Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-01-12T14:06:16Z No. of bitstreams: 1 2014 - Fabio Bernardo Bastos.pdf: 1207200 bytes, checksum: f57123626be343b3d5ef5c95654ebf69 (MD5) / Made available in DSpace on 2017-01-12T14:06:16Z (GMT). No. of bitstreams: 1 2014 - Fabio Bernardo Bastos.pdf: 1207200 bytes, checksum: f57123626be343b3d5ef5c95654ebf69 (MD5) Previous issue date: 2014-08-29 / teachers and their professional development in line with the advances and innovations in their areas. Despite their efforts, the actions of the federal government are constrained by fragmentation and disarticulation of continuous training proposals organized by states and municipalities, making the actions limited to the bureaucratic management processes, deadlines and targets disconnected from the real needs of the school. Several studies have identified the continuous training activities are still held by classical and traditional patterns. The introduction of innovative models is limited by the absence of systematic, intentional, coordinated and continuous policies. Continuous training must include pleasurable experiences for the unveiling of new ways of being, thinking and feeling, seeking personal and professional development of teachers. The objective of this research was to analyze the development of a collaborative educational project with physical education teachers, aiming to describe the collective creation process, the effects perceived by teachers to their personal development, as well as the methodological impact on teaching and learning. The research is characterized as descriptive, from an action research model in collaborative context. The collaborative training was attended on average by 35 physical education teachers of municipal school system of Rio de Janeiro. The training process included the selection of subject in which teachers found greater need (technology in physical education classes) and was carried out in monthly meetings for eight months. Teachers read scientific texts, discussed collaborative planning strategies, presented pedagogical intervention projects and reported experiences implemented in school. The data were interpreted through observation and field records of the training workshops, and content analysis of interviews with teachers at the end of training. The results showed that the collaborative training had potential to mobilize teachers to interactionist and dialogical attitudes; provided articulation of theoretical and practical knowledge that are fundamental to the intentionality of educational action; allowed the teachers assume the role of producers of knowledge and pedagogical practices; raised awareness the teacher to place the student as a central element in the teaching-learning. Also observed were limiting factors to collaboration, as lack of teacher habits to read / study / written, number of participants and degree of socialization among peers. However, the manifestations of teachers during the collaborative process, even if not common to all, mobilized metacognitive processes and encouraged teachers to adopt alternative teaching strategies. Collaborative training encourages the debate on the need to listen to the teacher's needs, allow the free expression of their knowledge, fears, anxieties, providing new learning through reflection and collaborative and emancipated shares that promote professional development / A forma??o continuada deve contribuir para a melhoria das condi??es de trabalho dos professores e seu aprimoramento profissional consoante os avan?os e inova??es em suas ?reas. Apesar dos esfor?os empenhados, as a??es no ?mbito federal sofrem por conta da fragmenta??o e desarticula??o das a??es de forma??o organizadas por Estados e Munic?pios, restringindo suas a??es ? utiliza??o de instrumentos de gest?o de processos, prazos e metas desgarradas das necessidades do ch?o da escola. Diversos estudos identificam que as a??es de forma??o continuada ainda s?o realizadas mediante modalidades cl?ssicas e tradicionais. A introdu??o de modelos inovadores esbarra na aus?ncia de pol?ticas formativas sistem?ticas, intencionais, articuladas e cont?nuas. A forma??o continuada deve permitir experi?ncias prazerosas para o desvendar de novas formas de ser, pensar e sentir, visando o desenvolvimento pessoal e profissional do professor. O objetivo desta pesquisa foi analisar o desenvolvimento de um projeto de forma??o colaborativa de professores de educa??o f?sica, visando descrever a constitui??o coletiva do processo, os efeitos percebidos pelos professores para a sua forma??o pessoal, bem como os impactos metodol?gicos no ensino-aprendizagem. A pesquisa se caracteriza como descritiva, a partir de um modelo de pesquisa-a??o em contexto colaborativo. A forma??o colaborativa foi frequentada em m?dia por 35 professores de educa??o f?sica da rede municipal de ensino do Rio de Janeiro. O processo de forma??o abrangeu a sele??o de tema em que os professores identificaram maior necessidade (tecnologias nas aulas de educa??o f?sica) e foi realizado em encontros mensais, durante oito meses. Os professores foram envolvidos em leituras de textos cient?ficos, discuss?es e planejamento coletivo, apresenta??o de projetos de interven??o pedag?gica e relato das experi?ncias concretizadas na escola. Os dados foram interpretados por meio de observa??o e registros de campo das reuni?es de forma??o e an?lise de conte?do de entrevistas realizadas com os professores ao final da forma??o. A forma??o colaborativa configurou possibilidades e potencial baseados na anima??o de atitudes interacionistas e dial?gicas entre os professores; na articula??o de conhecimentos te?ricos e pr?ticos afirmantes da intencionalidade do ato educativo; no protagonismo de (re)cria??o e/ou (re)constru??o de saberes e pr?ticas pedag?gicas; e em pr?ticas de ensino que sensibilizaram o professor em colocar o aluno como elemento central no ensino-aprendizagem. Alguns elementos limitantes como h?bitos de leituras/estudo/escrita dos professores, quantitativo de participantes e grau de socializa??o entre pares foram observados como elementos restritivos ao trabalho colaborativo. Ainda assim, as manifesta??es observadas em distintos grupos de professores durante o processo interativo, mesmo que n?o comuns a todos, refletiram perspectivas de realiza??o congnoscitiva e interventiva no processo colaborativo. A perspectiva de forma??o colaborativa incita o debate sobre a necessidade de escutar as necessidades cotidianas do professor, de permitir a livre express?o sobre seus conhecimentos, medos, ang?stias, proporcionando novas aprendizagens atrav?s de momentos de reflex?o e de trocas colaborativas e emancipadas e, consequentemente, seu desenvolvimento profissional

