Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-05-04T19:04:51Z No. of bitstreams: 1 467959 - Texto Completo.pdf: 462039 bytes, checksum: b265015e201cf038ca97a55c434ba282 (MD5) / Made available in DSpace on 2015-05-04T19:04:51Z (GMT). No. of bitstreams: 1 467959 - Texto Completo.pdf: 462039 bytes, checksum: b265015e201cf038ca97a55c434ba282 (MD5) Previous issue date: 2015-02-26 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research proposes to analyze, from the viewpoint of the Axel Honneth?s Critical Social Theory, the permanency educated and attendee adolescents in the EJA. Objectively, this study intends to understand how the assumptions implied in the student development are applied in the establishment of the relations that make the recognition. In same way, to identify what types and manners the recognition is established in schools how youths and adults. Also, since the establishment of these forms of recognition contribute to the permanence of these students in school. The research is in the field of theoretical research and develops an analysis from experiences lived by the author. The relationships established at school points to three recognition spheres operating: the loving recognition, legal and community values. It can be inferred that the school is acting as recognition factor for students, even if unintentionally. In the Youth and Adult Education was observed that, on the one hand, some recognition relationships are established, on the other writs are. / A pesquisa tem como proposta analisar, da perspectiva da teoria do reconhecimento social de Axel Honneth, a perman?ncia de adolescentes escolarizados e ass?duos na EJA. Pretendeu-se, atrav?s do estudo, compreender de que modo os pressupostos formativos implicados na forma??o desses alunos est?o envolvidos no estabelecimento das rela??es que propiciam o reconhecimento. Igualmente, identificar que tipos e as formas como o reconhecimento se estabelece na escola, com jovens e adultos. E tamb?m, como o estabelecimento dessas formas de reconhecimento contribuem para a perman?ncia desses alunos na escola. A investiga??o se situa no campo da pesquisa te?rica e desenvolve uma an?lise a partir de experi?ncias vivenciadas pela autora. Nas rela??es que se estabelecem na escola identificam-se tr?s esferas de reconhecimento operando: o reconhecimento o amoroso, o jur?dico e o da comunidade de valores. Pode-se inferir que a escola est? atuando como fator de reconhecimento para os alunos, mesmo que n?o intencionalmente. Na Educa??o de Jovens e Adultos, foi observado que, se por um lado, algumas rela??es de reconhecimento s?o estabelecidas, por outro s?o denegadas.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-05-04T19:14:40Z No. of bitstreams: 1 467942 - Texto Completo.pdf: 662495 bytes, checksum: c6f253a9c56c0970f2dc9e44faef4fb9 (MD5) / Made available in DSpace on 2015-05-04T19:14:40Z (GMT). No. of bitstreams: 1 467942 - Texto Completo.pdf: 662495 bytes, checksum: c6f253a9c56c0970f2dc9e44faef4fb9 (MD5) Previous issue date: 2015-02-26 / This research aims to understand the way teachers from regular schools from the Municipal Porto Alegre Net (RME) perceive the inclusion of students with disabilities, at school. This need rose along the walk of a researcher in the educacional Field, thus since she started her journey she always had inclusion?s students and this work always took into account the individulity of these subjects face to the consctruction of the knowledge. Entering the Master Course of Education, this student faced the same dificulty of other teachers in how to deal with inclusion?s students, this way rose the need of this study. The problem researched was the perception of the teachers in the schools RME of Porto Alegre before the process of school inclusion. This research was based on a qualitative approach, using a semi-structured interview as a data collection instrument; for the analysis of data was used for Analysis of Content. The paths of theoretical research discussed issues such as the Defectologia, the school inclusion, social development and cultural subjectivity. We also search in this research the subjective aspects which involve the teachers formation as well as the meaning of teaching for the interviewees. In this investigative way an interesting dialogue rose between school inclusion of students with disabilities and social inclusion. Along the journey we could notice teachers commited with educacional inclusion and interested in learning each time more for their students. In relation to the research findings, we can cite that mean teaching to the teachers interviewed is linked to the daily challenges they face and that permeates from lack of proper training to the shortage of human resources. However, they are happy with their work, given that sought training in inclusion that could support them to improve their educational services to students with disabilities. / Esta pesquisa visa compreender como os professores que trabalham com alunos de inclus?o de escolas regulares da Rede Municipal de Ensino de Porto Alegre (RME) percebem a inclus?o de alunos com defici?ncias nas escolas. Tal demanda nasceu com a caminhada da pesquisadora no campo educacional, pois desde que iniciou sua jornada ininterruptamente teve alunos de inclus?o e o trabalho sempre previu a individualidade destes sujeitos frente a constru??o do conhecimento. Com o ingresso no curso de Mestrado em Educa??o, a pesquisadora deparou-se com a dificuldade dos demais professores em lidar com os alunos de inclus?o nas salas de aula; portanto surgiu a necessidade deste estudo. O problema pesquisado foi a percep??o dos professores das escolas da RME de Porto Alegre diante do processo de inclus?o escolar. Esta pesquisa foi fundamentada em uma abordagem qualitativa, utilizando a entrevista semiestruturada como instrumento de coleta de dados; para a an?lise de dados