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A Contribuição da Escola na Empresa para a Formação de Jovens Profissionais: Um estudo de casoMafra, Margarete Nunes 21 February 2008 (has links)
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Previous issue date: 2008-02-21 / The objective of this paper is to discuss about the contribution of the Professional Education School in the formation of young professionals. Considering the specificities of this school being inserted in the automobile industry, it seeks to present the teaching and learning processes in the development of technical and behavioral competences to cope with the needs within professional formation. Moreover, it aims at identifying, from the perception of new students, if this formation is only focused on the needs of the company or if it offers opportunities in other segments of the labor market.(AU) / A finalidade deste trabalho é discorrer sobre a contribuição da Escola de Educação Profissional na formação de jovens profissionais, considerando as especificidades desta escola que, por estar inserida na indústria automobilística, procura apresentar os processos de ensino-aprendizagem no desenvolvimento das competências técnicas e comportamentais para atender às necessidades de formação profissional no Brasil. Além disso, identificar a partir da percepção dos recém-egressos se essa formação está focada somente nas necessidades da empresa ou oferece oportunidades em outros segmentos do mercado de trabalho.(AU)
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Constru??o e aplica??o de uma sequ?ncia did?tica para o ensino de trigonometria usando software geogebraLopes, Maria Maroni 17 August 2010 (has links)
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Previous issue date: 2010-08-17 / The present study aims to analyze the potentialities and limitations of GeoGebra software on what concerns trigonometry s teaching and learning processes. Taking the present resources of public school from the state of Rio Grande do Norte, the research intends to answer the following question: Could we use the current conditions of public school and the Geogebra software to optimize the trigonometry s learning and teaching processes situation? . To make it a possible to answer the question above, a module of investigative activities was created and applied. The methodological intervention was made among second year High School students from a public school in Natal, RN. The theoretical reference of Mathematics Didactics was taken was a base, adopting the conceptions of Borba and Penteado (2001), Valente (1999) and Zulatto (2002, 2007) about the use of Information Technology (IT) on Mathematics classrooms. In order to create the investigative activities helped us to understand how the students make their constructions and their visual perception through the process of dragging images on the computer screen. Furthermore, the activities done with the GeoGebra software s resources facilitate the resolution of trigonometry situations / O presente estudo tem como objetivo analisar as potencialidades e limita??es do software GeoGebra no ensino e aprendizagem de Trigonometria. Baseando-se nos recursos presentes nas escolas p?blicas estaduais do Rio Grande do Norte, a pesquisa pretendeu responder ? seguinte quest?o: Poder?amos utilizar as condi??es hoje presentes na escola e, os recursos do software Geogebra para otimizar o ensino e aprendizagem de Trigonometria? . Para tanto, foi elaborado e aplicado um m?dulo de atividades investigativas. A interven??o metodol?gica foi realizada com alunos da segunda s?rie do Ensino M?dio de uma escola p?blica na cidade do Natal, RN. Tomamos como base o referencial te?rico da Did?tica da Matem?tica, adotando as concep??es de Borba e Penteado (2007), Valente (1999) e Zulatto (2002, 2007) no que se refere ao uso da Tecnologia Inform?tica (TI) na sala de aula de Matem?tica. Para elaborar as atividades investigativas, adotamos as concep??es de Ponte, Brocardo e Oliveira (2005) e Ernest (1996). A an?lise das atividades ajudou-nos a entender como os alunos realizam suas constru??es e fazem a apreens?o visual por meio do processo de arrastar as figuras na tela do computador. Al?m disso, as atividades aplicadas com o recurso do software GeoGebra nos levaram a afirmar sobre as alternativas e performance dos estudantes face a solu??o de alguns problemas de Trigonometria
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Identidade e subjetividade de professoras/es : sentidos do aprender e do ensinarScoz, Beatriz Judith Lima 30 November 2004 (has links)
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Previous issue date: 2004-11-30 / This study aimed at understanding teachers construction of subjectivity and
identity by drawing on the configuration of senses they convey in their learning
and teaching processes within their families, neighbourhood, at school, and in
formal training. Teachers perception of their own sense-conveying was also
taken into account, as well as the new senses they went up building. Methodology
used was the technique known as sandplay, created by jungian psychoanalyst
Dora Kalff. It consists of a sandbox and miniature figures where subjects
build up scenes. In this study, teachers built and described scenes of their lives
and of teaching and learning situations. The use of this technique relied on the
principles that ground it, on the researcher's own professional experience, and on
the concepts put forth by authors like Fernando González Rey, Alicia Fernández,
Sara Paín, Estelle Weinrib, and Ruth Ammann. Subjects' symbolic acts, reflexions,
and emotional expressions during scene-building allowed for understanding the
senses they make in their learning and teaching processes, hence their in process
subjectivity and identity. Furthermore, the teachers were able to perceive
themselves their situation, overcoming their fragmented understanding and redefining
meanings concerning their learning and teaching processes. The use
of sandplay itself has also proved educational: teachers awareness of their
capacity to produce meanings, to question them, and to make new senses
emerge led them to acknowledge their own thinking ability and move about
through a "near-development zone", thus opening up space that favours
learning. Such technique may thus be a valuable resource to overcome
troubling situations in teacher training, with a view to better-quality education
and teaching / Este estudo visou compreender a construção da subjetividade e identidade de
professoras/es, com base na configuração de sentidos que produzem em seus
processos de aprender e de ensinar em suas famílias, em suas comunidades
de convivência, escolas e em seus processos formativos. Também foi considerada
a percepção que os professores têm de suas próprias produções de sentidos
e, com base nestas, dos novos sentidos que iam produzindo. A metodologia
utilizada foi a técnica vivencial denominada Jogo de Areia (Sandplay) criada
por Dora Kalff, analista junguiana. Trata-se de uma caixa com areia e miniaturas
onde os sujeitos constroem cenas. Neste estudo, as professoras construíram e
relataram cenas de suas trajetórias de vida e de situações de ensino e aprendizagem.