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-09-28T14:32:01Z No. of bitstreams: 1 TES_RUDINEI_DOS_SANTOS_MARQUES_COMPLETO.pdf: 926927 bytes, checksum: 7e24aae24c942890ad3eacc093a0e4f8 (MD5) / Made available in DSpace on 2016-09-28T14:32:01Z (GMT). No. of bitstreams: 1 TES_RUDINEI_DOS_SANTOS_MARQUES_COMPLETO.pdf: 926927 bytes, checksum: 7e24aae24c942890ad3eacc093a0e4f8 (MD5) Previous issue date: 2016-08-31 / This work aims to show, from the Dialogues, the Letters and the indirect tradition of Plato, as well as from the Enneads of Plotinus, the importance that the unwritten doctrines exercised in the constitution of plotinian neoplatonism, and thus that there was not a radical break between this movement and the platonic ontology, but the development and re-articulation of philosophical concepts already present in the written work of Plato and complemented by the intra-academic teaching, to which Plotinus had access through the reading of Aristotle's Metaphysics, as evidenced by Vita Plotini and the Enneads theirselves. In this perspective, the neoplatonic h?n?sis can be understood as an exaltation of Plato?s unwritten doctrines. / Este trabalho tem como objetivo mostrar, a partir dos Di?logos, das Cartas e da tradi??o indireta de Plat?o, bem como das En?adas de Plotino, a import?ncia que as doutrinas n?o escritas exerceram na constitui??o do neoplatonismo plotiniano e, assim, que n?o houve uma ruptura radical entre este movimento e a ontologia plat?nica, mas o desenvolvimento e a rearticula??o de concep??es filos?ficas j? presentes na obra escrita de Plat?o e complementadas pelo ensinamento intra-acad?mico, ao qual Plotino teve acesso por meio da leitura da Metaf?sica de Arist?teles, como atestam a Vita Plotini e as pr?prias En?adas. Nessa perspectiva, a h?n?sis neoplat?nica pode ser entendida como uma exalta??o das doutrinas n?o escritas de Plat?o.

Submitted by Kelson Anthony de Menezes (kelson@ucb.br) on 2016-11-23T17:01:44Z No. of bitstreams: 1 ClaradeSouzaChavesDissertacaoparcial2014.pdf: 389135 bytes, checksum: f435020351a8b8ed008941359956c6cb (MD5) / Made available in DSpace on 2016-11-23T17:01:44Z (GMT). No. of bitstreams: 1 ClaradeSouzaChavesDissertacaoparcial2014.pdf: 389135 bytes, checksum: f435020351a8b8ed008941359956c6cb (MD5) Previous issue date: 2014-03-31 / This work falls within the field of study of the research line of public policies managment and economy of education from Universidade Cat??lica de Bras??lia (UCB) (Catolic Bras??lias???s University). The goal of the study was the academic production from the employees of Education Department of the State of Distrito Federal (SEDF) removed as researchers to make studies in the scope of the career planning of the mastership of Distrito Federal, started in 2005 with the Law # 3621 of July 14th of 2005. The study was focused on Academic production of pos graduated programs strictly speaking (stricto sensu) in Education developed on seach lines that involves policy, managment and economy of education from Catolic University of Bras??lia and public policies and education managment of Brasilia???s University. (UNB). Between 2006 and 2012 turned to basic education. The methodology adopted on the study was: the qualitative search of exploratory character, when deal with data source. It was used three qualitative search methods: Bibliographic search, document analysis, and interview. The dissertation was splited in 5 chapters. The first charpter deal with education as a inalienable right and requirement as a practice to citizenship development. The second charpter presentes a bibliography review about education researching developed on Brasil. The third charpter show us the portrait of the pos graduated in Brasil and Distrito Federal (Capital). The fourfh charpter show the public education on Distrito Federal the structure and career profile of mastership. The charpter five presentes the feedback of documentary search maded by library system of UNB and UCB on the Educationemployess improvment school on Distrito Federal and the interviews maked. The results of the search demonstrate a convergence between the seachers view point, universities and public institutions when you talk about to stablish a conection between academic production and the problems and challengers of public education on Distrito Federal. / O presente trabalho insere-se no campo de estudos da linha de pesquisa Pol??ticas P??blicas, Gest??o e Economia da Educa????o da Universidade Cat??lica de Bras??lia (UCB). O objeto de estudo foi a produ????o acad??mica dos servidores da (Secretaria de Estado de Educa????o do Distrito Federal (SEDF) afastados para estudos, no ??mbito do Plano de Carreira do Magist??rio do Distrito Federal, que entrou em vigor em 2005, com a lei 3.621, de 14 de julho de 2005. O estudo est?? focado na produ????o acad??mica dos programas de p??s-gradua????o stricto sensu em educa????o, desenvolvida nas linhas de pesquisa Pol??tica, Gest??o e Economia da Educa????o da Universidade Cat??lica de Bras??lia (UCB) e Pol??ticas P??blicas e Gest??o da Educa????o da Universidade de Bras??lia (UnB), entre os anos 2006 e 2012, voltada para a educa????o b??sica. A metodologia adotada no estudo foi a pesquisa qualitativa de car??ter explorat??rio, no que se refere ?? natureza dos dados foram utilizados tr??s m??todos da pesquisa qualitativa: pesquisa bibliogr??fica, an??lise documental e entrevistas. A disserta????o est?? dividida em 5 cap??tulos. O cap??tulo primeiro aborda a educa????o como direito inalien??vel e pr??requisito para a pr??tica da cidadania. O segundo cap??tulo apresenta uma revis??o de literatura sobre as pesquisas educacionais desenvolvidas no Brasil. O cap??tulo terceiro apresenta um retrato da p??s-gradua????o stricto sensu no Brasil e no Distrito Federal. O quarto cap??tulo apresenta a educa????o p??blica no Distrito Federal, sua estrutura e perfil da carreira magist??rio P??blico. O cap??tulo quinto apresenta os resultados da pesquisa documental realizada nos sistemas de biblioteca da UCB e UnB, na Escola de Aperfei??oamento dos Profissionais da Educa????o no DF (EAPE) e das entrevistas realizadas. Os resultados da pesquisa demonstram uma converg??ncia entre os pontos de vista de pesquisadores, universidades e institui????es p??blicas no que se refere ?? possibilidade de se estabelecer uma conex??o entre a produ????o acad??mica e o enfrentamento dos problemas e desafios da educa????o p??blica no Distrito Federal.

