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Atitudes dos estudantes do ensino m?dio dos cursos t?cnicos em Agroecologia e Meio Ambiente do CTUR-UFRRJ em rela??o ? matem?tica e ?s pr?ticas docentes / Attitude of high school students from the Agroecology and Environment technical program of CTUR-UFRRJ, towards mathematics and teaching practicesJUNQUEIRA, Maria Ang?lica da Silva e Carvalho 06 November 2015 (has links)
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Previous issue date: 2015-11-06 / The objective of this research was to investigate the attitude of students towards teaching practices in mathematics. Research subjects were 228 students from the Agroecology and Environment technical program of Col?gio T?cnico da Universidade Federal Rural do Rio de Janeiro. A numerical scale was used to measure the student?s attitude towards mathematics. A survey with open and closed questions was also distributed on different classes, to describe the students and to correlate description variables that could be associated with the students attitudes towards mathematics. Data were submitted to quantitative and qualitative analyses using content analysis module from IBM - SPSS version 20,0 software. A significant correlation was found between gender and attitude towards mathematics: male students seem to have a more positive attitude; students with better general performances also had more positive attitude towards math. Significant correlations between attitude and ?relation with the teacher? and between attitude and teaching methodology were also found. Sutdent age and grade was not correlated ti their attiute towards math. Second year students seemed to have a more positive attiute than the others. / A pesquisa teve como objetivo correlacionar ?s atitudes dos alunos em rela??o ? matem?tica e o papel docente. Os sujeitos da pesquisa foram 228 alunos do Ensino M?dio dos Cursos T?cnicos em Agroecologia e Meio Ambiente, do Col?gio T?cnico da Universidade Federal Rural do Rio de Janeiro. Foram aplicados: a escala que mede a atitude em rela??o ? matem?tica e um question?rio com perguntas abertas e fechadas nas turmas, para caracterizar os alunos e correlacionar alguns fatores que podem influenciar tais atitudes. Os dados foram submetidos ? an?lise quantitativa e qualitativa, com o recurso da an?lise de conte?do e do programa SPSS, vers?o 20.0 da IBM. Pode-se concluir que: existe uma correla??o significativa das atitudes dos alunos em rela??o ? matem?tica, quanto ao g?nero, sendo que o masculino apresentou atitude mais positiva; alunos com maior desempenho apresentaram atitudes mais positivas; houve uma correla??o significativa entre atitude e sua rela??o com o professor e entre atitude e a metodologia de ensino utilizada em sala. N?o foi registrada correla??o significativa da atitude, em rela??o ? matem?tica, quanto ? s?rie e idade dos alunos. As turmas do segundo ano dos referidos cursos apresentaram atitudes mais positivas em rela??o ? matem?tica.
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O educador social em uma institui????o socioeducativa no Distrito Federal: atribui????es, perfil e expectativasMoreira, Maria Jos?? Thomaz 04 March 2016 (has links)
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Previous issue date: 2016-03-04 / The aim of this research is to analyze the social educator in a social-educative
institution and his pedagogic practice set by the institution. It also aims to identify the
educator???s profile; to recognize his features by keeping up with his assignments
closely. Lastly, the aim is to identify the need concerning the educator???s professional
background in order to better approach the pupil. This research is focused on the
educator; an educational agent figure well acknowledged worldwide, it is though still
unknown in Brazil. The research took place in Ceil??ndia, in an NGO which promotes
culture and peace; this institution aims to support the pupils and to prevent them from
vulnerability and social risk. The goal is to insert them into the society. The research
intends to contribute to the educator???s professional consolidation from resources
offered by the Catholic University of Brasilia, supported by the Youth, Education and
Society UNESCO cathedra, which is engaged to spread of Human rights and to
promote social inclusion in their projects. That given study is qualitative focused on
the studied group, which was given a questionnaire. The study has its foundation on
researches already done by authors of Social pedagogy, focusing the practice on the
professional. Social pedagogy is a scientific issue, which will provide Social
Education with tools, it is practice. However, one is connected to the other even
when they differ discursively (Pedagogy) in order to attempt to a support in practice
(Education). It is about setting professional spot and discourse; they harmonize with
the social view. Among the results acquired are the educator???s assignment at the
institution, this is reigned by Dom Bosco???s principles and is in line with Children???s law,
those institutions work together in order to develop the pupil. The research made it
able to comprehend the educator???s thought on a NGO, Who they are, what they
want. Social educators show a profile that accentuates some qualities such as
human sensitivity, perseverance, empathy, religious nature of inspiration. The most
significant assignments relate to the need to define their roles and positions, the
ability to solve problems, using new technologies and adapt to new environments.
They manifest expectations of an improvement course in socio-educational area that
meets the academic needs improvement, which has a philosophical line based on
the principles of Don Bosco education, and deepen preventive education. / A presente pesquisa visa analisar as atribui????es do educador social em uma
institui????o socioeducativa e a sua pr??tica pedag??gica estabelecida pela institui????o.
