Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-01-27T12:56:00Z No. of bitstreams: 1 DivoenePereiraCruzSilva_TESE.pdf: 1044852 bytes, checksum: 3fbaed691ab096c448813bc8e8d2d99a (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-01-30T15:49:06Z (GMT) No. of bitstreams: 1 DivoenePereiraCruzSilva_TESE.pdf: 1044852 bytes, checksum: 3fbaed691ab096c448813bc8e8d2d99a (MD5) / Made available in DSpace on 2017-01-30T15:49:06Z (GMT). No. of bitstreams: 1 DivoenePereiraCruzSilva_TESE.pdf: 1044852 bytes, checksum: 3fbaed691ab096c448813bc8e8d2d99a (MD5) Previous issue date: 2016-08-22 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / A presente tese trata do Curr?culo a partir das Pr?ticas Pedag?gicas da Educa??o de Jovens e Adultos - EJA, a partir da investiga??o de como nestas se articulam os saberes e viv?ncias dos professores assentados - que atuam em uma escola p?blica municipal, a partir de sua forma??o pol?tica/educacional no MST. Esta a??o, em um assentamento em Flor?nia/RN, fundamenta-se na Pesquisa Colaborativa de car?ter interpretativo/reflexivo, na qual os professores da EJA fazem uma reflex?o das conceitua??es e concep??es inscritas nos referenciais curriculares, reconstruindo conceitos e sua identidade profissional como professores de EJA do campo. Ao partir do pressuposto da exist?ncia de duas l?gicas que influenciam e orientam a configura??o curricular na EJA da Escola Municipal Francisca Leon?sia Cruz uma encaminhada pela Secretaria Municipal de Educa??o (SME) e outra advinda do movimento social (MST) - com din?micas e propostas pol?ticas diferenciadas, a partir de seus fundamentadas nos direitos sociais dos homens e das mulheres campesinas, buscamos compreender as tens?es e dilemas dos professores com suas cren?as e valores contradit?rios na constru??o de uma proposta curricular. Os impasses nos referenciais curriculares, com princ?pios e modelagens em disputa, possibilitam o repensar de uma proposi??o curricular que busque contemplar as necessidades dos jovens e adultos assentados em um espa?o da escola p?blica. / This paper deals with curriculum based on the Pedagogical Practices of Young and Adult Education-EJA, which has as its point of departure the analysis of how knowledge and experience of the established teachers acting in a municipal school interconnect themselves taking into consideration their educational-political formation. This action, spent in a rural settlement in Flor?nia/RN, gets support on a Collab orative Investigation of interpretative/reflective character in which EJA teachers think over conceptions and concepts inscribed in curriculum references rebuilding conceptions concerning their personal identities as EJA rural teachers. We take as guideway the presupposition of two logics influencing the curriculum configuration inside EJA Francisca Leon?sia Cruz Municipal School. On the one hand, the one directed by Education Municipal Department (SME); on the other hand, that other brought about by a social movement (MST), each one based on conflicting political proposals nourished on its own human social right conceptions developed by rural men and women. This work tries to comprehend the tensions and dilemmas of these teachers, their contradictory believes and values put together in the construction of a curriculum proposal. The deadlock faced in the curriculum referential, where principles and models are in dispute, permit to think over a curriculum proposal capable of meeting the exigencies of young and adult students established in a certain space of the public school.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-03-17T19:23:08Z No. of bitstreams: 1 HeliananeOliveiraRocha_TESE.pdf: 3331875 bytes, checksum: 279427b2910806605af7ad0430ad657f (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-17T23:48:20Z (GMT) No. of bitstreams: 1 HeliananeOliveiraRocha_TESE.pdf: 3331875 bytes, checksum: 279427b2910806605af7ad0430ad657f (MD5) / Made available in DSpace on 2017-03-17T23:48:20Z (GMT). No. of bitstreams: 1 HeliananeOliveiraRocha_TESE.pdf: 3331875 bytes, checksum: 279427b2910806605af7ad0430ad657f (MD5) Previous issue date: 2016-07-25 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / O presente estudo, denominado ?PROGRAMA ENSINO M?DIO INOVADOR ? ProEMI NO MARANH?O: necessidades formativas para o desenvolvimento de pr?ticas pedag?gicas inovadoras de professores em escolas p?blicas de S?o Lu?s, vinculado a Linha de Pesquisa: Aprendizagem, Forma??o e Profissionaliza??o Docente, do Programa de P?s Gradua??o da UFRN, teve como problema de pesquisa: O Programa Ensino M?dio Inovador ? ProEMI em S?o Lu?s, desde sua implanta??o em 2009, tem se constitu?do em grandes desafios aos professores, pois traz como um dos pressupostos, a cria??o de ?propostas inovadoras nas escolas?. Este fato tem possibilitado a emerg?ncia de novas necessidades formativas para o desenvolvimento de pr?tica pedag?gicas inovadoras? E como objetivo geral: Analisar necessidades formativas de professores que emergiram no contexto de atua??o do Programa Ensino M?dio Inovador nas escolas p?blicas de S?o Lu?s/MA com vistas ? forma??o continuada para o desenvolvimento de pr?ticas pedag?gicas inovadoras. Para atingir tal prop?sito, optou-se pelo referencial te?rico da concep??o Hist?rico Cultural na teoria da Atividade de Leontiev (1983, 1998) e Vigotsky (2003), como fundamentos principais das an?lises, mantendo-se um constante dialogo com estudiosos dessa teoria e da ?rea de forma??o de professores como Rodrigues e Esteves (1993), N?voa (1995), Carbonell (2002), Ramalho, N??ez e Gauthier (2004), Mu?oz e Hern?ndez (2008), N??ez (2009), Ramalho e N??ez (2011a, 2011b), Marcelo (2013), entre outros. Trata-se de um estudo explorat?rio