Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-08-07T11:31:32Z No. of bitstreams: 1 473099 - Texto Completo.pdf: 1685708 bytes, checksum: 47703da15536d4c1bddbb6dd37ab7ea8 (MD5) / Made available in DSpace on 2015-08-07T11:31:32Z (GMT). No. of bitstreams: 1 473099 - Texto Completo.pdf: 1685708 bytes, checksum: 47703da15536d4c1bddbb6dd37ab7ea8 (MD5) Previous issue date: 2015-03-05 / This paper on Educational Development, Policies and Practices has been done in support of the Master?s Degree of the Graduate Program in Education (PPGEDU), of the Pontifical Catholic University of Rio Grande do Sul (PUCRS). This research was intended to investigate the competences related to the educational use of digital technologies used by teachers teaching semi-distance courses, and who are considered to be competent users of such technologies, in view of PUCRS? standards, in the students? opinion. In other words, we are basically looking at teachers who have created or adapted digital resources in an educational way, thus assisting students? learning process as a result. Collective work, exchange of experiences and collective knowledge building were the theoretical foundations of this investigation, which has looked at work from scholars such as: Allessandrini; Behar Coll; Gabriel; L?vy; Lib?neo; Monereo; Moram; N?voa; Perrenoud; Prensky and Sacrist?n. This paper took both qualitative-exploratory and conclusive-quantitative approaches, (MALHOTRA, 2006), by means of a case study (YIN, 2010). Both professors teaching semi-distance undergraduate courses at PUCRS, and their students, were selected as the target audience. The following tools were used for data collection: semi-structured interviews (qualitative) and a structured questionnaire (quantitative). The Discourse Analysis Method, (MORAES; GALIAZZI, 2011) as well as descriptive and multivariate statistics, were used for analysis and interpretation of data (MALHOTRA, 2006). Results have shown that the digital technology competences, used by professors teaching semi-distance courses at PUCRS were as follows: Digital Fluency, Teaching/Planning Practice and Mediation. These three major competences that have been spotted will enable institutions, along with their managers, to think about how to develop such competences strategically with their professors, by relying on the materials used and the hypothesis model presented herein. Ultimately, this investigation is expected to contribute for new discussions underlying teacher training on the educational use of technological resources, teacher innovation and strategies for competence development. / Esta disserta??o foi desenvolvida na Linha de Pesquisa Forma??o, Pol?ticas e Pr?ticas em Educa??o, no Curso Stricto Sensu de Mestrado, do Programa de P?s-Gradua??o em Educa??o (PPGEDU) da Pontif?cia Universidade Cat?lica do Rio Grande do Sul (PUCRS). A pesquisa buscou investigar quais compet?ncias relacionadas ao uso pedag?gico de tecnologias digitais possui o professor que ministra disciplinas semipresenciais e que desenvolve boas pr?ticas na perspectiva dos alunos, no contexto da PUCRS. Ou seja, professores que criaram ou adaptaram de forma did?tica recursos associados ?s Tecnologias Digitais (TDs) resultando em situa??es de apoio ? aprendizagem dos alunos. A base te?rica utilizada neste estudo est? ancorada no trabalho coletivo, no compartilhamento de experi?ncias, na constru??o do conhecimento em rede e os autrores utilizados foram: Allessandrini; Behar Coll; Gabriel; L?vy; Lib?neo; Monereo; Moram; N?voa; Perrenoud; Prensky e Sacrist?n. A investiga??o foi pautada em uma abordagem de cunho qualitativo explorat?rio e quantitativo conclusivo (MALHOTRA, 2006), por meio de um estudo caso (YIN, 2010). Quanto ? delimita??o do p?blico, foram considerados os docentes, indicados pela PROACAD, que ministram disciplinas semipresenciais nos cursos de gradua??o da PUCRS e os alunos desses professores. Os instrumentos de coleta de dados utilizados na pesquisa foram: entrevistas semiestruturadas (qualitativa) e question?rio estruturado (quantitativo). Para an?lise e interpreta??o dos dados, utilizou-se a t?cnica de An?lise Textual Discursiva (MORAES; GALIAZZI, 2011) e estat?sticas descritivas e multivariadas (MALHOTRA, 2006). Os resultados apontaram que as compet?ncias relacionadas ao uso pedag?gico de TDs, que os professores que ministram disciplinas semipresenciais, no contexto PUCRS, desenvolveram foram: Flu?ncia Digital, Pr?tica Pedag?gica/Planejamento e Media??o Pedag?gica. S?o tr?s grandes compet?ncias identificadas que permitem que as institui??es, com seus gestores, possam pensar estrategicamente em como desenvolv?-las com seus docentes, a partir do instrumento utilizado e do modelo de hip?teses apresentado neste estudo. Por fim, espera-se que esta pesquisa possa contribuir para novas reflex?es que norteiam a forma??o docente em rela??o ao uso pedag?gico de recursos tecnol?gicos, inova??o did?tica e estrat?gias de desenvolvimento de compet?ncias.