Made available in DSpace on 2016-04-28T20:56:43Z (GMT). No. of bitstreams: 1 Carla Andrea Silva.pdf: 2302753 bytes, checksum: 4801cef2db1abcc17c8efe88c26ace7a (MD5) Previous issue date: 2014-04-10 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research had as a main goal to understand the processes of identity transformation of Northerner and Northeastern teachers from their experiences as Education post graduate students in São Paulo city. We seek to answer the following question, consisting in the research problem: what are the implications of a post graduate course in São Paulo in the process of identity construction of northerner-northeastern teachers? The theoretical framework used in this research had the support of theories concerning the psychosocial conception of identity proposed by Ciampa (2006a, 2006b, 2007), studies about Brazilian history and Northeastern history based in Faoro (2008), Andrade, Fernandes e Cavalcanti (2008), Mota (2000), Albuquerque Júnior (2003, 2007, 2011) and Freyre (1981,1996). This was a qualitative research and the data was collected through non-direct interviews. Eight northerner-northeastern teachers, who were attending the stricto sensu post graduate Education program of the Pontifícia Universidade Católica de São Paulo (PUC-SP), were interviewed aiming to tell their life stories. The interviews were analyzed using thematic units based on Minayo (2004). The thematic units were organized according to the contents expressed in the narratives, such as: the name, place of birth, family, school, work and post graduate program. The data collected revealed that the teachers recognized the importance of the spatiality represented by the North and the Northeast as the foundation of the constitution of their identities, in a movement of rapprochement and estrangement toward the images and speeches constructed about the region and its inhabitants. The family, specially the parents, were pointed out as the key actors of the socialization process experienced in the family context. School is another institution pointed out because of its contributions to the teachers` socialization processes, even though the public education offered in their regions had been precarious and insufficient according to the actual demands. To get to the post graduate program and get a degree is seen as an important achievement to both teachers and their families. The decision to attend a post graduate program in São Paulo caused some difficulties such as: family distance and the experience of prejudice. However, the teachers evaluate the experience of living in São Paulo as being very important in the academic field, and also because the solidarity network that was, in the distance, formed by peers / Esta pesquisa teve como objetivo geral compreender os processos de transformação da identidade de professores norte-nordestinos a partir de suas vivências como pós-graduandos em Educação na cidade de São Paulo. Como problema de pesquisa, buscamos responder à questão: que implicações a realização de uma pós-graduação em São Paulo teve sobre o processo de constituição da identidade de professores norte-nordestinos? O arcabouço teórico utilizado nesta pesquisa contou com o suporte das elaborações teóricas relativas à concepção psicossocial de identidade proposta por Ciampa (2006a, 2006b, 2007); aos estudos de história do Brasil e do nordeste presentes em Faoro (2008), Andrade, Fernandes e Cavalcanti (2008), Mota (2000), Albuquerque Júnior (2003, 2007, 2011) e Freyre (1981,1996). A pesquisa é de natureza qualitativa e, para coleta de dados, foram realizadas entrevistas não diretivas com os sujeitos da pesquisa - oito professores de origem norte-nordestina que realizaram ou estavam realizando curso de pós-graduação stricto sensu na área de Educação na Pontifícia Universidade Católica de São Paulo - com o objetivo de relatarem suas histórias de vida.As entrevistas foram analisadas mediante a organização em núcleos temáticos, com base em Minayo (2004). Os núcleos temáticos foram estruturados de acordo com os conteúdos presentes nas narrativas: o nome, o lugar de nascimento, a família, a escola, o mundo profissional e a pós-graduação. Os dados revelaram que os sujeitos da pesquisa reconhecem a importância das espacialidades representadas pelas regiões Nordeste e Norte como sedimentos para a constituição de suas identidades, realizando movimentos de aproximação e afastamento em relação a imagens e discursos construídos para modelar a região e seus habitantes. A família e, sobretudo, os pais, são apontados como importantes interlocutores no processo de socialização vivido na família. A escola é outra instituição apontada por suas contribuições ao processo de socialização iniciado pela família, ainda que a oferta de educação pública em suas regiões de origem tenha sido precária e insuficiente em relação às demandas reais. Chegar à pós-graduação e obter uma titulação é algo dimensionado como conquista deles e de suas famílias. Cursar a pós-graduação em São Paulo envolveu enfrentar dificuldades, como a distância da família e a vivência de situações de preconceito. Entretanto, os entrevistados consideram muito importantes as vivências em São Paulo, tanto no plano da formação acadêmica, como pela rede de solidariedade que, na distância, se forma entre os pares

