Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2017-05-03T19:46:34Z No. of bitstreams: 1 Maria da Concei¿¿o Oliveira Santos.pdf: 2123923 bytes, checksum: 36f854406d9814e0bc16ae86fb4bf7ad (MD5) / Made available in DSpace on 2017-05-03T19:46:37Z (GMT). No. of bitstreams: 1 Maria da Concei¿¿o Oliveira Santos.pdf: 2123923 bytes, checksum: 36f854406d9814e0bc16ae86fb4bf7ad (MD5) Previous issue date: 2017-03-21 / This study focuses on the internship program within an Undergraduate Distance Learning Education Programs, seeking to understand how former students, now active teachers, perceive this internship and tries to identify tensions and contributions to the academic training of this teacher/educator. As a qualitative research in its core, with the use of questionnaire and interviews to collect data and main theoretical reference brings theory/practice concepts, as well as pre-teaching internship programs and distance learning. Bibliographic review showed that monitored internship is the most important phase of teacher training, when students can approach professional teaching practice and have the opportunity to reflect upon theories visited during their program as well as creating their own. The choice for distance learning programs is a result of a cost-benefit analysis, which includes schedule flexibility, affordable tuition fees, compliance with legal educational requirements and teaching career development. Monitored internship offers multiple formative possibilities, and is part of a context of expansion of Higher Education Institutions (HEI) in Brazil, and at the same time, of commodification of higher education. A great number of participants of this research reported they have not accomplished the legal requirement of completing internship time in Basic Education schools, and also that the monitoring and follow up services provided by the HEI is insufficient for proper teacher training. The articulation between theory and practice for these students will only make sense after the end of the program, while the internship (if carried) brings new meanings for the practice of these new professionals. Such scenario shows the problems of the uncontrolled expansion of Distance Learning Education Programs in Brazil in the latest years, by the huge number of programs that are offered by private HEIs, and reveals the need for revision of the procedures and provisions of this educational format. / A presente pesquisa tem como tema o estágio na formação do docente em cursos de Pedagogia a distância (EAD), buscando compreender o olhar de professores (as) formados (as) nessa modalidade (e que atuam profissionalmente) sobre o estágio realizado nesses cursos, identificando as tensões e as contribuições na formação acadêmica do pedagogo/professor. Com abordagem qualitativa, fazendo uso de questionários e entrevistas para a coleta de dados, o estudo tem como principais referenciais teóricos os conceitos de teoria e prática, o estágio na formação de professores/pedagogos e a educação a distância. A revisão bibliográfica realizada demonstra que o estágio supervisionado é o grande ápice da formação docente, constituindo o momento em que o aluno se aproxima da prática profissional e tem a possibilidade de refletir e tecer articulações acerca das teorias estudadas no curso. A opção pela modalidade a distância por parte do estudante ocorre devido à flexibilidade quanto aos horários de estudo, à acessibilidade dos valores das mensalidades, ao atendimento das exigências legais e à pretensão de desenvolvimento na carreira docente. O estágio supervisionado apresenta múltiplas possibilidades formativas, em um contexto de expansão do ensino superior brasileiro e, ao mesmo tempo, de mercantilização da educação superior. A maioria dos sujeitos da pesquisa relatou não ter realizado o estágio nas escolas de educação básica, conforme exigência legal, sendo o acompanhamento e a supervisão insuficientes para uma formação de qualidade. A articulação entre teoria e prática vai fazer sentido para os estudantes após o término do curso, enquanto o estágio (quando realizado) serve para ressignificar as práticas desses profissionais. Tal cenário indica a imperativa problematização da expansão dos cursos de Licenciatura em Pedagogia na modalidade EAD no Brasil nos últimos anos, pelo gigantismo dos cursos oferecidos por instituições de ensino superior privadas, bem como revela a necessária revisão dos procedimentos de regulamentação dessa modalidade educacional.

Graduation date: 2006 / Habitat loss causes a reduction in available resources for wildlife, alters the configuration of remaining habitat, and may isolate wildlife populations. White-breasted nuthatches (Sitta carolinensis) are experiencing long-term population declines in the Willamette Valley of Oregon, where they are historically associated with oak woodlands. As secondary cavity-nesters, white-breasted nuthatches may be limited by the availability of existing cavities for nesting and roosting. Oak vegetation in the Willamette Valley has changed since European-American settlement times from vast areas of open oak savanna to isolated closed-canopy stands separated by agricultural fields. We examined nuthatch density, nest cavity selection, and nest success in relation to oak woodland structure and landscape context. We conducted point transect surveys in 3 strata: woodland interiors, large woodland edges, and small woodlands. We located and monitored nuthatch nests and sampled vegetation at nest locations and matching random locations around each nest. Woodland structure and edge density were measured at a 178-m radius (home range) scale, and landscape context was measured using vegetation cover within a 1-km radius around point transects and nests. We used program DISTANCE to fit detection functions and calculate nuthatch densities. We used conditional logistic regression to compare nest locations with random locations, and analyzed nest success with Mayfield logistic regression. White-breasted nuthatch density was significantly higher in small woodlands than in edges of large woodlands, which had higher nuthatch density than woodland interiors. Density of nuthatches increased with a combination of oak cover within a 1-km radius of the point, edge density within a 178-m radius, and number of oak trees >50 cm diameter at breast height (dbh) within a 100-m radius. Nest cavities were situated in oak trees containing more cavities than random oak trees that had cavities, and oak trees used as nest trees had a larger dbh than oak trees within random plots. Local woodland structure at nest locations was characterized by larger trees, measured by greater mean dbh, canopy cover, and basal area of oaks than random locations within the home range. Nest success in natural cavities was 71% and was not predicted by attributes of nest cavities, nest trees, local woodland structure at nests, woodland structure at the home range scale, or landscape context. These results suggest that the most suitable habitat for white-breasted nuthatches in the Willamette Valley includes oak woodlands in close proximity to one another with a high proportion of edge and mature oak trees. Managers should preserve trees containing cavities and large oak trees whenever possible. Thinning of small oaks and removal of conifers in oak woodlands to create more open, savanna-like conditions may also promote the development of larger oaks with more spreading branches, providing more opportunities for cavities to form and more foraging surface area for nuthatches.