Submitted by Kelson Anthony de Menezes (kelson@ucb.br) on 2016-12-07T16:45:29Z No. of bitstreams: 1 RenatoValdugaTese2015.pdf: 1240070 bytes, checksum: 2ba97db8c56f2f9d78ebcf5514497752 (MD5) / Made available in DSpace on 2016-12-07T16:45:29Z (GMT). No. of bitstreams: 1 RenatoValdugaTese2015.pdf: 1240070 bytes, checksum: 2ba97db8c56f2f9d78ebcf5514497752 (MD5) Previous issue date: 2015-07-17 / The falls are harmful events to the health of the elderly people, that cause injuries, hospitalization and death in this population. In this context, it becomes imminent need for methods to identify the profile of the elderly falling as well the development of strategies that are effective for the prevention of falls in older people. For the latter, it highlights the intervention programs based on the development of resistance training, single or in combination with other interventions. From the foregoing, the main aim of this research was to analyze the effect of resistance training periodization of the stratification of the risk of falls, functional capacity, maximum muscle strength and fear of falling in older women. For this, a survey was conducted in two phases, which originated the realization of two original articles. Article 1 was an observational, analytical and cross-sectional study aimed to analyze the relationship of measures relating to the risk of falls, functional capacity, muscle strength and fear of falling in fallers e non-fallers older women. It was observed the relationship of measures relating to the risk of falls, functional capacity and muscle strength. However, there was no difference between the groups regarding the analyzed outcomes. Age was a factor of influence for the risk of falls, functional ability and strength, not for fear of falling. Article 2 was conducted a randomized clinical trial in order to analyzed the effect of periodization of strength training to re duce the risk of falls, functional capacity, muscle strength and fear of falling in older women. Therefore, it was the participants were allocated in resistance training groups, the linear periodization model or the daily wave model, or control group. The follow-up the participants were 16 weeks. In both intervention groups were observed reduction in risk of falls, improved functional capacity and muscle strength, which was not observed in the control group. The elderly responsive to resistance training showed higher performance in outcome measures compared to the group of nonresponders elderly, especially when analyzing the effect of the sample size. The intervention program did not influence the fear of falling in participants. / As quedas s??o eventos danosos ?? sa??de dos idosos, sendo estes, causa de les??es, interna????o e ??bito nesta popula????o. Neste contexto, torna-se eminente a necessidade de m??todos para identifica????o do perfil da idoso que cai, bem como do desenvolvimento de estrat??gias que sejam eficazes para a preven????o de quedas em pessoas idosas. Para esta ??ltima, destacam-se os programas de interven????o baseado no desenvolvimento do treinamento resistido, seja este feito isoladamente ou em combina????o com outras interven????es. A partir do exposto, o objetivo principal desta tese foi de analisar o efeito da periodiza????o do treinamento resistido na estratifica????o do risco de quedas, capacidade funcional, for??a muscular m??xima e medo de cair em mulheres idosas. Para tanto, foi realizada uma pesquisa em duas fases, que originou a realiza????o de dois artigos. O artigo 1 foi um estudo observacional, anal??tico e transversal e teve o objetivo de analisar a rela????o das medidas relativas ao risco de quedas, capacidade funcional, for??a muscular e medo de cair em mulheres idosas caidoras e n??o caidoras. P??de-se observar a rela????o das medidas relativas ao risco de quedas, capacidade funcional e for??a muscular. N??o houve diferen??a entre os grupos de caidoras e n??o caidoras em rela????o aos desfechos analisados. A idade foi um fator de influ??ncia para o risco de quedas, capacidade funcional e for??a, e n??o para o medo de cair. No artigo 2 foi realizado um ensaio cl??nico randomizado com o objetivo de analisar o efeito da periodiza????o do treinamento resistido para a redu????o do risco de quedas, capacidade funcional, for??a muscular e medo de cair em mulheres idosas. Para tanto, foram as participantes foram alocadas em um dos 3 grupos (grupo de treinamento resistido periodizado pelo modelo linear ??? GL; grupo de treinamento resistido periodizado pelo modelo ondulat??rio semanal ??? GO; ou grupo controle ??? GC) a partir de um sorteio. Participaram da pesquisa 50 idosas que foram acompanhadas por 16 semanas. Em ambos os grupos de interven????o foram observadas redu????o no risco de quedas, melhora na capacidade funcional e na for??a muscular, fato n??o observado no GC. O GO apresentou maior efeito da amostra sobre o risco de quedas e for??a muscular m??xima e o GL maior efeito sobre a capacidade funcional das participantes. As idosas que apresentaram incrementos superiores da for??a muscular m??xima com o treinamento resistido apresentaram melhoraras superiores nos desfechos analisados, sobretudo quando analisado o tamanho do efeito da amostra. O programa de interven????o n??o influenciou no medo cair das participantes.