Submitted by Kelson Anthony de Menezes (kelson@ucb.br) on 2017-04-03T18:43:59Z No. of bitstreams: 1 LuizAugustoDamascenoBrasilTese2016.pdf: 5944308 bytes, checksum: d0f37d4c4d81290f3a95783bbbb50ed8 (MD5) / Approved for entry into archive by Kelson Anthony de Menezes (kelson@ucb.br) on 2017-04-03T18:44:48Z (GMT) No. of bitstreams: 1 LuizAugustoDamascenoBrasilTese2016.pdf: 5944308 bytes, checksum: d0f37d4c4d81290f3a95783bbbb50ed8 (MD5) / Made available in DSpace on 2017-04-03T18:44:48Z (GMT). No. of bitstreams: 1 LuizAugustoDamascenoBrasilTese2016.pdf: 5944308 bytes, checksum: d0f37d4c4d81290f3a95783bbbb50ed8 (MD5) Previous issue date: 2016-08-26 / This research analyzes the socioeconomic and demographic characteristics of enrolled students, graduates and evaders of social and professional training courses offered by the Territorial Qualification Plan (PlanTeQ) of the Federal District in 2007 under the aegis of the National Qualification Plan - PNQ, which was established by Resolution No. 333 of July 10, 2003, the Deliberative Council of the Fund for Workers (CODEFAT). This is an exploratory and descriptive study of aggregate data, having a quantitative approach and document analysis and data collection and methodological procedures. The study comes from the lack of information and knowledge of the students subjected to this initiative of governments at the federal and district level, performed in the first decade of this century for skilled workers, proclaimed as intended for social and professional inclusion. After the data analysis, the results demonstrated that the research objectives were fully achieved, which allowed even trace to present the socioeconomic and demographic characteristics of a student enrolled in the Federal District in a PlanTeQ qualification course in year as regards the study. / Esta pesquisa analisou as caracter??sticas socioecon??mico-demogr??ficas dos educandos inscritos, concluintes e evasores dos cursos de qualifica????o social e profissional oferecidos pelo Plano Territorial de Qualifica????o (PlanTeQ) do Distrito Federal no ano de 2007, sob a ??gide do Plano Nacional de Qualifica????o ??? PNQ, que foi institu??do pela Resolu????o n?? 333, de 10 de julho de 2003, do Conselho Deliberativo do Fundo de Amparo ao Trabalhador (CODEFAT). Tratase de uma pesquisa explorat??ria e descritiva de dados agregados, possuindo uma abordagem quantitativa, tendo a an??lise documental e o levantamento de dados como procedimentos metodol??gicos. O estudo nasce da car??ncia de informa????es e conhecimentos sobre os educandos submetidos a esta iniciativa de governos em n??vel federal e distrital, executada na primeira d??cada do s??culo XXI para qualifica????o de trabalhadores, proclamada como destinada ?? inclus??o social e profissional. Ap??s a an??lise de dados os resultados permitiram constatar que os objetivos da pesquisa foram plenamente alcan??ados, o que possibilitou at?? mesmo tra??ar para o momento presente as caracter??sticas socioecon??mico-demogr??ficas de um educando inscrito no Distrito Federal em um curso de qualifica????o do PlanTeQ no ano a que se refere o estudo.

Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-06-29T13:41:09Z No. of bitstreams: 1 DIS_JOAO_PEDRO_DEWES_GUTERRES_COMPLETO.pdf: 2705657 bytes, checksum: 78e3e0209e2f1af3b1e4d3cdc87b84a3 (MD5) / Made available in DSpace on 2017-06-29T13:41:09Z (GMT). No. of bitstreams: 1 DIS_JOAO_PEDRO_DEWES_GUTERRES_COMPLETO.pdf: 2705657 bytes, checksum: 78e3e0209e2f1af3b1e4d3cdc87b84a3 (MD5) Previous issue date: 2017-03-08 / The production of learning objects allied the areas of technology and education, being a key factor to bring new possibilities of learning. Due to the increase in computational resources, the production of this type of educational material grew and began to incorporate practices of software production in general, highlighting some peculiarities due to the educational objectives proposed in the objects. Thereat, the introduction of Software Engineering practices is increasingly present in the production of learning objects, and, as in software production, the qualification of this production process has become a necessity. In software production, a consolidated solution for production qualification is in the evaluation frameworks, such as CMMI and MPS.BR. In order to think this type of solution for the production of learning objects, this research presents a framework to support the reflection on the practices performed by the centers of production of learning objects. This framework is a result of the triangulation of pertinent practices related to the theme obtained from a literature review (including a systematic review and systematic mapping) and from interviews with members of nine Brazilian learning object centers. As a result obtained after the analysis of adherence of the practices by the centers, stands out its capacity to promote the reflection of the production process, as well as well as to encourage them to carry out new practices. / A produ??o de objetos de aprendizagem aliou as ?reas da tecnologia e da educa??o, sendo um fator chave para trazer novas possibilidades de aprendizagem. Devido ao aumento dos recursos computacionais, a produ??o desse tipo de material educacional cresceu e passou a incorporar pr?ticas da produ??o de software em geral, destacando-se algumas peculiaridades por conta dos objetivos educacionais propostos nos objetos. Com isso, a introdu??o de pr?ticas de Engenharia de Software est? cada vez mais presente na produ??o dos objetos de aprendizagem, e, assim como na produ??o de software, a qualifica??o deste processo de produ??o se tornou uma necessidade. Na produ??o de software, uma solu??o consolidada para qualifica??o da produ??o est? nos frameworks de avalia??o, como o CMMI e MPS.BR. De modo a pensar esse tipo de solu??o para a produ??o de objetos de aprendizagem, esta pesquisa apresenta um framework para apoiar a reflex?o sobre as pr?ticas realizadas pelos centros de produ??o de objetos de aprendizagem. Esse framework ? resultado da triangula??o de pr?ticas pertinentes relacionadas ao tema obtidas a partir de uma revis?o de literatura (incluindo uma revis?o e um mapeamento sistem?tico), de observa??es do pesquisador e de entrevistas com integrantes de nove centros brasileiros de produ??o de objetos de aprendizagem. Como resultado obtido ap?s a an?lise de ader?ncia das pr?ticas pelos centros, destaca-se a capacidade de promover a reflex?o do processo de produ??o e das pr?ticas dos centros de produ??o de objetos de aprendizagem, bem como de incentiv?