Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-22T18:42:46Z No. of bitstreams: 1 raimundojosepereirabarbosa.pdf: 2983435 bytes, checksum: e3f779bd6cb6fe8344f53da29841fcee (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-25T16:32:28Z (GMT) No. of bitstreams: 1 raimundojosepereirabarbosa.pdf: 2983435 bytes, checksum: e3f779bd6cb6fe8344f53da29841fcee (MD5) / Made available in DSpace on 2016-07-25T16:32:28Z (GMT). No. of bitstreams: 1 raimundojosepereirabarbosa.pdf: 2983435 bytes, checksum: e3f779bd6cb6fe8344f53da29841fcee (MD5) Previous issue date: 2015-12-18 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão estudado tem o objetivo de compreender quais as principais dificuldades na implementação do “Programa de Correção do Fluxo Escolar do Ensino Fundamental: Projeto Avançar”, na Coordenadoria Distrital de Educação – 4 (CDE-4), a partir da descrição do programa e da análise de sua implementação nas escolas e na sede da CDE-4 e assim propor ações que contribuam para solucionar as dificuldades de implementação encontradas. A CDE-4 esta localizada na zona centro-oeste da cidade de Manaus - Amazonas - Brasil, faz parte da Secretaria Estadual de Educação do Amazonas (SEDUC-AM) e coordena 34 escolas de Ensino Fundamental e Médio, das quais, dezessete implementaram o programa em 2015. O Projeto Avançar foi implantado pela SEDUC-AM, com o objetivo de corrigir a distorção idade-ano dos alunos matriculados no Ensino Fundamental, com até dois anos de atraso escolar, através de uma metodologia diferenciada, baseada na interdisciplinaridade e na aprendizagem significativa. As coordenadorias distritais e regionais de educação da SEDUC-AM são as responsáveis pela implementação e monitoramento do projeto em suas escolas, seguindo as orientações do Departamento de Politicas e Programas Educacionais (DEPPE) e da Proposta Curricular do Projeto Avançar (PCPAV). O motivo desta pesquisa foi a dificuldade enfrentada pelo pesquisador, no período em que atuou como gestor escolar, para implementar o programa na escola onde trabalhava e por observar, enquanto supervisor pedagógico, atuando desde 2012 na CDE-4, que a referida coordenadoria, também enfrentava dificuldades com a implementação do Projeto Avançar. A pesquisa é um estudo de caso, baseado na análise documental do programa e de suas atividades de implementação (PCPAV, legislação, atas, pautas de reuniões e registros acadêmicos, dentre outros), na aplicação de questionários e entrevistas com principais atores que implementam o programa no âmbito da CDE-4. Os achados da pesquisa permitiram identificar os seguintes problemas na implementação do Projeto Avançar na CDE-4: inadequação da formação continuada oferecida aos atores envolvidos; falta da prática pedagógica interdisciplinar e ineficiência do monitoramento do programa feito pela CDE-4. A partir dos achados da pesquisa, o PAE apresentado propõe as seguintes medidas visando a melhoria da implementação do programa na CDE-4: fortalecer a interdisciplinaridade como prática pedagógica, melhorar a formação continuada e tornar o monitoramento do programa mais eficiente. / This work was developed under the Professional Master in Management and Education Assessment (PPGP) of the Center for Public Policy and Federal University of Education Evaluation of Juiz de Fora (CAEd / UFJF). The case management study aims to understand what the main difficulties in implementing the "School Flow Correction Program Elementary School: Next Project", the District Coordinator of Education - 4 (CDE-4), starting from the description the program and the analysis of its implementation in schools and the headquarters of the CDE-4 and so propose actions aimed at contributing to resolving implementation difficulties. The CDE-4 is located in the center-west of the city of Manaus - Amazonas - Brazil, is part of the State Department of Amazonas Education (SEDUC-AM) and coordinates 34 primary schools and East, of which seventeen implementaramm the program in 2015. The next project was implemented by SEDUC-AM, in order to correct the age-year students enrolled in elementary school, within two years of school delay, through a different methodology based on interdisciplinary and meaningful learning. The district and regional coordinators SEDUC-AM of education are responsible for the implementation and monitoring of the project in their schools, following the guidelines of the Department of Policies and Educational Programs (DEPPE) and the Curriculum Proposal of the Forward Project. The reason for this research was the difficulty faced by the researcher, in the period when he served as school manager, to implement the program at the school where he worked and watched as teaching supervisor, working since 2012 in the CDE-4, said coordinating body also facing difficulties with implementation of the Next Project. The research is a case study based on document analysis of the program and its implementation activities (Curriculum Proposal, legislation, minutes, meeting agendas and academic records, among others), the use of questionnaires and interviews with key actors that implement the program within the CDE-4. The research findings have identified the following problems in implementing the Project on Next CDE-4: inadequacy of continuing education offered to stakeholders; lack of interdisciplinary teaching practice and inefficiency of program monitoring done by the CDE-4. From, the research findings, the PAE presented proposed the following measures aimed at improving program implementation in the CDE-4: strengthen interdisciplinarity as a pedagogical practice, enhance continuing education and make the monitoring more efficient program.