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-05T20:41:12Z No. of bitstreams: 1 AndreaLucenaReisDisserta????o2016.pdf: 2382908 bytes, checksum: 487bcd580fa03a09a15bd71b710f9125 (MD5) / Made available in DSpace on 2017-04-05T20:41:12Z (GMT). No. of bitstreams: 1 AndreaLucenaReisDisserta????o2016.pdf: 2382908 bytes, checksum: 487bcd580fa03a09a15bd71b710f9125 (MD5) Previous issue date: 2016-12-08 / Considering the lack of specific studies in the area of Physical Education and believing that this discipline, as a curricular component, can contribute to the inclusion process of the disabled person through leisure, this research was carried out and aimed to verify the meaning of leisure for the relatives of people with Down Syndrome of the Espa??o Com-Viv??ncias project of the Catholic University of Brasilia. For the accomplishment of the present study we opted for the qualiquantitative research. It was used the software IRAMUTEQ - Interface for Analytical Multidimensionnelles des Textes and Questionaires, GraphPad Prism 6.0 (GraphPad Software Inc., San Diego, CA), the SPSS Software (2011) version 20 (Statistical Package for the Social Science and the Excel 2010 software. The sample consisted of the families of 22 Down Syndrome students from the Espa??o Com-Viv??ncias Project as well as the students themselves (3 of them), the age range of the students between 6 and 33, men and women. The delimitation of the sample was by convenience. It was concluded that leisure activities for this public meant, in brief, a moment of rest, play, stroll, entertain, development, interaction, quality of life, attending to the three perspectives of leisure (rest, fun and personal development) . Therefore, we conclude that the leisure activities experienced by this public in the Espa??o Com-Viv??ncias Project provided improvements in the well-being and quality of life of people with disabilities. / Considerando a escassez de estudos espec??ficos de lazer na ??rea de Educa????o F??sica e por acreditar que esta disciplina, enquanto componente curricular possa contribuir no processo de inclus??o da pessoa com defici??ncia por meio do lazer essa pesquisa foi realizada e objetivou verificar qual o significado de lazer para os familiares de alunos com S??ndrome de Down do Projeto Espa??o Com-Viv??ncias da Universidade Cat??lica de Bras??lia. Para a realiza????o do presente estudo optou-se pela pesquisa qualiquantitativa. Utilizou-se do Software IRAMUTEQ - Interface de R pour analyses Multidimensionnelles des Textes e de Questionaires, GraphPad Prism 6.0 (GraphPad Software Inc., San Diego, CA), do Software SPSS (2011) vers??o 20 (Statistical Package for the Social Science - Pacote Estat??stico para Ci??ncias Sociais), e tamb??m do Software Excel 2010. A amostra foi composta pelos familiares de 22 alunos com S??ndrome de Down do Projeto Espa??o Com-Viv??ncias. Concluiuse que as atividades de lazer para esse p??blico significaram, resumidamente, momento de descanso, brincar, passear, se divertir, desenvolvimento, intera????o, qualidade de vida, atendendo ??s tr??s perspectivas de lazer (descanso, do divertimento e do desenvolvimento pessoal). Diante disso, conclu??mos que as atividades de lazer vivenciadas por esse p??blico no Projeto Espa??o Com-Viv??ncias proporcionaram melhorias no bem estar e na qualidade de vida das pessoas com defici??ncia.

Submitted by Natalie Mendes (nataliermendes@gmail.com) on 2015-07-28T01:23:38Z No. of bitstreams: 1 Disserta??o Michael Daian Pacheco Ramos - PPGE - Mestrado em Educa??o.pdf: 776341 bytes, checksum: b7361da0f632d5e036c494f90f3c2276 (MD5) / Made available in DSpace on 2015-07-28T01:23:38Z (GMT). No. of bitstreams: 1 Disserta??o Michael Daian Pacheco Ramos - PPGE - Mestrado em Educa??o.pdf: 776341 bytes, checksum: b7361da0f632d5e036c494f90f3c2276 (MD5) Previous issue date: 2014-05-06 / The study is part of research trying to understand the training process of students in Physical Education. Focuses the organization of educational work of PE teachers. For its realization, we start from the following scientific problem: under what pedagogical proposition of physical education teachers have been organizing their educational work and what degree of consistency, according to its design, between the theoretical and pedagogical foundations established and materialized in his practice? The overall objective was to analyze under what pedagogical proposition Physical Education teachers have been organizing their educational work and what degree of consistency between what is said and accomplished. We conducted interviews with two ( 2 ) teachers in a public school in Feira de Santana, Bahia and observed two units Term class between August and December 2013. We found that pedagogical theory that guides the Political Pedagogical Project refers to pedagogy "seize grasp," also found that this pedagogical theory manifested in the syllabus of two professors analyzed. Regarding the pedagogical approach to physical education teacher identified that 1 in your lesson plan presents elements of developmentalist approach, but in their educational action does not present an organization of the teaching and learning process, minimally unaware of the theoretical and methodological foundations that guides their practice as well as the pedagogical approach that guides his class. Have the teacher 2 shows an inconsistency between the approach she says guides her classes, and the Constructivist approach that actually materializes in their classes, the Health Promotion Therefore, the Physical Education classes observed on the theoretical frameworks presented (approaches developmental, constructivist and Health Promotion) do not present great possibilities for development and raising the cultural standard of the students, as they seek to explain the phenomenon of body culture (game, sport, fight, dance, gymnastics, among others) limiting the size technique, the biomechanical movement, biologization of human movement. / O estudo se insere entre as pesquisas que buscam