-los ? realiza??o de novas pr?ticas.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-03-28T19:42:06Z No. of bitstreams: 1 MariaDasGracasBaracho_TESE.pdf: 1744977 bytes, checksum: a77d700e3eddcf1e1011195078af0f7c (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-29T22:08:33Z (GMT) No. of bitstreams: 1 MariaDasGracasBaracho_TESE.pdf: 1744977 bytes, checksum: a77d700e3eddcf1e1011195078af0f7c (MD5) / Made available in DSpace on 2017-03-29T22:08:33Z (GMT). No. of bitstreams: 1 MariaDasGracasBaracho_TESE.pdf: 1744977 bytes, checksum: a77d700e3eddcf1e1011195078af0f7c (MD5) Previous issue date: 2016-11-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / A forma??o profissional em n?vel t?cnico, na perspectiva de uma forma??o humana integral, constitui um imperativo para a tem?tica trabalho e educa??o escolar em raz?o da forma como o trabalho e a educa??o se apresentam na sociedade capitalista, e, notadamente, no Brasil, a partir da d?cada de 1990. Nesse contexto, a educa??o assume uma centralidade e a ela est?o agregadas as pol?ticas educacionais que, no caso espec?fico da educa??o profissional e da educa??o de jovens e adultos (EJA), est?o materializadas por diversos projetos e programas com o objetivo de oferecer a jovens e adultos uma forma??o que atenda ?s exig?ncias do mundo do trabalho, incluindo o conceito de polival?ncia; mas, por outro lado, ? anunciada, enquanto princ?pios, uma forma??o profissional para jovens e adultos na perspectiva de uma forma??o humana integral por meio do Proeja. Esta pesquisa tem como objeto de estudo, a forma??o profissional em n?vel t?cnico ofertada pelo Proeja, no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN) com foco na forma??o humana integral, situando-a no contexto das pol?ticas educacionais. Como condu??o do objeto de estudo, adotou-se o materialismo hist?rico dial?tico que pressup?e situ?-lo no contexto no qual ele se constitui e se desenvolve. Definiu-se, como categoria de estudo, a forma??o profissional da qual foram derivadas as seguintes dimens?es de an?lise: trabalho, forma??o humana integral e qualifica??o profissional. Em face dos estudos efetivados, e das informa??es sistematizadas das entrevistas realizadas com docentes e egressos do curso de Edifica??es, s?o contatadas duas tend?ncias de forma??o profissional: uma ressaltando a forma??o polivalente; a outra com caracter?sticas de uma forma??o humana integral na perspectiva da politecnia. Nessa segunda tend?ncia, conclui-se que, mesmo n?o sendo poss?vel a sua plena efetiva??o por meio de um curr?culo escolar, essa forma??o poder? ser fortalecida na medida em que a pr?tica pedag?gica desempenhada por gestores e professores se torne uma realidade, priorizando estrat?gias de ensino, capazes de contribuir para levar a efeito um trabalho interdisciplinar, articulando e integrando conceitos e princ?pios dos diversos recortes de conhecimentos que comp?em o curr?culo. Desse modo, ao contribuir para superar a fragmenta??o dos conhecimentos, o aluno estar? indo ao encontro de uma forma??o humana integral, cujo objetivo ? possibilit?-lo a enfrentar os problemas complexos, amplos e globais da realidade atual de forma consciente e, sobretudo, cr?tica e que adquira uma forma??o profissional embasada em saber sistematizado e legitimado pela sociedade capitalista, ainda negada para muitos brasileiros. Ademais, ? poss?vel, ainda, por parte da escola, buscar espa?os, capazes de contribuir para a constru??o de uma outra forma de sociabilidade humana, tendo os direitos sociais dos jovens e adultos garantidos;enfim, que todos tenham o direito ? educa??o de qualidade, e que, sobretudo, no seu processo formativo, sejam contemplados os conhecimentos voltados para o trabalho, para a ci?ncia, tecnologia e para a cultura. / Vocational training at technical level, in the perspective of an integral human formation, is essential to the thematic work and school education because of the way work and education are presented in the capitalist society, and, especially in Brazil, from the decade of 1990. In this context, education assumes a centrality and to this, it is aggregated educational policies which, in the specific case of professional education and education for young and adults (EJA), are materialized for various projects and programs aimed to offer youth and adult a formation which meets the requirements of the labor market, including the concept of multifunctionality; but on the other hand, it is announced, as principles, a vocational training for youth and adults in the perspective of an integral human formation through Proeja. This research has as object of study, vocational training in technical level offered by Proeja, at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN) focusing on the integral human formation, placing it in the context of educational policies. To conduct the object of study, it was adopted the dialectical historical materialism which assumes situate it in the context in which it is constituted and developed. It was defined as a category of study, the professional