Objetiva tamb??m identificar o perfil deste educador, conhecer as suas caracter??sticas
ao acompanhar mais de perto suas atribui????es. Por ??ltimo, busca-se identificar as
necessidades quanto ?? forma????o do educador social para melhor atender ao
socioeducando. A presente pesquisa est?? focada na figura do educador social, um
agente da educa????o j?? conhecido em outros pa??ses, sendo essa figura ainda recente
no Brasil. A pesquisa ser?? na Regi??o Administrativa da Ceil??ndia, em uma institui????o
n??o governamental que promove a cultura da paz e tem o objetivo prevenir no
??mbito de seus educandos e ampar??-los frente aos fatores de vulnerabilidade e risco
social, com o prop??sito de garantir a inser????o de jovens na sociedade. A pesquisa
pretende contribuir para a consolida????o da profiss??o do educador social, a partir dos
recursos oferecidos pela Universidade Cat??lica de Bras??lia, amparada pela C??tedra
UNESCO ???de Juventude, Educa????o e Sociedade??? a qual est?? engajada na difus??o
dos Direitos Humanos e na promo????o ?? inclus??o social em seus projetos. A
pesquisa ?? de car??ter qualitativo com ??nfase na t??cnica do grupo focal; e foi
direcionada por um roteiro e um question??rio. Tem como sustenta????o estudos
cient??ficos realizados pelos autores da Pedagogia Social, focalizando sua pr??tica
pedag??gica na Educa????o Social pelo agente profissional, o Educador Social.
Pedagogia Social ?? uma disciplina cient??fica; uma teoria que ir?? fornecer as
ferramentas necess??rias para a Educa????o Social, que ?? uma pr??xis. Entretanto, uma
est?? intrinsecamente ligada ?? outra, mesmo que se diferenciem na produ????o
discursiva (Pedagogia Social) para criar tentativa de sustenta????o de uma pr??xis
(Educa????o Social). Trata-se ao nosso ver, de demarcar espa??os profissionais e
discursivos (te??ricos), pois eles se harmonizam em seus prop??sitos que s??o voltados
para a vertente social. Entre os resultados obtidos ressaltam-se as atribui????es
conferidas aos educadores sociais na institui????o socioeducativa; elas est??o
balizadas nos princ??pios estabelecidos pelo educador do s??culo XIX, Dom Bosco e
nas normativas estabelecidas pelo Estatuto da Crian??a e do Adolescente (ECA), que
se orientam focando o desenvolvimento harm??nico e integral do educando. A
pesquisa possibilitou a compreens??o do pensamento dos educadores sociais de
uma institui????o n??o governamental: quem s??o e o que querem. Os educadores
sociais evidenciam um perfil que acentua algumas qualidades, tais como, a
sensibilidade humana, a perseveran??a, a empatia, a inspira????o de cunho religioso.
As atribui????es mais acentuadas referem-se ?? necessidade de defini????o de suas
fun????es e cargos, ?? capacidade de resolver problemas, de utilizar as novas
tecnologias e de adapta????o aos novos ambientes. Eles manifestam expectativas
quanto a um curso de aperfei??oamento na ??rea socioeducativa que atenda ??s
necessidades de aprimoramento acad??mico, que tenha uma linha filos??fica pautada
nos princ??pios de Dom Bosco, e que aprofunde a educa????o preventiva.
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Curr??culo da educa????o b??sica do Distrito Federal: um caminho para a express??o criativa do professor da escola p??blica?Teixeira, Cristiane Leal Alves 29 February 2016 (has links)
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Previous issue date: 2016-02-29 / This study investigated the ways and possibilities of development of the creative expression
of teachers of fourth and fifth grade from elementary school with the implementation of the
Basic Curriculum Moving the Distrito Federal Education. The research, with an emphasis on
quantitative and qualitative approaches, using the mixed method, being conducted from the
SEEDF documents, questionnaires, observation and semi-structured interviews. Twenty-nine
teachers attended six Regional Administrative schools from Plano Piloto/Cruzeiro. The
participants answered two questionnaires; three respondents were observed in teaching
activities with their classes and conducted the interview. The data were submitted to the
documentary analysis, descriptive statistics and content analysis. From the triangulation of
data held convergent analysis of the results. The data indicated that perceptions of teachers
about creativity construct refer to categories such as innovation element, the act of creating,
different to the producer and troubleshooting generator. Teachers (96%) reported not having
participated in training courses on creativity. On the other hand, 27,6% of respondents said
they had discussed this topic in pedagogical coordination. It is inferred from the evidence that
the perceptions presented by teachers on creativity come close to some descriptions reported
in the literature, but are linked to common sense expressions. No intentional pedagogical
actions that allow their own creative expression. Perceptions on Curriculum restricted to
guiding document, everything that goes on in the classroom, to the set of objectives and
contents. The results demonstrated the concern of the teacher to comply with the prescribed
content for their discipline. It is noteworthy, however, that less than 50% of respondents
teachers have participated in a training event on Curriculum Moving the Basic Education of
the Distrito Federal. Regarding the reading of books, 15 (51,5%) participants reported having
read the text on the theoretical assumptions and 22 (75,9%) Elementary School notebook
Early Years. The written document, the political-pedagogical projects of schools, according to
the results obtained, are not known to all teachers in schools investigated. In addition, the
flexibility of the proposed content, and the development of creativity in the classroom were
identified as factors dependent on the teacher's posture. The results also pointed to the need
for qualitative investment in the continuing education of teachers, both in relation to the
curriculum, and in relation to the creative process to be developed in the school context.