compreender o processo de forma??o dos estudantes na Educa??o F?sica escolar. Tem como objeto a organiza??o do trabalho educativo dos professores de Educa??o F?sica. Para a sua realiza??o, partimos do seguinte problema cient?fico: sob qual proposi??o pedag?gica da educa??o f?sica os professores v?m organizando seu trabalho educativo e qual o grau de coer?ncia, de acordo com sua concep??o, entre os fundamentos te?rico-pedag?gicos estabelecidos e os materializados em sua pr?tica? O objetivo geral foi analisar sob qual proposi??o pedag?gica da Educa??o F?sica os professores v?m organizando seu trabalho educativo e qual o grau de coer?ncia entre o dito e o cumprido. Realizamos entrevista com dois (2) docentes de uma escola p?blica estadual do munic?pio de Feira de Santana-Bahia e observamos duas unidades letivas entre agosto a dezembro de 2013. Identificamos que a teoria pedag?gica que orienta o Projeto Pol?tico Pedag?gico refere-se ? pedagogia do ?aprender a aprender? e constatamos tamb?m que esta teoria pedag?gica se manifesta nos planos de ensino dos dois docentes analisados. No que se refere ? abordagem pedag?gica da Educa??o F?sica identificamos que o docente A em seu plano de aula apresenta elementos da abordagem Desenvolvimentista, por?m na sua a??o educativa n?o apresenta uma organiza??o do processo de ensino e aprendizagem, desconhecendo os fundamentos te?rico-metodol?gicos que orientam sua pr?tica, bem como da abordagem pedag?gica que orienta sua aula. J? o docente B apresenta uma incoer?ncia entre a abordagem que diz orientar suas aulas (a Construtivista) e a abordagem que de fato materializa a Promo??o da Sa?de. Portanto, as aulas de Educa??o F?sica observadas sobre os referenciais te?ricos apresentados (abordagens Desenvolvimentista, Construtivista e Promo??o da Sa?de) n?o apresentam grandes possibilidades para o desenvolvimento e a eleva??o do padr?o cultural dos estudantes, pois procuram explicar o fen?meno da cultura corporal (jogo, esporte, luta, dan?a, gin?stica, dentre outros) limitando-se ? dimens?o t?cnica, ao movimento biomec?nico, a biologiza??o do movimento humano.

Submitted by Verena Bastos (verena@uefs.br) on 2015-07-28T14:50:40Z No. of bitstreams: 1 Dissertao-Itamar Sousa .pdf: 3697508 bytes, checksum: c93d50949f17ccb4251f3ef2dc80b215 (MD5) / Made available in DSpace on 2015-07-28T14:50:40Z (GMT). No. of bitstreams: 1 Dissertao-Itamar Sousa .pdf: 3697508 bytes, checksum: c93d50949f17ccb4251f3ef2dc80b215 (MD5) Previous issue date: 2014-08-04 / This research aims to study the design of training teachers in this Plano Nacional de Forma??o de Professores da Educa??o B?sica - PARFOR, the degree course in Physical Education from the Universidade do Estado da Bahia, UNEB, Departamento de Ci?ncias Humanas, Jacobina-Ba. This research is mainly aimed to critically analyze the design of teacher training that guides PARFOR and how that concept hinges on the development of Supervised Physical Education course. For this, we used injections of critical design-dialectical, in that the categories of the method, all, contradiction, mediation and hegemony were in basic research. Analysis of curricular course design and realization of Focus Group 7 with student teachers from PARFOR: as a way of apprehending the reality of the data two instruments was used. Results show that the Physical Education course PARFOR sets of approaches with a conception of teacher-centered hegemonic pedagogical approaches, the "know-how" from the practical experiences of everyday school life. Further evidence that teacher education has been characterized by relief and lack of theoretical development of pedagogical-didactic character essential in teacher education. It was found, therefore, that the teaching practice of the course have not allowed a theory-practice linkage in the training process of teachers in a perspective of praxis / A presente pesquisa tem como objeto de estudo a concep??o de forma??o de professores presente no Plano Nacional de Forma??o de Professores da Educa??o B?sica - PARFOR, do curso de licenciatura em Educa??o F?sica da Universidade do Estado da Bahia-UNEB, Departamento de Ci?ncias Humanas, Jacobina-Ba. Esta investiga??o tem como objetivo central analisar criticamente a concep??o de forma??o de professores que orienta o PARFOR e de que maneira a referida concep??o se articula no desenvolvimento do Est?gio Supervisionado do curso de Educa??o F?sica. Para tanto, utilizou-se aportes da concep??o cr?tico-dial?tica, em que as categorias do m?todo, totalidade, contradi??o, media??o e hegemonia foram basilares na investiga??o. Como forma de apreens?o dos dados da realidade foi utilizado dois instrumentos: An?lise do projeto curricular do curso e realiza??o de Grupo Focal com 7 professores-estudantes do PARFOR. Os resultados apontam que o curso de Educa??o F?sica do PARFOR estabelece aproxima??es com uma concep??o de forma??o de professores centrada nas abordagens pedag?gicas hegem?nicas, do ?saber fazer? a partir das experi?ncias pr?ticas do cotidiano escolar. Evid?ncia ainda que a forma??o dos professores t?m sido caracterizada pelo aligeiramento e aus?ncia de aprofundamento te?rico de car?ter pedag?gico-did?tico, essencial na forma??o docente. Constatou-se, portanto, que os est?gios supervisionados do curso n?o t?m possibilitado uma articula??o teoria-pr?tica no processo formativo dos professores em uma perspectiva da pr?xis.