Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Includes bibliographical references (p. 121-125).

Thesis (M.Ed. (Education)) - Rhodes University, 2007. / A half thesis submitted in partial fulfillment of the requirements for the degree of Master of Education (Environmental Education)

Thesis (MNutr (Human Nutrition))--University of Stellenbosch, 2007. / INTRODUCTION: The study’s objective was to evaluate the South African Continuing Professional Development (CPD) system for dietitians, by determining their perceptions of the systems’ implementation and participation in CPD activities within the system, that was in place from 1 September 2001 until 1 April 2006. METHODS: The study was designed as an observational descriptive study. Three data gathering techniques were used, incorporating both quantitative and qualitative methods:- i) A national survey of dietitians was conducted using a self-administered questionnaire. The 40 item questionnaire comprised 3 sections, i.e. socio-demographics, the CPD system, and CPD activities. Content and face validity was conducted followed by pilot testing, prior to distribution via post and e-mail, to 1589 dietitians. ii) After the survey, 3 focus group discussions (FGD) were held with 19 Pretoria-based dietitians, to discuss issues that emerged from the questionnaire responses. iii) In-depth interviews were conducted with 6 CPD personnel representing the Health Professions Council of South Africa (HPCSA), CPD Committee and the Association for Dietetics in South Africa (ADSA) providing insights from an administrative and managerial perspective. RESULTS: A response rate of 20% was achieved for the national survey. More respondents found the ADSA and CPD office helpful, friendly, easy to contact and their CPD queries efficiently handled. However respondents and FGD participants stated that the HPCSA was difficult to contact and CPD queries were unresolved. Respondents called for simplified rules and guidelines to improve understanding of the system since they felt that CPD information/correspondence was lengthy and difficult to understand. The majority of respondents (54.5%; n=156) and most FGD participants did not find the CPD administration fee reasonable. Affordability of CPD activities was also a concern with 55.2% (n=164) stating that activities were expensive. A few FGD dietitians and 29.65% (n=88) of respondents did agree that there were both expensive and affordable activities to choose from. Statistically significant differences were found between the amounts of money spent on CPD across the various practice areas, qualifications and between provinces. Dietitians’ current CPD practices were mainly attendance at lectures and seminars, followed by conferences and then journal articles. If given a preference, however, respondents ranked conferences as their top preference followed by lectures. Journal clubs were rated third, ahead of journal reading. Barriers to CPD participation included cost, limited activities close by, obtaining leave from work, family obligations and internet access. Variety and usefulness of topics for presentations and articles were also criticised, as was the technical nature of questions. In the new system, the reduced annual CPD points requirement was appreciated, however 51.7% (n= 161) preferred not to keep their own CPD records. CONCLUSION: The study provided some insights into dietitians’ perceptions of the CPD system. Strengths of the current system were stated as improved knowledge, improved patient care and networking with colleagues. Issues identified for improvement include simpler CPD correspondence and reasonable fees. Additionally, ways should be sought to minimise barriers to participating in CPD. Addressing these issues will contribute to the provision of quality CPD within a system that is acceptable to its participants.

