Orientador: Maria Ines de Freitas Petrucci dos Santos Rosa / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-05T04:10:30Z (GMT). No. of bitstreams: 1 Quintino_TaniaCristinadeAssis_M.pdf: 5467875 bytes, checksum: 441fd7e052c11f1ebce7688a4c5f8ec0 (MD5) Previous issue date: 2005 / Mestrado / Ensino, Avaliação e Formação de Professores / Mestre em Educação

This doctoral research has analyzed the employment of ex-military as teachers from a perspective of identity and culture. Using a single case study approach, including focus groups, interviews and observations, the research has explored a military academy within 'College', a further education institute in the south of England. Focusing particularly on the experiences of four teachers who had recently left the British Armed Forces, the analysis employs Pierre Bourdieu's habitus, field and capital to understand the macro, micro and subject level influences that shape field practice. It is proposed that, at a macro level, moralizing discourse regarding undesirable working class youth has been positioned against an idealized masculine military power identity. This has overlaid existing discourse regarding the feminized nature of teaching and the marketization of education. This can be viewed as an ideological tension between a pervading centre-right perspective of education as a tool of social order and preparing the young for employment, dominating a broader liberal egalitarian ideal of education for comprehensive social reform. At a micro level, the construction of military identities was accomplished through capital exchanges regarding military experience and relational processes of differentiation with feminized 'others'. Student identity work used processes of imagination, constructing imagined social capitals through storytelling, symbolic interaction and ritualized performance. It is proposed that socialization with idealized military types, providing conceptualized forms of idealized vocational habitus, provided access to powerful imagined capitals on which students were able to draw in the construction of new identities. The research indicates that there are both positive and negative outcomes to this identity work. The data shows that the identity work through the differentiation of feminized ‘others’ can lead to behaviours that could be viewed as aggressive or abusive. The research also argues that this identity work can have a motivating effect on students who want to join the Armed Forces, leading to successful educational attainment where identity narratives supported academic practice. With respect to the ex-military teachers themselves, the research witnessed the most successful transitions being made by the youngest members; the oldest member struggled to change to the new field conditions, his cultured military habitus disposing him to military practice, resulting in him positioning himself professionally through the capitals of his past.

Research on the relationship between mathematics education and society has established that societal change can have a direct effect on mathematics education. Qatar experienced a large amount of societal change since its leadership change in 1995. The literature would suggest that changes in mathematics education in Qatar would follow. The purpose of this study was to investigate the changes in mathematics education in Qatar from 1995 until 2018 and to understand the reasons for these changes. This study applied historic research methods in the form of primary source analysis. The primary sources consisted of text analysis and in-depth interviews. The texts included published reports from the Ministry of Education in Qatar and Qatari mathematics textbooks. Seven in-depth, semi-flexible interviews were conducted with educators involved with Qatar’s mathematics education system within the timeframe of interest. The findings revealed that there were significant changes in mathematics education in Qatar during this timeframe. Specifically, changes were made to the mathematics standards and curriculum, the mathematics language of instruction, mathematics assessments, and mathematics teachers’ preparation. New mathematics standards were created, and government-issued textbooks were abandoned for many years to encourage autonomy and creativity. The language of instruction in the mathematics classroom was transitioned from Arabic to English, and then back to Arabic again. New, national mathematics assessments were created to track the new mathematics reform project. They were later abandoned. The reasons for these many changes, and the challenges they created, touched on many different areas of research in mathematics education and sociology. These included policy borrowing, the language of instruction, knowledge societies, rentier societies, and the relationship between mathematics and society. The findings from this study confirmed that the rapid societal changes that occurred in Qatari society during this timeframe were mirrored by rapid changes in mathematics education within the country.

The purpose of the study was to determine the various levels on which the Progressive Education Association summer workshops have been conducted and to determine what fields of subject matter have been considered. In other words, an effort was made to determine how many of the workshops were designed for college or university teachers, secondary school teachers, elementary school teachers, administrators, or special groups, and what subject matter was considered for each group.

