Thesis (MPhil)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: Education and vocational training in South Africa are currently in the throes of various changes, especially with regard to the college sector. The process commenced after 1994's historic first democratic elections in South Africa. The rationale for these changes presently taking place regarding education and vocational training is the total transformation of this system inherited from the apartheid era. These changes will put South Africa in a position to prepare itself for the challenges of the twenty first century, especially in the context of globalisation. Subsequent to the apartheid era many more opportunities on international markets arose for the country than ever before. In this context of globalisation it is thus indispensable for the country to dispose of a well trained and skilled workforce. In this connection the need for training also becomes closely allied to the macro economic plan, GEAR, of the South African Government. For the purpose of this thesis the first and second phase of the changes in the education and vocational training system in South Africa were investigated. The first phase was the policy formulation that gave rise to the Act on Further Education and Training, Act 98 of 1998. This then provided the impetus behind the process of transformation in further education and training. The second phase is the implementation phase, currently being executed. In addition, the historical roots of the present changes in the relevant education sectors were discussed. Four strategic aims of the above changes in education and vocational training are highlighted: The South African Qualifications Authority is to take charge of quality control and standards in the new South African qualification system. The National Qualification Framework is to establish a structured qualification framework for the new Further Education and Training (FET) system. Learnerships, replacing apprenticeships, are being envisaged for the vocational and inservice training system. New ways of funding the FET system, with special reference to the sector education- and training authorities. Finally a description follows of the implementation of these on the national, provincial, and specifically the college level as FET institutional level. On the basis of research undertaken, various interim findings are elucidated concerning the implementation of the changes in the education and vocational training system. / AFRIKAANSE OPSOMMING: Onderwys en beroepsopleiding in Suid-Afrika ondergaan tans verskeie veranderinge, veral ten opsigte van die kollegesektor. Die proses het in 1994 begin nadat die eerste demokratiese verkiesing in Suid-Afrika plaasgevind het. Die rasionaal vir hierdie veranderinge wat tans in die onderwys en beroepsopleiding plaasvind, is om die stelsel wat uit die Apartheidsera oorgeërf is, in sy geheel te transformeer. Sodoende kan Suid Afrika hom voorberei op die uitdagings van die een-en-twintigste eeu, veral in die konteks van globalisering. Na die einde van die Apartheidsera het veel meer internasionale markte as in die verlede vir Suid-Afrika oopgegaan. Dus is dit noodsaaklik dat die land in die konteks van globalisering oor' n behoorlik geskoolde werksmag behoort te beskik. In hierdie verband sluit die noodsaak vir opleiding ook verder aan by die Suid-Afrikaanse regering se makro-ekonomiese plan, GEAR. Vir die doeleindes van hierdie proefskrif is ondersoek ingestel na die eerste- en tweede fase van veranderings in die onderwys- en beroepsopleidingstelsel in Suid-Afrika. Die eerste fase was die beleidsformulering, wat gelei het tot die Wet op Verdere Onderwys en Opleiding, Wet 98 van 1998. Dit was dan ook die dryfkrag agter die proses van transformasie in verdere onderwys en beroepsopleiding. Die tweede fase is die implementeringsfase wat tans aan die gang is. Daarbenewens is 'n historiese perspektief en die wortels van die huidige veranderinge in onderwys en beroepsopleiding bespreek. Aandag word geskenk aan vier strategiese doelwitte om die bovermelde verandering in onderwys en beroepsopleiding te bewerkstellig. -Die SA Kwalifikasie-owerheid om gehaltebeheer en standaarde in die nuwe Suid- Afrikaanse kwalifikasiestelsel te bewerkstellig; -Die Nasionale Kwalifikasieraamwerk om 'n gestruktureerde kwalifikasieraamwerk in die nuwe Verdere Onderwys en Opleidingstelsel (VOO) daar te stel. -Leerlingskappe, in plaas van vakleerlingskappe, wat vir beroeps- en indiensopleiding beoog word. -Nuwe wyses om die VOO-stelsel te befonds, met spesifieke verwysing na die Sektorale Onderwys- en Opleidingsowerhede. Laastens volg 'n beskrywing van die implementering daarvan op nasionale-, provinsiale- en spesifiek op die kollegesektor as VOO instellingsvlak. Op grond van die navorsing wat onderneem is, word verskeie tussentydse bevindinge rakende die implementering van veranderinge in die onderwys- en beroepsopleidingstelsel onder die loep geneem.

