A partir da Constituição Federal de 1988, as lutas indígenas por direitos possibilitam a construção de uma série de avanços nas políticas públicas relacionadas à educação. As pesquisas acadêmicas demonstram os esforços para a construção de escolas indígenas baseadas nos modos próprios de viver e aprender de cada povo indígena, e também indicam o crescente ingresso de estudantes indígenas em instituições de ensino superior, e da produção de sentidos para a expressão “intelectuais indígenas”. O atendimento a estudantes indígenas no âmbito da Educação Profissional, foco desta dissertação, é ainda mais recente, considerando-se a atual configuração da Rede Federal de Educação, Ciência e Tecnologia, criada pela Lei nº 11.892, de 2008, e a implementação da Lei de Cotas, nº 12.711, de 2012. A partir da garantia de reserva de vagas para o ingresso de estudantes indígenas nesta modalidade de ensino, a pesquisa buscou registros de sua presença nos campi da Rede Federal no Estado do Rio Grande do Sul, bem como suas demandas para a Educação Profissional, considerando os desafios e as possibilidades de acolhimento pelos Institutos Federais de Educação Profissional, Científica e Tecnológica, especialmente a partir da experiência do Campus Sertão do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) Referenciando-se em experiências prévias, como o Magistério Intercultural Bilíngue, do Instituto Kaingang de Educação Ângelo Mainkhá Miguel, em Inhacorá, a pesquisa buscou delinear o campo da educação indígena específica e profissional. Para a construção empírica da pesquisa, empregou-se a metodologia da entrevista etnográfica. Na literatura, Rodolfo Kusch, Bartolomeu Meliá, Patrício Arias e Pablo Mamani dão suporte teórico para compreender o estar indígena e suas formas de se organizar para o trabalho. Esse estar confronta-se com o ser das instituições de Educação Profissional, fundamentadas na lógica modernista de práticas capitalistas. As implicações das relações entre a Rede Federal e as etnias que nela se inserem foram consideradas sob a perspectiva da descolonialidade, e com a potencialidade de corazonar (ARIAS, 2010) para as instituições e de melhor viver (BANIWA, 2011) para os povos indígenas. / Under the Federal Constitution of 1988, indigenous struggles for rights have made it possible for the construction of a series of advances in public policies related to education. Academic research has demonstrated the efforts towards the establishment of indigenous schools based on the ways of living and learning of each indigenous people and has also pointed out to the increasing numbers of indigenous students enrolling at higher levels of education as well as to the establishment of meanings to the phrase indigenous intellectuals. The focus of this dissertation, the admission of indigenous students into the scope of Professional Education is even more recent, considering the current configuration of the Federal System of Education, Science and Technology, created by Law 11.892 of 2008, and the implementation of the Law of Quotas, nº 12.711, 2012. From the guarantee of an affirmative action known as quotas for admission of indigenous students into this modality of education, this research has surveyed records of their presence in the Campuses of the Federal System of Professional Education in the State of Rio Grande do Sul, as well as their demands for Technical Education, considering the challenges and possibilities of welcome and accompany provided to students by the Federal Institutes of Vocational, Scientific and Technological Education with special consideration to the experience at Campus Sertão, which belongs to the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS) Based on previous experiences such as in the Indigenous Intercultural Bilingual Initial Teacher Education Course, at the Kaingang Institute of Education Ângelo Mainkhá Miguel, in Inhacorá, the research aims at outlining the field of specific professional indigenous education. For the empirical construction of the research, the methodology of the ethnographic interview was used. In literature, the works of Rodolfo Kusch, Bartolomeu Meliá, Patrício Arias and Pablo Mamani have provided theoretical support to understand the indigenous being and their ways of organizing themselves to work. This being confronts with the existing of the Professional Education Institutes, based on the contemporary logics of capitalist practices. The implications of the relations among the Federal System and the ethnic groups that are admitted into it were taken into account from the perspective of decoloniality, with the potentialiality of heartening (ARIAS, 2010) for the institutions and of well living (BANIWA, 2011) for the indigenous peoples.