Made available in DSpace on 2014-12-17T14:35:51Z (GMT). No. of bitstreams: 1 LucianeTSG_Tese.pdf: 1626015 bytes, checksum: d725693afdcd51d396835c5545c9c156 (MD5) Previous issue date: 2008-05-07 / In this research, we have found that, besides the literature in educational area presents the politic-pedagogical project as a pedagogical component that is able to promote changes in educational practices and to consolidate the school autonomy, some researches point to an opposite view-point, mainly due to the fact that these researches verify that several schools have elaborated their project just to comply with a formal exigency of the Brazilian educational reform implemented from the 1990 decade. Despite of the neoliberal and neoconservative forces (that guide this reform) understand the politic-pedagogical project as a way of stimulating scholar organizations, in order to put in practice the educational politics of this decade, we understand that this project can, in fact, promote changes in the scholar practices in the sense of overcoming the bureaucratic scholar culture historically developed in this environment. This research presumes that the process of planning, implementation and evaluation of school actions that is excited by the politic-pedagogical project can stimulate the subjects to develop practices, values, and senses, bypassing in some aspects the culture that is traditionally instituted in school, what will certainly favor the construction of its autonomy. The research that we have done in Professor Ascendino de Almeida Municipal School situated in the South Zone of Natal, RN, Brazil, was developed according to the following methodological procedures: document analysis, semi-structured interview, and participative observation. In the focused school we evidence that the politic-pedagogical project is a product of interpersonal and professional relations that are marked by shared powers, by dialogical action, by participation, and by equality, that (all of them) mediate decisional processes, what makes it possible the construction of common senses in order to guide the educative action. We yet evidence the existence, between the professionals that integrate this institution, of a culture for valuation of planning, of collective reflection, and of theoretical support, besides a commitment with the formation of the student with who they work, this making possible that the politic-pedagogical project constitutes in an orientation for the process of reflection, action, and evaluation of the school work. In these conditions, this project propitiates the consolidation of the school autonomy, what, in its turn, prints higher quality to the educative work developed in the institution / Nesse percurso investigativo, constatamos que, apesar de a literatura na ?rea educacional apresentar o projeto pol?tico-pedag?gico como um componente pedag?gico capaz de promover mudan?as nas pr?ticas educacionais e consolidar a autonomia escolar, determinadas pesquisas t?m contrariado esse ponto de vista por haverem atestado que muitas escolas o elaboram t?o-somente para cumprir uma exig?ncia burocr?tica da reforma educacional brasileira, implementada a partir da d?cada de 1990. A despeito das for?as neoliberais e neoconservadoras que orientam essa reforma compreenderem o projeto pol?tico-pedag?gico como um meio de impulsionar as organiza??es escolares a porem em pr?tica as pol?ticas educacionais dessa d?cada, entendemos que esse projeto pode, de fato, promover mudan?as nas pr?ticas escolares no sentido da supera??o da cultura escolar burocr?tica desenvolvida historicamente nesse meio. Esta pesquisa parte do pressuposto de que o processo de planejamento, de implementa??o e de avalia??o das a??es escolares, suscitado pelo projeto pol?tico-pedag?gico, pode impulsionar os sujeitos a desenvolverem pr?ticas, valores e sentidos que ultrapassem, em determinados aspectos, a cultura institu?da tradicionalmente na escola, o que favorecer?, certamente, a constru??o de sua autonomia. A pesquisa realizada na Escola Municipal Professor Ascendino de Almeida, situada na Zona Sul do Munic?pio de Natal, desenvolveu-se a partir dos seguintes procedimentos metodol?gicos: an?lise documental, entrevista semi-estruturada e observa??o participante. Na escola focalizada, constatamos que o projeto pol?tico-pedag?gico ? produto de rela??es interpessoais e profissionais marcadas por poderes compartilhados, pela a??o dial?gica, pela participa??o e pela igualdade que permeiam os processos decis?rios, o que possibilita a constru??o de sentidos comuns para orientar a a??o educativa. Constatamos, ainda, a exist?ncia, entre os profissionais que integram essa institui??o, de uma cultura de valoriza??o do planejamento, da reflex?o coletiva, do suporte te?rico, al?m de um compromisso com a forma??o do educando com quem trabalham, possibilitando que o projeto pol?tico-pedag?gico se constitu?sse em uma orienta??o para o processo de reflex?o, a??o e avalia??o do trabalho escolar. Nessas condi??es, esse projeto propiciou a consolida??o da autonomia escolar, que, por sua vez, vem imprimindo maior qualidade ao trabalho educativo desenvolvido na institui??o

