For more than three decades, the World Economic Forum’s annual Global Competitiveness Reports have studied and benchmarked the many factors underpinning national competitiveness. The quality of higher education and training is considered particularly crucial to ensure national competitiveness. The globalizing economy requires countries to nurture pools of well-educated workers who are able to perform complex tasks and adapt rapidly to their changing environment and the evolving needs of the economy. Vocational and continuous on-the-job training and the constant upgrading of workers’ skills is critical to sustain the economical status of the country. Despite the acknowledgement that education, training and development (ETD) is a key driver for a country's economical sustainability and growth, the contributions that companies make to this effect are a concern. This is ascribed to the difficulties experienced in companies regarding the management of ETD. In this study it is postulated that communication problems are at the heart of the challenges which are experienced in managing ETD. Strategic conversation is proposed as one of the methods to address the communication and performance shortcomings experienced by business and ETD managers. It is argued that if the level of conversations is raised to make them strategic, the potential to optimise results and make an impact at organisational and national level is increased. Hence, the purpose of this study was to propose a Strategic ETD Conversation (SETDC) model to optimise Return on Occupational Training Expectations (ROTE) that would contribute towards the achievement of organisational and national strategic goals. In lieu of the limited empirical research available on the strategic conversation phenomenon in general, the purpose of this study was inter alia to conduct empirical research to explore the essence of strategic ETD conversations in order to propose a model of practical value to ETD managers. Hence, the empirical research was situated in both an explorative paradigm and a pragmatic paradigm with the aim to provide practical solutions and an instrument to successfully engage in strategic ETD conversations which would enhance the quality of ETD and thus contribute to global competitiveness. / Educational Leadership and Management / D. Ed. (Education Management)

Thesis (MPA)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: The research project, conducted at AngloGold Limited, a Johannesburg based international mining company, was an evaluation of the extent to which the company had i'hlplemented the National Skills Development Strategy. It was prompted by the general perception that companies were lagging behind in the implementation of this strategy. The research problem therefore was: To what extent is AngloGold Limited progressing or lagging behind in the implementation of the National Skills Development Strategy? As the project sought to evaluate implementation progress, an evaluation research design was used. Since persons with in-depth knowledge of the implementation of the National Skills Development Strategy were available at AngloGold Limited, a purposive sampling method was used. Two techniques were used to gather information: individual semistructured interviews were conducted with AngloGold Limited personnel and union members, and an unstructured in-depth interview with a representative of the Mining Qualifications Authority. Documents of AngloGold Limited and of the Mining Qualifications Authority were also analysed, and a general review of pertinent literature was conducted. The literature traces the history of formal education and training in South Africa back to 1922, when the Apprenticeship Act (Act No. 26 of 1922) was enacted. Notable in the history of training in South Africa prior to the current dispensation of the National Skills Development Strategy was the Manpower Training Act (Act No. 56 of 1981. Notwithstanding its shortcomings, this Act provided a platform from which the current legislative framework for human resource education and training and subsequently the National Skills Development Strategy evolved. The National Skills Development Strategy, which is the government's education and training reform agenda, is one component of the all-encompassing Human Resources Development Strategy. This agenda is not modelled on the experience of any particular country; however, there is evidence that its conceptualisation was influenced to some extent by international practices. The National Skills Development Strategy is underpinned by three pieces of legislation, the South African Qualification Act (Act No. 58 of 1995), the Skills Development Act (Act No. 97 of 1998) and the Skills Development Levies Act (Act No.9 of 1999). The Employment Equity Act and the Further Education and Development Act also have a bearing on the National Skills Development Strategy. The