This work is linked to the Research Line II - School Practices and Public Policies, of the Post-Graduation Program on Education, and to Kairós - Research Group on Work, Education and Public Policies, both from Federal University of Santa Maria - UFSM / RS. The research aimed an analysis and comprehension of movement and insertion of students who accomplished Technical Courses in Electrotechnical, Electromechanical, Mechanical and Work Security, (Classes between 2005-2012) in Industrial Technical College at Federal University of Santa Maria - UFSM / RS, and, in the majority, entered in the world of work, describing the dynamic and transitions occurred in time and space between School and Company, trying to configure the real necessities of involved subjects. For that, we started from the proposition that the possibility of accomplish a technician course, could influence decisively on coexistence of subjects, establishing their real life conditions and engagement with the world of work, employment and employability. From this perspective, the study was based on a theoretical and methodological dialectical analysis, understood as the possibility of critical approach of the phenomena, based on historical materialism. As a procedure, semi-structured interviews were conducted with forty four students. For analysis and systematization of the data produced, we used principles of content analysis, based on Bardin (2011), from a dialectical understanding. As a result, it was confirmed the initial proposition that justified the choice of the field and the subjects to be investigated, as well as the problematic proposal was supported, in which 86% (38) subjects interviewed currently work in the area of their technical graduation; 82% (36) showed an income increase after the conclusion of technical course and 98% (43) a satisfaction level in their field choice, revealing that 93%, this is, 40 in 44 interviewed confirmed the importance of Profissional Education for their entrance and permanence in the world of work. / Esta pesquisa vincula-se à Linha de Pesquisa II Práticas Escolares e Políticas Públicas (LP2), do Programa de Pós-Graduação em Educação e ao Grupo Kairós Grupo de Pesquisas e Estudos sobre Trabalho, Educação e Políticas Públicas, ambos, da Universidade Federal de Santa Maria - UFSM/RS. A pesquisa objetivou a análise e a compreensão do movimento e a inserção dos estudantes que realizaram os Cursos Técnicos em Eletrotécnica, Eletromecânica, Mecânica e Segurança do Trabalho, na Modalidade Subsequente (Turmas entre os períodos 2005-2012) no Colégio Técnico Industrial de Santa Maria vinculado a Universidade Federal de Santa Maria/RS e que, em sua maioria, ingressaram no mundo do trabalho, descrevendo a dinâmica e a transição ocorrida no espaço e tempo decorridos entre Escola e Empresa, tentando-se configurar as reais necessidades dos sujeitos envolvidos. Partiu-se da proposição de que a possibilidade da realização de um curso técnico, pode influenciar decisivamente na configuração das fronteiras de convivência dos sujeitos, determinando as suas reais condições de vida e enfrentamento com o mundo do trabalho, emprego e empregabilidade. Nessa perspectiva, a pesquisa teve como aporte teórico/metodológico a análise dialética, compreendida como possibilidade crítica de análise dos fenômenos, com base no Materialismo Histórico. Como procedimento, realizaram-se entrevistas semiestruturadas com quarenta e quatro estudantes. Para análise e sistematização dos dados produzidos, utilizaram-se princípios da Análise de Conteúdo, com base em Bardin (2011), em consonância com a compreensão dialética. Como resultado, confirmou-se a proposição inicial que justificou a escolha do campo e dos sujeitos a serem investigados, assim como foi corroborada a problemática proposta, pois 86% (38) dos sujeitos entrevistados atualmente trabalha na sua área de formação técnica; 82% (36) do coletivo evidenciou o aumento da renda após a conclusão do Curso Técnico e o grau de satisfação com a área de formação técnica escolhida, atingiu um índice total de 98% (43), revelando ainda que 93%, isto é, 40 de 44 entrevistados confirmam a importância da Educação Profissional para o seu ingresso e permanência no mundo do trabalho.

Unethical behaviour is affecting societal behaviour and impacting business success. Information and Communication Technology (ICT) is increasingly adopted across businesses and for personal use and insufficient attention is paid to the impact of unethical practices in the use of ICT on various stakeholders involved. ICT professionals are well positioned to provide guidance to ICT users and decision makers but they need help. While they have the knowledge and skills in ICT, they also need a sense of professional responsibility towards their stakeholders and a moral attitude to help them understand how unethical practices in ICT can affect others and the ability to make good decisions in the use of ICT. Ethics education has been shown to be effective for other professions and this research project builds and tests a model based on current good practices found to be effective in ethics education. More specifically, it adopts a Positive Psychology perspective, not previously used in ICT ethics education, looking at what is working well and examines the use of a Positive Psychology approach, namely Appreciative Inquiry (AI) which has been found elsewhere to be an effective method to motivate change. This research project tests the impact that an Appreciative Inquiry included in a computer ethics class has on the development of moral attitude. The project had a quasi-experiment design with a large sample of over 400 participants (undergraduate Information Technology Management students) using both a control and treatment group to determine the effect of AI on the changes in moral sensitivity and moral judgment of the participants. One well validated survey tool and one developed specifically for ICT, the Defining Issues Test 2 and the IMIS Survey, respectively, were used to test changes from the beginning to the end of each course. The study findings demonstrate that a well-developed ethics course, adopting good practices, produced significant changes in the moral attitudes of the participants. The adoption of AI in the treatment group produced significant changes in elements of the student’s moral judgment validated by both the pre-and post-analysis and instructor observations. Thus taking a Positive Psychology approach to ICT ethics is a useful innovation to ethics education. The project has also demonstrated that AI may have significant potential for ethical education across professions and business at large.