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-08-22T12:27:15Z No. of bitstreams: 1 2010 - Herivelto Jos? Coelho.pdf: 1297929 bytes, checksum: 72022180b9345d2204f89d89397cf6c7 (MD5) / Made available in DSpace on 2017-08-22T12:27:15Z (GMT). No. of bitstreams: 1 2010 - Herivelto Jos? Coelho.pdf: 1297929 bytes, checksum: 72022180b9345d2204f89d89397cf6c7 (MD5) Previous issue date: 2010-09-21 / This work aimed to verify the students of 3rd grade of Integrated Courses of Agriculture and Agribusiness, changes in terms of study habits, expectations, construction and applicability of knowledge and their positions on the teaching-based learning in Pedagogy of Projects. The Pedagogy of Project is presented as a methodology that can break with the theory / practice dichotomy, since it induces the student to develop competencies - knowledge, skills and values. This pedagogy also took us to ways of inter and transdisciplinarity, because agricultural projects require interventions that belong to different fields of knowledge. The activity discussed, proposed and negotiated by students was the implementation of the Project Grow Basil and of Lemongrass. From this project, students produced texts, collectives and individuals, representing their ability to plan, reflect, record and evaluate a work, in full, with autonomy. The tools used were semi-structured questionnaires: one applied to the 156 students at the beginning of 2008, when they reached the school, and the other, applied to 28 students randomly chosen among those involved in the process, seeking to identify their perceptions regarding the application of Pedagogy of Project. Were also used as instruments of this research texts prepared by students during the course of activities of the Project. Observing the results, We come to the conclusion that the Pedagogy of Project constitutes an excellent method to allow students to construct knowledge with self-confidence, a spirit of cooperation, responsibility, democracy and autonomy, especially in Professional Education. / Este trabalho teve por objetivo verificar nos alunos da 3? s?rie dos Cursos T?cnicos Integrados de Agropecu?ria e de Agroind?stria, mudan?as em termos de h?bitos de estudo, expectativas, constru??o e aplicabilidade de conhecimentos e suas posturas diante do processo de ensino-aprendizagem baseado na Pedagogia de Projetos. A Pedagogia de Projetos apresenta-se como uma metodologia que pode romper com a dicotomia teoria/ pr?tica, uma vez que induz o aluno a desenvolver compet?ncias ? conhecimentos, habilidades e valores. Esta pedagogia tamb?m nos levou aos caminhos da inter e da transdisciplinaridade, pois projetos de agropecu?ria exigem interven??es que pertencem a diversos campos do conhecimento. A atividade discutida, proposta e negociada pelos alunos foi a implanta??o do Projeto de Cultivo do Manjeric?o e do Capim Santo. A partir deste Projeto, os alunos elaboraram textos, coletivos e individuais, que representam sua capacidade de planejar, refletir, registrar e avaliar um trabalho, por inteiro, com autonomia. Os instrumentos aplicados foram question?rios semi-estruturados: um aplicado para os 156 alunos, no in?cio do ano de 2008, quando chegaram ? escola e outro, aplicado a 28 alunos escolhidos aleatoriamente entre os envolvidos no processo, procurando detectar suas percep??es quanto ? aplica??o da Pedagogia de Projetos. Foram ainda utilizados como instrumentos desta pesquisa textos elaborados pelos alunos durante o transcorrer das atividades do Projeto. Observando-se os resultados chega-se ? conclus?o de que a Pedagogia de Projetos constitui-se excelente metodologia para permitir aos alunos constru??o de conhecimento com autoconfian?a, esp?rito de coopera??o, responsabilidade, democracia e autonomia, principalmente na Educa??o Profissional.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-10-23T11:23:28Z No. of bitstreams: 1 2016 - Ma?rcio de Oliveira Costa.pdf: 1368908 bytes, checksum: 7215dca5a618b5404f48b08f0bab7f22 (MD5) / Made available in DSpace on 2017-10-23T11:23:28Z (GMT). No. of bitstreams: 1 2016 - Ma?rcio de Oliveira Costa.pdf: 1368908 bytes, checksum: 7215dca5a618b5404f48b08f0bab7f22 (MD5) Previous issue date: 2016-06-27 / This Dissertation is the result of field research conducted in seven rural communities belonging to rural settlements Urumutum Project and Rio Tacana Sustainable Development Project in Tabatinga-AM region, between 2014-2016. The study used as subjects, students who attended the course "Family Farmer", offered by the profesional education ?PRONATEC? program sponsored by the Ministry of Education in partnership with the IFAM, IDAM and the city hall. The main purpose was to understand the impact that the PRONATEC course "Family Farmer" taken by the farmers, had on the development of family farming in the area of PA Urumutum and PDS Rio Tacana. This was achieved by making an analysis of the influence of the recently acquired knowledge and its impact on families. In general, the daily life and forms of sociability in these rural settlements formed by migrant families, was analyzed, with their ways of cultivation and production and use of land by farmers. Several visits were performed to the different sites where, besides observation, interviews and surveys were conducted, from which an analysis of the impact of the PRONATEC course on daily life of the farmers was followed. The ?family farmer? course brought several advantages for the settlers; besides the increase in quality and quantity of production and income, family members became more aware of the various public policies involving the sector, which was unknown to them before taking the course / Esta disserta??o ? resultado de pesquisa de campo realizada em sete comunidades rurais do Projeto de Assentamento Urumutum e no Projeto de Desenvolvimento Sustent?vel Rio