Orientador: Marco Antonio Coelho Bortoleto / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Física / Made available in DSpace on 2018-08-24T23:14:31Z (GMT). No. of bitstreams: 1 Duprat_RodrigoMallet_D.pdf: 4575629 bytes, checksum: 3c10811714e67784ee30d8b0e024fe79 (MD5) Previous issue date: 2014 / Resumo: As significativas transformações na dinâmica social, econômica, estética, arquitetônica e formativa do circo, ocorridas nas últimas décadas, levaram ao estabelecimento de diversos modelos de formação do profissional circense. Diferentemente do que aconteceu com outras linguagens artísticas, como a dança, as artes plásticas, a música e o teatro, que obtiveram reconhecimento oficial para a formação de seus profissionais, a qualificação do circense ainda ocorre sem o reconhecimento do Estado, apesar de sua tradição secular e sua importância socioeconômica. Nesse contexto, esta pesquisa analisou alguns aspectos históricos, conceituais, econômicos, arquitetônicos e estéticos, bem como as distintas possibilidades formativas existentes na atualidade brasileira e de alguns países considerados referência na área, visando uma compreensão ampliada sobre essa problemática. Optamos pela abordagem qualitativa, considerando a natureza descritiva e exploratória do estudo, realizando o levantamento dos dados por meio de diferentes técnicas, entre elas a pesquisa documental, a observação direta em oito escolas de circo e entrevistas semi-estruturadas realizadas junto a oito coordenadores pedagógicos e/ou responsáveis por essas instituições. As análises revelam que a formação do artista circense vem acontecendo, de modo concomitante, a partir de escolas especializadas, projetos de circo social, cursos livres, ou por processos autodidáticos, assim como pelo sistema de maior tradição, isto é, no interior das famílias circenses. Embora a oferta tenha-se ampliado significativamente nas últimas décadas, nenhuma das instituições, sejam públicas ou privadas, obteve reconhecimento oficial para a formação oferecida. Observamos, ademais, que as muitas possibilidades formativas acontecem de modo desconexo, com poucas ações de cooperação e de sinergia pedagógica e política, o que certamente dificulta a qualificação dos circenses, bem como o reconhecimento de sua formação pelos organismos governamentais responsáveis. Assim sendo, propomos alguns elementos norteadores para a elaboração de um projeto político -pedagógico para a formação técnica e superior em Arte do Circo, considerando ainda a necessidade de integrar esses níveis formativos às demais possibilidades já existentes, respeitando as particularidades geográficas, estruturais, econômicas e estéticas regionais brasileiras / Abstract: Over the last decades, the meaningful transformations on social, economical, aestheticals, architectural and formative dynamics of the circus led to the establishment of several education models of the circus professional. Differently to any other artistic languages such as dance, visual arts, music and theatre, which have obtained official recognition to its professionals, the circus qualification is still taking place without government recognition in spite of its centuries of tradition and its social-economical importance. Under this context, this research aims to analyze not only some historical, conceptual, economical, architectural, and aesthetical aspects, but also the different formation possibilities currently available in Brazilian reality and in some foreign countries considered as reference in this area, providing an amplified comprehension of this condition. The qualitative approach has been chosen, taking the descriptive and exploratory nature of the study into account. Data have been collected through different techniques, among which documentary research, direct observation in eight circus schools, and semi-structured interviews with the institution's corresponding pedagogical coordinator and/or head. The analysis revealed that the formation of circus artists occurs concomitantly through: specialized schools, social circus projects, workshops and clinics, and self-teaching, as well as the most traditional method which is inside circus families. Although the possibilities and offers of public and private institutions have risen over the past decades, none of those have obtained official formation recognition. Moreover, it has been observed, that most of the formation possibilities evolve disconnected from each other, with very few or nonene cooperation initiatives and pedagogical and political synergy which could lead to an increased qualification of the circus artist as well as the recognition of his/her formation by the competent governmental entities. Thereby, this work proposes some guiding elements to create a political-pedagogical project for the technical and college education in Circus Arts, also considering the need of integration of those formation levels to the already existing possibilities, respecting Brazilian regions'geographical, structural, economical and aesthetical particularities / Doutorado / Educação Fisica e Sociedade / Doutor em Educação Física