Flexibility was the most highlighted feature in the analysis of the documents by setting up as
an important element in building more creative teaching methods, flexible and humanized that
promote development and learning effectively student. / Este estudo investigou os caminhos e possibilidades de desenvolvimento da express??o criativa
do professor dos quartos e quintos anos do Ensino Fundamental, com a implementa????o do
Curr??culo em Movimento da Educa????o B??sica do Distrito Federal. A pesquisa, com ??nfase nas
abordagens quantitativa e qualitativa, utilizando o m??todo misto, foi conduzida a partir da
an??lise de documentos da SEEDF, aplica????o de question??rios, observa????o e entrevistas
semiestruturadas. Participaram 29 professores de seis escolas da Regional Administrativa do
Plano Piloto/Cruzeiro. Os participantes responderam a dois question??rios e destes, tr??s
respondentes foram observados em atividades docentes com suas turmas e realizaram a
entrevista. Os dados foram submetidos ?? an??lise documental, estat??stica descritiva e an??lise de
conte??do. A partir da triangula????o dos dados realizou-se a an??lise convergente dos resultados
obtidos, que indicaram que as percep????es dos professores acerca do construto criatividade
referem-se a categorias como: elemento de inova????o, ato de criar, produtora do fazer diferente
e geradora de solu????o de problemas. Os professores (96%) relataram n??o ter participado de
cursos de forma????o sobre criatividade. Por outro lado, 27,6% dos respondentes afirmaram ter
discutido sobre essa tem??tica nas coordena????es pedag??gicas. Infere-se a partir dessa
constata????o que as percep????es apresentadas pelos professores sobre criatividade aproximamse
de algumas descri????es relatadas na literatura, mas est??o vinculadas a express??es de senso
comum. N??o foram observadas a????es pedag??gicas intencionais que viabilizassem sua pr??pria
express??o criativa. As percep????es sobre curr??culo restringem-se a ideia de documento
norteador, tudo o que se passa em sala de aula, ao conjunto de objetivos e conte??dos. Os
resultados demonstraram a preocupa????o do professor em cumprir com o conte??do prescrito
para sua disciplina. Ressalta-se, no entanto, que menos de 50% dos professores respondentes
j?? participaram de algum evento de forma????o sobre o Curr??culo em Movimento da Educa????o
B??sica do Distrito Federal. Com rela????o ?? leitura dos cadernos, 15 (51,5%) participantes
afirmaram ter lido o texto sobre os Pressupostos Te??ricos e 22 (75,9%) o caderno de Ensino
Fundamental Anos Iniciais. O documento escrito dos Projetos Pol??ticos-Pedag??gicos das
escolas, de acordo com os resultados obtidos, n??o s??o conhecidos por todos os professores nas
institui????es escolares investigadas. Al??m disso, a flexibilidade dos conte??dos propostos, bem
como o desenvolvimento da criatividade em sala de aula foram apontados como fatores
dependentes da postura do professor. Os resultados apontaram ainda para a necessidade de
investimentos qualitativos na forma????o continuada dos professores, tanto em rela????o ao
curr??culo, quanto em rela????o ao processo criativo a ser desenvolvido no contexto escolar. A
flexibilidade foi a caracter??stica mais ressaltada na an??lise dos documentos, configurando-se
como um importante elemento na constru????o de pr??ticas pedag??gicas mais criativas, flex??veis
e humanizadas que promovam o desenvolvimento e aprendizagem do aluno de forma efetiva.
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Espa??os de educa????o libertadora: a dissidente voz de uma escola suficientemente boaScardua, Martha Paiva 30 August 2016 (has links)
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Previous issue date: 2016-08-30 / Since 2013, a social, political and economic crisis that unveils a brutal esthetics of ways of being and acting has been consolidated in Brazil. The pressures for neoliberal and conservative policies that set aside democracy in the country are being manifested in Education, putting the struggle for rights that have already been guaranteed back on the agenda. In addition to the struggle against privatization, one can add the fight against the managerialism of schools and learning, the scaling down of teaching to elementary contents, the fight for the permanence of dialogic processes in the educational act, the freedom of expression and the teaching of life???s curriculum. By understanding the school???s role to provide the tools for the ethical and critical confrontation of problems, this research sought to identify and explore the concepts and principles of a liberating education in practices carried out in the Federal District???s network of public schools, and to point to possible alternative paths. Guided by the dialogic, liberating education (Freire), ethics of liberation (Dussel) and analectic methods, we carried out, initially, a theoretical bibliographic research in a good enough school (GES), with contributions from Winnicott, Arendt, Biesta, Mignolo and Smith. The multiple case studies investigated 33 pedagogical practices of teachers, guidance counselors, pedagogic coordinators, school managers, students and a psychologist. The semi-structured interviews and rounds of conversation that were carried out enabled us to have a more profound understanding of liberating acts of Education, as well as to have the criticism and contribution of participants in the theoretical construct of the research. The final data analysis was guided by the Theory Based on Data and revealed that the investigated practices are guided by ethical, democratic, pedagogic and methodological principles that dialogue with pedagogic, democratic, critical and liberating trends. It also demonstrated that the differential in the participants??? practices is expressed through loveliness and the capacity to believe in, be with and do with. At the end, the study presented a synthesized concept of liberating education that aggregated the participants??? discourses and contributed with a redefinition of the concept of liberating education in a GES, which questions the function of the school in the face of local, national and global problems. The study indicated that schools must find a balance between the educational dimensions of qualification (know-how), democratization (know-how to coexist), humanization (know-how to be) and transcendentalism (know-how to care), and to promote potential spaces of appearance that involve