Tacana na regi?o de Tabatinga-AM entre os anos de 2014 a 2016. Participaram do trabalho como sujeitos, os alunos que frequentaram a Educa??o Profissional atrav?s do curso ?Agricultor Familiar?, do PRONATEC oferecido pelo Minist?rio da Educa??o em parceria com o IFAM, IDAM e prefeitura municipal. A finalidade desta pesquisa foi compreender o impacto que o curso ?Agricultor Familiar? do PRONATEC, teve para o desenvolvimento da agricultura familiar na ?rea do PA Urumutum e do PDS Rio Tacana, fazendo uma an?lise sobre a influ?ncia dos novos conhecimentos adquiridos no curso do PRONATEC FIC e o seu impacto nas fam?lias agricultoras. O objetivo foi o de se conhecer o cotidiano e as formas de sociabilidade nesses assentamentos rurais formados por fam?lias migrantes, com suas formas de cultivos e produ??o e uso da terra pelos agricultores. Foram realizadas visitas aos diferentes locais mais de uma vez onde, al?m da observa??o, foram feitas entrevistas, aplicados question?rio, a partir dos quais se procedeu ? an?lise do impacto do PRONATEC no cotidiano dos agricultores Observou-se que o curso agricultor familiar trouxe in?meras vantagens para os assentados, pois al?m da qualidade e aumento da produ??o e da renda, estes tiveram conhecimento, tamb?m, sobre as diversas pol?ticas p?blicas que envolvem este setor as quais antes do curso era desconhecida por eles

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-03-06T12:54:27Z No. of bitstreams: 1 2016 -Adriana Val?ria Barreto de Ara?jo.pdf: 1223136 bytes, checksum: 6637633ec85c97e2357bfa2115a15710 (MD5) / Made available in DSpace on 2018-03-06T12:54:28Z (GMT). No. of bitstreams: 1 2016 -Adriana Val?ria Barreto de Ara?jo.pdf: 1223136 bytes, checksum: 6637633ec85c97e2357bfa2115a15710 (MD5) Previous issue date: 2016-10-05 / The aim of this study was to analyze critically and reflectively the process of training of students of the Federal Institute of Amap? Degree Courses - Campus Macap? (IFAP), seeking to verify whether it contributes to the practice of teaching in vocational education. The research takes as reference the Degree courses in Computer Science and Chemistry offered by the institution, as well as official documents guiding them. Since 2008, with the creation of the Federal Institutes of Technology and the consequent expansion of the Federal Technological Education Network, offering these courses is part of the government policy expansion project for teacher training aimed at overcoming the deficit teachers, especially in the areas of natural sciences and mathematics, and in the field of Vocational Education. The methodological approach used the perspective of case study from a qualitative approach, which investigated students, teachers and educational managers operating in these courses. In order to reveal the object, it was decided to use the following methodological strategies: questionnaires application, carrying out semi-structured interviews and analysis of documents, such as: curriculum matrices of degree courses, pedagogical projects of the courses, official documents of the Federal Institute Amapa and the National Council of Education, as well as the documents and guidelines of the Department of Professional and Technological Education (SETEC / MEC). The results showed that the above courses have been designed in accordance with the legislation which provides for teacher training courses for Basic Education, respecting the minimum hours established for this purpose, distributed in three training centers covering theoretical and practical knowledge, highlighting both specific knowledge about the teaching - teaching. It should be noted that this workload distribution proved uneven, predominating more hours to the core of expertise in comparison to the core teaching knowledge - teaching, a situation which leads to instrumental and bacharelesco technical nature still very present in structuring degree courses in Brazil. As the main objective of this study, to verify that throughout the training process these courses present suggestions for possible teaching practice in vocational education, the survey revealed that, although there is expressly no discipline in the curriculum matrices that addresses the discussions on the Professional education as a teaching mode during the training course in the courses students have contact with the debates that address the specifics of the EP through any discussions at different times of training, both seen content in the classroom in the classroom and in stage stage supervised and projects and events organized by the institution. In the final considerations were presented proposals that enable improvements in teacher training offered in IFAP's degree courses, with reference to the locus where it takes place and preparing to operate in Professional Education. / O objetivo deste estudo foi analisar de forma cr?tica e reflexiva o processo de forma??o dos estudantes dos Cursos de Licenciatura do Instituto Federal do Amap? - Campus Macap? (IFAP), buscando verificar se o mesmo contribui para o exerc?cio do magist?rio na Educa??o Profissional (EP). A investiga??o toma como refer?ncia os cursos de Licenciatura em Inform?tica e em Qu?mica ofertados pela Institui??o, bem como os documentos norteadores oficiais dos mesmos. Desde o ano de 