The objective of this research is to evaluate the effectiveness of the development of professional judgement during the two year work-based pre-admission training period (PEAT 2) required of Scottish solicitors so as to identify a model that allows them to respond to the changes the UK legal services sector is experiencing. The methodology adopted throughout reflects an emphasis on researching knowledge in the context of its application (Flyvbjerg 2001). Professional judgement is described as the ‘heart of professional practice’ (Fish and Coles 1998) and is therefore selected to provide a holistic method of evaluation. The UK legal profession is fragmenting in its response to market pressures, including the introduction of external regulation and ‘alternative business structures’ under the Legal Services Act 2007 and increased globalisation, specialisation and commoditisation. It is therefore important to identify the traditional method used by Scottish solicitors to develop their judgement as there is a risk that what was previously implicit and assumed in this ‘community of practice’ (Wenger 1998) becomes dissipated. As a result, the relevance and application of judgement is considered in the context of professional practice and solicitors in particular. The effect of external influences are interpreted, including in relation to the job of a solicitor, the future development of judgement and implications for legal education. The research method adopted enables confidential data to be obtained about the development of professional judgement and the PEAT 2 processes through completion of semi-structured interviews with a number of Scottish law firms, the Law Society of Scotland and related regulatory organisations, supplemented with Scottish trainee focus groups and comparative data from illustrative law firms and regulators in England and Wales. This allows 10 detailed case studies of law firms to be developed and analysed using Eraut’s (2007) model of early career learning and Fuller and Unwin’s (2003) model of expansive and restrictive apprenticeships as well as providing commentary from experienced solicitors and regulatory sources on the development of professional judgement. This allows 10 detailed case studies of law firms to be developed and analysed using Eraut’s (2007) model of early career learning and Fuller and Unwin’s (2003) model of expansive and restrictive apprenticeships as well as providing commentary from experienced solicitors and regulatory sources on the development of professional judgement. This data enables an analysis of the effectiveness of the current Scottish pre-admission training processes and the identification of methods used to develop the judgement of novices. Findings indicate that elements of the formal requirements of PEAT 2 are limiting the experiential and reflective learning of trainees and, in the wider context of work-based learning, that professional judgement is developed through exposure to reflective practice in a ‘community’ that provides an expansive apprenticeship and establishes parameters of acceptable choices. Recommendations include adjustments to pre-admission legal training and the introduction of a specialist qualification, accredited by the Law Society of Scotland.

Master of Public Health - MPH / Health institutions in Zimbabwe often cannot fulfill their health care mandate due to lack of specialist health workers in different fields. Despite the effort by the Ministry in providing CPE opportunities, there is poor uptake of CPE by health workers in various provincial hospitals in Zimbabwe. This has resulted in severe staff shortages, particularly doctors (and more specifically specialists), as well as nurses and allied health workers.

Education, like any other profession, is responsible for constant improvement. The professional teacher education institutions are constantly looking for ways of improving professional teacher education programs. The course sequence of the teacher education program is an area for continual improvement. Every teacher educator has a theory as to what is the best teacher education program and what is the best sequence for this theory program. The literature has revealed very little in the area of a sequence for the teacher education program.

No description available.

This study examined the relationship between mentored ministerial field education's four components and student efficacy beliefs in 11 professional skills for students at several evangelical seminaries in the U.S. It also investigated whether students believed they had become competent practitioners of these skills or had received sufficient mentored field education in order for them to do so. A new self-efficacy survey was developed, and N=102 students from seven seminaries participated. Practice accounted for 7.9% of the variance in self-efficacy. Observation, instruction, and feedback were more weakly correlated with self-efficacy and not significant in the regression. On a scale from 0 ("I cannot do at all") to 10 ("Highly certain I can do"), participants' self-efficacy in the skills ranged from 6.89 in counseling to 8.98 in "using and interpreting Scripture;" and there were indications that many participants had received a somewhat uneven field education. Only 23% of participants reported receiving sufficient practice and 19% sufficient feedback for them to become competent professionals. Future directions for research are suggested; and implications for both schools and churches are discussed from the perspective of instructional design, including incorporating students' self-assessments into learner analysis and field education program evaluation. / Ph. D.