listening, accepting and caring for the students, and the exercise of global citizenship at school. The problematizations here presented point to the transformation of the school in a space for the production and dissemination of culture and knowledge, which can promote the decolonization and liberation from careless ways of being and acting in the world, and a relationship with reality and the Other, based on believing in, being with and doing with. / Consolida-se no Brasil, desde 2013, crise social, pol??tica e econ??mica que tem desvelado formas de pensar e agir de bruta est??tica. As press??es por pol??ticas neoliberais e conservadoras que colocam em xeque a democracia no pa??s se manifestam na Educa????o, recolocando em pauta a luta pela perman??ncia de direitos j?? conquistados. Soma-se ?? luta contra a privatiza????o, o gerencialismo da escola e da aprendizagem, e a redu????o do ensino a conte??dos b??sicos, a luta pela perman??ncia do processo dial??gico no ato educativo, a liberdade de express??o e o ensino do curr??culo da vida. Compreendendo o papel da escola de oferecer ferramentas para o enfrentamento ??ticocr??tico de problemas, essa pesquisa buscou identificar e explorar princ??pios e conceitos de educa????o libertadora em pr??ticas desenvolvidas nas escolas p??blicas do Distrito Federal, e apontar caminhos. Guiado pelo m??todo dial??gico da educa????o libertadora (Freire) e anal??tico da ??tica da liberta????o (Dussel), consistiu, inicialmente, na realiza????o de pesquisa te??rico-bibliogr??fica que culminou no constructo te??rico de uma educa????o libertadora em uma escola suficientemente boa (ESB), com contribui????es de Winnicott, Arendt, Biesta, Mignolo e Smith. O estudo de casos m??ltiplos investigou 33 pr??ticas pedag??gicas de professores/as, orientadores/as educacionais, coordenadores/as pedag??gicos, gestores/as escolares, alunos/as, e psic??loga. As entrevistas semiestruturadas e rodas de conversa conduzidas permitiram a cr??tica e a contribui????o dos/as participantes ao constructo te??rico da pesquisa. A an??lise final de dados se orientou pela Teoria Fundamentada em Dados e revelou que as pr??ticas investigadas s??o orientadas por princ??pios ??ticos, democr??ticos, pedag??gicos e metodol??gicos que dialogam com matizes pedag??gicos democr??ticos, cr??ticos e libertadores. Mostrou, ainda, que o diferencial nas pr??ticas dos/as participantes se expressa pela amorosidade, capacidade de acreditar em e fazer com. Ao, final, o estudo apresentou um conceitos??ntese de educa????o libertadora que agregou o discurso dos/as participantes, e contribuiu com a redefini????o do conceito de educa????o libertadora em uma ESB, que problematiza a fun????o da escola, frente aos problemas locais, nacionais e globais. O estudo apontou que a escola deve equilibrar as dimens??es educacionais de qualifica????o (saber fazer), democratiza????o (saber conviver), humaniza????o (saber ser) e transcendentalismo (saber cuidar) e promover espa??os potenciais de apar??ncia, que envolvam a escuta, o acolhimento e o cuidado com os/as alunos/as, e o exerc??cio da cidadania global na escola. Sinalizou, ainda, contribui????es para a escola p??blica, em especial, do Distrito Federal, relacionando situa????es-problema a in??ditos vi??veis. As problematiza????es apresentadas apontam para a transforma????o da escola em um espa??o de produ????o e dissemina????o de cultura e conhecimento, que permita a descoloniza????o e liberta????o das formas descuidadas de ser, estar e agir no mundo, e uma postura baseada na amorosidade (ser com), na capacidade de acreditar em, e no fazer com.
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Percep????es sobre o uso das TICs por jovens da pedagogia e seus professoresGoulart, Ione Ferrarini 16 September 2016 (has links)
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Previous issue date: 2016-09-16 / This work investigated the perception around the use of ICTs by pedagogy
students and their professors with the ambition of (a) verify what is the young
university students??? perception surrounding the use of the ICTs in their
professors??? pedagogic practices; (b) check how the professors perceive their
pedagogic practices in relation to the use of ICTs; and (c) analyse the common
and divergent points of both perceptions. We opted for choosing a qualitative
research and exploratory character generation with the utilization of the
following data collection technics: focal group, questionnaire and interview. The
study was fulfilled, at first, based on two focal groups??? data, made by researches
of the research group Juventude, Educa????o e Tecnologias: Sociabilidades e
Aprendizagens (Jetsa) ??? Youth, Education and Technologies: Sociability and
Learning. Later, through the data acquired from the focal group, questions were
extracted for the questionnaire, which was applied to 67 youthful; and with six
participant professors, interviews were held. The literature review presented
fundamental and theoretical regarding to the Higher Education in Brazil and in
Brazilian Federal District, the profiles of the youth from pedagogy and his
teaching, ICTs in education, learning mediated by ICTs and the pedagogic
teaching practice and ICTs, taking as reference some authors as: Veloso
(2008), Demo (2004), Bardin (2006) in methodology and also were used
reference researches coordinated by UNESCO (2009, 2014, 2015). Through
the achieved results, it was verified that pedagogy students and their professors
perceives about the use of ICTs in pedagogic practices is very similar, since
both verify this use and accept that it is used in a restrained way. The students
admit that professors could be more daring, they could use diversified
resources as videos and blogs, and professors also think the same way, but for
reasons shown in this research, they are not always able to do so. / O presente trabalho investigou a percep????o sobre o uso das TICs por jovens
da pedagogia e seus professores com os objetivos de: (a) verificar qual ?? a
percep????o dos jovens estudantes de pedagogia com rela????o ao uso das TICs
nas pr??ticas pedag??gicas dos seus professores; (b) verificar como os
professores percebem suas pr??ticas pedag??gicas com rela????o ao uso das
TICs; e (c) analisar os pontos comuns e divergentes das duas percep????es.
Optou-se por uma pesquisa qualitativa e explorat??ria com a utiliza????o das
seguintes t??cnicas de coletas de dados: grupo focal, question??rio e entrevista.