Esta tese analisa a trajetória da formulação da política pública de reconhecimento de saberes do trabalhador, criada em novembro de 2009 pela Portaria Interministerial nº 1082, sob a nomenclatura de Rede Nacional de Certificação Profissional e Formação Inicial e Continuada – Rede CERTIFIC. O reconhecimento, validação e certificação de saberes é uma demanda apresentada pelos trabalhadores e que vem, ao longo de quase duas décadas, sendo foco de debates, sem que seu atendimento tenha tido sucesso. Será a partir de 2004, com a criação da comissão interministerial, que ações serão propostas, culminando efetivamente com a formulação do programa estudado. Para a realização do estudo foram usadas referências teóricas que compreendessem a política pública como um constructo social e que rompessem com a ideia de que as políticas públicas são frutos de um processo de estágios sequenciais e ordenados, desse modo, encontrei apoio em autores como Rua (1997), Azevedo (2004), Lima (2003), Muller e Surel (2004), Stoer e Magalhães (2005). Minha hipótese é que os referenciais dos atores envolvidos no processo de formulação da política estão implícitos na definição do problema, na escolha das alternativas de solução e na escrita do texto político. Na perspectiva de comprovar tal hipótese, este trabalho se propõe a estudar as fases iniciais da política: a emergência do problema, a colocação na agenda pública e de decisões governamentais e a formulação de alternativas e decisões. Os dados foram coletados em entrevistas semiestruturada com seis atores da formulação da política e para esta análise foram usados como suporte teórico-metodológico a Abordagem Ciclo de Políticas de Stephen Ball e Richard Bowe (1992), e o Modelo de Múltiplos Fluxos de Kingdon (2003). Dentre os achados destaca-se o redesenho de políticas e a influencia na formulação de políticas dos referenciais dos atores. O estudo nos permitiu identificar a gênese da política e os eventos Focalizadores de sua formulação, os atores visíveis e invisíveis e a influência de seus referenciais que marcaram o programa tanto na metodologia de construção quanto no desenho final. O estudo procura contribuir com a discussão sobre o programa e com as temáticas: análise de políticas, o trabalho e a educação. / This thesis analyses the trajectory of public policy formulation of the worker knowledge recognition, created in November of 2009 by the Interministerial Decree n. 1082, under the nomenclature of National Network of Profissional Certification and Initial Continuated Formation – CERTIFIC Network. The recognition, validation and certification of knowledge is a demand presented by the workers and, for almost two decades, is the center of debates without being attended. Since 2004, after the creation of the interministerial committee, that these actions are proposed and the studied program formulated. For the study were used theoretical references that understand public policy as a social construct and that break the idea of public policies being the result of a sequential and systematic process, thus, I found support in authors such as Rua (1997), Azevedo (2004), Lima (2003), Muller and Surel (2004), Stoer and Magalhães (2005). It is a hypothesis of this thesis that the references of the actors involved in the policy formulation process are implicit in the definition of the problem, in the choice of solution alternatives and in the writing of the political text. In the perspective of confirm this hypothesis, this paper aims to study the early stages of the policy: the urgency of the problem, the collocation in the public agenda and in the governmental decisions and the formulation of alternatives and decisions. Data were collected in semi-structured interviews with six players in policy formulation and for this analysis were used as a theoretical and methodological support the Policy Cycle Approach, by Stephen Ball and Richard Bowe (1992), and the Model of Multiple Streams, by Kingdon (2003). The study allowed us to identify the genesis of politics and the focusing events of its formulation, the visible and invisible actors and the influence of his references that marked the program both in construction methodology as in the final drawing. The study intends to contribute to the discussion on the program and to the themes: policy analysis, work and education.