Submitted by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-17T17:10:48Z No. of bitstreams: 1 MONTEIRO_Waldirene Malagrine_2015.pdf: 254161185 bytes, checksum: a5ebc6351c903f0915ce8aadd97a5e51 (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-17T17:10:56Z (GMT) No. of bitstreams: 1 MONTEIRO_Waldirene Malagrine_2015.pdf: 254161185 bytes, checksum: a5ebc6351c903f0915ce8aadd97a5e51 (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-17T17:11:04Z (GMT) No. of bitstreams: 1 MONTEIRO_Waldirene Malagrine_2015.pdf: 254161185 bytes, checksum: a5ebc6351c903f0915ce8aadd97a5e51 (MD5) / Made available in DSpace on 2017-01-17T17:11:12Z (GMT). No. of bitstreams: 1 MONTEIRO_Waldirene Malagrine_2015.pdf: 254161185 bytes, checksum: a5ebc6351c903f0915ce8aadd97a5e51 (MD5) Previous issue date: 2015-02-25 / Não recebi financiamento / In the current research we analyze the personal and professional Constitution of literacy teachers, facing the relational hues during the course of life. In this sense, the research constitute of theoretical-methodological reflections, that seek to understand the professional constitution as subject-author in dialogue with two public school teachers from the city of Sorocaba, participating in the Research of Educational Practices in Mathematics Study Group, UFSCar- Sorocaba Campus, when considering a conflict and pleading educational space, centered on the problematization of teacher education. Stands, therefore, as a guiding question of this study, how does a teacher constitutes and develops professionally, the experiences of family relationship, initial schooling experiences, and relationships with teachers, people and spaces that were part of their lives in the formation process, especially the choice of teaching. This way, we tried to investigate the nature of the teaching profession, their knowledge, complexities that leverage discoveries about the subjectivities, experiences and professional trajectories, in a continuous and growing process of understanding the educational practice. Thus, the present research, committed to educational reality, particularly in the life stories of a Literacy Teacher, occurred by the information production of the (auto)Biographical narratives and Photo biographical, concerning the Constitution of personal and professional speakers from the research. In the process of data analysis, we organize the following theoretical contribution: Nóvoa (2010); Josso (2005); Souza (2013); Delory-Momberger (2006); Tardif (2003); among other authors that, on a qualitative approach, consider as granted the respect to the constituent elements of training and professional teaching, to seek alternatives for insertion of the teacher in the study center, in front of their singularities, subjectivities and the intensification of senses and meanings of experiences as results we present the fact that the Constitution of a tutor teaching establishes itself in the multi-referentiality, people, places and times, which cross the life and formation stories. / Na presente pesquisa buscamos analisar a constituição pessoal e profissional de professoras alfabetizadoras frente às matizes relacionais durante o decurso da vida. Nesse sentido, a pesquisa se constitui de reflexões teórico-metodológicas, que buscam compreender a constituição profissional como sujeito-autora em diálogo com duas professoras alfabetizadoras da rede pública de ensino de Sorocaba, que participam do grupo de estudos Grupo de Estudo e Pesquisas sobre Práticas Educativas em Matemática , UFSCar – Campus Sorocaba ao considerar um espaço de conflitos e debates educacionais, centrado na problematização da formação docente. Destaca-se, dessa forma, como questão norteadora deste estudo, como o professor alfabetizador se constitui e se desenvolve profissionalmente, frente às experiências da relação familiar, das experiências iniciais de escolarização, e das relações com os professores, pessoas e espaços que fizeram parte de suas vidas no processo de formação, sobretudo a escolha pela docência.Dessa forma, procurou-se investigar a natureza da profissão docente, seus saberes, complexidades que potencializam descobertas acerca das subjetividades, experiências e trajetórias profissionais, num contínuo e crescente processo de compreensão da prática educativa. Assim sendo, a presente investigação, comprometida com a realidade educacional, sobretudo nas Histórias de Vida do Professor Alfabetizador, se deu pela produção das informações das narrativas (auto)biográficas e fotobiográficas, concernentes a constituição pessoal e profissional das interlocutoras da pesquisa. No processo de análise dos dados, orientamo-nos pelo seguinte aporte teórico: Nóvoa (2010); Josso (2005); Souza (2013); Delory- Momberger (2006); Tardif (2003); entre outros autores que, numa abordagem qualitativa, consideram como pressuposto o respeito aos elementos constitutivos da formação e da profissionalidade docente, ao buscarem alternativas de inserção do professor no centro de estudo, diante de suas singularidades, subjetividades e da intensificação de sentidos e significados das experiências vividas.Como resultados apresentamos o fato de que a constituição da docência alfabetizadora se estabelece nas multirreferencialidades, de pessoas, lugares e tempos, os quais atravessam as histórias de vida e formação.