A utilização desse meio de pesquisa foi alicerçada nos princípios que o
norteiam, na experiência profissional da pesquisadora e nas concepções de
autores como Fernando González Rey, Alicia Fernández, Sara Paín, Estelle
Weinrib e Ruth Ammann. O ato simbólico, os momentos reflexivos e o aflorar
das emoções presentes na construção dos cenários possibilitaram a compreensão
dos sentidos que as professoras produziam em seus processos de
aprender e de ensinar e, conseqüentemente, de suas subjetividades e identidades
em construção. Além disso, elas mesmas percebiam a situação em que se
encontravam, superavam a maneira fragmentada de compreendê-la e redefiniam
novos sentidos em relação a seus processos de aprender e de ensinar. A vivência
com o Jogo de Areia revelou-se também um meio educativo: a capacidade
de produzir sentidos, de questioná-los e, a partir daí, fazer surgir novos sentidos,
fez com que as professoras reconhecessem sua capacidade pensante e
transitassem por uma "zona de desenvolvimento próximo", abrindo-se assim
espaços facilitadores de aprendizagem. Tal vivência pode pois constituir valioso
recurso para superar situações problemáticas relativas à formação de professores,
na direção de uma melhor qualificação da educação e do ensino
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Eine Chance für die Bildung von Glaubensidentität?: Gemeinsame Mahlzeiten und die Kommunikation des Evangeliums in der Jugendarbeit / An opportunity for the formation of faith identity?: communal meals and communicating the Gospel in work with the youthKalinski, Elke 11 1900 (has links)
Summaries in German and English / Text in German / Die vorliegende, in der Praktischen Theologie respektive Religionspädagogik verfasste Arbeit fragt nach einem geeigneten Rahmen, in dem religiöse Lernprozesse für Heranwachsende entstehen können, mit dem primären Ziel der Identitätsstiftung durch den christlichen Glauben. In dieser Untersuchung ist der Gedanke leitend, dass wahres Menschsein nur als Existenz im Gegenüber und in Beziehung zu Gott verstanden werden kann. Es wird argumentiert, dass Lernen nicht nur einen kognitiven Prozess darstellt, aber dass "Lernen in Beziehung" einen Beitrag zur Daseinsdeutung und Identitätsbildung leistet. Maßgebend ist dabei der Gedanke, dass nicht der Mensch den Glauben bewirkt, sondern Gott. Hinsichtlich meiner interdisziplinären Forschungen wurde deutlich, Essen in Gemeinschaft fördert aufgrund seiner impliziten Werte die Gesprächskultur des Glaubens und daher die Kommunikation des Evangeliums; wo Heranwachsende sich vor Gott und in Gemeinschaft mit Gott neu verstehen können; ganz wesentlich ist das Verständnis des „Sein-in-Gemeinschaft“ und das Vertrauen, Gott sichert seine Gegenwart und Gemeinschaft auf dem Weg des Lebens zu. / In this study processes of learning for teenagers are explored with a view to the formation of faith identity. The study is done within Practical Theology and Religious Education, but perspectives from other disciplines are also investigated. The underlying premise of the study is that humans cannot forge faith – faith comes through existence before God and a relationship with God. It is argued that learning does not come through cognitive processes only, but that "learning in relationships" contributes to understanding one's existence and the formation of the own identity. From an interdisciplinary perspective it is shown that communal meals foster relationships and promote a culture of discussion, therefore opening up the possibility of discussing the faith and of communicating the Gospel in an atmosphere of community; where young people could come to a new understanding of themselves before God and in relationship with God and others; where their faith identity could be formed. / Philosophy, Practical and Systematic Theology
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