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Desvendando o Vice-Reinado: tradi??es, costumes e cerim?nias na Am?rica colonialBARCELOS, Sarah Cristina Santiago Soares 17 September 2015 (has links)
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Previous issue date: 2015-09-17 / Este trabajo se ocupa de la importancia adquirida por las ceremonias y ritos protocolares de poder para la realizaci?n de la dominaci?n espa?ola en el Reino de la Nova Espa?a, en el per?odo de 1580 a 1640. Para eso, destacamos como esta tem?tica se inser? en las perspectivas actuales da Historia Pol?tica, en especial no que dice respeto ? Monarqu?a Comp?sita Espa?ola, cuyos estudios se deben hacer. En ese sentido, se propone apuntar nuevas percepciones acerca del poder y de las relaciones establecidas entre los sujetos, tomando como punto de partida para eso la gobernaci?n de los oficiales regios, con destaque para la figura de los Vice-Reyes, personificaci?n de la persona real, cuya an?lisis de su acci?n en el seno de la corte nos posibilita reconstruir parte del universo vivido en la Am?rica Colonial. / Este trabalho trata da import?ncia adquirida pelas cerim?nias e ritos protocolares de poder para a efetiva??o da domina??o espanhola no Reino da Nova Espanha, no per?odo de 1580 a 1640. Para isso, destacamos como esta tem?tica se insere nas perspectivas atuais da Hist?ria Pol?tica, em especial no que diz respeito ? Monarquia Comp?sita Espanhola, cujos estudos est?o por serem feitos. Nesse sentido, propomos contribuir com novas percep??es acerca do poder e das rela??es estabelecidas entre os sujeitos, tomando como ponto de partida para isso a governa??o dos oficiais r?gios, com destaque para a figura dos Vice-Reis, personifica??o da pessoa real, cuja an?lise de sua a??o no seio da corte nos possibilita reconstruir parte do universo vivido na Am?rica Colonial.
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Elabora??o de estrat?gias de comunica??o de risco para popula??es expostas ao merc?rio: o caso em Descoberto - Minas Gerais / Preparation of risk communication strategies for populations exposed to mercury: the case in Descoberto - Minas GeraisAMORIM, Ana Paula da Concei??o Fernandes de 07 July 2016 (has links)
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Previous issue date: 2016-07-07 / The results of this study were obtained from interview socioeconomic and biological analyzes of urine and hair of 94 people living in the city and environmental analyzes of soil, water and air to evaluate the presence of mercury in these environmental compartments. These results were the basis for the identification of risk and vulnerability of the population exposure to mercury in the environment, and provided subsidies for the development of risk communication strategies. In addition to the primary data, there was also a secondary data research and literature review. This study was conducted under the Project "Development of Clinical Protocols and Therapeutic Guidelines for Health Surveillance of Populations Exposed to Mercury". This study demonstrated, along with research, the population of the city of Descoberto, Minas Gerais, It is environmentally exposed to mercury. The results of environmental samples were: Hg in the air with an average level of 39,4 ? 37,5 ng m-3, Hg soil with an average of 0,37 ? 0,71 mg kg-1 and Hg in water with values ranging from 1,1 a 2,8 ng L-1, and the results of biological samples were: Hg average level in the urine of 0,15 ? 0,30 ?g L-1 with the median 0,23 ?g L-1 and mercury levels in the hair of de ? 0,096 ?g g-1 a 1,92 ?g g-1 with a mean of 0,25 ? 0,28 ?g g-1and a median of 0,15 ?g g-1.Therefore in view of the characteristics of the population, as evidenced in the results of socio-economic research, the results of environmental and biological analyzes , prepared to risk communication strategies as one of the management measures of risk exposure and consequent health surveillance. Risk Communication in this folder and DVD model in order to achieve the objective information and reach the largest number of the population. / Este estudo tem como objetivo geral a elabora??o de estrat?gias de comunica??o de risco para popula??es expostas ao merc?rio no Munic?pio de Descoberto, Zona da Mata do Estado de Minas Gerais, Brasil. Os resultados desse estudo, foram obtidos a partir de entrevista socioecon?mica e an?lises biol?gicas de amostras de urina e cabelo de 94 pessoas, residentes no munic?pio e an?lises ambientais de solo, ?gua e ar para avalia??o da presen?a de merc?rio nesses compartimentos ambientais. Esses resultados serviram de base para a identifica??o do risco e vulnerabilidade da popula??o ? exposi??o ao merc?rio no meio ambiente e, forneceram subs?dios para a elabora??o das estrat?gias de comunica??o de risco. Al?m dos dados prim?rios, houve tamb?m uma pesquisa de dados secund?rios e revis?o bibliogr?fica. Este estudo foi realizado no ?mbito do Projeto ?Elabora??o de Protocolos Cl?nicos e Diretrizes Terap?uticas para a Vigil?ncia em Sa?de das Popula??es Expostas ao Merc?rio?. Este estudo evidenciou, junto com a pesquisa, que a popula??o do munic?pio de Descoberto, Minas Gerais, est? exposta ambientalmente ao merc?rio. Os resultados de amostras ambientais encontrados foram: Hg no ar com n?vel m?dio de 39,4 ? 37,5 ng m-3, Hg no solo com m?dia de 0,37 ? 0,71 mg kg-1 e Hg na ?gua com valores variando entre 1,1 a 2,8 ng L-1, e, os resultados de amostras biol?gicas foram: n?vel m?dio de Hg na urina de 0,15 ? 0,30 ?g L-1, com a mediana em 0,23 ?g L-1 e n?veis de merc?rio no cabelo de ? 0,096 ?g g-1 a 1,92 ?g g-1 com m?dia de 0,25 ? 0,28 ?g g-1 e mediana de 0,15 ?g g-1. Portanto tendo em vista as caracter?sticas da popula??o estudada, evidenciada nos resultados da pesquisa socioecon?mica, os resultados das an?lises ambientais e biol?gicas, elaborou-se estrat?gias de comunica??o de risco como uma das medidas de gerenciamento do risco de exposi??o e consequente vigil?ncia em sa?de. Comunica??o de Risco essa no modelo de folder e DVD, a fim de alcan?ar o objetivo informativo e atingir o maior contingente da popula??o.