Esta pesquisa teve como objetivo apresentar norteadores da prática pedagógica que contribuem na formação do enfermeiro para a integralidade na saúde sob a perspectiva dialógica de Freire. Esse tema surgiu a partir de vivências como docente de um curso de graduação em enfermagem que demonstraram uma dicotomia da formação e da atuação profissional em relação às boas práticas em saúde. Tratou-se de uma pesquisa bibliográfica realizada a partir das publicações do Portal de Periódicos CAPES (2009-2016), considerando teses, dissertações e artigos que contemplam a temática proposta, bem como análise das Diretrizes Curriculares nacionais para a formação do enfermeiro. A análise de conteúdo de Bardin foi o caminho escolhido para interpretação dos dados, articulados com os pressupostos teóricos do dialogismo em Freire e da integralidade de Pinheiro e Mattos. Do processo de análise emergiram três categorias: a docência humanizadora como possibilitadora de um cuidado humanizado; a interdisciplinaridade como base para a integralidade do cuidado através de relações dialógicas constituídas pelo diálogo e pela escuta ativa; e o reconhecimento da multidimensionalidade do sujeito para o estabelecimento de uma relação dialógica desde a sua singularidade e subjetividade. Da articulação entre essas categorias, relacionando os conceitos do quadro teórico constituído, foram identificados cinco pressupostos pedagógicos para a formação do enfermeiro, respondendo assim a pergunta de pesquisa. Eles estão relacionados à necessidade do professor compreender e reconhecer os saberes dos educandos, permanecendo vinculado ao compromisso com o rigor metódico, ao uso da pesquisa para o processo de ensino e aprendizagem e à adaptação e reconhecimento da condição de inacabamento e condicionamento dos sujeitos. Apontam para uma formação orientada para o reconhecimento do homem como ser multidimensional e complexo e na produção de conhecimentos que derivem de espaços coletivos de ação-reflexão-ação, a partir da competência profissional do educador, de sua autoridade, humildade e capacidade de escuta. Os resultados da pesquisa ainda indicam a necessidade de o docente se comprometer com sua prática, levando em conta as demandas do cotidiano profissional do enfermeiro, para pensar nas situações de ensino aprendizagem, além de considerar o contexto de vida dos alunos. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2017-04-03T19:08:31Z No. of bitstreams: 1 Dissertacao Suzana Boeira.pdf: 1533473 bytes, checksum: dbaac0c67e15a7d9ebc4f41aac62babe (MD5) / Made available in DSpace on 2017-04-03T19:08:31Z (GMT). No. of bitstreams: 1 Dissertacao Suzana Boeira.pdf: 1533473 bytes, checksum: dbaac0c67e15a7d9ebc4f41aac62babe (MD5) Previous issue date: 2017-04-03 / This research had as objective to present guides of the pedagogical practice that contribute in the formation of the nurse for integrality in the health under the dialogical perspective of Freire. This theme arose from experiences as a teacher of a nursing undergraduate course that demonstrated a dichotomy of training and professional performance in relation to good health practices. This was a bibliographical research based on the publications of the Portal of Periodicals CAPES (2009-2016), considering theses, dissertations and articles that contemplate the proposed theme, as well as an analysis of the National Curricular Guidelines for the training of nurses. Bardin's content analysis was the chosen path for data interpretation, articulated with the theoretical presuppositions of dialogism in Freire and the integrality of Pinheiro and Mattos. From the analysis process, three categories emerged: humanizing teaching as a facilitator of humanized care; Interdisciplinarity as the basis for the integrality of care through dialogic relations constituted by dialogue and active listening; And the recognition of the multidimensionality of the subject for the establishment of a dialogical relationship from its singularity and subjectivity. From the articulation between these categories, relating the concepts of the theoretical framework constituted, five pedagogical presuppositions were identified for the formation of the nurse, thus answering the research question. They are related to the teacher's need to understand and recognize the learners' knowledge, remaining linked to the commitment to methodical rigor, to the use of research for the teaching and learning process, and to the adaptation and recognition of the condition of unfinished and conditioned subjects. They point to a formation oriented towards the recognition of man as a multidimensional and complex being and the production of knowledge derived from collective spaces of action-reflection-action, based on the educator's professional competence, his authority, humility and listening ability. The results of the research still indicate the need for the teacher to commit to their practice, taking into account the demands of the daily professional of the nurse, to think about the situations of teaching learning, and to consider the context of the students life.