Nesta dissertação apresentamos o relato de uma proposta de inovação na abordagem da Física para o Curso Técnico em Radiologia Médica – Radiodiagnóstico, do Colégio Cenecista São Roque, localizado em Bento Gonçalves/RS. Motivados pela carência de trabalhos direcionados ao ensino técnico e pela necessidade em tratar a Física Moderna de modo mais conceitual, nos propusemos a elaborar uma página na internet como instrumento de apoio à disciplina de Proteção Radiológica. Considerando como marco teórico a teoria sóciointeracionista de Lev Semenovich Vygotsky e visando uma maior conscientização dos alunos quanto aos efeitos biológicos das radiações, adotamos como conceito central a dualidade onda-partícula. Tal referencial teórico considera como elemento fundamental para a aprendizagem a interação em sala de aula e dessa forma procuramos direcionar nossas aulas de modo a incentivar o debate. Os materiais didáticos desenvolvidos e adaptados para nossa prática constam de roteiros exploratórios, simulações computacionais de fenômenos físicos e leitura de textos de divulgação científica. Utilizando como ferramenta simuladores Java Applets disponíveis na internet, foram explorados os efeitos fotoelétrico e Compton. Através de um software educacional, desenvolvido no Instituto de Física, que simula o interferômetro de Mach-Zehnder abordamos o caráter dual das radiações. Este modo de abordar a Física despertou o interesse dos alunos levando-os a participar mais das aulas e a fazerem relações dos conteúdos estudados em sala de aula com os fenômenos físicos que regem o radiodiagnóstico. / In this dissertation we report an innovative approach in teaching Concepts of Quantum Physics to a technical level course in Medical Radiology, namely Radiodiagnostic at Colégio Cenecista São Roque in Bento Gonçalves/RS. The main reasons for this work are twofold: first, there is a small number of papers in the literature concerned to technical teaching and even less in this field specifically. Second, the students are required to get some conceptual understanding of Quantum Physics - an abstract subject most of them has never heard before. We have chosen the wave-particle duality as a central concept to introduce Quantum Physics given that analogies with classical wave mechanics could be more easily recovered. The dual character of electromagnetic radiation and the probabilistic nature of Quantum Physics were then emphasized since these concepts are fundamental for a better understanding of biological effects of radiation. It is also important to clarify Physics is part of our everyday and that even many of the norms that will rule their professional lives are based on the actual scientific knowledge. We believe better prepared technicians will be professionals more conscious of the importance of their own role in society. Working within Lev Semenovich Vygotsky framework we have fomented and motivated the learning through interaction among students in the classroom and through the debate among them. We have also elaborated a homepage during the semestre as a support tool to the discipline of Radiological Protection. Texts, interesting links, related news from newspaper have been continuously added as the students were suggesting or asking for. Besides the homepage, we have elaborated specific didactic material like exploratory scripts to guide the students through virtual simulations as for the Wave-particle duality in the Virtual Mach-Zehnder Interferometer and for the Photoelectric Effect. The students in general showed themselves very receptive to the innovations since they could be more active during the classes. Their final comments are interesting and they can give hints where this approach can be still improved and what they like it most.

