Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-02-07T18:03:12Z No. of bitstreams: 1 2016 - Manuel Ricardo dos Santos Rabelo.pdf: 1301532 bytes, checksum: 9e93dab4c197d7e8c11715a4ea105991 (MD5) / Made available in DSpace on 2018-02-07T18:03:12Z (GMT). No. of bitstreams: 1 2016 - Manuel Ricardo dos Santos Rabelo.pdf: 1301532 bytes, checksum: 9e93dab4c197d7e8c11715a4ea105991 (MD5) Previous issue date: 2016-10-17 / This research developed in PPGEA / UFRRJ as dissertation, we made a reflection on the teaching and learning of school mathematics emphasizing some teaching experiences that value abstraction, memorization, with content outside the reality of students, and in this context we enter the vocational education field in Brazil this perspective, think of as research problem: what strategies can be used for the teaching and learning of school mathematics contribute to the improvement of knowledge of the field professional? To contribute to this problem, identify the main difficulties encountered in the teaching and school mathematics learning in the professional technical course and research some methods in which these processes can significantly occur. We work with two groups of technical progress in agriculture, a control and the other experimental, that this work will treat as a field class to accomplish comparisons. We applied to two classes a pre-test to identify some difficulties in relation to the geometry of content and arithmetic, a questionnaire diagnosis and post-test. We also point may need to know what knowledge the students had about multiplication and division. The diagnostic questionnaire allowed us to check, missing school students, a considerable amount worked and some considered the school mathematics teaching offered in decontextualized and fragmented way. We performed for the two lecture classes with the help of video lesson. Then and only for the country group proposed a field of activity in which they measured the dimensions of the ponds and flowerbeds of the institute, they found the area available for planting as well as the outline of the region and measured the spacing between the vegetables planted in the flower bed . This activity aroused enough student interest and questions. After this activity, we applied one after posttest results of a questionnaire. We verified that followed the lectures of field classes improve the students' knowledge. We emphasize that we can make a difference to improve school mathematics teaching, with dynamic lectures and contextualized when accompanied by practical classes held outside the classroom context. We alert for the importance to the technical experience school mathematics in professional activities making it significant. / Nesta pesquisa desenvolvida no PPGEA/UFRRJ, como disserta??o de mestrado, fizemos uma reflex?o sobre o ensino e a aprendizagem da matem?tica escolar enfatizando algumas experi?ncias docentes que valorizam a abstra??o, a memoriza??o, com conte?dos fora da realidade dos alunos, e neste contexto inserimos o ensino profissional do campo, no Brasil Nesta perspectiva, concebemos como problema de pesquisa: quais estrat?gias podem ser usadas para que o ensino e a aprendizagem da matem?tica escolar contribuam para a melhoria do conhecimento do profissional do campo? Para contribuir com este problema, identificamos as principais dificuldades encontradas nos processos de ensino e de aprendizagem de matem?tica escolar no curso t?cnico profissional e pesquisamos algumas metodologias em que estes processos possam ocorrer de forma significativa. Trabalhamos com duas turmas do curso t?cnico em agropecu?ria, uma de controle e outra experimental, que neste trabalho trataremos como turma de campo, para realizarmos compara??es. Aplicamos ?s duas turmas um pr?-teste, para identificar algumas dificuldades em rela??o aos conte?dos de geometria e aritm?tica, um question?rio diagn?stico e um p?s-teste. Destacamos, ainda, ser necess?rio saber quais conhecimentos os alunos tinham sobre multiplica??o e divis?o. O question?rio diagn?stico nos permitiu verificar, alunos ausentes da escola, uma quantidade consider?vel trabalhava e alguns consideravam o ensino da matem?tica escolar ofertado de forma descontextualizado e fragmentado. Realizamos para as duas turmas aula te?rica com aux?lio de videoaula. Em seguida e somente para a turma de campo propusemos uma atividade de campo, na qual eles mediram as dimens?es dos viveiros e canteiros do instituto, acharam a ?rea dispon?vel para plantio assim como o contorno da regi?o e mediram o espa?amento entre as hortali?as plantadas no canteiro. Esta atividade despertou bastante o interesse dos alunos e questionamentos. Ap?s esta atividade, aplicamos um p?s-teste seguido de um question?rio de resultados. Verificamos que aulas te?ricas seguidas de aulas de campo melhoram o conhecimento dos alunos. Ressaltamos que, podemos fazer diferen?a para melhorar o ensino de matem?tica escolar, com aulas te?ricas din?micas e contextualizadas quando acompanhada da aula pr?tica, realizada fora do contexto da sala de aula. Alertamos para a import?ncia de um t?cnico vivenciar a matem?tica escolar em atividades profissionais tornando-a significativa.