foi utilizada a An?lise de Conte?do. Os caminhos te?ricos da pesquisa abordaram temas como a Defectologia, a inclus?o escolar, desenvolvimento s?cio cultural e subjetividade. Buscou-se tamb?m abranger nesta pesquisa os aspectos subjetivos que envolvem a forma??o dos professores bem como os sentidos da doc?ncia para os entrevistados. Neste percurso investigativo surgiu um di?logo interessante entre a inclus?o escolar de alunos com defici?ncias e a inclus?o social. Ao longo da jornada percebemos professores comprometidos com a inclus?o educacional e interessados em aprender cada vez mais em prol dos seus alunos. Em rela??o aos achados da pesquisa, podemos afirmar que significar a doc?ncia para as professoras entrevistadas est? atrelado a forma??o pessoal de cada uma delas e aos desafios di?rios que elas enfrentam destacando desde a falta de forma??o adequada at? a car?ncia de recursos humanos. Contudo, sentem-se felizes com seu trabalho, haja vista que buscaram uma forma??o em inclus?o educacional que pudesse lhes dar suporte para melhorar seu atendimento pedag?gico aos alunos com defici?ncias.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-05-05T13:21:10Z No. of bitstreams: 1 467937 Texto Completo.pdf: 1555276 bytes, checksum: f8cbca0334e9ca66a3c304a87f6d34ce (MD5) / Made available in DSpace on 2015-05-05T13:21:10Z (GMT). No. of bitstreams: 1 467937 Texto Completo.pdf: 1555276 bytes, checksum: f8cbca0334e9ca66a3c304a87f6d34ce (MD5) Previous issue date: 2015-02-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This thesis analyzes the relationship between the implementation of organizational changes proposed by Prov?ncia Marista do Rio Grande do Sul, and the teachers? job motivation. The research has been conducted on a survey data colleted from a questionnaire application. The survey is composed of thirty items, design from three categories: motivation, organizational changes and school management. This questionnaire was applied to two schools from Marista Net and focused on the perception of final years of Elementary School Teachers and High School Teachers. The theoretical frameork is based on self-determination theory, from Deci and Rayan (2013), the theory of shared management, from Helo?sa L?ck (2011), organizational behavior proposed by Newstron (2008), among other authors, and on the articles from Marista Net.The data were organized into grafics and analyzed by the theoretical references. From the theoretical framework analysis, one can see that the job motivation is relatively susceptible to changes processes and the managers play an important role in this dynamic. It was found also, with the analysis of the results that it is possible to establish relationships between organizational changes and the teachers? job motivation, and the quality of teaching and learning can be affected in this context. / A presente disserta??o analisa as rela??es entre a implementa??o de mudan?as organizacionais propostas pela Prov?ncia Marista do Rio Grande do Sul e a motiva??o dos professores para o trabalho. A pesquisa est? pautada em levantamento de dados a partir da aplica??o de um question?rio composto de trinta itens, elaborado a partir de tr?s categorias: motiva??o, mudan?as organizacionais e gest?o escolar. Esse question?rio foi aplicado em duas unidades da rede de col?gios e focada na percep??o de Professores do Ensino Fundamental?Anos Finais e do Ensino M?dio. O embasamento te?rico est? pautado na teoria da auto-determina??o, de Deci e Rayan (2013), na teoria da gest?o compartilhada de Helo?sa L?ck (2011), no comportamento organizacional proposto por Newstron (2008), entre outros autores, e nos documentos da Rede Marista.Os dados obtidos foram organizados em gr?ficos e analisados ? luz dos pressupostos te?ricos. A partir da an?lise do referencial te?rico, percebe-se que a motiva??o para o trabalho ? um elemento relativamente sens?vel aos processos de mudan?as e que os gestores desempenham papel importante nessa din?mica. Tamb?m constatou-se, com a an?lise dos resultados que ? poss?vel estabelecer rela??es entre as mudan?as organizacionais e a motiva??o dos professores para o trabalho e que a qualidade do ensino e da aprendizagem pode ser afetada nesse contexto.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-05-18T11:44:39Z No. of bitstreams: 1 468735 - Texto Completo.pdf: 2083563 bytes, checksum: 13cf58321b6c39d4d865cec596c229e3 (MD5) / Made available in DSpace on 2015-05-18T11:44:39Z (GMT). No. of bitstreams: 1 468735 - Texto Completo.pdf: 2083563 bytes, checksum: 13cf58321b6c39d4d865cec596c229e3 (MD5) Previous issue date: 2015-02-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research aims to investigate what the role of formal education for the Africans and African descendants in the post-abolition period, in Florian?polis, Santa Catarina, between 1888 and 1930. This dissertation intents to understand how the education process took place for those groups and what the impacts and consequences of educational public policies to the people mentioned above in the post-abolition. The methodology is based on the research of public records of the Santa Catarina State and seeks information about the student groups and other places for initial education. The sources were the ?Province President's Reports?, letters and repots of the ?Diretoria de Instru??o P?blica?, newspaper of the period, and other documents. Bourdieu (1989; 2003) is the reference for the study in field of the social and educational relationships; the race relations in the post-abolition period is based in the authors Mattos (2004), Cardoso (2004), Lucindo (2009) e D'?vila (2006). This dissertation attempts to contribute for the educational field development with respect to the education for etnicorracial relationships in Brazil. From some interpretation of the Education History of popular groups and their relationships and strategies of