Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2018-04-23T14:13:15Z No. of bitstreams: 1 Carolina Chagas Schneider.pdf: 2381544 bytes, checksum: 0060d2ea1ab4c6a3c405ec25a22866b6 (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-05-09T18:46:35Z (GMT) No. of bitstreams: 1 Carolina Chagas Schneider.pdf: 2381544 bytes, checksum: 0060d2ea1ab4c6a3c405ec25a22866b6 (MD5) / Made available in DSpace on 2018-05-09T18:50:46Z (GMT). No. of bitstreams: 1 Carolina Chagas Schneider.pdf: 2381544 bytes, checksum: 0060d2ea1ab4c6a3c405ec25a22866b6 (MD5) Previous issue date: 2017-01-23 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The present work analyzes the implementation of the National Pact for Literacy at the Right Age by reflecting on what outcomes result from a literacy national public policy in a socially vulnerable community in the outskirts of Porto Alegre (Rio Grande do Sul, Brazil). This work is characterized as a case study research with a qualitative and descriptive approach. The study is focused on a specific school reality in the city of Porto Alegre, aiming to identify in the school context the results of the implementation of the National Pact for Literacy at the Right Age, which included a deep immersion in the context. The data was collected through semistructured interviews, document research and observations registered in the ?teacher?s class notes?. The results of the research were observed in two broad categories the limits and possibilities of the program studied, the main subcategories were within the limits: difficulties of initial adherence of the teachers in the formation of PACTO and lack of continuity of the program. In the possibilities category the main subcategories were: quality of the course and improvement in the quality of teaching. The main theorists who supported the research on literacy are: Mortatti, Soares, Tfouni, Morais, and Ferreiro. The theorists researched on public policies were Gontijo and Akkari. The research also included official documents from the Brazilian Education Ministry and City Education Department of Porto Alegre. / O presente trabalho analisa a implementa??o, no munic?pio de Porto Alegre, do Pacto Nacional pela Alfabetiza??o na Idade Certa, refletindo sobre quais os desdobramentos de uma pol?tica p?blica nacional para alfabetiza??o numa comunidade em situa??o de vulnerabilidade social da periferia urbana. Tal estudo caracteriza-se como uma pesquisa qualitativa, descritiva em formato de estudo de caso, por focalizar uma realidade escolar espec?fica do munic?pio, buscando identificar no contexto escolar, os desdobramentos da implementa??o do Pacto Nacional pela Alfabetiza??o na Idade Certa, o que incluiu uma imers?o profunda no contexto. Os dados foram coletados por meio de entrevistas semiestruturadas, pesquisa documental e observa??es registradas em ?Di?rios de aula?. Os resultados da pesquisa foram observados em duas grandes categorias: os limites e as possibilidades do programa estudado. Na categoria limites, as principais subcategorias que emergiram foram: dificuldades de ades?o inicial das professoras na forma??o do PACTO e falta de continuidade do Programa. Na categoria possibilidades as principais subcategorias foram: qualidade do curso e melhoria na qualidade de ensino. Os principais te?ricos a subsidiarem a pesquisa quanto ? alfabetiza??o s?o: Mortatti, Soares, Tfouni, Morais, Ferreiro e quanto a pol?ticas p?blicas Gontijo e Akkari al?m dos documentos oficiais do Minist?rio da Educa??o brasileiro e da Secretaria Municipal de Educa??o de Porto Alegre/RS

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2017-02-01T22:26:04Z No. of bitstreams: 1 Arig?sica Andrade Moura - Disserta??o.pdf: 1795253 bytes, checksum: 3795b7451f303b5c88f6c2eabb67a8e7 (MD5) / Made available in DSpace on 2017-02-01T22:26:04Z (GMT). No. of bitstreams: 1 Arig?sica Andrade Moura - Disserta??o.pdf: 1795253 bytes, checksum: 3795b7451f303b5c88f6c2eabb67a8e7 (MD5) Previous issue date: 2016-09-12 / This dissertation in inserted in the line of research 2 ? Cultures, Formation and pedagogical Practices ? of the postgraduate program in Education at the State University of Feira de Santana (UEFS). It aimed to understand the implications of the discipline ?Aesthetics and Ludicity in Children?s Literature? on the pedagogical practices of teachers graduated in Portuguese language and literature at the State University of Bahia. Based on this assumption, the locus of this research was the State University of Bahia (UNEB), campus XXII, located in the town of Euclides da Cunha. The research subjects were six teachers graduated from UNEB, who work with students in the initial years in a public middle school. It