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O desenvolvimento da aten??o mediada na Educa??o Infantil e sua rela??o com as pr?ticas pedag?gicasLains, Lucimar Barros de Almeida Delman 29 February 2016 (has links)
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Previous issue date: 2016-02-29 / The development of mediated attention in kindergarten and its relationship with the pedagogical practices is the subject of this work, based on the Historical-cultural approach. Participated in this study,children five to six years, enrolled in a school of early childhood education in Campinas, SP, and their respective teacher. The main objective was to investigate the possibilities of development mediates attention in children in the context of early childhood education through pedagogical practices. The specific objectives were: (i) develop in collaboration with the teacher strategies and potentially productive educational practices for the development of mediated attention ; (ii) analyze the effects of different activities (in terms of its structure) in the operation of the attention of children of early childhood education , and (iii) analyze the pedagogical mediations, peering into the conceptions of the teacher on the establishment and development of the human attentional capacity and the possible positive and negative effects of these mediations and concepts for the development of attention.The production of empirical material was achieved through the following instruments: the teacher was trained to carry out activities to promote mediated attention to children, participant observation during the activities developed by the teacher with children over seven weeks and semi-structured interviews with the teacher at the beginning, middle and end of the activities. The empirical material produced was qualitatively analyzed using elements of microgenetic approach. The survey results show that the improvement of mediation and pedagogical practices in early childhood education may offer new perspectives for studying the development of attention, enabling the promotion of higher attentional processes (called byL.S.Vygotsky) in children. / O desenvolvimento da aten??o mediada na Educa??o Infantil e sua rela??o com as pr?ticas pedag?gicas ? o tema deste trabalho, fundamentado na abordagem Hist?rico-cultural.Tem como sujeitos, crian?as de cinco a seis anos matriculadas em uma escola de Educa??o Infantil no munic?pio de Campinas, SP, e sua respectiva professora. O principal objetivo foi investigar as possibilidades de desenvolvimento da aten??o mediada em crian?as em um contexto de Educa??o Infantil, atrav?s de pr?ticas pedag?gicas. Os objetivos espec?ficos foram: (i) desenvolver emcolabora??o com a professora estrat?gias e pr?ticas pedag?gicas potencialmente produtivas para o desenvolvimento da aten??o mediada;(ii) analisar efeitos de diferentes atividades (em termos de sua estrutura) no funcionamento da aten??o de crian?as de Educa??o Infantil, e (iii)analisar as media??es pedag?gicas, perscrutando as concep??es da professora sobre a constitui??o e o desenvolvimento da capacidade atencional humana e os poss?veis efeitos positivos e negativos destas media??es e concep??es para o desenvolvimento da aten??o.A produ??o de material emp?rico se concretizou por meio dos seguintes procedimentos: a professora recebeu forma??o para a realiza??o de atividades de promo??o da aten??o mediada com as crian?as, observa??o participante durante as atividades desenvolvidas pela professora com as crian?as ao longo de sete semanas e entrevistas semiestruturadas com a professora, no in?cio, meio e final do per?odo de perman?ncia em campo. O material emp?rico produzido foi analisado qualitativamente utilizando-se elementos da abordagem microgen?tica. Os resultados da pesquisa demonstram que o aprimoramento da media??o e das pr?ticas pedag?gicas na Educa??o Infantil poder?o oferecer novas perspectivas para o estudo do desenvolvimento da aten??o, permitindo a promo??o dos processos atencionais superiores (segundo nomenclatura de L. S. Vigotski) nas crian?as.