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2015-10-07T21:05:32Z No. of bitstreams: 1 68-maiane-neve-dissertacao-completa-30-06-2015.pdf: 2173788 bytes, checksum: 01667558c2c58926c53a0a2c86f9ff1d (MD5) / Made available in DSpace on 2015-10-07T21:05:32Z (GMT). No. of bitstreams: 1 68-maiane-neve-dissertacao-completa-30-06-2015.pdf: 2173788 bytes, checksum: 01667558c2c58926c53a0a2c86f9ff1d (MD5) Previous issue date: 2015-06-30 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Mimosa tenuiflora (Willd.) Poiret (jurema preta) is a species in the Fabaceae family, native to the Caatinga, found throughout the Brazilian Northeast. In folk medicine, the shells of the stem and root of jurema preta are used in treatment of several diseases, as burns and inflammations, besides being maid traditionally as drink in indigenous rituals. Regarding to the root bark, there are few studies described in the literature about its phytochemical profile and biological properties. In this way, the present study has proposed perform a phytochemical study of the extracts from the root bark of Mimosa tenuiflora. For this, it was performed the fractionation of chloroformic extract from the column chromatography (CC), and the structural determinations of the isolated compounds were carried out by technique of nuclear magnetic resonance (NMR) of 1H and 13C, besides the identification and quantification of phenolic substances in the chloroformic extracts and the ethyl acetate from the high-efficiency liquid chromatography with diode arrangement detector (HPLC-DAD) and consequent validation of applied analytical method. Were also carried out assessment of anticholinesterasic activity of the extracts by the method of Ellman and quantification of the total flavonoid content of the crude extract through spectrophotometric method using as reactant aluminum chloride (AlCl3) and standard curve with quercetin. As a result, were obtained from the chloroformic extract a mixture of the ?-sitosterol and stigmasterol steroids and the betulinic acid triterpene. From of the HPLC-DAD were identified polyphenols such as catechin, epicatechin and procyanidin B2 beyond the gallic acid in the ethyl acetate extract and procyanidin B2, in the chloroformic extract of this species. With the validation of the analytical method, this proved to be reliable and suitable for the quantification of the substance catechin and epicatechin in the ethyl acetate extract, according to criteria recommended by the National Health Surveillance Agency ? NHSA. Regarding the anticholinesterasic activity, among the tested extracts of black jurema, the gross and the ethyl acetate were the ones who showed greater inhibition capacity on the enzyme acetylcholinesterase (AChE) in relation to other, presenting percentages of 89% + 0,31 and 93,8% + 0,4, respectively, what classifies this species as a potent inhibitor. The total flavonoids content quantified in the crude extract of Mimosa tenuiflora was of 1,386g/100g extract. Thus, this work indicates that the species Mimosa tenuiflora is a promising source of bioactive substances of chemical-medicinal interest, besides being a strong natural candidate that can aid in the treatment of Alzheimer's disease. It is important to mention that the present study provides an unprecedented contribution about the chemical composition of root bark of black jurema, since to date no records were found in the literature on phenolic constituents of this part of the plant. / Mimosa tenuiflora (Willd.) Poiret (jurema preta) ? uma esp?cie da fam?lia Fabaceae nativa da Caatinga, encontrada largamente em todo nordeste brasileiro. Na medicina popular, as cascas do caule e da raiz da jurema preta s?o utilizadas no tratamento de diversas enfermidades, como queimaduras e inflama??es, al?m de ser empregada tradicionalmente como bebida em rituais ind?genas. Com rela??o ? casca da raiz, h? poucos estudos descritos na literatura sobre seu perfil qu?mico e propriedades biol?gicas. Desta forma, o presente trabalho prop?s realizar um estudo fitoqu?mico dos extratos da casca da raiz da Mimosa tenuiflora. Para isso, foi realizado o fracionamento do extrato clorof?rmico a partir da cromatografia em coluna (CC), e as determina??es estruturais das subst?ncias isoladas foram realizadas atrav?s da t?cnica de resson?ncia magn?tica nuclear (RMN) de 1H e 13C, al?m da identifica??o e quantifica??o de subst?ncias fen?licas nos extratos clorof?rmico e acetato de etila a partir da cromatografia a l?quidos de alta efici?ncia com detector de arranjo de diodos (CLAE-DAD) e consequente valida??o do m?todo anal?tico aplicado. Tamb?m foram realizadas avalia??o da atividade anticolinester?sica dos extratos pelo m?todo de Ellman e quantifica??o do teor de flavonoides totais do extrato bruto atrav?s de m?todo espectrofotom?trico utilizando-se como reagente cloreto de alum?nio (AlCl3) e curva padr?o com quercetina. Como resultado, foram obtidos do extrato clorof?rmico uma mistura dos esteroides ?-sitosterol e estigmasterol e o triterpeno ?cido betul?nico. A partir da CLAE-DAD foram identificados polifen?is como a catequina, epicatequina e procianidina B2 al?m do ?cido g?lico no extrato acetato de etila e procianidina B2, no extrato clorof?rmico desta esp?cie. Com a valida??o do m?todo anal?tico, este se mostrou confi?vel e adequado para a quantifica??o das subst?ncias catequina e epicatequina no extrato acetato de etila, de acordo com crit?rios preconizados pela Ag?ncia Nacional de Vigil?ncia Sanit?ria - ANVISA. Com rela??o ? atividade anticolinester?sica, entre os extratos testados da jurema preta, o bruto e o de acetato de etila foram os que demonstraram maior capacidade de inibi??o sobre a enzima acetilcolinesterase (AChE) com rela??o aos demais, apresentando percentuais de 89% + 0,31 e 93,8% + 0,4, respectivamente, o que classifica esta esp?cie como potente inibidor. O teor de flavonoides totais quantificado no extrato bruto da Mimosa tenuiflora foi de 1,386g/100g extrato. Sendo assim, este trabalho indica que a esp?cie Mimosa tenuiflora ? uma fonte promissora de subst?ncias bioativas de interesse qu?mico-medicinal, al?m de ser uma forte candidata natural que pode auxiliar no tratamento do mal de Alzheimer. ? importante mencionar que o presente estudo fornece uma contribui??o in?dita acerca da composi??o qu?mica da casca da raiz da jurema preta, uma vez que at? o momento n?o foram encontrados registros na literatura sobre constituintes fen?licos desta parte da planta.