Submitted by Alexandre Lordêllo (alexandre_lordello@yahoo.com.br) on 2016-08-10T20:58:38Z No. of bitstreams: 1 Dissertação Alexandre Lordêllo.pdf: 16396195 bytes, checksum: 5eaeacfb721a39721e7333a0630552c9 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2016-08-11T17:01:50Z (GMT) No. of bitstreams: 1 Dissertação Alexandre Lordêllo.pdf: 16396195 bytes, checksum: 5eaeacfb721a39721e7333a0630552c9 (MD5) / Made available in DSpace on 2016-08-11T17:01:50Z (GMT). No. of bitstreams: 1 Dissertação Alexandre Lordêllo.pdf: 16396195 bytes, checksum: 5eaeacfb721a39721e7333a0630552c9 (MD5) / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A dissertação tem como objeto de estudo o trato pedagógico com o conhecimento contemporâneo da Cultura Corporal denominado Parkour (abreviado como Pk), na formação de professores no currículo do Curso de Licenciatura em Educação Física, de Caráter Ampliado, em andamento na FACED – UFBA, enquanto possibilidade de ampliação e contribuição para o Eixo Conteúdos Específicos. Tendo como objetivo, avaliar possibilidades do trato pedagógico com o conhecimento do Parkour, enquanto elemento contemporâneo da Cultura Corporal. O referencial teórico-metodológico que fundamenta esta pesquisa é a concepção Materialista e Dialética da História. Utilizamos como procedimento de pesquisa: (a) revisão bibliográfica, (b) pesquisa de campo (educação básica e ensino superior). A pesquisa bibliográfica buscou material para estudos em diversas fontes: artigos, monografias, dissertações, teses, livros, banco de dados e documentos. A pesquisa de campo se desenvolveu em três disciplinas do curso de Educação Física da UFBA, com experiências práticas a partir do trato pedagógico com o conhecimento do Parkour. A partir da revisão bibliográfica, podemos concluir que: (a) é preciso ampliar as produções científicas acerca do Parkour, a fim de alavancar o debate; (b) ampliar os tipos das produções para além de artigos, sendo objeto de estudos tratados em monografias, dissertações e teses; (c) ampliar as produções acerca do trato pedagógico com o conhecimento do Parkour; (d) que estas produções superem as conceituações idealistas de Parkour - que são hegemônicas até o momento - na perspectiva de elaborar explicações para além da aparência, embasadas na concepção materialista e dialética da história. A partir das experiências com o trato do Parkour na Formação de professores da UFBA, reconhecemos regularidades no que se refere a necessidade de elaboração, enquanto possibilidade de organização pedagógica, de uma primeira aproximação na sistematização dos conhecimentos acerca do Parkour a partir dos ciclos de ensino. As hipóteses que levantamos: (1) é de que a relação de produção e a ideologia da classe dominante, são determinantes nas produções científicas e no trato pedagógico com o conhecimento do Parkour e; (2) existe possibilidade de trato pedagógico com o conhecimento do Parkour, que seja comprometida com os interesses da classe trabalhadora, a saber, o acesso ao conhecimento sistematizado que permita a apropriação da cultura humana e com isto a elevação do padrão cultural se confirmaram. Concluímos que, a ideologia da classe dominante se reflete diretamente nas produções acerca do Parkour e suas propostas metodológicas de ensino. No entanto, ao se confrontarem, no real concreto, com as condições objetivas da existência humana, explicitam-se as contradições e os interesses de classes antagônicas, próprios de uma sociedade capitalista e, a partir do trabalho pedagógico, em espaços formativos, existem possibilidade de essência, de apropriação, pela transmissão e assimilação deste conhecimento. Novos conhecimentos socialmente produzidos, historicamente acumulados e socializados, pedagogicamente ensinados permitem entender e agir, considerando as determinações históricas e, as condições objetivas e subjetivas, em um movimento que, ao longo da historia poderá ser capaz de superar essas contradições, orientadas para um processo de transição ao Modo de Produção Socialista. / Abstract This dissertation chose as the object of study pedagogical approach with the contemporary knowledge of the called Parkour Body Culture (abbreviated as Pk) in teacher training in the Expanded Character curriculum underway in FACED - UFBA, while the possibility of expansion and contribution to the Axis Specific content. The study aims