formation from which the following analytical dimensions were derived: work, integral human formation and professional qualification. In view of the effected studies, and systematic information from interviews with teachers and graduates from the course of Buildings, it is observed two trends of training: one emphasizing the multi-purpose training; the other with characteristics of an integral human formation in the perspective of polytechnic. In this second trend, it is concluded that, even not being possible its full realization through a school curriculum, this training can be strengthened to the extent that the pedagogical practice performed by managers and teachers becomes a reality, prioritizing teaching strategies, capable of contributing to carry out interdisciplinary work, articulating and integrating concepts and principles of the various parts of knowledge which compose the curriculum. In this way, contributing to overcome the fragmentation of knowledge, the student will be going to meet an integral human formation, which aims to enable him or her to face complex, large and global problems from the current reality, consciously and, especially being critical and acquiring a vocational training grounded in systematic knowledge and legitimized by the capitalist society, still denied to many Brazilians. Moreover, it is also possible, by the school, seek spaces which are able to contribute to the construction of another form of human sociability, having the social rights of young and adults guaranteed; at last, it is aimed that everyone has the right of education with quality, and, above all, it is aimed that in their formative process, the students can be contemplated with knowledge oriented for the work, science, technology and culture.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-09-27T12:27:24Z No. of bitstreams: 1 2017 - Natalia de Souza Furtado.pdf: 574981 bytes, checksum: f45f09dccdcccefb9091cb0875f02e40 (MD5) / Made available in DSpace on 2018-09-27T12:27:24Z (GMT). No. of bitstreams: 1 2017 - Natalia de Souza Furtado.pdf: 574981 bytes, checksum: f45f09dccdcccefb9091cb0875f02e40 (MD5) Previous issue date: 2017-12-11 / The research work was carried out at the State Integrated Center of Rural Education, located in the Northwest of the state of Esp?rito Santo. CEIER is a full-time school that has as its pedagogy the education of the field. The school has the secondary education, being this integrated to the technical course in farming. The research had as a procedure bibliographical survey, documentary analysis and field research. The research was qualitative in nature, with semi-structured questionnaires being applied to the students (questionnaire applied on-line) and to the 24 final students of the year 2016. The results of the questionnaires were analyzed using the reference framework of Franco (2008). It was also carried out a survey of the work of conclusion of internship defended in the year 2010 to 2015 with the objective of verifying in which area of agriculture the majority of the works take place. The main objective of this research was to investigate and evaluate how the activities carried out in the internship and the practical activities of experimentation developed in the Work of Completion Internship contributed to a greater learning of the students and if there was also a contribution in the professional qualification of the students graduating and of the technical course in agriculture. The results indicate that the students, both the graduates and the graduates consider it important to carry out the internship for a better training in the vocational course, and that the accomplishment of the internship work contributes significantly to the understanding of the theoretical contents learned during the course, an experience with scientific work, to solve problems, contributing not only to the learning teaching process but also guaranteeing a greater self-confidence for the future agricultural technician and student of higher education / O trabalho de pesquisa foi realizado no Centro Estadual Integrado de Educa??o Rural, localizado no Noroeste do estado do Esp?rito Santo. O CEIER ? uma escola de tempo integral que tem como proposta pedagogia a educa??o do campo. A escola possui o ensino m?dio, sendo este integrado ao curso t?cnico em agropecu?ria. A pesquisa teve como procedimento levantamento bibliogr?fico, an?lise documental e pesquisa de campo. A pesquisa foi de natureza qualitativa, tendo a coleta de dados realizada atrav?s de question?rios semi estruturados aplicado aos estudantes egressos (question?rio aplicado de forma on line) e aos 24 estudantes concluintes do ano de 2016. Os resultados dos question?rios foram analisados utilizando o referencial de Franco (2008). Tamb?m foi realizado um levantamento dos trabalhos de conclus?o de est?gio defendidos no ano de 2010 a 2015 com o objetivo de verificar em qual ?rea da agropecu?ria ocorrem a maior parte dos trabalhos. O principal objetivo desta pesquisa foi investigar e avaliar como as atividades realizadas no est?gio e as atividades pr?ticas de experimenta??o desenvolvidas no Trabalho de Conclus?o Est?gio contribu?ram para um maior aprendizado dos estudantes e se houve tamb?m contribui??o na qualifica??o profissional dos estudantes egressos e concluintes do curso t?cnico em agropecu?ria. Os resultados indicam que os estudantes, tanto os concluintes como os egressos consideram importante ? realiza??o do est?gio para uma melhor forma??o no curso profissionalizante e que a realiza??o do trabalho de conclus?o de est?gio contribui significativamente para a compreens?o dos conte?dos te?ricos aprendidos durante o curso, para uma experi?ncia com trabalhos cient?ficos, para resolu??o de problemas, contribuindo n?o s? para o processo ensino aprendizado como tamb?m garantindo uma maior autoconfian?a para o futuro t?cnico em agropecu?ria e estudante do ensino superior