Skills Development Act prescribes what is expected of workplaces/companies in the implementation of the National Skills Development Strategy. Workplaces play their part in the implementation of this strategy within the parameters of the implementation process at the macro level. At this level, the implementation process is progressing fairly well. The evaluation of the implementation of skills development at AngloGold Limited against what is expected of workplaces placed it among companies that are progressing well in the implementation of the National Skills Development Strategy. The company has so far complied with most of the implementation requirements, except for the strategy for company-wide communication of the National Skills Development Strategy process. The company needs to develop an effective and efficient information dissemination strategy to this end. Moreover, the company needs to move beyond reporting on training in terms of numbers to providing information on the actual skills acquired. Learnerships also need to be extended beyond the engineering discipline. / AFRIKAANSE OPSOMMING: Die doel van die navorsingsprojek was om vas te stel in hoe ver die maatskappy AngloGold Bpk, 'n internasionale mynboumaatskappy gesetel in Johannesburg, die Nasionale Vaardigheidsontwikkelingstrategie tot op hede geïmplementeer het. Die navorsing is aangespoor deur die algemene persepsie dat maatskappye in hierdie opsig besig is om agter te raak. Die probleemstelling was dus: In watter mate is AngloGold Beperk by of agter met die implementering van die Nasionale Vaardigheidsontwikkelingstrategie? Aangesien die oogmerk van die projek was om vordering met die implementering te evalueer, is 'n evalueringsontwerp gebruik. Vanweë die beskikbaarheid van persone by AngloGold Beperk met 'n diepgaande kennis van die implementering van die Nasionale Vaardigheidsontwikkeling strategie, is 'n doelbewuste steekproef geneem. Twee tegnieke is gebruik om inligting te verkry: individuele, semigestruktureerde onderhoude is met personeel van AngloGold Beperk gevoer en 'n ongestruktureerde, diepgaande onderhoud met 'n verteenwoordiger van die Mynboukwalifikasie-owerheid. Dokumente van AngloGold Beperk en van die Mynboukwalifikasie-owerheid is ook ontleed en 'n algemene oorsig oor die tersaaklike literatuur is onderneem. Die literatuur spoor die geskiedenis van formele opleiding en onderwys in Suid-Afrika terug tot 1922, toe die Vakleerlingwet (Wet Nr 26 van 1922) uitgevaardig is. 'n Baken in die geskiedenis van opleiding in Suid-Afrika voor die huidige bedeling van die Nasionale Vaardigheidsontwikkelingstrategie was die Wet op Mannekragopleiding (Wet 56 van 1981). Ondanks sy tekortkomings het hierdie wet die grondslag gelê waarop die huidige wetgewing op die opleiding en onderwys van menslike hulpbronne voortgebou het en die huidige Nasionale Vaardigheidsontwikkelingstrategie ontwikkel is. Die Nasionale Vaardigheidsontwikkelingstrategie is een komponent van die oorhoofse Menslike Hulpbronontwikkelingstrategie, wat die regering se agenda vir die hervorming van onderwys en opleiding vorm. Hierdie agenda is nie geskoei op die ondervinding van enige besondere land nie, maar daar is aanduidings dat die konsepsualisering daarvan in 'n mate deur internasionale praktyke beïnvloed is. Die Nasionale Vaardigheidsontwikkelingstrategie word gerugsteun deur drie wette, naamlik die Suid-Afrikaanse Kwalifikasiewet (Wet Nr 58 van 1995), die Wet op Vaardigheidsontwikkeling (Wet Nr 97 van 1998) en die Wet op Vaardigheidsontwikkelingsheffings (Wet Nr 9 van 1999). Die Wet op Diensbillikheid en die Wet op Voortgesette Onderwys en Ontwikkeling het ook betrekking op die Nasionale Vaardigheidsontwikkelingstrategie. Die Wet op Vaardigheidsontwikkeling skryf voor wat van werkplekke/maatskappye verwag word ten opsigte van die implementering van die Nasionale Vaardigheidsontwikkelingstrategie. Werkplekke speel hul rol in die implementering van hierdie strategie binne die parameters van die implementeringsproses op makrovlak. Op hierdie vlak verloop die implementeringsproses redelik vlot. Die evaluering van die implementering van vaardigheidsontwikkeling by AngloGold Beperk vergeleke met wat van werkplekke verwag word, het die maatskappy onder dié geplaas wat goed vorder met die implementering van die Nasionale Vaardigheidsontwikkelingstrategie. Tot dusver het die maatskappy die meeste van die implementeringsvereistes nagekom, behalwe die strategie vir maatskappy wye kommunikasie van die proses van die Nasionale Vaardigheidsontwikkelingstrategie. Die maatskappy moet dus 'n doeltreffende en effektiewe strategie ontwikkel om inligting oor die strategie te versprei. Daarbenewens moet die maatskappy verder gaan as die blote numeriese rapportering oor opleiding en ook inligting verskaf oor die vaardighede wat werklik verwerf is. Leerlingskappe moet ook verder strek as die ingenieursdissipline.

