Orientador: Elizabeth Piemonte Constantino / Banca: Cláudio Edward dos Reis / Banca: Wilka Coronado Antunes Dias / Banca: Ivone Tambelli Schimidt / Banca: Raimunda Abou Gebran / Resumo: Existe uma procura crescente pelas vagas oferecidas pelos cursos técnicos. As matrículas cresceram para além dos 70% entre 2002 e 2010. Tornou-se fundamental voltarmos o olhar para tal segmento educacional, pois, as mudanças no mercado de trabalho formal, aliado a promulgação da Lei nº 11.741, que desvincula o Ensino Médio da Educação Profissional, forçou-nos a compreender essa população diferenciada, que hoje adentra os bancos escolares da Educação Profissional. Após a aplicação de questionários e da utilização do critério socioeconômico da ABIPEME (Associação Brasileira de Institutos de Pesquisa de Mercado) o perfil do aluno que está matriculado nos diversos cursos da Escola Técnica Estadual Pedro D'Arcádia Neto, em Assis, é o de uma população com uma pequena superioridade numérica feminina, nascidos, em sua maioria, na cidade de Assis, com idade média em torno de 24 anos, que estudam no período noturno, são solteiros, sem filhos, moram com os pais, muito interessados nas novas tecnologias, trabalham, não freqüentam a biblioteca, são oriundos de escola pública, apresentam objetivos claros e esperam uma boa formação voltada para o mercado de trabalho, pretendem, em curto prazo, trabalhar e continuar estudos universitários; entendem que a Internet, os amigos e a televisão atendem suas necessidades de lazer e dependem financeiramente dos pais, que por sua vez, apresentam o Ensino Médio completo e trabalham, em sua maioria, na área de serviços. Os respondentes caracterizam-se por pertencerem às classes socioeconômicas B e C / Abstract: There is an increasing demand for the vacancies offered by the technical courses. The enrollments outgrew above 70% between 2002 and 2010. It has rendered fundamental to turn our eyes to such an educational segment because the changes in the formal job market, associated with the promulgation of the Law 11.741, that disentails the High School from the Professional Education, has forced us to comprehend this distinct population, which goes into the Professional Education. After the application of questionnaires and the utilization of the socioeconomic criteria established by ABIPEME (Associação Brasileira de Institutos de Pesquisa de Mercado) the profile of the student enrolled in the various courses of the Escola Técnica Estadual Pedro D'Arcádia Neto, in Assis, is that of a population with a small numerical feminine superiority, born mostly in Assis, with a mean age around 24 years old, studying at night, single, without children, living with their parents. They are very interested in new technologies, they work, they do not attend library, they came from public schools and show clear objectives and hope for a good formation directed to the work market. They also intend to work and get into college, they understand that Internet, friends and television fulfill their needs of leisure. Finally, they are financially dependent from their parents, which, in turn, present complete High School studying and do outside works. The respondents characterized themselves as pertaining to B and C socioeconomic classes / Doutor