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-10-18T18:13:49Z No. of bitstreams: 1 2013 - Ricardo de Souza Ribeiro.pdf: 1632231 bytes, checksum: a7c2a7bb5f69da243128353cb687a4f1 (MD5) / Made available in DSpace on 2018-10-18T18:13:49Z (GMT). No. of bitstreams: 1 2013 - Ricardo de Souza Ribeiro.pdf: 1632231 bytes, checksum: a7c2a7bb5f69da243128353cb687a4f1 (MD5) Previous issue date: 2013-02-21 / CAPES / Given the structural crisis of capital and, in consequent, the restructuring productive process and the reconfiguration of class conflict mediation mechanisms, the qualification of the worker assumes status of employability factor, being led to strategic function of the public policy employment and income. The Young people aged 18-24 years are the main target of these policies, certainly to represent the population segment most penalized by the deleterious effects of bourgeois reaction to address the structural crisis of capital. This phenomenon gives rise to implementation of numerous government programs for social inclusion of youth who combine schooling process acceleration with professional education. Faced with this problem, is chose as a research object the experience of the National Youth Inclusion Program (PROJOVEM) in the modality of Urban PROJOVEM in Nova Igua?u municipality, Rio de Janeiro state, Brazil. The purpose of this research is to verify if training policy implemented by local government meets the demands of professional qualifications of young unemployed workers and if this policies are capable of to insert or reinsert these young people in the formal labor market. This is a basic research, based in a qualitative analysis, with descriptive character, which, in terms of methodological procedures, falls into the category of bibliographic and documentary research: review of the literature on "Work and Education", "Labour Economics", "Labour Sociology" and "Youth Public Policy"; primary literature sources (structured interviews, official documents, web sites, promotional material etc.). It's perceived that the young people attended by Urban PROJOVEM are aged 18 to 29 years and, in majority, are black and female in social risk. The collected data show that, despite the Urban PROJOVEM has the objective of promoting the youth reintegration to the educational process by increasing schooling with the completion of primary education, there is no real integration of this dimension of the program with professional training. Moreover, the curricular hour load oriented for job training is too low to ensure the success of the Program's objectives. Nevertheless, verified that the most obvious program?s feature is the conformation of a huge contingent of people to the job market of a competitive and exclusionary development model characterized by the flexibility of labor and production, deregulation of labor rights, job insecurity and structural unemployment, minimizing substantially the class conflict. / Diante da crise estrutural do capital e do consequente processo de reestrutura??o produtiva e reconfigura??o dos mecanismos de media??o do conflito de classes, a qualifica??o do trabalhador ? conduzida ao status de fator de empregabilidade e passa assumir papel estrat?gico nas pol?ticas p?blicas de trabalho e renda. A popula??o jovem de 18 a 24 anos constitui o principal p?blico-alvo dessas pol?ticas, certamente por representar o segmento populacional mais penalizado pelos efeitos delet?rios da rea??o burguesa para enfrentar a crise estrutural. Este fen?meno suscita no Brasil a implementa??o de in?meros programas de governo para a inclus?o social de jovens que combinam acelera??o de escolaridade com educa??o profissional. Diante desta problem?tica, elege-se como objeto de pesquisa a experi?ncia do Programa Nacional de Inclus?o de Jovens (PROJOVEM) na modalidade PROJOVEM Urbano no munic?pio de Nova Igua?u (RJ), Brasil. Nosso objetivo ? verificar se esta pol?tica de forma??o profissional gerida pelo poder p?blico local atende ?s demandas de forma??o/qualifica??o profissional dos jovens trabalhadores desempregados e se elas s?o capazes de inserir ou reinserir esses jovens no mercado de trabalho formal. Trata-se de uma pesquisa b?sica de natureza qualitativa, de car?ter descritivo, que, em termos de procedimentos metodol?gicos, se insere na categoria de levantamento de dados, embora tenha se utilizado de instrumentos t?picos de pesquisa bibliogr?fica e documental: revis?o da literatura sobre ?Trabalho e Educa??o?, ?Economia do Trabalho?, ?Sociologia do Trabalho? e ?Pol?ticas P?blicas para a Juventude?; fontes bibliogr?ficas prim?rias (entrevistas semiestruturadas, documentos oficiais, s?tios na Web, material de divulga??o etc.). Verifica-se que os jovens atendidos pelo PROJOVEM Urbano est?o na faixa et?ria de 18 a 29 anos, na maioria s?o negros e do g?nero feminino, em situa??o de risco social. Os dados coletados apontam que, apesar de o PROJOVEM Urbano ter o objetivo de promover reintegra??o dos jovens ao processo educacional por meio da eleva??o de escolaridade com a conclus?o do ensino fundamental, n?o existe real integra??o desta dimens?o do Programa com a forma??o profissional. Al?m disto, a carga hor?ria curricular voltada para esta parte do curr?culo ? baixa demais para garantir o ?xito dos objetivos do Programa. N?o obstante, constatamos que a fun??o mais evidente deste programa ? a conforma??o de um contingente imenso da popula??o ao mercado de trabalho competitivo e excludente de um modelo de desenvolvimento marcado pela flexibiliza??o do trabalho e da produ??o, desregulamenta??o de direitos trabalhistas, precariza??o do trabalho e desemprego estrutural, minimizando substancialmente o conflito de classe.