M.Ed. (Multiculturalism and Education) / Please refer to full text to view abstract

In recent years, the UK government skills policy has emphasised the role of workforce skills development as a key driver of economic success and improving productivity across all sectors of the economy. The importance of skills (as a vehicle for enhancing productivity performance) is highlighted within numerous government reports, such as Skills White Papers (2003 and 2005), in addition to the Leitch Review of Skills (2006) which coincided with the outset of this research. Thus, the aim of this research was to examine the relationship between skills development and productivity in the construction industry in order to assess the assumptions of government skills policy in the context of the sector. A multi-method approach was adopted in this research. This involved the analysis of: official construction statistics, levy/grant and financial accounts data of construction companies, in addition to a telephone survey. The main findings of the research are published in five peer reviewed academic papers, demonstrating the tenuous nature of the relationship between skills development and productivity performance, particularly when considering the heterogeneous nature of the construction industry. Government claims about the mono-causal relationship between skills and productivity should be treated with caution. A simple boost in qualification levels or participation rates of training is unlikely to lead to productivity improvements in the construction sector. However, skills development and training activities needs to be targeted and focused if the desired outcome of enhancing productivity performance is to be achieved. Construction companies needs to be proactive in addressing the skills and training needs of their business through drawing on the various support available through CITBConstructionSkills training grants or participating in appropriate skills/training initiatives, such as apprenticeship schemes. The provision of 'productivity-based' training grants should be considered by CITB-CS in order to prompt construction companies to consider training as a plausible means for enhancing their productivity performance. Finally, the recommendations presented in this thesis and areas for further research sets out the potential way forward in terms of advancing knowledge in this area.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-07-25T11:53:01Z No. of bitstreams: 1 Damares Araujo Teles.pdf: 2811951 bytes, checksum: 6e161a33a1efd82c690d8104e408ac41 (MD5) / Made available in DSpace on 2018-07-25T11:53:01Z (GMT). No. of bitstreams: 1 Damares Araujo Teles.pdf: 2811951 bytes, checksum: 6e161a33a1efd82c690d8104e408ac41 (MD5) Previous issue date: 2018-05-16 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Pontifícia Universidade Católica de São Paulo - PUCSP / The purpose of this dissertation is to study the teaching practice in literacy and literacy of children, so the general objective was to investigate it in the initial grades, noting the relevance of successful practices built along the professional trajectory. And the specific ones were: to analyze the conception of literacy that supports the teaching practice; identify the methods used in children's literacy and literacy; to point out the knowledge related to the literacy and literacy processes that the researched teacher acquired from daily practice; to verify what are the greatest difficulties faced by the teacher in the course of their practice and which make literacy and literacy difficult; to describe how the teacher seeks continuous training so that her practice becomes effective and evidence the results that the teacher has acquired throughout her professional trajectory. Therefore, the following problem question arose: what is the relevance of a teaching practice that over the years has achieved satisfactory results in literacy and literacy in the initial grades? We use as theoretical basis several authors, among them: Abramovich (1995); Feldmann (2009); Ferreiro and Teberosky (1999); Frade (2005); Garcia (2008); Mortatti (2000); Montessori (1965); Pimenta (2009), Rohrs (2010), Soares (2017), among others. As methodology we made the option for the qualitative approach, with the study of case study and as data collection procedures semistructured interviews, observations and documentary analysis. We had as reference the studies of André (2013); Chizzotti (2003); Ludke and André (1986); Stake (1995), among others. The results show that the teacher has developed throughout her teaching career practices that have had great successes in literacy and literacy of children in the initial grades of elementary school, with the effective formation of critical and reflexive individuals who use reading and writing as social practices / A presente dissertação tem como objeto de estudo a prática docente na alfabetização e letramento de crianças, por isso o objetivo geral consistiu em investigá-la nas séries iniciais, observando a relevância de práticas exitosas construídas ao longo da trajetória profissional. E os específicos foram: analisar a concepção