O objetivo desse trabalho foi caracterizar a Escola de Aprendizes Artífices de São Paulo, criada em 1909, como uma instituição que atendia às especificidades de São Paulo na época, como nacionalizar os trabalhadores, majoritariamente estrangeiros. Assim, cuidava-se de transmitir a língua e a cultura brasileira; a disciplina baseada na assiduidade, pontualidade, respeito à hierarquia e principalmente educar os futuros artífices, mestres e contra mestres, através de um ensino racional e científico, no sentido de descaracterizar o conhecimento empírico desses trabalhadores. A referida escola, apesar de ter sido criada por Nilo Peçanha, possivelmente, no sentido educar os desfavorecidos da fortuna, ilustrando a tese de uma elite brasileira, não representativa do polo dinâmico e que propunha, no Congresso Agrícola de 1878, no Rio de Janeiro, o aproveitamento da mão-de-obra livre pobre e ex-escrava, acabava por corresponder às expectativas da burguesia moderna paulista, que, no mesmo Congresso, fora vencedora ao propor o uso do imigrante no mercado de trabalho livre nacional. Diferentemente de suas congêneres nacionais. o seu alunado era formado por filhos de operários, profissionais urbanos e pelos próprios operários. Enquanto isso, e dando continuidade ao projeto da fração de elite moderna paulista, houve na década de 1920 a criação da Escola de Mecânica Prática do Liceu de Artes e Ofícios , a criação do Centro Ferroviário de Ensino e Seleção Profissional em 1934 e em 1942 a criação do SENAI, tendo como figura chave o engenheiro suíço Roberto Mange, inaugurando a seriação metódica, com a parcelização da produção e a requalificação por função, indicando um processo que iria ocorrer nas Escolas de Aprendizes Artífices de modo muito mais moroso. / The purpose of this work was to characterise the São Paulo School of Apprentice Artificers (\"Escola de Aprendizes Artífices de São Paulo\"), founded in 1909 as an institution to meet the specific needs of the city then, such as nationalising the workers, which were mostly foreigners. Being so, the Brazilian language and culture were taught there, as well as a discipline based on assiduity, punctuality and hierarchical respect ; and above all, the future artificers, masters and quartermasters were educated by means of a rational and scientific teaching, aiming to disqualify these workers previous empirical knowledge. This school, although having possibly been created by Nilo Peçanha in order to educate the unfortunate, illustrating, thus, the thesis of a Brazilian elite which did not represent the dynamic pole and which proposed, at the 1878 Agricultural Congress in Rio de Janeiro, the use of the free, poor and ex-slave work force, in fact turned out to meet the modern São Paulo bourgeoisies expectations. At such Congress, this class succeeded when proposing the use of immigrants in the free national job market. Unlike its national counterparts, the pupils at this school were workmen, their children and urban professionals. Meanwhile and continuing the project of part of this modern elite in São Paulo, in the 1920s the School of Practical Mechanics at the Arts Lycée (\"Escola de Mecânica Prática do Liceu de Artes e Ofícios\") was created, as w3ell as the Railroad Centre for Professional Teaching and Selection (\"Centro Ferroviário de Ensino e Seleção Profissional\") in 1934 and SENAI in 1942, headed by the Swiss engineer Roberto Mange. An orderly and mass production sequence was then initiated, together with requalification by functions, indicating a process which would take place at the Schools of Apprentice Artificers, but at a much slower pace.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-11-09T10:57:41Z No. of bitstreams: 1 Sílvia de Paula Gorzoni.pdf: 898297 bytes, checksum: cde45e8817203e8a361749fa152c5524 (MD5) / Made available in DSpace on 2016-11-09T10:57:41Z (GMT). No. of bitstreams: 1 Sílvia de Paula Gorzoni.pdf: 898297 bytes, checksum: cde45e8817203e8a361749fa152c5524 (MD5) Previous issue date: 2016-08-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The current work aims to perform a mapping on the Professional teaching in the articles published in the five most consulted educational magazines , according to SciELO, over the years 2006 to 2014. This study is due to the lack of consensus of different researches on the aspects and conditions of professional teaching. Thirty three articles with the terms professional, professionalization, professionalism and professional development associated with the words: teacher, lecturer and teaching in issues subject, title and/or keywords were found. It was found that most items are essays and empirical research. This fact demonstrated a lack of questions about professional teaching concept. It has not been found any lack of consensus on aspects of the professional teaching, but emphasis on one or another aspect on professional teaching concept. There were found many more articles on professionalization teaching and professional teaching development if compared to articles on professionalism and professional teaching subject. This work stands out the wide professionalism and it suggests new studies on relationship between professional teaching and professional teaching development / O presente trabalho tem como objetivo realizar um mapeamento sobre a temática da profissionalidade docente nos artigos publicados nas cinco revistas de educação mais consultadas, segundo a SciELO, durante os anos de 2006 a 2014. Tal estudo se justifica perante a falta de consenso, em diversas pesquisas científicas, sobre os aspectos e as condições da profissionalidade docente. Foram encontrados 33 artigos que possuíam os termos profissionalidade, profissionalização, profissionalismo e desenvolvimento profissional, associados às palavras: professor, docente, docência nos tópicos assunto, título e/ou palavraschave. Constatou-se que a maioria dos artigos é do gênero ensaio e pesquisa empírica, demonstrando falta de indagações conceituais sobre a profissionalidade docente. Neste trabalho não se constatou falta de consenso sobre aspectos da profissionalidade docente, mas ênfase para um ou outro aspecto que envolve o seu conceito. Foram encontrados mais artigos sobre o tema da profissionalização docente e do desenvolvimento profissional docente se comparados aos poucos artigos referentes ao tema do profissionalismo docente e profissionalidade docente. Este estudo destaca a profissionalidade ampla/desenvolvida e sugere novos estudos sobre a relação entre profissionalidade docente e desenvolvimento profissional docente

This study utilized a causal-comparative design to investigate a relationship between the independent variable, National Board certification, and the dependent variable, perceived use of developmentally appropriate practices (DAP). A self-developed survey, the Early-childhood Teacher Inventory of Practices (E-TIP), was emailed to participants to collect data comparing differences in perceived use of DAP among early childhood teachers. Two hundred and forty-six Non-National Board certified (Non-NBCT) and 135 National Board certified (NBCT) early childhood teachers were surveyed. Inferential and descriptive statistics were used to analyze scores to determine if there was a difference in the mean scores. Descriptives were reported for age, years of teaching experience, grade level currently teaching, ethnicity, degree type, certification type, and degree level. Multiple analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) were used to understand the differences between perceived use of DAP. NBCTs scored significantly higher than Non-NBCTs on the E-TIP in three of the four target areas and on the Total of the Scale. Pearson product-moment corelations were used to determine a relationship between years of experience or level of education and NBCTs' perceived use of DAP. Years of experience were significantly related, but level of education was not. The findings indicate that National Board certified teachers perceive they incorporate more developmentally appropriate practices into their teaching than Non-National Board certified teachers.

Thesis (Ed.D.)--University of Central Florida, 2008. / Adviser: Larry Holt. Includes bibliographical references (p. 68-74).

Dissertation (Ph.D.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references.

Thesis (Ed.D.)--University of Central Florida, 2008. / Advisers: Larry Holt, Randall Hewitt. Includes bibliographical references (p. 95-106).

Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 172-187).

Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on May 11, 2007. Dissertation Committee: Thomas Crumpler (chair), Amee Adkins, Robert Dean, Lynn Gaddis, Kay Moss, Gary Weilbacher. Includes bibliographical references (leaves 441-446) and abstract. Also available in print.

Thesis (Ed.D.)--University of West Florida, 2006. / Title from title page of source document. Document formatted into pages; contains 130 pages. Includes bibliographical references.