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

Made available in DSpace on 2014-12-17T14:36:12Z (GMT). No. of bitstreams: 1 MariaFGM.pdf: 1776192 bytes, checksum: c7ffad1852d7db651fb46b6795728501 (MD5) Previous issue date: 2008-08-15 / This collaborative research is a qualitative approach, from historical and cultural perspective, made about a teacher of third grade of basic education in the area of history, in the municipality of Caic? / RN. It has as objective to investigate, in a collaborative action, if the design process of teaching and learning the discipline of history based on the relationship before / after allows the development of critical reflective thinking of the teacher in school practices. The theoretical and methodological approaches are supported in the postulates of Vygotsky (1998), Rubinstein (1973) and Linblinskaia (1979), among others, whose understanding has led us to reflect if the teacher develops the reflective critical-thinking in history discipline classes. The complexity of the study led us to an analysis exercise, using different methodological procedures, such as: bibliographic review of the literature, considering also the literature of the history area, interviews, observation in the classroom, video recordings and reflective sessions, enabling clarify the construction and reconstruction of thought that the teacher had been developing during the process of teaching and learning. The test results point to a dichotomy between theory and practice, and also to a certain fragility in the position of professor in teaching and learning the discipline of history, at the third grade of basic education. The teacher recognizes that she requires a theoretical deepening with more intensity, as a process of continuous training to improve the practice of teaching in history school, though, stating in her speech that her teaching practice is based on critical reflection. However, she presents serious limitations in classroom practices. We conclude that, although she has shown willing to work on a critical perspective of reality, showed also poor change at school practices, starting to reflect about her own actions, pointing her limits and the changes needed that didn t become reality yet. It s necessary a formative process for her. The study therefore showed that even with the sessions and reflective of deepening theoretical studies, the teacher does not change its profile, while maintaining its traditional vision in any pedagogical action. This research recommends the formation of school groups for further studies and discussion on the practices of education in history area from a reflective-critical thought perspective as a mean of personal and professional development / Esta pesquisa se insere na abordagem qualitativa, do tipo, colaborativa numa perspectiva hist?rico-cultural, realizada com a professora do 3? ano do ensino fundamental, na ?rea da Hist?ria, no munic?pio de Caic?/RN. Tem como objetivo investigar, numa a??o colaborativa, se a estrutura??o do processo de ensino e de aprendizagem da disciplina Hist?ria com base na rela??o antes/depois possibilita o desenvolvimento na professora do pensamento reflexivo-cr?tico nas pr?ticas escolares. As abordagens te?rico-metodol?gicas est?o respaldadas nos postulados de Vigotski (1998), Rubinstein (1973) e Linblinskaia (1979), entre outros, cuja compreens?o nos levou a refletir se a professora desenvolve o pensamento reflexivo-cr?tico nas aulas da disciplina Hist?ria. A complexidade do estudo nos conduziu a um exerc?cio de an?lise utilizando diferentes procedimentos metodol?gicos, tais como: revis?o bibliogr?fica da literatura especializada, considerando tamb?m a literatura da ?rea da Hist?ria, entrevistas, observa??o em sala de aula, v?deo grava??es e sess?es reflexivas, possibilitando clarificar a constru??o e reconstru??o do pensamento que a professora fora elaborando durante o processo de ensino e de aprendizagem. Os resultados das an?lises apontam para uma dicotomia entre a teoria e a pr?tica, bem com, fragilidade na postura da professora no processo de ensino e de aprendizagem da disciplina Hist?ria, no 3? ano do ensino fundamental. A professora reconhece que necessita de um aprofundamento te?rico com mais intensidade, ou seja, um processo de forma??o cont?nua para melhorar a pr?tica escolar no ensino da Hist?ria, embora afirme no seu discurso que a sua pr?tica docente tem como base a reflex?o cr?tica. No