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 2017-12-04T20:35:34Z No. of bitstreams: 1 JailmaSilvaDeOliveiraCarvalho_DISSERT.pdf: 2465048 bytes, checksum: 49e6c32b987ce194d37fff3010500c93 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-12-06T22:17:24Z (GMT) No. of bitstreams: 1 JailmaSilvaDeOliveiraCarvalho_DISSERT.pdf: 2465048 bytes, checksum: 49e6c32b987ce194d37fff3010500c93 (MD5) / Made available in DSpace on 2017-12-06T22:17:24Z (GMT). No. of bitstreams: 1 JailmaSilvaDeOliveiraCarvalho_DISSERT.pdf: 2465048 bytes, checksum: 49e6c32b987ce194d37fff3010500c93 (MD5) Previous issue date: 2016-10-07 / Este estudo, vinculado ? Linha de Pesquisa: Educa??o, Representa??es e Forma??o Docente, surgiu das inquieta??es sobre a problem?tica que envolve as pr?ticas educativas no Ensino M?dio no contexto do Projeto de Inova??o Pedag?gica (PIP), a??o da Secretaria de Estado da Educa??o e da Cultura do RN, no ?mbito do Projeto RN Sustent?vel/ Banco Mundial. A quest?o norteadora do estudo impeliu-nos a questionar em que medida o Projeto de Inova??o Pedag?gica (PIP) contribui para as pr?ticas pedag?gicas inovadoras dos professores do Ensino M?dio da rede estadual do RN. O PIP, na sua primeira edi??o, trouxe como um dos pressupostos, a inova??o pedag?gica como uma altera??o qualitativa a acontecer na pr?tica dos professores, o que se d? por meio da identifica??o de um problema pedag?gico e da proposta inovadora constru?da pela escola. Identificamos que as contribui??es do PIP ?s pr?ticas pedag?gicas inovadoras dos professores do Ensino M?dio foram a abertura para o uso das novas tecnologias e o fortalecimento ao planejamento do ensino. Os resultados da pesquisa indicaram experi?ncias pontuais, por?m significativas, no contexto em que foram desenvolvidas, no tocante ao envolvimento e entusiasmo das equipes escolares aplicadas ao planejamento e ? organiza??o do trabalho pedag?gico coletivo e colaborativo. As pr?ticas caracterizadas no estudo emitem notas conclusivas a despeito de n?o serem consideradas pr?ximas ao preconizado pela ruptura paradigm?tica prescrita na pr?tica pedag?gica inovadora. As pr?ticas inovadoras, para os professores, est?o ainda enraizadas numa cultura de inova??o baseada no uso de dispositivos tecnol?gicos e que n?o mobilizam saberes e tomadas de decis?o conscientes. Essas constata??es se deram a partir do referencial te?rico das concep??es de inova??o pedag?gica e das pr?ticas pedag?gicas inovadoras em: Garcia (1989); Pretto (1997); Messina e Blanco (2000); Aguerrondo e Xifra (2002); Carbonell (2002); Militrus (2002); Tedesco, (2004), Mac?as (2007); Mu?oz e Hernandez (2008); Moreira (2008); Poggi (2011); Farias (2006). No ?mbito da forma??o, manteve-se um di?logo com estudos realizados por Ramalho et al. (2004, 2014); Perrenoud et al. (2001); Charlot (2001); Perrenoud (2000); Imbern?n, (2012), Garcia (2013), entre outros. Trata-se de um estudo explorat?rio baseado na abordagem qualitativa. O instrumento utilizado para coleta dos dados foi um question?rio semiestruturado com quest?es abertas e fechadas, bem como os seis projetos das escolas pesquisadas. Os procedimentos utilizados para an?lise dos resultados se deram por meio da t?cnica de An?lise de Conte?do de Bardin (1977) e Amado (2000). / This study, linked to the Research Line: Education, Representations and Teacher Training, arose from the concerns about the problematic that involves the educational practices in High School in the context of the Pedagogical Innovation Project (PIP), action of the State Secretariat of Education and Culture of the RN, within the framework of the Sustainable RN Project / World Bank. The guiding question of the study prompted us to question the extent to which the Pedagogical Innovation Project (PIP) contributes to the innovative pedagogical practices of the high school teachers of the RN state network. PIP, in its first edition, has brought pedagogical innovation as a qualitative change to occur in the practice of teachers