2008, com a cria??o dos Institutos Federais de Ci?ncia e Tecnologia e a consequente amplia??o da Rede Federal de Educa??o Tecnol?gica, a oferta desses cursos integra o projeto de expans?o da pol?tica governamental para forma??o de professores que visa ? supera??o do d?ficit de docentes, sobretudo nas ?reas das ci?ncias da natureza e matem?tica, e no campo da Educa??o Profissional. Na abordagem metodol?gica utilizou-se a perspectiva do estudo de caso a partir de uma abordagem qualitativa, no qual se investigou alunos, professores e gestores pedag?gicos atuantes nos cursos. Com a finalidade de revelar o objeto, optou-se pela utiliza??o das seguintes estrat?gias metodol?gicas: aplica??o de question?rios, realiza??o de entrevistas semiestruturadas e an?lise de documentos, como: matrizes curriculares dos cursos de licenciatura, Projetos Pedag?gicos dos Cursos, documentos oficiais do Instituto Federal do Amap? e Conselho Nacional de Educa??o, bem como dos documentos e das orienta??es da Secretaria de Educa??o Profissional e Tecnol?gica (SETEC/MEC). Os resultados demonstraram que os citados cursos foram concebidos de acordo com a legisla??o que disp?e sobre os Cursos de forma??o de professores para Educa??o B?sica, respeitando a carga hor?ria m?nima estabelecida para tal, distribu?da em tr?s n?cleos formativos e contemplando conhecimentos te?ricos e pr?ticos, destacando-se tanto os conhecimentos espec?ficos quanto os did?ticos ? pedag?gicos. Ressalte-se que essa distribui??o de carga hor?ria mostrou-se desigual, predominando maior carga hor?ria para o n?cleo de conhecimentos espec?ficos em compara??o com o n?cleo de conhecimentos did?ticos ? pedag?gicos, situa??o que remete ao car?ter t?cnico instrumental e bacharelesco ainda muito presente na estrutura??o de cursos de licenciatura no Brasil. Quanto ao objetivo maior desse estudo, o de verificar se ao longo do processo de forma??o esses cursos apresentam contribui??es para uma poss?vel atua??o docente na Educa??o Profissional, a pesquisa revelou que, embora este n?o seja o principal foco de atua??o dos egressos, e para tanto n?o foi localizada expressamente nenhuma disciplina nas matrizes curriculares que aborde as discuss?es sobre a Educa??o Profissional como modalidade de ensino, durante a trajet?ria formativa nos cursos, os estudantes t?m contato com os debates que tratam das especificidades da EP, por meio de discuss?es eventuais em diferentes momentos da forma??o, tanto em conte?dos vistos em sala de aula quanto na etapa de est?gio supervisionado, em projetos e eventos promovidos pela Institui??o. Nas considera??es finais, apresentam-se propostas que viabilizam melhorias na forma??o docente ofertada nos cursos de licenciatura do IFAP, tendo como refer?ncia o l?cus onde a mesma se d? e a prepara??o para atua??o na Educa??o Profissional.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-08-23T19:36:52Z No. of bitstreams: 1 2009 - Maria de F?tima Alves Figueiredo Lacerda.pdf: 2104751 bytes, checksum: add9aca0ab23ddb0dd016f85c4585f40 (MD5) / Made available in DSpace on 2018-08-23T19:36:52Z (GMT). No. of bitstreams: 1 2009 - Maria de F?tima Alves Figueiredo Lacerda.pdf: 2104751 bytes, checksum: add9aca0ab23ddb0dd016f85c4585f40 (MD5) Previous issue date: 2009-12-17 / The aim of this work was to stimulate the students of the Module on Processing of Animal Products (PPOA) of the Technical Course on Agri-Industries at the Federal Institute of Education, Science and Technology of Para?ba ? Sousa Campus (former Federal Agrotechnical School of Sousa ?PB) to develop skills and build their knowledge in the preparation of a fermented sausage of salami-type with mutton, observing the kinetics of fermentation and ripening. The understanding of the concepts of microbial ecosystems, strategies and tools to control microbial growth in food bioprocessing was explored. The aim is learning by research, and through integration of research, development, production and technical education. Two groups of students were used (H4 and H5). The group H4 (24 students) was stimulated to inquiry and questioning, and also to expand the information received from the instructors by searching technical literature. The other group (H5, 12 students) was approached by the methodology traditionally applied in the school, an approach of "reproductive action" without encouraging them to inquiry, and without a discussion of the scientific basis of the applied biotechnology. Two types of fermented salami-type sausage were made: using pork and mutton and a referencial product made out of pork and beef. Both products were innoculated with starter culture (Pediococcus pentosaceus). Colour, taste, texture and acceptability were evaluated. All batches had good overall acceptability. The verification of the learning was monitored by applying, to both group of students, questionnaires before and after the activities. It was observed that the students involved in the research-based activities (group H4) have developed the learning and understanding required for the processing of fermented sausages well beyond a instrumental-only knowledge. / Pretendeu-se, com esta pesquisa, incentivar os alunos do M?dulo de Processamento de Produtos de Origem Animal (PPOA) do Curso T?cnico em Agroind?stria do Instituto Federal de Educa??o, Ci?ncia