Orientador: Claudio Bertoli Filho / Banca: Adair Casaro Nascimento / Banca: Reinaldo Matias Fleuri / Banca: Jandira Liria Biscalquini Talamoni / Resumo: Um dos desafios enfrentados pela escola indígena na atualidade é o da formação de professores para o ensino em uma escola específica, diferenciada, intercultural e bilíngüe. Parte dessa questão refere-se à importância de formar formadores desses professores. Este trabalho teve por objetivo compreender como ocorreu o meu processo de formação para o ensino de ciências naturais no Projeto Ara Verá - curso de formação de professores indígenas kaiowá/guarani de Mato Grosso do Sul. Para tanto, optei por fazer uma narrativa da minha experiência nesse contexto. Essa opção se ancora no movimento que adota a abordagem biográfica como perspectiva epistemológica, pois admite que a formação do professor também se dá na experiência e que esse processo deve ser investigado. A narrativa foi concebida como uma viagem aberta a reflexões e a diferentes teorizações, cada uma recrutada a seu tempo, em função dos desafios apresentados. Para conduzir-me nas reflexões, utilizei como ponto de partida os registros que fiz da minha atuação no Projeto e, por meio deles, transitei por entre três movimentos confluentes e interpenetrantes: o re-conhecimento de mim mesma, dos Kaiowá/Guarani e dos nossos modos de conhecer e interpretar o mundo. Nesse percurso formativo, fui aprendendo a nos conhecer como sujeitos históricos, com visões de mundo distintas e com vontade de tornar as aulas de ciências naturais em contextos de encontro entre culturas, de troca de saberes e de influências recíprocas. / Abstract: One of the challenges faced by the indigenous school in the present time is the teacher's education for teaching in a specific, differentiated, intercultural and bilingual school. Part of this problem concerns the importance to build teachers for these teachers This research aimed to understand how occurred my process of education for teaching natural sciences in the Projeto Ara Verá - education program for indigenous students kaiowa/guarani of Mato Grosso do Sul - Brasil. For in such away I decided to make a narrative of my proper experience in this context. This choose has anchors in the movement that adopts the biographical boarding as epistemologic perspective, because accepts that the teacher's education also is given by experience and that this process must be investigated. This narrative was conceived as an open trip to the reflections and the different theorization each one enlisted opportunely, as the challenge were presented during the journey. To lead me in the reflections, I used as starting point the registers that I made from my performance in the Projeto Ara Vera and I transited among three confluent and interpenetrating movements: the re-cognition of myself, of Kaiowá/Guarani and our ways to know and to interpret the world. In this educative process, I was learning how to know us a historical citizens, with different world perspective, and with desire to become the natural science classes on intercultural context, within knowledge exchange and reciprocal influences. / Doutor