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QUE CORPO ? O MEU? A constru??o das representa??es corporais de alunos do 5o ano do ensino fundamental do munic?pio de Nova Igua?u / ?Qu? es mi cuerpo?: la construcci?n de las representaciones corporales de los estudiantes del 5? grado de la escuela primaria, del municipio de Nova Igua?uCOSTA, Tais de Almeida 03 February 2016 (has links)
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Previous issue date: 2016-02-03 / El discurso de la ausencia de racismo en Brasil siempre me ha causado inquietud. Aunque negra, cuando ni?a sent?a dificultad en percibirlo, no era sin prop?sito que con frecuencia era advertida por mis padres como un negro deber?a "portarse bien", para no dar motivos de ser discriminado negativamente. Sin embargo, al hacerme profesora ese sentimiento se intensific?, llegando al nivel de indignaci?n cada vez que presenciaba algunos estudiantes tratando con inferioridad otros por el color de piel, tipo de pelo y rasgos fenot?picos. Las relaciones raciales, en particular las producciones humanas que implican el movimiento con / contra el cuerpo negro en la escuela es que dirigieron este trabajo. ?C?mo estos alumnos, negro o no, representan / identifican a s? mismos? ?Qu? nociones de cuerpo traen para representarse? Esta investigaci?n consisti? en analizar las representaciones posibles de los cuerpos de los estudiantes del 5 ? grado de la escuela primaria S?o Miguel Arcanjo en Nova Igua?u (R?o de Janeiro), a partir de sus discursos, gestos y sus estilos de vida registrados a trav?s de grabaciones de video y observaciones de clases realizadas por la investigadora. Hemos tratado de identificar c?mo se suceden estas relaciones en el cotidiano escolar y sus percepciones, mediante la din?mica de grupo focal para discutir el racismo, los prejuicios y la discriminaci?n en sus formaciones. As? que, introducido en el campo de la educaci?n, espec?ficamente en la l?nea de estudios de las relaciones ?tnico-raciales, este trabajo se vincul? al proyecto de investigaci?n "Relac?es raciais nas escolas e forma??o de professores", coordinado por el Prof. Dr. Valter Fil?. Los discursos verbales y corporales de estos alumnos sobre c?mo el proyecto hegem?nico de la escuela "interfiere" en sus cuerpos-vida, sirven como herramientas para la discusi?n de las implicaciones de estos sujetos y las m?as con las relaciones raciales establecidas en nuestra sociedad, en la medida en que se naturaliza el lugar de subordinaci?n del negro y se niega el racismo. / O discurso da inexist?ncia de racismo no Brasil h? muito tempo me causava inquieta??o. Mesmo sendo negra, quando crian?a sentia dificuldade em perceb?-lo, n?o era ? toa que frequentemente eu estava sendo alertada por meus pais de quanto um negro deveria se ?portar bem?, para n?o dar motivos de ser discrimado negativamente. Por?m, ao me tornar professora esse sentimento se intensificou, chegando ao n?vel da indigna??o cada vez que presenciava alguns alunos inferiorizando outros por causa da cor da pele, tipo de cabelo e tra?os fenot?picos. As rela??es raciais, particularmente as produ??es humanas que envolvem o movimento com/contra o corpo negro na escola ? que direcionaram este trabalho. Como esses alunos, negros ou n?o, se representam/se identificam? Que no??es de corpo trazem para se representarem? O presente trabalho consistiu em analisar as poss?veis representa??es dos corpos dos alunos do 5o ano do ensino fundamental da escola S?o Miguel Arcanjo em Nova Igua?u (RJ), a partir de suas falas, gestos e seus modos de vida registradas atrav?s de grava??es em v?deo e observa??es das aulas feitas pela pesquisadora. Buscou-se identificar como se d?o essas rela??es no cotidiano escolar e suas percep??es, utilizando a din?mica de grupo focal para discutir o racismo, o preconceito e a discrimina??o em suas forma??es. Assim, inserido no campo da Educa??o, especificamente na linha de estudos das Rela??es ?tnico-raciais, este trabalho vinculou-se ao projeto de pesquisa ?Rela??es Raciais nas escolas e forma??o de professores?, coordenado pelo Prof. Dr. Valter Fil?. Os discursos verbal e corporal desses alunos sobre como o projeto hegem?nico de escola ?interfere? em seus corpos-vida, serviram de instrumentos para a discuss?o das implica??es desses sujeitos e as minhas com as rela??es raciais estabelicidas em nossa sociedade na medida em que naturaliza-se o lugar de subalterniza??o do negro e nega-se o racismo.
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Curta Vk e Casa de Aya: tramas entre educa??o popular e cultura na Vila Kennedy / Short VK and Aya's House: Relations between popular education and culture in Vila KennedyNAVEGA, Isabel Cristina Mendes Pinheiro 25 February 2016 (has links)
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Previous issue date: 2016-02-25 / Popular education is an area of education whose practices allow the acquisition of knowledge through the interweaving of individuals with knowledge that, when contextualized, decode meanings, disseminate concepts and adapts it to communicate to transcribe facts, experiences and concerns; enabling consecutively dynamic dialogue between individuals and their environment. To better understand its definition, this objective is to work in talk about two experiences of popular education in Vila Kennedy aiming to show how popular movements influence their context and therefore it is extremely important to consider them in all areas education: form or informal, for example. One of the initiatives of these is the Short VK, community film festival that annually takes place in the locality; the other is the Aya House, cultural space for the exchange of popular knowledge, which values the potential of individuals with a desire to do what the residents can participate autonomously in the construction of learning, and can also reconfigure the scenario that popular community as marginalized socially. Thus, the objective of this work is to, in addition to presenting them, valuing them at their potential, show how the formal teaching spaces, such as public schools in the region should consider them in the construction of knowledge and meaning social that creates mutually in society. / A educa??o popular ? uma ?rea da educa??o cujas pr?ticas permitem a aquisi??o do conhecimento atrav?s do entrela?amento dos indiv?duos com saberes que, ao serem contextualizados, decodificam sentidos, disseminam conceitos e os ad?qua a comunica??o para transcrever fatos, viv?ncias e anseios; possibilitando, consecutivamente, o di?logo din?mico entre os sujeitos e seu meio. Para melhor entender sua defini??o, o presente trabalho objetiva-se em discorrer sobre duas experi?ncias da educa??o popular na Vila Kennedy com intuito de evidenciar como os movimentos populares influenciam e ressignificam seus contextos e como, por sua vez, ? de suma import?ncia consider?-los nas redes educativas que se criam nos espa?os formais e informais de ensino, por exemplo. Uma das iniciativas delas ? o Curta VK, festival de cinema comunit?rio que, anualmente, acontece na localidade; a outra ? a Casa de Aya, espa?o cultural de troca de saberes populares, que valoriza as potencialidades dos indiv?duos com o desejo de fazer com o que os moradores possam participar, autonomamente, na constru??o da aprendizagem, assim como tamb?m possam reconfigurar o cen?rio dessa comunidade popular t?o marginalizada socialmente. Desta forma, o objetivo deste trabalho ? o de, ademais de apresent?-las,valorizando-as em suas potencialidades, mostrar como os espa?os formais de ensino, como as escolas p?blicas da regi?o, devem apreci?-las na constru??o do conhecimento e do sentido social que se cria, mutuamente, na sociedade.