education in history period ? a subject whose research is scarce - giving visibility to the Afro-descendants in the post-abolition. / A pesquisa tem como proposta investigar qual era o lugar da educa??o escolar para os africanos e afrodescendentes no p?s-aboli??o, na cidade de Florian?polis, Santa Catarina, compreendido entre 1888 e 1930. Pretendeu-se, atrav?s dessa investiga??o, perceber como foram os processos de escolariza??o para os referidos grupos, quais os impactos e desdobramentos das pol?ticas p?blicas educacionais destinadas ?s popula??es acima citadas no p?s-aboli??o. A metodologia baseia-se na pesquisa dos registros nos arquivos p?blicos de Santa Catarina, buscando informa??es sobre escolariza??o inicial, seja em grupos escolares ou em outros espa?os de instru??o inicial. As fontes de pesquisa s?o os Relat?rios de Presidentes de Prov?ncia, os Of?cios, Correspond?ncias e Relat?rios da Diretoria de Instru??o P?blica e jornais do per?odo. O referencial para estudo das rela??es no campo social e educacional ? Bourdieu (1989, 2003); das rela??es raciais no p?s-aboli??o tem como base autores Mattos (2004), Cardoso (2004), Lucindo (2009) e D'?vila (2006). Esta produ??o busca contribuir para o desenvolvimento do campo educacional no que concerne a Educa??o para as Rela??es ?tnicorraciais do Brasil, a partir de uma leitura da Hist?ria da Educa??o dos grupos populares e de suas rela??es e estrat?gias de escolariza??o em um per?odo hist?rico que h? poucas pesquisas acerca do tema, propondo dar visibilidade as popula??es de origem africana no p?saboli??o.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-06-02T14:20:07Z No. of bitstreams: 1 469644 Texto Completo.pdf: 1260751 bytes, checksum: beeb5007168386eecfcdd94da94d429c (MD5) / Made available in DSpace on 2015-06-02T14:20:07Z (GMT). No. of bitstreams: 1 469644 Texto Completo.pdf: 1260751 bytes, checksum: beeb5007168386eecfcdd94da94d429c (MD5) Previous issue date: 2015-02-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This study is a reflection on the socio-cultural spaces that contribute to the construction of youth socialities. Fot this research, which was lined on a qualitative approach, it was opted by the ethnographic case study . The research field was a Social Project that meets young people in a city of Rio Grande do Sul, wherewith it was possible through the testimony of young people, and also educators, investigate this space and its contribution to the construction of youth socialities. Data collection was extended from April to December 2014 by participant observation, document analysis and semi-structured interview and the conversation wheel. Data were analyzed through Discoursive Textual Analysis, as taught Moraes and Galiazzi (2011) and resulted in the following categories: The social project in the vision of young people: Being young is be not old, In the presence of the other we constitute me and is necessary learn to live in the project; The social project in the view of educators who work there: Subject class that resist all the time - unruly and youth in social vulnerability. The survey findings confirm the importance of Social Project in the constitution of identities and subjectivities of young people who participate. The study found that even many of the practices put into operation at the Project refer to an idea that the youth needs to be "made docile", learn to meet promptly and follow rules. However, it also found that young people find loopholes for strength and leadership. / O presente trabalho trata de uma reflex?o acerca dos espa?os socioculturais que contribuem para a constru??o das socialidades juvenis. Para esta investiga??o, que foi pautada na abordagem qualitativa, optou-se pelo estudo de caso do tipo etnogr?fico. O campo de investiga??o foi um Projeto Social que atende jovens em uma cidade do Rio Grande do Sul, por meio do qual foi poss?vel atrav?s do depoimento dos jovens e tamb?m dos educadores investigar esse espa?o e a sua contribui??o para a constru??o das socialidades juvenis. A produ??o dos dados estendeu-se de abril a dezembro de 2014, mediante observa??o participante, an?lise documental, entrevista semiestruturada e a roda de conversa. Os dados foram analisados por meio da An?lise Textual Discursiva, conforme ensinam Moraes e Galiazzi (2011) e resultaram nas seguintes categorias: O projeto social na vis?o dos jovens: Ser jovem ? n?o ser velho, Na presen?a do outro eu me constituo e ? preciso aprender a viver no projeto; O projeto social na vis?o dos educadores que ali trabalham: Classe de sujeitos que resistem todo o tempo ? Indisciplinados e Jovens em situa??o de vulnerabilidade social. Os achados da pesquisa confirmam a import?ncia do Projeto Social na constitui??o das identidades e subjetividades dos jovens que dele participam. O estudo apontou ainda que muitas das pr?ticas colocadas em funcionamento no Projeto remetem para uma ideia de juventude que precisa ser ?docilizada?, aprender a atender prontamente e seguir normas. No entanto, constatou-se tamb?m que os jovens encontram brechas para resist?ncia e protagonismo.