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

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

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

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

Made available in DSpace on 2016-04-04T18:32:50Z (GMT). No. of bitstreams: 1 Juliana Mantelatto.pdf: 894055 bytes, checksum: bacc6bbddee3ddcb652f2d9bb6e06bdb (MD5) Previous issue date: 2009-02-02 / This research has as objective to reflect on the school years of Let?cia, a teenager with Down s syndrome, regularly registered in basic education initial grades, of a regular private school in the metropolitan area of Campinas. The theoretical basis is based on the historical-cultural perspective. This view opposes the traditional conceptions of mental deficiency and is supported, especially, in the contributions of Vygotsky, who built his theory basing on the individual development as a result of a social-historical process, focusing the role of the language and the learning in the development. The central question is the knowledge application through the person interaction with the culture. As methodological procedure I used participant observation, field record, documentary analysis and semi-structured interviews. I made semi-structured interviews with Let?cia, her parents, professionals and teachers who work at the school she attends nowadays. I made some comments at the school from August to December, during the second term of 2007. I also made documentary analysis: since the school pedagogical project, school planning, its rules, didactic material, academic activities and tests, done by this student. The final results show that the biological factor Down s syndrome does not constitute as determinant for the exclusion of school trajectories. It is also necessary the effectiveness of public policies related to the training of teachers, the access to knowledge produced by humanity, effective participation and social mobilization of the people with Down s syndrome. / Esta pesquisa tem como objetivo refletir sobre a trajet?ria escolar de Let?cia, uma adolescente com s?ndrome de Down regularmente matriculada no ensino fundamental s?ries iniciais, de uma escola regular, particular, situada na Regi?o Metropolitana de Campinas. A fundamenta??o te?rica est? baseada na perspectiva hist?rico-cultural. Esta vis?o contraria as concep??es tradicionais de defici?ncia mental e ap?ia-se, especialmente, nas contribui??es de Vygotsky, que construiu sua teoria tendo por base o desenvolvimento do indiv?duo como resultado de um processo s?cio-hist?rico, enfatizando o papel da linguagem e da aprendizagem nesse desenvolvimento. Sua quest?o central ? a apropria??o de conhecimentos pela intera??o do sujeito com a cultura. Como procedimento metodol?gico utilizei observa??o participante, registro de campo, an?lise documental e entrevistas semiestruturadas. Realizei entrevistas semi-estruturadas com Let?cia, com seus pais e com profissionais e professores que atuam na escola em que Let?cia estuda atualmente. Fiz observa??es na escola, durante o 2? semestre de 2007, nos meses de agosto a dezembro. Tamb?m realizei an?lise documental: desde o projeto pedag?gico da escola, plano escolar, regimento escolar, material did?tico, atividades acad?micas e avalia??es realizadas pela aluna. Os resultados finais revelam que o fator biol?gico s?ndrome de Down n?o se constitui como determinante para a exclus?o de trajet?rias escolares. Faz-se necess?rio, tamb?m, ? efetiva??o de pol?ticas p?blicas voltadas ? forma??o de professores; acesso aos conhecimentos produzidos historicamente pela humanidade e efetiva participa??o e mobiliza??o social das pessoas com s?ndrome de Down.