Made available in DSpace on 2015-04-22T22:11:24Z (GMT). No. of bitstreams: 1 Flaviano Queiroz.pdf: 712429 bytes, checksum: 5e711660b4290113b580b64989404c33 (MD5) Previous issue date: 2012-04-25 / This work aims to analyze the performance of post-graduate studies at the Federal University of Amazonas from the perspective of the indicators of CAPES in the last three operating triennia (2001-2009). The main focus is to identify factors related to the performance of existing faculty, guidance in preparing a thesis / dissertation, and existing infrastructure. In order to investigate the quality of programs in the last three study periods, we performed a literature review, survey of concepts through the records and reports on existing programs and departments of the CAPES website. Data collection was done in October and December/2011, through interviews with the coordinators of the current courses. In the data analysis we used the quantitative and qualitative approaches focusing on the performance statistics of the courses in the last three assessments (2004, 2007, 2010) at the Federal University of Amazonas. The data showed the bottlenecks and the need for mechanisms to contribute to the improvement of the concepts of evaluation of courses / programs. The study proposed a management policy courses in the graduate studies program with an emphasis on efficiency to meet the requisites of the system of CAPES evaluation, taking into account the reality of programs and other important elements for its improvement, and indicated mechanisms that may contribute to the improvement of the concepts at the time of evaluation / Este trabalho objetiva analisar o desempenho dos cursos de Pós-Graduação Stricto Sensu da Universidade Federal do Amazonas sob a ótica dos indicadores da CAPES nos últimos três triênios (2001-2009). O foco principal é verificar os fatores existentes relacionados com o desempenho do corpo docente, orientação na elaboração tese/dissertação, e da infraestrutura existente. Com o intuito de investigar a qualidade dos programas nos três últimos triênios, foi realizada a revisão de literatura, levantamento dos conceitos por meio das fichas e relatórios existentes nas secretarias dos programas e website da CAPES. A coleta de dados foi feita nos meses de outubro a dezembro/2011, através de entrevista com os coordenadores atuais dos cursos. Na análise dos dados utilizou-se das abordagens quantitativas e qualitativas enfocando dados estatísticos do desempenho dos cursos nas três últimas avaliações (2004, 2007, 2010) na Universidade Federal do Amazonas. O estudo permitiu detectar os gargalos existentes e a necessidade da criação de mecanismos para contribuir com a melhoria dos conceitos da avaliação dos cursos/programas. O estudo propôs uma política de gerenciamento nos cursos e programas stricto sensu com ênfase na eficácia para atender aos quesitos do sistema de avaliação da CAPES, levando-se em conta a realidade dos programas e demais elementos importantes para o seu contínuo aprimoramento, e indicou mecanismos que possam contribuir para a melhoria dos conceitos no momento da avaliação

This is a constructivistic, qualitative single case study of the reflections of a social work post-graduate student in a practical family therapy training situation, to illustrate the integration of person centered and systemic family therapy theory. The element of uncertainty of the therapist, is the focus of this study. The element of uncertainty, being a part of both the therapist and the therapeutic process, especially if challenged to make paradigm shifts and master new theory and skills, is identified, described, redefined and contructively applied. The focus is to highlight the use of the reframed element of uncertainty in empowering the therapist in the therapeutic process of family therapy. It is outlined how uncertainty can also be of value to empower the therapist to evolve an own unique therapeutic style. / Social work / M.A. (Geestesgesondheid)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research report aims to analyze the connections and determinations between self-alienation of work and the teaching work of the teacher - researcher in post-graduate courses stricto sensu, in particular the Federal University of Sergipe. We have used the historical - dialectic materialism as an explanatory basis, the research method and exposure. Our empirical sources were the annual reports of the Federal University of Sergipe, from the years 2004 to 2012; interviews with teachers - researchers associated to the teaching body of the Master´s and Doctorate PPGED, regularly tied to their respective departments and CAPES indicators books of teaching production PPGED between the years 2004 and 2012. We hypothesized that as the legal order proposed for the Brazilian public universities in recent years at the graduate level and post-graduate, we point to a specific process, resulting self-alienation of work, namely, the alienation of the teaching work of teacher - researcher, manifesting through casualization and intensification of their work. Through