Made available in DSpace on 2014-12-17T14:46:35Z (GMT). No. of bitstreams: 1 RobertaKSC.pdf: 742228 bytes, checksum: 3e556b639d20cfc4e36deb8ea001fa30 (MD5) Previous issue date: 2008-12-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The model of attention to health in Single Health System (Sistema ?nico de Sa?de SUS) presupposes a human-resources policy which prepares professionals of health to guide the services and sanitary practices. The nurse, a member of health staff, takes over an important role in implementation of principles and standards of SUS, being its professional formation necessary to labor organization in this purpose. In this way this study objectifies to analyse the process of formation of the male nurse in the Politic-Pedagogical Project (Projeto Pol?tico-Pedag?gico PPP) in the perception of learning and teaching of the Faculty of nursing FAEN of the University of The Rio Grande do Norte State UERN. It treats about a descriptive-exploratory study with qualitative and quantitative approach carried out with learning and teaching of the graduation nursing course. In the field research carried out between the months of november, 2006 and february, 2007, were used like instruments the documental research below PPP?s, structured interview directed to the learning and the closed questionnaire applied to the students of eighth and ninth semesters of graduation course. The results of data about the questionnaires elaborated according to National Curricular Patters (Diretrizes Curriculares Nacionais DCN) and the Instrument of Evaluation Course of Graduation MEC were organized according to six lists about the profile of the learning and teaching that participate of the research; of the didactical-pedagogical organization and PPP?s objectives to the just-graduates person to the didactical-pedagogical curriculum organization. For considering the interviews it was adopted thematic analysis of content discribed in lexical analysis by informatical program ALCESTE which provided the organization of the material in five categories: daily problems of SUS consolidation versus nurse formation, dichotomies about FAEN?s nursing course of curriculum versus principles of integralization of graduating process, the just-graduated one from FAEN and its professional insertion united to SUS politic-pedagogical project and the concern about the overcoming of dichotomies of graduation process abilities and necessary competences to the SUS performing nurse. The analysis of informations deriving from documental performance and field research resulted on the verification that, in spite of good intentions, the implementation strategies showed themselves fragile to cope with the rendering of expressed ideal on PPP. There is still a great gap between what?s thought as innovating graduating process and what?s being really implemented / O modelo de aten??o ? sa?de no ?mbito do Sistema ?nico de Sa?de - SUS pressup?e uma pol?tica de recursos humanos que prepare profissionais de sa?de para reorientar os servi?os e pr?ticas sanit?rias. O enfermeiro, membro da equipe de sa?de, assume papel importante na implementa??o dos princ?pios e diretrizes do SUS, sendo sua forma??o profissional necess?ria ? organiza??o do trabalho nesse sentido. Desse modo, esse estudo objetiva analisar o processo de forma??o do enfermeiro para atuar no Sistema ?nico de Sa?de, na percep??o de discentes e docentes da FAEN/UERN. Trata-se de um estudo explorat?rio-descritivo com abordagem quanti-qualitativa, realizado com discentes e docentes do curso de gradua??o em enfermagem. Na pesquisa de campo, realizada entre os meses de novembro de 2006 e fevereiro de 2007, foram utilizados como instrumentos a pesquisa documental sob o texto do Projeto Pol?tico-Pedag?gico - PPP, a entrevista estruturada direcionada aos docentes e o question?rio fechado aplicado aos discentes do oitavo e nono per?odos do curso. Os dados resultantes dos question?rios, elaborados a partir das Diretrizes Curriculares Nacionais DCN e do Instrumento de Avalia??o dos Cursos de Gradua??o MEC foram organizados em cinco tabelas referentes ao perfil dos discentes e dos docentes participantes da pesquisa, ? organiza??o did?tico-pedag?gica e aos Objetivos do PPP; ao Perfil do egresso; ? organiza??o did?tico-pedag?gica do curr?culo. Para a considera??o das entrevistas foi adotada a an?lise tem?tica de conte?do e a an?lise l?xica pelo programa inform?tico ALCESTE, que proporcionou a organiza??o do material em cinco categorias: problemas do cotidiano da consolida??o do SUS versus forma??o do enfermeiro, dicotomias do curr?culo do curso de enfermagem da FAEN versus princ?pios de integraliza??o do processo formativo, o egresso da FAEN e sua inser??o profissional junto ao SUS, o projeto pol?tico-pedag?gico e a preocupa??o com a supera??o das dicotomias do processo formativo, habilidades e compet?ncias necess?rias ao enfermeiro atuante no SUS. A an?lise das informa??es provenientes do referencial te?rico utilizado e da pesquisa de campo resultou na constata??o de que, apesar das boas inten??es, as estrat?gias de implementa??o se mostraram fr?geis para dar conta da concretiza??o do ideal expresso no PPP. Ainda existe um abismo entre o que ? pensado como processo formativo inovador e o que est? sendo realmente implementado