anal?tico baseado nas abordagens qualitativo/quantitativo, tendo como foco a detec??o, determina??o e prioridade das necessidades formativas dos professores, assim como a identifica??o e caracteriza??o das representa??es mentais sobre pr?tica pedag?gica inovadora para os professores, no referido programa. O instrumento utilizado para coleta dos dados, foi o question?rio com quest?es abertas e fechadas. Os procedimentos utilizados para an?lise dos resultados foram estat?sticas descritivas e an?lise de conte?do de Bardin (2011) As an?lises revelaram que as necessidades formativas apresentadas pelos professores emergiram ao materializarem sua atividade pr?tica profissional docente nos diversos contextos de atua??o do PROEMI. E para os professores, uma pr?tica pedag?gica inovadora pode ocorrer por meio de novas aprendizagens na forma??o continuada, tendo a criatividade, como um dos componentes para o planejamento e desenvolvimento de atividades mais din?micas e criativas no contexto da atividade docente. / This study, called "INNOVATIVE HIGH SCHOOL PROGRAM - IHSP IN MARANH?O: training needs and innovative pedagogical practices of teachers in public schools in S?o Lu?s?, is linked to the research line: Learning, Training and Professional Teaching, as well as the project "innovative high school teachers in RN: beliefs, training needs and pedagogical innovation" developed by the Postgraduate UFRN Program. The problem this research faced was: Since its implementation in 2009 the Innovative High School Program (IHSP) in S?o Lu?s has been facing great challenges to teachers, bringing as one of the requirements, the creation of "innovative proposals in schools." Has this fact warned about the emergence of new training needs for innovative teaching practice? And as a general objective: Conducting a study about the teachers? training needs which emerged in the context of the Innovative High School Program?s performance in public schools in S?o Lu?s / MA aiming continuous education of innovative teaching practices. In order to achieve this objective, we have choosen the theoretical framework of the historical cultural conception in Leontiev?s (1983, 1998) and Vygotsky?s (2003) Theory of Activity, as the main basis of the analysis, keeping a constant dialogue with scholars of this theory and members of the teacher training area as Rodrigues and Esteves (1993), N?voa (1995), Carbonell (2002), Ramalho, N??ez and Gauthier (2004), Mu?oz and Hern?ndez (2008), N??ez (2009), Ramalho and N??ez (2011a, 2011b), Marcelo (2013), among others. It is an analytical exploratory study based on qualitative/quantitative approaches, focusing on identifying and characterizing mental representations of innovative teaching practice, determining and setting the priority for the teachers? training needs in the program. The instrument used for data collection was a questionnaire with open and closed questions. The procedures applied to analysis of the results were descriptive statistics and Bardin content analysis (2011). Throughout the research, the teachers explained that innovative teaching practice can come through further learning in teacher education. According to this view, creativity is one of the components in the planning and development of the most dynamic and creative activities in the framework of teaching practice. The analysis also revealed that the training needs presented by teachers arose from experience of their professional practical activity in several IHSPs performance contexts.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-03-20T23:36:53Z No. of bitstreams: 1 JeaneOliveiraRamosDaSilva_DISSERT.pdf: 2214082 bytes, checksum: 353f7c0de8e55756bbd9c67108c73372 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-24T23:32:25Z (GMT) No. of bitstreams: 1 JeaneOliveiraRamosDaSilva_DISSERT.pdf: 2214082 bytes, checksum: 353f7c0de8e55756bbd9c67108c73372 (MD5) / Made available in DSpace on 2017-03-24T23:32:25Z (GMT). No. of bitstreams: 1 JeaneOliveiraRamosDaSilva_DISSERT.pdf: 2214082 bytes, checksum: 353f7c0de8e55756bbd9c67108c73372 (MD5) Previous issue date: 2016-08-31 / Considerando a reforma Sanit?ria brasileira, que institucionalizou atrav?s do Sistema ?nico de Sa?de - SUS a Aten??o Integral ? Sa?de, a Portaria GM/MS N? 971/2006, que implantou as Pr?ticas Integrativas e Complementares (PICs) no SUS, e a necessidade dos usu?rios do SUS, dos profissionais de sa?de e da gest?o de utiliza??o de pr?ticas integrativas promotoras da sa?de no servi?o, este estudo, do tipo Pesquisa A??o Existencial-PAE, visa a analisar e descrever, ? luz da abordagem Sociopo?tica, como os Ateli?s de Dan?a Circular para profissionais de sa?de poder?o promover sa?de, e contribuir com o reconhecimento e expans?o desta pr?tica na rede de servi?os do SUS. A pesquisa foi desenvolvida na cidade de Natal/RN com um grupo de 15 profissionais de sa?de do SUS. Os dados foram coletados atrav?s de tr?s instrumentos metodol?gicos: question?rios, di?rio vivencial e grupo focal. Visou-se conhecer as sensa??es e emo??es expressadas pelos profissionais da sa?de participantes dos Ateli?s de Dan?a Circular; identificar a influ?ncia das Dan?as Circulares na promo??o da sa?de das participantes; e avaliar como as experi?ncias vivenciadas na Roda de Dan?a Circular poder?o contribuir para o reconhecimento e a expans?o desta pr?tica como uma PIC no ?mbito da rede municipal de sa?de de Natal. Como principal referencial te?rico, foram utilizados o Paradigma da Salutog?nese e a Vis?o Sist?mica da vida. Conclui-se que um conjunto de fatores salutog?nicos presentes no Ateli? Dan?a Circular promoveram a sa?de dos profissionais de sa?de ao proporcionarem: equil?brio, expans?o da consci?ncia, ludicidade e