entanto, apresenta limita??es no que se refere a sua pr?tica em sala de aula. Conclu?mos que, a professora se mostra disposta a trabalhar numa perspectiva cr?tica da realidade, mas, pouco demonstrou mudan?as no que concerne a sua pr?tica escolar, chegando a refletir sobre a sua a??o, apontando seus limites e as mudan?as que n?o se realizaram concretamente. Isso evidencia a necessidade no seu processo formativo. O estudo, portanto, mostrou que mesmo com as sess?es reflexivas e estudos de aprofundamento te?rico, a professora n?o modificou o seu perfil, mantendo sua a??o pedag?gica numa vis?o tradicional. A investiga??o recomenda a forma??o de grupos de estudos na escola para aprofundamento e discuss?o sobre as pr?ticas de ensino na ?rea da Hist?ria numa perspectiva do pensamento reflexivo-cr?tico como forma de desenvolvimento pessoal e profissional

Made available in DSpace on 2016-04-04T18:33:20Z (GMT). No. of bitstreams: 1 EDIVALDO CESAR CAMAROTTI MARTINS.pdf: 3064380 bytes, checksum: a86a04b8ed1862453c505b582a7f37f4 (MD5) Previous issue date: 2015-02-26 / The research project was developed in the strict sensu post-graduate course, master's degree in Education at the Catholic University of Campinas. It is framed in the field of Social Sciences, specifically in the area of Education, in the line of research: Public Policy in Education. It aimed to study the good school practices and high performance factors in schools located in high social vulnerability regions. In order to achieve the proposed objectives a review of the literature was carried out, establishing the so-called the State of the Question. Then there was a field survey to collect empirical data through semi-structured interviews and focus groups with principals, teachers, staff, students and parents in two schools in the municipal schools in Ferraz de Vasconcelos, selected according to the results of the Basic Education Development Index 2011 and based in S?o Paulo Social Vulnerability Index, of the State System of Data Analysis Foundation. Among these schools, one had high performance in 2011, and the other one, low performance. Both school units are located in highly vulnerable regions. In terms of methodology we adopted Durkheimian and Weberian principles, classics of Sociology of Education, to support the theoretical foundations of the research. We identified fourteen good school practices and fifteen high performance factors in the school of high social vulnerability. It was evident that good practice and school factors related to pedagogical practices were what most influenced the outcomes of high social vulnerability school, followed by school resources, management and school climate / O projeto de pesquisa foi desenvolvido no curso de p?s-gradua??o scricto sensu, mestrado em educa??o da Pontif?cia Universidade Cat?lica de Campinas. Est? enquadrado no campo das ci?ncias sociais, especificamente na ?rea da Educa??o, na linha de pesquisa: Pol?ticas P?blicas em Educa??o. Teve como objetivo estudar as boas pr?ticas escolares e os fatores de alto desempenho em escolas localizadas em regi?es de alta vulnerabilidade social. Para atingir os objetivos propostos foi realizada a revis?o da literatura especializada, estabelecendo-se o chamado Estado da Quest?o. Em seguida, realizou-se uma pesquisa de campo para coleta de dados emp?ricos, por meio de entrevistas semiestruturadas e grupos focais com diretores, professores, funcion?rios, alunos e pais, em duas escolas da rede municipal de ensino, em Ferraz de Vasconcelos, selecionadas de acordo com os resultados do ?ndice de Desenvolvimento da Educa??o B?sica de 2011 e com base no ?ndice Paulista de Vulnerabilidade Social, da Funda??o Sistema Estadual de An?lise de Dados. Dentre essas escolas, uma apresentou alto desempenho em 2011, outra, baixo desempenho. Ambas as unidades escolares est?o localizadas em regi?es de alta vulnerabilidade social. Em termos metodol?gicos, adotaram-se princ?pios durkheinianos e weberianos, cl?ssicos da sociologia da educa??o, para fundamentar os alicerces te?ricos da pesquisa. Identificaram-se quatorze boas pr?ticas escolares e quinze fatores de alto desempenho na escola de alta vulnerabilidade social. Evidenciou-se que as boas pr?ticas e fatores escolares relacionados com as pr?ticas pedag?gicas, s?o os que mais influenciam os resultados da escola de alta vulnerabilidade social, seguido dos recursos escolares, da gest?o e do clima escolar.