e Tecnologia da Para?ba ? Campus de Sousa, antiga Escola Agrot?cnica Federal de Sousa-PB, a desenvolverem compet?ncias na constru??o dos seus saberes, na elabora??o de um embutido fermentado tipo salame com carne ovina, observando o bioprocesso durante o per?odo de fermenta??o e acompanhando sua matura??o. Al?m da familiariza??o com conceitos de ecossistemas, estrat?gias e ferramentas para o controle do crescimento microbiano no bioprocessamento de alimentos, objetiva-se o aprendizado, atrav?s do est?mulo ? pesquisa, integrando pesquisa, desenvolvimento e produ??o no ensino t?cnico. Foram utilizadas duas turmas, denominadas H4 e H5. A Turma H4 com 24 alunos foram estimulados a inquirir, questionar, e complementar as informa??es recebidas atrav?s da leitura e pesquisa bibliogr?fica. Enquanto que a Turma H5 com 12 alunos foi aplicada a metodologia tradicionalmente empregada na institui??o de ensino, numa abordagem de ?a??o reprodutiva?, sem estimul?-los a inquirir, e sem discorrer sobre as bases cient?ficas do processo biotecnol?gico empregado. Elaborou-se dois tipos de embutido fermentado tipo salame usando a carne su?na e ovina e outro com su?na e bovina, utilizando a cultura starter (Pediococcus pentosaceus) avaliando cor, sabor, consist?ncia e aceitabilidade. As amostras apresentaram boa aceitabilidade global. A verifica??o do aprendizado foi feita aplicando-se question?rio antes e ap?s o desenvolvimento da pesquisa nas duas turmas fazendo-se o acompanhamento e a compara??o do desempenho dos alunos nas etapas da pesquisa. Observou-se que os alunos envolvidos na pesquisa (turma H4) desenvolveram as compet?ncias necess?rias para o processamento do embutido fermentado tipo salame e tiveram a oportunidade de construir um conhecimento que foi al?m do simples fazer instrumental, mas do aprender.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-09-18T19:03:48Z No. of bitstreams: 1 2017 - Gilceli Chagas Moura.pdf: 1944492 bytes, checksum: f87dd5a1ce949dd59694d76b9de5e370 (MD5) / Made available in DSpace on 2018-09-18T19:03:48Z (GMT). No. of bitstreams: 1 2017 - Gilceli Chagas Moura.pdf: 1944492 bytes, checksum: f87dd5a1ce949dd59694d76b9de5e370 (MD5) Previous issue date: 2017-03-09 / The present dissertation proposed the analysis of the student's aid program implementation in the Federal Institute of Amapa (IFAP), at Campus Macapa, and its contributions to the permanence and successful exit of professional education students. It aimed to describe the Student Aid Policy adopted in the institution; as well analyze, the perception of students and managers regarding the Student Aid Policy execution, and propose measures that enhance the performance of this policy. To achieve this purpose, we did a documentary research using the qualitative approach. The first step of the study consisted of theoretical reflections, through bibliographic review addressing the concept/definitions of essential terms that substantiate the goals of student's aid; to establish the context to the history of social rights from industrial revolution to present days, based also in current legislation. The next step was to gather information about the institution installation process; the student's aid program implementation and how the policy is being handled. In order to do that, we used as research instruments the documents available at the website, such as the Institutional Development Program (PDI) and public notice, the promotional material available to the students and budget sheets. For the third step, 20% of the students of technical education covered by the aid program responded a survey, which represented 39 students. The survey questionnaire consisted of open and closed-ended questions. Also, semi-structured interviews were used for data gathering, with the people responsible for the establishment of the aid policy in the IFAP. The results reveal that the profile of the students covered by the aid program consists mostly of black women; coming from families with low level of education; composed by 6 people that survive with an income per capita of up to half minimum wage and excluded from the government aid programs. Another fact observed was the contribution of the aid program for the students to continue their professional education, according to the results, although there are actions that aim to guarantee the stay and successful outcome of the students, the policy doesn't fully accomplish its goals, cause there is no section responsible for monitoring the students at the Dean. Aside from the lack of specific regulations, the lack of evaluation mechanisms and the small number of servants to carry out the program, which ends up in a simple cash transfer program. / A presente disserta??o se prop?s a analisar o processo de implementa??o do programa de assist?ncia estudantil do Instituto Federal do Amap? (IFAP) no Campus Macap? e suas contribui??es para a perman?ncia e a sa?da com ?xito dos estudantes na educa??o profissional. Buscou-se descrever a Pol?tica de Assist?ncia Estudantil ora adotada; bem como analisar, frente a esse modelo de refer?ncia, a percep??o dos estudantes e dos gestores quanto ? execu??o da Pol?tica de Assist?ncia Estudantil e assim propor medidas que possibilitem melhor desempenho na implementa??o dessa pol?tica na