is a qualitative research study, in which I opted for a semi-structured interview as an instrument for data collection, and I was inspired by life stories. In doing so, I could map conflicts, values, contradictions, and the way that each interviewee sees and signifies his or her reality. It was also possible to investigate the relations, the representations, the interpretations, and what these subjects graduated in Portuguese language and literature think of Children?s Literature in their formation. For this purpose, the research used as a theoretical basis authors such as Arroyo (2011), Coelho (2000), Eco (1994), Faria (2010), Mortatti (2001; 2014), Cerqueira (2007), Lajolo (1983; 1996; 1998; 2007; 2015), Meireles (1984), N?voa (2003), Pimenta e Lima (2004), Zilberman (1987; 2003; 2005; 2014), Rangel (2009), Todorov (2009) among others. The insertion of Children?s Literature as a discipline in teaching courses is an issue that has been timidly discussed in the academic environment. Despite oscillating in the curricula of several higher education institutions, this genre marks strong presence in classrooms. As this theoretical and literary knowledge is given a secondary role in the formation of teachers holding a teaching degree in language and literature, a gap is created in their formation, given that Children?s Literature will be present in their everyday teaching activities. The data analysis showed that only the insertion of the discipline is not the solution to the formation of readers. On the contrary, this formation issue is more closely associated with the teacher?s experience with literary reading than with the study of Children?s Literature during the graduation course in teaching. And here is the key point. In order for teachers to be mediators in reading activities, they need to see themselves as literary readers. / Esta disserta??o est? inserida na linha de pesquisa 2 ? Culturas, Forma??o e Pr?ticas Pedag?gicas ? do Programa de P?s-Gradua??o em Educa??o da Universidade Estadual de Feira de Santana (UEFS). Seu prop?sito foi compreender as implica??es do componente curricular ?O est?tico e o l?dico na Literatura infantojuvenil? na pr?tica do licenciado em Letras Vern?culas, da Universidade do Estado da Bahia (UNEB). Partindo desses pressupostos, essa pesquisa teve como l?cus a Universidade do Estado da Bahia, campus XXII, situado na cidade de Euclides da Cunha. Seus sujeitos foram seis professores das s?ries finais do ensino fundamental da rede p?blica, egressos do referido campus. Trata-se de uma pesquisa qualitativa, onde optei pela entrevista semiestruturada como instrumento de coleta de dados e me inspirei na Hist?ria de Vida. Dessa forma, pude mapear conflitos, valores, contradi??es, os modos como cada entrevistado percebe e significa sua realidade. Foi poss?vel, ainda, investigar as rela??es, as representa??es, as interpreta??es, o que os sujeitos pensam acerca da literatura infantojuvenil em sua forma??o, enquanto licenciados em Letras. Para tanto, a pesquisa teve como aporte te?rico autores como Arroyo (2011), Coelho (2000), Eco (1994), Faria (2010), Mortatti (2001; 2014), Cerqueira (2007), Lajolo (1983; 1996; 1998; 2007; 2015), Meireles (1984), N?voa (2003), Pimenta e Lima (2004), Zilberman (1987; 2003; 2005; 2014), Rangel (2009), Todorov (2009) entre outros. A inser??o da Literatura infantojuvenil como disciplina em cursos que visam ? forma??o de professores ? uma quest?o que vem sendo timidamente discutida no meio acad?mico. Apesar de oscilar nos curr?culos de diversas institui??es de ensino superior, esse g?nero marca forte presen?a na sala de aula. ? medida que se relega a um segundo plano esse conhecimento te?rico-liter?rio na forma??o do licenciado, constr?i-se uma lacuna em sua forma??o, pois, em sua atua??o enquanto docente, a literatura (infantil e juvenil) estar? presente em seu dia-a-dia. A an?lise de dados mostrou que apenas a inser??o da disciplina n?o se constitui como uma solu??o para a forma??o de leitores. Ao contr?rio, a quest?o de tal forma??o est? mais associada ?s viv?ncias do professor com a leitura liter?ria do que apenas com o estudo da literatura infantojuvenil durante a licenciatura. Eis o ponto-chave desvelado: a hist?ria de leitura do licenciado. O professor, para ser mediador de leitura, necessita ser e se perceber enquanto leitor liter?rio.