criatividade. Al?m disso, expandiu-se a utiliza??o e reconhecimento da Dan?a Circular como Pr?tica Integrativa e Complementar na rede de servi?os do SUS, possibilitando a continuidade com a implanta??o da roda permanente de Dan?a Circular da SMS - Natal/RN: Roda Mandala de Luz. / Concerning the Brazilian health reform, which institutionalized, through the Unified Health System (SUS), the full healthcare assistance, the ordinance GM/MS N? 971/2006, which implemented the integrative and complementary practices (PICs) into SUS, and the need of SUS users, health professionals, and managers, this paper, as a PAE (Existential Action Research), aims at analyze and describe through the Sociopoetic approach (how Circle Dance workshops for health professionals can provide health, and contribute to the divulgation and development of this practice. The present research was conducted in Natal-RN, involving 15 health professionals who work for SUS. Data were collected using three methodological tools: surveys, daily notes and focal group. Aimed to know the feelings, thoughts, emotions expressed by health professionals participating in the Circle Dance workshops, identifying its influences in the participant?s health, and evaluating how their experiences during the dance perhaps contributes to the divulgation and development of this practice as a PIC in Natal. Studies about the Circle Dance, The Salutogenesis Paradigm, Health Promotion Politics, Integrative Practices, and Worker Health were used as theoretical background. This work concludes that Circle Dance workshops led to a health environment, which improved health, besides providing moments of consciousness expansion that deepened the understanding of important human values for a healthy daily living, such as equality, cooperation, unity, peace and respect for diversity. Moreover, it expanded the use and recognition of Circle Dance as an Integrative and Complementary Practice in the Unified Health System (SUS), enabling the continued with the establishment of permanent Circle Dance of the SMS - Natal / RN: Roda Mandala de Luz.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-04-03T23:10:10Z No. of bitstreams: 1 JulianaHermenegildoDaSilva_DISSERT.pdf: 5637594 bytes, checksum: 939ecbb0ca8b5d89152fef6422f49638 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-04-11T23:20:26Z (GMT) No. of bitstreams: 1 JulianaHermenegildoDaSilva_DISSERT.pdf: 5637594 bytes, checksum: 939ecbb0ca8b5d89152fef6422f49638 (MD5) / Made available in DSpace on 2017-04-11T23:20:26Z (GMT). No. of bitstreams: 1 JulianaHermenegildoDaSilva_DISSERT.pdf: 5637594 bytes, checksum: 939ecbb0ca8b5d89152fef6422f49638 (MD5) Previous issue date: 2017-02-24 / Ao longo de todo o s?culo passado os meios de comunica??o avan?aram nas diferentes esferas sociais, florescendo fen?menos diversos. A inser??o das manifesta??es culturais populares no campo midi?tico traz ? tona antagonismos entre tradi??o e modernidade e a constru??o de nossas representa??es identit?rias. Neste estudo problematiza-se a rela??o da visibilidade midi?tica com nossa identidade cultural e regional. Objetiva-se, de modo geral, analisar as representa??es da cultura popular nordestina ao ser colocado como produto midi?tico, econ?mico e tur?stico. Especificamente, demonstramos as pr?ticas sociais e comunicativas que se manifestam nas quadrilhas juninas ao serem introduzidas no cen?rio televisivo. Com a utiliza??o do m?todo etnogr?fico buscamos evidenciar que tais processos s?o mecanismos para a constru??o da identidade cultural da regi?o Nordeste. Nesse sentido questionamos a apropria??o das manifesta??es populares pela m?dia, analisando como os grupos juninos se mant?m dentro de um cen?rio cada vez mais restrito ao consumo e ao espet?culo. Embasados em autores como Marques de Melo, Benjamin, Lima, Chianca e Albuquerque Junior abordamos o cen?rio das festas populares do Nordeste e suas constantes reconfigura??es nos espa?os urbanos e de m?dia. / Throughout the last century the media have advanced in different social spheres, flourishing diverse phenomena. The insertion of popular cultural manifestations in the media field brings to the fore antagonisms between tradition and modernity and the construction of our identity representations. In this study the relationship of media visibility with our cultural and regional identity is problematized. In general, the objective is to analyze the representations of the popular culture of the Northeast when it is placed as a media, economic and tourist product. Specifically, we demonstrate the social and communicative practices that are manifested in the Juninas gangs when they are introduced to the television scene. With the use of the ethnographic method we seek to show that these processes are mechanisms for the construction of the cultural identity of the Northeast region. In this sense, we question the appropriation of the popular manifestations by the media, analyzing how the Junino groups remain within a scenario increasingly restricted to consumption and spectacle. Based on authors such as Marques de Melo, Benjamin, Lima, Chianca and Albuquerque Junior, we approach the scene of popular festivals in the Northeast and their constant reconfigurations in urban and media spaces.