O estudo foi realizado, num primeiro momento, com base nos dados de dois
grupos focais realizados por pesquisadores do grupo de pesquisa Juventude,
Educa????o e Tecnologias: Sociabilidades e Aprendizagens (Jetsa). Num
segundo momento, atrav??s dos dados levantados no grupo focal, extra??ram-se
as perguntas para o question??rio que foi aplicado a 67 jovens; e com os seis
professores participantes, foram realizadas entrevistas. A revis??o de literatura
apresentou fundamentos e te??ricos referentes ao Ensino Superior no Brasil e
no Distrito Federal, os perfis do jovem de pedagogia e de seus docentes, as
TICs na educa????o, aprendizagem mediada pelas TICs e a pr??tica pedag??gica
docente e as TICs, tendo como refer??ncia alguns autores como: Veloso (2008),
Demo (2004), Bardin (2006) na metodologia, al??m de serem utilizadas
refer??ncias de pesquisas coordenadas pela Unesco (2009, 2014, 2015). Diante
dos resultados alcan??ados, verificou-se que a percep????o dos jovens
estudantes de pedagogia e de seus professores quanto ao uso das TICs nas
pr??ticas pedag??gicas dos professores ?? muito similar, pois ambos percebem
este uso e acreditam que o mesmo ?? feito de maneira comedida. Os alunos
acreditam que os professores poderiam ousar mais, usar recursos
diversificados como v??deos e blogs, e os professores tamb??m pensam da
mesma forma, que por raz??es apresentadas nesta pesquisa, nem sempre
conseguem.
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A educa????o integral segundo a concep????o de professores de uma escola p??blica de ensino fundamental: estudo em Ceil??ndia ??? DFSilva, Sandra Lara da 06 March 2017 (has links)
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Previous issue date: 2017-03-06 / The present study is part of the line of research entitled Educational Policy, Management, and
Economics of the Postgraduate Program of the Catholic University of Bras??lia ??? UCB. The
theme of this research is Integral Education and the concepts pertaining to its accomplishment
in teacher praxis. The relevance of the theme is apparent not only for its presence in
educational debates and within the sphere of educational policies, but also for having become
a State policy with the approval of the National Education Plan (2014-2024). In order to
analyze and understand the theme, the following research question wasformulated: What is
the understanding and conception of integral education held by the teachers of the Ceil??ndia
CRE of the public school system of the Distrito Federal? The general aim was to identify
these teachers??? conceptions of integral education. The study is a descriptive qualitative study.
In the initial stage, a survey of the literature was carried out, followed by a selection, reading,
and analysis of articles, dissertations, and theses, as well as pertinent books on the theme. For
the documentary analysis, a survey was made of the educational legislation and the main
materials that regulate integral education. Documents such as the Federal Constitution of
1988, the Law of Guideline and Bases for National Education of 1996, the National Education
Plans (2001-2009 and 2014-2024), the District Education Plan (2015-2024), and other
national and district documents, in addition to the Political Pedagogical Project of the School,
within which the research was developed, were analyzed. From the propositions of authors
Paulo Freire, Maurice Tardif, Vitor Paro, Ant??nio N??voa, as the theoretical framework that
constitutes the literature review, a discussion is presented regarding teacher praxis and the
conception of integral education, and the organizational structure of the school is put forth as
the fundamental means for school transformation. The comprehension of some of the
concepts and conceptions inherent to the theme, such as integral education, full-time
education, and extended school day, were considered necessary. During the field research,
elements inherent to the teachers??? praxis and the conceptions of integral education were
identified. The analysis of the interviews revealed that these conceptions permeate and
interfere with the teaching praxis in the school. Overall, one may say that in order to
accomplish a pedagogical practice aiming at an integral education of learners, it is necessary
to provide teachers with ongoing education promoting a reflection on teacher praxis and the
conception of education which permeates it. / O presente estudo insere-se na linha de pesquisa Pol??tica, Gest??o e Economia da Educa????o do
Programa de P??s-Gradua????o da Universidade Cat??lica de Bras??lia (UCB). O tema desta
pesquisa ?? a Educa????o Integral e as concep????es que permeiam sua efetiva????o na pr??tica
docente. O tema se faz relevante por estar presente no debate escolar e no ??mbito das pol??ticas
educacionais e, tamb??m, por se tornar uma pol??tica de Estado com a aprova????o do PNE
(2014-2024). No sentido da an??lise e compreens??o do tema, formulou-se o seguinte problema
de pesquisa: Qual a compreens??o e a concep????o de educa????o integral dos professores da CRE
de Ceil??ndia da rede p??blica do Distrito Federal? Como objetivo geral buscou-se identificar
qual a concep????o de educa????o integral dos professores da escola pesquisada. A pesquisa em
quest??o tratou de um estudo qualitativo descritivo. Na etapa inicial realizou-se uma pesquisa
bibliogr??fica, procedendo a uma sele????o, leitura e an??lise de artigos, disserta????es e teses, bem
como obras pertinentes ao tema estudado. Para a an??lise documental, buscou-se levantar na
legisla????o educacional os principais materiais que regulamentam a educa????o integral,
analisando-se documentos como a Constitui????o Federal de 1988, a Lei de Diretrizes e Bases
da Educa????o Nacional de 1996, os Planos Nacionais de Educa????o (2001-2009 e 2014-2024), o
Plano Distrital de Educa????o (2015-2024) e outros documentos nacionais e do Distrito Federal,
al??m do Projeto Pol??tico Pedag??gico da escola em que se desenvolveu a pesquisa. Nas
proposi????es dos autores Paulo Freire, Maurice Tardif, Vitor Paro, Ant??nio N??voa, como
referencial te??rico que constitui a revis??o de literatura, foi poss??vel apresentar uma discuss??o
acerca da pr??tica docente e da concep????o de educa????o integral, al??m de trazer a estrutura
organizacional da escola como eixo fundamental para transforma????o da escola. Considerou-se
necess??rio compreender alguns conceitos e concep????es inerentes ?? tem??tica, como a educa????o
integral, a escola de tempo integral e a amplia????o da jornada escolar. Durante a pesquisa de
campo, foi poss??vel identificar elementos inerentes ?? pr??tica pedag??gica e as concep????es de
educa????o integral. Na an??lise das entrevistas observou-se que tais concep????es permeiam e
interferem na pr??tica docente da escola pesquisada. De modo geral, pode-se afirmar que para
se realizar uma pr??tica pedag??gica que vise ?? forma????o integral dos educandos, se faz
necess??rio proporcionar uma forma????o continuada aos professores, na qual se desenvolva a
reflex??o sobre a pr??tica docente e a concep????o de educa????o que a permeia.