de alfabetização que dá suporte à prática docente; identificar os métodos utilizados na alfabetização e letramento das crianças; apontar os saberes relativos aos processos de alfabetização e letramento que a professora pesquisada adquiriu a partir da prática cotidiana; verificar quais são as maiores dificuldades enfrentadas pela docente no decorrer de sua prática e que dificultam a alfabetização e letramento; descrever como a professora busca a formação continuada para que sua prática se torne eficaz e evidenciar os resultados que a professora tem adquirido ao longo de sua trajetória profissional. Por isso surgiu a seguinte questão-problema: qual a relevância de uma prática docente que ao longo dos anos tem alcançado resultados satisfatórios na alfabetização e letramento nas séries iniciais? Utilizamos como embasamento teórico diversos autores, dentre eles: Abramovich (1995); Feldmann (2009); Ferreiro e Teberosky (1999); Frade (2005); Garcia (2008); Mortatti (2000); Montessori (1965); Pimenta (2009), Rohrs (2010), Soares (2017), entre outros. Como metodologia fizemos a opção pela abordagem qualitativa, com o estudo de estudo de caso e como procedimentos de coleta de dados entrevistas semiestruturadas, observações e análise documental. Tivemos como referência os estudos de André (2013); Chizzotti (2003); Ludke e André (1986); Stake (1995), entre outros. Os resultados evidenciam que a professora desenvolveu ao longo de sua trajetória docente práticas que tiveram ótimos êxitos na alfabetização e letramento de crianças nas séries iniciais do ensino fundamental, com a efetiva formação de indivíduos críticos e reflexivos que utilizam a leitura e a escrita como práticas sociais

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-09-05T12:09:15Z No. of bitstreams: 1 Edna Oliveira do Carmo.pdf: 612028 bytes, checksum: 29aa7690971fd94ac7151caceae4b663 (MD5) / Made available in DSpace on 2018-09-05T12:09:15Z (GMT). No. of bitstreams: 1 Edna Oliveira do Carmo.pdf: 612028 bytes, checksum: 29aa7690971fd94ac7151caceae4b663 (MD5) Previous issue date: 2018-08-17 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This study aims at analyzing interactions between teachers and researchers to understand how the concept of discursive genre is presented, discussed, and signified/resignified by participants throughout a training program involving researchers, teachers, and coordinators in the field of Language, Codes, and Technologies in a State High School that adopts the Integral Education Program (PEI), in the city of Carapicuíba, São Paulo, Brazil. This paper aims to (a) identify, during teacher education meetings, enunciations that refer to the concept of discursive genre, and the participants who produce them, and (b) interpret these enunciations to understand how they are articulated with the concept of discursive genre in Bakhtin. The theoretical framework is based on Socio-Historical-Cultural Theory, as discussed by Vygotsky (1930, 1934). The teachers education in-service is understood as a socio-historical-cultural activity, in which researchers and teachers are active and effective participants in building collective knowledge. In methodological terms, this study is based on the assumptions of Collaborative Critical Research. According to Magalhães (2009), relations between participants are characterized as collaborative-critical, because situations are created in which collaboration and reflection are central in sharing new meanings. The discussion of the data points to the importance of the reflexive-critical process in the locus of in-service training, since the organization of the Project and the discursive organization enabled that, in the interactions between teachers and researchers, transformations occurred in the way teachers understood the concept of discursive genres, although full appropriation of the Bakhtinian concept did not take place / Esta pesquisa tem como objetivo geral analisar interações ocorridas entre professores e formadores para compreender de que modo o conceito de gênero do discurso é apresentado, discutido e significado/ressignificado pelos participantes ao longo de uma formação que envolve pesquisadoras, professores e coordenadores da área de Linguagens, Códigos e suas Tecnologias em uma Escola Estadual de Ensino Médio com Programa de Ensino Integral (PEI), localizada na cidade de Carapicuíba, grande São Paulo. Especificamente, este trabalho objetiva, (a) identificar, nos encontros de formação, enunciados que remetem ao conceito de gêneros do discurso, e quem os produz e (b) interpretar esses enunciados para compreender de que modo estão articulados ao conceito de gêneros do discurso na perspectiva de Bakhtin. A fundamentação Teórica tem base na Teoria Sócio-Histórico-Cultural (TSHC), conforme discussões de Vygotsky (1930, 1934). A formação de professores em serviço é entendida como uma atividade Sócio-Histórico-Cultural, em que pesquisadores e professores são participantes ativos e efetivos na construção do conhecimento coletivo. Em temos metodológicos, está apoiada nos pressupostos da Pesquisa Crítica de Colaboração – PCCol. Segundo Magalhães (2009), as relações entre os participantes caracterizam-se como colaborativo-críticas, pois são criados momentos em que a colaboração e reflexão são centrais no compartilhamento de novos significados. A discussão dos dados aponta para a importância do processo reflexivo-crítico em lócus de formação em serviço, visto que a organização do Projeto e a organização discursiva possibilitam, em meio às interações ocorridas entre professores e formadores, transformações na forma como os professores entendem o conceito de gêneros do discurso, embora não tenham se apropriado totalmente dos preceitos bakhtinianos