the analysis of our empirical and theoretical sources, pointed out that the expansion of the UFS (increase of 209% in enrollment) did not come accompanied by a proportional increase in the teaching staff (76%), which resulted in an increased ratio of teachers x student, as well as a reduction (31.6%) in the number of administrative staff by teaching functions in office. By analyzing the interviews, we reaffirm our hypothesis that casualization and intensification are expressions of alienation of teaching work, which also express themselves in teachers´ relationships with the political and impositions the federal government to universities. The long working hours which exceed the time and institutional spaces, the precarious working conditions, in addition to internal conflicts, mediated by power relations or |status| characterize the specificity of the alienation of teaching work. / O presente relatório de pesquisa tem como finalidade analisar os nexos e determinações entre a autoalienação do trabalho e o trabalho docente do professor - pesquisador em pós-graduação stricto sensu, em específico na Universidade Federal de Sergipe. Valemo-nos do materialismo histórico dialético como base explicativa, método de pesquisa e exposição. Nossas fontes empíricas foram os relatórios de gestão da Universidade Federal de Sergipe, dentre os anos de 2004 a 2012; entrevistas com professores pesquisadores vinculados ao corpo docente dos cursos de Mestrado e Doutorado do PPGED regularmente vinculados aos seus respectivos departamentos e os cadernos de indicadores CAPES da produção docente do PPGED entre os anos de 2004 e 2012. Levantamos a hipótese de que conforme o ordenamento legal proposto para as universidades públicas brasileiras nos últimos anos em nível de graduação e pós-graduação, apontamos para um processo específico, resultante da autoalienação do trabalho, a saber, a alienação do trabalho docente do professor pesquisador, manifestando-se por meio da precarização e intensificação de seu trabalho. Através da análise de nossas fontes empíricas e teóricas, apontamos que a expansão da UFS (aumento de 209% nas matrículas) não veio acompanhada de um proporcional crescimento no quadro docente (76%), o que resultou em um aumento da razão aluno x professor, bem como em uma redução (31,6%) no número de técnicos- administrativos por funções docentes em exercício. Ao analisar o conteúdo das entrevistas, reafirmamos nossas hipóteses de que a precarização e intensificação são expressões da alienação do trabalho docente, as quais também se expressam nas relações dos professores com as políticas e imposições do governo federal para as universidades. As longas jornadas de trabalho que ultrapassam os tempos e espaços institucionais, a precarização das condições de trabalho, além dos conflitos internos, mediados por relações de poder ou status caracterizam a especificidade da alienação do trabalho docente.

Made available in DSpace on 2014-07-29T16:10:30Z (GMT). No. of bitstreams: 1 dissertacaoraquel.pdf: 595120 bytes, checksum: eff0bba70e787ac645555be77ddd9b7b (MD5) Previous issue date: 2008-10-02 / This highly bibliographical study is linked to the research line on Culture and Educational Processes in the Post-graduate Educational Program at FE-UFG. It questions the impasse generated in the ongoing formation of teachers, in which the guidelines are established by international organizations submissive to the liberal ideology. These guidelines had their origin in the operational changes of capitalism, and now respond to the demands of the theory of human capital both in what qualifies the teacher as worker, belonging to a working class, as well as the demand that the latter form his successors for the labor market. From the moment that education came to be considered an indispensable instrument in market expansion, its basis of political emancipation and personal expansion disappeared. To educate no longer means leading younger people to understand the laws of the world. According to the capitalist model, initial school education has to do with offering basic competencies which, throughout life, permit the subject to pursue his/her permanent formation which, in its turn, will allow him/her assimilate the latest knowledge and techniques demanded by the market. Caught up in the Capitalist Discourse, the teacher avoids acting subjectively as an adult responsible for the transition of young people to this world, because the founding rules of subjectivity are hidden under the false testimony that there is no law. However, linguistic laws are not subject to disguise and demand the interdiction of pleasure. This creates an impasse in the subject who hears the technoscientific discourse declare that there are no limits and therefore access to pleasure is free, but is faced with his/her own castration since s/he is unavoidably submitted to language / O presente trabalho, eminentemente bibliográfico, vincula-se à linha de pesquisa Cultura e processos educacionais do Programa de Pós-Graduação em Educação da FE-UFG. Coloca em questão o impasse gerado na formação continuada de professores cujas diretrizes são lançadas por organizações internacionais submetidas à ideologia