Thesis (MTech (Human Resource Management))--Cape Peninsula University of Technology, 2011 / As global and national markets become more competitive, businesses are forced to become more adaptable and the public service is by no means exempt from this phenomenon. Owing to a dynamic and ever-changing work environment, it is necessary for public servant employees to continuously update their knowledge and skills. However, in most organisations, the impact of training and development programmes are undermined. The value placed on increasing knowledge and skills is limited to attending a training programme. As a result, the newly acquired information and competencies are very seldom transferred from the classroom to the workplace and without a definite increase in performance and in service delivery; the contribution of actual learning is questionable. This research study therefore uses the Integrated Integrated Human Resource Administration and Persal (IHRAP) Programme (presented by the Western Cape Provincial Training Institute) to gauge the importance of post training evaluation and the benefits that can be derived from it, both for the department and the employee. In addition, the study evaluates whether the participants of the training programme are able to apply concepts and techniques learned in the classroom. It focuses specifically on human resource employees employed within the Provincial Government of the Western Cape, who is responsible for performing a number of different human resource functions. A survey was conducted amongst the participants of the IHRAP programme using a research questionnaire. After the results of the survey were collected and analysed, the researcher was able to determine where there were gaps in the post training evaluation process. Several recommendations are made to bridge these gaps and in doing so, enable the training programme to have a greater impact on the participants and in the workplace. In addition to evaluating the IHRAP programme, the need for continuous improvement in skills will always be essential, but departments must create the opportunities for participants to exercise these acquired skills effectively.

Dissertation submitted in partial fulfilment of the requirements for the degree Master of Technology Human Resource Management in the Faculty of Business at the Cape Peninsula University of Technology / It is acknowledged that the South African Department of Education has accomplished some of its goals in changing the Further Education and Training (FET) sector through transformation initiatives such as mergers of colleges of education within a short period. The FET sector has made great strides in enhancing equity, redress of resource allocation and providing high quality education for all South Africans and enhancing access to Further Education and Training. However, the problem of staff retention and attraction still remains a setback. There is a growing concern in South Africa that the FET sector is losing or unable to retain its staff, with specific reference to academic and support staff. This problem is exacerbated by the growing number of learner enrolments within in the sector. This study investigated the factors affecting retention of staff within one specific FET college in Cape Town, South Africa. Due to the position taken by the said college on confidentiality and anonymity, the institution will be referred to as "College X". The objective was to assess the extent to which these factors influenced the decision to stay or leave College X. Linked to the objective was to come up with recommendations of how College X can build staff capacity and develop more innovative ways of attracting valuable talent and become an employer of choice. In order to assess the factors affecting retention in College X, the study used a blend of qualitative and quantitative research approach including the literature review. The survey questionnaires were used to collect data. In addition to the survey, the study also used focus group discussions. The study found that career development, remuneration and benefits, as well as performance management, were key in the retention of staff and this was congruent with the objectives of the study. However, the issue of culture, location, environment and leadership style varied across the college community but these were not deemed to be significant in the study. The study will confirm the important role that the factors affecting retention of talent plays in motivating employees to stay or quit College X. This study can be extended and repeated in a similar public FET college environment. Other possible areas for research include discovering from the entire FET sector what the factors are affecting the motivation of staff to stay or leave the sector. The study will also highlight the career development, remuneration and performance management which are critical factors to address if College X is to retain its staff and become competitive in the FET sector.