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2018-01-25T23:14:34Z No. of bitstreams: 1 DISSERTA??O - MARCOS VIN?CIUS SANTOS SILVA.pdf: 1867351 bytes, checksum: def26bc9b7fc279cafbb180af8d67b58 (MD5) / Made available in DSpace on 2018-01-25T23:14:34Z (GMT). No. of bitstreams: 1 DISSERTA??O - MARCOS VIN?CIUS SANTOS SILVA.pdf: 1867351 bytes, checksum: def26bc9b7fc279cafbb180af8d67b58 (MD5) Previous issue date: 2016-04-27 / The research aims to analyze the interface between humanization and technological resources in hospitals. It was the result of an investigation under a qualitative approach, while the data were analyzed in addition to the quantifiable dimensions, but a universe embraced by signs, senses and meanings attributed to the object in focus. The empirical universe of the study was two hospital equipments linked to the Department of Health of the State of Bahia, administered under different legal and administrative systems. The choice of these hospitals met the criteria: broad flow demand of massive technological development and that were allocated near the university in which the study is linked. Empirical research showed with the application of semi-structured interviews scripts together professionals from both units. Discussions necessary researches are categorized in the debate on hospital care, specifying on its structure and the adjacent and constituent subjects in defendants processes. The results of this study reflect issues to the very interface between humanization and technological resources in health, converging on the antagonistic character attributed to technology, now seen as making it humanizes, sometimes as dehumanizing mechanism. Also, the data also indicate on the various meanings attributed to humanization, converging with its polysemous attribute. Although, all the undertaken theoretical basis points directives that establish with the ideal of restructuring hospital care, with a focus to their practice. With regard, it urges the need to safeguard the qualities inherent in the principle of ethics, as they stand up for human values in much needed. Therefore, the discussions related to the paradigm of execution of humanization in the health field by the driver of technological resources, are recurrent. Thus, it points out the need to build care environments conducive to the introduction of targeted practices and demarcated by the complementarity between categories humanization and technology. Therefore, the need to adopt and reflect on an integrative approach is argued between them, facilitating the humans values to scale on the technologic practices, proceduralists, as combated. / A pesquisa tem como objetivo analisar a interface entre a humaniza??o e a incorpora??o tecnol?gica em unidades hospitalares. Foi fruto de uma investiga??o com abordagem qualitativa, ao passo que os dados foram analisados al?m das dimens?es quantific?veis, mas num universo abarcado por signos, sentidos e significados atribu?dos ao objeto em foco. O universo emp?rico do estudo foi dois equipamentos hospitalares vinculados ? Secretaria Estadual de Sa?de do Estado da Bahia, administrados sob diferentes regimes jur?dico-administrativos. A escolha desses hospitais se deu devido aos seus amplos fluxos demandat?rios, ? maci?a incorpora??o tecnol?gica em ambos e ao fato de estarem alocados pr?ximos ? universidade em que esse estudo est? vinculado. A pesquisa emp?rica evidenciou-se com a aplica??o de roteiros semiestruturados de entrevistas junto aos profissionais de ambas as unidades. As discuss?es necess?rias ? pesquisa categorizam-se no debate sobre o cuidado hospitalar, especificando sua estrutura e os sujeitos adjacentes e constituintes nos processos demandados. Os resultados desse estudo refletem quest?es referentes ? pr?pria interface entre a humaniza??o e a incorpora??o tecnol?gica em sa?de, convergindo quanto ao car?ter antag?nico atribu?do ? tecnologia, ora vista como fazer que humaniza, ora como mecanismo desumanizador. Igualmente, os dados indicam os v?rios sentidos atribu?dos ? humaniza??o, confluindo com seu atributo poliss?mico. Conquanto, todo o aporte te?rico empreendido aponta diretivas que coligem com o ideal de reestruturar o cuidado hospitalar, com enfoque ao campo das pr?ticas. A pesquisa incita a necessidade de resguardar as qualidades inerentes ao princ?pio da ?tica, ? medida que ressalta os valores humanos, em muito carecidos. Logo, as discuss?es relacionadas ao paradigma da efetiva??o da humaniza??o no campo da sa?de, mediante o fator condicionante da incorpora??o tecnol?gica, s?o recorrentes. Assim, aponta-se para a necessidade de se construir ambientes de cuidado prop?cios ? instaura??o de pr?ticas direcionadas e demarcadas pela complementariedade entre as categorias ?humaniza??o? e ?tecnologia?. Portanto, defendeu-se a necessidade de adotar e refletir acerca de uma abordagem integradora entre ambas, possibilitando aos valores humanos dimensionarem-se sobre as pr?ticas tecnicistas, em geral, muito combatidas.