Submitted by Verena Bastos (verena@uefs.br) on 2015-07-23T00:08:16Z No. of bitstreams: 1 Disserta??o - Luciane Abreu - revisada.pdf: 1634187 bytes, checksum: bb7a072d0c80779ddf946d9e9ce94f93 (MD5) / Made available in DSpace on 2015-07-23T00:08:16Z (GMT). No. of bitstreams: 1 Disserta??o - Luciane Abreu - revisada.pdf: 1634187 bytes, checksum: bb7a072d0c80779ddf946d9e9ce94f93 (MD5) Previous issue date: 2014-09-25 / In this research, I take as object of study the discussed the education of the Agricultural Technician in the Instituto Federal de Educa??o, Ci?ncia e TecnologiaBaiano, (IF Baiano) - Campus Catu, where I work as an educator . The dynamic implementation of the Technical Course on the Integrated Agricultural High School, marked by several problems of political and educational, has provoked the following questions: How to setup the proposed formation of Agricultural Technician in that course? What is the profile of the formation of the proposed Agricultural Technician? What is the perception of teachers and students of the course on the design and effectiveness of the proposed integrated curriculum? So we have to analyze the proposed formation of Agricultural Technician at IF Baiano - Campus Catu in the period 2006-2012, in the light of the discussions of Vocational Education and Field of Education. Perceive through the critical studies in these areas both towards a common horizon: polytechnic formation of subjects as coping strategy project capitalist society, so we understand to be necessary to expand the discussions on vocational education and aggregate problematizations that have been generated by reality job field. The study is characterized as a research and descriptive research method chosen as the case study in order to know the process of formation of Agricultural Technician as a complex social phenomenon, analyzing it from the perspectives of socio - historical circumstances that produced the current frame of Vocational Education and Rural Education in the country. And qualitative procedures for obtaining the data, first use bibliographic and documentary research, guided by theoretical studies and official documents IF Baiano. Following, we conducted a survey on interviews with teachers, students, director of education and local representative of the rural workers union. As an initial observation, we noticed that the training proposal Agricultural Technician at Campus Catu constituted by practices and guidelines related to heterogeneous conceptions that approach the ideas of agribusiness and training to the labor market. But on the other hand, we observed that this discourse is not homogeneous or permanent trainers by subjects, some of them think of different alternatives as a counterpoint from the perspective of human, or are proving receptive to discussion of the topic. It is in this space that we look on the necessary association between the training proposal and contradictory reality of the field under the foundations of the field of Rural Professional Education. / Na presente pesquisa tomo como objeto de estudo a forma??o do T?cnico em Agropecu?ria no Instituto Federal de Educa??o, Ci?ncia e Tecnologia Baiano (IF Baiano) ? Campus Catu, onde atuo como pedagoga. A din?mica de implementa??o do Curso T?cnico em Agropecu?ria Integrado ao Ensino M?dio, marcada por diversos problemas de ordem pol?tica e pedag?gica, tem provocado as seguintes quest?es: Como se configura a proposta de forma??o do T?cnico em Agropecu?ria no referido curso? Qual ? o perfil de forma??o do T?cnico em Agropecu?ria proposto? Qual ? a percep??o de docentes e discentes do curso sobre a concep??o e efetiva??o da proposta de curr?culo integrado?Assim, temos como objetivo analisar a proposta de forma??o do T?cnico em Agropecu?ria no IF Baiano - Campus Catu, no per?odo de 2006 a 2012, ? luz dos debates da Educa??o Profissional e da Educa??o do Campo. Percebemos atrav?s dos estudos cr?ticos nessas ?reas que ambas perseguem um horizonte comum: a forma??o polit?cnica dos sujeitos como estrat?gia de enfrentamento do projeto de sociedade capitalista. Por isso compreendemos ser necess?rio ampliar as discuss?es sobre educa??o profissional e agregar as problematiza??es que v?m sendo geradas pela realidade do trabalho do campo. O estudo caracteriza-se como uma pesquisa de car?ter descritivo e como m?todo da pesquisa escolhemos o estudo de caso, a fim de conhecermos o processo de forma??o do T?cnico em Agropecu?ria como fen?meno social complexo, analisando-o sob as perspectivas das circunst?ncias s?cio-hist?ricas que produziram o atual quadro da Educa??o Profissional e da Educa??o do Campo no pa?s.Como procedimentos qualitativos para obten??o dos dados, utilizamos inicialmente pesquisas bibliogr?ficas e documentais, pautadas em estudos te?ricos e em documentos oficiais do IF Baiano. Na sequ?ncia, fizemos um levantamento em entrevistas com docentes, discentes, diretora de ensino e representante local do sindicato dos trabalhadores rurais. Como constata??o inicial, percebemos que a proposta formativa do T?cnico em Agropecu?ria pelo Campus Catu constitui-se por pr?ticas e concep??es heterog?neas vinculadas a orienta??es que se aproximam ao ide?rio do agroneg?cio e da forma??o para o mercado de trabalho. Mas por outro lado, observamos que esse discurso n?o se faz homog?neo ou definitivo pelos sujeitos formadores j? que alguns deles pensam em alternativas diferenciadas como contraponto, na perspectiva da forma??o humana, ou mostram-se receptivos ao debate em torno do tema. ? nesse espa?o que atentamos sobre a necess?ria associa??o entre a proposta formativa e a contradit?ria realidade do campo, sob os fundamentos da Educa??o Profissional do Campo.