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-07T12:23:34Z No. of bitstreams: 1 Janaína Rute da Silva Dourado.pdf: 3126549 bytes, checksum: 9bf2b8bece470bac1771c69e114fe6aa (MD5) / Made available in DSpace on 2018-11-07T12:23:34Z (GMT). No. of bitstreams: 1 Janaína Rute da Silva Dourado.pdf: 3126549 bytes, checksum: 9bf2b8bece470bac1771c69e114fe6aa (MD5) Previous issue date: 2018-09-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Nowadays, the numerous social, environmental and economic changes that take place on the planet have a rapid impact on the life of individuals, which, some centuries ago could take years, now happens almost instantaneously. However many of these challenges, apparently without possibility or expectation for some sort of resolution we need to just live together, such as environmental problems, deepening economic inequalities. On their side organizations in their great majority try to adopt procedures to minimize possible clashes that certain problems can cause, in turn the competence that could be developed from collaborators turns into just another internal process to be executed and delivered. Considering the importance of skills development and relating it into an existing process, some organizations such as TBL, taking into account the relevance of the objectives of sustainable development, it would be possible to verify in individuals that studied there, pass through an institution of education of technological formation, the Centro Paula Souza, which is oriented by the development of skills and abilities. In this sense, reaching the main objective of this study which is to analyze the relationship between the sustainability content taught in the Management and Business courses of the Centro Paula Souza and its incorporation by the graduates in the exercise of their professional activities. For this, the methodology adopted is characterized by the case study that is divided into: documentary research of the Centro Paula Souza; the analysis of the quantitative research as secondary source "Teacher Training"; and the interviews: with the training coordination of the Center Paula Souza, and with the graduates; finally, the analysis of the data. In this way the results were the documented confirmation that there is a relationship between the pillars of the TBL model and the guidelines of the Center Paula Souza, including the objectives of sustainable development, and the interviews conducted with the graduates, subdivided into blocks of analysis to identify competencies. It was possible to conclude that, based on the findings presented in the interviews that graduates have competencies that are tied to the pillars and intersections of the TBL, making it possible to assign the emergence and development of sustainable skills in these graduates / Na atualidade, as inúmeras mudanças sociais, ambientais e econômicas ocorridas no planeta traz um impacto rápido na vida dos indivíduos. O que há alguns séculos poderia demorar anos, agora acontece quase que de forma instantânea. Entretanto, muitos desses desafios, aparentemente não têm possibilidade ou expectativa de algum tipo de resolução, como os problemas ambientais e o aprofundamento das desigualdades econômicas. Já as organizações, em sua grande maioria, tentam na inserção de procedimentos minimizar os possíveis embates que determinados problemas podem ocasionar; por sua vez, a competência que poderia ser desenvolvida nos colaboradores trata-se apenas de mais um processo interno a ser executado e entregue. Ao se considerar a importância do desenvolvimento das competências e relacioná-las com um processo existente em algumas organizações como o TBL, levando em consideração a relevância dos objetivos do desenvolvimento sustentável, seria possível constatar aspectos sustentáveis em indivíduos que passam por uma instituição de ensino de formação tecnológica, o Centro Paula Souza, que é orientada pelo desenvolvimento por competências e habilidades, chegando, nesse sentido ao objetivo principal deste estudo, que é analisar a relação entre os conteúdos de sustentabilidade ministrados nos cursos de Gestão e Negócios do Centro Paula Souza e a sua incorporação, pelos egressos, no exercício de suas atividades profissionais. Para isso, a metodologia adotada caracteriza-se pelo estudo de caso e está dividida em: pesquisa documental do Centro Paula Souza; análise da pesquisa quantitativa fonte secundária “Formação de Professores”; e as entrevistas com a coordenação de capacitação do Centro Paula Souza e com os egressos, e, finalmente, a