Nesta tese de doutorado, situada na área Trabalho e Educação e suas relações com a Saúde, concentrei as minhas reflexões na problemática da atividade docente, mais especificamente na atividade de trabalho da enfermeira que atua como professora supervisora do estágio curricular supervisionado na Educação Profissional. É atribuição dessa docente planejar, acompanhar e avaliar o desempenho do discente de acordo com o plano de ensino da disciplina, bem como se responsabilizar tecnicamente pela atuação deste no estágio. A investigação se deu no curso Técnico em Enfermagem, sendo que analisei como as renormalizações produzidas pelos técnicos em enfermagem, que se manifestam durante os momentos de prática de estágio, são tratadas pelas enfermeiras docentes. Para isso, me apoiei na abordagem ergológica do trabalho e nas contribuições sobre norma de Canguilhem, que muito influenciou a ergologia. O percurso metodológico foi dividido em quatro etapas, que foram: 1º) análise documental das bases para a Educação Profissional técnica de nível médio no Brasil, documentos que constituíram a escola e relatos de gestoras que participaram da criação e da implantação do curso na escola pesquisada; 2º) realização de entrevistas com nove enfermeiras docentes que atuam ou já atuaram como supervisoras de estágio; 3º) observação da atividade de trabalho de enfermeiras supervisoras no campo de estágio com o grupo de estudantes sob sua responsabilidade e 4º) participação e observação das reuniões docentes, encontros mensais que já fazem parte do trabaho dessas profissionais Os dados das etapas de observação foram registrados em diário de campo e juntamente com documentos e narrativas das entrevistas foram submetidos à análise de conteúdo (BARDIN, 2010) em diálogo permentente com a abordagem ergológica do trabalho, sendo que para proceder a análise global do material empírico foi preciso utilizar a técnica da triangulação. Para isso, foram agrupados em categorias construídas a partir - em diálogo - com os conceitos centrais da pesquisa e do arcabouço teórico em que se apoia a pesquisa: atividade de trabalho docente, educação profissional, trabalho e educação na educação profissional, práticas profissionais, estágios curriculares supervisionados de enfermagem, experiência e atividade de trabalho da enfermeira docente. Após a análise foi possível identificar que as supervisoras ao se aproximarem do trabalho da enfermagem, se deparam com um fazer que, mesmo tendo por base um conhecimento científico, acaba não sendo reconhecido por elas por ser diferente do que está posto nos manuais e do que foi apresentado previamente aos discentes. No entanto, o fazer dessas docentes durante o estágio também se mostra renormalizado em algumas situações, mas elas não reconhecem a “renormalização” do outro. E como não o reconhecem, não permitem que os discentes o utilizem e nem o incluem no debate – elas excluem esse modo de fazer da formação Essa negação do trabalho renormalizado apresentado pelos técnicos em enfermagem no campo de práticas acontece de várias formas na formação profissional. Observei que muitas docentes se utilizam de estratégias para garantir a realização do trabalho prescrito no campo de práticas colocando-o como única possibilidade. Uma dessas estratégias é excluir os trabalhadores técnicos em enfermagem do processo de ensino aprendizagem. As docentes, dessa forma, ao ignorarem o saber legítimo do técnico em enfermagem sobre o seu fazer e o seu potencial em implicar-se com o processo educativo do estudante, negam o potencial criador desses profissionais e refutam o trabalho real como parte essencial dessa etapa da formação. / In this doctoral thesis, located in the area of Work and Education and its relations with Health, I concentrated my reflections on the problematic of teaching activity, more specifically on the work activity of the nurse who acts as supervising teacher of supervised curricular internship in Vocational Education. It is the assignment of this teacher to plan, monitor and evaluate the performance of the student according to the teaching plan of the discipline, as well as being technically responsible for the performance of this in the stage. The research was conducted in the Technical Nursing course, and I analyzed how the renormalizations produced by nursing technicians, which