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A constru??o do conhecimento em matem?tica atrav?s de estrat?gias diferenciadas em um curso t?cnico em agropecu?riaRABELO, Manuel Ricardo dos Santos 17 October 2016 (has links)
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Previous issue date: 2016-10-17 / This research developed in PPGEA / UFRRJ as dissertation, we made a reflection on the teaching and learning of school mathematics emphasizing some teaching experiences that value abstraction, memorization, with content outside the reality of students, and in this context we enter the vocational education field in Brazil this perspective, think of as research problem: what strategies can be used for the teaching and learning of school mathematics contribute to the improvement of knowledge of the field professional? To contribute to this problem, identify the main difficulties encountered in the teaching and school mathematics learning in the professional technical course and research some methods in which these processes can significantly occur. We work with two groups of technical progress in agriculture, a control and the other experimental, that this work will treat as a field class to accomplish comparisons. We applied to two classes a pre-test to identify some difficulties in relation to the geometry of content and arithmetic, a questionnaire diagnosis and post-test. We also point may need to know what knowledge the students had about multiplication and division. The diagnostic questionnaire allowed us to check, missing school students, a considerable amount worked and some considered the school mathematics teaching offered in decontextualized and fragmented way. We performed for the two lecture classes with the help of video lesson. Then and only for the country group proposed a field of activity in which they measured the dimensions of the ponds and flowerbeds of the institute, they found the area available for planting as well as the outline of the region and measured the spacing between the vegetables planted in the flower bed . This activity aroused enough student interest and questions. After this activity, we applied one after posttest results of a questionnaire. We verified that followed the lectures of field classes improve the students' knowledge. We emphasize that we can make a difference to improve school mathematics teaching, with dynamic lectures and contextualized when accompanied by practical classes held outside the classroom context. We alert for the importance to the technical experience school mathematics in professional activities making it significant. / Nesta pesquisa desenvolvida no PPGEA/UFRRJ, como disserta??o de mestrado, fizemos uma reflex?o sobre o ensino e a aprendizagem da matem?tica escolar enfatizando algumas experi?ncias docentes que valorizam a abstra??o, a memoriza??o, com conte?dos fora da realidade dos alunos, e neste contexto inserimos o ensino profissional do campo, no Brasil Nesta perspectiva, concebemos como problema de pesquisa: quais estrat?gias podem ser usadas para que o ensino e a aprendizagem da matem?tica escolar contribuam para a melhoria do conhecimento do profissional do campo? Para contribuir com este problema, identificamos as principais dificuldades encontradas nos processos de ensino e de aprendizagem de matem?tica escolar no curso t?cnico profissional e pesquisamos algumas metodologias em que estes processos possam ocorrer de forma significativa. Trabalhamos com duas turmas do curso t?cnico em agropecu?ria, uma de controle e outra experimental, que neste trabalho trataremos como turma de campo, para realizarmos compara??es. Aplicamos ?s duas turmas um pr?-teste, para identificar algumas dificuldades em rela??o aos conte?dos de geometria e aritm?tica, um question?rio diagn?stico e um p?s-teste. Destacamos, ainda, ser necess?rio saber quais conhecimentos os alunos tinham sobre multiplica??o e divis?o. O question?rio diagn?stico nos permitiu verificar, alunos ausentes da escola, uma quantidade consider?vel trabalhava e alguns consideravam o ensino da matem?tica escolar ofertado de forma descontextualizado e fragmentado. Realizamos para as duas turmas aula te?rica com aux?lio de videoaula. Em seguida e somente para a turma de campo propusemos uma atividade de campo, na qual eles mediram as dimens?es dos viveiros e canteiros do instituto, acharam a ?rea dispon?vel para plantio assim como o contorno da regi?o e mediram o espa?amento entre as hortali?as plantadas no canteiro. Esta atividade despertou bastante o interesse dos alunos e questionamentos. Ap?s esta atividade, aplicamos um p?s-teste seguido de um question?rio de resultados. Verificamos que aulas te?ricas seguidas de aulas de campo melhoram o conhecimento dos alunos. Ressaltamos que, podemos fazer diferen?a para melhorar o ensino de matem?tica escolar, com aulas te?ricas din?micas e contextualizadas quando acompanhada da aula pr?tica, realizada fora do contexto da sala de aula. Alertamos para a import?ncia de um t?cnico vivenciar a matem?tica escolar em atividades profissionais tornando-a significativa.
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Boas pr?ticas de fabrica??o (BPF) no abate e processamento de carne su?na: An?lise da aplica??o de diferentes estrat?gias de ensino ? aprendizagem. / Good manufacturing practices (GMP) in slaughtering and processing of pork meat: Analysis of the application of different education - learning strategiesMoura, Cl?udia de Andrade 16 December 2009 (has links)
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Previous issue date: 2009-12-16 / The educational work does not involve only the transmission of the knowledge, but the
pedagogic and political competence, where learning ove rlaps teaching and the student is the
learning agent. The aim of this study was to evaluate the reflexes of the application of
different teaching methodologies and educational games in the appropriation of the
knowledge in relation to the contents: Good Manufacturing Practices (GMP) and Sanitation
Standard Operating Procedures (SSOP), worked in the Agricultural Technical Course through
swine slaughtering practical classes, carried at the Federal Technological University of Paran?