Made available in DSpace on 2016-04-04T18:32:51Z (GMT). No. of bitstreams: 1 Melissa Junqueira Picarelli.pdf: 12155210 bytes, checksum: 0936a908b92e270547bb16bc9265f243 (MD5) Previous issue date: 2008-08-08 / With the social, economical and technological changes which happen in a vertiginous way, new demands are imposed to the teaching systems in all level and in relation to the citizen s profile who wants to graduate. It is required for the person to be creative, intelligent, able of solving problems, to adapt himself to the changes and mainly, to generate, select and interpret information. The education should be compromised with the pupil s total development. The National Curriculum Parameters from the High School bring a work proposal focused on the development of competence and ability. One of these competences is the reading competence and, for its development, the work with reading is of extreme importance. The objective of the paperwork, bearing the line of research: University, Teaching and Teacher s formation , is to analyze how it the math teacher sees the reading competence in the High School Math classes. For this, we ran over a series of authors who deal with the theme. To collect the basis for the research a questionary, holding questions to ten math teachers who act in the State High School which are jurisdictioned to the West Campinas Teaching Region Border, was initially given. Afterwards, two of the teachers were interviewed for deeping the questions. The analysis was structured following the theme axis: The reading in the Math classes; Strategies to the reading development in the Math classes; Teacher's difficuties in relation to the reading work in the Math classes and training to the reading work in the High School Math classes. Although the importance which the participant teachers assign to reading, it was verified that the majority do not develop expressive reading activities in their classes. It was also testified that in the teachers initial backgrounds, in no occasion, the reading development issue was handled. It is expected that this research contributes to a discussion about the theme and enlightens, in the teachers formation, the importance of practices which focus the reading in the math classes. / Com as mudan?as sociais, econ?micas e tecnol?gicas que ocorrem de forma vertiginosa, novas exig?ncias s?o impostas aos sistemas de ensino em todos os n?veis e em rela??o ao perfil do cidad?o que se quer formar. Exige-se que a pessoa seja criativa, inteligente, capaz de solucionar problemas, de se adaptar ?s mudan?as e, principalmente, de gerar, selecionar e interpretar informa??es. A educa??o deve estar comprometida com o desenvolvimento total do educando. Os Par?metros Curriculares Nacionais do Ensino M?dio trazem uma proposta de trabalho voltada ao desenvolvimento de compet?ncias e habilidades. Uma dessas compet?ncias ? a compet?ncia leitora e, para seu desenvolvimento, o trabalho com leitura ? de extrema import?ncia. O objetivo do trabalho, dentro da linha de pesquisa Universidade, Doc?ncia e Forma??o de Professor, ? analisar como o professor de Matem?tica v? a compet?ncia leitora na sala de aula de Matem?tica no Ensino M?dio. Para isso, recorremos a diversos autores que tratam da tem?tica. Para a coleta de dados foi inicialmente aplicado um question?rio a dez professores de Matem?tica que atuam no Ensino M?dio em escolas estaduais jurisdicionadas ? Diretoria de Ensino Regi?o de Campinas Oeste. Dois dos professores foram posteriormente entrevistados para aprofundamento das quest?es. A an?lise foi estruturada segundo os eixos tem?ticos: Import?ncia dada ? leitura; A leitura nas aulas de Matem?tica; Estrat?gias para o desenvolvimento de leitura nas aulas de Matem?tica; Dificuldades do professor em rela??o ao trabalho com leitura nas aulas de Matem?tica e Forma??o para o trabalho com leitura nas aulas de Matem?tica. Apesar da import?ncia que os professores participantes atribuem ? leitura, verificou-se que a maioria n?o desenvolve atividades significativas com leitura em suas aulas. Constatamos tamb?m que na forma??o inicial desses professores, em nenhum momento, foi tratada a quest?o do desenvolvimento de trabalhos com leitura. Espera-se que a pesquisa contribua para a discuss?o sobre o tema e evidencie, na forma??o de professores, a import?ncia de pr?ticas que enfoquem a leitura nas aulas de Matem?tica.