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-09-29T12:47:21Z No. of bitstreams: 1 475294 Texto Completo.pdf: 464099 bytes, checksum: c6f76c53326c7e19ac140caa146b2d37 (MD5) / Made available in DSpace on 2015-09-29T12:47:21Z (GMT). No. of bitstreams: 1 475294 Texto Completo.pdf: 464099 bytes, checksum: c6f76c53326c7e19ac140caa146b2d37 (MD5) Previous issue date: 2015-04-14 / This Master?s thesis has as its theme the continued education of teachers and presents the results of a research involving four public school teachers of Basic Education, acting as supervisors in the Chemistry subproject of the Teacher Training Scholarship Program (PIBID) of the Pontifical Catholic University of Rio Grande do Sul (PUCRS). By investigating the perceptions of the supervising teachers, this study aims to understand the impact of the interaction between the university and the school provided by PIBID in the continued formation of the supervisors of the field of Chemistry at PUCRS. Data were collected through semi-structured interviews, recorded in audio and transcribed faithfully, which were analyzed using Discursive Textual Analysis (DTA). The results showed categories organized in order to meet the specific objectives of this research, indicating that the university-school interactions experienced in PIBID originate in the two program's operational centers, in which the university and school work together in the elaboration of actions, starting with the actions of the group of participants that make up the subproject, the area coordinator, PIBID students from universities and supervisors working in schools.Concerning the subproject, the supervisors experience an environment of interaction fomented by the program Educating Through Research (EPP) where they are invited to exchange experiences, to develop an autonomous and critical view about their practice, to participate in the elaboration of actions using different teaching strategies, thus guiding the PIBID students and acting as co-supervisors together with the university, while getting closer to the academy, becoming familiar with academic theories and attending conferences as spectators or authors of their own researches. Some of the progresses observed are the support given to the teaching practice of the supervisor and to the participation in training environments in groups based on their practice, enabling the participants to share experiences, bringing together universities and schools and promoting professional development. The obstacles faced are based on the difficult work of the supervisors as intermediaries of the university in the schools where they work. The dedication of the PIBID students has also been noted, as was the transposition of the learning experienced to classroom activities. / A presente disserta??o tem como tema a forma??o continuada de professores e apresenta resultados de uma pesquisa envolvendo quatro professores da rede p?blica de Educa??o B?sica, atuantes como supervisores no subprojeto de Qu?mica doPrograma de Bolsas de Inicia??o ? Doc?ncia (PIBID)da Pontif?cia Universidade Cat?lica do Rio Grande do Sul (PUCRS). Investigando as percep??es dos professores supervisores,este trabalho tem como objetivo compreender o impacto da intera??o entre a universidade e a escola proporcionada pelo PIBID na forma??o continuada dos supervisores da ?rea de Qu?mica da PUCRS. Os dados foram coletados por meio de entrevistas semiestruturadas, gravadas em ?udio e transcritas fidedignamente, os quais foram analisados por meio da An?lise Textual Discursiva (ATD). Como resultados surgiram categorias organizadas com o intuito de responder os objetivos espec?ficos desta pesquisa,apontando que as intera??es universidade escola vivenciadas no PIBID se originam nos dois polos de atua??o do programa, no qual a universidade e escola trabalham juntas na constru??o das a??es, partindo das a??es do grupo de participantes que comp?e o subprojeto, coordenador de ?rea, pibidianos, provenientes das universidades e supervisores, atuantes nas escolas.No ?mbito do subprojeto os supervisores vivenciam um ambiente de intera??o fomentado pelo Educar Pela Pesquisa (EPP) onde s?o convidados a trocar experi?ncias, desenvolver autonomia e criticidade sobre sua pr?tica, participam da constru??o de a??es utilizando diferentes estrat?gias de ensino, orientam os pibidianos, atuando como co-formador em conjunto com a universidade e aproximam-se da academia, familiarizando-se com teorias acad?micas, participando de congressos como expectadores ou autores de suas pr?prias pesquisas. Como avan?os s?o apontados o apoio ? pr?tica pedag?gica do supervisor, ? participa??o de ambientes de forma??o em grupo baseados em sua pr?tica, possibilitando troca de experi?ncias entre os participantes, aproxima??o entre a universidade e as escolas e valoriza??o profissional. Os obst?culos apontados baseiam-se na dif?cil atua??o do supervisor como intermediador da universidade nas escolas onde trabalham; dedica??o dos pibidianos e na transposi??o das aprendizagens vivenciadas para as atividades realizadas em sua sala de aula.