Esta pesquisa se propôs estudar a Política Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos, que se autodenomina inclusiva, sob a perspectiva das alunas egressas em 2013 do Curso Técnico em Pesca ProEJA a Distância. Este foi um dos programas dos governos de Luiz Inácio Lula da Silva (2003 – 2010) e Dilma Rousseff (2010 – 2014). Estabelecemos como parâmetro as perspectivas percebidas por elas tanto em suas vidas pessoais, como nas comunidades em que vivem após a conclusão do curso. A análise pondera os conceitos de inclusão a partir da percepção dos sujeitos em diálogo com a proposta da própria política e com a teoria. O problema de pesquisa encontra-se dentro da complexidade do real com as possíveis contradições, a partir da oferta de formação com perspectiva de inclusão para a demanda de sujeitos adultos e trabalhadores tradicionais e artesanais. Temos como hipótese que mesmo com a questão específica da crise estrutural do trabalho é possível perceber que estamos diante de uma situação histórica e que as políticas afirmativas de inclusão, podem possibilitar, na percepção das egressas, mecanismos de empoderamento social, mesmo nas formas precárias de trabalho alavancado suas participações políticas na e para a sua comunidade. A pesquisa é desenvolvida na perspectiva do materialismo histórico e usa como metodologia o paradigma interpretativo com o olhar na contradição. Produziu-se como material empírico: entrevistas com egressas das cinco regiões do país; registros fotográficos das comunidades; levantamento e análise de documentos referentes ao curso. Os principais teóricos que acompanham nossa pesquisa são MARX, ENGELS, CHEPTULIN, GRAMSCI e FREIRE. A tese está estruturada em quatro seções. O Capítulo 1, “Carta de navegação: nossos métodos” traz a forma pela qual se desenvolveu a pesquisa, apresenta os sujeitos pesquisados, bem como uma perspectiva estrutural de suas comunidades e regiões, dialogando com as falas das entrevistas, e/ou com os registros imagéticos feitos pela pesquisadora. No Capítulo 2, “Embarcações: o curso” apresenta-se o curso Técnico em Pesca: sua estrutura, dimensão e proposta curricular, associada também a uma análise crítica. No terceiro capítulo, “Coordenadas: caminhos traçados” apresentam-se o escopo teórico de categorias importantes, que perpassam esta tese, sendo elas: o entendimento de Sujeito, Trabalho, Cultura e Ciência/Tecnologia. No quarto Capítulo dialogamos com alguns autores que versam sobre o conceito de inclusão e educação no recorte do ProEJA, em diálogo com as entrevistas e os documentos analisados. No último capítulo apresentamos nossas perspectivas e a tese que defendemos a guisa de conclusão. Nossa hipótese se confirma parcialmente, uma vez que as entrevistadas se entendem incluídas com base nos parâmetros da categoria inclusão prescrita no Documento Base. Porém, apresentamos o contraditório, pois o mesmo documento e os demais analisados tem como meta a formação humana integral e nessa dimensão a “inclusão” é parcial. / This research is a study of National Integration of Professional Education Policy with the Basic Education in the young and adults learners field, which calls itself an inclusive group of female students who studied in 2013 the blended learning Fishing Technician Course of ProEJA Highschool. This program was one of Luis Inácio Lula da Silva (2003 – 2010) and DilmaRousseff’s (2010 – 2014) government programs. It was established a parameter within their own lives perceptions as well as their communities after they have finished their course. The analyses ponder the concepts of inclusiveness from the subject perceptions discussing with the policy proposal and its theory. The research’s problem is inside of the real complexity with the possible contradictions, whichoccurs along with the course with the perspective of inclusiveness for traditional, crafter and worker adults.The hypotheses is that besidesof the work structural crises, it is possible to notice that there is an affirmative inclusiveness policy in a historic situation. According to the female students’ perceptions there are social power mechanisms, such as, their participation policy in their community.The research is developed in a real historiccontext and it uses the interpretation paradigm as its methodology with an eye in the contradiction. The research contains: interviews with fisherwomen from the five regions of the country; the community photographs; data and analyses of theFishing Technician Coursedocuments. Thefollowing authorsarecited: MARX, ENGELS, CHEPTULIN, GRAMSCI and FREIRE.The theses is structured in four sections. Chapter 1, “Navegational Chart: Our Methods” it is about the way which the research was developed, showing who were interviewed, as well as a structure perspective of their communities and regions, discussing with their talks in their interviews, and/or with the photographs taken by the researcher. Chapter 2, “Embarcation: The Course” it is about the Fishing Technician Course: its structure, dimension and curricular proposal, which includes a critical analysis. Chapter 3, “Coordinates: Paths Taken” it is about the theory which describes this thesis which are: the Subject, Work, Culture and Science/Technology’s understanding. Chapter 4, it is about a discussion of some authors who say about the concept of inclusiveness and education in the ProEJAprogram among the interviews taken and the analyzed documents. The last chapter is about the perspectives and the thesis itself, which is showed in the conclusion. To sum up, the hypothesis is partial confirmed because of the fisherwomen’s understanding of the inclusiveness concept by their conclusion of theirFishing Technician Course according to the Documento Base. Therefore, it is showed the opposite, because the same Documento Base and the other documents analyzed have as a goal the integral human formation and according to fisherwomen’s “inclusiveness” conception it is partial.