to evaluate possibilities of the pedagogical approach with knowledge of Parkour as contemporary element of Body Culture, the Expanded character Degree curriculum Physical Education teachers UFBA and its contribution to the Axis Specific Content. The theoretical framework that justified this research is to design and Materialist Dialectics of history. We used as research procedure: (a) literature review, (b) field research (basic and higher education). The literature sought material for studies in various sources: articles, monographs, dissertations, theses, books, database and documents. The field research was developed in three disciplines of the course of Physical Education of UFBA with practical experiences based on pedagogical approach with knowledge of Parkour. From the literature review, we conclude that it is necessary to: (a) expand the scientific production about Parkour in order to leverage the debate; (B) expand the types of productions in addition to articles, the object of study treated in monographs, dissertations and theses; (C) expand the productions about the pedagogical approach with knowledge of Parkour; (D) that these productions exceed Parkour idealistic concepts - that are hegemonic to date - with a view to elaborate explanations beyond appearance, supported on historical dialectic materialism. From experience with parkour tract in the UFBA teacher training, regularities recognized as regards the need to prepare, as a possibility of pedagogical organization in a first approximation in the systematization of knowledge about Parkour, based on cycles teaching. the hypotheses were confirmed we raise for research, namely: (1) the relation of production and the ideology of the ruling class are determining the scientific production and pedagogical approach with knowledge of Parkour; (2) there is a possibility of pedagogical approach with knowledge of Parkour, which is committed to the interests of the working class. This leads us to conclude that the ideology of the ruling class is reflected directly in the production about Parkour and its methodological proposals for education. However, faced from the contradictions of class interests, own a capitalist society, based on historical determinations and the objective and subjective conditions, there is essentially possibilities of a movement capable of overcoming these contradictions, oriented to a process of transition to the socialist project.

In this Master Thesis, I inquire into pedagogical approach towards a child with ADHD syndrome. I focus on one specific child that I previously worked with. I consider this personal experience as valuable and uncommon. That is reason I would like to express the gravity of pedagogical approach towards an ADHD child. The research problem originates from my own practice and a direct confrontation with the child. In the theoretical part, I deal with the problematics of ADHD syndrome. I focus on the causes of development and effects of the syndrome on the life of the child. I also focus on establishing a diagnosis of ADHD, and on its treatment. I dedicate one chapter on rearing and methods of rearing according to Zdenek Matejcka, a child psychologist. I describe inclusive education in relation to ADHD pupils, based on the current state of Czech school system. The practical part is dedicated to the research of my work. I specify my research design and method. I apply methods of observation, interviews, and describe their results. Moreover, I deal with the results of interviews with pedagogical assistants and with pedagogues that worked or still work with the ADHD pupil. Results of the observations and other methods of data collection that I name in the methodology part form a basis of the research problem of this work.

