Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-06-05T15:02:38Z No. of bitstreams: 1 TES_ANA_BEATRIZ_GARCIA_COSTA_RODRIGUES_COMPLETO.pdf: 1673226 bytes, checksum: bc412b2c825348f309ec0a3b889dfe59 (MD5) / Made available in DSpace on 2017-06-05T15:02:38Z (GMT). No. of bitstreams: 1 TES_ANA_BEATRIZ_GARCIA_COSTA_RODRIGUES_COMPLETO.pdf: 1673226 bytes, checksum: bc412b2c825348f309ec0a3b889dfe59 (MD5) Previous issue date: 2016-08-30 / This research aims to analyze, through life stories of professors who work in two universities, one public and one private, in Aracaju-SE, the personal and professional identity processes and the meanings attributed by them to their educational practices. We do not consider here the identity as static, motionless, but as a mobile, fluid and multifaceted process. In Theoretical we opted for a reasoned way in the psychological and sociological knowledge about the identity and the theoretical assumptions of Paul Ricoeur?s Narrative Identity. We sought, in the narratives of the professors, to understand how professional and institutional demands practices influence their identity processes. For this, we used the narrative interview to unveil training and teaching activities in professors from public and private universities in the state of Sergipe, bringing to light the choices, the meanings and the challenges faced in their formation processes and the construction of the teacher identity. Thus the following guiding questions were used: how is the identity of the public and private school professors constituted in higher education institutions? How do these professors build their practices in public and private spheres of IES? How do the realities and demands of these institutions interfere in the building of this professor identity? What are the main sources of malaise and welfare in public and private institutions? Analysis of the interviews were based on theoretical assumptions of Paul Ricoeur, specifically the concept and theories about narrative identity. It was observed that the teaching of experiences in the public and private spheres are very different, because the demands and institutional profiles are disparate. Thus, it was found in the private sphere that the narratives of professors included aspects that relate directly and/or indirectly to the capitalist logic of the present higher education in private institutions. In the public sphere, there have been reports regarding the great bureaucratic demand and the fierce competition between colleagues. From the analysis using Ricoeur, the following categories were developed: The choice to be teaching; the construction of the teaching practices and the relationship between the teaching practices and the construction of the identity of these professors. In elaborate discussions, it is clear that the identity processes of these professors, that the fluidity and mobility of the identity of each, is manifested in the constant needs of adjustments and readjustments that the environment imposes on them. Thus, interfaces between teaching practices, institutional contexts and teacher identity are present in all the narrative passages analyzed in this work. The strategies used to deal with the institutional and social demands, the meanings attributed to their professional and their personal experiences practices, reflections and reinterpretation are the result of identity transformations undergone by these professors. / Esta pesquisa tem como objetivo analisar, atrav?s de hist?rias de vida de docentes que atuam em duas Universidades, uma p?blica e uma privada, em Aracaju-SE, os processos identit?rios pessoal e profissional e os sentidos atribu?dos por eles ?s suas pr?ticas educativas. N?o consideramos aqui a identidade como algo est?tico, im?vel, mas sim como um processo m?vel, fluido e multifacetado. No Referencial Te?rico, optou-se por um caminho fundamentado no conhecimento psicol?gico e sociol?gico sobre a identidade, com base nos pressupostos te?ricos de Identidade Narrativa de Paul Ricoeur. Buscou-se, nas narrativas dos docentes, compreender como as pr?ticas profissionais e demandas institucionais influenciam os seus processos identit?rios. Para tanto, utilizou-se a Entrevista Narrativa para desvelar a forma??o e a atua??o docente em docentes de universidades p?blicas e privadas do estado de Sergipe, trazendo a luz as escolhas, os significados e os desafios enfrentados em seus processos de forma??o e de constru??o da identidade docente. Assim foram utilizadas as seguintes quest?es norteadoras: Como se constitui a identidade dos docentes do ensino p?blico e privado das institui??es de ensino superior? Como esses professores constroem suas pr?ticas nas esferas p?blica e privada das IES? Como as realidades e as demandas dessas institui??es interferem na constru??o da identidade desse professor? Quais as principais fontes de Mal-estar e Bem-estar nas institui??es p?blicas e privadas? A an?lise das entrevistas foram baseadas nos pressupostos te?ricos de Paul Ricouer, especificamente no conceito e teoriza??es acerca daIdentidade narrativa. Foi poss?vel observar que as viv?ncias da doc?ncia na esfera p?blica e privada s?o muito diferentes, pois as demandas e perfis institucionais s?o d?spares. Assim, verificou-se, na esfera privada, que as narrativas dos docentes inclu?ram aspectos que se relacionam de maneira direita e/ou indireta ? l?gica capitalista do ensino superior, presente nas institui??es particulares. Na esfera p?blica, foram encontrados relatos referentes ? grande demanda burocr?tica, ?s competi??es acirradas entre colegas. A partir da an?lise, foram elaboradas as seguintes categorias: A escolha em ser docente; a constru??o das pr?ticas docentes e a Rela??o entre as pr?ticas docentes e a constru??o da identidade desses professores. Nas discuss?es elaboradas, ao analisar o processo identit?rio dos docentes, percebe-se que a fluidez e mobilidade da identidade de cada um se manifesta nas necessidades constantes de adapta??es e readapta??es que o meio lhes imp?e. Dessa maneira, as interfaces entre a as pr?ticas docentes, os contextos institucionais e a identidade docente est?o presentes em todos os trechos narrativos analisados neste trabalho. As estrat?gias utilizadas para lidar com as demandas institucionais e sociais, os significados atribu?dos a suas pr?ticas profissionais e a suas viv?ncias pessoais, as reflex?es e ressignifica??es s?o resultantes das transforma??es identit?rias por ele sofridas.