The COVID-19 pandemic outbreak in 2020 has brought many teaching and learning challenges into higher education, such as innovative learning technology issues, the quality of sudden remote studying, a significant drop in international student mobility, and the overall flow of international students, that made the learning environment uncertain. The pandemic outbreak has also brought an understanding that it is a collectively shared challenge. International students, while feeling homesick during the pandemic times, were largely involved in a new social and academic reality and had become a vulnerable population, whose adaptation and adjustment processes in any country were disrupted. This study is focused on international students in Sweden and China during a period of unique experiences in higher education. Under the influence of the pandemic, it is of great interest and importance to investigate and compare the different practices of COVID-19 response strategies and their outcomes at the academic level. Some countries imposed suppressive public health approaches to arrest transmission, while others chose mitigation approaches to slow virus spread and protect vulnerable population. Regarding contrasting political, cultural, and socio-academic contexts in dealing with the COVID-19 pandemic, this study took Sweden and China as examples to investigate and compare their approaches in a fight against such a global issue with further consequences on international students’ mobility. Thus, this research aims to investigate and compare COVID-19 strategies in Sweden and China and their impact on international students. This thesis intents to answer the following question: what challenges for international students arose as a result of socio-educational policies in Sweden and China during the COVID-19 pandemic, and in what ways did restricting mobility impact their academic studies?

Submitted by Luiz Felipe Kling (luizkling@hotmail.com) on 2013-04-29T13:52:38Z No. of bitstreams: 1 Dissertation - Luiz Felipe Kling.pdf: 407920 bytes, checksum: b66e099c602b5525ce8fe5e1e8fefd33 (MD5) / Approved for entry into archive by ÁUREA CORRÊA DA FONSECA CORRÊA DA FONSECA (aurea.fonseca@fgv.br) on 2013-04-30T14:39:47Z (GMT) No. of bitstreams: 1 Dissertation - Luiz Felipe Kling.pdf: 407920 bytes, checksum: b66e099c602b5525ce8fe5e1e8fefd33 (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2013-05-02T12:16:40Z (GMT) No. of bitstreams: 1 Dissertation - Luiz Felipe Kling.pdf: 407920 bytes, checksum: b66e099c602b5525ce8fe5e1e8fefd33 (MD5) / Made available in DSpace on 2013-05-02T12:17:03Z (GMT). No. of bitstreams: 1 Dissertation - Luiz Felipe Kling.pdf: 407920 bytes, checksum: b66e099c602b5525ce8fe5e1e8fefd33 (MD5) Previous issue date: 2013-04-12 / O objetivo deste estudo é compreender o que leva estudantes de intercâmbio ao Rio de Janeiro, quais são suas motivações e interesses que influenciam na escolha dessa cidade, um destino pouco tradicional para intercâmbios, que recebe um crescente número de intercambistas de países desenvolvidos. Também apresentamos uma discussão mais ampla sobre a educação internacional do século 21, posicionando programas de intercâmbio como uma das possíveis iniciativas para a internacionalização de instituições de ensino superior. Para responder essa questão, 20 estudantes de 11 países foram entrevistados. Os resultados indicam que existe muito mais no Rio de Janeiro além do sol e das belas praias. Há uma grande variedade de interesses que explicam porque estudantes de intercâmbio escolhem esse destino. O clichê sobre sol, praia e carnaval se manifestou em diversas respostas, no entanto, nunca como principal fator. Intercambistas se interessam pela cidade por diversos motivos além das atrações turísticas, como aprender português, melhorar o currículo e estar em uma economia emergente. Recomendações para a internacionalização de instituições de educação e uma agenda de pesquisa para o desenvolvimento desse tópico são apresentadas na parte final. / This study's goal is understanding what brings exchange students to Rio de Janeiro, what are their motivations and interests that lead them to choosing this location, a non-traditional exchange destination that is hosting an increasing number of students from developed countries. There is also a broader discussion about international education in the 21st century, placing student exchange programs as one of the possible initiatives for the internationalization of higher education institutions. To answer this question 20 students from 11 different countries were interviewed. Results show that there is much more in Rio de Janeiro than sunshine and beautiful beaches. There is a plethora of interests that explain why exchange students choose this destination. The sun, beach and carnival cliché was present in several answers, but it was never the driving factor. Students are interested in the city for several reasons besides the touristic attractions, such as learning Portuguese, improving their curriculum and being in an emerging economy. Internationalization recommendations for education institutions and a research agenda to further explore this topic are present in the final part.