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-06-15T11:36:19Z No. of bitstreams: 1 469479 - Texto Completo.pdf: 2563289 bytes, checksum: 2184e2738a496b030cd61b0f8c50e376 (MD5) / Made available in DSpace on 2015-06-15T11:36:19Z (GMT). No. of bitstreams: 1 469479 - Texto Completo.pdf: 2563289 bytes, checksum: 2184e2738a496b030cd61b0f8c50e376 (MD5) Previous issue date: 2015-03-26 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / Chronic kidney disease is a progressive condition, with no healing prospect, yet extended upholding under adequate monitoring and treatment. Approximately 100,000 patients currently undergo dialysis therapy - ninety percent on hemodialysis. Mortality ratio varies between 15 to 20%, being cardiovascular events mainly responsible. Among mental ailments thwarting kidney disease patients, depression is the most frequently associated co-morbidity, and linked to increased mortality and morbidity rates. In patients undergoing hemodialysis, malnourishment may relate with depressive symptoms, besides inflammation and cardiovascular diseases. Life style changes induced by end-stage renal disease impose a number of limitations that end up affecting the quality of life. Protein depletion is commonly observed in patients submitted to hemodialysis, and is associated with higher mortality. Strangely enough, it may be accompanied by weight gain and central fat accumulation. The role of adipocytokines in chronic kidney disease has recently drawn attention: association of serum chemerin to metabolic syndrome indicators, inflammation and obesity has been suggested. The aim of this study was to longitudinally evaluate nutritional status, presence of depressive symptoms, quality of life and mortality of hemodialysis patients, in a cohort study at the S?o Lucas Hospital /PUCRS, Porto Alegre, Brazil. Stable patients, undergoing hemodialysis for at least three months, were enrolled and evaluated at twelve month-intervals, thereafter. Participants were assessed for: depressive symptoms using the Beck Depression Inventory and for quality of life perception by the WHOQOL-bref questionnaire. Anthropometric data: weight, height, waist circumference; blood collection: for biochemical determinations, high-sensitivity C-reactive protein, chemerin; body composition analysis by direct segmental multi frequency bioimpedance, were obtained at a mid week dialysis session. One hundred and five participants were included. Patients classified as having standard percentage of body fat predominated, although more than half of the enrolled participants presented with excess body fat. There was no significant difference in the rate of depressive symptoms or in the quality of life between groups, classified by nutritional status. The cause more often associated with the outcome death by any cause was cardiovascular event, followed by infection. Lean body mass had a protective effect on survival. Chemerin may have an anti-inflammatory effect, being associated with increased body fat percentage and augmented waist circumference, on end-stage renal disease patients. / A doen?a renal cr?nica ? uma doen?a progressiva, que n?o contempla expectativa de cura, mas o prolongamento da cronicidade, com acompanhamento e tratamento adequados. Quase 100.000 pacientes s?o submetidos a tratamento dial?tico, 90% em hemodi?lise. A taxa de mortalidade bruta varia entre 15 a 20%, sendo eventos cardiovasculares os principais respons?veis. Dentre os problemas mentais que acometem pacientes com doen?a renal, depress?o ? a comorbidade mais frequente, associada a aumento das taxas de morbimortalidade. Desnutri??o pode se relacionar com sintomas de depress?o, assim como inflama??o e doen?a cardiovascular, em pacientes tratados por hemodi?lise. As mudan?as de estilo de vida induzidas pela doen?a renal cr?nica terminal causam in?meras limita??es que afetam a qualidade de vida. Deple??o proteica em pacientes submetidos a hemodi?lise ? frequentemente observada, e se associa com elevada mortalidade. Curiosamente, pode se acompanhar por excesso de peso e ac?mulo de gordura central. O papel das adipocitocinas na doen?a renal cr?nica tem despertado interesse: associa??o de quemerina s?rica com indicadores de s?ndrome metab?lica, inflama??o e obesidade foram sugeridas. O objetivo do presente estudo ? correlacionar estado nutricional, sintomas de depress?o, qualidade de vida e mortalidade em hemodi?lise. Foi realizado estudo prospectivo de coorte com pacientes em hemodi?lise no Hospital S?o Lucas/PUCRS, Porto Alegre, Brasil. Os pacientes estavam h? tr?s ou mais meses em hemodi?lise, clinicamente est?veis. A cada doze meses, pacientes inclu?dos no estudo foram reavaliados para: sintomas de depress?o ? por question?rio Beck de depress?o; percep??o da qualidade de vida ? pelo question?rio WHOQOL-bref; medidas antropom?tricas ? peso, altura, circunfer?ncia da cintura; coleta de sangue - para dosagens de par?metros bioqu?micos, prote?na C-reativa e quemerina; an?lise da composi??o corporal ? por bioimped?ncia segmentar de multi-frequ?ncias. Foram inclu?dos 105 pacientes. Houve um predom?nio de pacientes com percentagem de gordura padr?o, mas mais da metade dos pacientes tinha excesso de gordura corporal. N?o houve diferen?a na presen?a de sintomas depressivos e na qualidade de vida entre os grupos classificados por estado nutricional. A principal causa associada ao desfecho ?bito por qualquer causa foi evento cardiovascular, seguida por infec??o. A massa muscular apresentou efeito protetor para sobrevida. Quemerina s?rica aparentemente tem a??o anti-inflamat?ria em pacientes com doen?a renal cr?nica terminal, e est? associada a percentual de gordura corporal e a circunfer?ncia da cintura aumentada.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-06-24T12:41:00Z No. of bitstreams: 1 471040 - Texto Completo.pdf: 2346230 bytes, checksum: 12885c1d1c46fa7c45fe3664cbc051f8 (MD5) / Made available in DSpace on 2015-06-24T12:41:00Z (GMT). No. of bitstreams: 1 471040 - Texto Completo.pdf: 2346230 bytes, checksum: 12885c1d1c46fa7c45fe3664cbc051f8 (MD5) Previous issue date: 2015-01-21 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This study discusses professors? work activities in two Language teaching courses (Portuguese and Spanish) in the distance learning (DL) mode of a public higher education institution located in the central region of Rio Grande do Sul. The overall objective is to analyze the particularities of professors' activity on DL, considering the interface between the dialogical perspective of language and ergology in order to contribute to the knowledge/recognition of the complexity of their work. As specific objectives we delimited: i) verify, through