Institui??o. Para isso, utilizou-se a abordagem qualitativa realizando-se pesquisa documental. A primeira etapa do estudo constituiu-se inicialmente de reflex?es te?ricas, atrav?s de revis?o bibliogr?fica abordando os conceitos/defini??es de termos essenciais que fundamentam o objetivo-fim da assist?ncia estudantil; contextualizou ainda, o percurso da garantia dos direitos sociais desde a revolu??o industrial at? os dias atuais, embasada tamb?m nas legisla??es existentes. No segundo momento, foram levantadas informa??es acerca da implanta??o da Institui??o; da implementa??o do Programa de Assist?ncia Estudantil e como hoje esta pol?tica est? sendo executada, para tal objetivo foi necess?rio utilizar como instrumentos de pesquisa o PDI, editais, a coleta de materiais informativos dispon?veis na p?gina eletr?nica e dos materiais impressos de divulga??o, disponibilizados para os alunos e planilhas or?ament?ria. Para a terceira etapa, preferiu-se a aplica??o de question?rio a 20 % dos alunos do ensino t?cnico contemplados no PAE, correspondente a 39 alunos, o referido instrumento constou de perguntas abertas e fechadas. Ainda como coleta de dados foram realizadas entrevistas com perguntas semiestruturadas aos atores no processo de implanta??o e operacionaliza??o do PNAES no IFAP. Os resultados revelaram que o perfil dos discentes usu?rios da assist?ncia estudantil ? caracterizado em sua maioria de mulheres; pardas, oriundas de fam?lias com baixo grau de escolaridade; composta por at? 6 pessoas as quais sobrevivem com uma renda per capita familiar de at? meio sal?rio m?nimo e exclu?das de programas governamentais. Outro dado constatado diz respeito sobre a sua contribui??o para o a perman?ncia dos estudantes na educa??o profissional, onde a pesquisa revelou que embora ocorra as a??es com vista a garantir tal perman?ncia e a sa?da exitosa, a referida pol?tica n?o consegue efetivar seus objetivos, tendo em vista que n?o ocorre um acompanhamento real dos usu?rios dos servi?os, pois a inexist?ncia um setor respons?vel no ?mbito de Reitoria; a inexist?ncia de uma regulamenta??o pr?pria; a falta de mecanismos de avalia??o e o escasso n?mero de servidores para realizar os servi?os, acaba resumindo as a??es do PAE num processo de transfer?ncia de renda.

Objetivamos levantar a opinião de alunos e professores sobre o significado de ser bom e mau professor; as estratégias de ensino e os critérios de avaliação utilizados nas aulas. Trabalhamos um estudo qualitativo usando a metodologia participativa mediada pela Pesquisa-Ação. Investigamos 47 sujeitos (12 professores e 35 alunos) da educação profissional de nível técnico em enfermagem, de uma instituição mineira. Os dados foram obtidos por meio de questionário e da observação participante. Após categorização efetuou-se a análise dos dados. A maioria dos educadores entrevistados referiu que bom professor é aquele que é aberto, responsável, facilitador, entre outros. E o mau professor, assume postura autoritária e adialógica. Já os alunos evidenciaram ser bom professor aquele que domina e sabe passar conteúdo e para o mau professor, o inverso. Professores e alunos destacaram a aula expositiva como a técnica mais utilizada em sala de aula e os alunos evidenciaram uso excessivo de retroprojetor para esse tipo de aula. Quanto ao processo de avaliação os professores demonstraram preocupação em contemplar várias modalidades avaliativas, e os alunos destacaram provas, trabalhos individuais e em grupo como as técnicas mais utilizadas. Sobre as dificuldades enfrentadas na sala de aula, os professores mencionaram o desinteresse, e os alunos enfatizaram a desmotivação nas aulas. A respeito do ensino à distância, professores e alunos revelaram conhecimento sobre essa modalidade de ensino. Os alunos revelaram necessidade de maior motivação na vida dos professores e no processo ensinoaprendizagem. Os resultados finais foram compartilhados com alunos e professores, explicitando que isso representaria o lançamento de uma semente, necessitando maior investimento na área, sobremaneira às complexas questões que se atrelam o processo ensinoaprendizagem e a relação professor-aluno. / The goal of this research is to get students and professors’ opinions about waht means beeing a good or a bad teacher; learning strategies and evaluation criterias used on the classes. We used a qualitative research methods and a participative methodology in Action Research. We investigate 47 people (12 professores and 35 students) from a professional level education in nursing at an institution in Minas Gerais. The data were achieved by questionaries and participative observation. After categorizing the data we did the analysis. Most os the interviewed educators said that the caracteristics of a good professor are: openess, responsability, and among others that he has to be a facilitator of the learning process. And a bad professor is authoritarian and not able to stabilish a good dialog. On the other hand, the students said that a good professor is the one who dominates the class and knows how to explain the subject and the bad one doesn’t do any of those. Professors and students detached the expositive class as the most used technique in the classroom and the students emphasized the excessive use of the overheadprojector on this