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2018-01-31T21:47:43Z No. of bitstreams: 1 Disserta??o Elisangela - Vers?o final.pdf: 4721692 bytes, checksum: 932b8588b8105cec5dea658dc990cffd (MD5) / Made available in DSpace on 2018-01-31T21:47:43Z (GMT). No. of bitstreams: 1 Disserta??o Elisangela - Vers?o final.pdf: 4721692 bytes, checksum: 932b8588b8105cec5dea658dc990cffd (MD5) Previous issue date: 2017-02-21 / Scientific Literacy is one of the big challenges in contemporary world. That way alternatives which promote practice that increase level of scientific Literacy is a challenge (deal) for educators. Inclusion of practice that involve Astronomy is a strategy which can collaborate in this process, and having support Significant Learning theories. Following this idea, this project promote a diffusion of this manner of learning though practise in Physical class and Basic Education Science, as well practice of experiments involving basic astronomical tools, observation of astronomical phenomena, planetarium sections, presentations, participations in Astronomy and Astronautic Brazilian Olympiad, science fairs and confection of didactic material for Teaching Astronomy are some activities include on this project. The report of all activities realized in the classes of Physics was through knowledges brought by students after researches, elaboration of experiment and presentation in classroom, promotes interest and improves understanding about the studied phenomena. As Educational Product, was created a homepage containing all material developed in this work, such as script of the experiments and descriptions of the practical activities and observations realized, which will serve as methodological handle in diverse Learning contexts in Science. / A Alfabetiza??o Cient?fica ? um dos grandes desafios da contemporaneidade. Criar alternativas para a promo??o de pr?ticas que elevem o patamar do letramento cient?fico ? um desafio para os educadores. A inclus?o de atividades pr?ticas envolvendo a Astronomia ? uma estrat?gia que pode colaborar neste processo, tendo como base a Teoria da Aprendizagem Significativa. Neste sentido, este trabalho promoveu a difus?o desta pr?tica nas aulas de F?sica e Ci?ncias na educa??o b?sica, bem como a pr?tica de experimentos envolvendo a constru??o de instrumentos astron?micos b?sicos, observa??o de fen?menos astron?micos, exposi??es de planet?rio, semin?rios, participa??o na Olimp?ada Brasileira de Astronomia e Astron?utica e confec??o de material did?tico para o ensino de Astronomia. O relato das atividades realizadas nas aulas de F?sica a partir dos conhecimentos trazidos pelos estudantes ap?s pesquisa, elabora??o de experimento e apresenta??o em sala de aula, promove o interesse, e melhora a compreens?o dos fen?menos estudados. Como produto educacional foi constru?da uma homepage contendo o material desenvolvido neste trabalho, bem como o roteiro dos experimentos e descri??o das atividades pr?ticas e observacionais realizadas, para que possam servir como suporte metodol?gico em diversos contextos de aprendizagem em ci?ncias.

Made available in DSpace on 2016-04-04T18:27:40Z (GMT). No. of bitstreams: 1 Walter Educardo Granetto.pdf: 525530 bytes, checksum: 2fdd1c1f0f3d7f8f2031c3e31b532062 (MD5) Previous issue date: 2008-02-15 / Parenting practices are defined as mannering classrooms emitted by the parents which have the purpose to suppress undesirable behavior and stimulate the occurrence of proper behaviors on children (use of explanations, punishment or rewards). Thus, this work has as a goal describing parenting practices reported by the young people interned in a rehabilitation institute for chemical dependents and arguing, based in other researches, the possible contingency relations between parental practices and the participants behavior. Nine adolescents of both sexes, all of them single, between 17 and 21 years old, coming from biparental families, participated in this research. An identification file, containing information about the age and sex of the participants, their and the parental couple s scholarship and occupancy, the family income, the beginning of consuming psychoactive substances, the consummation of the last month before the internship and if there were former internships; a device (Familiar Interaction Quality Scales EQIF) and a semistructured interview were used for data acquisition. The results have showned that most part of the analysed sample was inserted in a family environment considered risky to the development of anti-social behavior, for they were parents that didn t use positive practices as the fatherhood involvment, efficient supervision and monitoring, dialogue with the children, but frequently negative practices, mainly