Data de aprova??o ausente. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-05-05T15:35:00Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) cristhiane_rodrigues_soares_leao.pdf: 3073502 bytes, checksum: 6c4d67183737f3e969b192f57c6b4415 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-05-16T18:33:53Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) cristhiane_rodrigues_soares_leao.pdf: 3073502 bytes, checksum: 6c4d67183737f3e969b192f57c6b4415 (MD5) / Made available in DSpace on 2017-05-16T18:33:53Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) cristhiane_rodrigues_soares_leao.pdf: 3073502 bytes, checksum: 6c4d67183737f3e969b192f57c6b4415 (MD5) Previous issue date: 2016 / O ensino superior no Brasil passa desde a nova Lei de Diretrizes e Bases da Educa??o Nacional (LDB) em 1996 por grandes mudan?as, como o aumento nos n?meros de cursos e Institui??es de Ensino Superior ? IES. Segundo os dados do Censo da Educa??o Superior em 2013, realizado pelo INEP, s?o mais 2.300 IES em todo Brasil. O curso de Administra??o ? um exemplo dessa expans?o, pois em 1960 existiam 31 institui??es que ofereciam tal curso, e em 2013 esse n?mero passou para mais de 1.500 IES e no Estado de Minas Gerais est?o presentes 204 dessas institui??es. Cresce tamb?m os estudos a respeito do processo ensinoaprendizagem e a avalia??o do discente no ensino superior. ? na escola que todos os aspectos do ser humano se socializam e quem conduz esse processo ? o professor. A inova??o na pr?tica de ensino e de avalia??o da aprendizagem est? no compartilhamento com o aluno, tornando-o, al?m de sujeito principal na apropria??o dos saberes da profiss?o, tamb?m um parceiro na constru??o do conhecimento. O objetivo desse trabalho foi identificar e analisar as pr?ticas docentes dos professores dos cursos de Administra??o do Vale do Mucuri entre 2006 e 2015, e sua correla??o com sua forma??o profissional. Quanto ? metodologia, a pesquisa teve abordagem quali-quantitativa, quanto aos objetivos foi descritiva e explicativa. Foi aplicado um question?rio online com quest?es fechadas de m?ltipla escolha aos administradores que atuam como docentes em disciplinas do n?cleo profissionalizante dos cursos presenciais em Administra??o do Vale do Mucuri. Ficou constatado que os mesmos apresentam tr?s caracter?sticas importantes: n?o exercem a doc?ncia superior exclusivamente; sinalizaram que criam seu material did?tico; e procuram construir seu pr?prio conhecimento. Utilizam da aula expositiva para explana??o do conte?do, com apoio de slides de pr?pria autoria. Realizam a avalia??o da aprendizagem do discente atrav?s de provas escritas e trabalhos individuais e em grupo. Como resultado verificou-se que as pr?ticas docentes nos cursos de Administra??o do Vale do Mucuri n?o t?m correla??o com perfil do professor, seja nos aspectos: forma??o, tempo de doc?ncia ou tipo de institui??o que trabalha. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, [2016]. / University education in Brazil goes through great changes since the implementation of the new Law of Guidelines and Bases of Brazilian National Education (LDB) in 1996, such as the increase of the number of courses and Higher Education Institutions - IES. According to data from the Census of Higher Education in 2013, conducted by INEP there are over 2.300 Higher Education Institutions - IES throughout Brazil. The business course is an example of this expansion, since in 1960 there were 31 institutions that offered such a course, and in 2013 that number passed to more than 1.500 IES and in the State of Minas Gerais there are 204 of these institutions. There are also studies on the teaching-learning process and the student's evaluation in higher education. It is at school that all aspects of human socialize and who leads this process is the teacher. The innovation in the practice of teaching and learning assessment happens when it is shared with the student, making him/her, not only the main subject in the appropriation of knowledge of the profession, but also a partner in the construction of knowledge. The aim of this study was to identify and analyze the teaching practices of business courses teachers around Vale do Mucuri ? MG, between 2006 and 2015, and their correlation with their training. As for the methodology, the research had a qualitative and a quantitative approach, as for the objectives this study was descriptive and explanatory. An online questionnaire with multiple-choice questions was applied to businesspeople who act