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-06-13T19:12:48Z No. of bitstreams: 1 2017 - Lidiane Benites de Campos.pdf: 4991873 bytes, checksum: b8396eff5b6aec80b0657e9e4c07eb15 (MD5) / Made available in DSpace on 2018-06-13T19:12:48Z (GMT). No. of bitstreams: 1 2017 - Lidiane Benites de Campos.pdf: 4991873 bytes, checksum: b8396eff5b6aec80b0657e9e4c07eb15 (MD5) Previous issue date: 2017-04-03 / This work aimed to develop a thematic approach within a CTS (Science-Technology-Society) focus to physics teaching, dealing with the issue of "Electric Energy Production". The CTS focused teaching approaches scientific knowledge in the technological and social context of the learner and relates it to their everyday experiences, leading them to reflect on historical, ethical, political and socioeconomic aspects, and thus providing skills and values that help them to take responsible decisions and attitudes. In our case, the proposal was applied in a public school in the city of Angra dos Reis, in the State of Rio de Janeiro, to be evaluated and reworked according to the needs verified. The theme was chosen to be worked in this place, because the city houses the only nuclear power plant in Brazil, being a subject of extreme importance for the population and that allows the CTS approach with emphasis on the reality of the students. However, the approach was not restricted to the nuclear power plant, but involved all means of producing electric energy, such as hydroelectric, thermoelectric, with its variations of fuels, wave power plant, solar power plants and wind power plants, so that the general theme Production Of Electric Energy was divided into three sub-themes: Hydroelectric Plants, Other Modes of Energy Production and Nuclear Plants. The objective of this approach, besides teaching physical concepts involved in the processes of electric energy production, is also to make students aware of the risks, consequences and benefits of each mode of production, to have them reflect and evaluate the most to be able to actively participate in decision-making processes involving such issues. The final product of this work is a didactic sequence with varied didactic methods and resources, to serve as a guide for other teachers who wish to adopt the proposal. The text presents a brief history of science education in Brazil, its peculiarities and needs that justify the proposal and also presents the CTS movement and its main characteristics, that guide this work. The methodology adopted was the Action-research, which allowed the readjustment of the proposal throughout its application. The results were very promising and showed that the teaching of physics with a CTS approach, practiced through a thematic approach focused on students' reality, can be a means to promote a quality scientific education and to train citizens able to understand the world and the Society in which they live. / Este trabalho teve como objetivo desenvolver uma proposta de abordagem tem?tica com enfoque CTS (Ci?ncia-Tecnologia-Sociedade) para o ensino de f?sica, abordando o tema ?Produ??o de Energia El?trica?. O ensino com enfoque CTS aborda os conhecimentos cient?ficos no contexto tecnol?gico e social do educando e o relaciona com suas experi?ncias cotidianas, levando-o a refletir sobre aspectos hist?ricos, ?ticos, pol?ticos e socioecon?micos, fornecendo assim habilidades e valores que o auxiliem na tomada de decis?es respons?veis e atitudes. No nosso caso, a proposta foi aplicada em uma escola p?blica da cidade de Angra dos Reis, no Rio de Janeiro, para que fosse avaliada e reelaborada de acordo com as necessidades verificadas. O tema foi escolhido para ser trabalhado neste local, pois a cidade abriga a ?nica usina nuclear do Brasil, sendo um assunto de extrema import?ncia para a popula??o e que possibilita o enfoque CTS com ?nfase na realidade dos alunos. Por?m, a abordagem n?o ficou restrita ? usina nuclear, mas envolveu todos os meios de produ??o de energia el?trica, tais como hidrel?tricas, termoel?tricas e suas varia??es de combust?veis, usina de ondas, usinas solares e usinas e?licas, de modo que o tema geral Produ??o de Energia El?trica foi dividido em tr?s subtemas: Usinas Hidrel?tricas, Outros Modos de Produ??o de Energia e Usinas Nucleares. O objetivo desta abordagem, al?m de ensinar conceitos f?sicos que envolvem os processos de produ??o de energia el?trica, ?, tamb?m, conscientizar os alunos dos riscos, consequ?ncias e benef?cios de cada modo de produ??o, lev?-los a refletir e avaliar quais os modos mais vantajosos, para que estejam aptos a opinar e participar ativamente de processos decis?rios envolvendo tais quest?es. O produto final deste trabalho ? uma sequ?ncia did?tica com m?todos e recursos did?ticos variados, para servir como guia para outros professores que desejem adotar a proposta. O texto apresenta um breve hist?rico do ensino de ci?ncias no Brasil, suas peculiaridades e necessidades que justificam a proposta e apresenta tamb?m o movimento CTS e suas principais caracter?sticas, que norteiam este trabalho. A metodologia adotada foi a pesquisa-a??o, o que permitiu a readequa??o da proposta ao longo de sua aplica??o. Os resultados foram muito promissores e mostraram que o ensino de f?sica com enfoque CTS, praticado atrav?s de uma abordagem tem?tica voltada para a realidade dos alunos, pode ser um meio de promover uma educa??o cient?fica de qualidade e formar cidad?os aptos a compreender o mundo e a sociedade em que vivem.