verbal punishment and negative communication, thus characterizing an coercive family environment. The actual research has showned the importance of family, specially in parenting practices and in development of behavior problems on children, as drugs addiction. / As pr?ticas educativas parentais s?o definidas como classes comportamentais emitidas pelos pais que t?m o objetivo de suprimir comportamentos indesej?veis e incentivar a ocorr?ncia de comportamentos adequados nos filhos (uso de explica??es, de puni??es ou de recompensas). Assim, este trabalho teve como objetivo descrever as pr?ticas parentais relatadas por jovens internados numa institui??o de recupera??o de dependentes qu?micos e discutir com base em outras pesquisas, as poss?veis rela??es de conting?ncia entre as pr?ticas parentais e o comportamento dos participantes. Participaram desta pesquisa nove adolescentes, de ambos os sexos, solteiros, com idades entre 17 a 21 anos, oriundos de fam?lias biparentais. Para obten??o dos dados foi utilizado ficha de identifica??o contendo dados sobre a idade e sexo dos participantes, a escolaridade e ocupa??o dos sujeitos e do casal parental, a renda familiar, o inicio de consumo de subst?ncias psicoativas, o consumo no ?ltimo m?s que antecedeu a interna??o e se houveram interna??es anteriores; um instrumento (Escalas de Qualidade de Intera??o Familiar EQIF) e uma entrevista semi-estruturada. Os resultados mostraram que a maioria dos participantes da amostra estudada estava inserida em um ambiente familiar de risco para o desenvolvimento de condutas anti-sociais, pois eram pais que n?o utilizavam pr?ticas positivas como o envolvimento paterno, supervis?o e monitoria eficazes e di?logo com os filhos, mas utilizavam freq?entemente pr?ticas negativas, principalmente a puni??o verbal e a comunica??o negativa, caracterizando assim um ambiente familiar coercitivo. A presente pesquisa demonstrou a import?ncia da fam?lia, em especial das pr?ticas educativas, no desenvolvimento de problemas de comportamento nos filhos como o uso e depend?ncia de drogas.

Made available in DSpace on 2016-04-04T18:32:28Z (GMT). No. of bitstreams: 1 Maria das Gracas Faustino.pdf: 886117 bytes, checksum: 063a73fa416ff22ea8877ad081150b7c (MD5) Previous issue date: 2006-08-23 / This work is inserted in University, teaching and teachers formation research?s line, and intend to reflect about the meanings web of college practices on teachers formation. The investigation has focused in five adults with ADHD. The method used was a Study of Case, by the possibility of this kind of qualitative research allows a deep analysis of the study object, and the subjects involved. In addition, the work options of the Study of Case, we ve selected the Oral History, that allowed, thru the oral recorded interviews, to analyse the teaching influence in college performance of the research subjects. The produced knowledge shows the necessity of a critical and deep study about the approached theme in the University teacher s formation courses. We ve concluded that the ADHD approach, at the teaching formation courses, inserted into the meanings web college practices context, with yours diferents dimensions social, cultural, pedagogical, biological must contribute significantly to the each student valorization and the relationships into the College environment, beyond to contribute to the teacher knows what can influence the ADHD student s performance. / O presente trabalho est? inserido na linha de pesquisa Universidade, Doc?ncia e Forma??o de Professores , tendo como objetivo refletir sobre a teia de significados das pr?ticas escolares, na forma??o de professores. A investiga??o focalizou cinco adultos com TDAH. A metodologia utilizada foi o Estudo de Caso, pela possibilidade de esse tipo de pesquisa qualitativa permitir uma an?lise aprofundada do objeto de estudo, bem como dos sujeitos envolvidos. Dentre as op??es de trabalho com o Estudo de Caso, elegemos a Hist?ria Oral, que possibilitou, por meio de entrevistas orais gravadas, analisar a influ?ncia da doc?ncia no desempenho escolar dos sujeitos da pesquisa. O conhecimento produzido evidenciou a necessidade do estudo cr?tico e aprofundado sobre o tema abordado nos cursos de forma??o de professores no Ensino Superior. Concluiu-se que a abordagem do TDAH, nos cursos de forma??o docente, inserida no contexto da teia de significados das pr?ticas escolares, em suas v?rias dimens?es social, cultural, pedag?gica, biol?gica deve contribuir significativamente para a valoriza??o de cada aluno e dos relacionamentos no ambiente escolar, al?m de contribuir para o professor conhecer o que pode influenciar o desempenho escolar de alunos com TDAH.