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Os saberes docentes para a pr?tica pedag?gica de alunos com necessidades educativas especiais na escola regularSilva, Adarita Souza da 04 April 2014 (has links)
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Previous issue date: 2014-04-04 / This research discusses that teaching knowledge which teachers mobilize in the pedagogical practice of students with special educational needs- NEE in regular schools from public schools in the city of Feira de Santana-BA. To achieve the proposed objective we chose a qualitative approach, by providing the enlarge of the discussion about the natural environment of research and enrichment of the description of the data. To this end, a theoretical framework was built, supported by studies by Tardif (2002), Pimenta (2005), Freire (2004), Shulman (2005) and Barth (1993) which underlie the idea that teachers are knowledge developed during the training process and incorporates historical, social, cultural aspects that qualify and re-signify the teaching required teachers to work with such knowledge. Teachers who work with students with special educational needs attribute to knowledge an important element in the construction of pedagogical practice and performance with the included. In this context, therefore, the study of teaching practice for students with NEE lies trampled in reflection about their own teaching educational action (SCHON in NOVOA 1995), as well as subsidies on the concepts of habitus and campus in Bourdieu (1998) . The present study allowed also to know the context in which the research took place, the actions of the subjects inserted and the research space. From the results achieved, we realize that although education policy point advances in the conceptions directed inclusion for students with NEE there are still many conflicts teachers face in concreting ideas of education of these subjects. The subjects also, in his speeches, staked limitations in training to work with students with NEE and had knowledge that comprise pedagogical practice in order to nurture the learning of these students. This knowledge run of varied hues and contexts in order to establish consistency between the know-how and the know-to be-pedagogic in an attempt to develop the intellectual skills of students with NEE towards the improvement of skills, attitudes and knowledge. / Esta investiga??o discute que saberes docentes os professores mobilizam na pr?tica pedag?gica de alunos com necessidades educativas especiais-NEE na escola regular da rede p?blica de ensino do Munic?pio de Feira de Santana-Ba. Para atingir o objetivo proposto optou-se por uma abordagem qualitativa, por proporcionar a amplia??o do debate em torno da conjuntura natural da pesquisa e o enriquecimento da descri??o dos dados obtidos. Para tanto, foi constru?do um quadro te?rico, tendo como suporte os estudos de Tardif (2002), Pimenta (2005), Freire (2004), Shulman (2005) e Barth (1993) os quais fundamentam a ideia de que os saberes docentes s?o desenvolvidos durante o processo de forma??o e agrupa aspectos hist?ricos, sociais, culturais que os qualificam e ressignificam a did?tica necess?ria aos professores que atuam com tais saberes. Os docentes que atuam com alunos com necessidades educativas especiais atribuem aos saberes um importante elemento na constru??o da pr?tica pedag?gica e na atua??o com o inclu?do. Nesse quadro, portanto, o estudo da pr?tica pedag?gica para com alunos com NEE encontra-se calcado na reflex?o do docente sobre sua pr?pria a??o educativa (SCHON in NOVOA 1995), bem como os subs?dios nos conceitos de habitus e campus em Bourdieu (1998). A realiza??o desse estudo possibilitou, tamb?m, conhecer o contexto em que se deu a pesquisa, as a??es dos sujeitos nele inserido e o espa?o da investiga??o. Como resultados alcan?ados, percebemos que embora as pol?ticas de educa??o apontem avan?os nas concep??es direcionadas a inclus?o para os alunos com NEE, ainda s?o v?rios os conflitos que os professores enfrentam na concretiza??o dos ideias da educa??o desses sujeitos. Os sujeitos tamb?m, em seus discursos, demarcaram limita??es na forma??o para atuarem com alunos com NEE e apresentaram saberes que integram a pr?tica pedag?gica a fim de oportunizar a aprendizagem desses alunos. Esses saberes partem de variadas matizes e contextos com o intuito de estabelecer uma coer?ncia entre o saber-fazer e o saber-ser-pedag?gico na tentativa de desenvolver as capacidades intelectuais dos alunos com NEE em dire??o ao aperfei?oamento das habilidades, atitudes e conhecimento.