as professors in presential business courses in the entire Vale do Mucuri. It was demonstrated that they have three important characteristics: they do not only teach at universities; They signaled that they create their own teaching material;and try to build their own knowledge about the subject they teach. They usually lecture to explain the content to students, with the support of their own PowerPoint slides. They carry out the student learning assessment through written tests, individual and group work. As a result it was found that the teaching practices in Vale do Mucuri do not correlate with teacher profile, be it in the training and teaching experience aspects or type of institution that a professor works.

Made available in DSpace on 2014-12-17T13:53:38Z (GMT). No. of bitstreams: 1 FibiaBG_DISSERT.pdf: 3151219 bytes, checksum: bed0c68033efdeaf83baf223be880e40 (MD5) Previous issue date: 2013-09-13 / This work addresses the study of interdisciplinarity in higher administration education, a topic of great relevance in the present context, due to guidelines issued by Ministry of Education through the National Curriculum Guidelines -NCGs for undergraduate courses in Management. The attention on the subject emerges from the gained experience of a researcher and teacher working as manager of an undergraduate course in Business Administration who set up interdisciplinarity through interdisciplinary projects in a management course pedagogical project at a private university in State of Par?/Brazil. The work rebuilds and reports experiences, and studies the practice of lecturers involved in those interdisciplinary actions. The study aimed to identify changes in pedagogical practices of teachers involved in the searched interdisciplinary experience. To address the questions that directed the work and achieve proposed objectives, from a qualitative approach, a significant bibliographical and documentary work was conducted on the topic. In the survey carried out on secondary sources such as publications of major authors and scientific papers reporting interdisciplinary experiences in higher administration education, it was found that interdisciplinarity for its ambiguous character is still poorly understood by teachers, and reports on its application in administration teaching are incipient. This study also used data collected from primary sources, from dialogues through interviews with educational fellows - teachers and officers of the institution that served as locus of the research, who had the opportunity to experience the studied interdisciplinary experience. Data were processed and analyzed using content analysis technique. Research results showed that teachers of the institution of research have a good understanding of meaning of interdisciplinarity as a link between disciplines; it was also found substantial evidence of changes in teaching practices and actions of such teachers based on their participation in interdisciplinary projects. Although the experience studied can be considered innovative and challenging, much needs to be done in the course management for achievement of interdisciplinary actions in the course, particularly regarding to the removal of institutional, methodological, psychosocial, epistemological obstacles in operationalizing interdisciplinary practices, with emphasis on the need of a process of continuous and specific training aiming at developing skills for interdisciplinary acting, to the extent that these education professionals do not perceive themselves able to act as interdisciplinary lecturers / Este trabalho ? dedicado ao estudo da interdisciplinaridade no ensino superior em administra??o, tema de grande relev?ncia no atual contexto, em decorr?ncia das orienta??es emanadas pelo minist?rio da Educa??o, atrav?s das Diretrizes Curriculares Nacionais DCNs, para os cursos de gradua??o em administra??o. O interesse pelo tema surgiu da experi?ncia vivida pela pesquisadora como gestora e docente de um curso de gradua??o em administra??o, que institucionalizou a interdisciplinaridade atrav?s de projetos interdisciplinares no projeto pedag?gico de um curso de administra??o em uma universidade particular no estado do Par?. O trabalho reconstr?i e relata a experi?ncia vivida e estuda a pr?xis dos docentes envolvidos nessas a??es interdisciplinares. O estudo teve como objetivo experi?ncia interdisciplinar pesquisada. Para abordar as quest?es que nortearam o trabalho e atingir os objetivos propostos, a partir de uma abordagem