as a presupposition, which is achieved through the identification of a pedagogical problem and the innovative proposal built by the school. We identified that the contributions of PIP to the innovative pedagogical practices of high school teachers were the openness to the use of new technologies and the strengthening of teaching planning. The results of the research indicated punctual but significant experiences in the context in which they were developed, regarding the involvement and enthusiasm of the school teams applied to the planning and organization of collective and collaborative pedagogical work. The practices characterized in the study emit conclusive notes in spite of not being considered close to the one advocated by the paradigmatic rupture prescribed in the innovative pedagogical practice. Innovative practices for teachers are still rooted in a culture of innovation based on the use of technological devices that do not mobilize conscious knowledge and decision-making. These findings were based on the theoretical reference of the conceptions of pedagogical innovation and innovative pedagogical practices in: Garcia (1989); Pretto (1997); Messina and Blanco (2000); Aguerrondo and Xifra (2002); Carbonell (2002); Militrus (2002); Tedesco, (2004), Mac?as (2007); Mu?oz and Hernandez (2008); Moreira (2008); Poggi (2011); Farias (2006). In the scope of training, a dialogue was maintained with studies carried out by Ramalho et al. (2004, 2014); Perrenoud et al. (2001); Charlot (2001); Perrenoud (2000); Imbern?n, (2012), Garcia (2013), among others. This is an exploratory study based on the qualitative approach. The instrument used to collect the data was a semi-structured questionnaire with open and closed questions, as well as the six projects of the schools surveyed. The procedures used to analyze the results were obtained through the technique of Content Analysis of Bardin (1977) and Amado (2000).

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-12-04T20:35:35Z No. of bitstreams: 1 SoniaMariaPereiraDeLima_DISSERT.pdf: 5293190 bytes, checksum: fcad2779ac0a1ff61e4c626c71d8214b (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-12-06T23:26:39Z (GMT) No. of bitstreams: 1 SoniaMariaPereiraDeLima_DISSERT.pdf: 5293190 bytes, checksum: fcad2779ac0a1ff61e4c626c71d8214b (MD5) / Made available in DSpace on 2017-12-06T23:26:39Z (GMT). No. of bitstreams: 1 SoniaMariaPereiraDeLima_DISSERT.pdf: 5293190 bytes, checksum: fcad2779ac0a1ff61e4c626c71d8214b (MD5) Previous issue date: 2017-03-03 / O presente estudo situa-se no campo da Educa??o B?sica, tomando a pr?tica e as concep??es de docentes do ensino m?dio sobre inova??o pedag?gica e pr?ticas inovadoras de inicia??o cient?fica e pesquisa no Programa Ensino M?dio Inovador, como aspectos centrais. Com essa pretens?o, direcionou-se os esfor?os anal?ticos para estudar as concep??es de inova??o pedag?gica e as pr?ticas pedag?gicas inovadoras de professores de Ci?ncias da Natureza e Matem?tica no contexto do macrocampo inicia??o cient?fica e pesquisa do ProEMI, no intuito de conhecer o que pensam e fazem os professores no processo ensino-aprendizagem. Do ponto de vista metodol?gico, realizou-se uma pesquisa de abordagem qualitativa com estudo descritivo, explorat?rio e, como instrumento de coleta de dados, a entrevista semi estruturada, a qual foi aplicada a dez (10) professores de duas escolas estaduais, localizadas no Agreste Meridional do Estado de Pernambuco, no per?odo de maio a junho do ano de 2016. Os dados foram codificados e tabulados com a ajuda de estat?stica descritiva como t?cnica de tratamento de dados e com base nesse procedimento, foram constru?das tabelas, grelhas e gr?ficos. Como procedimento para an?lise das entrevistas semiestruturadas, utilizou-se a an?lise de conte?dos de Bardin (1977; 2010) e para melhor compreender o n?vel de conhecimento dos professores utilizou-se a t?cnica de triangula??o dos dados, a qual favoreceu o cruzamento de resultados coletados atrav?s de diferentes fontes como procedimento de enriquecimento das interpreta??es de cada quest?o de estudo. Esta disserta??o est? estruturada em seis cap?tulos, a saber: 1) Delineamento do objeto de estudo; 2) Programa Ensino M?dio Inovador e o macrocampo inicia??o cient?fica e pesquisa; 3) A Inicia??o cient?fica e pesquisa no ProEMI; 4) A Inova??o Pedag?gica; 5) Metodologia. 