Submitted by Luis Ricardo Andrade da Silva (lrasilva@uefs.br) on 2016-01-21T22:56:27Z No. of bitstreams: 1 disserta??o Gersivania Silva.pdf: 1371283 bytes, checksum: 4fc3021758530606123f13d696aeceac (MD5) / Made available in DSpace on 2016-01-21T22:56:27Z (GMT). No. of bitstreams: 1 disserta??o Gersivania Silva.pdf: 1371283 bytes, checksum: 4fc3021758530606123f13d696aeceac (MD5) Previous issue date: 2015-10-28 / This study aims to contribute to discussions in the field of training of general teachers and of school physical education teachers. We know that to meet the emerging need for qualified teachers to work in basic education schools in Brazil , they are designed and implemented public policies for teacher training . Among these policies is the National Teacher Training Plan ( PARFOR ) which aims to offer emergency courses of undergraduate or special programs for practicing teachers for at least three years in basic education public network as provided in Article 11, item III of Decree No. 6755 of January 29, 2009 . In this work we care to study the PARFOR Bachelor's Degree in Physical Education from the State University of Feira de Santana in order to understand how to express teacher education in this context. For this we use contributions of historical and dialectical materialism. Saviani (2004 ) states that man's reflection on the reality of the problems should be: radical , accurate and set. These characteristics relate to all categories, contradiction and mediation of the methodological option of this work. This research is also characterized as critical, descriptive and according to Trivi?os (2009 ) : case study and documentary research . All sources of information presented in this material as laws aimed at education, school processes and conditions (PARFOR-EF-UEFS), make up this work in order to be to the triangulation technique in data collection Trivi?os (2009). We analyzed the data based on Bardin (2009), by means of Content Analysis. The inferential interpretation of the results was mediated by prior research on pedagogical approaches to physical education (Darido, 2003), teacher training conceptions (Saviani, 2009; FACCI, 2004) and method on historical dialectic materialism (Saviani, 2004; cattle , 2014). All this methodological course made us understand that the PPP-EF-PARFOR-UEFS unexpressed theoretical and methodological unity and to work with pedagogical approaches of physical education, which undermines the political role of educator of basic education function. Therefore, one way of establishing the political role of education is teacher training set in a world of design, vision of man and society project involving a historical-critical positioning of utilitarian education whose main goal acquisition of hand- labor to the market. / O presente estudo visa contribuir com as discuss?es no campo da forma??o de professores de educa??o f?sica escolar. Para atender ? necessidade de professores qualificados para atuar nas escolas de educa??o b?sica do Brasil, s?o elaboradas e implementadas pol?ticas p?blicas de forma??o de professores, dentre essas pol?ticas est? o Plano Nacional de Forma??o de Professores (PARFOR), que tem por objetivo ofertar cursos emergenciais de licenciaturas ou programas especiais dirigidos aos docentes em exerc?cio h? pelo menos tr?s anos na rede p?blica de educa??o b?sica, conforme consta no artigo 11, inciso III do Decreto n? 6.755, de 29 de janeiro de 2009. Nesse trabalho nos preocupamos em estudar o curso PARFOR de Licenciatura em Educa??o F?sica da Universidade Estadual de Feira de Santana a fim de compreender como se expressa a forma??o do professor nesse contexto. Para tanto, utilizamos aportes do materialismo hist?rico-dial?tico. Saviani (2004) afirma que a reflex?o do homem sobre os problemas da realidade deve ser radical, rigorosa e de conjunto. Essas caracter?sticas se relacionam ?s categorias totalidade, contradi??o e media??o da op??o metodol?gica desse trabalho. Essa pesquisa ? tamb?m caracterizada como cr?tica, descritiva e de acordo com Trivi?os (2009) um estudo de caso de natureza documental. Todas as fontes de informa??es apresentadas nesse material como leis, processos e condi??es escolares (PARFOR-EF-UEFS), comp?em esse trabalho no intuito de consistir na T?cnica da Triangula??o (TRIVI?OS, 2009). Analisamos os dados fundamentados em Bardin (2009), por meio da An?lise de Conte?do. A interpreta??o inferencial dos resultados foi mediada pela pesquisa pr?via sobre as abordagens pedag?gicas da educa??o f?sica escolar (DARIDO, 2003), concep??es de forma??o de professores (SAVIANI, 2009; FACCI, 2004) e m?todo no materialismo hist?rico dial?tico (SAVIANI, 2004; R?SES, 2014). Todo esse percurso metodol?gico nos fez compreender que o PPP-EF-PARFOR-UEFS n?o expressa unidade te?rico-metodol?gica quanto ao trabalho com as abordagens pedag?gicas da educa??o f?sica, o que compromete o papel pol?tico da fun??o de educador da educa??o b?sica.