liberal, que, a partir das mudanças operacionalizadas no capitalismo, passam a responder às demandas da teoria do capital humano tanto no que qualifica o professor como trabalhador, pertencente a uma classe operária, quanto na exigência de que este forme seus sucessores para o mercado de trabalho. A partir do momento em que a educação passa a ser considerada como instrumento imprescindível na expansão do mercado vê-se desaparecer seus fundamentos de emancipação política e expansão pessoal. Educar já não se trata de conduzir os mais jovens em direção à compreensão das leis do mundo. Segundo o modelo capitalista, a educação escolar inicial diz respeito à oferta de competências de base que permitam ao sujeito buscar, no decorrer de sua vida, a sua formação permanente que, por sua vez, lhe propiciará incorporar os últimos conhecimentos e técnicas reclamadas pelo mercado. Capturado pelo discurso do capitalista, o professor deixa de agir subjetivamente de seu lugar de adulto, responsável pela transição dos mais jovens neste mundo, em função de que as leis fundantes da subjetividade passam a ser encobertas sob um falso testemunho de que não há lei. Contudo as leis da linguagem não são passíveis de ser dissimuladas e reclamam a interdição ao gozo. Com isso cria-se um impasse ao sujeito que ouve o anúncio do discurso tecnocientífico de que não há limite e que, portanto, o acesso ao gozo é livre, mas que se defronta com sua própria castração uma vez que inevitavelmente está submetido à linguagem

En 1988 s’ouvrait à Paris la première session de l’Institut des Hautes Études en arts plastiques fondé et dirigé par Pontus Hulten. Ce dernier, des artistes comme Daniel Buren, Sarkis et l’écrivain Serge Fauchereau y furent enseignants. Jusqu’en 1995, l’IHEAP accueillit de jeunes plasticiens, venus du monde entier. Dans la lignée des cafés de Montparnasse, des institutions avant-gardistes, le Bauhaus et le Black Mountain College, cet institut éphémère expérimenta une pédagogie éloignée des traditionnelles écoles des beaux-arts. Son fonctionnement et ses pratiques d’enseignement ont été étudiés d’après archives et témoignages. Plus largement, l’histoire de cet institut permet d’étudier les enjeux réels et imaginaires de l’enseignement et la transmission de l’art à l’époque contemporaine. À l’heure où les écoles d’art réfléchissent et mettent en place le 3ème cycle du cursus LMD, conformément au processus de Bologne, la thèse met en œuvre une réflexion historique et critique sur un précédent exemplaire. / The first session of the “Institut des Hautes Études en Arts Plastiques” founded and managed by Pontus Hulten took place in Paris in 1988. Artists like Daniel Buren, Sarkis, and the writer Serge Fauchereau were teachers there. Until 1995, IHEAP welcomed young artists coming from all over the world. In the tradition of “cafés de Montparnasse”, institutions “d’avant-garde”, such as the Bauhaus and the Black Mountain College, this ephemeral institute experimented a new pedagogy far from traditional schools of fine arts. Working methods and teaching practices have been observed from archives and testimonies. Even more, the history of the institute gives the opportunity to study the real and imaginary issues of education and transmission of the art in contemporary era. At the present time when schools of fine arts deliberate and organize the third stage of LMD in accordance with Bologna process, the PhD presents an historical and critical analysis of a perfect precursor.

Thesis (PhD)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: During the past number of years, the pressure on universities worldwide, including universities in South Africa, has increased to bridge the gap between higher education and society. This includes becoming active partners with its communities. Therefore, the importance of community engagement as one of the three pillars of higher education, alongside teaching and learning, and research, has gained considerable momentum. Higher education institutions in South Africa are also increasingly challenged to elevate the status of their teaching and to raise their levels of community engagement. This also pertains to the area of postgraduate education, which points to the need for a close relationship between teaching, learning and research. The aim of this study was to develop a contextualised and integrated curriculum framework for community-engaged teaching, learning and research in a postgraduate Play Therapy programme. This was done using a contextualised perspective on higher education with reference to current higher education legislation in South Africa as well as curriculum development in general. A literature review of community engagement provided a perspective on the current state of community engagement - nationally, as well as internationally. The study used a qualitative single case study design and an interpretive paradigm to generate empirical data. The first phase of the empirical part of the study focused on determining the current state of community engagement within the postgraduate Play Therapy programme. Data was generated using questionnaires completed by current students and lecturers. In the second phase of the empirical