The diploma thesis deals with the topic of life goals and their relation to the age and generativity of the individual. In the theoretical part, the life goals are presented in the context of motivation and values, personal well-being and meaningfulness of life. Classification of life goals and selected life goals theories and research methods are also presented. In addition, the diploma thesis deals with the subject of lifelong development and significant milestones in relation to life goals. In connection with Erikson's theory of psychosocial development, concept of generativity and parenthood as one of the elements linked to generativity are also introduced. The empirical part of the diploma thesis aims at verifying the relationship between life goals of a person, his / her age and generativity, respectively, whether the preferences of the life goals are more related to the age of the individual or to his / her attained level of generativity, namely in the period of young adulthood and middle-age when generability is developing. Another sub- goal of the empirical part of the thesis is to find out the relation between the preference of life goals and parenthood. For the realization of the selected research task, a quantitative research project was used, using two questionnaire methods - Loyola...

Orientador: Newton Cesar Balzan / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-10T15:55:03Z (GMT). No. of bitstreams: 1 Luz_SueliPetryda_D.pdf: 1761967 bytes, checksum: 638a77239203c741055e937615731a86 (MD5) Previous issue date: 2007 / Resumo: O Programa de Formação Continuada para Docentes do Ensino Superior da UNIVALI ¿ Universidade do Vale do Itajaí, com sede em Itajaí, Estado de Santa Catarina, Brasil, foi direcionado a capacitar docentes do ensino superior, objetivando a melhoria da prática pedagógica. Foi desenvolvido entre 2000-2004, contando com a participação de 1.344 professores e gestores acadêmicos. O presente estudo visa investigar a opinião desses profissionais sobre as mudanças na prática docente em sala de aula que podem ser atribuídas ao referido Programa. Para isto recorreu-se a questionário e entrevistas aplicados, respectivamente, junto a docentes e gestores. O primeiro instrumento, composto por três itens abertos e sete fechados, foi encaminhado à totalidade dos sujeitos participantes, obtendo-se 385 respostas durante o período de 30/08 a 30/10/2005. O segundo, constante de oito itens, foi aplicado junto a 21 gestores acadêmicos entre 25/01 e 18/03/2005. Tendo em vista apresentar a experiência institucional da UNIVALI para socializar análises e reflexões sobre formação continuada de professores da educação superior, bem como contribuir com propostas alternativas para este nível de ensino, utilizou-se da narrativa para tratar da implantação do Programa, a partir do olhar da própria autora, na qualidade de ex-pró-reitora de ensino da graduação. Para tratamento e análise dos dados recorreu-se à Análise Fatorial de Correspondências Múltipla ¿ AFCM ¿ e análise de conteúdo. Os resultados da pesquisa mostraram o atendimento satisfatório às expectativas explicitadas no projeto original, a existência de fatores de importância para mudanças da prática docente e propostas alternativas para melhoria do Programa. O Programa de Formação Continuada para Docentes do Ensino Superior sinalizou melhorias nos seguintes focos: instrumentalização em estratégias de ensino e avaliação de aprendizagem e ressignificação do papel do professor. Constatou-se que há evidências de percepção dos docentes tendendo para agrupamento de respostas por área de conhecimento, que diferiram em termos de assimilação, atribuição de valor e percepção do Programa. Tendências de maior valorização ao Programa foram encontradas junto a professores com tempo parcial e integral, com maior tempo de experiência na Instituição e com titulação superior a mestrado. Programas deste tipo demandam atenção quanto às áreas de conhecimento. Por se tratar de estudo de caso, as contribuições e recomendações sinalizam para a necessidade de estudos sobre avaliação e impactos desses programas bem como sobre a relação entre mudanças pedagógicas e programas de formação continuada nas Instituições de Ensino Superior / Abstract: The Lifelong Development Program designed for Higher Education Teachers of UNIVALIUniversidade do Vale do Itajaí, based on Itajaí, State of Santa Catarina, Brazil, was focused on the development of these professionals and the upgrading of their teaching practices. It was carried out in the period 2000- 2004 and attended by 1,344 teachers and university managers. The present study aims to investigate the opinion of these professionals about changes in their classroom teaching practice, supposedly attributed to the above mentioned Program. In order to accomplish this purpose, questionnaires and interviews were applied to teachers and university managers, respectively. The first instrument, which comprises three open and seven closed questions, was sent to all subjects, totaling 385 answers from August 30th to October 30th 2005. The second one, which was composed of eight items, was applied among 21 university managers from January 25th 2001 to March 18th 2005. In order to present UNIVALI¿s institutional experience both to socialize analyses and reflections about higher education teachers¿ lifelong development, and to contribute with alternative plans for this educational level, narration was employed to deal with the implementation of the Program, taking into account the author¿s own perspective as a former pro-rector of undergraduate teaching herself. Multiple Factor Correspondence Analysis - MFCA- and content analysis were employed in treatment and analyses of data. Research results showed that original project expectations were satisfied. Moreover, it revealed the existence of important variables for teaching practice transformation and alternative suggestions for the improvement of the Program. The Higher Education Lifelong Development Program developed for teachers signaled progress in the following areas: instrumentalization of teaching strategies and new meanings of teachers¿ roles. Research also showed evidence of teachers¿ perception towards grouping their answers according to field of knowledge, which differed in terms of assimilation, value attribution and perception of the Program. The major predisposition for Program support was found among partial and full time teachers, who had longer experience in the Institution and whose qualification was higher than that of Masters¿s Degree. Programs of this kind demand attention in relation to fields of knowledge. Being this a case study, contributions and recommendations signal for the need of studies on assessment, the impact of these programs and the relationship between pedagogical changes and lifelong development programs in Higher Education Institutions / Doutorado / Politicas de Educação e Sistemas Educativos / Doutor em Educação