the discursive analysis of the utterances of the DL professors, how they interact with their students, coordinators, multidisciplinary team, coworkers and tutor; (ii) verify, under the enunciative and discursive perspective, whom the professors? activities are directed at in DL and (iii) check how the relationship between the foregoing standards and the restandardization impacts in the professors? activities in DL. Regarding the theoretical framework, given the assumption of the dialogical constitution of language, we started from the studies developed by the Bakhtin Circle. Then, we established a dialogue with the ergological approach, which, considering the work activity as an industrious activity, make historical subjects, in the emergency of values, knowledge and experience, to face the ongoing debate between the foregoing standards and the restandardization. Concerning the methodology, we organized the study from the following steps: (i) contextualization of DL and Virtual Teaching and Learning Environment; (ii) characterization of the teaching, the professors and the students in DL mode; (iii) definition of research participants, material composition and analysis procedures, which included an interview and a semi-structured questionnaire. The instruments were applied individually to each of the three study participants (a Portuguese Language professor and two Spanish Language professors), given the theme of our research, by focusing on the relationship among the professionals and their peers and on their discourses. The results show that each professor has his/her own view on DL and, depending on the time they have been using it and their degree of involvement, the positions relating the activities performed by the participants acquire a different meaning. At times, we noticed the feeling of weariness and fatigue towards their work routine, combined with little recognition by academia peers. Thus, with this research, it is important to reiterate, through the analysis of the utterances, that the work developed by the three professors under study consists of interrelations with different partners (professors, tutors, students, multidisciplinary team, coordinations, etc.) allowing understand this collaborative work even there are different views. In this principle of collaboration, which they always act in dependence on other subjects, lies the difference between DL and the regular classroom. We understand the importance of collaborative work in professors' activities in DL courses, because therein lies the complex character of this work activity. We sought to present considerations regarding the tension of social voices and the resulting production of senses on/in the professors? activities in DL, contributing not only to the theoretical and methodological development of researches that address the interface language and work, but also to the reflection of the complex DL professors? activities. We understand that teaching in this mode requires from professors, besides all predetermined requirements of their occupation, the task of acting in a context for which they were not prepared to. This shows the importance of creating a space where these professionals can be heard and also talk about the concerns surrounding their work routine, which goes beyond preparing and running classes. / Este estudo problematiza a atividade de trabalho do professor em dois Cursos de Letras (portugu?s e espanhol) licenciatura, na modalidade de ensino a dist?ncia (EaD), em uma institui??o p?blica de Ensino Superior, localizada na Regi?o Central do Rio Grande do Sul. O objetivo geral ? verificar as particularidades da atividade do docente na modalidade EaD, por meio da an?lise do discurso de tr?s docentes dos referidos cursos, considerando a interface entre a perspectiva dial?gica da linguagem e a abordagem ergol?gica, de modo a contribuir para o (re)conhecimento da especificidade do seu trabalho. Como objetivos espec?ficos, delimitamos: i) verificar, por meio da an?lise discursiva dos enunciados dos professores na modalidade EaD, como se d? a interlocu??o do professor com seus alunos, coordenadores, equipe multidisciplinar, colegas e professor tutor; (ii) verificar, sob o ponto de vista enunciativo-discursivo, para quem ? direcionada a atividade do docente na modalidade EaD e (iii) verificar como ocorre o embate entre as normas antecedentes e as renormaliza??es na realiza??o da atividade docente na modalidade EaD. Quanto ao referencial te?rico, tendo em vista o pressuposto da constitui??o dial?gica da linguagem, partimos dos estudos desenvolvidos pelo C?rculo de Bakhtin, especificamente a partir das quest?es propostas por Bakhtin e Volochivov (???) e estabelecemos interlocu??o com a abordagem ergol?gica, que, considerando a atividade de trabalho uma atividade industriosa, convoca dos sujeitos hist?ricos, na emerg?ncia de valores, saberes e experi?ncias, o enfrentamento do permanente debate entre as normas antecedentes e as renormaliza??es (SCHWARTZ, 2007). Em termos metodol?gicos, a pesquisa ? caracterizada como um estudo de caso de abordagem qualitativa e est? organizada a partir das seguintes etapas: (i) contextualiza??o da EaD e do Ambiente Virtual de Ensino Aprendizagem; (ii) caracteriza??o do ensino, do professor e do aluno na modalidade EaD; (iii) delimita??o dos participantes da pesquisa, composi??o do material e dos procedimentos de an?lise, os quais constam de uma entrevista e de um question?rio semiestruturado. Os instrumentos foram aplicados individualmente a cada um dos tr?s participantes do estudo (um do Curso de Letras Portugu?s e dois do Curso de Letras Espanhol), tendo em vista o mote de nossa pesquisa, centrado na rela??o dos profissionais com seus pares e nos discursos que atravessam seus dizeres. Os resultados permitem afirmar que cada docente tem a sua concep??o sobre a EaD e, dependendo do tempo de contato