Made available in DSpace on 2016-04-04T18:32:33Z (GMT). No. of bitstreams: 1 LAUREANO, Renata Esmi.pdf: 5495201 bytes, checksum: 783ba90422b4e8850da7dada9aefa9f6 (MD5) Previous issue date: 2007-02-22 / The present study discusses the formation of professionals of education of pre-school children based on the theoretical reference that conceives children as active beings in their growth and development process, which is translated into the construction of a pedagogy of education of pre-school children. Our objective in the study is an experience with the formation of nursery school monitors that occurred in a course given during the period of 2003 to 2006 in a city of the State of S?o Paulo. The aim of our work is to reflect on the emancipative practices developed during this course from the perspective of the formation of nursery school professionals. After the theoretical explanation about the theme, we selected two axes that are fundamental for the work of pre-school child education: caring-educating and playing that in this study constitute the categories of analysis of the proposed theme. The methodology utilized was centered on documental references, the notebook of the registry of personal observations and the declarations of the monitors that were collected in different moments of the course. As a result we verified that emancipative practices point to innovative possibilities in the sphere of practices in the formation of pre-school child education professionals and indicate the need of implanting public policies that contemplate the demand for formation of this category that represents the educators of children from 0 to 6 years of age. / A presente pesquisa discute a forma??o de profissionais para a educa??o infantil com base em referencial te?rico que concebe a crian?a como ser ativo no seu processo de crescimento e desenvolvimento, que se traduz na constru??o de uma pedagogia da educa??o infantil. Nosso objeto de estudo ? uma experi?ncia com forma??o de monitoras de creche, que ocorreu em um curso realizado no per?odo de 2003 a 2006, em uma prefeitura do interior do Estado de S?o Paulo. O objetivo de nosso trabalho ? refletir sobre as pr?ticas emancipat?rias desenvolvidas no decorrer desse curso na perspectiva da forma??o de profissionais da educa??o infantil. Ap?s a explana??o te?rica sobre o tema, elegemos dois eixos que fundamentam o trabalho na educa??o infantil: o cuidar-educar e o brincar, que constituem, nesta pesquisa, as categorias de an?lise do tema proposto. A metodologia utilizada esteve centrada em refer?ncias documentais, no caderno de registro de observa??es pessoais e nos depoimentos das monitoras, coletados nos diferentes momentos do curso. Como resultado, constatamos que as pr?ticas emancipat?rias apontam para as possibilidades inovadoras na esfera de pr?ticas de forma??o de profissionais para a educa??o infantil e indicam a necessidade de implanta??o de pol?ticas p?blicas que contemplem a demanda de forma??o desta categoria, que s?o as educadoras de crian?as de 0 a 6 anos.

Made available in DSpace on 2016-04-04T18:32:34Z (GMT). No. of bitstreams: 1 Jacqueline de Souza Batista Figueiredo.pdf: 1518585 bytes, checksum: 1d5ab47171d45b57cc94d96058ce2e6b (MD5) Previous issue date: 2007-03-21 / This work follows the line of research University, Teaching and Education of Teachers . It analyzes the implications of implementing the implantation of public policy in Minas Gerais with the Program of Professional Development of Educators (PDP) and the configuration of the curriculum in Schools-Reference under the jurisdiction of the Regional Superintendence of Education in Po?os de Caldes, Minas Gerais. This policy considers teachers as constructors and re-constructors during the course of their education and profession with the objective of developing activities with pedagogical accompaniment and support for implanting new curricular proposals conjecturing the Common Basic Curriculum (CBC) In the light of this scenario the investigation tried to respond to the following question: What are the advances and obstacles present in the implantation of the Program for the Professional Development of Educators (PDP) being implanted by the State of Minas Gerais? It utilized bibliographical and documentary research; data for analysis was obtained at the end of 2006 by means of semi-structured interviews. Seven professors participated in these: four Coordinators of the Group of Professional Development and three Representatives of the Area. The study revealed that the professors attribute great value to the program for professional development and improvement of performance in SEEMGking teaching quality, and that the encounters held in the schools favored the practice of dialogic reflection. However, they questioned the type of presentation and the time of the implementation of the program, as well as the bureaucracy, the availability of funds and the assessment that do not correspond to facilitating the program s proposal. They revealed beliefs, worries and conflicts that ought to be considered by the creators of the program for bringing into effect the intended changes in the Minas Gerais educational system, keeping in mind the investment and confidence deposited by the State Department of Education in this modality of improving the quality of service. / Este trabalho, inserido na linha de pesquisa Universidade, Doc?ncia e Forma??o de Professores , analisa as implica??es da implementa??o da pol?tica p?blica mineira com o Programa de Desenvolvimento Profissional de Educadores (PDP) e a configura??o do curr?culo nas Escolas-Refer?ncia sob a jurisdi??o da Superintend?ncia Regional de Ensino de Po?os de Caldas-MG. Essa pol?tica