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O desenho geom?trico no curr?culo do curso de licenciatura em matem?tica da UEFS: reflexos no ensino da geometria plana do ensino fundamental (anos finais)Cruz, Maria do Socorro Batista de Jesus 23 October 2013 (has links)
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Previous issue date: 2013-10-23 / The researchentitled?The Geometric Designin the curriculum ofcourse in Mathematics of UEFS: reflexes in the Planar Geometry of Elementary School (end years) no combines the Geometric Design to teaching of Planar Geometry?. It has as its objective to identify and discuss though the comrative study of curriculum organization and the pedagogical practice of professor formed by UEFS, what is the relationship of Geometric Design in the teaching of Planar Geometry, it is made by two way: the formation of professor license, though the review of curriculum and pedagogical practice, from the field research developed with the fourteen teachers. The approach used in qualitative research that is used two methods: documents research and field research, this encluded a questionnaire to collect datas analyzed qualitatively and quantitatively, the datas being presented in a descriptive and demonstrative. It is discurssed the influence the Higher Education and Elementary Education suffered and still suffer from moviments and educational reforms, especially in the Moviment of Modern Mathematics. Well as the changes made in the curriculum for the curse Degree in Mathematics from UEFS suppressed or amplified contents of Planar Geometric Design, replacing them others and how this is reflected in the practice of these teachers. It was also shown how the Geometric Design and Geometry is presented from Public Instruction, with Rui Barbosa to Basic Education and Higher Education in the 2010s.It appears that despite the teachers emphasized the importance of graphical representation through geometric constructions and the use of appropriate instruments to draw and measure, some do not use them in your classes or require their students these representations. / A pesquisa intitulada ?O Desenho Geom?trico no curr?culo do curso de Licenciatura em Matem?tica da UEFS: reflexos no ensino da Geometria Plana do Ensino Fundamental (Anos Finais)? nasceu com o prop?sito de investigar por que o professor habilitado para trabalhar com a Geometria no Ensino Fundamental (Anos Finais) n?o alia o Desenho Geom?trico ao ensino de Geometria Plana. Seu objetivo foi identificar e discutir, atrav?s do estudo comparativo da organiza??o curricular e da pr?tica pedag?gica do professor formado pela UEFS, qual a rela??o do Desenho Geom?trico no ensino da Geometria Plana. Para tanto, trilha-se por dois vieses: a forma??o do professor licenciado, atrav?s da an?lise dos curr?culos; e a pr?tica pedag?gica, a partir da pesquisa de campo desenvolvida com14 docentes da rede municipal de ensino.A abordagem utilizada na pesquisa foi qualitativa, e se utilizou de dois m?todos: pesquisa documental e pesquisa de campo. Esta contou com um question?rio de coleta de dados analisado de forma qualitativa e quantitativa, sendo os dados apresentados de forma descritiva e demonstrativa.Discutiram-se neste estudo as influ?ncias que o Ensino Superior e o Ensino Fundamental sofreram e ainda sofrem de movimentos e reformas educacionais, principalmente do Movimento da Matem?tica Moderna, bem como as mudan?as realizadas nos curr?culos do curso de Licenciatura em Matem?tica da UEFS, se suprimiramou ampliaram conte?dos de Geometria Plana e Desenho Geom?trico, substituindo-os por outros, e como isto se refletiu na pr?tica docente. Mostrou-se tamb?m como o Desenho Geom?trico e a Geometria se apresentava desde a Instru??o P?blica, com Rui Barbosa at? a Educa??o B?sica e Ensino Superior, na d?cada de 2010. Constatou-se que, apesar dos docentes ressaltarem a import?ncia da representa??o gr?fica atrav?s das constru??es geom?tricas e do uso de instrumentos apropriados para tra?ar e medir, alguns n?o osutilizam em suas aulas, nem requerem de seus alunos essas representa??es.
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A contextualiza??o de conhecimentos no ensino de microbiologia com base na teoria da aprendizagem significativa / The contextualization of knowledge in microbiology teaching based on the theory of meaningful learningBEZERRA, Hanna Patr?cia da Silva 24 October 2016 (has links)
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Previous issue date: 2016-10-24 / This research accomplished an investigation the impacts about the context practice?s activities in the learning process with high school students of the technical course in food in the integrated form, at Campus Macap? of IFAP, from generating theme bacterium in microbiology matter. Two practice activities were developed: yogurt production and analysis of hand hygiene efficiency. The ?Bacterium? theme was chosen due to relate to the reality of the students and make the program content of the microbiology matter, considered abstract because of the lectures do not provide a concrete approach of the subjects studied, contributing to only rote learning. For data collect, was used the concept maps technique to compose the empirical material. The students developed the conceptual maps from their previous knowledge, before context practice?s activities and after experiments. The maps were evaluated by the students themselves, through a semi-structured self-assessment by an educator and researcher. The categories of analysis maps were concepts (quantity and quality and conceptual hierarchy levels); interrelationships between concepts (lines inbreeding, number of link words and propositions with logical meaning) and map structure (cross-relations representative of the content and creativity). The results of evaluations of conceptual maps made it possible to verify that the students had previous knowledge about the subject, however, they had difficulty in relating the concepts hierarchically and to form logical propositions, as well as in establishing cross-links between concepts in different contexts. After the completion of contextualization practices, significant improvement was observed in the development of conceptual relationships by students. / Esta pesquisa foi realizada com estudantes do terceiro ano do curso t?cnico de n?vel m?dio em alimentos na forma integrada do Campus Macap? do IFAP e investigou os impactos de atividades de contextualiza??o pr?tica no processo de aprendizagem dos discentes, a partir da tem?tica bact?rias no componente curricular microbiologia. Foram desenvolvidas duas atividades pr?ticas: produ??o de iogurte e an?lise da efici?ncia da higieniza??o das m?os. Ressalta-se que a tem?tica ?Bact?rias? foi escolhida em raz?o de se relacionar com a realidade dos estudantes e compor o conte?do do componente curricular microbiologia, considerado abstrato em raz?o de as aulas expositivas n?o promoverem uma aproxima??o concreta dos temas estudados, contribuindo apenas para a aprendizagem mec?nica. Para coleta dos dados foi utilizada a t?cnica de Mapas Conceituais para compor o material emp?rico da pesquisa. Assim, os discentes elaboraram os mapas conceituais a partir dos conhecimentos pr?vios e ap?s as atividades de contextualiza??o pr?tica. Os mapas foram avaliados pelos pr?prios estudantes, por meio de uma autoavalia??o semiestruturada, por uma pedagoga e pela pesquisadora. As categorias de an?lise dos mapas foram: conceitos (quantidade e qualidade e n?veis de hierarquia conceitual); inter-rela??es entre conceitos (linhas de intercruzamento, n?mero de palavras de enlace e proposi??es com significado l?gico) e estrutura do mapa (rela??es cruzadas, representatividade do conte?do e criatividade). Os resultados das avalia??es dos mapas conceituais possibilitaram verificar que os estudantes apresentavam conhecimentos pr?vios a respeito da tem?tica, no entanto, tiveram dificuldade em relacionar os conceitos de forma hier?rquica e que formassem proposi??es l?gicas, assim como em estabelecer rela??es cruzadas entre conceitos de contextos distintos. Ap?s a realiza??o das contextualiza??es pr?ticas, observou-se significativo avan?o no desenvolvimento das rela??es conceituais pelos estudantes.