com a modalidade e do grau de envolvimento, as posi??es frente ?s atividades desempenhadas pelos participantes adquirem um significado distinto. Em alguns momentos, evidenciamos a ideia de desgaste e de cansa?o diante da rotina de trabalho, aliada ao pouco reconhecimento pelos demais pares da academia. Assim, com esta investiga??o, ? importante reiterar, por meio da an?lise dos enunciados que o trabalho desenvolvido pelos tr?s docentes em estudo ? constitu?do por inter-rela??es com distintos interlocutores (professores, tutores, alunos, equipe multidisciplinar, coordena??es, etc.), o que possibilita entendermos esse ato de trabalho de modo colaborativo, ainda que existam embates de naturezas diversas. ? nesse princ?pio de colabora??o, de atua??o sempre em depend?ncia de outros sujeitos que reside a diferen?a entre a modalidade EaD e a presencial. Compreendemos a import?ncia da atua??o colaborativa na atividade docente em cursos na modalidade EaD, pois a? que reside o car?ter complexo dessa atividade de trabalho. Buscamos apresentar reflex?es sobre a tens?o de vozes sociais e a decorrente produ??o de sentidos sobre a/na atividade do professor em EaD, contribuindo n?o s? para o desenvolvimento te?rico metodol?gico de pesquisas que contemplam a interface linguagem e trabalho, mas tamb?m para a reflex?o da complexa atividade do professor de EaD. Entendemos que a doc?ncia, nessa modalidade de ensino, exige do professor, al?m de todas as prescri??es pr?-determinadas pelo seu of?cio, a tarefa de atuar em um contexto para o qual n?o foi preparado. Isso revela a import?ncia da cria??o de um espa?o no qual esse profissional possa ser ouvido e, tamb?m, falar sobre as inquieta??es que cercam a sua rotina de trabalho, que vai al?m da prepara??o e exposi??o de aulas.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-07-20T12:20:28Z No. of bitstreams: 1 472420 - Texto Completo.pdf: 1059867 bytes, checksum: 5c5d349fc3da60caa06db5e1da59db5f (MD5) / Made available in DSpace on 2015-07-20T12:20:28Z (GMT). No. of bitstreams: 1 472420 - Texto Completo.pdf: 1059867 bytes, checksum: 5c5d349fc3da60caa06db5e1da59db5f (MD5) Previous issue date: 2015-03-31 / This investigation is composed of a qualitative research which is based on multiple case study. The formal structure of this essay is opened by the introduction, that contextualizes and promotes the questioning for the study, on the second chapter the theoretical assumptions are presented with their relations on the role of the institution of school, pedagogy of projects associated with the teaching of science and transdisciplinarity and evaluation in the school context. On the third part the study methodology is described. On the fourth chapter, result analysis is performed showing the evaluations concepts of the participating teachers, the means and how these teachers perceive the pedagogy of projects. On the fifth part, final considerations are shown and we attempt to comprehend how teachers from two public elementary schools whom work with projects evaluate their students. These institutions are located at two cities within the metropolitan area of state capital Porto Alegre, at Rio Grande do Sul, Brazil. This case study of the evaluation process is considered relevant due to our understanding of the challenge the public schools have to measure the knowledge in a way to offer an improvement on the learning and change in the social context of their students. We aim at the comprehension of how the Pedagogy of Projects influences the evaluative process. In order to provide that, we elaborated a survey to semi-structurated interviews. Each participating teacher answered that questionnaire and was later interviewed. Observations were also made during the visitation in both schools. The material was submitted to Discursive Textual Analysis, proposed by Moraes e Galiazzi (2007). This analysis indicated that both schools have diverging methodologies, while the teachers from one of the schools evaluate in a traditional standard, teachers from the other institution are in a transition process, where they have abolished the tests from their evaluation instruments. Their prerogative is of a Dialogical School, but not without some trouble, for the results show that, despite having innovative proposals, the concepts of a traditional evaluation are still present. / A presente investiga??o se constitui em uma pesquisa qualitativa que se centra em estudos de casos m?ltiplos. A estrutura formal deste trabalho ? iniciada pela introdu??o, que faz a contextualiza??o e problematiza??o da pesquisa, no segundo cap?tulo apresentamos os pressupostos te?ricos em rela??o ao papel da escola, Pedagogia de Projetos, ensino de Ci?ncias e a transdisciplinaridade e a avalia??o no contexto escolar. Na terceira parte, descrevemos a metodologia da pesquisa. No quarto cap?tulo, realizamos a an?lise dos resultados mostrando as concep??es de avalia??es dos professores participantes, os instrumentos e como os docentes percebem a Pedagogia de Projetos. Na quinta parte, deixamos as considera??es finais em que se procura compreender como avaliam os professores de Ci?ncias de duas escolas p?blicas de ensino fundamental que trabalham com projetos. Estas institui??es se localizam em dois munic?pios da regi?o metropolitana de Porto Alegre, RS. Consideramos relevante o estudo do processo de avalia??o, pois entendemos ser um desafio para a escola p?blica mensurar os conhecimentos de forma a propiciar uma melhoria na aprendizagem e altera??o na realidade social dos estudantes. Objetivamos a compreens?o de como a Pedagogia de Projetos influencia no processo avaliativo. Para isso, elaboramos um roteiro de quest?es para as entrevistas semiestruturadas. Cada professor participante preencheu um pequeno question?rio, ap?s foi entrevistado. Realizamos tamb?m, observa??es durante as visitas efetuadas ?s escolas. Submetemos o material da pesquisa ? An?lise Textual Discursiva, proposta por Moraes e Galiazzi (2007). A an?lise indicou que as duas escolas apresentam metodologias que divergem, enquanto os professores de uma das escolas avaliam de forma tradicional, os da outra se apresentam em processo de transi??o, em que aboliram as provas dos instrumentos avaliativos. O discurso parece ser de um projeto de escola dial?gica, mas n?o est? sendo tranquila a transi??o, pois os resultados indicam que, apesar de propostas inovadoras, as concep??es de uma avalia??o tradicional ainda persistem.