Made available in DSpace on 2017-07-10T18:33:36Z (GMT). No. of bitstreams: 1 Afonso Kimura Kodama.pdf: 2301936 bytes, checksum: 5a58529f00c13d4dd42849d51beeeee6 (MD5) Previous issue date: 2016-09-05 / This study analyzed the graduates of the courses offered by the Regional Training Program for Local Economic Development with Social Inclusion in the Western region of Parana state (ConectaDEL-Brasil program). It was sought to identify how the graduates put into practice the knowledge which is assimilated during the courses and how that knowledge promotes territorial development. In order to reach the proposed objective, the exploratory and descriptive method was used to better understand the processes of formation of local actors and the implications in the territory. As a data collection instrument, structured questionnaires were handed to the graduates of the courses, interviews were conducted with the coordination of the ConectaDEL-Brasil Program and documents related to the execution of the Program were consulted. Data analysis was based on the territorial development approach and the pedagogical approach to territorial development. The results showed that the training processes helped the local actors assimilate the knowledge and strategies necessary to develop actions which promote the development of the territories in which they operate. The main practices of the graduates are the transfer of knowledge to their own network of actors, active participation in the creation of development councils, the articulation of partnerships for the implementation of projects of interest in the territory, the most effective action in the territorial governances which are established in the West and Southwest regions of Parana state and the elaboration fundraising projects. Moreover, it was found that the activities of the ConectaDEL-Brasil Program allowed the participants to establish new contacts and joint work in territorial development projects. On the other hand, the results exposed the lack of planning of the ConectaDEL-Brasil Program in carrying out activities or follow-up of the graduates so that they continue practicing actions that develop the territory. / Essa pesquisa analisou os egressos dos cursos ofertados pelo Programa Regional de Formação para o Desenvolvimento Econômico Local com Inclusão Social no Oeste do Paraná (Programa ConectaDEL-Brasil). Buscou-se identificar como os egressos estão colocando em prática os conhecimentos assimilados durante os cursos e como estes conhecimentos estão promovendo o desenvolvimento territorial. Para alcançar o objetivo proposto, utilizou-se do método exploratório e descritivo para compreender melhor os processos de formação dos atores locais e suas implicações no território. Como instrumento de coleta de dados foram aplicados questionários estruturados juntos aos egressos dos cursos, realizadas entrevistas com a coordenação do Programa ConectaDEL-Brasil e consultados documentos referentes à execução do Programa. A análise dos dados baseou-se no enfoque do desenvolvimento territorial e no enfoque pedagógico para o desenvolvimento territorial. Os resultados demonstraram que os processos formativos auxiliaram os atores locais a assimilarem os conhecimentos e estratégias necessárias para desenvolverem ações que promovam o desenvolvimento dos territórios em que atuam. As principais práticas dos egressos são o repasse do conhecimento junto à sua rede de atores, a participação ativa na criação de conselhos de desenvolvimento, a articulação de parcerias para implementação de projetos de interesse do território, a atuação mais efetiva nas governanças territoriais estabelecidas na região Oeste e Sudoeste do Paraná e a elaboração de projetos para captação de recursos. Ademais, constatou-se que as atividades do Programa ConectaDEL-Brasil permitiram que os participantes estabelecessem novos contatos e trabalhos conjuntos em projetos de desenvolvimento territorial. Por outro lado, os resultados expuseram a falta de planejamento do ConectaDEL-Brasil em realizar atividades ou acompanhamento dos egressos para que continuem praticando ações que desenvolvam o território.

M. Tech. (Department of Information and Communication Technology, Faculty of Applied and Computer Sciences), Vaal University of Technology. / The work-integrated learning (WIL) concept was introduced to enhance the employability of students completing their IT qualification at universities of Technology (UoTs) in South Africa. Employability is defined as a combination of characteristics that make a person a useful and thereby desirable employee. WIL is defined as a component of a curriculum to improve the value of student learning by integrating academic training and practical workplace exposure. However, a large cohort of students registered for the IT qualification at UoTs do not find company placement for WIL, resulting in these students having to complete this final qualifying module of their qualification by undertaking a group project on campus. The group project entails developing a software system for a client. The overall sentiment expressed by employers, lecturers and students in this study is that students who remain on campus for the group project are not as well-prepared as those who find placement at a company for their in-service training. This study aimed to develop and propose an approach to a creative pedagogy in the form of a simulated working environment on campus within a tertiary educational setting to contribute towards enhancing the learner-content relation of WIL students, in order to improve the employability of students by providing the on-campus project students with an equal opportunity to those going into industry for their in-service training. The philosophy adopted for this research is interpretivism, with the Vaal University of Technology as the case of the research. The investigation adopted a mixed-method approach where respondents were requested to complete questionnaires focusing on their perceptions of on-campus group