considera o professor construtor e reconstrutor de seu percurso formativo e profissional com o objetivo de desenvolver atividades com acompanhamento e suporte pedag?gico para a implanta??o das novas propostas curriculares a conjectura do Curr?culo B?sico Comum (CBC). Diante desse cen?rio, a investiga??o procurou responder ? seguinte quest?o: Que avan?os e obst?culos est?o presentes na implanta??o do Programa de Desenvolvimento Profissional de Educadores (PDP) implantado pelo Estado de Minas Gerais? Utilizou-se a pesquisa bibliogr?fica e a documental, sendo que os dados para an?lise foram obtidos no final de ano de 2006 por meio de entrevistas semi-estruturadas. Delas participaram sete professores: quatro Coordenadores de Grupo de Desenvolvimento Profissional e tr?s Representantes de ?rea. A pesquisa revelou que os professores atribu?ram um grande valor ao programa para o desenvolvimento profissional e aperfei?oamento do desempenho na busca da qualidade de ensino, e que os encontros realizados nas escolas favoreceram uma pr?tica reflexiva dial?gica. No entanto, questionam a forma de apresenta??o e o tempo de implementa??o do programa, assim como a burocracia, a disponibilidade de verbas e a avalia??o que n?o correspondeu ? flexibiliza??o da proposta do programa. Revelaram cren?as, anseios e conflitos que devem ser considerados pelos gestores do programa para efetiva??o das mudan?as pretendidas no sistema educacional mineiro, tendo em vista o investimento e a confian?a depositada pela Secretaria Estadual de Educa??o nesta modalidade de capacita??o em servi?o.

Made available in DSpace on 2016-04-04T18:32:41Z (GMT). No. of bitstreams: 1 Sonia Querino.pdf: 931382 bytes, checksum: 702782099a90c5270a3edb43c3cc4358 (MD5) Previous issue date: 2007-12-17 / This qualitative research on "Black Population, Inter-Race Relations and Training Theachers: PENESB(1995-2007)", intenta reflect on the ethnic-racial relations, education and continuous training of teachers (s), occurring in the course of post-graduate sensu lato "racial relations and education", promoted by the Faculty of Education-Program of Education on the Negro in the Brazilian Society-PENESB, of the Universidade Federal Fluminense. This proposal is anticipated to the implementation of Law 10.639/2003, whose requirement is the study of African cultures and african-Brazilian basic education. The work is embasado especially in SILV?RIO(2005;2006); SIQUEIRA(2006); BHABHA(2003); HALL(2003); OLIVEIRA(2006); MUNANGA(2004). From desk research, perform a qualitative analysis and dialectical-criticism in order to understand the process of teacher training, as well as incorporation of the racial question in this educational program in order qualify for confrontation and eradication of racism in education. The research aims to contribute to the development of educational practices focused on education, through racial relations and the construction of a school trainer and processing of critical consciousness and active. Consequently, if the racial identification, especially in the Brazilian context, it is understood as a process built historically, saying that it builds in contact, the exchange in inter-racial relations. Without fear of being black, Gypsy, Indian, Jewish ... Therefore, the research showed that to understand the "take - whether black / black" in the education context, social and political, we must consider how the process of identification is built on the symbolic, in curricular options, the metaphors that permeate the ideas prohibited pre - designed to carry however, because not always what we see in the different enchants, by contrast, often challenges us and makes us review our options and our individual values. / Esta pesquisa qualitativa sobre Popula??o Negra, Rela??es Inter-Raciais e Forma??o de Educadoras/es: PENESB (1995-2007) , intenta refletir sobre as rela??es ?tnico-raciais, educa??o e forma??o continuada de professoras(es), ocorridas no curso de p?s-gradua??o lato sensu: rela??es raciais e educa??o , promovido pela Faculdade de Educa??o - Programa de Educa??o sobre o Negro na Sociedade Brasileira PENESB, da Universidade Federal Fluminense. Esta proposta se antecipa ? implementa??o da Lei 10.639/2003, cuja obrigatoriedade incide no estudo das culturas africanas e afro-brasileiras no ensino b?sico. O trabalho est? embasado especialmente em SILV?RIO(2005;2006); SIQUEIRA (2006); BHABHA(2003); HALL(2003); OLIVEIRA(2006); MUNANGA(2004). A partir de pesquisa documental, realizamos uma an?lise qualitativa e dial?tico-cr?tica com o objetivo de compreender o processo de forma??o docente, bem como de incorpora??o da quest?o racial neste programa pedag?gico, tendo em vista capacit?-las/los para o enfrentamento e erradica??o do racismo na educa??o. A pesquisa tem por objetivo contribuir para o desenvolvimento de pr?ticas pedag?gicas voltadas ? educa??o, por meio de rela??es raciais e ? constru??o de uma escola formadora e transformadora de consci?ncias cr?ticas e ativas. Consequentemente, se a identifica??o racial, sobretudo no contexto brasileiro, ? entendida como um processo constru?do historicamente, significa dizer que ela se constr?i no contato, na troca, nas rela??es inter-raciais. Sem medo de ser negra, cigana, ind?gena, judia... portanto, a pesquisa mostrou que para entender o assumir-se negra/negro no contexto escolar, social e pol?tico ? preciso considerar como o processo de identifica??o ? constru?do no plano simb?lico, nas op??es curriculares, nas met?foras interditas que permeiam as id?ias pr?-concebidas que todavia carregamos, pois nem sempre o diferente que vemos nos encanta, pelo contr?rio, muitas vezes, nos desafia e nos faz revisar nossas op??es individuais e nossos valores.