Made available in DSpace on 2015-04-14T13:47:55Z (GMT). No. of bitstreams: 1 447467.pdf: 14793937 bytes, checksum: 4b2a28ae83ec2e129502f8dcb234fe1d (MD5) Previous issue date: 2013-04-05 / This thesis comprises a reflection, from discourses about public education, women's education and teacher training, published in journals supporters in Porto Alegre / RS (1869-1937). The paper is enrolled in the scientific field of Cultural History and the History of Education, passing through the bias in political history. The input document is used are the journals: The Reformation which is an organ of the Liberal Party, the Conservative organ of the Conservative Party and the Federation, the national Republican Party Riograndense. Through the content analysis method developed by Bardin (1977), which is used to understand the speeches, taking into account the political, social and cultural scenario in which they were produced. In order to that the significance of these speeches to the social group that produced them were related, the editors of journals supporters also linked to public education and teacher training. However, what matters in this paper is not the political debate in itself, but as this debate reflects the discourses and representations produced on public education, women's education, and especially on the Normal School / District School / School Complementary School / Normal School / Normal School General Flores da Cunha, in the partisan press. In speeches on women education attention was drawn to the writings of Anne Aurora Amaral Lisbon in The Reformation. Graduated from the the Normal School of Porto Alegre, wrote several articles about education and especially on the political participation of women.As periodicals are chosen by the partisans, it is important to bear in mind that the writers build a partisan speech. But it is important to emphasize that even having a definite ideological stance; the journal has important qualities for historical research, especially from the perspective of cultural history and constitute archives of the everyday life of a society. In theory, what it is wanted to address is how this "image" of "model school" for the the Normal School was constructed and how these discourses partisans contributed to this construction. Furthermore, we can see what kind of education was designed for the population and especially for women from Porto Alegre, perhaps for women from Rio Grande do Sul / Esta tese compreende uma reflex?o, a partir de discursos sobre instru??o p?blica, educa??o da mulher e forma??o de professores, publicados em peri?dicos partid?rios em Porto Alegre/RS (1869-1937). O trabaho est? inscrito no campo cient?fico da Hist?ria Cultural e da Hist?ria da Educa??o, perpassando pelo vi?s da Hist?ria Pol?tica. O aporte documental utilizado s?o os peri?dicos: A Reforma, ?rg?o do Partido Liberal; O Conservador, ?rg?o do Partido Conservador e A Federa??o, ?rg?o do Partido Rep?blicano Riograndense. Atrav?s da an?lise de conte?do, m?todo elaborado por BARDIN (1977), procura-se compreender os discursos, levando em conta o cen?rio pol?tico, social e cultural, no qual foram produzidos. Para isso, relaciona-se o significado desses discursos ao grupo social que os produziu, os redatores dos peri?dicos partid?rios, tamb?m ligados ? instru??o p?blica e ? forma??o de professores. No entanto, o que interessa neste trabalho n?o ? o debate pol?tico por si s?, mas como esse debate reflete nos discursos e representa??es produzidas sobre instru??o p?blica, educa??o da mulher, e, principalmente, sobre a Escola Normal/Col?gio Distrital/Escola Complementar/Escola Normal/Escola Normal General Flores da Cunha, na imprensa partid?ria. Nos discursos sobre a educa??o da mulher chama-se a aten??o para os escritos de Ana Aurora do Amaral Lisboa, em A Reforma.Formada pela Escola Normal de Porto Alegre, escreveu v?rios artigos sobre instru??o e, principalmente, sobre a participa??o pol?tica da mulher. Como os peri?dicos escolhidos s?o partid?rios, tem-se em mente, que os articulistas construem um discurso partid?rio. Mas, ? importante ressaltar que, mesmo tendo uma postura ideol?gica definida, o jornal possui qualidades importantes para pesquisa hist?rica, principalmente dentro da perspectiva da hist?ria cultural e constituem arquivos do cotidiano de uma sociedade. Em tese, evidencia-se como foi constru?da essa imagem de escola modelo para a Escola Normal e como esses discursos partid?rios contribuiram para essa constru??o. Al?m disso, se pode perceber qual tipo de educa??o era pensada para a popula??o e, principalmente, para as mulheres porto-alegrenses, qui?? para as mulheres ga?chas.