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-09-09T11:43:03Z No. of bitstreams: 1 474602 Texto Completo.pdf: 1222115 bytes, checksum: 3278a2987b79c23803c4ff5a6aad732e (MD5) / Made available in DSpace on 2015-09-09T11:43:03Z (GMT). No. of bitstreams: 1 474602 Texto Completo.pdf: 1222115 bytes, checksum: 3278a2987b79c23803c4ff5a6aad732e (MD5) Previous issue date: 2015-05-19 / The knowledge has been consolidated as an active increasingly crucial to the success of family businesses. Besides being an important raw material with which all companies work can be considered as precious as other physical or financial assets. This research addresses the organizational knowledge in family businesses in the succession process, which is recognized as one of the most important moments of companies for their perpetuation. Theoretical models of succession of family businesses are presented, as well as researched knowledge management strategies based on two lines: the encoding and personalization. The work aims to analyze how is the transfer of knowledge in the succession process in family firms, characterize and relate the steps to knowledge management processes. For this, the classification of the research was qualitative, used in the three family businesses that met the criteria for qualification, namely: have over twenty years of experience, being close to experiencing or have experienced the succession process, owning over 100 employees and act in the construction area, in Rio Grande do Sul State. He was elected the technique of semi-structured interviews and defined script, with the observation at meetings and document analysis in primary and secondary documents. Thus, it was found that family businesses in succession process, comprising using some fields of knowledge, listed in coding strategy, customization or both. Fields such as knowledge transfer, training applied in the company, external sources of knowledge, types of solutions, storage of knowledge, knowledge identification systems, pay systems, transmission of knowledge acquired, conditions or provide solutions to work knowledge in a timely manner.In the analysis of research on this subject was identified a contribution to knowledge management in the succession process in family firms, is present through personalization strategy, and encoding or even both strategies simultaneously. Thus, for family businesses remain the focus does not mean that either strategy is right or wrong, this will depend on the company culture, and how knowledge is managed and stimulated at work. Another important contribution is that the surveyed family businesses do not manage knowledge, and have still not very clear how to build the best strategy. Finally, the contribution to be able to search the knowledge management in the context of succession in family businesses, and identify that even companies not managing knowledge in a formal way, several actions were visible in the interviews. / O conhecimento vem se consolidando como um ativo cada vez mais determinante para o sucesso das empresas familiares. Al?m de ser uma importante mat?ria-prima com a qual todas as empresas trabalham, pode ser considerado t?o precioso quanto outro ativo f?sico ou financeiro. Esta pesquisa aborda o conhecimento organizacional nas empresas familiares no processo de sucess?o, que ? reconhecido como um dos momentos mais importantes das empresas para a sua perpetua??o. S?o apresentados modelos te?ricos de sucess?o de empresas familiares, assim como pesquisadas estrat?gias de gest?o do conhecimento com base em duas linhas: a codifica??o e a personaliza??o. O trabalho tem o intuito de analisar como ocorre a transfer?ncia do conhecimento no processo de sucess?o nas empresas familiares, caracterizar e relacionar ?s etapas aos processos de gest?o do conhecimento. Para observar este fen?meno foi realizado um estudo de casos em tr?s empresas familiares que atendiam aos par?metros determinados para esta pesquisa, a saber: ter mais de vinte anos de atua??o; estar perto de vivenciar ou j? ter vivenciado o processo de sucess?o; possuir mais de 100 colaboradores; e atuar na ?rea da constru??o civil, no Rio Grande do Sul. Elegeu-se a t?cnica de entrevistas semiestruturadas, com a observa??o n?o participante em reuni?es e a an?lise documental. Deste modo, verificou-se que as empresas familiares no processo de sucess?o compreendem alguns campos da utiliza??o do conhecimento, relacionados na estrat?gia de codifica??o, personaliza??o ou as duas simultaneamente.Campos como transfer?ncia do conhecimento, treinamentos aplicados na empresa, fontes externas de conhecimento, tipos de solu??es, armazenagem do conhecimento, sistemas de identifica??o do conhecimento, sistemas de remunera??o e transmiss?o do conhecimento adquirido proporcionam condi??es ou solu??es para trabalhar o conhecimento de maneira pontual. Na an?lise da pesquisa sobre este tema identificou-se como contribui??o que a gest?o do conhecimento no processo de sucess?o nas empresas familiares est? presente atrav?s da estrat?gia de personaliza??o e da codifica??o ou at? mesmo das duas estrat?gias simultaneamente. Sendo assim, para as empresas familiares continuarem no foco n?o significa que uma ou outra estrat?gia est? correta ou errada, isso vai depender da cultura empresarial, e de que forma o conhecimento ? gerenciado e estimulado no trabalho. Outra importante contribui??o ? de que as empresas familiares pesquisadas n?o gerenciam o conhecimento e ainda n?o t?m muito claro como construir a melhor estrat?gia. E por fim, a contribui??o de poder pesquisar a gest?o do conhecimento no contexto da sucess?o em empresas familiares e identificar que mesmo as empresas n?o gerenciando o conhecimento de maneira formal, diversas a??es foram vis?veis nas entrevistas.