work vs. in-service training at companies for the WIL component of the IT qualification. Five respondent groups were identified for participation in the study, namely: i) In-service training students, i.e. WIL students who found placement in a company; ii) Project students, i.e. WIL students who remained on campus to do a group project; iii) Graduates, i.e. students who already completed WIL and graduated; iv) Employers of WIL students who found placement at a company; and v) Lecturers involved in WIL training on campus. The responses of the various respondent groups were analysed qualitatively and quantitatively. Comparisons of the perceptions of the respective groups were made to explore the possibility of a viable solution to the on-campus group work challenges that were identified. Based on reviewing recent literature, analysing the data collected from the completed to questionnaires by different role players, and adapting and the institutional strategy framework for WIL developed by Jacobs in 2015, an approach to a creative pedagogy in the form of a virtual company on campus for WIL students is presented to provide students who cannot find placement in industry for their in-service training with an equal experience to the in-service training company students. The proposed pedagogical approach incorporates the five standards defined by Tharp in 2018 as requirements for an effective and successful curriculum in the development of the actual virtual company. These include: contextualisation, challenging activities, joint productive activity, intellectual conversation and language development. The proposed approach adopts a three-layered approach to a creative pedagogy, with the aim of improving the employability of on-campus WIL students. The first layer lays the basis for implementing a virtual company on campus and includes aspects such as the objective for a simulated working environment on campus, employer preferences, and the skills set students should possess for employers to offer them a placement in their company for in-service training. The second layer focuses on the details that should be in place for a virtual company to be successfully implemented. This practical layer in the implementation of the virtual company focuses on infrastructure, Finance, HR, legislative approval, and appropriate assessments. The third layer only follows when the second layer has been put into place. This layer deals with how academic content can be included in the proposed pedagogical approach. The study also revealed that in addition to adopting the concept of a virtual company on campus for WIL students, a substantial focus should be on soft skills training. The exit level outcomes (ELOs) related to a simulated working environment for the WIL module of the IT are specified in the HEQF (Higher Education Qualifications Framework) document as set out by the South African Qualifications Authority.

<p>For the projects titled Undergraduate Students’ Interpretation of Fischer and Haworth Carbohydrate Projections and Undergraduate Students' Interpretation of Glycosidic Bonds – there is a prevalent issue in biochemistry education in which students display fragmented knowledge of the biochemical concepts learned when asked to illustrate their understandings (via drawings, descriptions, analysis, etc.). In science education, educators have traditionally used illustrations to support students’ development of conceptual understanding. However, interpreting a representation is dependent on prior knowledge, ability to decode visual information, and the nature of the representation itself. With a prevalence of studies conducted on visualizations, there is little research with a focus on the students’ interpretation and understanding of carbohydrates and/or glycosidic bonds. The aim of these projects focuses on how students interpret representations of carbohydrates and glycosidic bonds. This study offers a description of undergraduate students’ understanding and interpretation using semi-structured interviews through Phenomenography, Grounded Theory and the Resources Frameworks. The data suggests that students have different combinations of (low or high) accuracy and productivity for interpreting and illustrating carbohydrates and glycosidic bonds, among other findings to be highlighted in their respective chapters. More effective teaching strategies can be designed to assist students in developing expertise in proper illustrations and guide their thought process in composing proper explanations in relation to and/or presence of illustrations.</p> <p><br></p> <p>For the project titled Impact of the Pandemic on Student Readiness: Laboratories, Preparedness, and Support – it was based upon research by Meaders et. al (2021) published in the International Journal of STEM Education. Messaging during the first day of class is highly important in establishing positive student learning environments.  Further, this research suggests that students are detecting the messages that are communicated.  Thus, attention should be given to prioritizing what information and messages are most important for faculty to voice. There is little doubt that the pandemic has had a significant impact on students across the K-16 spectrum.  In particular, for undergraduate chemistry instructors’, data on the number of laboratories students completed in high school and in what mode would be important information in considering what modifications could be implemented in the laboratory curriculum and in messaging about the laboratory activities – additionally on how prepared students feel to succeed at college work, how the pandemic has impacted their preparedness for learning, and what we can do to support student learning in chemistry can shape messaging on the first day and for subsequent activities in the course.  An initial course survey that sought to highlight these student experiences and perspectives will be discussed along with the impact on course messaging and structure.    </p> <p><br></p>