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Equoterapia educacional: um aporte colaborativo na inclus?o da crian?a com transtorno do espectro autista na escola / The Educational Hippotherapy as Collaborative proposal Inclusion in the School of children with Autism Spectrum Disorder in Comprehensive Care Center for ChildrenCruz, Francelina de Queiroz Felipe 11 October 2016 (has links)
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Previous issue date: 2016-10-11 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research was to study to identify and analyze the contributions of hippotherapy
Education, in schools, inclusion and development of students with Autism Spectrum Disorder,
and the performance of this practice as an educational Specialized care in the input learning.
In this sense the studies listed here to suggest a reflection about the inclusive educational
practices for collaborative environment, in school Integral Care Center for Children - CAIC
Paul Dacorso Son in UFRRJ. For the application of the study carried out a qualitative
approach, under the reflective gaze of the theoretical and methodological framework of
inclusive perspective from the Operational Guidelines for Basic Education and authors
dealing with such reference action research. In this way the path for the data collection
permeated by observing the hippotherapy sessions at school, semi-structured interviews,
reports pedagogical analysis of educational intra-class activities, reports and clinical case
histories and the student with ASD, object of study. The main topics are always related by the
interaction between the research object, the horse, mediators and school agents who acted as
more of a collaborative element in the construction of teaching, learning and development of
the autistic child as a whole, which brought to light effect experiences in educated culture
with pedagogical actions of autistic children enter a type of Therapeutic Riding school
Inclusive that had formed from the collective experience with other children neurot?picas in
different times and school spaces. finally describing the path in the process of inclusion of
children with ASD in school educational space CAIC Paul Dacorso Son identifying its
advances and or behavioral setbacks, affective and significant of these children, breaking with
the conservative outlook based on limitation of learning, and gradually broken in interactions.
Favoring overcome for manufacturing expectations of learning unveiling new knowledge and
educational practice, bringing new pedagogical meanings. / Esta pesquisa teve como objetivo central identificar e analisar as contribui??es da Equoterapia
na inclus?o e escolariza??o do aluno com Transtorno do Espectro Autista (TEA), sendo a
atua??o dessa pr?tica como um Atendimento Educacional Especializado gerou possibilidades
colaborativas para realiza??o de outras estrat?gias de significa??o de escolariza??o de um
aluno com TEA no interior de uma escola. Neste sentido, os estudos aqui elencados nos
sugerem uma reflex?o a cerca das pr?ticas educativas inclusivas, por meio colaborativo, na
escola. Para a aplica??o do estudo realizamos uma abordagem qualitativa, sob o olhar
reflexivo do referencial te?rico e metodol?gico dial?gico da perspectiva inclusiva a partir do
encontro de regularidades nos discursos dos agentes pedag?gicos da pesquisa que trataram de
produzir o sentido de suporte do outro no processo de escolarizar um aluno autista. Desta
forma, o caminho percorrido para as coletas de dados perpassaram pela observa??o das
sess?es de equoterapia na escola, entrevistas semiestruturadas, an?lises de relat?rios
pedag?gicos das atividades educativas intraclasse, laudos e anamneses cl?nicas do aluno com
TEA, objeto do estudo. Os principais temas abordados est?o relacionados sempre a partir da
intera??o entre o objeto da pesquisa, o cavalo, os mediadores e agentes escolares, que atuaram
como mais um elemento colaborativo na constru??o do ensino, aprendizagem e do
desenvolvimento da crian?a com TEA como um todo, o que trouxe ? tona experi?ncias
efetivadas, na cultura escolarizada, com a??es pedag?gicas de inserir crian?as com TEA num
tipo de Equoterapia Escolar Inclusiva em que se formassem a partir da viv?ncia coletiva com
outras crian?as neurot?picas nos diferentes tempos e espa?os da escola. Descrevendo
finalmente o caminho percorrido no processo de inclus?o da crian?a com TEA no espa?o
educativo da escola Centro de Aten??o Integral ? Crian?a e ao Adolescente (CAIC) Paulo
Dacorso Filho identificando seus avan?os e ou retrocessos comportamentais, afetivos e
significativos dessas crian?as, rompendo com as perspectivas conservadoras baseadas na
limita??o de aprendizagem, sendo aos poucos desfeitas nas intera??es. Favorecendo a
supera??o para a expectativa transformadora da aprendizagem desvendando novos saberes e
pr?ticos educativos, trazendo novos significados pedag?gicos
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