The purpose of this dissertation was to determine the degree of acceptance of the referendum impasse resolution procedure in education and to determine under what conditions such a procedure would be most readily accepted. A survey research design was used. Teacher negotiation statutes of the fifty states were categorized into four strata. One representative state from each strata was selected (Maryland, Pennsylvania, Virginia, and West Virginia), Specific populations were assigned representation of the major interest groups in teacher negotiations (school board chairmen, local association presidents, local superintendents, and local elected officials) and were sampled within the selected states. lt was concluded from the principal findings that the degree of acceptance of the referendum procedure was generally greater than the acceptance of interest arbitration, the strike, or the absence of an impasse resolution procedure. The conditions which contributed to the acceptance of the procedure included: the district's labor relations environment; the district's financial dependency; the district's average teacher salary; the district's community type; and experience with, and the perceptions of, other impasse resolution procedures used in the district. The study provided several implications for the education profession. The referendum impasse resolution procedure is a potentially viable alternative impasse procedure for education negotiation impasse. The referendum procedure is most likely to be accepted in states or localities where interest arbitration and/or the strike are commonly used. / Ed. D.

Submitted by CAROLINE PENTEADO MANOEL null (carolinemanoel@hotmail.com) on 2017-03-14T14:12:05Z No. of bitstreams: 1 CAROLINEMANOEL_PGAD_ TUPA_DEZEMBRO 2016.pdf.pdf: 1679459 bytes, checksum: c38466a93c0b891f1d9b3954d3c6bc16 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2017-03-20T22:18:46Z (GMT) No. of bitstreams: 1 manoel_cp_me_tupa_par.pdf: 893294 bytes, checksum: f5372d87e465819a3964041922d3b1bf (MD5) / Made available in DSpace on 2017-03-20T22:18:46Z (GMT). No. of bitstreams: 1 manoel_cp_me_tupa_par.pdf: 893294 bytes, checksum: f5372d87e465819a3964041922d3b1bf (MD5) Previous issue date: 2016-12-19 / Esse trabalho tem como objetivo principal analisar como estão organizados os conteúdos relativos ao agronegócio na estrutura curricular do curso técnico em Agronegócio do Centro Estadual de Educação Tecnológica Paula Souza (CEETEPS). O trabalho apresenta quatro objetivos específicos, que estão configurados em quatro partes, a primeira se refere ao levantamento da história do ensino técnico no Brasil, na segunda parte foi realizada Revisão Bibliográfica Sistemática (RBS) sobre a história do ensino técnico agrícola no Brasil, a terceira parte se configurou na história do Centro Paula Souza e no curso técnico em agronegócio, por fim a última parte demonstrou análise da estrutura curricular do curso técnico em agronegócio. Essa análise está relacionada com a estrutura curricular e a contextualização da região onde o curso técnico em Agronegócio está inserido. Utiliza-se, como procedimento metodológico desse estudo, a pesquisa qualitativa e exploratória, que envolveu levantamento bibliográfico e documental, para a elaboração da rede foi utilizado o programa UCINET 6.109 e o NETDRAW 2.28. O resultado da pesquisa poderá ser utilizado por docentes, discentes e pesquisadores que têm interesse no ensino técnico, além de outros profissionais responsáveis pela formulação de currículos técnicos. Poderá ser usado também para dar elementos de reflexão para a formulação de políticas públicas para a área da educação. / This work has as main objective to analyze how the contents related to agribusiness are organized in the curricular structure of the technical course in Agribusiness of State Center of Technological Education Paula Souza (CEETEPS). The work presents four specific objectives, which are divided into four parts, the first one refers to the history survey of technical education history in Brazil, the second part was Systematic Bibliographic Review (RBS) on the history of agricultural technical education in Brazil, the Third part was configured in the history of the Center Paula Souza and in the technical course in agribusiness, finally the last part demonstrated analysis of the curricular structure of the technical course in agribusiness. This description is related with the analysis of curricular structure and the contextualization of the region where the technical course in Agribusiness is inserted. As a methodological procedure of this study, the qualitative and exploratory research, which involved a bibliographical and documentary search, for the elaboration of the network was used the program UCINET 6.109 and NETDRAW 2.28. The result of the research may be used by teachers, students and researchers who are interested in technical education, as well as other professionals responsible for the formulation of technical resume. It can also be used to provide elements of reflection for the formulation of public policies for education.