kind of classes. About the evaluation process, the professors showed that they were worried about adding new evaluation modalities, and the students said that tests, individual and group work were the most used evaluation techniques. About the difficulties inside the classroom, the professors mentioned that one of them is the students’seflessness and the students agreed that desmotivation is a problem in the classes. Professors and students said that they both have some knowledge about distance learning education. Students said that professors needed more motivation on their own lives and also on the teaching and learning process. The final results were shared with the students and professors, showing that this attitude would represent the beginning of a process which needs more attention, mainly those complex problems concerning teaching and learning process and the relation between professor and students.

Nos últimos anos, as universidades corporativas têm emergido no complexo sistema de ensino do nosso país, como uma alternativa à falta de mão de obra qualificada no mercado de trabalho. Algumas iniciativas não utilizam a denominação \"universidade corporativa\", uma vez que não existe nenhuma forma de reconhecimento oficial. O uso do termo \"universidade\" é, além de uma metáfora dos objetivos que se pretende alcançar, uma estratégia de marketing que, por vezes, pode causar certa polêmica nos meios acadêmicos. Mas, na prática, o que se vê nas universidades corporativas é uma aproximação entre empresa e academia, uma vez que as parcerias com universidades e instituições de ensino de renome acrescentam qualidade e credibilidade ao trabalho proposto. O que parece ser mais importante neste cenário é a procura por alternativas que revertam um quadro de profissionais mal qualificados, o que diminui a produtividade e inibe a inovação, fatores que afetam diretamente o desenvolvimento de todo o país. Este trabalho traz um levantamento do cenário da educação brasileira e a emergência das universidades corporativas. Propõe-se, portanto, essa aproximação entre escola, empresa e academia para um único objetivo: cidadãos formados e informados, com capacidade crítica e criativa. / In recent years, corporate universities have emerged in the complex Brazilian educational system as an alternative to the lack of qualified manpower in the labor market. Some initiatives do not make use of the \"corporate university\" title, as there is no officially recognized nomenclature. The use of the term \"university\" is, besides a metaphor for the goals to be reached, a marketing strategy which, at times, may bring about some sort of debate in academic environments. But, in practice, what is seen in corporate universities is convergence between company and academy, as partnerships with universities and well-known educational institutions add quality and credibility to the proposed work. What seems most important in this scenario is the search for alternatives to reverse the current state of underqualified professionals, which decreases productivity and inhibits innovation, factors that directly impact the development of the whole country. This work raises data on the educational scenario in Brazil and the emergence of corporate universities. It is proposed, therefore, the intersection of schools, companies, and academy towards a single goal: educated and informed citizens who are critically and creatively skilled.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2016-08-16T12:38:38Z No. of bitstreams: 1 Gisela Lange do Amaral_.pdf: 1684764 bytes, checksum: 671ac8dda024a96129f7d868ddd5f571 (MD5) / Made available in DSpace on 2016-08-16T12:38:38Z (GMT). No. of bitstreams: 1 Gisela Lange do Amaral_.pdf: 1684764 bytes, checksum: 671ac8dda024a96129f7d868ddd5f571 (MD5) Previous issue date: 2016-02-24 / Nenhuma / Nesta pesquisa analisou-se o contexto, o desenvolvimento e os desdobramentos do Curso em Execução, Conservação e Restauro de Edificações-PROEJA, realizado no Câmpus Pelotas do Instituto Federal Sul Riograndense, cujo projeto político-pedagógico foi construído na perspectiva de uma formação emancipatória. O objetivo foi compreender seu processo, desde o planejamento até seus resultados, para averiguar as possibilidades de processos escolarizados, na concretude de seu cotidiano, se constituírem como promotores do desenvolvimento da consciência crítica dos educandos e, a partir dela, de sua emancipação e autonomia, como condição à participação desses sujeitos na transformação social que supere o capitalismo e aponte para relações baseadas em princípios de igualdade, justiça e sustentabilidade das relações entre as pessoas e delas com o planeta. Constituiu-se como um estudo de caso articulado a pressupostos da pesquisa participante, já que a pesquisadora atua no Curso desde seu planejamento e, a partir da pesquisa, buscou criar espaços de construção coletiva dos sujeitos que o compõem, com reflexões, análises e proposições voltadas à qualificação de seus processos. As análises foram desenvolvidas a partir de três conceitos chave: consciência, emancipação e autonomia, complementados por outros, como: hegemonia, contradição, reprodução, resistência, poder. Foram subsidiadas pelos registros da observação participante e por manifestações de