Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-03-02T19:35:08Z No. of bitstreams: 1 SilviaReginadosSantosCoelhoTese2017.pdf: 5679836 bytes, checksum: 9d5333ad4936f13910f1fa9db7b9844f (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-03-02T19:35:38Z (GMT) No. of bitstreams: 1 SilviaReginadosSantosCoelhoTese2017.pdf: 5679836 bytes, checksum: 9d5333ad4936f13910f1fa9db7b9844f (MD5) / Made available in DSpace on 2018-03-02T19:35:38Z (GMT). No. of bitstreams: 1 SilviaReginadosSantosCoelhoTese2017.pdf: 5679836 bytes, checksum: 9d5333ad4936f13910f1fa9db7b9844f (MD5) Previous issue date: 2017-12-13 / This qualitative and explanatory research is linked to the Education and Society research line, led by the UNESCO Chair of Youth, Education and Society of the Catholic University of Brasilia (UCB). Its main goal it aimed at to investigate how some selected pedagogical investigating how certain pedagogical strategies, adopted by managers and teachers in the methodology of Learning Workshops, can improve the learning process and stimulate the entry and continuity of secondary school students. The project focused on the educational practices of a private secondary school in Curitiba, Paran??. The research applied Stake's (1995, 2007) "intrinsic case study" methodology, complemented by Yin???s (2010) procedural theoretical conception, associated with Bardin???s (2011) "content analysis." For the development of the analysis of the central question on how the investigated Secondary School is putting into practice the guidelines of the new Pedagogical Proposal of 2017. The debate of curricular policies was based on the cycle of educational policies, proposed by Bowe and Ball (1992), Ball (1994) and Ball and Mainardes (2011). The documentary analysis was also carried out to reflect on the new guidelines of the pedagogical proposal of Secondary School, facing the new curricular requirements of secondary education. For the data collection, questionnaires were applied to teachers and students. A convenience sample of 157 students and 16 teachers participated in the study. The research analyzed the answers to the questionnaires as well as the transcriptions of recorded web-conferences and online during the participation of the researcher in the course for teacher in-service education, in order to trying to categorize them and associate them with an appropriate theoretical. The data obtained by the questionnaires were submitted to the content analysis of Bardin (2011). The data of the questionnaires received simple statistical treatment. The results allowed to understand the evaluation system that is configured as an important dimension of the educational process, constituting itself as a form, moment and procedural resource, continuous, cumulative and qualitative of accompaniment of the learning. Thus, it emerged, as indicated in the research, through the technique of observation and analysis of documents, the recently modified evaluation system was the aspect that had the greatest impact on the daily actions of the establishment. On the other hand, the results also demonstrated that the combination of learning by challenges and problem solving advocated in the Learning Workshops methodology is important for students to learn by doing, together, at their own pace. The main reasons for choosing Secondary School by students and parents are the active, socialized and inter-serial methodology and as well as possibilities of concomitant technical courses. With very high success and low drop out rates, the unit has gotten high scores on a final standardized examination for secondary school graduates. The suggestions relate to the complexity and clarity of standards, in particular of evaluation. / A presente pesquisa de natureza quali-quantitativa e explicativa ?? vinculada ?? linha de pesquisa Juventude Educa????o e Sociedade, liderada pela C??tedra UNESCO de Juventude, Educa????o e Sociedade da Universidade Cat??lica de Bras??lia (UCB). Teve como objetivo geral investigar como determinadas estrat??gias pedag??gicas, adotadas por gestores e docentes na metodologia de Oficinas de Aprendizagem, podem melhorar a aprendizagem e estimular o ingresso e a continuidade dos estudantes do ensino m??dio. Como objeto de investiga????o abordaram-se as pr??ticas pedag??gicas de um col??gio de ensino m??dio da rede particular, no Munic??pio de Curitiba, Paran??. A pesquisa utilizou a metodologia de ???estudo de caso intr??nseco??? de Stake (1995, 2007), complementado com a concep????o te??rica procedimental de Yin (2010), associada com a ???an??lise de conte??do??? de Bardin (2011). Para o desenvolvimento da an??lise da quest??o central sobre ???como o Col??gio investigado est?? colocando em pr??tica as orienta????es da nova Proposta Pedag??gica de 2017 estabeleceu-se a fundamenta????o no debate das pol??ticas curriculares, com base no ciclo de pol??ticas educacionais propostas por Bowe e Ball (1992), Ball (1994) e Ball e Mainardes (2011). Realizou-se tamb??m a an??lise por meio documental para fazer uma reflex??o acerca das diretrizes da nova proposta pedag??gica do Col??gio investigado, frente ??s exig??ncias curriculares do ensino m??dio. Para a coleta de dados foram utilizados question??rios aplicados a professores e alunos. Uma amostra de conveni??ncia de 157 estudantes e 16 professores. A pesquisa analisou as respostas aos question??rios bem como as transcri????es das webconfer??ncias gravadas e online durante a participa????o da pesquisadora no curso para forma????o docente, procurando categoriz??