(UTFPR). The evaluation instrument was a multiple choice questionnaire, applied in
classroom at four different moments: a) Diagnosis; b) intervention I (traditional theoretical
and practical lessons); c) intervention II (?innovative? slaughtering, with GMP); d)
intervention III (educational game application). Along the development of the intervention
processes the pupils were getting conscious about cares within slaughtering. The results of the
microbiological and physical-chemical analysis of meat, hands of the manipulators and
instruments surfaces sampled during the traditional (T1) and the correct mode of slaughtering
(T2) were compared. The first one (T1) proved to be inadequate and does not attend the
minimum requirements for safety assurance. The significance of the differences in the
numbers of correct answers between the different moments of application of the questionnaire
were evaluated by t-Students test, as paired data, and presented as boxplot graphs, in lines and
index numbers. A significant at 5% (p<0,05) increment was observed at all stages of the
educative process. The percentage of correct answers at the third evaluation was more than
70% as compared to the diagnosis moment, confirming that all the stages had been important
in the knowledge achievement ; especially through real data evidenced by the pupils. / O trabalho docente n?o s? envolve a transmiss?o de conhecimento, mas a compet?ncia
pedag?gica e pol?tica, onde o aprender sobrep?e o ensinar, e o aluno ? o agente desse
aprendizado. Assim, o objetivo deste estudo foi averiguar se diferentes metodologias de
ensino, bem como a aplica??o de jogos educativos refletem na apropria??o do conhecimento
em rela??o aos conte?dos: Boas Pr?ticas de Fabrica??o (BPF) e Procedimento Padr?o de
Higiene Operacional (PPHO), trabalhados no curso t?cnico em agropecu?ria, dentro do
processo tecnol?gico de abate su?no, realizados na Universidade Tecnol?gica Federal do
Paran? (UTFPR). O instrumento de avalia??o utilizado foi um question?rio de m?ltipla
escolha, aplicado em sala de aula em quatro momentos diferentes: a) Diagn?stico; b)
interven??o I (aula te?rica e pr?tica tradicional); c) interven??o II (abate ?inovador?, BPF); d)
interven??o III (aplica??o do jogo educacional). Com o desenrolar do processo de
interven??es ouve uma percep??o dos alunos no que diz respeito ao processo de abate. Foram
comparados os resultados das analises microbiol?gicas e f?sico-qu?micas da carne e de
superf?cies de instrumentos e m?os de manipuladores durante o abate na forma tradicional
(T1) com os obtidos ap?s o abate com interven??o (T2). O primeiro mostrou-se inapropriado
por n?o atender os requisitos m?nimos exigidos para obten??o de produto seguro. Para
verifica??o de diferen?as significativas no n?mero de acertos nas avalia??es em cada etapa,
utilizou-se o teste de hip?tese t-Student, para dados pareados e apresentados em gr?ficos
boxplot, em linhas e n?meros ?ndices. Observou-se um ganho crescente durante todas as
etapas do processo educativo, significativo ao n?vel de 5% (p<0,05). O aumento das
percentagens de acerto, ap?s a 3? avalia??o, em rela??o ? avalia??o diagn?stico, foi maior que
70%, confirmando que todas as etapas foram importantes na constru??o do conhecimento,
principalmente atrav?s de dados reais vivenciados pelos alunos
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A Aplica??o de Boas Pr?ticas: Uma Contribui??o para a Atualiza??o das Compet?ncias nos Curr?culos dos Cursos T?cnico em Agropecu?ria e Agroind?stria do IFTM ? Campus Uberl?ndia. / In this work was studied the contribution of Good Agricultural and Manufacturing Practices in the acquisition of abilities proposed by the curriculum of the Agriculture and Livestock Technical Course and Agroindustry Technical Course of Federal Institute of Tri?ngulo Mineiro- Uberl?ndia Campus (IFTM-Uberl?ndia Campus). An interdisciplinary proposal was applied to the production of vegetables destined to the consumption in the sector of feeding and nutrition of the Institution. 20 students from the Agriculture Technical course and 17 from the Agroindustry Technical course from IFTM-Uberl?ndia Campus. It was used as the object of work for the pedagogical evaluation planting of lettuce, one in the conventional way and another with the application of Good Agricultural Practices. In the evaluation of the pedagogical process, the method of evaluation of individual attitude was used, constructing relative affirmative questions to the main phases of development of the steps that made this work (process and its controls and microbiological analyses). The evaluation tools contained affirmations referring to the concepts and necessary knowledge to understand the good stages that involve the process of the good practical. These were punctuated with a scale ranging from ?I disagree very much? to ?I agree very much?, with a total of seven points. These were applied in two different stages, being first the representative one of zero condition, which is, without any involvement with the activities of the project and second, after concluding the practical activities. For each plantation, 50 randomly harvested heads of lettuce were selected. The samples of each plantation (conventional and GAP) and each processing (conventional and GMP), after the collection, were transported to the laboratory of Food Microbiological Analyses of the IFTM- Uberl?ndia Campus, where Total and Fecal Coliforms were analyzed. The diagnostic tests on the knowledge in GAP and GMP presented average above 6 for the four evaluated groups, but there was an increase in the values of notes of the evaluations, after the applied training. However, the results did not present significant statistical differences between the groups, both in the first and in the second moment in relation to the knowledge level on GAP and GMP. This result can e justified, because the study had the limitation to a small sample. In the analysis of images of subjects at different stages of labor was observed cooperation and organization of the group leaders with the creation of better performance of the activities. The present work allowed the academic knowledge to the applied research. It was possible to follow the construction of the knowledge of the students and researcher, which was accomplished by means of the principles that support interdisciplinary practices, who contribute to the formation of citizens critical and participative.Rosa, M?rcia de Freitas 08 October 2010 (has links)
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Previous issue date: 2010-10-08 / In this work was studied the contribution of Good Agricultural and Manufacturing Practices
in the acquisition of abilities proposed by the curriculum of the Agriculture and Livestock
Technical Course and Agroindustry Technical Course of Federal Institute of Tri?ngulo
Mineiro- Uberl?ndia Campus (IFTM-Uberl?ndia Campus). An interdisciplinary proposal was
applied to the production of vegetables destined to the consumption in the sector of feeding
and nutrition of the Institution. 20 students from the Agriculture Technical course and 17
from the Agroindustry Technical course from IFTM-Uberl?ndia Campus. It was used as the
object of work for the pedagogical evaluation planting of lettuce, one in the conventional way
and another with the application of Good Agricultural Practices. In the evaluation of the
pedagogical process, the method of evaluation of individual attitude was used, constructing
relative affirmative questions to the main phases of development of the steps that made this
work (process and its controls and microbiological analyses). The evaluation tools contained
affirmations referring to the concepts and necessary knowledge to understand the good stages
that involve the process of the good practical. These were punctuated with a scale ranging
from ?I disagree very much? to ?I agree very much?, with a total of seven points. These were
applied in two different stages, being first the representative one of zero condition, which is,
without any involvement with the activities of the project and second, after concluding the
practical activities. For each plantation, 50 randomly harvested heads of lettuce were selected.