qualitativa, foi realizado um significativo levantamento bibliogr?fico e documental sobre o tema. No levantamento realizado em fontes secund?rias tais como publica??es de autores de refer?ncia e em artigos cient?ficos que relataram experi?ncias interdisciplinares no ensino superior, foi poss?vel verificar que a interdisciplinaridade por seu car?ter poliss?mico ainda ? pouco compreendida pelos docentes e, os relatos sobre sua aplicabilidade no ensino de administra??o s?o incipientes. Este estudo utilizou tamb?m dados coletados em fontes prim?rias, a partir da interlocu??o atrav?s de entrevistas com os sujeitos da pesquisa os docentes e dirigentes da institui??o que serviu de l?cus da pesquisa, que tiveram oportunidade de vivenciar a experi?ncia interdisciplinar estudada. Esses dados foram tratados e analisados a partir da t?cnica de an?lise de conte?do. Os resultados da investiga??o mostraram que os docentes da institui??o pesquisada, det?m uma compreens?o do significado da interdisciplinaridade enquanto articula??o entre disciplinas, tendo sido encontradas ainda evid?ncias de mudan?as nas a??es e pr?ticas pedag?gicas desses docentes em fun??o da participa??o em projetos interdisciplinares. Embora a experi?ncia estudada possa ser considerada inovadora e desafiadora, muito ainda precisa ser feito no ?mbito da gest?o do curso, para efetiva??o das a??es interdisciplinares no curso, sobretudo no que diz respeito ? remo??o de obst?culos institucionais, metodol?gicos, psicossociais, epistemol?gicos na operacionaliza??o das pr?ticas interdisciplinares, com ?nfase na necessidade de um processo de capacita??o cont?nuo e espec?fico voltado para o desenvolvimento de compet?ncias para um agir interdisciplinar, na medida em que esses profissionais da educa??o n?o se percebem aptos para atuar como docentes interdisciplinares

Made available in DSpace on 2014-12-17T14:35:49Z (GMT). No. of bitstreams: 1 ManoelPRN_pag_1_a_49.pdf: 1454867 bytes, checksum: b42be43c7950effac2e90b584c8b3993 (MD5) Previous issue date: 2005-09-01 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This present work has the aim of reconstruct the biographical profile and the practices of the professor and journalist Julia Medeiros in the county of Caico, State of Rio Grande do Norte, in the 1920 s and 1930 s, justified by the visibility of this professor during the construction of the lettered society from the mentioned State and the participation in potiguar press. How were the women and educator s representations in the 1920 s and 1930 s ? With the aim to get answers, I use as sources, the Public Archive of Rio Grande do Norte and the Geographical and Historical Institute of Rio Grande do Norte, the newspaper of that time, as the available issues of Jornal das Mo?as (1923-1932), magazines, letters, pictures, and interviews with relatives, ex-students and friends of this intellectual woman. It was noticed that she stood out as a professor at School Group of Senador Guerra and as a journalist, sending opinions about everyday life. With this analysis, it configures, in part, her time and the history of education in Rio Grande do Norte, with the participation of teachers. Despite of her importance during the construction of education and citizenship of women, Julia Medeiros lived the two sides of the same coin: visibilty and anonymity / O presente trabalho tem como objetivo reconstituir o perfil biogr?fico e as pr?ticas da professora e jornalista J?lia Medeiros, no munic?pio de Caic?, Estado do Rio Grande do Norte, nas d?cadas de 1920 e 1930, justificadas pela visibilidade dessa docente na constru??o da sociedade letrada norte-rio-grandense e participa??o na imprensa potiguar. Como era a representa??o de mulher e de educadora nas d?cadas de 1920 e 1930? Na busca de respostas utilizo como fontes o Arquivo P?blico do Rio Grande do Norte e do Instituto Hist?rico e Geogr?fico do Rio Grande do Norte, os jornais da ?poca, como os exemplares dispon?veis do Jornal das Mo?as (1926-1932), revistas, cartas, fotografias, entrevistas com familiares, ex-alunos e amigos dessa intelectual. Constatou-se que ela se destacou como professora no Grupo Escolar Senador Guerra e jornalista atuante, emitindo opini?es acerca do cotidiano. Com esta an?lise, configura-se, em parte, sua ?poca e a hist?ria da educa??o no Rio Grande do Norte, com a participa??o de educadoras. Apesar de sua import?ncia na constru??o da educa??o e da cidadania das mulheres, J?lia Medeiros viveu os dois lados da moeda: visibilidade e anonimato