-las e associ??-las a um referencial te??rico adequado. Os dados obtidos pelos question??rios foram submetidos ?? an??lise de conte??do de Bardin (2011). Os dados dos question??rios passaram por tratamento estat??stico simples. Os resultados permitiram compreender o sistema de avalia????o que se configura como importante dimens??o do processo educativo, constituindo-se como forma, momento e recurso processual, cont??nuo, cumulativo e qualitativo de acompanhamento da aprendizagem. Desta forma, surgiu, como indicativo na pesquisa, por meio da t??cnica de observa????o e an??lise de documentos, que o sistema de avalia????o alterado recentemente foi o aspecto de maior impacto nas a????es cotidianas do estabelecimento. Por outro lado, os resultados tamb??m demonstraram que a combina????o de aprendizagem por desafios e resolu????o de problemas preconizados na metodologia Oficinas de Aprendizagem ?? importante para que os alunos aprendam fazendo, juntos, no seu pr??prio ritmo. Os principais motivos de escolha do Col??gio por alunos e pais s??o a metodologia ativa, socializada e interseriada e as possibilidades de cursos t??cnicos concomitantes. Com taxas de reprova????o e abandono muito reduzidas, a unidade obt??m elevada pontua????o no Enem. As sugest??es se referem ?? complexidade e clareza das normas, em particular de avalia????o.

Made available in DSpace on 2016-04-04T18:33:11Z (GMT). No. of bitstreams: 1 BARBARA CARVALHO MARQUES TOLEDO LIMA.pdf: 564793 bytes, checksum: 3db46388ff0efed37b9158c5b7b4c218 (MD5) Previous issue date: 2013-02-26 / This research dissertation discusses the concepts of child, school and professor of early childhood education outlined in a pedagogical proposal of an institution that serves children 0-6 years of age in the city of Campinas. Through historical materialist and dialectical epistemology we propose the analysis of such pedagogical institution, in order to identify their design school, child and teacher of early childhood education, using interviews with teachers and pedagogic advisor and analysis of the documents of the institution. This is on the assumption that early childhood education, currently, needs to overcome the arguments that set a space in which education must accompany child development, intervening as little as possible and also those who value the capability and skills training for the student to meet market requirements. Based on the assumptions of cultural-historical theories of human development and critical historic l education, it was possible to understand the contradictions which underlie the education of children today, I propose, therefore, contribute to the defense of the early childhood education must be conceived as school education, to be valued as practices that enforce the teaching and learning through transmission of systematized knowledge. / A presente pesquisa de disserta??o de mestrado objetiva discutir as concep??es de crian?a, escola e professor de educa??o infantil delineadas em uma proposta pedag?gica de uma institui??o que atende crian?as de zero a seis anos incompletos no munic?pio de Campinas. Atrav?s da epistemologia materialista hist?rico-dial?tica realizamos a an?lise da proposta pedag?gica de tal institui??o com vistas a identificar sua concep??o de escola, crian?a e professor de educa??o infantil, utilizando a entrevista com professoras e orientadora pedag?gica e an?lise dos documentos da institui??o. Parte-se do pressuposto de que a educa??o infantil, atualmente, necessita superar os argumentos que a colocam como espa?o na qual a educa??o deve acompanhar o desenvolvimento infantil, intervindo o m?nimo poss?vel e tamb?m aqueles que valorizam a potencialidade e forma??o de compet?ncias no aluno para atender ?s exig?ncias do mercado. Com base nos pressupostos das teorias hist?rico-cultural do desenvolvimento humano e hist?rico-cr?tica da educa??o, foi poss?vel compreender as contradi??es por quais perpassam a educa??o da inf?ncia na atualidade, propomos, com isso, contribuir com a defesa de que a educa??o infantil deve ser concebida como educa??o escolar, para que sejam valorizadas as pr?ticas que efetivem o ensino e a aprendizagem atrav?s da transmiss?o do conhecimento sistematizado.