementa??o de frases e de elabora??o de texto sobre o tema. Outra fonte de dados foi o di?rio de campo da pesquisadora. A an?lise de dados levou em conta a rela??o entre as narrativas dos participantes e as descri??es das atitudes destes em rela??o ao objeto da pesquisa baseado no modelo de An?lise de Conte?do de Bardin somada ?s observa??es retiradas da an?lise narrativa de Bruner. Os resultados encontrados apontam para a persist?ncia de ideias do senso comum sobre as pessoas em situa??o de defici?ncia, privilegiando o modelo m?dico e a escolariza??o sem constru??o de conhecimento significativo para o sujeito. Espera-se contribuir para amplia??o dos estudos sobre a forma??o docente e a contribui??o desta para as pol?ticas inclusivas

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-11-12T17:56:54Z No. of bitstreams: 1 2013 - N?bya Dalvi Calabrez.pdf: 2204521 bytes, checksum: 71b05e242a3884d827606854f30c0359 (MD5) / Made available in DSpace on 2018-11-12T17:56:54Z (GMT). No. of bitstreams: 1 2013 - N?bya Dalvi Calabrez.pdf: 2204521 bytes, checksum: 71b05e242a3884d827606854f30c0359 (MD5) Previous issue date: 2013-08-23 / CAPES / Petrobras / Filtration and invasion of drilling fluids are phenomena that occur during the process of drilling oil wells. It is necessary to know the filter cake behavior, which is formed in order to prevent unwanted invasion of filtrate, which can cause irreversible damage for the reservoir rock, making impossible the well to produce oil. The goals of this work were: to study filtration and invasion of drilling fluids, under static and dynamic conditions, characterize the mudcake, obtain comparative results between different fluids (water base mud and emulsion) and model static filtration. For this, experiments were conducted in a high temperature/high pressure cell filtration, using filter paper as filter medium. The cake formed from the filtration of these fluids was characterized according to parameters such as porosity, permeability, compressibility, thickness, shear strength and friction factor. In a comparison between different fluids, it was observed that the water-based mud provided a mudcake more permeable and more porous than emulsion mudcake. Thus, water-based mud allowed more filtrate passed through the filter medium. The factors relevant to the estimation of the friction factor were determined. It was concluded that the compressibility index of the filter cake was a factor which had great influence on the estimation of this parameter. The model allowed the prediction of static filtration, slowness and mudcake thickness curves as a function of time. / A filtra??o e a invas?o de fluidos de perfura??o s?o fen?menos que ocorrem durante o processo de perfura??o de po?os de petr?leo. ? necess?rio conhecer como se comporta a torta de filtra??o formada a fim de evitar invas?es indesejadas do filtrado, o que pode causar danos muitas vezes irrevers?veis a rocha reservat?rio, tornando o po?o invi?vel para a produ??o do ?leo. Os objetivos desse trabalho foram: estudar os fen?menos de filtra??o e invas?o de fluidos de perfura??o base ?gua e emuls?o, sob condi??es est?ticas e din?micas, caracterizar a torta formada, obter resultados comparativos entre diferentes fluidos (base ?gua e emuls?o) e modelar a filtra??o est?tica. Para isso, foram conduzidos experimentos em uma c?lula de filtra??o high temperature/high presssure, utilizando papel de filtro como meio filtrante. A torta formada, a partir da filtra??o desses fluidos, foi caracterizada de acordo com par?metros como: porosidade, permeabilidade, compressibilidade, espessura, resist?ncia ao cisalhamento e fator de fric??o. Na compara??o entre os resultados experimentais para diferentes fluidos, observou-se que o fluido a base ?gua, por formar uma torta mais perme?vel e mais porosa, permitiu que mais filtrado passasse pelo meio filtrante, quando comparado ao fluido base ?leo (emuls?o). Foram estudados os fatores relevantes na estima??o do fator de fric??o da torta de filtra??o e concluiu-se que a compressibilidade da torta foi um fator que teve grande influ?ncia na estima??o desse par?metro. A modelagem da filtra??o est?tica possibilitou a previs?o do comportamento das curvas de filtra??o, de slowness e da espessura da torta em fun??o do tempo.

Ensaios realizados em papel para investigação e conhecimento de tipologias de forma geradas a partir da bidimensionalidade, construídas por princípios de dobragem, corte e entrelaçamento. Realizado por método experimental criativo, os ensaios foram inspirados, reproduzidos e gerados a partir da observação de florescência e crescimento de plantas, de texturas e princípios têxteis, de cordas e linhas, elementos de padronagem, geometria e desenhos livres, desenvolvidos manualmente, sendo os cortes executados em máquina de corte a laser. A superfície ora é modificada, caracterizando um plano diferente, ora constitui uma unidade modular, desenhada pelo corte, que multiplicada e combinada, deriva outros planos ou formas bi e tridimensionais. A interferência no plano modifica sua visualidade, textura, acústica, e funcionalidades, como flexibilidade, permeabilidade, colapsibilidade, seu comportamento, assim como a percepção e apreensão da forma pelos sentidos. O objetivo da pesquisa é ordenar classes de tipologias formais básicas para compreender leis elementares de construção e comportamento da forma material, cujos princípios geram outras formas mais complexas. / Experiments made on paper for research and knowledge of form typologies generated from bidimensionality, created by folding, cutting and interlacement principles. Developed by creative experimental method, the experiments were inspired, reproduced and generated from the observation of plants inflorescence and growth, textures and textiles principles, of ropes and threads, patterning elements, geometry and free drawings, manually produced, being cut on a laser cutting machine. The surface is either modified, featuring a different plan, or constituting a modular unit designed by the shape of the cut, which being multiplied and combined, derives other plans or bi and tridimensional forms. The interference in any plan modifies its visuality, texture, acoustics, and features such as flexibility, permeability, collapsibility, its behavior, as well as the perception and apprehension of the form by the senses. The objective of the research is to order classes of basic typologies of form to understand basic laws of construction and behavior of the material form, which principles generate more complex forms.