The samples of each plantation (conventional and GAP) and each processing (conventional
and GMP), after the collection, were transported to the laboratory of Food Microbiological
Analyses of the IFTM- Uberl?ndia Campus, where Total and Fecal Coliforms were analyzed.
The diagnostic tests on the knowledge in GAP and GMP presented average above 6 for the
four evaluated groups, but there was an increase in the values of notes of the evaluations, after
the applied training. However, the results did not present significant statistical differences
between the groups, both in the first and in the second moment in relation to the knowledge
level on GAP and GMP. This result can e justified, because the study had the limitation to a
small sample. In the analysis of images of subjects at different stages of labor was observed
cooperation and organization of the group leaders with the creation of better performance of
the activities. The present work allowed the academic knowledge to the applied research. It
was possible to follow the construction of the knowledge of the students and researcher,
which was accomplished by means of the principles that support interdisciplinary practices,
who contribute to the formation of citizens critical and participative. / Neste trabalho foi estudada a contribui??o das Boas Pr?ticas Agr?colas e de Fabrica??o na
aquisi??o de compet?ncias propostas pelas matrizes curriculares dos Cursos T?cnicos em
Agropecu?ria e Agroind?stria do Instituto Federal do Tri?ngulo Mineiro-Campus Uberl?ndia
(IFTM-Campus Uberl?ndia). Foi utilizada uma proposta interdisciplinar aplicada ? produ??o
de hortali?as folhosas destinada ao consumo no Setor de Alimenta??o e Nutri??o da
Institui??o. Participaram da pesquisa 20 estudantes do Curso T?cnico em Agropecu?ria e 17
do Curso em Agroind?stria do IFTM-Campus Uberl?ndia. Utilizou-se como objeto de
trabalho para a avalia??o pedag?gica o plantio de alface, sendo um na forma convencional e
outro com a aplica??o das Boas Pr?ticas Agr?colas. Na avalia??o do processo pedag?gico,
utilizou-se o m?todo de avalia??o de atitude do indiv?duo, construindo-se quest?es afirmativas
relativos ?s principais fases de desenvolvimento das etapas que compuseram este trabalho
(processo e seus controles e an?lises microbiol?gicas). Os instrumentos de avalia??o
continham afirmativas referentes aos conceitos e conhecimentos necess?rios para
compreender as etapas que envolvem o processo das boas pr?ticas. Estas foram pontuadas
com uma escala variando entre o ?discordo muito? ao ?concordo muito?, com um total de sete
pontos. Esses foram aplicados em duas etapas diferentes, sendo a primeira representativa da
condi??o zero, ou seja, sem qualquer envolvimento com as atividades do projeto e a segunda,
ap?s concluir as atividades pr?ticas. Utilizou-se ainda, an?lise das imagens dos sujeitos nas
diferentes etapas do trabalho. Para cada plantio foram selecionados 50 p?s de alface, colhidos
aleatoriamente. As amostras de cada plantio (convencional e BPA) e cada processamento
(convencional e BPF), ap?s a coleta, foram transportadas para o Laborat?rio de An?lises
Microbiol?gicas de Alimentos do IFTM-Campus Uberl?ndia, onde foram realizadas as
an?lises de Coliformes a 35?C e Coliformes a 45?C. Os testes diagn?sticos sobre os
conhecimentos em BPA e BPF apresentaram notas m?dias superiores a 6 para os quatro
grupos avaliados, houve um aumento nos valores das notas das avalia??es, ap?s o treinamento
aplicado. Entretanto, os resultados n?o demonstraram diferen?as estat?sticas significativas
entre os grupos, tanto no primeiro quanto no segundo momento em rela??o ao n?vel de
conhecimento sobre BPA e BPF. Esse resultado pode ser justificado, uma vez que o estudo
teve a limita??o quanto ao pequeno tamanho da amostra. Na an?lise das imagens dos sujeitos
nas diferentes etapas do trabalho foi observada a coopera??o e a organiza??o do grupo com a
cria??o de lideres melhorando o desempenho das suas atividades. O presente trabalho
permitiu vincular o conhecimento acad?mico ? pesquisa aplicada. Foi poss?vel acompanhar a
constru??o do conhecimento por parte dos estudantes e pesquisador, que se efetivou por meio
dos princ?pios que embasam a pr?tica interdisciplinar, os quais contribuem para a forma??o de
cidad?os cr?ticos e participativos.