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-10-06T11:35:37Z No. of bitstreams: 1 475532 - Texto Completo.pdf: 1600842 bytes, checksum: dc356ce5c58b87c1c560bc54264adbb8 (MD5) / Made available in DSpace on 2015-10-06T11:35:37Z (GMT). No. of bitstreams: 1 475532 - Texto Completo.pdf: 1600842 bytes, checksum: dc356ce5c58b87c1c560bc54264adbb8 (MD5) Previous issue date: 2015-08-06 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / From the identification of important moments in the personal life story and professional about dance teachers as dancers, teachers and academics from dance course or physical education, this research presents the objective understand through reports of teachers how those moments influence their teaching constitution in view of its entirety. It brings in its theoretical framework relevant authors on subject: Catanante (2000), Dantas (1999), Freire (2013), Josso (2004), Marques (2010), N?voa (1992), Palmer (2012), Strazzacappa and Morandi (2012), Tardif (2002). Through methodological qualitative approach, was used as information collection instrument the semi interview structured that was performed individually with nine teachers belonging to two dance schools. The analysis and interpretation of information were made through by Discursive Textual Analysis proposed by Moraes and Galiazzi (2011). The results of this research pointed out as moments of the trajectory of the interviewed as dancers and teachers. Become more present influences in their speeches: the marks left by teachers who passed through the lives of the interviewees who have become references in make in their teaching, both in teaching and in established relationships, as well as "put themselves" in place of the students because they have gone through similar situations.Entry into the teaching took intrinsically related to their career in the dance, and the taste for teaching the subject narrated more strongly about that choice. The meaning of teaching is linked to the passion for this profession, as well as the "matter" taught: the dance. The academic backgrounds, although different, have become important in the lives of teachers, providing moments of reflections about the body, dance, their students and their own teaching, bringing singularities as the courses offered in each course. With the teaching practice, knowledge were built: by validating their knowledge by "trial and error", managing to deal with the unexpected; improvement of interpersonal relations as well as characteristics considered important for teaching; handling facilities and difficulties encountered in dance education. Over the reports, it became clear that, while the teacher of dance is constituted teacher, denounces its constitution as a person from the perspective of a whole (dimensions: social, emotional, spiritual and rational) identifying the I that Being who teaches dance. / A partir da identifica??o de momentos marcantes na trajet?ria de vida pessoal e profissional de professores de dan?a enquanto dan?arinos, professores e acad?micos do curso de Dan?a ou de Educa??o F?sica, esta pesquisa apresenta, como objetivo, compreender por meio de relatos dos professores de que forma esses momentos influenciam na sua constitui??o docente na perspectiva de sua integralidade. Traz, em seu referencial te?rico, relevantes autores sobre a tem?tica: Catanante (2000), Dantas (1999), Freire (2013), Josso (2004), Marques (2010), N?voa (1992), Palmer (2012), Strazzacappa e Morandi (2012). Por meio da abordagem metodol?gica qualitativa, utilizou-se como instrumento de coleta de informa??es a entrevista semiestruturada, realizada individualmente com nove professoras pertencentes a duas escolas de dan?a. A an?lise e a interpreta??o das informa??es foram realizadas por meio da An?lise Textual Discursiva proposta por Moraes e Galiazzi (2011). Os resultados dessa investiga??o apontaram momentos significativos da trajet?ria das entrevistadas como dan?arinas e professoras. Tornam-se influ?ncias mais presentes em suas falas: as marcas deixadas por professores que passaram pelas vidas das entrevistadas que se tornaram refer?ncias no fazer em suas doc?ncias, tanto no ensino como nas rela??es estabelecidas, assim como o ?se colocarem? no lugar dos alunos por terem passado por situa??es semelhantes.A entrada na doc?ncia se deu relacionada de forma intr?nseca a sua trajet?ria na dan?a, sendo o gosto por ensinar o motivo narrado de forma mais acentuada quanto a essa escolha. O significado da doc?ncia se vincula ? paix?o por essa profiss?o, assim como pela ?mat?ria? ensinada: a dan?a. As forma??es acad?micas, apesar de diferentes, tornaram-se importantes na vida das professoras, proporcionando momentos de reflex?es sobre o corpo, a dan?a, seus alunos e a pr?pria profiss?o, trazendo singularidades conforme as disciplinas oferecidas em cada curso. Com a pr?tica docente, saberes foram constru?dos: por meio da valida??o de seus conhecimentos por ?tentativa e erro?, conseguindo lidar com o imprevisto; melhora das rela??es interpessoais assim como de caracter?sticas consideradas importantes para a doc?ncia; lidando com facilidades e dificuldades encontradas no ensino da dan?a. Ao longo dos relatos, evidenciou-se que, ao mesmo tempo em que o professor de dan?a se constitui professor, denuncia sua constitui??o enquanto pessoa na perspectiva de sua integralidade (dimens?es: social, emocional, espiritual e racional) identificando o Eu desse Ser que ensina a dan?a.