análise dos dados. Dessa maneira, os resultados foram a confirmação documental de que existe relação entre os pilares do modelo TBL e as orientações do Centro Paula Souza, incluindo os objetivos do desenvolvimento sustentável. E pelas entrevistas realizadas com os egressos, subdivididas em blocos de análise, foi possível identificar as competências (sustentáveis), reconhecer as ações de reponsabilidade social nas organizações, compreender a influência do ensino do Centro Paula Souza na formação profissional do egresso e os vínculos existentes entre o plano de curso e critérios do TBL. Por constatações apresentadas nas entrevistas, foi possível concluir ainda que os egressos possuem competências que estão atreladas aos pilares e às intersecções do TBL, possibilitando sinalizar o surgimento e o desenvolvimento de competências sustentáveis nesses egressos

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-26T10:53:20Z No. of bitstreams: 1 Cristiane Ferreira da Silva.pdf: 1631546 bytes, checksum: 54593043ff15d7adeb628701bb461ec0 (MD5) / Made available in DSpace on 2018-11-26T10:53:20Z (GMT). No. of bitstreams: 1 Cristiane Ferreira da Silva.pdf: 1631546 bytes, checksum: 54593043ff15d7adeb628701bb461ec0 (MD5) Previous issue date: 2018-10-03 / The present work aimed as a general goal to know the vocational needs and challenges faced in school management by begginer school principals from the school's network of São Paulo and, as specific goals: to characterize begginer school principals, investigate their vocational needs, investigate the main challenges they have to face regarding school managing and to propose some possible vocational actions to be taken on principals' formation. Some correlate studies which approached a principal's vocational needs, a principal's ongoing formation and that dealt with the begginer's principal theme were selected. Theoretical foundation is based upon school managent concepts by Libâneo (2013); continuous and ongoing formation and professional development by Marcelo (2010); vocational needs from Lima (2015), Di Giorgi et al (2011) and Príncepe (2010). It has been also performed an analysis of legislation regarding the subject and documents from City Offie of Education of São Paulo. The survey participants were three school principals belonging to a Regional Management of Education who had until three years of experience on the job. Data has been collected by semi-structured interviews and analysed under prose analysis as proposed by André (1983). Results have shown that: principals have decided to work in that position due to difficulties faced when they were teachers; challenges by them refer to bureaucratic issues, legislation, conflict management, interpersonal relationships, routine and work organization and those issues related to politics and public educational policies. To deal with challenges the principals look for help from the school's management team, from older workmates, from supervisors and from DRE. The needs shown by the principals refer to practical action of everyday actions and the school's functioning / O presente trabalho teve como objetivo geral conhecer as necessidades formativas e os desafios enfrentados na gestão da escola pelos diretores de escola iniciantes na rede municipal de ensino de São Paulo e, como objetivos específicos: caracterizar o diretor de escola iniciante; investigar suas necessidades formativas; investigar os principais desafios enfrentados pelos diretores de escola iniciantes na gestão da escola; e propor apontamentos para ações de formação dos diretores. Foi realizado o levantamento de estudos correlatos que abordavam necessidades formativas do diretor, formação continuada do diretor e que tratavam da temática diretor de escola iniciante. A fundamentação teórica está baseada nos conceitos de gestão escolar de Libâneo (2013); de formação continuada e desenvolvimento profissional de Marcelo (1999; 2010); de necessidades formativas de Lima (2015), Di Giorgi et al (2011) e Príncepe (2010). Também foi realizada análise da legislação pertinente ao tema e de documentos da Secretaria Municipal de São Paulo. Os participantes da pesquisa foram três diretores de escola pertencentes a uma Diretoria Regional de Educação que tinham até três anos de experiência no cargo. Os dados foram coletados por meio de entrevista semiestruturada e analisados sob a análise de prosa, conforme proposto por André (1983). Os resultados evidenciaram que: os diretores decidiram acessar ao cargo devido a dificuldades enfrentadas enquanto docentes; os desafios por eles enfrentados dizem respeito a questões burocráticas, legislação, mediação de conflitos, relações interpessoais, rotina e organização do trabalho e questões relacionadas à conjuntura e políticas públicas educacionais. Para lidar com os desafios os diretores buscam auxílio da equipe gestora da escola, de colegas mais experientes, da supervisão e da DRE. As necessidades formativas reveladas pelos diretores dizem respeito às questões práticas do fazer cotidiano e ao funcionamento da escola