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Interdisciplinaridade e pr?ticas pedag?gicas: reflex?es sobre o Curso T?cnico em Agricultura integrado ao ensino m?dio do c?mpus Amajari do Instituto Federal de Roraima / Interdisciplinarity and pedagogical practices: reflections about the Technical Course in Agriculture integrated into the school campus Amajari of Federal Institute of RoraimaSOUZA, Ivone Mary Medeiros de 15 August 2013 (has links)
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Previous issue date: 2013-08-15 / With the objective of meet the need for Professional Education in the Municipality of Amajari, the Federal Institute of Roraima (IFRR) built the campus Amajari which offer the technical course in agriculture to ensure the construction of a globalizing knowledge and overcome boundaries of disciplines. It is understood, therefore, that the course syllabus is based on the principles of interdisciplinarity. It is known, however, that the implementation of an interdisciplinary practice requires planning, time and willingness of teachers and the management team. In addition, this process can show resistance by teachers who supporters of traditional teaching practices, unaware, or do not accept not value interdisciplinary procedures. From this perspective, the proposed research aimed to answer the following question: pedagogical practice developed in the technical course in agriculture campus Amajari complies with the purposes of interdisciplinarity, as prescribed plan your course? Sought to know how the actors involved in the teaching-learning process (teachers, course coordinators, pedagogical coordinators and director of education) have organized to put in practice the pedagogical methodology recommended in the course. To do so, we aim to identify and analyze the conceptions of teachers and educational managers about interdisciplinarity in teaching and meet the pedagogical practices developed in the technical course in agriculture campus Amajari. In the first stage of the research, analyzed the course plan, identifying the mission, vision and values that support the insertion of IFRR in the region. This research is supported by the theoretical works of Hilton Japiass?, Edgar Morin, Ivani Farm, Guiomar Mello, Heloise L?ck, and other authors who discuss the interdisciplinary perspective in education. Based on the concepts and theoretical foundations presented by these authors, was held the second phase of the research, a qualitative analysis of the statements of the management team and teachers Campus Amajari / IFRR obtained through semi-structured interviews, in order to search the coherence between the proposed methodology and pedagogical practice developed in the course defined in this study. It was evident the commitment of a group of teachers in implementing the proposed methodology of the course focus with the use of the design methodology. The practice of these teachers favors the integration of theory and practice, from the perspective that teaching activities can be planned and executed in order to give the student the starring role in the process of building their knowledge and their professional training. It was noticed, however, the gaps between the curriculum and the reality of students, belonging mostly to the ethnics groups Macuxi and Wapichana. / Com o objetivo de atender ? necessidade de educa??o profissional no munic?pio de Amajari, o Instituto Federal de Roraima (IFRR) construiu o C?mpus Amajari, o qual oferta o Curso T?cnico em Agricultura, visando a garantir a constru??o de um conhecimento globalizante e superar os limites das disciplinas.Entende-se, pois, que o plano de curso se sustenta nos princ?pios da interdisciplinaridade. Sabe-se, no entanto, que a implementa??o de uma pr?tica interdisciplinar requer planejamento, tempo e disposi??o dos professores e da equipe gestora Al?m disso, esse processo pode apresentar resist?ncia por professores que, adeptos a pr?ticas tradicionais de ensino, desconhecem, n?o aceitam ou n?o valorizam procedimentos interdisciplinares. A partir dessa perspectiva, a pesquisa aqui proposta pretendeu responder ao seguinte questionamento:a pr?tica pedag?gica desenvolvida no Curso T?cnico em Agricultura do C?mpus Amajari cumpre com os prop?sitos da interdisciplinaridade, conforme preceitua seu plano de curso? Buscou-se conhecer de que modo os atores envolvidos no processo ensino-aprendizagem (professores, diretor de ensino, coordenador de curso e pedag?gico) t?m se organizado para p?r em pr?tica a metodologia recomendada na proposta pedag?gica do curso. Para tanto, visamos identificar e analisar as concep??es dos professores e gestores pedag?gicos acerca da interdisciplinaridade no ensino e conhecer as pr?ticas pedag?gicas desenvolvidas no Curso T?cnico em Agricultura do C?mpus Amajari. Na primeira etapa da pesquisa, analisou-se o Plano de Curso, identificando a miss?o, vis?o e valores que amparam a inser??o do IFRR na regi?o. Esta pesquisa tem como suporte te?rico obras de Hilton Japiass?, Edgar Morin, Ivani Fazenda, Guiomar Mello, Helo?sa L?ck, al?m de outros autores que discutem a perspectiva interdisciplinar na educa??o. Com base nos conceitos e fundamentos te?ricos apresentados por esses autores, foi realizada a segunda fase da pesquisa, numa an?lise qualitativa das falas da equipe gestora e dos professores do C?mpus Amajari/IFRR, obtidas por meio de entrevistas semiestruturadas, com o intuito de pesquisar a coer?ncia entre a proposta metodol?gica e a pr?tica pedag?gica desenvolvida no curso delimitado neste estudo. Evidenciou-se o empenho de um grupo de professores em executar a proposta metodol?gica do curso em foco com a utiliza??o da metodologia de projetos. A pr?tica desses professores privilegia a articula??o teoria-pr?tica, na perspectiva de que as atividades de ensino possam ser planejadas e executadas de forma a garantir ao educando o papel de protagonista no processo de constru??o de seu conhecimento e de sua forma??o profissional. Percebeu-se, no entanto, a exist?ncia de lacunas entre o curr?culo escolar e a realidade dos alunos, pertencentes, em sua maioria, ?s etnias Macuxi e Wapichana.