Made available in DSpace on 2016-04-04T18:32:49Z (GMT). No. of bitstreams: 1 Eduardo Monteiro de Souza Junior.pdf: 1962799 bytes, checksum: f2aa5e76651d412ad5025b59f7c54ea9 (MD5) Previous issue date: 2008-02-14 / Keeping in mind the discussions about the presence of the historical approach in the field of Mathematics teaching, which is recommended in events of this area, in the Curricular Proposals for S?o Paulo State and in the National Curricular Parameters, and the importance of the concept of function in the meaning of Mathematics in high school, this work, inserted in the research line Pedagogical Practices and the Educator Formation, researched the following question: In which ways and historical perspective the teaching of function makes itself present in the recent academic production from the area of Mathematics Education? This research has as objective to check in which degree of importance the scientific community, who studies the teaching of Mathematics, has given to the pedagogical practices that facilitate the construction of this concept. We consider that it s necessary a study on this aspect to notice didactic and pedagogical elements which can help the teacher s work in the classroom and guide his initial and continuous formation of the Mathematics teacher. For this reason, we accomplished a qualitative research concerning the production of dissertations and thesis from 1997 until 2006, taking into consideration the analysis of the academic production of the same period that concerns the approaches of the works done. In this aspect, we searched the website of Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior CAPES , which aims to help the access to thesis and dissertations carried out in postgraduate programs in Brazil. We hypothesize that the topic function , which is extremely important in the Mathematics Education, has received little attention by researchers. Along the path of this work we delineate a historical route about the concept of function its representations and meanings so we can understand the teacher s own practice in the classroom. Some questions about the teaching of the concept in the Mathematics Education are introduced. / Tendo em vista as discuss?es sobre a presen?a da abordagem hist?rica no campo do ensino da Matem?tica, recomendada nos eventos da ?rea, nas Propostas Curriculares para o Estado de S?o Paulo e nos Par?metros Curriculares Nacionais, e a import?ncia do conceito de fun??o na significa??o da Matem?tica no Ensino M?dio, este trabalho, inserido na linha de pesquisa Pr?ticas Pedag?gicas e Forma??o do Educador, investigou a seguinte quest?o: De que forma e com qual perspectiva hist?rica o ensino de fun??o se faz presente na recente produ??o acad?mica do campo da Educa??o Matem?tica? Seu objetivo ? verificar o grau de import?ncia que a comunidade cient?fica, que investiga o ensino de Matem?tica, tem dado ?s pr?ticas pedag?gicas que facilitam a constru??o desse conceito. Consideramos que ? necess?rio um estudo nesse sentido para perceber elementos did?tico-pedag?gicos que auxiliem o trabalho do professor em sala de aula e orientem a forma??o inicial e continuada do professor de Matem?tica. Para tanto, realizamos uma pesquisa qualitativa em rela??o ? produ??o de disserta??es e teses no per?odo de 1997 a 2006, e considerando a an?lise da produ??o acad?mica no mesmo per?odo no que tange os enfoques das pesquisas produzidas. Nesse aspecto, recorremos ao site da Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior CAPES, site esse que se apresenta com o objetivo de facilitar o acesso a informa??es sobre teses e disserta??es defendidas junto a programas de p?s-gradua??o do pa?s. Temos por hip?tese que o tema fun??o , de vital import?ncia dentro da Educa??o Matem?tica, tem merecido pouca aten??o por parte do pesquisadores. Na trajet?ria do trabalho, tra?amos um percurso hist?rico sobre o conceito de fun??o suas representa??es e significa??es para entendermos a pr?pria pr?tica do professor em sala de aula. Apresentamos, tamb?m, alguns questionamentos sobre o ensino do conceito dentro da Educa??o Matem?tica.