are manifested during the internship practice, are handled by the teaching nurses. For this, I supported the ergological approach of the work and the contributions on standard of Canguilhem, that very influenced the ergology. The methodological course was divided into four stages, which were: 1) documental analysis of the bases for Professional Technical Education at the secondary level in Brazil, documents that constituted the school and reports of managers who participated in the creation and implementation of the course in the researched school ; 2) conducting interviews with nine teaching nurses who work or have already acted as supervisors of internships; 3) observation of the work activity of supervising nurses in the field of internship with the group of students under their responsibility and 4) participation and observation of the teaching meetings, monthly meetings that are already part of the work of these professionals The data of the observation stages were recorded in field diary and, together with documents and narratives of the interviews, were submitted to content analysis (BARDIN, 2010) in a permanent dialogue with the ergological approach of the work, and to carry out a global analysis of the material the triangulation technique. For this, they were grouped into categories constructed from - in dialogue - with the central concepts of the research and the theoretical framework on which the research is supported: teaching work activity, professional education, work and education in professional education, professional practices, internships supervised nursing curricula, experience and work activity of the teaching nurse. After the analysis, it was possible to identify that the supervisors, when approaching the nursing work, are faced with a task that, although based on a scientific knowledge, is not recognized by them because it is different from what is put in the manuals and what was presented previously to the students. However, the making of these teachers during the internship is also renormalized in some situations, but they do not recognize the "renormalization" of the other. And because they do not recognize it, they do not allow the students to use it and do not include it in the debate - they exclude this way of doing it from training This denial of renormalized work presented by nursing technicians in the field of practice happens in various forms in professional training. I have observed that many teachers use strategies to ensure the achievement of the prescribed work in the field of practice by placing it as the only possibility. One of these strategies is to exclude technical workers in nursing from the process of teaching learning. In this way, teachers, ignoring the legitimate knowledge of the nursing technician about their work and their potential to be involved in the student's educational process, deny the creative potential of these professionals and refute real work as an essential part of this stage training.

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-05-10T12:52:28Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) ismar_batista_ramos.pdf: 1747057 bytes, checksum: c46633d4d17a3fd10874da9765a8f979 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-05-16T18:36:37Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) ismar_batista_ramos.pdf: 1747057 bytes, checksum: c46633d4d17a3fd10874da9765a8f979 (MD5) / Made available in DSpace on 2017-05-16T18:36:37Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) ismar_batista_ramos.pdf: 1747057 bytes, checksum: c46633d4d17a3fd10874da9765a8f979 (MD5) Previous issue date: 2016 / Os dados do INEP mostram que do total de alunos com Necessidades Educacionais Especiais matriculados no ensino regular em 2013, isto ?, 648.921 alunos, 6,6% estavam na educa??o infantil, 77,8% no ensino fundamental, 7,2% no ensino m?dio, 7,8% na educa??o de jovens e adultos e 0,3% na educa??o profissional. Estes dados revelam o acesso limitado deste p?blico ? educa??o profissional e a poss?vel exist?ncia de barreiras para sua perman?ncia. Partindo desta realidade, esta pesquisa teve como objetivo geral compreender a pol?tica de inclus?o das Pessoas com Necessidades Educacionais Especiais em um campus do Instituto Federal do Norte de Minas Gerais. Buscou-se analisar as legisla??es investigando