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-04-17T20:58:06Z No. of bitstreams: 1 MariaValquiriaNogueiraDoNascimento_TESE.pdf: 1968707 bytes, checksum: 426f5acaf435127acdc436c73b2cb8b2 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-04-18T18:34:12Z (GMT) No. of bitstreams: 1 MariaValquiriaNogueiraDoNascimento_TESE.pdf: 1968707 bytes, checksum: 426f5acaf435127acdc436c73b2cb8b2 (MD5) / Made available in DSpace on 2017-04-18T18:34:12Z (GMT). No. of bitstreams: 1 MariaValquiriaNogueiraDoNascimento_TESE.pdf: 1968707 bytes, checksum: 426f5acaf435127acdc436c73b2cb8b2 (MD5) Previous issue date: 2016-12-05 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / A Pol?tica de Pr?ticas Integrativas e Complementares [PNPIC] foi implantada em 2006, por meio da portaria GM n? 971, contemplando as pr?ticas terap?uticas como Homeopatia, Fitoterapia, Acupuntura, Medicina Antropos?fica, Termalismo/Crenoterapia, Pr?ticas Corporais/Atividade F?sica e T?cnicas em Medicina Tradicional Chinesa, com base nos princ?pios de uma escuta acolhedora, desenvolvimento do v?nculo terap?utico, integra??o do ser humano com o meio ambiente e a sociedade, vis?o ampliada do processo sa?de-doen?a, promo??o global do cuidado humano e autocuidado. Embora n?o institu?das pela Pol?tica Nacional, as Pr?ticas Integrativas e Complementares [PIC?s] de natureza coletiva t?m crescido gradativamente nos servi?os de sa?de, em raz?o das demandas locais e das pr?prias reivindica??es da popula??o. Nesse sentido, o objetivo deste estudo consistiu em analisar a inser??o das PIC?s Grupais como estrat?gia de cuidado e aten??o integral ? sa?de na aten??o b?sica e as possibilidades de di?logo com a educa??o popular. A pesquisa teve como cen?rio as Unidades B?sicas de Sa?de [UBS] e Unidades B?sicas de Sa?de da Fam?lia [UBSF], e como participantes profissionais que realizavam PIC?s Grupais nos servi?os. Em termos operacionais, desenvolvemos a pesquisa a partir das seguintes etapas: (a) visita ? Secretaria Municipal de Sa?de [SMS]; (b) mapeamento dos equipamentos de sa?de e de profissionais da aten??o b?sica que desenvolviam atividades em PIC?s Grupais; (c) identifica??o e caracteriza??o das PIC?s Grupais; (d) realiza??o de entrevistas e rodas de conversa; (e) observa??o-participante nos grupos de PIC?s. O estudo identificou 56profissionais em sa?de que desenvolviam PIC?s Grupais, vinculados ?s seguintes categorias: 16 agentes comunit?rios de sa?de, 09 enfermeiras, 08 educadores f?sicos, 07 m?dicas, 04 nutricionistas, 03 psic?logas, 03 auxiliares de enfermagem, 03 dentistas, 02 farmac?uticos e 01 fonoaudi?logo. Dos 66 equipamentos de sa?de da aten??o b?sica contactados, 37 realizavam PIC?s Grupais, divididas em 14 modalidades, a saber: relaxamento, medita??o, yoga, tai chi chuan, grupos de suporte m?tuo, tenda do conto, grupo de prosa com mulheres, grupo de bordadeiras, grupo de idosos, grupo de caminhadas, grupo de terapia e arte, grupos de conta??o de hist?rias, terapia comunit?ria e teatro do oprimido. As PIC?s Grupais atuam com ?nfase na valoriza??o das trocas interpessoais entre profissionais e usu?rios, com um olhar integral e interdisciplinar sobre os sujeitos, de modo a garantir uma participa??o mais efetiva e o compartilhamento de saberes, elementos essenciais na produ??o da autonomia. Nessa dire??o, a educa??o popular pode ser instrumento de reorienta??o da aten??o ? sa?de e globalidade das PIC?s Grupais, com base numa perspectiva participativa, criativa, dialogada e emancipadora. / The Policy of Integrative and Complementary Practices [PNPIC - Pol?tica de Pr?ticasIntegrativas e Complementares] was implemented in 2006, through GM Administrative Rule No. 971, contemplating therapeutic practices, such as Homeopathy, Phytotherapy, Acupuncture, Anthroposophic Medicine, Thermotherapy/Cryotherapy, Body Practices/Physical Activity and Techniques in Traditional Medicine, based on the principles of a warm listening, development of the therapeutic bond, integration of the human being with the environment and society, an expanded vision of the health-disease process, global promotion of human care and self-care. Although not instituted by the National Policy, the Collective and Complementary Practices [PIC's] ? Pr?ticas Integrativas e Complementares] of collective nature have gradually grown in the health services, due to the local demands and the own demands of the population. In this sense, the objective of this study was to analyze the insertion of Integrative and Complementary Group Practices as a strategy of care and integral health care in basic care and the possibilities of dialogue with popular education. The research had as a scenario the Basic Health Units [UBS] and Family Health Basic Units [UBSF], and, as participants, professionals that carried out group PIC's in the services. In operational terms, we developed the research from the following stages: (a) mapping of health equipment and primary care professionals who developed activities in group PIC's; (b) identification and characterization of group PIC's; (c) conducting interviews and talk wheels; (d) observation-participant in groups of PIC's. The study identified 56 health professionals who develop group PIC's, linked to the following categories: 16 community health agents, 09 nurses, 08 physical educators, 07 physicians, 04 nutritionists, 03 psychologists, 03 nursing assistants, 03 dentists, 02 pharmacists and 01 phonoaudiologist. Among the 66contacted basic care health teams, 22 perform group PIC's, divided into the following modalities: relaxation, meditation, yoga, tai chi chuan, mutual aid groups, taletent, prose group with women, group of embroiderers, group of seniors, group of walks, therapy and art group, storytelling groups, community therapy and theater of the oppressed. Group PIC's work focusing onvaluing interpersonal exchanges among professionals and users, with a comprehensive and interdisciplinary view of the subjects, in order to guarantee a more effective participation and the sharing of knowledge, essential elements in the production of autonomy. In this direction, popular education can be an instrument to reorient attention to health and globality of group PIC's, based on a participatory, creative, dialogic and emancipatory perspective.