6)An?lise de dados. Os resultados permitiram conhecer que os professores t?m concep??es limitadas sobre inova??o pedag?gica que refletem como dificuldades para o planejamento de praticas pedag?gicas inovadoras no contexto do macrocampo de inicia??o cient?fica e pesquisa do ProEMI. Dentre estas, conhecimentos limitados sobre o que ? inova??o pedag?gica e como esse conhecimento ? produzido em sala de aula, o que distancia a criatividade e o dialogo interdisciplinar do processo de ensino e aprendizagem, uma vez que estes s?o elementos caracter?sticos da inova??o. As falas dos professores indicam a forma??o como necess?ria para que possam pensar pr?ticas inovadoras nos dias atuais. Por fim, apresentamos uma s?ntese do estudo nas considera??es finais, enfatizando sua relev?ncia para a atualiza??o da pr?tica docente nos momentos de forma??o continuada e ? melhoria do desenvolvimento profissional dos professores. / This present study is situated in the Basic Education field, taking High School teachers` conceptions pedagogical innovation and innovator practicing of scientific initiation and innovator on High School Research Program as central features. Within that intention, it has been targeted analytical efforts to study the teachers pedagogical innovation conceptions about Natural Science and Mathematics on macro research scientific initiation context of macro field initiation and Pro-Emi research, to know what the teachers think and do with their teaching-apprenticeship. From the methodological point of view, it?s been realized a qualitative study with exploratory-descriptive approach research, and as data collecting tools, the half structured interviews which were applied to ten (10) teachers from the state public schools, localized in our Southern Rural Pernambuco State area zone in the period between May and June of 2016. Those data have been codified and tabulated with a descriptive statistic support as data technique treatment, and based on that measure, it?s been built tables, grills and graphics as measure to analyze half structured interviews; it?s been used the content analysis by Bardim( 1977;2010), and to make it better to understand the teacher`s knowledge level, it was triangular data technique, which one helped the result crossing collected through different sources as measures of interpretations improvement on each study question. This essay is structured to six chapters as following: 1) Delineation of the object study. 2) An innovate High School Program and the macro field of scientific initiation and research. 3) The scientific initiation and the research on Pro-Emi.4) The Pedagogical innovation. 5) Methodology. 6) Data analysis. The results allowed how to know that the teachers have limited conceptions about pedagogical Innovation which reflects as difficulties to make a plan for innovator pedagogical practices within scientific initiation macro field context and Pro-Emi . Among these limited knowledge of pedagogical innovation is, and as that knowledge as produced in classroom, which makes creativity distant, and the dialog inter -disciplinary of teaching apprenticeship measure, once these are characteristic items of a synthesis of the study, on final considerations. The teachers? speech indicates the continuous education as necessary to make them able to think about innovator pedagogical practicing, nowadays. Finally, it?s been shown an abstract of the final considerations, focusing on its importance for the teaching corporation practicing up date at the continuous education moments, and for the teachers professional development.