Made available in DSpace on 2016-04-04T18:32:52Z (GMT). No. of bitstreams: 1 Maria do Carmo Rodrigues Lurial Gomes.pdf: 898936 bytes, checksum: 745ccaf96f560aeceecde237c19b0b27 (MD5) Previous issue date: 2009-03-20 / This study was to verify the conception of complete education that teachers who work in two inland public schools of Sao Paulo State have. Their conception is based on the fulltime conception described in the Guidelines (Diretrizes para a Escola de Tempo Integral) for those schools. Established in 2006, the project presupposes the integrating articulation of experiences and knowledge in order to overcome the fragmentation of various fields of knowledge through the reorganization of the school time. In the face of this, to rescue the history of experiences developed in Brazil favors the analysis of this new experience. With qualitative and exploratory character the research had the following methodological procedures: documentary analysis focusing on the legislation of the Guidelines for Fulltime School implementation and the documents coming after this publication; semistructured interviews conducted with two directors and two coordinator teachers involved in the set-up of this project; questionnaire answered by the teachers of two schools operating with the basic curriculum and curriculum workshops; organization of two focal groups involving twenty teachers from both schools. The data were analyzed based on the historical-critical pedagogy contextualizing the experience from the educational ideal of the movements: Anarchist and New School. In the analysis and interpretation of data it was possible to perceive both in the set-up legislation of the project and in the teachers opinions, the concept of compensatory education for the poor class of the population served. The Guidelines are based on the conceptions advocated by the movement of the New School, but the physical condition of these two schools, the available resources and the lack of training of those involved in the process make that conception impracticable. The research points to the need for discussions, continuing education for teachers, and reflections that go beyond a concern only with the daily school dynamics, and also points to a critical building of this process that provides significant experiences to students by ensuring access to systematized knowledge, that is the reason why school exist. / O presente estudo teve como foco verificar a concep??o de educa??o integral que possuem os professores que trabalham em duas escolas da rede p?blica estadual de ensino no interior de S?o Paulo, com base na concep??o de tempo integral descrito nas Diretrizes para essa escola. Implantado em 2006 o projeto pressup?e a articula??o integradora de experi?ncias e conhecimentos, a fim de superar a fragmenta??o dos diversos campos do conhecimento atrav?s do redimensionamento do tempo escolar. Diante disso, resgatar a hist?ria das experi?ncias desenvolvidas no Brasil, favorece a an?lise dessa nova experi?ncia. De car?ter qualitativa e explorat?ria, a pesquisa teve como procedimentos metodol?gicos: an?lise documental com foco na legisla??o de implanta??o e nas Diretrizes para a Escola de Tempo Integral, e os documentos advindos ap?s esta publica??o; entrevistas semi-estruturadas realizadas com dois diretores e dois professores coordenadores envolvidos com a implanta??o deste projeto; question?rio aplicado aos professores das duas escolas que atuam no curr?culo b?sico e nas oficinas curriculares; realiza??o de dois grupos focais envolvendo 20 professores das duas escolas. Os dados coletados foram analisados com base na Pedagogia hist?rico-cr?tica, contextualizando a experi?ncia a partir do ideal formativo dos movimentos: anarquista e Escola Nova. Na an?lise e interpreta??o dos dados foi poss?vel perceber, tanto na legisla??o de implanta??o do projeto quanto na manifesta??o dos professores, a concep??o de educa??o compensat?ria destinada ? camada pobre da popula??o atendida. As Diretrizes fundamentam-se em concep??es preconizadas pelo movimento escolanovista mas as condi??es f?sicas das duas escolas bem como os recursos disponibilizados e a falta de forma??o dos envolvidos inviabilizam tal concep??o. A pesquisa aponta para a necessidade de discuss?es, forma??o continuada dos professores, e reflex?es que ultrapassem a preocupa??o apenas com o fazer di?rio na din?mica escolar para uma constru??o cr?tica desse processo que proporcione aos alunos experi?ncias significativas atrav?s da garantia de acesso ao saber sistematizado, raz?o da exist?ncia da institui??o escolar.