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-06-02T21:42:58Z No. of bitstreams: 1 MarianaQueirozOrricoDeAzevedo_DISSERT.pdf: 1282636 bytes, checksum: 28ac23704681fc8a2212a38d560e2213 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-06-07T19:10:33Z (GMT) No. of bitstreams: 1 MarianaQueirozOrricoDeAzevedo_DISSERT.pdf: 1282636 bytes, checksum: 28ac23704681fc8a2212a38d560e2213 (MD5) / Made available in DSpace on 2017-06-07T19:10:34Z (GMT). No. of bitstreams: 1 MarianaQueirozOrricoDeAzevedo_DISSERT.pdf: 1282636 bytes, checksum: 28ac23704681fc8a2212a38d560e2213 (MD5) Previous issue date: 2017-02-10 / O Transtorno do Espectro do Autismo (TEA) ? um dist?rbio do neurodesenvolvimento, caracterizado por preju?zos nas ?reas sociocomunicativas e comportamentais. Com essas especificidades e, tamb?m, perante os n?meros expressivos de educandos assim diagnosticados matriculados em escolas regulares, ? primordial que o professor fa?a uso de pr?ticas interventivas que, de fato, favore?am o desenvolvimento acad?mico e funcional dessa popula??o. Nesse contexto, o objetivo do presente estudo ? identificar, com base na Revis?o Integrativa da Literatura (RIL), estrat?gias de ensino e de aprendizagem implementadas por professores regentes, que atuam em classes regulares de ensino, com essa clientela especial. Como fonte de an?lise, foi rastreado um acervo de teses e de disserta??es publicadas no Brasil, no per?odo 2008-2013. Os dados coletados em vinte estudos foram, atrav?s de procedimentos da An?lise de Conte?do, organizados em categorias e em subcategorias. A seguir, com base em crit?rios estabelecidos por duas ag?ncias de pesquisa (National Autism Center e o National Professional Development Center), essas estrat?gias foram classificadas, tendo como crit?rio a validade cient?fica. Os resultados desse estudo revelaram a necessidade de instala??o de programas de forma??o continuada, para aquisi??o de compet?ncias, por parte dos professores, no sentido de se tornarem capazes de implementar pr?ticas empiricamente validadas, no cotidiano das escolas brasileiras. / Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by social-communication and behavior impairments. With these specificities and considering the expressive number of students with ASD enrolled in regular schools, it is critical that teachers implement intervention strategies that truly favor the academic and the functional development of this population. In this scenario, the purpose of this study is to identify, based on an Integrative Literature Review (ILR), teaching and learning strategies implemented by regent teachers, who work in regular classes with these students. Theses and dissertations published in Brazil between 2008 and 2013 were used as source of analysis. Data collected in twenty studies were, through Content Analysis, organized into categories and subcategories. Based on criteria established by two research agencies (National Autism Center and National Professional Development Center), these strategies were, then, classified in terms of scientific validity. The results of this study revealed the need for teacher education programs capable of developing competencies to implement empirically validated practices in Brazilian schools.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-06-13T18:51:50Z No. of bitstreams: 1 KarenChristinaPinheiroDosSantos_TESE.pdf: 4014926 bytes, checksum: 8108f7e78f54fee1b9ceed81ad16f863 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-06-13T21:13:23Z (GMT) No. of bitstreams: 1 KarenChristinaPinheiroDosSantos_TESE.pdf: 4014926 bytes, checksum: 8108f7e78f54fee1b9ceed81ad16f863 (MD5) / Made available in DSpace on 2017-06-13T21:13:23Z (GMT). No. of bitstreams: 1 KarenChristinaPinheiroDosSantos_TESE.pdf: 4014926 bytes, checksum: 8108f7e78f54fee1b9ceed81ad16f863 (MD5) Previous issue date: 2016-12-12 / Esta pesquisa compreende as arquiteturas pedag?gicas como dispositivos de formA??o de pr?ticas multiletradas de professores que participaram do curso de ?Forma??o Continuada de Professores do Projeto Um Computador por Aluno/UCA?, realizado na Escola Municipal Prof. Herly Parente, Natal-RN. Seu objeto de estudo consiste no redimensionamento do conceito arquiteturas pedag?gicas voltado para o planejamento de professores que utilizam o laptop na sala de aula que tem como objetivo geral compreender as arquiteturas pedag?gicas entendidas como dispositivos de formA??o, a partir dos quais os professores estruturam pr?ticas multiletradas. O conceito de Arquiteturas Pedag?gicas, conforme proposto por Carvalho, Nevado e Menezes (2005), ? compreendido como estruturas de aprendizagem que se realizam na conflu?ncia de abordagens pedag?gicas e tecnol?gicas. Nesse sentido, tomaremos como an?lise os seguintes objetivos espec?ficos: (a) discutir como os professores vivenciam pr?ticas multiletradas a partir do uso de arquiteturas pedag?gicas desenvolvidas durante o planejamento de atividades curriculares, utilizando o laptop e quais os desafios dessa pr?tica; (b) identificar os impactos das arquiteturas pedag?gicas nos modos de ressignificar o espa?o-tempo disciplinado pela escola no trabalho do professor; (c) Apreender os recursos educacionais abertos (REA) por meio dos quais as arquiteturas pedag?gicas, desenvolvidas na forma??o do professor, possibilitam a mobiliza??o de estrat?gias curriculares abertas interessadas na observa??o de como os alunos melhor se engajam em suas atividades escolares, com o laptop. Estes objetivos ser?o realizados dentro da perspectiva dos multiletramentos durante a forma??o de professores que planejam, pesquisam, registram, sistematizam, criam