Made available in DSpace on 2014-12-17T14:47:07Z (GMT). No. of bitstreams: 1 EdileneRS.pdf: 385074 bytes, checksum: 898a27b8c3ee2446a4048dd2de8aa336 (MD5) Previous issue date: 2003-12-22 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The study analyzes the changes occurring in the professional qualification of the Nursing Technician in the Natal School of Nursing. It provides a historical discussion of Brazilian professional education, of the pertinent legislation in this type of teaching, and the repercussions related to the institutionalization of the Educational Directives Law. It interprets the discourse of the graduates of the complementary course of nursing auxiliary to nursing technician, for the year 2002, using the collective subject analysis and individual interviews. These revealed changes in the areas of knowledge-learning, knowledge-doing, knowledge-being, and an awakening to other changes besides the challenges being confronted. In this sense, nursing as a participant in a society that is effervescent with process changes, interacts socially, politically and professionally in this context, able to experience advances and retrogrades, depending on its political competency / Analisa as mudan?as ocorridas no processo de qualifica??o profissional do T?cnico em Enfermagem da Escola de Enfermagem de Natal. Para tanto, resgata historicamente a educa??o profissional brasileira, a legisla??o pertinente a essa modalidade de ensino e os desdobramentos decorrentes da institucionaliza??o da atual LDB. Assim, interpreta as falas dos egressos do curso de complementa??o da qualifica??o profissional do auxiliar para o t?cnico em enfermagem, no ano de 2002, expressas no discurso do sujeito coletivo e nas entrevistas individuais, ? luz das refer?ncias te?ricas, hist?ricas e contextuais, as quais revelam mudan?as no campo do saber-aprender, do saber-fazer, saber-ser e o despertar para outras mudan?as, al?m dos desafios a ser enfrentados. Neste sentido, a enfermagem, part?cipe de uma sociedade imersa no efervescente processo de mudan?a, interage social, pol?tica e profissionalmente nesse contexto, podendo vivenciar avan?os ou retrocessos de acordo com a sua compet?ncia pol?tica

Made available in DSpace on 2014-12-17T14:36:50Z (GMT). No. of bitstreams: 1 AnaLPD_DISSERT.pdf: 2597838 bytes, checksum: b45ce1e2f54a5bb457b626a77f968cf6 (MD5) Previous issue date: 2014-02-28 / This research aims to analyze the FIC Course of Assistant Technician in Service Management and Quality, integrated to elementary education / EJA form developed by IFRN MO Campus between 2011 and 2013 in the form of a PROEJA FIC / AT ELEMENTARY SCHOOL LEVEL. We seek to understand the adhesion between the national guidelines postulated for the Program, established in PPC and mediations with the process conceived in the run of the course. Guiding by the socio-critical approach and the dialogical paradigm, the theoretical-epistemological mark is especially buoyed by the theoretical contributions of Ciavatta (2005) , Rock (2011) , Haddad and Di Pierro (2000), Freire (2005), Marx (1982), Ramos (2005), Frigotto; Ciavatta; Ramos (2005), Moura (2012), and also on education in prisons by Onofre (2007, 2011), Bueno (2007), Juli?o (2011) and Foucault (2001). We assume that an action that enables professional qualification as FIC courses articulated to the EJA in the context of education in prisons have conceptual, methodological, political and pedagogical implications for it focuses challenges, weaknesses and opportunities on the same area of education., We have developed four techniques of data collection based on procedures and tools of qualitative research, such as document analysis, a student survey, the conduction of focus groups with teachers and administrators of the course and on-site observation. Mediated by the investigated context, results showed that the consolidation of PROEJA FIC / AT ELEMENTARY SCHOOL LEVEL goes beyond the intentions officially declared. It is inferred that after seven years of its creation, even though it keeps some potential, this program is not being satisfactorily developed and it shows weaknesses national and locally, it is set at low capillarity, it has a limited scope, and dissolved essential public commitments to the course development. The effectiveness of PROEJA FIC / AT ELEMENTARY SCHOOL LEVEL as part of an emancipatory inclusion social policy, according to official statement, entails