as a??es e condi??es de execu??o das pol?ticas p?blicas destinadas ?s Pessoas com Necessidades Educacionais Especiais no campus pesquisado, avaliar as a??es de inclus?o adotadas na institui??o na perspectiva discente e investigar os impactos do trabalho do NAPNE na institui??o a partir da avalia??o docente. Para este estudo, realizou-se uma pesquisa qualitativa, na modalidade estudo de caso. Entrevistou-se cinco docentes e cinco profissionais do NAPNE e aplicou-se question?rios aos quatro discentes com Necessidades Educacionais Especiais na unidade selecionada. Os dados levantados foram tratados atrav?s da an?lise de conte?do e indicaram o descompasso entre as a??es previstas nas legisla??es e no PDI e as condi??es de execu??o delas; a avalia??o das a??es na perspectiva dos discentes indicaram avan?os na inclus?o das Pessoas com Necessidades Educacionais Especiais como sistema de cotas, divulga??o e realiza??o de processos seletivos e vestibulares acess?veis, mas apontaram a escassez de a??es e servi?os para a perman?ncia ap?s o ingresso, insufici?ncia na forma??o inicial e continuada dos profissionais em educa??o inclusiva, entre outros. J? a avalia??o dos docentes sobre os impactos do trabalho do NAPNE evidenciou que este n?cleo tem papel indispens?vel na institui??o, por?m indicou falta de infraestrutura, insufici?ncia de forma??o, condi??es inadequadas de trabalho e outros fatores que limitam a atua??o do n?cleo. Conclui-se que somente aqueles alunos que se adaptam ?s condi??es existentes conseguem permanecer, o que denota condi??es de integra??o em detrimento da inclus?o. Evidencia-se como necess?ria a quebra das diversas barreiras encontradas para que o p?blico em quest?o possa ser inclu?do. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016. / INEP (National Institute of Educational Studies and Research) data show that from the total number of students with Special Educational Needs enrolled in regular education in 2013, it means, 648,921 students, 6.6% were in kindergarten, 77.8% in elementary school, 7.2% in high school, 7.8% in Youth and adult education and 0.3% in professional education. These data reveal the limited access of this public to the professional education and the possible existence of barriers to its permanence. Starting from this reality, this research had as a general goal to understand the policy of inclusion of People with Special Educational Needs in a Federal Institute of the North of Minas Gerais campus. The aim was to analyze the laws investigating the actions and conditions of execution of public policies destined for People with Special Educational Needs on the researched campus, to evaluate the inclusion actions adopted at the institution in the student perspective and to investigate the NAPNE's work impacts on the institution from the teacher evaluation. For this study, a qualitative research was made in study modality case. Five teachers and five NAPNE (Nucleus of assistance to people with special needs-NAPSN) professionals were interviewed and questionnaires were applied to the four students with Special Educational Needs in the selected unit. The collected data were treated through content analysis and indicated the mismatch between the actions foreseen in the legislations and in the PDI(Institutional development plan-IDP) and the conduct of their execution; the evaluation of actions from the students perspective indicated advances in the inclusion of People with Special Educational Needs as a quota system, disclosure and realization of accessible selective and entrance exam processes, but pointed to the actions and services scarcity for the post-stay joining, insufficiency in initial and continuing training of professionals in inclusive education, among others. On the other hand the evaluation of teachers on the impacts of NAPNE work showed that this nucleus has an indispensable role in the institution, but it indicated lack of infrastructure, lack of training, inadequate working conditions and other factors wich limit the nucleus performance. It was concluded that only those students who adapt to the existing conditions can remain, that denotes conditions of integration to the inclusion detriment. It is evident that it is necessary to break down the found several barriers so that the public in question can be included.