The aim of thesis is to devise the body due to the current model in the 3D software ProEngineer and given by current Formula Student competition rules. Subsequently, the model will be created for the purposes of CFD software for numerical analysis of aerodynamics. Based on this analysis, the simulation will be obtained with the coefficient of air and axles load.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-11T13:56:29Z No. of bitstreams: 1 lucilenecruzdeandrademacedo.pdf: 864038 bytes, checksum: 59a0b2b7324a927ab4898490bb459e8c (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-11T15:01:43Z (GMT) No. of bitstreams: 1 lucilenecruzdeandrademacedo.pdf: 864038 bytes, checksum: 59a0b2b7324a927ab4898490bb459e8c (MD5) / Made available in DSpace on 2018-04-11T15:01:43Z (GMT). No. of bitstreams: 1 lucilenecruzdeandrademacedo.pdf: 864038 bytes, checksum: 59a0b2b7324a927ab4898490bb459e8c (MD5) Previous issue date: 2017-12-20 / O presente estudo analisa o Projeto Avançar, mais especificamente as dificuldades na oferta de formação continuada aos professores que nele atuam. O Projeto foi criado pela Secretaria de Estado da Educação e Qualidade do Ensino do Amazonas (SEDUC/AM), em 2006, e possui uma Proposta Pedagógica Curricular específica para atender a uma política educacional de correção do fluxo dos alunos do ensino fundamental Anos Iniciais e Finais. A Proposta Pedagógica, aprovada pela Resolução nº83/2007 (AMAZONAS, 2007a), do Conselho Estadual de Educação do Amazonas (CEE/AM), assegura, aos alunos do Projeto, uma metodologia diferenciada, que visa proporcionar aos discentes oportunidades de desenvolvimento de competências e habilidades em curto período de tempo. Todavia, para desenvolver uma proposta diferenciada, é preciso oferecer a formação para os docentes que compõem a iniciativa. Porém, mediante a ausência de uma sistematização de encontros de formação para os professores que atuam no programa, faz-se necessário questionar: quais as dificuldades para oferta de uma formação continuada para os docentes que atuam no Projeto Avançar? A hipótese aqui defendida é a de que o projeto Avançar não prevê formação continuada para os seus professores. As formações estão a cargo do Centro de Formação Profissional Padre Anchieta (CEPAN), e são oferecidas conforme a demanda dos professores. Esta demanda é encaminhada pelas escolas às Coordenadorias que, por sua vez, encaminham as solicitações. Entretanto, nem sempre o fluxo destas demandas é obedecido, o que faz com que os docentes fiquem sem a formação de que necessitam para atuar no PA. Assim, o objetivo geral desta pesquisa é identificar os entraves que a SEDUC/AM enfrenta para ofertar a formação continuada aos professores do Projeto Avançar, além de propor ações para minimizá-los. Os objetivos específicos são: I) descrever as dificuldades da SEDUC/AM em oferecer a formação com regularidade para os professores do Projeto Avançar; II) analisar os fatores que dificultam a oferta, aos professores, de formação específica para lidar com a metodologia do Projeto Avançar e, por fim, III) propor um Plano de Ação Educacional (PAE), com uma estrutura de formação continuada aos professores do Projeto Avançar, que possa contribuir para a prática pedagógica dos docentes que atuam nas turmas do Projeto. Como fundamentação teórica, buscou-se suporte nos estudos de Nóvoa (1992), Candau (1997) Tardif (2011), Hengemuhle (2008), Mainardes (2006), Gatti (2010) e Condé (2012). A metodologia de estudo é qualitativa e, para tanto, utilizou-se as entrevistas como instrumentos de pesquisa. / The present study analyzes Avançar Project (Projeto Avançar), more specifically the difficulties in offering continuing education to the teachers who work in it. The Project was created by the State Secretariat of Education and Teaching Quality of Amazonas (SEDUC-AM) in 2006, and has a specific Curricular Pedagogical Proposal to attend an educational policy to correct the flow of final elementary school students. The Pedagogical Proposal approved by Resolution nº 83/2007 (AMAZONAS, 2007a of the State Council of Education of the Amazon (CEEAM), assures the students from this Project a differentiated methodology, which aims to provide students opportunities to develop competencies and skills in a short period of time. However, in order to develop a differentiated proposal, it is necessary to offer training to the teachers who make up the initiative. However, due to the absence of a systematization of training meetings for the teachers who work in the program, it is necessary to question: what are the difficulties to offer a continuous training to the teachers who work in Avançar Project? The hypothesis defended here is that Avançar Project does not provide continuing education for its teachers. The training is provided by Padre Anchieta Vocational Training Center (CEPAN- SEDUC-AM), and is offered according to the teachers' demand. This demand is sent by the schools to the Coordinators who, in turn, forward the requests. However, the flow of these demands is not always obeyed, which means that the teachers do not have the training they need to work with Avançar Project. Thus, the general objective of this research is to identify the obstacles that SEDUC-AM faces in order to offer continuing education to the teachers from Avançar Project, and propose actions to minimize them. The specific objectives are: I) to describe the difficulties of SEDUC-AM in providing regular training for the teachers from Avançar Project; II) to analyze the factors that make it difficult for teachers of specific training to deal with the methodology of Avançar Project and, finally, III) to propose an Educational Action Plan (PAE) with a continuous training structured to contribute to the pedagogical practice of the teachers who work in the classes of the Project. As a theoretical basis, we sought support in the studies of Nóvoa (1992), Candau (1997) Tardif (2011), Hengemuhle (2008), Mainardes (2006) and Gatti (2010) and Condé (2012). The study methodology is qualitative, and interviews were used as research instruments.