Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-03-09T23:56:23Z No. of bitstreams: 1 FranciscoJoseDiasDaSilva_DISSERT.pdf: 1573243 bytes, checksum: 424ff25be4d953a36f58d6dff015a740 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-03-15T00:11:12Z (GMT) No. of bitstreams: 1 FranciscoJoseDiasDaSilva_DISSERT.pdf: 1573243 bytes, checksum: 424ff25be4d953a36f58d6dff015a740 (MD5) / Made available in DSpace on 2016-03-15T00:11:12Z (GMT). No. of bitstreams: 1 FranciscoJoseDiasDaSilva_DISSERT.pdf: 1573243 bytes, checksum: 424ff25be4d953a36f58d6dff015a740 (MD5) Previous issue date: 2014-02-26 / No Brasil, desde os anos 1990, o pa?s vem operando uma ampla transforma??o no sistema educativo. Tal situa??o justifica-se, entre outros motivos, pela busca de respostas ?s novas exig?ncias que a atual sociedade confere ? escola, ?s novas tecnologias e aos sistemas de informa??o e comunica??o. Para melhor inserir a escola brasileira nesse contexto, o governo federal, atrav?s da Portaria Interministerial n? 17/2007, criou o Programa Mais Educa??o como medida para combater os baixos ?ndices do desenvolvimento da Educa??o B?sica nas capitais e regi?es metropolitanas do pa?s, objetivando a implanta??o da educa??o integral nas escolas. Passados os primeiros anos desde a implanta??o do programa, verificam-se avan?os na perman?ncia dos alunos no seio da escola. Por?m, quanto aos docentes, h? uma lacuna quanto a sua participa??o e consequente aceita??o. Considerando a realidade de escolas do Ensino Fundamental da rede estadual na cidade de Natal-RN, este estudo investiga as necessidades formativas de professores nas institui??es que atuam com o Programa Mais Educa??o, vislumbrando a rela??o educativa com os Macrocampos contidos nesse projeto nacional. Responder a essa indaga??o nos permite absorver o conceito dessas necessidades nos professores, al?m de verificarmos prioridades em rela??o ? forma??o continuada do professorado para esta nova realidade pedag?gica. / In Brazil, since the 1990, the country has been operating an extensive transformation in the education system. This situation is justified, among other reasons, the search for answers to the new demands that modern society gives to school, to new technologies and information and communication systems. To better put the Brazilian school that context, the federal government, through the Ministerial Decree No. 17/2007, created the More Education Program as a measure to combat low levels of development of basic education in the capital cities and metropolitan areas, aiming at the implementation of comprehensive education in schools. After the first year since the implementation of the program, there are advances in the permanence of students within the school. But as for the teachers, there is a gap on ownership and consequent acceptance. Considering the reality of the state system of schools of Basic Education in Natal - RN, this study investigates the training needs of teachers in institutions working with More Education Program, envisioning the educational relationship with Macrocampos contained in this national project. Answering this question allows us to absorb the concept of such needs in teachers, as well as to check priority in relation to the continuing education of teachers for this new pedagogical reality.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-04-04T00:24:30Z No. of bitstreams: 1 JoaoGomesDaRocha_DISSERT.pdf: 1434322 bytes, checksum: 26e02047e7d032921309df6bd4b66d79 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-04-12T20:04:56Z (GMT) No. of bitstreams: 1 JoaoGomesDaRocha_DISSERT.pdf: 1434322 bytes, checksum: 26e02047e7d032921309df6bd4b66d79 (MD5) / Made available in DSpace on 2017-04-12T20:04:56Z (GMT). No. of bitstreams: 1 JoaoGomesDaRocha_DISSERT.pdf: 1434322 bytes, checksum: 26e02047e7d032921309df6bd4b66d79 (MD5) Previous issue date: 2016-12-12 / A proposta para o presente trabalho surgiu a partir de pesquisa realizada pelo Grupo de Estudos e Pesquisa em M?sica (GRUMUS) da Universidade Federal do Rio Grande do Norte (UFRN) que ao verificar como ocorria o ensino de m?sica nas escolas municipais do Natal-RN constatou que a pr?tica musical extracurricular era bastante acentuada. Tais pr?ticas ocorriam a partir das oficinas de m?sica do Programa Mais Educa??o, que na fala dos gestores cumpria o que determinava a lei 11.769/2008. Alguns aspectos como gest?o do programa, a pr?tica pedag?gica dos monitores e aprendizagem dos alunos por meio das aulas de m?sica das oficinas se destacaram como itens relevantes para a pesquisa e foram os pontos centrais deste estudo. Neste sentido, procuramos compreender como ocorria a inser??o da m?sica atrav?s da proposta da oficina do programa Mais Educa??o no contexto escolar. Por meio de uma abordagem qualitativa, fizemos uso do estudo multicaso como t?cnica de pesquisa realizado em duas escolas da rede municipal do Natal, visando responder a seguinte quest?o: de que forma as aulas de m?sica que s?o ministradas no Programa Mais Educa??o est?o inseridas no contexto escolar? Para isso, foram utilizados como instrumentos de coleta de dados, observa??es estruturadas, entrevistas semiestruturadas e informais. Trabalhos de autores como Cavaliere (2002; 2007; 2010), Moll (2010; 2012), Penna (2011; 2012; 2013; 2014), entre outros serviram de embasamento te?rico para a constru??o do presente estudo. Conclu?mos que a pr?tica musical desenvolvida nas escolas acontecia como uma atividade secund?ria, sendo diretamente influenciada pela forma como era gerido o programa, pela pr?tica pedag?gica dos monitores e a pr?pria concep??o que os alunos tinham sobre as aulas de m?sica. Acreditamos que se desenvolvida de forma consciente a pr?tica musical nas oficinas pode contribuir significativamente para a forma??o humana dos alunos. / The