estrat?gias, utilizam tecnologias e avaliam experi?ncias de aprendizagem de seus alunos sob o ponto de vista da Pedagogia da Incerteza (FREIRE, 2002). Propomos como elemento estruturante dessas arquiteturas, a aprendizagem por design de constru??o de sentidos proposto pela Pedagogia dos Multiletramentos (COPE & KALANTZIS, 2000) que estrutura os espa?ostempos culturais do processo ensino e aprendizagem e dos diferentes modos de significar a linguagem mediada pelas tecnologias digitais. Tomamos como referencial te?rico al?m do conceito de arquiteturas pedag?gicas (CARVALHO; NEVADO; MENEZES, 2005), as contribui??es dos Estudos de Letramento (GEE 1991; STREET, 1995), a rela??o estrutura e ag?ncia (ARCHER, 2011), os conceitos de agente de letramento (KLEIMAN, 2006), de mediador agentivo (OLIVEIRA, 2010a) e comunidades de pr?tica (WENGER, 1998). O estudo tem como abordagem metodol?gica a pesquisa-forma??o, proposta por Josso (2009), que se alinha ? perspectiva de pesquisa qualitativa de cunho etnogr?fico, adotando como procedimentos de gera??o dos dados, os instrumentos: observa??o participante, an?lise de documentos, question?rios e entrevistas. A pesquisa tem como contexto a Escola Municipal Prof. Herly Parente, Natal-RN que foi contemplada com a distribui??o de laptops do Projeto UCA e forma??o de seus professores. Tem como colaboradores 16 professores que participaram dessa forma??o, fornecendo relatos e produ??es de suas pr?ticas desenvolvidas na sala, utilizando tecnologias, os quais constitu?ram o corpus da pesquisa. Nossas premissas em torno dos construtos 'Arquiteturas Pedag?gicas? e ?Pedagogia dos Multiletramentos?, buscaram, na forma??o de professores, a concilia??o entre pr?ticas abertas e as j? consolidadas e disciplinadas na escola (OLIVEIRA, 2010b). As an?lises evidenciam que os desafios vivenciados pelos professores em suas pr?ticas, ao desenvolverem arquiteturas pedag?gicas utilizando o laptop, permitiram n?o somente a cria??o de estrat?gias de atividades para que pr?ticas curriculares abertas sejam poss?veis em contexto de ensino tradicional como tamb?m ampliaram os repert?rios de pr?ticas multiletradas desses professores, impactando a sua forma??o. / This research comprises pedagogical architectures as devices of the formation of multiliteracies practices of teachers who have participated of the course of 'Continued Education of Teachers of the Project One Computer Per Student / UCA?, held at the Municipal School Prof. Herly Parente, Natal-RN. Its object of study consists in the redesign of the concept of pedagogical architectures aimed at the planning of teachers who use the laptop in the classroom. The concept of Pedagogical Architectures, as proposed by Carvalho, Nevado and Menezes (2005), is understood as learning structures that take place at the confluence of pedagogical and technological approaches. It will be discussed in the perspective of multiliteracy during the formation of teachers who plan, research, register, systematize, create strategies, use technologies and evaluate their students' learning experiences from the point of view of Uncertainty Pedagogy (FREIRE, 2002). We propose as a structuring element of these architectures, the learning by design of sense construction proposed by the Pedagogy of Multiliteracies (COPE & KALANTZIS, 2000) that structures the cultural spacetime of the teaching and learning process and the different ways of signifying language mediated by digital technologies. We take as theoretical reference beyond the concept of pedagogical architectures (CARVALHO; NEVADO; MENEZES, 2005) The contributions of the Literacy Studies (GEE 1991, STREET, 1995), the structure and agency relationship (ARCHER, 2011), the concepts of the literacy?s agent (KLEIMAN, 2006), agentive mediator (OLIVEIRA, 2010a) and communities of practice (WENGER, 1998). The study has as a methodological approach the research-formation, proposed by Josso (2009), that aligns with the perspective of qualitative research of ethnographic character, adopting as data generation procedures, the instruments: participant observation, analysis of documents, questionnaires and interviews. The research has as context the Municipal School Prof. Herly Parente, Natal-RN that was contemplated with the distribution of laptops by the UCA Project and formation of their teachers. It has as collaborators 16 (sixteen) teachers who have participated in this formation, providing reports and productions of their practices developed in the classroom, using technologies, which have constituted the corpus of the research. Our premises around the constructs 'Pedagogical Architectures' and 'Pedagogy of Multiliteracies', sought, in the formation of the teachers, the conciliation between open practices and those already consolidated and disciplined in the school (OLIVEIRA, 2010b). The analysis show that the challenges faced by teachers in their practices, when they develop pedagogical architectures using the laptop, allow not only the creation of strategies of activities for open curricular practices be possible in the context of traditional teaching, but also to expand the repertoires of multiliteracies practices of these teachers, impacting their formation.