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-11T11:52:24Z No. of bitstreams: 1 Cristina Rocha Matarucco.pdf: 2492721 bytes, checksum: 8add4350d11de174f7b46443644fc60d (MD5) / Made available in DSpace on 2018-12-11T11:52:24Z (GMT). No. of bitstreams: 1 Cristina Rocha Matarucco.pdf: 2492721 bytes, checksum: 8add4350d11de174f7b46443644fc60d (MD5) Previous issue date: 2018-10-31 / Centro Universitário de Votuporanga – UNIFEV / Introduction: It is crucial to implement continuous professional development in universities to develop skills and competencies in doctors who are professors taking into account the new curricular guidelines and the increasing opening of new medicines courses. Objective: Analyze the continuous professional development of professors of the medicine course of Centro Universitário de Votuporanga (UNIFEV); identify potentialities and difficulties in the continuous professional development of professors of the medicine course of UNIFEV; verify the applicability of such development in the teaching process and propose improvements in the continuous professional development of professors of the medicine course of UNIFEV. Methodology: Descriptive quantitative research with nine doctors who are professors that participated in the teaching training program of UNIFEV using guiding questions and reports obtained in the focus group. The reports were analyzed by means of the content analysis methodology. Results: Time constraints, the lack of previous scheduling, recognition and motivation, as well as the absence of a minimum require attendance were some of the aspects identified as obstacles for the participation in continuous professional development. The facilitating aspects were: the use of new methodologies, the exchange of experiences, the opportunity and need of learning among others. The applicability was in the field of the different active methodology techniques and of the evaluation of the teaching-learning process. The contributions for the improvement of continuous professional development were related to scheduling and feedback of its applicability. Conclusion: The continuous pedagogical development for professors has contributed to the medicine course. Based on the results, we suggest changing schedules according to doctor’s availability, incorporating hybrid teaching and addressing specific themes according to professors’ needs / Introdução: A necessidade da capacitação docente do médico, associada ao desenvolvimento de habilidades e competências desses profissionais frente às novas diretrizes curriculares e à crescente abertura de novos Cursos de Medicina, tornou imprescindível a implantação da Capacitação Permanente nas Universidades. Objetivo: Analisar o processo de capacitação permanente dos docentes do Curso de Medicina do Centro Universitário de Votuporanga (UNIFEV); identificar potencialidades e dificuldades no processo de capacitação permanente dos docentes do curso de Medicina da UNIFEV; verificar a aplicabilidade na prática docente e propor melhorias na capacitação permanente dos docentes do curso de Medicina da UNIFEV. Método: Pesquisa qualitativa descritiva realizada com nove docentes médicos que participam do programa de capacitação docente da UNIFEV utilizando-se perguntas norteadoras e relatos colhidos através de grupo focal. Os relatos foram analisados pelo método análise de conteúdo. Resultados: Dentre as várias categorias identificadas, a indisponibilidade de tempo, falta de agendamento prévio, ausência de reconhecimento e motivação e falta de cobrança por assiduidade foram alguns dos aspectos apontados como dificultadores da participação nas capacitações. Os aspectos facilitadores foram os seguintes: o uso de novas metodologias, a troca de experiências, oportunidade e necessidade de aprender, dentre outros. A aplicabilidade mostrou-se no domínio das diferentes práticas de metodologias ativas e de avaliação do processo ensino-aprendizagem. As contribuições para o aprimoramento da capacitação foram em relação a agendamentos e devolutiva da sua aplicabilidade. Conclusão: A capacitação pedagógica continuada para os docentes tem contribuído para o curso de medicina. Diante dos resultados, sugere-se que se realizem mudanças na acessibilidade em relação a horários, incorporação da estratégia de ensino híbrido e direcionamento de temas específicos para as necessidades dos docentes

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-12-06T11:00:05Z No. of bitstreams: 1 Ana Paula Fliegner dos Santos.pdf: 1146353 bytes, checksum: 950243c61cadf0c98ba313934af013d6 (MD5) / Made available in DSpace on 2017-12-06T11:00:05Z (GMT). No. of bitstreams: 1 Ana Paula Fliegner dos Santos.pdf: 1146353 bytes, checksum: 950243c61cadf0c98ba313934af013d6 (MD5) Previous issue date: 2017-11-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Educating a new professional is a challenge posed to the universities of today, because, in addition to technical education, it is necessary to graduate ethical, human and solidarity citizens who are protagonists in the restructuring of society, in order to transform the social reality. The objective of this research, inserted in the Public Policies and Educational and Curricular Reforms Research Group of