O presente trabalho tem por objetivo analisar como os egressos das faculdades de administração da região sudoeste do Paraná estão sendo preparados nas suas Instituições de Ensino Superior (IES) para inovar nos ambientes em que atuam profissionalmente. A primeira etapa do estudo buscou identificar, a partir de um levantamento teórico, quais características são importantes para que um indivíduo desenvolva o comportamento inovador. A investigação culminou em quatro aspectos: competência social, competência na solução de problemas, competência técnico-profissional e competência de comunicação. Além disso, muitas referências abordam a importância das condições adequadas na empresa para o fomento de inovação. Dessa forma, se realizou um estudo quantitativo com 160 administradores que avaliaram a contribuição da formação superior para o desenvolvimento de um comportamento inovador e também o ambiente organizacional ao qual estão inseridos. As análises realizadas com os dados obtidos garantiram ao pesquisador a validação do modelo que permite identificar quais comportamentos os egressos julgam ser mais importantes para desenvolver práticas inovadoras nos seus espaços de atuação. Outra relevante informação evidenciada é a participação das organizações no processo de inovação com a promoção de um ambiente onde possam ser geradas boas ideias. Como resultado do trabalho se consolidou o modelo que pode servir de base para IES que queiram melhorar a sinergia das competências trabalhadas para o desenvolvimento de um comportamento inovador com as reais necessidades das organizações que as cercam. / The present work aims to analyze how the graduates of Administration Schools of the Southwest of Paraná are being prepared into their Higher Education Institutions (HEIs) to innovate in the environments in which they operate professionally. The first part of the study was to identify from a theoretical survey what features are important for an individual to develop innovative behavior. The investigation resulted in four aspects: social competence, problem solving competence, professional technical competence and communication competence. Furthermore, many references address the importance of suitable conditions in the company in order to promote innovation. That way, a quantitative study of 160 administrators was conducted in which they evaluated the higher education contribution to the development of an innovative behavior, as well as the organizational environment in which they perform. The analyses that were carried out with the data obtained ensured the researcher to validate the model that identifies which behaviors the graduates believe are the most important to develop innovative practices in their areas of expertise. Another relevant evidenced piece of information is the participation of organizations in the innovation process with the promotion of an environment where good ideas can be produced. As a result it was developed the model that might serve as a basis for HEIs that want to improve the synergy of the competences to the development of an innovative behavior with the real needs of organizations that surround them.

Esta pesquisa se propôs estudar a Política Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos, que se autodenomina inclusiva, sob a perspectiva das alunas egressas em 2013 do Curso Técnico em Pesca ProEJA a Distância. Este foi um dos programas dos governos de Luiz Inácio Lula da Silva (2003 – 2010) e Dilma Rousseff (2010 – 2014). Estabelecemos como parâmetro as perspectivas percebidas por elas tanto em suas vidas pessoais, como nas comunidades em que vivem após a conclusão do curso. A análise pondera os conceitos de inclusão a partir da percepção dos sujeitos em diálogo com a proposta da própria política e com a teoria. O problema de pesquisa encontra-se dentro da complexidade do real com as possíveis contradições, a partir da oferta de formação com perspectiva de inclusão para a demanda de sujeitos adultos e trabalhadores tradicionais e artesanais. Temos como hipótese que mesmo com a questão específica da crise estrutural do trabalho é possível perceber que estamos diante de uma situação histórica e que as políticas afirmativas de inclusão, podem possibilitar, na percepção das egressas, mecanismos de empoderamento social, mesmo nas formas precárias de trabalho alavancado suas participações políticas na e para a sua comunidade. A pesquisa é desenvolvida na perspectiva do materialismo histórico e usa como metodologia o paradigma interpretativo com o olhar na contradição. Produziu-se como material empírico: entrevistas com egressas das cinco regiões do país; registros fotográficos das comunidades; levantamento e análise de documentos referentes ao curso. Os principais teóricos que acompanham nossa pesquisa são MARX, ENGELS, CHEPTULIN, GRAMSCI e FREIRE. A tese está estruturada em quatro seções. O Capítulo 1, “Carta de navegação: nossos métodos” traz a forma pela qual se desenvolveu a pesquisa, apresenta os sujeitos pesquisados, bem como uma perspectiva estrutural de suas comunidades e regiões, dialogando com as falas das entrevistas, e/ou com os registros imagéticos feitos pela pesquisadora. No Capítulo 2, “Embarcações: o curso” apresenta-se o curso Técnico em Pesca: sua estrutura, dimensão e proposta curricular, associada também a uma análise crítica. No terceiro capítulo, “Coordenadas: caminhos traçados” apresentam-se o escopo teórico de categorias importantes, que perpassam esta tese, sendo elas: o entendimento de Sujeito, Trabalho, Cultura e Ciência/Tecnologia. No quarto Capítulo dialogamos com alguns autores que versam sobre o conceito de inclusão e educação no recorte do ProEJA, em diálogo com as entrevistas e os documentos analisados. No último capítulo apresentamos nossas perspectivas e a tese que defendemos a guisa de conclusão. Nossa hipótese se confirma parcialmente, uma vez que as entrevistadas se entendem incluídas com base nos parâmetros da categoria inclusão prescrita no Documento Base. Porém, apresentamos o contraditório, pois o mesmo documento e os demais analisados tem como meta a formação humana integral e nessa dimensão