Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-08-30T13:45:50Z No. of bitstreams: 1 2009 - ?ngela Pereira da Silva Oliveira.pdf: 1273131 bytes, checksum: 1e8ce3ab7234ccc38c040bf929350a6d (MD5) / Made available in DSpace on 2018-08-30T13:45:50Z (GMT). No. of bitstreams: 1 2009 - ?ngela Pereira da Silva Oliveira.pdf: 1273131 bytes, checksum: 1e8ce3ab7234ccc38c040bf929350a6d (MD5) Previous issue date: 2009-12-22 / The main purpose of this work is to investigate the aspects that inscribe the teacherof the course , of the Instituto de Educa??o, Ci?ncia e Tecnologia do Tri?ngulo Mineiro - IFTM ? Campus Uberl?ndia, in an identity as educator - the question of the nomination, of the process of identification, the social conceptions or social representations - and as this reflects in its practical as a teacher. For this, we carry through the bibliographical research to analyze the conceptions of interdisciplinarity that there are in official educational documents, internal and external to the Institution. Such identification is necessary, to understand as the interdisciplinarity concept is inserted in the pedagogical action of the school, which is its paper and the challenges for the insertion of this practical meaning in Professional and Technological Teaching. For this, we delimit as reference landmark the processed educational reforms in the decade of 90 of century XX until the present. We adopt the documentary research, for analysis of cited documents previously, having for aiming the search of possibilities for the construction of practical curricular innovators, in a perspective directed toward the social change, approaching thematic in the space delineated for the chances and the ambivalences involve that them, looking for to understand its configuration and use in the theory contemporary, as well as its association to the concept of recontextualization in the analysis of politics and curricular texts. With analysis of the questionnaire and observation, we search to design a map to determine how the conceptions about interisciplinarity have been constructed in the thought and the practical one of the involved teachers in the research, to aim its real implantation, as curricular project, adopted, of conscientious and active form for the educational agents, who make the day by day the Institution. We could verify that, still, has a long way to cover, in the direction of deepening of the theoretical references that support the interdisciplinary practic, but that the identified possibilities and obstacles can lead the building of this ideal, if this, really, grow from of a conscientious choice by the part of all the involved ones in the process. / O principal objetivo deste trabalho ? investigar os aspectos que inscrevem o professor do curso T?cnico em Agropecu?ria, do Instituto de Educa??o, Ci?ncia e Tecnologia do Tri?ngulo Mineiro ? IFTM ? Campus Uberl?ndia, em uma identidade como educador ? a quest?o da nomea??o, do processo de identifica??o, das concep??es ou representa??es sociais ? e como isso se reflete em sua pr?tica docente. Para isso realizamos a pesquisa bibliogr?fica para analisar as concep??es de interdisciplinaridade presentes em documentos educacionais oficiais, internos e externos ? Institui??o. Tal identifica??o faz-se necess?ria, para compreender como o conceito de interdisciplinaridade se insere na a??o pedag?gica da escola, qual ? o seu papel e os desafios para a inser??o de sua pr?tica no Ensino Profissional e Tecnol?gico. Para isso, delimitamos como marco de refer?ncia as reformas educacionais processadas na d?cada de 90 do s?culo XX at? os dias de hoje. Adotamos a pesquisa documental, para an?lise dos documentos referidos anterio rmente, tendo por direcionamento a busca de possibilidades para a constru??o de pr?ticas curriculares inovadoras, numa perspectiva vo ltada para a mudan?a social, abordando a tem?tica no espa?o delineado pelas oportunidades e ambival?ncias que as envolvem, procurando entender sua configura??o e uso na teoria contempor?nea, bem como sua associa??o ao conceito de recontextualiza??o na an?lise de pol?ticas e textos curriculares. Com an?lise do question?rio e observa??o, buscamos tra?ar um mapa para determinar como as concep??es sobre interdisciplinaridade se constroem no pensamento e na pr?tica dos docentes envolvidos na pesquisa, com vistas a sua real implanta??o, como projeto curricular, adotado, de forma consciente e participativa pelos agentes educacionais, que fazem o dia a dia a Institui??o. Pudemos verificar que, ainda, h? um longo caminho a percorrer, no sentido de aprofundamento dos referenciais te?ricos que embasam a pr?tica interdisciplinar, mas que as possibilidades e obst?culos identificados podem conduzir a concretiza??o desse ideal, se este, realmente, partir de uma escolha consciente por parte de todos os envolvidos no processo.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2018-09-19T14:22:57Z No. of bitstreams: 1 2010 - M?rcia de Freitas Rosa.pdf: 8558207 bytes, checksum: 084652082b79dd99a23b5994dc3364e1 (MD5) / Made available in DSpace on 2018-09-19T14:22:57Z (GMT). No. of bitstreams: 1 2010 - M?rcia de Freitas Rosa.pdf: 8558207 bytes, checksum: 084652082b79dd99a23b5994dc3364e1 (MD5) Previous issue date: 2010-10-08 / In this work was studied the contribution of Good Agricultural and Manufacturing Practices in the acquisition of abilities proposed by the curriculum of the Agriculture and Livestock Technical Course and Agroindustry Technical Course of Federal Institute of Tri?ngulo Mineiro- Uberl?ndia Campus (IFTM-Uberl?ndia Campus). An interdisciplinary proposal was applied to the production of vegetables destined to the consumption in the sector of feeding and nutrition of the Institution. 