Made available in DSpace on 2016-04-04T18:32:57Z (GMT). No. of bitstreams: 1 Patricia Barreto.pdf: 2331000 bytes, checksum: 7ce6075c159c2a84f6a81e81ac326ee4 (MD5) Previous issue date: 2010-02-22 / Due to the changes happened in the world in the social, political and economic section and strong presence of the new technologies, the Education one sees forced to contemplate and to generate changes in its scenery to accompany a process of irreversible advance in computers technology. So, the objective of this study it is to investigate the process of teachers' formation for the use of the new technologies in the politics context of the National Program of Computer science in Education - PROINFO -, implanted in the municipal schools Campinas city/SP. This study is inserted in the line of research Pedagogic Practices and Formation of the Educator. For the development of this research, a qualitative methodology was used, because this facilitates to accompany the dynamics of the conflicts, the contradictions, the analysis, the formulation and the reformulation of causal hypotheses. As instrument for collection of the data, it were applied questionnaires to the teachers of Fundamental Teaching of municipal schools of Campinas and interviews semi-structured, accomplished with the coordinator of the Educational Technological Nucleus - NTE -, which is the representation of the politics of PROINFO in Campinas; with the director of the Pedagogic Department of the City hall; with the two directors of the researched schools and with two coordinators in them developed. The collected data and analyzed direct for a complex and contradictory scenery in the relationships that involve the school, the technology and the public politics. It was verified that the politics of PROINFO in Campinas comes without focus and without clarity in its operation guidelines. / Devido ?s mudan?as ocorridas no mundo no setor social, pol?tico e econ?mico e ? forte presen?a das novas tecnologias, a Educa??o se v? obrigada a refletir e gerar mudan?as no seu cen?rio para acompanhar um processo de informatiza??o irrevers?vel. Desse modo, o objetivo deste trabalho ? investigar o processo de forma??o de professores para o uso das novas tecnologias no contexto da pol?tica do Programa Nacional de Inform?tica na Educa??o PROINFO -, implantada nas escolas municipais da cidade de Campinas/SP. O presente trabalho est? inserido na linha de pesquisa Pr?ticas Pedag?gicas e Forma??o do Educador. Para o desenvolvimento desta pesquisa, foi utilizada uma metodologia qualitativa, pois esta possibilita acompanhar a din?mica dos conflitos, as contradi??es, a an?lise, a formula??o e a reformula??o de hip?teses causais. Foram utilizados, como instrumento para coleta dos dados, question?rios aplicados a professores de Ensino Fundamental de escolas municipais de Campinas e entrevistas semiestruturadas, realizadas com a coordenadora do N?cleo Tecnol?gico Educacional NTE -, o qual ? a representa??o da pol?tica do PROINFO em Campinas; com o diretor do Departamento Pedag?gico da Prefeitura; com os dois diretores das escolas pesquisadas e com dois coordenadores nelas desenvolvidos. Os dados coletados e analisados apontam para um cen?rio complexo e contradit?rio nas rela??es que envolvem a escola, a tecnologia e o meio p?blico. Constatamos que a pol?tica do PROINFO em Campinas se apresenta sem foco e sem clareza nas suas diretrizes de funcionamento.

Made available in DSpace on 2016-04-04T18:33:02Z (GMT). No. of bitstreams: 1 Rosangela de Oliveira Pinto.pdf: 763167 bytes, checksum: 9261d07866d49db0387390509c4b8f1b (MD5) Previous issue date: 2011-02-22 / This research tried out to identify and understand the concepts and practices of evaluation reports on Vocational learning Education. SENAI and SENAC institutions were the subject of the studies and Rio Claro City, in S?o Paulo State was the center of the study. These institutions offer mid-level technical courses and they have similar objectives and goals and a history in creating and developing. The study was conducted in the light of the legislation analysis to provide guidelines for analysis to provide guidelines for Vocational Education teaching, following the Law of Directives and Bases n. 9394/96. It should be emphasized that this law has in its text changes that will impact the educational concepts and practices in this mode of teaching, as the curriculum using an approach by competencies and the new forms of assessment resulting from this innovation. This is a qualitative research. The methodological procedures of data collection were semi-structured interviews with four teachers of middle level technical courses a questionnaire was given to their students to answer. The collected data was analyzed to