study, semi-structured interviews were conducted with lecturers from 13 national as well as international higher education institutions to review curriculum frameworks and content from other higher education community engagement models. The last empirical phase included two focus groups, one with current students and one with current lecturers in the postgraduate Play Therapy programme under investigation. From the findings of the study, a curriculum framework emerged which outlines community engagement within the postgraduate programme. The emerging framework points to the need for a stronger integration of teaching and learning with community engagement (service component) through service learning. In the South African context and within the programme that was investigated, service learning provides for engaged learning which includes experiential learning and opportunities for students to engage in interactive and experiential processes. The study has also pointed out that research within the postgraduate programme should reflect, in a much stronger way, links to community-based research. Such links may benefit a scholarship of engagement. Also, the research component of the programme needs to be linked more closely to teaching and learning in order to better inform the curriculum in terms of trends, needs and priorities. These activities need to take place within community partnerships with a reciprocal benefit to both the programme and the communities involved. / AFRIKAANSE OPSOMMING: Universiteite wêreldwyd, asook in Suid-Afrika, het gedurende die afgelope paar jaar druk ervaar om die gaping tussen hoër onderwys en die gemeenskap te verminder. Dit sluit in om aktiewe vennote van gemeenskappe te word. Die belangrikheid van gemeenskapsbetrokkenheid as een van die drie pilare van hoër onderwys, saam met leer, onderrig en navorsing, het dus aansienlik toegeneem. Hoëronderwysinstansies in Suid-Afrika word ook uitgedaag om die stand van hul leer en onderrig te verhoog en die vlakke van hul gemeenskapsbetrokkenheid te versterk. Dit geld ook vir nagraadse opleiding, wat neerkom op 'n hegter verband tussen leer, onderrig en navorsing. Die doel van hierdie navorsing was om 'n gekontekstualiseerde en geïntegreerde kurrikulumraamwerk vir gemeenskapsgerigte leer, onderrig en navorsing binne 'n nagraadse program in Spelterapie te ontwikkel. Dit is gedoen deur 'n kontekstuele oorsig van hoër onderwys te gee met verwysing na die huidige hoëronderwys-wetgewing in Suid-Afrika asook 'n oorsig oor kurrikulumontwikkeling. 'n Literatuuroorsig van gemeenskapsbetrokkenheid het perspektief op die huidige stand van gemeenskapsbetrokkenheid landwyd én wêreldwyd verskaf. Hierdie studie berus op 'n kwalitatiewe enkelgevallestudie-ontwerp en benut 'n interpretatiewe paradigma om die empiriese data te genereer. Die eerste fase van die empiriese gedeelte van die studie was gerig op die bepaling van die huidige stand van gemeenskapsbetrokkenheid in die meestersprogram in Spelterapie. Data is gegenereer deur die gebruik van vraelyste wat deur huidige studente en dosente ingevul is. In die tweede fase van die empiriese studie is semi-gestruktureerde onderhoude met dosente van 13 nasionale asook internasionele hoëronderwysinstansies gevoer om die kurrikulumraamwerke en inhoud van ander hoër instansies se gemeenskaps-betrokkenheidsmodelle te verken. Die laaste empiriese fase sluit twee fokusgroepe in - een met huidige studente en een met huidige dosente in die meestersprogram in Spelterapie, wat die onderwerp van hierdie studie uitmaak. 'n Kurrikulumraamwerk het vanuit die bevindinge van die studie ontstaan wat 'n uiteensetting van gemeenskapsbetrokkenheid in die meestersprogram in Spelterapie verskaf. Die opkomende raamwerk dui op die behoefte aan sterker integrasie van leer en onderrig met gemeenskapsbetrokkenheid (dienskomponent) deur middel van diensleer. In die Suid-Afrikaanse konteks en in die program wat ondersoek is, bied diensleer die geleentheid vir betrokke leer wat die volgende insluit: ervaringsleer en geleenthede vir studente om betrokke te raak by interaktiewe ervaringsprosesse. Die studie het ook uitgewys dat navorsing in die meestersprogram op 'n baie sterker wyse die verband met gemeenskapsgerigte navorsing moet reflekteer. Hierdie konneksies kan ook die vakkundigheid van betrokkenheid versterk. Daarby moet die navorsingskomponent van die program nader aan leer en onderrig beweeg sodat die kurrikulum altyd die jongste tendense, behoeftes en prioriteite weerspieël. Hierdie aktiwiteite moet in gemeenskapsvennootskappe plaasvind om voordele vir die program sowel as die betrokke gemeenskappe te bied.

This study examines the educational persistence of women of African descent (WOAD) in pursuit of a doctorate degree at universities in the southeastern United States. WOAD are women of African ancestry born outside the African continent. These women are heirs to an inner dogged determination and spirit to survive despite all odds (Pulliam, 2003, p. 337).This study used Ellis’s (1997) Three Stages for Graduate Student Development as the conceptual framework to examine the persistent strategies used by these women to persist to the completion of their studies.