approximating the legal logic with social logic, so as not only to propagate discourses and enforce worship to specific and successful experiences that reach only a minority, but to provide actual and necessary conditions to promote the breadth and social quality of the offered deals in this program format / A presente pesquisa objetiva analisar o Curso FIC de Auxiliar T?cnico em Gest?o e Qualidade em Servi?os, na forma integrada ao ensino fundamental/EJA, desenvolvido pelo IFRN-MO entre 2011 e 2013 no ?mbito do PROEJA FIC/FUNDAMENTAL. Busca-se perceber a ader?ncia entre as diretrizes nacionais postuladas para o Programa, o institu?do no PPC e as media??es com o processo gestado no funcionamento do curso. Guiando-se pela abordagem sociocr?tica e pelo paradigma dial?gico, o marco te?rico-epistemol?gico respalda-se, especialmente, nas contribui??es te?ricas balizadas por Ciavatta (2005), Rocha (2011), Haddad e Di Pierro (2000), Freire (2005), Marx (1982), Ramos (2005), Frigotto; Ciavatta; Ramos (2005), Moura (2012) e, ainda, sobre a educa??o em pris?es, Onofre (2007; 2011), Bueno (2007), Juli?o (2011) e Foucault (2001). Parte-se da premissa de que uma a??o que possibilite qualifica??o profissional-cursos FIC articulada ? EJA no contexto da educa??o em pris?es traz implica??es de natureza conceitual, metodol?gica, pol?tica e pedag?gica, por concentrar, no mesmo campo formativo, desafios, fragilidades e possibilidades. Apoiando-se nos procedimentos e instrumentos da pesquisa qualitativa, foram desenvolvidas quatro t?cnicas de coletas de dados: a an?lise documental, a aplica??o de question?rio junto aos estudantes, a realiza??o de grupo focal junto aos docentes e gestores do curso e a observa??o in loco. Mediatizados pelas interfaces do contexto investigado, os resultados mostraram que a consolida??o do PROEJA FIC FUNDAMENTAL vai al?m das inten??es declaradas oficialmente. Infere-se que ap?s sete anos de cria??o, ainda que guarde potencialidades, esse Programa n?o est? sendo desenvolvido a contento, em raz?o de apresentar fragilidades em n?vel nacional e local, configuradas na baixa capilaridade, pouca abrang?ncia e desonera??o dos compromissos p?blicos essenciais ao desenvolvimento dos cursos. A efetiva??o do PROEJA FIC/FUNDAMENTAL como parte de uma pol?tica social de inclus?o emancipat?ria, conforme declara??o oficial, pressup?e a aproxima??o da l?gica legal com a l?gica social, de modo a n?o propagar apenas discursos e efetivar o culto ?s experi?ncias pontuais e bem sucedidas que atingem t?o somente a uma minoria, mas sim oferecer as condi??es reais e necess?rias para promover a abrang?ncia e a qualidade social das ofertas nesse formato do Programa.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-17T18:33:30Z No. of bitstreams: 1 EtienneAndradeDeMedeirosDantas_TESE.pdf: 2817576 bytes, checksum: 7bf94f009e046d5a0802babde9a93ef3 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-02-17T19:55:48Z (GMT) No. of bitstreams: 1 EtienneAndradeDeMedeirosDantas_TESE.pdf: 2817576 bytes, checksum: 7bf94f009e046d5a0802babde9a93ef3 (MD5) / Made available in DSpace on 2017-02-17T19:55:48Z (GMT). No. of bitstreams: 1 EtienneAndradeDeMedeirosDantas_TESE.pdf: 2817576 bytes, checksum: 7bf94f009e046d5a0802babde9a93ef3 (MD5) Previous issue date: 2016-09-26 / A presente tese de doutorado teve por objetivo geral investigar as compet?ncias na forma??o e pr?tica profissional do tecn?logo em constru??o de edif?cios. Nesse contexto, a pesquisa contribuiu para a discuss?o acerca da natureza de compet?ncias e habilidades requeridas para ocupa??es profissionais historicamente caracterizadas como predominantemente pr?ticas, no sentido de fundadas em saberes pr?ticos, extra-acad?micos e pragm?ticos (saber-fazer), em contraste com compet?ncias simb?lico-formais fundadas em saberes formais-conceituais (saber-dizer). A tese encontra-se fundamentada na perspectiva da psicologia hist?rico-cultural e amparada pela proposta te?rico-metodol?gica da Cl?nica da Atividade. A pesquisa foi realizada com egressos, professores e gestores do Curso Superior de Tecnologia em Constru??o de Edif?cios. Para atingimento dos objetivos esperados adotou-se a combina??o de m?todos quantitativos e qualitativos de produ??o e an?lise dos dados. Na etapa quantitativa, aplicou-se um question?rio socioprofissional, obtendo-se o retorno de 41(quarenta e um) participantes. A an?lise dos dados quantitativos foi realizada atrav?s de estat?stica