proposal for this present work was imagined as a result of a research made by the group of studies and research of music (GRUMUS) of Universidade Federal do Rio Grande do Norte (UFRN), which, upon verifying how the teaching of music happened in public city schools in Natal - RN concluded the extracurricular musical practice was very strong. Such musical practice happened through music workshops ran by the More Education Programme (Programa Mais Educa??o), which as stated by its managers, obeyed what was determined by statute n? 11.769/2008. Some aspects as programme management, monitors' pedagogical practice and students' learning through the music workshops' classes were highlighted as relevant itens for research and were the main topics of this study. Hence, we mean to comprehend how this music insertion occurred through the workshops ran by the More Education Programme set in a school context. Using a qualitative approach, we made use of a multicase study as research technique which took place on two public schools ran by the city in Natal, meaning to answer the following question: in which ways the music classes ran on the More Eduction Programme are inserted in a school environment? To reach that answer, data collecting tools, structured observation, informal and semistructured interviews were used. Works of authors such as Cavaliere (2002;2007;2010), Moll (2010;2012), Penna (2011;2012;2013;2014), among others, served as theoretical background for the building up of this paper. We conclude that the musical practice developed on schools happened as a secondary activity, being directly influenced by the way the programme was managed, as well by its monitors' pedagogical practice and by the students' own conception of the music classes. We believe that, once consciously developed, the musical practice at the workshops can contribute significantly for the students' human formation.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-02-23T00:12:01Z No. of bitstreams: 1 MacksonLuizFernandesDaCosta_DISSERT.pdf: 1734971 bytes, checksum: 170eb1111f3e0ce533c452d924cbf7d2 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-02-26T23:27:53Z (GMT) No. of bitstreams: 1 MacksonLuizFernandesDaCosta_DISSERT.pdf: 1734971 bytes, checksum: 170eb1111f3e0ce533c452d924cbf7d2 (MD5) / Made available in DSpace on 2016-02-26T23:27:53Z (GMT). No. of bitstreams: 1 MacksonLuizFernandesDaCosta_DISSERT.pdf: 1734971 bytes, checksum: 170eb1111f3e0ce533c452d924cbf7d2 (MD5) Previous issue date: 2015-02-04 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Diante do atual contexto educacional do Brasil a tem?tica da educa??o integral tem recebido destaque, tendo como pol?tica indutora, na atualidade, o Programa Mais Educa??o (PME). Nesse sentido, a presente disserta??o enfoca as vertentes de educa??o integral que surgiram na hist?ria do pa?s at? chegar ao Programa Mais Educa??o, bem como tece algumas reflex?es sobre como a educa??o f?sica se apresenta no ?mbito das inten??es de institucionaliza??o da Educa??o Integral no Brasil. Assim, temos como objetivo geral discutir a configura??o pedag?gica do Programa Segundo Tempo (PST) no PME, bem como apontar possibilidades de integra??o de suas a??es com a Educa??o F?sica escolar. Na metodologia foi adotada o estudo de caso, tendo como o caso as escolas acompanhadas pela Equipe Colaboradora 3 do Minist?rio do Esporte, usando como fonte de evid?ncia o primeiro protocolo de avalia??o realizado pelas Equipes Colaboradoras de Acompanhamento Pedag?gico e Administrativo do Segundo Tempo no Brasil, especificamente as avalia??es realizadas pela Equipe Colaboradora 3 (EC3), vinculada ao Departamento de Educa??o F?sica da Universidade Federal do Rio Grande do Norte, a qual acompanhou os conv?nios do Programa Mais Educa??o nos ix munic?pios de Bayeux/PB, Araruna/PB, Natal/RN e Parnamirim/RN, no ano de 2012. No caso estudado percebe-se que as atividades desenvolvidas pelo PST, nas escolas acompanhadas, t?m uma organiza??o e pr?ticas pedag?gicas que convergem umas com as outras, mas se configuram com pr?ticas desarticuladas das aulas de Educa??o F?sica, aspecto que diverge no que seria pensar a??es pedag?gicas para escolas de educa??o integral. / In today's educational context of Brazil the theme of integral education has deserved having to induce policy, nowadays, the More Education Program. In this sense, this thesis focuses on the aspects of integral education that emerged in the country's history to reach the More Education Program (MEP) and offers some thoughts on how physical education is presented within the institutionalization of intent of Integral Education in Brazil. Thus we have as main objective to discuss the pedagogical setting of Second Half Program (PST) in the MEP, and to identify possibilities to integrate their actions with the School Physical Education. In the case study methodology was adopted, with the appropriate schools accompanied by Team Collaborator 3 of the Ministry of Sport, using as a source of evidence the first assessment protocol carried out by the Cooperating Teams of Educational Monitoring and Administration of the Second Time in Brazil specifically evaluations carried out by Team Collaborator 3 (EC3), under the Department of Physical Education, Federal University of Rio Grande do Norte, which followed the covenants of the More xi Education Program in the municipalities of Bayeux / PB, Araruna / PB, Natal / RN and Parnamirim / RN, in the year 2012. in our case it is noticed that the activities developed by PST, accompanied in schools, have an organization and pedagogical practices that converge with each other, but are configured with disjointed practices of Education classes physical, aspect that differs in what would be thinking pedagogical actions to comprehensive education schools.