?rea de concentra??o: Educa??o e Gest?o de Institui??es Educacionais. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-02-02T19:42:29Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) cecilia_godinho_batista.pdf: 1532107 bytes, checksum: 79cfba515a55a51509539b4a6bba225f (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-02-03T12:13:56Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) cecilia_godinho_batista.pdf: 1532107 bytes, checksum: 79cfba515a55a51509539b4a6bba225f (MD5) / Made available in DSpace on 2018-02-03T12:13:56Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) cecilia_godinho_batista.pdf: 1532107 bytes, checksum: 79cfba515a55a51509539b4a6bba225f (MD5) Previous issue date: 2017 / O desenrolar da ed uca??o profissional desde sua g?nese pautou - se pelas demandas econ?micas, pol?ticas e sociais. Essa realidade perdura at? hoje, no mundo contempor?neo, em que em decorr?ncia da explos?o tecnol?gica, essa modalidade de ensino foi reestruturada com base na n ecessidade de educar os sujeitos de forma integral, para que sejam capazes de atuar autonomamente na sociedade tecnol?gica em que est?o inseridos. Para tanto, os Institutos Federais de Educa??o assumem o desafio de oferecer uma educa??o profissional que at enda n?o somente as necessidades do mercado de trabalho, mas tamb?m desenvolva aspectos intelectuais e humanos, valores ?ticos, de cidadania e de criticidade no uso das tecnologias. O objetivo do trabalho foi realizar uma investiga??o cient?fica para anali sar como as tecnologias integram o curr?culo do Curso de Inform?tica, integrado ao Ensino M?dio, no Instituto Federal de Educa??o do Norte de Minas Gerais ? IFNMG, no Campus Pirapora. A metodologia tra?ada, para esta pesquisa qualitativa, foi a an?lise de documentos legais, curriculares e metodol?gicos do curso, aplica??o de question?rios para alunos e entrevista com docentes e profissionais do apoio pedag?gico. A discuss?o e interpreta??o dos dados coletados foram por meio da an?lise de conte?do. Ao final da pesquisa c onstatou - se nos documentos legais do curso pesquisado que o Campus Pirapora possui concep??es quando a import?ncia da tecnologia ser um elemento transversal em toda pr?tica pedag?gica. Na perspectiva dos docentes as tecnologias s?o ferramentas que quando usadas com planejamento trazem resultados significativos ao ensino e aprendizagem. Infelizmente, percebeu - se que ainda s?o poucas as tecnologias utilizadas pelos docentes e que a maioria utiliza com frequ?ncia somente o data show em sala de aul a . No entanto, alguns relatam utilizar ainda o computador, internet , v?deos e softwares para contextualizar e significar a constru??o do conhecimento. Quanto ao olhar dos pedagogos quanto a tecnologia percebeu - se que utilizam para facilitar o acompanhament o das pr?ticas docentes e realizar as devidas interven??es no processo de ensino e aprendizagem. Os alunos relataram que quando o professor utiliza a tecnologia em sala de aula cria uma din?mica e maior interesse pelo conte?do. Em suma, mesmo que de forma limitada, constatou - se que as tecnologias est?o inseridas no curr?culo do curso e os docentes, alunos e pedagogos compreendem que as ferramentas tecnol?gicas podem facilitar e potencializar os processos de ensino e aprendizagem. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / The course of professional education since its genesis was based on economic, political and social demands This reality continues to this days, in the contemporary world, where due to the technological explosion, this modality of teaching has been restructured based on the need to educate the subjects in an integral way, so that they are able to act autonomously in the technological society in which they are inserted. Therefore, the Federal Institutes o f Education assume the challenge of offering a professional education that not only meets the needs of the labor market, but also develops intellectual and human aspects, ethical values, citizenship and criticality in the use of technology. The aim of this work was to carry out a scientific investigation to analyze how the technologies integrate the curriculum of the Informatics Course, integrated to the High School, in the Federal Institute of Education of the North of Minas Gerais - IFNMG, in the Pirapora Campus. The methodology outlined for this qualitative research was the analysis of legal, curricular and methodological documents of the course, application of questionnaires for students and interviews with teachers and pedagogical support professionals. The discussion and interpretation of the collected data was based on the content analysis. At the end of the research, it was found in the legal documents of the studied course that the Pirapora Campus has conceptions of the importance of technology as a transversal element in all pedagogical practice. From the perspective of teachers, technologies are tools that when used with planning bring significant results to teaching and learning. Unfortunately, it was realized that there are still few technologies used by teachers and that most often use only the classroom data show. However, some of the teacher report still use the computer, internet, videos and software to contextualize and signify the construction of knowledge. Regarding the pedagogues' perspect ive on technology, it was noticed that the they use it to facilitate the monitoring of teaching practices and to make the necessary interventions in the teaching and learning process. Students reported that when the teacher uses technology in the classroom it creates a dynamic and more interest in the content. To summarize, even in a limited form, it has been found that technologies are present in the curriculum of the course and teachers, students and pedagogues understand that technological tools may faci litate and enhance teaching and learning processes.