descritiva uni e multidimensional, complementada por an?lise estat?stica inferencial. Na etapa qualitativa, realizou-se consulta a documentos oficiais de natureza pedag?gica, entrevistas semi-dirigidas com professores e gestores do curso e, por fim, as entrevistas de Instru??o ao S?sia (IaS) com egressos. Esta etapa foi executada atrav?s de an?lise cl?nico-interpretativa, tendo por base a perspectiva hist?rico-cultural vigotskiana e a abordagem social das compet?ncias e habilidades. Os resultados analisados permitiram constatar que os profissionais s?o, na maioria jovens (m?dia de idade de 26 anos e 06 meses), 58,6% do sexo feminino, 58,5% solteiros e somente 19,5% tem filhos. Tamb?m averiguou-se que a profiss?o de tecn?logo em constru??o de edif?cios tem servido como est?gio preliminar ou caminho de passagem em dire??o a outra forma??o e ocupa??o profissional, ?quela de engenheiro civil. As principais compet?ncias requeridas do tecn?logo em constru??o de edif?cios recobrem os dom?nios da gest?o, projetos e or?amento. Conclui-se que a ocupa??o profissional do tecn?logo em constru??o de edif?cios apresenta uma forma??o s?lida e atualizada com as demandas do mercado de trabalho, havendo concatena??o entre os conhecimentos te?ricos e pr?ticos em fun??o das estrat?gias pedag?gicas utilizadas durante o processo de forma??o profissional, segundo avalia??o dos sujeitos participantes. No entanto, ainda tem sua ?rea de especificidade estabelecida notadamente em rela??o aos engenheiros civis. Por esta raz?o, percebe-se que h? uma necessidade de consolida??o da identidade profissional do tecn?logo em constru??o de edif?cios junto ?s entidades regulamentadoras da profiss?o e ao mercado de trabalho. / The present doctorate research aimed to investigate competencies in training and professional practice of technologists in building construction. The research contributed in this context to the discussion about the nature of competencies and skills required for professional occupations historically characterized as predominantly practical, founded on practical, extraacademic and pragmatic knowledge (know-what), in contrast to symbolic-formal competencies based on formal and conceptual knowledge (know-how). The thesis is based on the perspective of the historical-cultural psychology and supported by theoretical and methodological proposals of Clinic of Activity. The survey was conducted with certified professionals (former students), teachers and managers participating in the Course of Technology in Building Construction. A combination of quantitative and qualitative methods of production and data analysis was adopted for achievement of expected goals. A socioprofessional survey was applied in the quantitative step, 41 (forty one) participants having returned the on-line questionnaire. The quantitative data analysis was performed using descriptive uni and multidimensional statistic methods, completed by inferential statistical analysis. Official pedagogical documents were inspected in the qualitative stage, what was completed by semi-structured interviews with teachers and managers and Instruction to the Double interviews with professionals. This step was based on clinical and interpretative analysis, based on the cultural-historical Vygotskian perspective and the social approach to competencies and skills. Results allowed verifying that professionals are mostly young (average age of 26 years and 06 months), 58.6% of participants being female, 58.5% single and only 19.5% having children. It was also verified that the profession of technologist in construction of buildings is considered as a preliminary stage or passageway toward other training and professional occupations, especially civil engineering. The main competencies required from technologist in construction of buildings encompass areas of management, project and budget. Final conclusion stresses that the occupation of technologist in construction of buildings has a solid background in terms of formation, connected to demands of the labor market and based on theoretical and practical knowledge issued from previous training process, according to the evaluation of participants. However, this professional occupation is still referred to civil engineering. For this reason, a need for consolidation of professional identity of technologist in building construction by the regulators of the professional activity and by the labor market is required.