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-07-03T12:11:17Z No. of bitstreams: 1 CintiaDanieleOliveiraDoNascimento_DISSERT.pdf: 2172475 bytes, checksum: 4207ba08e236112d345e32332f3eadfa (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-07-05T14:47:24Z (GMT) No. of bitstreams: 1 CintiaDanieleOliveiraDoNascimento_DISSERT.pdf: 2172475 bytes, checksum: 4207ba08e236112d345e32332f3eadfa (MD5) / Made available in DSpace on 2017-07-05T14:47:24Z (GMT). No. of bitstreams: 1 CintiaDanieleOliveiraDoNascimento_DISSERT.pdf: 2172475 bytes, checksum: 4207ba08e236112d345e32332f3eadfa (MD5) Previous issue date: 2017-03-31 / Analisam-se, neste estudo, as constru??es identit?rias do programa televisivo Xeque-Mate, a partir de discursos de alunos do curso de Comunica??o Social da Universidade Federal do Rio Grande do Norte. O referido programa, produzido pelo Departamento de Comunica??o em parceria com a TV Universit?ria, desde 2002, proporciona aos alunos aprendizados pr?ticos, uma vez que suas diversas atividades s?o desenvolvidas em um est?dio de TV aberta. A pesquisa insere-se na ?rea da Lingu?stica Aplicada e, justamente em fun??o dessa ancoragem, se permite outras incurs?es te?ricas, transitando pelos estudos da linguagem e pelos estudos da comunica??o social. Esse aparato te?rico, em particular o embasamento advindo de pressupostos do C?rculo de Bakhtin (no??o de discurso, de linguagem e de sujeito) e dos estudos culturais, constituiu o lastro em que se fundamentou a an?lise do corpus. As an?lises baseiam-se em question?rio online respondido por 23 alunos das habilita??es de Jornalismo e Radialismo que participaram do programa durante a gradua??o. Consideram-se, nesta pesquisa, cronotopos distintos, tempos e espa?os que s?o fundamentais para a constitui??o desses sujeitos. Os discursos discentes revelam identidades do programa, ora como um espa?o de experi?ncias, ora como a oportunidade de aproximar teoria e pr?tica. Essas identidades s?o constru?das e reconstru?das e est?o imersas em um conjunto de pr?ticas sociais, esferas e campos determinados. / In this study, the identity constructions of the Xeque-Mate television program are analyzed, based on speeches by students of the Federal University of Rio Grande do Norte Social Communication undergrad course. The program, produced by the Communication Department in partnership with the University TV, since 2002, provides students with hands-on learning, since their various activities are developed in an open TV studio. The research is inserted in the area of Applied Linguistics and, due to this anchorage, it allows other theoretical incursions, going through the studies of language and the studies of social communication. This theoretical background, in particular the foundation from the Circle of Bakhtin assumptions (notion of discourse, language and subject) and from cultural studies, constituted the base in which the analysis of corpus was grounded. The analyses are based on an online questionnaire answered by 23 students of the Journalism and Radialism qualifications who participated in the program during the undergrad course. In this research, are considered different chronotopes, times and spaces that are fundamental for the constitution of these subjects. Student discourses reveal the program identities, both as a space for experiences, and as an opportunity to bring theory and practice closer together. These identities are constructed and reconstructed and are embedded in a set of social practices, spheres, and determined fields.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-05-31T16:59:35Z No. of bitstreams: 1 2016 - Aly Ndiaye.pdf: 1166543 bytes, checksum: 8e86bf74901ff2812a7bdda1cd58dae1 (MD5) / Made available in DSpace on 2017-05-31T16:59:35Z (GMT). No. of bitstreams: 1 2016 - Aly Ndiaye.pdf: 1166543 bytes, checksum: 8e86bf74901ff2812a7bdda1cd58dae1 (MD5) Previous issue date: 2016-06-24 / This study aims to evaluate the impact of social technology PAIS, as regards the improvement in the supply of covered families, as well as the evolution of their income and the adoption of agroecological practices that came with the arrival of the program. This study was conducted in the states of RJ and MS, although the project is in all states of Brazil and the Federal District, totaling ten thousand units. The research aimed to evaluate the impact of a low-cost social technology with bases agroecological production, systematized in order to organize the integration vegetable animal production in small spaces, using as much as possible locally available materials. In an agricultural setting where pesticide use has intensified and caused the wear of soil and contamination of farmers and consumers, social technology PAIS is to provide small farmers an alternative to the production of healthy food, but at the same time an opportunity to generate income on a growing demand for these products. The methodology of this study used interviews script (step 1) when it sought from the technicians trained by the program with direct management of family production systems, understand the local dynamics in implementing the proposal, identifying the nuances related to the objectives of research and identify relevant production systems, then (step 2), further analysis of successful experiences and failure in the implementation and execution of technology PAIS, seeking improvement in food quality and income of families at social risk through visits to the production units in order to conduct interviews with producers in order to have more information for the study. Finally, in a further step (step 3), visits were made to the sectors of Sebrae participating in the PAIS management in selected states for the consolidation of information. The study revealed that most farmers benefited from the program improved their food with diversified products, completely eliminated the use of synthetic inputs, and in some cases, have obtained organic label. With the conquest of new markets, the sale of surplus production caused the increase in income for most families benefited from the program / O presente trabalho visa avaliar o impacto da tecnologia social PAIS, no que se refere a melhoria na alimenta??o das fam?lias