O foco deste estudo é o trabalho docente dos professores de Educação Profissional do IFMT- campus – Coronel Octayde Jorge da Silva, em Cuiabá-MT. O objetivo geral da tese consiste em analisar o trabalho docente para compreender como os professores se constituem docentes pelo trabalho, com o intuito de entender como foi elaborado o fazer pedagógico, considerando que as condições materiais de produção do trabalho docente motivaram a formação continuada do professor e a concepção de profissão docente, bem como, evidenciam os sentidos de ser e fazer a docência. O corpus do estudo é formado pelo preceito teórico composto pela análise do trabalho docente e da formação pelo trabalho como um princípio educativo proposto por Antonio Gramsci, Paulo Freire, Lucília R. Machado, Nádia C. Kunze, Maurice Tardif e seus colaboradores. A pesquisa tem uma abordagem qualitativa na perspectiva do método materialista dialético, na qual articula a organização de um arquivo de dados formado por documentos institucionais e entrevistas com 18 professores, o diário de campo e a análise de conteúdos baseada em Laurence Bardin. O trabalho docente foi analisado a partir do ingresso dos professores na docência na Educação Profissional até o presente, buscando demonstrar que a constituição do professor teve início pelo convite à docência e pelo concurso público, em que se visualizam as qualificações docentes. Ao ser desenvolvido, o trabalho docente foi definido pelas condições materiais que forçaram os professores a buscarem uma qualificação para atender as suas necessidades profissionais nas diferentes fases de transformação da Educação Profissional. O processo de constituição docente contou com a participação de representantes da Educação Profissional que atuaram na escolha do professor e na orientação da docência, e ajudaram a produzir os sentidos de ser e fazer a docência, os quais evidenciam a ideologia de seus produtores. Este processo continuou com o dispositivo do concurso público que estabeleceu as condições de ingresso na docência e impulsionou as mudanças no perfil dos professores, além de, produzir a partir do trabalho docente, saberes do trabalho que refletem uma práxis em que o fazer e ser docente objetiva uma formação profissional humanizadora capaz de assegurar a transformação social. Por meio da análise do conteúdo das falas dos professores ficou acentuada a ideia de inacabamento humano na concepção de Paulo Freire, e nesta, aparece à concepção de trabalho docente como um princípio educativo que rompe com o modo de pensar dominante ao evidenciar que a formação dos professores pelo trabalho tem produzido uma docência que gradativamente gera a superação do caráter funcionalista da Educação Profissional, que é predominante nas tendências pedagógicas tecnicistas, pelo caráter humanizador ao avançarem para as tendências pedagógicas progressistas. / The focus of this study is the teaching work from Professional Education teachers of IFMT, campus – Coronel Octayde Jorge da Silva, in Cuiabá-MT. It aims at analyzing the teaching work to understand how they become teachers by word-based formation, in order to understand how their pedagogical practice was established, considering that the material working conditions motivated the continued education and the conceptions of teaching profession, as well as make evident the senses of being a teacher and the senses of the teaching activity. The corpus of the study is consisted by theoretical features composed by the analysis of teaching work and work-based formation as an educational principle proposed by Antonio Gramsci, Paulo Freire, R. Lucília Machado, Nadia C. Kunze, Maurice Tardif, among others. The study has a qualitative approach considering the dialectical materialist method, in which articulates the organization of a data file consisted on institutional documents, interviews with 18 teachers, daily records and content analysis based on Laurence Bardin’s perspective. The teaching work was analyzed from the entry of teachers in Professional Education to the present days, aiming to demonstrate that becoming teacher began when they were invited to teach and by the aptitude test to admission in a public institution, in which the teaching qualifications can be visualized. By their practice, the teaching was defined by the material conditions that forced teachers to seek qualification to meet their professional needs at the different stages of Professional Education changes. The process of becoming teacher included the participation of Professional Education representatives who have acted in the teacher’s selection and teaching orientation during their praxis, and helped them to produce the sense of being a teacher and the teaching activity, which show the ideology of their producers. This construction process continued with the aptitude test admission that established the entry conditions in teaching and pushed changes in teachers profile, besides that, produce, from teachers' work, knowledge concerning their work that reflect a praxis in which teaching activity and being a teacher aim a humanizing training able to ensure social transformation. The results of content analysis reveal the idea of human incompleteness in the conception of Paulo Freire, and in this idea, appears teaching work conceptions as an educational principle that break up with the dominant way of thinking by pointing that the teachers’ work-based formation has produced a teaching that gradually generates the overcoming of the functionalist character of Professional Education, which is prevalent in technicist pedagogical trends, by the humanizing character that move toward the progressive pedagogical trends. / El enfoque de este estudio es la labor docente de los profesores de la Educación Profesional del IFMT – campus – Octayde Jorge da Silva, en Cuiabá-MT. El objetivo general de la tesis consiste en analizar la labor docente para comprender como los profesores se constituyen docentes a través de la labor, con el intuito de entender como fue elaborado el hacer pedagógico, considerándose que las condiciones materiales de producción de la labor docente motivaron la formación continuada del profesor y la concepción de profesión docente, así como, evidencian los sentidos de ser y hacer la docencia. El corpus del estudio está formado por el precepto teórico compuesto por el análisis de la labor docente y de la formación por la labor docente como un principio educativo propuesto por Antonio Gramsci, Paulo Freire, Lucília R. Machado, Nádia C. Kunze, Maurice Tardif y sus colaboradores. La pesquisa posee un abordaje cualitativo en la perspectiva del método materialista dialéctico, donde articula la organización de un archivo de datos compuesto por documentos institucionales y entrevistas con 18 profesores, el diario de campo y el análisis de contenidos basado en Laurence Bardin. La labor docente fue analizada a partir del ingreso de los profesores en la docencia de la Educación Profesional hasta el presente, buscando demostrar que la formación del profesor tuvo comienzo por invitación a la docencia y a través del concurso público, donde se visualizan las calificaciones docentes. Al ser desarrollada, la labor docente fue definida por las condiciones materiales que obligaron a los profesores a buscaren una calificación para atender a sus necesidades profesionales en las distintas etapas de transformación de la Educación Profesional. El proceso de constitución docente contó con la participación de representantes de la Educación Profesional que actuaron en la selección del profesor y en la orientación a la docencia, y ayudaron a producir los sentidos de ser y hacer la docencia, los cuales evidencian la ideología de sus creadores. Este proceso continuó con el dispositivo del concurso público que estableció las condiciones de ingreso en la docencia e impulsó las mudanzas en el perfil de los profesores, además de producir a partir de la labor docente, saberes del trabajo que reflejan una práxis en la que el hacer y ser docente objetiva una formación profesional humanizada capaz de asegurar la transformación social. A través del análisis de contenido de los discursos de los profesores se quedó señalada la idea de inacabamento humano en la concepción de Paulo Freire y en esta, aparece la concepción de la labor docente como principio educativo que rompe con el modo de pensar dominante al evidenciar que la formación de los profesores por el trabajo ha producido una docencia que poco a poco genera la superación del carácter funcionalista de la Educación Profesional, que es predominante en las tendencias pedagógicas mecanicistas, por el carácter humanizado al avanzaren hacia las tendencias pedagógicas progresistas.