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O projeto de inova??o pedag?gica (PIP) e as pr?ticas inovadoras dos professores da rede estadual do ensino m?dio no RNCarvalho, Jailma Silva de Oliveira 07 October 2016 (has links)
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Previous issue date: 2016-10-07 / Este estudo, vinculado ? Linha de Pesquisa: Educa??o, Representa??es e Forma??o Docente, surgiu das inquieta??es sobre a problem?tica que envolve as pr?ticas educativas no Ensino M?dio no contexto do Projeto de Inova??o Pedag?gica (PIP), a??o da Secretaria de Estado da Educa??o e da Cultura do RN, no ?mbito do Projeto RN Sustent?vel/ Banco Mundial. A quest?o norteadora do estudo impeliu-nos a questionar em que medida o Projeto de Inova??o Pedag?gica (PIP) contribui para as pr?ticas pedag?gicas inovadoras dos professores do Ensino M?dio da rede estadual do RN. O PIP, na sua primeira edi??o, trouxe como um dos pressupostos, a inova??o pedag?gica como uma altera??o qualitativa a acontecer na pr?tica dos professores, o que se d? por meio da identifica??o de um problema pedag?gico e da proposta inovadora constru?da pela escola. Identificamos que as contribui??es do PIP ?s pr?ticas pedag?gicas inovadoras dos professores do Ensino M?dio foram a abertura para o uso das novas tecnologias e o fortalecimento ao planejamento do ensino. Os resultados da pesquisa indicaram experi?ncias pontuais, por?m significativas, no contexto em que foram desenvolvidas, no tocante ao envolvimento e entusiasmo das equipes escolares aplicadas ao planejamento e ? organiza??o do trabalho pedag?gico coletivo e colaborativo. As pr?ticas caracterizadas no estudo emitem notas conclusivas a despeito de n?o serem consideradas pr?ximas ao preconizado pela ruptura paradigm?tica prescrita na pr?tica pedag?gica inovadora. As pr?ticas inovadoras, para os professores, est?o ainda enraizadas numa cultura de inova??o baseada no uso de dispositivos tecnol?gicos e que n?o mobilizam saberes e tomadas de decis?o conscientes. Essas constata??es se deram a partir do referencial te?rico das concep??es de inova??o pedag?gica e das pr?ticas pedag?gicas inovadoras em: Garcia (1989); Pretto (1997); Messina e Blanco (2000); Aguerrondo e Xifra (2002); Carbonell (2002); Militrus (2002); Tedesco, (2004), Mac?as (2007); Mu?oz e Hernandez (2008); Moreira (2008); Poggi (2011); Farias (2006). No ?mbito da forma??o, manteve-se um di?logo com estudos realizados por Ramalho et al. (2004, 2014); Perrenoud et al. (2001); Charlot (2001); Perrenoud (2000); Imbern?n, (2012), Garcia (2013), entre outros. Trata-se de um estudo explorat?rio baseado na abordagem qualitativa. O instrumento utilizado para coleta dos dados foi um question?rio semiestruturado com quest?es abertas e fechadas, bem como os seis projetos das escolas pesquisadas. Os procedimentos utilizados para an?lise dos resultados se deram por meio da t?cnica de An?lise de Conte?do de Bardin (1977) e Amado (2000). / This study, linked to the Research Line: Education, Representations and Teacher Training, arose from the concerns about the problematic that involves the educational practices in High School in the context of the Pedagogical Innovation Project (PIP), action of the State Secretariat of Education and Culture of the RN, within the framework of the Sustainable RN Project / World Bank. The guiding question of the study prompted us to question the extent to which the Pedagogical Innovation Project (PIP) contributes to the innovative pedagogical practices of the high school teachers of the RN state network. PIP, in its first edition, has brought pedagogical innovation as a qualitative change to occur in the practice of teachers as a presupposition, which is achieved through the identification of a pedagogical problem and the innovative proposal built by the school. We identified that the contributions of PIP to the innovative pedagogical practices of high school teachers were the openness to the use of new technologies and the strengthening of teaching planning. The results of the research indicated punctual but significant experiences in the context in which they were developed, regarding the involvement and enthusiasm of the school teams applied to the planning and organization of collective and collaborative pedagogical work. The practices characterized in the study emit conclusive notes in spite of not being considered close to the one advocated by the paradigmatic rupture prescribed in the innovative pedagogical practice. Innovative practices for teachers are still rooted in a culture of innovation based on the use of technological devices that do not mobilize conscious knowledge and decision-making. These findings were based on the theoretical reference of the conceptions of pedagogical innovation and innovative pedagogical practices in: Garcia (1989); Pretto (1997); Messina and Blanco (2000); Aguerrondo and Xifra (2002); Carbonell (2002); Militrus (2002); Tedesco, (2004), Mac?as (2007); Mu?oz and Hernandez (2008); Moreira (2008); Poggi (2011); Farias (2006). In the scope of training, a dialogue was maintained with studies carried out by Ramalho et al. (2004, 2014); Perrenoud et al. (2001); Charlot (2001); Perrenoud (2000); Imbern?n, (2012), Garcia (2013), among others. This is an exploratory study based on the qualitative approach. The instrument used to collect the data was a semi-structured questionnaire with open and closed questions, as well as the six projects of the schools surveyed. The procedures used to analyze the results were obtained through the technique of Content Analysis of Bardin (1977) and Amado (2000).
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