contempladas, assim como a evolu??o da sua renda e a ado??o de pr?ticas agroecol?gicas que vieram junto com a chegada do programa. Esse estudo foi realizado nos estados do RJ e MS, embora o projeto se encontra em todos os estados do Brasil e no distrito Federal, totalizando dez mil unidades. A pesquisa teve como objetivo avaliar os impactos de uma tecnologia social de baixo custo, com bases a produ??o agroecol?gica, sistematizada de forma a organizar a integra??o produ??o animal vegetal em pequenos espa?os, usando o m?ximo poss?vel materiais localmente dispon?veis. Num cen?rio agr?cola onde o uso de agrot?xicos tem se intensificado e provocado o desgaste dos solos e contamina??o dos agricultores e consumidores, a tecnologia social PAIS vem para proporcionar aos pequenos agricultores uma alternativa para a produ??o de alimentos saud?veis, mas ao mesmo tempo uma oportunidade de gerar renda diante de uma demanda crescente por esses produtos. A metodologia desse estudo fez uso de roteiro de entrevistas (etapa 1), quando se buscou junto aos t?cnicos capacitados pelo programa com atua??o direta junto aos sistemas de produ??o familiares, entender a din?mica local na execu??o da proposta, identificando as nuances referentes aos objetivos da pesquisa, bem como identificar sistemas de produ??o relevantes para, em seguida (etapa 2), aprofundar a an?lise das experi?ncias de sucesso e insucesso na implanta??o e execu??o da tecnologia PAIS, na busca de melhoria na qualidade alimentar e da renda de fam?lias em risco social, atrav?s de visitas ?s unidades de produ??o com objetivo de fazer entrevistas com os produtores a fim de ter mais informa??es para o estudo. Finalmente, em uma etapa complementar (etapa 3), foram realizadas visitas aos setores do Sebrae que participavam da gest?o do PAIS nos estados selecionados para consolida??o das informa??es. O trabalho revelou que a maioria dos agricultores beneficiados pelo programa melhorou a sua alimenta??o com produtos diversificados, eliminou totalmente o uso de insumos sint?ticos e, em alguns casos, obtiveram o selo org?nico. Com a conquista de novos mercados, a comercializa??o do excedente da produ??o provocou o aumento da renda para a maioria das fam?lias beneficiadas pelo programa.

Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-10-10T12:16:56Z No. of bitstreams: 1 TES_BERNARDO_JOSE_DA_SILVA_ESTACIO_COMPLETO.pdf: 2897422 bytes, checksum: 05dc8bc747cd44506004602bad614975 (MD5) / Made available in DSpace on 2017-10-10T12:16:56Z (GMT). No. of bitstreams: 1 TES_BERNARDO_JOSE_DA_SILVA_ESTACIO_COMPLETO.pdf: 2897422 bytes, checksum: 05dc8bc747cd44506004602bad614975 (MD5) Previous issue date: 2017-03-28 / Software development has become increasingly an activity that requires a social and collaborative effort. In this context, there is not only a need to develop technical skills but also to know how to develop teamwork skills. Collaborative programming practices are important tools for collaborative learning and training among software developers. The Coding Randori Dojo (CRD) is a collaborative coding practice that has been increasingly adopted in the software industry, and its main purpose is to provide collaborative learning. The goal of this dissertation is to evaluate collaborative learning in CRD. The methodology is structured in three stages: Exploratory, Evaluation and, Consolidation. In the first stage, a characterization of collaborative coding practices was performed, as well as an execution of two feasibility studies. In the second stage, we conducted observational studies and case studies, where collaborative learning has been evaluated with more emphasis. The last stage consolidated the results by the conception of a set of guidelines. The research methodology of this dissertation leads to an extensive evaluation of CRD, and the identification of approaches that can be used to evaluate collaborative learning during the practice. The findings present benefits perceived by the participants regarding CRD, as well an understanding of collaboration levels that can contribute to the collaborative learning. / O desenvolvimento de software tem se tornado cada vez mais uma atividade que necessita de um esfor?o social e colaborativo. Neste cen?rio, n?o h? apenas a necessidade de desenvolver compet?ncias t?cnicas, mas tamb?m de saber trabalhar em equipe. As pr?ticas de codifica??o colaborativa representam uma importante ferramenta de aprendizagem colaborativa e treinamento entre desenvolvedores. O Coding Dojo Randori (CDR) ? uma pr?tica de codifica??o colaborativa que tem sido adotada de forma crescente na ind?stria de software e seu principal prop?sito ? a aprendizagem colaborativa. Esta tese tem por objetivo avaliar a aprendizagem colaborativa em CDR. A metodologia de pesquisa foi estruturada em tr?s etapas: Explorat?ria, Avalia??o e Consolida??o. Na primeira etapa, realizou-se a caracteriza??o do estado da arte de pr?ticas de codifica??o colaborativa, assim como a execu??o de dois estudos de viabilidade de CDR. Na segunda etapa foram conduzidos estudos observacionais e estudos de caso, onde se p?de avaliar com mais ?nfase a aprendizagem colaborativa em CDR. A ?ltima etapa consolidou os resultados por meio da concep??o de um conjunto de diretrizes para apoiar a ado??o de CDR com foco na aprendizagem colaborativa. A metodologia de pesquisa deste trabalho possibilitou uma avalia??o extensiva de CDR, e a identifica??o de abordagens que podem ser utilizadas para avaliar a aprendizagem colaborativa em CDR. Os resultados apresentaram uma percep??o positiva dos participantes em rela??o a pr?tica, assim como um entendimento de n?veis de colabora??o que podem contribuir para a aprendizagem colaborativa.