point out (i) teachers' understanding the concept of competence, (ii) the procedures and strategies used to develop them, (iii) the procedures and strategies used to evaluate learning these skills, (iv) the difficulties encountered by teachers in relation to work methodology, (v) students' views on the methodology of teaching skills and evaluation process used by teachers, (vi) the importance of continued education to understand the approach of the curriculum and competencies for their practice. There are three main categories that underline the discussion in this work, they are: the concept of skills, assessment and the difficulties in teaching practices. We concluded that these vocational education teachers follow a more democratic and formative educational practice. From the students perspective , teachers use assessment in service of learning, we also identified that these students do not report fears or negative feelings about the evaluation procedures used by their teachers, which seems important to point out, because it is opposed to what is most frequently found in the scientific literature, related to students assessment in general. This way students and teachers fail to consider key elements that should constitute a formative evaluation model and teaching practices. These two aspects emphasize the "know how" the subordination of educational work to the logic of the market, both leave in the background (and sometimes not even mention) the relevance of the establishment of more complex skills such as innovation, creativity and intellectual freedom. The research does not intended to close the discussions, but open questions for other investigative work. / A pesquisa procurou identificar e compreender as concep??es e relatos das pr?ticas da avalia??o da aprendizagem no contexto da Educa??o Profissional. O campo da pesquisa foi composto pelas Institui??es Senai e Senac do Estado de S?o Paulo, fazendo um recorte na cidade de Rio Claro. Estas institui??es ofertam cursos t?cnicos de n?vel m?dio e t?m hist?rico de cria??o e desenvolvimento, objetivos e p?blico alvo bastante semelhantes. O estudo foi realizado ? luz de an?lises sobre a legisla??o que oferece diretrizes para as institui??es de ensino voltado para a Educa??o Profissional, produzidas ap?s a Lei de Diretrizes e Bases no 9.394/96. Importa ressaltar que esta lei traz em seu texto mudan?as que ir?o impactar as concep??es e pr?ticas educacionais nesta modalidade de ensino, como o curr?culo numa abordagem por compet?ncias e as formas de avalia??o decorrentes desta inova??o. Trata-se de pesquisa qualitativa. Os procedimentos metodol?gicos de coleta de dados foram: entrevista semi-estruturada com quatro professores dos cursos t?cnicos de n?vel m?dio e question?rio aplicado aos seus alunos. O material emp?rico digitalizado foi trabalhado, buscando-se evidenciar: (i) as concep??es dos professores sobre o conceito de compet?ncias; (ii) os procedimentos e estrat?gias que utilizam para desenvolv?-las; (iii) os procedimentos e estrat?gias que utilizam para avalia??o da aprendizagem destas compet?ncias; (iv) as dificuldades encontradas pelos professores com rela??o a essa metodologia de trabalho; (v) a vis?o dos alunos sobre a metodologia de ensino das compet?ncias e processo de avalia??o utilizada pelos professores; (vi) a import?ncia da educa??o continuada na compreens?o da abordagem do curr?culo por compet?ncias e a sua pr?tica. Tr?s categorias principais orientam a discuss?o dos dados deste trabalho, s?o elas: o conceito de compet?ncias, a avalia??o e as dificuldades nas pr?ticas pedag?gicas. Identificamos que os professores da educa??o profissional caminham na dire??o de pr?ticas educativas voltadas para uma concep??o mais democr?tica e formativa. Da perspectiva dos alunos, os professores utilizam a avalia??o a servi?o da aprendizagem; identificamos, tamb?m, que estes alunos n?o relatam temores e/ou sentimentos negativos quanto aos procedimentos avaliativos utilizados pelos professores, o que nos parece importante salientar, dado que se contrap?e ao que mais frequentemente se encontra na literatura cient?fica sobre os impactos da avalia??o sobre alunos, de uma maneira geral. Por?m alunos e professores deixam de considerar elementos essenciais que devem constituir uma avalia??o no modelo formativo e nas pr?ticas pedag?gicas. Nestes dois aspectos enfatizam o saber fazer a subordina??o do trabalho pedag?gico ? l?gica do mercado; ambos deixam em segundo plano (e, por vezes, nem mencionam) a relev?ncia da constitui??o de compet?ncias mais complexas, tais como capacidade de inova??o, criatividade e autonomia intelectual. A pesquisa n?o tem a pretens?o de encerrar as discuss?es, mas sim de abrir questionamentos para outros trabalhos investigativos.