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-04-11T14:13:36Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) elias_pedro_rosa.pdf: 3708430 bytes, checksum: 7d8b0f8e6b9ab3f9ce8fd7da398cd56a (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-04-23T16:34:17Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) elias_pedro_rosa.pdf: 3708430 bytes, checksum: 7d8b0f8e6b9ab3f9ce8fd7da398cd56a (MD5) / Made available in DSpace on 2018-04-23T16:34:17Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) elias_pedro_rosa.pdf: 3708430 bytes, checksum: 7d8b0f8e6b9ab3f9ce8fd7da398cd56a (MD5) Previous issue date: 2017 / Instituto Federal de Educa??o, Ci?ncia e Tecnologia de Minas Gerais (IFMG) / A dualidade estrutural instalada na educa??o brasileira tem provocado discuss?es sobre as pol?ticas p?blicas educacionais, em particular, sobre os rumos do ensino m?dio articulado ? Educa??o Profissional. Foco da maior express?o desse dualismo, esse n?vel de ensino guarda grandes evid?ncias de contradi??o entre a forma??o geral e a prepara??o para o trabalho. Contra essa dualidade reinventada pela Medida Provis?ria n? 746/16 e transformada na Lei n? 13.415/17 que institui o ensino m?dio integral, a presente pesquisa retoma o debate sobre a articula??o entre a forma??o geral e a forma??o espec?fica no sistema educacional a partir dos contornos cr?ticos que ela tem ganhado na ?ltima d?cada entre educadores e intelectuais brasileiros. A pesquisa debate as reformas na educa??o profissional t?cnica de n?vel m?dio que culminaram com a institui??o do Ensino M?dio Integrado pelo Decreto n? 5.154/04, em substitui??o ? forma??o fragmentada posta pelo Decreto 2.208/97. Diante desse embate ? que o Curso T?cnico em Agropecu?ria ofertado pelo Instituto Federal de Minas Gerais no Campus S?o Jo?o Evangelista, tornou-se foco dessa pesquisa. Em sua natureza qualitativa, a pesquisa utiliza-se das fontes documental e oral com o objetivo de analisar os desafios da articula??o entre a forma??o geral e a forma??o espec?fica no interior desse curso entre 2005 e 2014. Na contram?o da Lei n? 13.415/17 que mant?m a hierarquia entre as disciplinas e prev? a amplia??o gradativa da carga hor?ria para fomentar o novo ensino m?dio em tempo integral, essa pesquisa concluiu pela necessidade de reestrutura??o da rela??o entre as disciplinas e a redu??o de suas cargas hor?rias para possibilitar a implementa??o do ensino m?dio integrado no interior do curso pesquisado. Pela an?lise dos Projetos Pedag?gicos do Curso T?cnico em Agropecu?ria, concluiu-se que, para dar fim ? dualidade estrutural entre educa??o b?sica e educa??o profissional, a implementa??o do ensino m?dio integrado n?o se resume apenas ? quest?o legal e epistemol?gica, mas, sobretudo, em uma quest?o atitudinal dos principais atores sociais envolvidos com o curso pesquisado. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / The structural dualism installed in the Brazilian education has provoked discussions about public educational policies, in particular about secondary level education course (High School) unified to Professional Education. Focusing on the great expression of this dualism, this level of teaching holds evidences of contradictions between general education and preparation for the job market. Contrary to this duality reinvented by the Provisional Measure n?. 746/16 and later transformed into Law n? 13.415/17, which installed full time secondary education, this research reestablishes the debate about the coalition between the general formation and the specific formation in the educational system from the critical contours that it has gained in the last decade among educators and intellectual Brazilians. This research discusses the changes in technical secondary education (high school) that finished up establishing the High School Integrated by Decree n? 5.154/04, replacing its priorformation in Decree n? 2.208/97. Due to this conflict, the Technical Course in Agriculture offered by the Federal Institute of Minas Gerais (IFMG), Campus S?o Jo?o Evangelista, became the main focus of this research. In its qualitative nature, the research uses documentary and oral sources aiming to analyze the challenges of the coalition between general education and specific training within this course; which happened between 2005 and 2014. Against the Law n?. 13.415/17, which maintains the hierarchy between the disciplines and predicts the gradual increase of the work load to encourage the new full time high school, we can conclude that this research shows that there is a need to restructure the relationship between the disciplines and the reduction of their workload to enable the implementation of integrated secondary education within the course searched. By analyzing the Pedagogical Projects of the Technical Course in Agriculture, it is clear that in order to put an end to the structural duality between basic education and professional education, the implementation of full time secondary education is not only restricted to legal and epistemological questions, but above all, to an attitudinal position from the main social performers involved with the course researched.