a “inclusão” é parcial. / This research is a study of National Integration of Professional Education Policy with the Basic Education in the young and adults learners field, which calls itself an inclusive group of female students who studied in 2013 the blended learning Fishing Technician Course of ProEJA Highschool. This program was one of Luis Inácio Lula da Silva (2003 – 2010) and DilmaRousseff’s (2010 – 2014) government programs. It was established a parameter within their own lives perceptions as well as their communities after they have finished their course. The analyses ponder the concepts of inclusiveness from the subject perceptions discussing with the policy proposal and its theory. The research’s problem is inside of the real complexity with the possible contradictions, whichoccurs along with the course with the perspective of inclusiveness for traditional, crafter and worker adults.The hypotheses is that besidesof the work structural crises, it is possible to notice that there is an affirmative inclusiveness policy in a historic situation. According to the female students’ perceptions there are social power mechanisms, such as, their participation policy in their community.The research is developed in a real historiccontext and it uses the interpretation paradigm as its methodology with an eye in the contradiction. The research contains: interviews with fisherwomen from the five regions of the country; the community photographs; data and analyses of theFishing Technician Coursedocuments. Thefollowing authorsarecited: MARX, ENGELS, CHEPTULIN, GRAMSCI and FREIRE.The theses is structured in four sections. Chapter 1, “Navegational Chart: Our Methods” it is about the way which the research was developed, showing who were interviewed, as well as a structure perspective of their communities and regions, discussing with their talks in their interviews, and/or with the photographs taken by the researcher. Chapter 2, “Embarcation: The Course” it is about the Fishing Technician Course: its structure, dimension and curricular proposal, which includes a critical analysis. Chapter 3, “Coordinates: Paths Taken” it is about the theory which describes this thesis which are: the Subject, Work, Culture and Science/Technology’s understanding. Chapter 4, it is about a discussion of some authors who say about the concept of inclusiveness and education in the ProEJAprogram among the interviews taken and the analyzed documents. The last chapter is about the perspectives and the thesis itself, which is showed in the conclusion. To sum up, the hypothesis is partial confirmed because of the fisherwomen’s understanding of the inclusiveness concept by their conclusion of theirFishing Technician Course according to the Documento Base. Therefore, it is showed the opposite, because the same Documento Base and the other documents analyzed have as a goal the integral human formation and according to fisherwomen’s “inclusiveness” conception it is partial.

O presente trabalho tem por objetivo analisar como os egressos das faculdades de administração da região sudoeste do Paraná estão sendo preparados nas suas Instituições de Ensino Superior (IES) para inovar nos ambientes em que atuam profissionalmente. A primeira etapa do estudo buscou identificar, a partir de um levantamento teórico, quais características são importantes para que um indivíduo desenvolva o comportamento inovador. A investigação culminou em quatro aspectos: competência social, competência na solução de problemas, competência técnico-profissional e competência de comunicação. Além disso, muitas referências abordam a importância das condições adequadas na empresa para o fomento de inovação. Dessa forma, se realizou um estudo quantitativo com 160 administradores que avaliaram a contribuição da formação superior para o desenvolvimento de um comportamento inovador e também o ambiente organizacional ao qual estão inseridos. As análises realizadas com os dados obtidos garantiram ao pesquisador a validação do modelo que permite identificar quais comportamentos os egressos julgam ser mais importantes para desenvolver práticas inovadoras nos seus espaços de atuação. Outra relevante informação evidenciada é a participação das organizações no processo de inovação com a promoção de um ambiente onde possam ser geradas boas ideias. Como resultado do trabalho se consolidou o modelo que pode servir de base para IES que queiram melhorar a sinergia das competências trabalhadas para o desenvolvimento de um comportamento inovador com as reais necessidades das organizações que as cercam. / The present work aims to analyze how the graduates of Administration Schools of the Southwest of Paraná are being prepared into their Higher Education Institutions (HEIs) to innovate in the environments in which they operate professionally. The first part of the study was to identify from a theoretical survey what features are important for an individual to develop innovative behavior. The investigation resulted in four aspects: social competence, problem solving competence, professional technical competence and communication competence. Furthermore, many references address the importance of suitable conditions in the company in order to promote innovation. That way, a quantitative study of 160 administrators was conducted in which they evaluated the higher education contribution to the development of an innovative behavior, as well as the organizational environment in which they perform. The analyses that were carried out with the data obtained ensured the researcher to validate the model that identifies which behaviors the graduates believe are the most important to develop innovative practices in their areas of expertise. Another relevant evidenced piece of information is the participation of organizations in the innovation process with the promotion of an environment where good ideas can be produced. As a result it was developed the model that might serve as a basis for HEIs that want to improve the synergy of the competences to the development of an innovative behavior with the real needs of organizations that surround them.