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-09-27T13:44:04Z No. of bitstreams: 1 2017 - Andr? Luiz Zanella.pdf: 1299036 bytes, checksum: 612e8a2e660236896cfa6d17f8de7ff2 (MD5) / Made available in DSpace on 2018-09-27T13:44:04Z (GMT). No. of bitstreams: 1 2017 - Andr? Luiz Zanella.pdf: 1299036 bytes, checksum: 612e8a2e660236896cfa6d17f8de7ff2 (MD5) Previous issue date: 2017-02-21 / Physical Education is experiencing troubled days today, where its importance is discussed and whether it should continue to be offered by schools as a compulsory subject for high school. Over the years physical education has undergone profound changes and today, due to technological evolution, students are bombarded daily with thousands of images, words and sounds that end up interacting in different ways in the students' lives, causing significant changes in the Students learn, live, work and interact with each other. The present study analyzes how the students of the Federal Institute of Amap?, Campus Laranjal do Jari evaluate the importance of the use of Information and Communication Technologies for Physical Education classes. The method used to develop the research was the Focus Group, a qualitative research technique, which aims to obtain data from discussions in groups with representatives of the research subjects, distributed differently and with representativeness between the groups. The analysis of the students' speeches with the contribution of the bibliographic material and, guided by the objectives of the research, allowed us through the qualitative analysis to realize that the students use the technologies of forms and for various purposes and that they consider it very important to make use of technologies During physical education classes to make classes more dynamic and attractive to them. The analysis of the data was made assuming the inductive process, seeking to bring the voices of the subjects studied in an integrated and articulated way with the authors listed to give the theoretical and methodological support to the research. Among participants in the two focus groups, it was clear that they know what ICTs are and that they use technology of their own daily, whether at school, at home, at a lodge or at both places. It was also possible to observe that the students consider that the use of ICTs as a contribution during physical education classes is important and that students consider it important to make use of them as they contribute to the better classes. In light of the students' reports through the focus groups, we understand that the use of TICS can be an important learning tool and that this tool contributes to making Physical Education classes more interesting for students because of the many advantages that TICS bring to the Teaching learning process making the pupil, teacher and content relation more attractive / A Educa??o F?sica vive hoje dias conturbados, em que se discute sua import?ncia e perman?ncia nas escolas como disciplina obrigat?ria para o ensino m?dio. Ao longo dos anos a educa??o f?sica passou por profundas mudan?as e hoje em dia, devido a evolu??o tecnol?gica, os alunos s?o bombardeados diariamente com milhares de imagens, palavras e sons que acabam por interagir de diversas formas em suas vidas, causando mudan?as significativas na forma que aprendem, vivem, trabalham e interagem entre si. O presente estudo analisa como os alunos do Instituto Federal do Amap?, Campus Laranjal do Jari avaliam a import?ncia da utiliza??o das Tecnologias de Informa??o e Comunica??o (TICs) para as aulas de Educa??o F?sica. O m?todo utilizado para coletar dados e desenvolver a pesquisa foi o Grupo Focal, uma t?cnica de pesquisa qualitativa, que visa a obten??o de dados a partir de debates em grupos com representantes dos sujeitos da pesquisa, distribu?dos distintamente e com representatividade entre os grupos. A an?lise das falas dos alunos com o aporte do material bibliogr?fico e, guiados pelos objetivos da pesquisa, nos permitiu atrav?s da an?lise qualitativa, perceber que os alunos utilizam as tecnologias de formas e para fins variados e, que consideram muito importante fazer uso de tecnologias durante as aulas de Educa??o F?sica para deixar as aulas mais din?micas e atrativas para eles. A an?lise dos dados foi feita tendo como pressuposto o processo indutivo, buscando trazer as vozes dos sujeitos pesquisados de forma integrada e articulada com os autores elencados para dar o suporte te?rico-metodol?gico ? pesquisa. Entre os participantes dos dois grupos focais, ficou claro que sabem o que s?o TICS e que eles fazem uso diariamente de algum tipo de tecnologia, seja ela na escola, em suas casas, locais p?blicos especializados ou em todos os lugares. Tamb?m foi poss?vel observarmos que os alunos avaliam ser importante a utiliza??o das TICS como conte?do durante as aulas de Educa??o F?sica e ainda consideram importante fazer uso delas, pois contribuem para melhor as aulas. Diante dos relatos dos alunos nos grupos focais entendemos que o uso das TICS podem ser uma importante ferramenta de aprendizagem que poder? contribuir para que as aulas de Educa??o F?sica se tornem mais interessantes devido as muitas vantagens que as TICS trazem para o processo de ensino aprendizagem tornando a rela??o aluno, professor e conte?dos mais atrativos.