20 students from the Agriculture Technical course and 17 from the Agroindustry Technical course from IFTM-Uberl?ndia Campus. It was used as the object of work for the pedagogical evaluation planting of lettuce, one in the conventional way and another with the application of Good Agricultural Practices. In the evaluation of the pedagogical process, the method of evaluation of individual attitude was used, constructing relative affirmative questions to the main phases of development of the steps that made this work (process and its controls and microbiological analyses). The evaluation tools contained affirmations referring to the concepts and necessary knowledge to understand the good stages that involve the process of the good practical. These were punctuated with a scale ranging from ?I disagree very much? to ?I agree very much?, with a total of seven points. These were applied in two different stages, being first the representative one of zero condition, which is, without any involvement with the activities of the project and second, after concluding the practical activities. For each plantation, 50 randomly harvested heads of lettuce were selected. The samples of each plantation (conventional and GAP) and each processing (conventional and GMP), after the collection, were transported to the laboratory of Food Microbiological Analyses of the IFTM- Uberl?ndia Campus, where Total and Fecal Coliforms were analyzed. The diagnostic tests on the knowledge in GAP and GMP presented average above 6 for the four evaluated groups, but there was an increase in the values of notes of the evaluations, after the applied training. However, the results did not present significant statistical differences between the groups, both in the first and in the second moment in relation to the knowledge level on GAP and GMP. This result can e justified, because the study had the limitation to a small sample. In the analysis of images of subjects at different stages of labor was observed cooperation and organization of the group leaders with the creation of better performance of the activities. The present work allowed the academic knowledge to the applied research. It was possible to follow the construction of the knowledge of the students and researcher, which was accomplished by means of the principles that support interdisciplinary practices, who contribute to the formation of citizens critical and participative. / Neste trabalho foi estudada a contribui??o das Boas Pr?ticas Agr?colas e de Fabrica??o na aquisi??o de compet?ncias propostas pelas matrizes curriculares dos Cursos T?cnicos em Agropecu?ria e Agroind?stria do Instituto Federal do Tri?ngulo Mineiro-Campus Uberl?ndia (IFTM-Campus Uberl?ndia). Foi utilizada uma proposta interdisciplinar aplicada ? produ??o de hortali?as folhosas destinada ao consumo no Setor de Alimenta??o e Nutri??o da Institui??o. Participaram da pesquisa 20 estudantes do Curso T?cnico em Agropecu?ria e 17 do Curso em Agroind?stria do IFTM-Campus Uberl?ndia. Utilizou-se como objeto de trabalho para a avalia??o pedag?gica o plantio de alface, sendo um na forma convencional e outro com a aplica??o das Boas Pr?ticas Agr?colas. Na avalia??o do processo pedag?gico, utilizou-se o m?todo de avalia??o de atitude do indiv?duo, construindo-se quest?es afirmativas relativos ?s principais fases de desenvolvimento das etapas que compuseram este trabalho (processo e seus controles e an?lises microbiol?gicas). Os instrumentos de avalia??o continham afirmativas referentes aos conceitos e conhecimentos necess?rios para compreender as etapas que envolvem o processo das boas pr?ticas. Estas foram pontuadas com uma escala variando entre o ?discordo muito? ao ?concordo muito?, com um total de sete pontos. Esses foram aplicados em duas etapas diferentes, sendo a primeira representativa da condi??o zero, ou seja, sem qualquer envolvimento com as atividades do projeto e a segunda, ap?s concluir as atividades pr?ticas. Utilizou-se ainda, an?lise das imagens dos sujeitos nas diferentes etapas do trabalho. Para cada plantio foram selecionados 50 p?s de alface, colhidos aleatoriamente. As amostras de cada plantio (convencional e BPA) e cada processamento (convencional e BPF), ap?s a coleta, foram transportadas para o Laborat?rio de An?lises Microbiol?gicas de Alimentos do IFTM-Campus Uberl?ndia, onde foram realizadas as an?lises de Coliformes a 35?C e Coliformes a 45?C. Os testes diagn?sticos sobre os conhecimentos em BPA e BPF apresentaram notas m?dias superiores a 6 para os quatro grupos avaliados, houve um aumento nos valores das notas das avalia??es, ap?s o treinamento aplicado. Entretanto, os resultados n?o demonstraram diferen?as estat?sticas significativas entre os grupos, tanto no primeiro quanto no segundo momento em rela??o ao n?vel de conhecimento sobre BPA e BPF. Esse resultado pode ser justificado, uma vez que o estudo teve a limita??o quanto ao pequeno tamanho da amostra. Na an?lise das imagens dos sujeitos nas diferentes etapas do trabalho foi observada a coopera??o e a organiza??o do grupo com a cria??o de lideres melhorando o desempenho das suas atividades. O presente trabalho permitiu vincular o conhecimento acad?mico ? pesquisa aplicada. Foi poss?vel acompanhar a constru??o do conhecimento por parte dos estudantes e pesquisador, que se efetivou por meio dos princ?pios que embasam a pr?tica interdisciplinar, os quais contribuem para a forma??o de cidad?os cr?ticos e participativos.