Made available in DSpace on 2014-12-17T15:46:20Z (GMT). No. of bitstreams: 1 MarisaRS.pdf: 317724 bytes, checksum: ae5731cacc9b6c30bc54c971d4d78720 (MD5) Previous issue date: 2006-06-05 / This research deals with children and teenagers who are in childish work situation like juridical and institutional conquests connected with public politics in order to effects rights and social support about childish work eradication program (PETI) in terms of evaluation context under social work. The analysis of this research records the PETI implantation process at social nucleus in Cidade Nova (Natal/RN) to absorb children and teenagers who come from lix?o . It does this based on the two thousands (2005) and presents the program importance linking users and their families such as the investigation of PETI actions, intending to give a contribution in the childish work combat and how they have been developed social-education protection for children and teenagers (seven to fifteens). About quality and quantity it was make a survey of social-economical characterization of the people benefits (to families) through interviews with users. This study (make us) sure brings new subventions which can cooperate to the childish work eradication by others public politics articulations / A pesquisa apresentada trata da quest?o da Crian?a e do Adolescente em situa??o de trabalho infantil, das conquistas jur?dicas institucionais e sua rela??o com as Pol?ticas P?blicas na efetiva??o dos direitos e da prote??o social, especificamente sobre o Programa de Erradica??o do Trabalho Infantil PETI e sua rela??o no contexto da avalia??o, na perspectiva da Assist?ncia Social. A an?lise da pesquisa registra o processo de implanta??o do PETI, no N?cleo Social de Cidade Nova/RN, implantado para absorver crian?as e Adolescentes oriundas do lix?o . Faz a rela??o do PETI com as pol?ticas sociais, tomando como refer?ncia o ano de 2000 do s?culo XX. Apresenta a import?ncia do Programa no contexto dos usu?rios e suas fam?lias, a averigua??o das a??es do PETI tendo em vista uma contribui??o no processo de combate ao trabalho infantil e como v?m se desenvolvendo as a??es de apoio s?cio-educativo junto ?s fam?lias usu?rias do PETI, tomando como base ? gera??o de ocupa??o e renda. O estudo objetivou apreender como vem se desenvolvendo a pol?tica de prote??o social ? crian?a e ao adolescente, nas faixas et?rias de 07 a 15 anos, em situa??o de trabalho infantil. Com base numa abordagem qualitativa e quantitativa, foi levantada a caracteriza??o s?cio-econ?mica da popula??o benefici?ria (70 fam?lias), atrav?s da aplica??o de entrevistas junto aos usu?rios. Com este estudo, que acreditamos trazer novos subs?dios, que possam contribuir para a erradica??o do trabalho infantil, articulando-se com as demais Pol?ticas P?blicas

Made available in DSpace on 2014-12-17T15:46:26Z (GMT). No. of bitstreams: 1 MariaFA.pdf: 541699 bytes, checksum: 7cc95f6e3a8eb48b9c9d26ac5db89e11 (MD5) Previous issue date: 2005-09-20 / L??tude du processus de construction / reconstruction des comp?tences de l?assistant social sous la gestion du SESI (Service Social de l? Industrie), Natal/RN, d?s la moiti? des ann?es 90 a r?affirmer la perspective que ce processus est le r?sultat de d?terminations macrosoci?taires qui sont pr?sents, particuli?rement au Br?sil, aussi que, la fa?on par laquelle l?assistant social, le professionnel inscrit dans la division sociale et technique du travail, fait d?velopper son perfectionement technique et intelectuel dans un milieu de nouvelles structures productives qui ?xigent un nouveau profil du professionnel face ? la crise du capital et de l??tat. Cette recherche, de nature qualitative et quantitative, a eu lieu par de combinaisons de recherche bibliographique et empirique. Les sujets ont ?t? huit assistants sociaux et six travailleurs administratifs du SESI, Natal/RN. Les donn?s ont ?t? obtenus par des interviews semi-structr?es. On a analis? les changements qui sont arriv?s dans les gestions du SESI et les comp?tences qui sont ?xig?es de l?assistant social ; l?influence du milieu socio-occupationel sur l?action professionnelle et sur le processus de construction/reconstruction de comp?tences; l?agrandissement de demandes institutionnelles pour l?assistant social par rapport ? la prestation de services ; aussi que la constatation de l?importance de ce professionnel, sa hardiesse, mais aussi quelques limites et d?fis affront?s face ? la qualification stimul? par le SESI, en amenant le professionnel dans un processus contradictoire de qualification et disqualification professionelle / O estudo sobre o processo de constru??o/reconstru??o das compet?ncias do assistente social sob a gest?o do SESI, Natal, Rio Grande do Norte, a partir de meados dos anos 90 reafirmou a perspectiva de que esse processo ? resultado tanto de determina??es macrossociet?rias presentes de forma particular no Brasil, quanto da forma em que o assistente social, profissional inscrito na divis?o social e t?cnica do trabalho, desenvolve o seu aprimoramento t?cnico e intelectual em meio a um cen?rio de reestrutura??o produtiva que exige um novo perfil de trabalhador diante da crise do capital e do Estado. A pesquisa, de natureza qualitativa e quantitativa, efetivou-se atrav?s da combina??o entre pesquisa bibliogr?fica e emp?rica.Os sujeitos foram oito assistentes sociais e seis trabalhadores da ?rea administrativa do SESI, Natal/RN. A coleta de dados foi obtida por meio de entrevistas semi- estruturadas. Foram analisadas as mudan?as ocorridas em termos da gest?o do SESI e das compet?ncias exigidas do assistente social; a influ?ncia do espa?o s?cio-ocupacional sobre a a??o profissional e sobre o processo de constru??o/reconstru??o de compet?ncias; o alargamento de demandas institucionais para o assistente social no ?mbito da presta??o de servi?os; bem como a constata??o da import?ncia desse profissional, sua ousadia, mas tamb?m alguns limites e desafios enfrentados diante da qualifica??o incentivada pelo SESI que ingressa o profissional num processo contradit?rio de qualifica??o e desqualifica??o profissional