Esta pesquisa teve como objetivo apresentar norteadores da prática pedagógica que contribuem na formação do enfermeiro para a integralidade na saúde sob a perspectiva dialógica de Freire. Esse tema surgiu a partir de vivências como docente de um curso de graduação em enfermagem que demonstraram uma dicotomia da formação e da atuação profissional em relação às boas práticas em saúde. Tratou-se de uma pesquisa bibliográfica realizada a partir das publicações do Portal de Periódicos CAPES (2009-2016), considerando teses, dissertações e artigos que contemplam a temática proposta, bem como análise das Diretrizes Curriculares nacionais para a formação do enfermeiro. A análise de conteúdo de Bardin foi o caminho escolhido para interpretação dos dados, articulados com os pressupostos teóricos do dialogismo em Freire e da integralidade de Pinheiro e Mattos. Do processo de análise emergiram três categorias: a docência humanizadora como possibilitadora de um cuidado humanizado; a interdisciplinaridade como base para a integralidade do cuidado através de relações dialógicas constituídas pelo diálogo e pela escuta ativa; e o reconhecimento da multidimensionalidade do sujeito para o estabelecimento de uma relação dialógica desde a sua singularidade e subjetividade. Da articulação entre essas categorias, relacionando os conceitos do quadro teórico constituído, foram identificados cinco pressupostos pedagógicos para a formação do enfermeiro, respondendo assim a pergunta de pesquisa. Eles estão relacionados à necessidade do professor compreender e reconhecer os saberes dos educandos, permanecendo vinculado ao compromisso com o rigor metódico, ao uso da pesquisa para o processo de ensino e aprendizagem e à adaptação e reconhecimento da condição de inacabamento e condicionamento dos sujeitos. Apontam para uma formação orientada para o reconhecimento do homem como ser multidimensional e complexo e na produção de conhecimentos que derivem de espaços coletivos de ação-reflexão-ação, a partir da competência profissional do educador, de sua autoridade, humildade e capacidade de escuta. Os resultados da pesquisa ainda indicam a necessidade de o docente se comprometer com sua prática, levando em conta as demandas do cotidiano profissional do enfermeiro, para pensar nas situações de ensino aprendizagem, além de considerar o contexto de vida dos alunos. / This research had as objective to present guides of the pedagogical practice that contribute in the formation of the nurse for integrality in the health under the dialogical perspective of Freire. This theme arose from experiences as a teacher of a nursing undergraduate course that demonstrated a dichotomy of training and professional performance in relation to good health practices. This was a bibliographical research based on the publications of the Portal of Periodicals CAPES (2009-2016), considering theses, dissertations and articles that contemplate the proposed theme, as well as an analysis of the National Curricular Guidelines for the training of nurses. Bardin's content analysis was the chosen path for data interpretation, articulated with the theoretical presuppositions of dialogism in Freire and the integrality of Pinheiro and Mattos. From the analysis process, three categories emerged: humanizing teaching as a facilitator of humanized care; Interdisciplinarity as the basis for the integrality of care through dialogic relations constituted by dialogue and active listening; And the recognition of the multidimensionality of the subject for the establishment of a dialogical relationship from its singularity and subjectivity. From the articulation between these categories, relating the concepts of the theoretical framework constituted, five pedagogical presuppositions were identified for the formation of the nurse, thus answering the research question. They are related to the teacher's need to understand and recognize the learners' knowledge, remaining linked to the commitment to methodical rigor, to the use of research for the teaching and learning process, and to the adaptation and recognition of the condition of unfinished and conditioned subjects. They point to a formation oriented towards the recognition of man as a multidimensional and complex being and the production of knowledge derived from collective spaces of action-reflection-action, based on the educator's professional competence, his authority, humility and listening ability. The results of the research still indicate the need for the teacher to commit to their practice, taking into account the demands of the daily professional of the nurse, to think about the situations of teaching learning, and to consider the context of the students life.