Submitted by Elba Lopes (elba.lopes@fecap.br) on 2016-05-16T17:11:53Z No. of bitstreams: 2 Patr??cia_Fernandes_Frauches.pdf: 1887353 bytes, checksum: fc40808ad867f38cb6c276cf98a2ba6f (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-05-16T17:11:53Z (GMT). No. of bitstreams: 2 Patr??cia_Fernandes_Frauches.pdf: 1887353 bytes, checksum: fc40808ad867f38cb6c276cf98a2ba6f (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-11-25 / The study of the teaching profession has been the subject of research in different contexts, among the different approach of possibilities this theme stands out in recent years, the reflections that seek to understand the genealogy of the profession, that is, knowledge and expertise that it demands. This research aimed to outline a profile of the knowledge underlying the pedagogical practices of teachers who work in an accountancy course offered by a university in the state of Sao Paulo, trying to identify what kind of knowledge permeate the actions of teachers in room college tuition as well as the knowledge that there are manifest. To this end, we carried out an exploratory study of qualitative approach. Data were collected through an online form and analyzed using content analysis to the free issues and statistics for the structured questions. It was found that the knowledge underlying the pedagogical practice of the investigated teachers are related to the ability to select a topic from the given subject content and make connections with the goal and the teaching methodology and use assessment instruments and procedures student learning. However, they were not highlighted in the reports of the classes, what are the criteria in the evaluation processes used. On the other hand, it stands out as the predominant practical knowledge of these teachers, knowledge of the specific content of the given discipline and its teaching specifies, which allows the teacher to find ways to make the content understandable to students. It follows therefore that the practical knowledge, built on the action of teachers is characterized by a knowledge existential, social and pragmatic permeated by beliefs, values and ethical principles arising from their trajectories and livings, the accounting profession, the teaching and sharply the context in which they operate. / O estudo da profiss??o docente tem sido objeto de investiga????o em diferentes contextos, dentre as distintas possibilidades de abordagem desta tem??tica, destaca-se nos ??ltimos anos, as reflex??es que procuram compreender a genealogia dessa profiss??o, isto ??, que conhecimentos e saberes que ela demanda. Esta pesquisa teve como objetivo geral delinear um perfil dos saberes que fundamentam a pr??tica pedag??gica de docentes que atuam em um curso de ci??ncias cont??beis oferecido por uma IES do estado de S??o Paulo, procurando identificar que tipo de conhecimentos permeiam as a????es dos docentes em sala de aula universit??ria bem como os saberes que ali se manifestam. Para tanto, realizou-se uma pesquisa explorat??ria de abordagem qualitativa. Os dados foram coletados por meio de um formul??rio online e analisados por meio da an??lise de conte??do para as quest??es livres e da estat??stica para as quest??es estruturadas. Constatou-se que os saberes que fundamentam a pr??tica pedag??gica dos docentes investigados est??o relacionados com a capacidade de selecionar um t??pico do conte??do da disciplina ministrada e de fazer conex??es com o objetivo e a metodologia de ensino, bem como utilizar instrumentos e procedimentos de avalia????o da aprendizagem dos alunos. Entretanto, n??o ficaram destacados nos relatos das aulas, quais foram os crit??rios estabelecidos nos processos avaliativos utilizados. Por outro lado, destaca-se, como predominante do conhecimento pr??tico destes docentes, o conhecimento do conte??do espec??fico da disciplina ministrada e da sua did??tica especifica, o qual permite ao professor buscar formas de tornar o conte??do compreens??vel aos alunos. Conclui-se assim, que o saber pr??tico, constru??do na a????o dos docentes caracteriza-se por um saber existencial, social e pragm??tico permeado por cren??as, valores e princ??pios ??ticos decorrentes das suas trajet??rias e viv??ncias, na profiss??o cont??bil, na doc??ncia e acentuadamente, do contexto onde atuam.