Orientador: Cristiane Hengler Corrêa Bernardo / Coorientador: Ana Elisa Bressan Smith Lourenzani / Coorientador: Angélica Gois Morales / Banca: Ana Margarida Theodoro Caminhas / Banca: Ricardo César Gonçalves Sant'ana / Resumo: Esse trabalho tem como objetivo principal analisar como estão organizados os conteúdos relativos ao agronegócio na estrutura curricular do curso técnico em Agronegócio do Centro Estadual de Educação Tecnológica Paula Souza (CEETEPS). O trabalho apresenta quatro objetivos específicos, que estão configurados em quatro partes, a primeira se refere ao levantamento da história do ensino técnico no Brasil, na segunda parte foi realizada Revisão Bibliográfica Sistemática (RBS) sobre a história do ensino técnico agrícola no Brasil, a terceira parte se configurou na história do Centro Paula Souza e no curso técnico em agronegócio, por fim a última parte demonstrou análise da estrutura curricular do curso técnico em agronegócio. Essa análise está relacionada com a estrutura curricular e a contextualização da região onde o curso técnico em Agronegócio está inserido. Utiliza-se, como procedimento metodológico desse estudo, a pesquisa qualitativa e exploratória, que envolveu levantamento bibliográfico e documental, para a elaboração da rede foi utilizado o programa UCINET 6.109 e o NETDRAW 2.28. O resultado da pesquisa poderá ser utilizado por docentes, discentes e pesquisadores que têm interesse no ensino técnico, além de outros profissionais responsáveis pela formulação de currículos técnicos. Poderá ser usado também para dar elementos de reflexão para a formulação de políticas públicas para a área da educação. / Mestre