the Pontifícia Universidade Católica de São Paulo, was to analyze the impacts of the insertion of the curricular component: Community Project (CP) in the curricular matrices of the Undergraduate courses of the Centro Universitário – Católica de Santa Catarina. The CP involves students in social projects in the local reality, with different audiences. The research was based on the qualitative approach, and had as place of research the municipality of Jaraguá do Sul, the city that is the headquarters of the Centro Universitário – Católica de Santa Catarina, a community institution with a 43-year history. The documents used for documentary analysis were: Institutional Development Plan, Regulation of the Community Project Discipline, Extension Policy, Extension Program, Extension Report and Community Project (CP), of 2014, Manual of the responsible and the university students statements present in the self-assessments answered at the conclusion of the CP in 2014. In order to deepen the statements, the focus group technique was used with 10 students. The theoretical reference was drawn from Menezes (2011), Síveres (2011) and the contribution of authors who place themselves in the same spectrum of attention to the education of students who engage in social actions in the university environment: Freire (1983, 2006), in the core of the conception of an autonomous and transforming university; Gurgel (1986), Freire (1977), Nogueira (2005) and documents of FORPROEX (1998, 2006, 2012), that present the trajectory of university extension in Brazil and its conceptions; Chizzotti (2000) and Abramowicz (1996), which allow to broaden the scope of interpretation of the data present in the documents and in the self-assessments analyzed. The categories were created based on Franco (2012). Gatti (2012) underlies the focus group technique used in the research. As results, we present the impacts on the education of the subjects when experiencing social projects in their undergraduate studies, which, in turn, significantly contribute to the human and solidarity education of the students involved. We believe that the curricularisation of the extension should be part of the education of all students, regardless of their course or area of activity. We observed that education in human and social values significantly contributes to the human, social and professional education for the exercise of the profession in a conscious and civic manner / Formar um novo profissional é um desafio posto às universidades de hoje, pois, além da formação técnica, é necessário formar cidadãos éticos, humanos e solidários que sejam protagonistas na reestruturação da sociedade, de modo a transformar a realidade social. O objetivo desta pesquisa, inserida no Grupo de Pesquisa Políticas Públicas e Reformas Educacionais e Curriculares da Pontifícia Universidade Católica de São Paulo, foi analisar os impactos da inserção do componente curricular: Projeto Comunitário (PC) nas matrizes curriculares dos cursos de Graduação do Centro Universitário – Católica de Santa Catarina. O PC envolve estudantes em projetos sociais na realidade local, com diferentes públicos. A pesquisa utilizou-se da abordagem qualitativa, tendo como locus o município de Jaraguá do Sul, cidade sede do Centro Universitário – Católica de Santa Catarina, instituição comunitária, com 43 anos de história. Os documentos utilizados para análise documental foram: Plano de Desenvolvimento Institucional, Regulamento da disciplina Projeto Comunitário, Política de extensão, Programa de Extensão, Relatório de Extensão e Projeto Comunitário (PC), do ano de 2014, Manual dos responsáveis e os depoimentos dos acadêmicos presentes nas autoavaliações realizadas ao concluir o PC no ano de 2014. Para aprofundar os depoimentos, utilizou-se a técnica de grupo focal com 10 estudantes. O referencial teórico pautou-se em Menezes (2011), Síveres (2011) e aporte de autores que se colocam em mesmo espectro de atenção para com a formação dos estudantes que se envolvem em ações sociais no ambiente universitário: Freire (1983, 2006), no bojo da concepção de universidade autônoma e transformadora; Gurgel (1986), Freire (1977), Nogueira (2005) e documentos do FORPROEX (1998, 2006, 2012), que apresentam a trajetória da extensão universitária no Brasil e suas concepções; Chizzotti (2000) e Abramowicz (1996), os quais permitem ampliar o escopo de interpretação dos dados presentes nos documentos e nas autoavaliações analisadas. As categorias foram criadas com base em Franco (2012). Gatti (2012) embasa a técnica de grupo focal utilizada na pesquisa. Como resultados, apresentam-se os impactos na formação dos sujeitos ao vivenciarem projetos sociais em sua Graduação, que, por sua vez, contribuem significativamente para a formação humana e solidária dos estudantes envolvidos. Acredita-se que a curricularização da extensão deva fazer parte da formação de todos os estudantes, independentemente de seu curso ou área de atuação. Constatou-se que a formação em valores humanos e sociais contribui significativamente na formação humana, social e profissional para o exercício da profissão de forma consciente e cidadã