professores, gestores e alunos egressos do Curso, contrapostos a referenciais teóricos, em especial, do campo Trabalho e Educação. Concluiu-se, especialmente frente à escuta dos alunos egressos e à observação sobre suas manifestações e práticas, que é possível, e necessário, a implementação de propostas pedagógicas emancipatórias em escolas públicas as quais, apesar de se constituírem em espaço de reprodução do projeto social hegemônico, pelas contradições que afloram em seus processos, são também espaços de resistência e, para além dela, de avanços, contribuindo para a construção da consciência crítica e emancipação dos educandos. Esses resultados, no entanto, dependem de um conjunto de fatores que vão da macro a micro política, mas, fundamentalmente, estão atrelados à condição de autonomia e emancipação de seus agentes – especialmente, professores e gestores. Ao mesmo tempo, precisam ser referenciados às condições de origem de todos os seus partícipes. / This research analyzed the context, the development and unfolding of the Course in Execution, Conservation and Restoring of Edifications – PROEJA, carried out in the Campus Pelotas of the Instituto Federal Sul-Riograndense, whose pedagogical-political project was built under a perspective of emancipatory education. It aimed at understanding its process, from planning to results, to investigate the possibilities of scooling process, on the concreteness of everyday, constituting themselves as promoters of development of critical awareness of students and, from it, its emancipation and autonomy, as condition for the participation of these subjects in the social transformation to overcome capitalism and developing relations based on principles of equality, justice and sustainability between the people and them with the planet. It is constituted of a case study articulated to presuppositions of participatory research, since the researcher takes part in the Course since its planning and, from the research, aimed at creating spaces of collective construction of the subjects who are part of it, with reflections, analysis and propositions toward qualification of its processes. The analyses were based on three key concepts: awareness, emancipation and autonomy, complemented by others, such as: hegemony contraction, reproduction, resistance, power. They were subsidized by records of participating observation and by manifestations of teachers, managers and graduated students of the Course, counterpointed to theoretical references, especially, from the area of Work and Education. It is concluded, mainly by listening to graduated students and by observing their manifestations and practices, that it is possible, and necessary, to implement of emancipatory and pedagogical proposals in public schools in which, besides being constituted in spaces of reproduction of the hegemonic social project, by contradictions which emerge in its processes, they are also spaces of resistance and, beyond it, of advances, contributing for the construction of critical awareness and emancipation of students. These results, however, depend on a set of factors of macro and micro politics, but, mainly, they are linked to the condition of autonomy and emancipation of its agents- especially, teachers and managers. At the same time, they need to be referenced to the conditions of origin of all its participants.

Accounting is a professional occupation that is continually evolving and requires a dedication to continuing education to meet the legal demands of new regulations and to maintain professional competency. Continuing Professional Education (CPE) is required by state boards for certified public accountants (CPA) to meet these requirements and to maintain professional competence. CPAs are responsible for complying with all applicable CPE requirements, rules, and regulations of state boards of accountancy, as well as those of other professional organizations. The purpose of this study was to determine the opinions of CPAs about the current requirements for CPE and to determine their level of satisfaction with the content and delivery of CPE instruction. CPE has come under scrutiny in recent years with some professionals questioning if the needs of accounting professional and the objectives of continuing education are being met. This survey research included 23 Likert-type items and 5 demographic questions. The survey was administered to 203 licensed certified public accountants to obtain their opinions about continuing education. The 5 dimensions of the survey were: Value (cost benefit), Delivery (methods and quality), Benefit to Self, Benefit to Others, and Barriers (to obtaining CPE). These dimensions were compared across the demographic variables of gender, years of experience, type of business, number of employees, and position with their employer. No significant differences were found among the 5 dimensions between gender or among different positions. Significant differences did occur among the Dimension of Value opinions based on years of experience, among the Dimension of Value opinions based on type of business, among Dimension of Benefit to Self based on type of business, among the Dimension of Value based on number of employees, and among the Dimension of Benefit to Others based on number of employees.