Submitted by Denise Souza (dnisysouza@ig.com.br) on 2018-05-26T16:33:53Z No. of bitstreams: 1 Tese de Doutorado - Denise Silva de Souza.pdf: 7073793 bytes, checksum: 0dd205870a0bdc12086331745388ef65 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2018-05-30T14:25:07Z (GMT) No. of bitstreams: 1 Tese de Doutorado - Denise Silva de Souza.pdf: 7073793 bytes, checksum: 0dd205870a0bdc12086331745388ef65 (MD5) / Made available in DSpace on 2018-05-30T14:25:07Z (GMT). No. of bitstreams: 1 Tese de Doutorado - Denise Silva de Souza.pdf: 7073793 bytes, checksum: 0dd205870a0bdc12086331745388ef65 (MD5) / O estudo teve como objetivo compreender tensões, desafios e potenciais da formação continuada na perspectiva de Coordenadoras Pedagógicas do Coletivo de Coordenadores Pedagógicos de Salvador. A importância da formação continuada é destacada nesse trabalho como uma necessidade intrínseca aos profissionais que manejam a construção do conhecimento e não como produto a ser consumido, em virtude dos ditames de mercado – pseudoformação. O sistema neoliberal afirma a formação como um dos principais antídotos para a melhoria da qualidade da educação, sob o argumento da “incompetência docente”. Contudo, a oferta, na maioria das vezes, se apresenta desconectada das expectativas da escola, colocando em tensão a relação entre o discurso oficial e o cotidiano da escola; os processos de adaptação e resistência nesse espaço. A pesquisa buscou inserir-se nessa tensão para compreender a trajetória de formação continuada no município de Salvador, no período de 2005-2017, a partir das experiências de coordenadoras pedagógicas que têm na formação sua principal atribuição e desafio. Sobre o aporte teórico, as ideias de Adorno (2012) ajudaram a pensar a relação entre Educação e Sociedade, bem como a Formação voltada para a contradição, resistência e experiência – emancipação. Maués (2014) e Santos (2001) contribuíram para a contextualização do objeto no modelo de sociedade vigente; Souza (2014); Saviani (2009); Pimenta (2006); e outros auxiliaram na discussão acerca da Formação Continuada; sobre o cotidiano escolar encontramos referência em Patto (1993) e Ezpeleta e Rockwell (1986). Em relação à Coordenação Pedagógica, Santos e Sampaio (2015); Venas (2013); Placco e outros (2012); Franco (2006); Almeida (2005); Roman (2001) se tornaram referência. Quanto ao percurso teorico-metodológico, elegemos o caminho da pesquisa qualitativa (Minayo, 2011), de inspiração crítica - uma busca por entender tensões, desafios e potenciais presentes em um processo, a partir da análise da história documentada e não documentada. Sobre as estratégias metodológicas o Grupo Reflexivo (VIÉGAS, 2002); Entrevista Semiestruturada (MINAYO, 2011) e Análise Documental (FLICK, 2009) se constituíram subsídios. A Análise de Prosa (André, 1983) foi utilizada para analisar o material de campo. Os resultados foram organizados a partir das categorias: Construção da identidade do Coordenador Pedagógico: um terreno em disputa; Trajetória da Formação Continuada na Rede: tensão entre o instituído e o instituinte; Coordenação Pedagógica e a Formação Continuada na Rede: tensões, desafios e potenciais; Coletivo de Coordenadores Pedagógicos: espaço de formação para contradição, resistência e experiência. Consideramos que a política educacional do município de Salvador vem afirmando na perspectiva de mercado, balizada pelos ditames das agências internacionais, caracterizada pela fragmentação; descontinuidade dos processos e responsabilização dos indivíduos pela qualidade da educação. A análise acerca da trajetória da Formação Continuada na Rede mostrou, portanto, um acirrado e ininterrupto confronto entre o discurso oficial, a prática institucional e o cotidiano das escolas, onde a disputa de versões vai sendo afirmada por meio de movimentos de adaptação impostos pela institucionalidade, e dialeticamente de resistência construídos coletivamente pela via sindical, por iniciativas como o Coletivo de Coordenadores Pedagógicos, bem como por movimentações no lócus específico das escolas. As coordenadoras pedagógicas se colocaram como intelectuais na construção dos processos de enfrentamento às definições institucionais contrárias aos princípios da autonomia, demarcadas pela oferta de pseudoformação. A perspectiva da educação para a emancipação encontra-se em disputa. / ABSTRACT The study aimed to understand tensions, challenges and potential of continuing education from the Pedagogical Coordinators perspective of the Collective Educational Coordinators of Salvador. The importance of continuous training is highlighted in this work as an intrinsic need for professionals who manage the construction of knowledge and not as a product to be consumed, due to market dictates - pseudo formation. The neoliberal system affirms the formation as one of the main antidotes for the improvement of the quality of education, under the argument of “teacher incompetence”. The neoliberal system affirms the formation as one of the main antidotes for the improvement of the quality of education, under the argument of “teacher incompetence”. However, the offer, in most cases, appears disconnected from school expectations, putting in tension the relationship between the official discourse and the school routine; adaptation and resistance processes in this space. The research sought to be part of this tension to understand the continuing education trajectory in the municipality of Salvador, during the period of 2005-2017, based on the experiences of pedagogical coordinators who have in their training their main attribution and challenge. Regarding the theoretical contribution, the ideas of Adorno (2012) helped to think about the relationship between Education and Society, as well as the Training focused on contradiction, resistance and experience - emancipation. Maués (2014) and Santos (2001) contributed to the contextualization of the object in the current model of society; Souza (2014); Saviani (2009); Pimenta (2006); and others assisted in the discussion of Continuing Education; on the quotidian school we find reference in Patto (1993) and Ezpeleta and Rockwell (1986). Regarding the Pedagogical Coordination, Santos and Sampaio (2015); Veins (2013); Placco et al. (2012); Franco (2006); Almeida (2005); Roman (2001) became reference. As for the theoretical-methodological path, we chose the path of qualitative research (Minayo, 2011), of critical inspiration - a search to understand tensions, challenges and potential present in a process, based on the documented and undocumented history analysis. On the methodological strategies the Reflective Group (VIÉGAS, 2002); Semi structured interview (MINAYO, 2011) and Document Analysis (FLICK, 2009) constituted subsidies. The Prose analysis (André, 1983) was used to analyze the field material. The results were organized from the following categories: Construction of the identity of the Pedagogical Coordinator: a disputed land; Trajectory of Continuing Education in Network: tension between the instituted and the instituting; Pedagogical Coordination and Continuing Education in the Network: tensions, challenges and potentials; Collective of Pedagogical Coordinators: training space for contradiction, resistance and experience. We consider that the educational policy of the municipality of Salvador has been affirming in the market perspective, based on the dictates of international agencies, characterized by fragmentation; discontinuity of processes and accountability of individuals for the quality of education. The analysis about the trajectory of Continuing Education in Network showed therefore a fierce and continuous confrontation between the official discourse, institutional practice and the daily life of schools where the dispute versions will be affirmed through adaptive movements imposed by institutions and dialectically collectively built by the trade union resistance route, for initiatives such as the Collective educational coordinators, as well as movements in the specific locus of schools. The pedagogical coordinators put themselves as intellectuals in the construction of coping processes of institutional settings contrary to the principles of autonomy, demarcated by the offer of pseudoformação. The perspective of education for emancipation is still in dispute.

Made available in DSpace on 2014-06-11T19:31:41Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-10-28Bitstream added on 2014-06-13T18:42:39Z : No. of bitstreams: 1 perrelli_mas_dr_bauru.pdf: 2742430 bytes, checksum: c2a9f63e0ff2ea0661fe074de1c0f4bf (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Um dos desafios enfrentados pela escola indígena na atualidade é o da formação de professores para o ensino em uma escola específica, diferenciada, intercultural e bilíngüe. Parte dessa questão refere-se à importância de formar formadores desses professores. Este trabalho teve por objetivo compreender como ocorreu o meu processo de formação para o ensino de ciências naturais no Projeto Ara Verá – curso de formação de professores indígenas kaiowá/guarani de Mato Grosso do Sul. Para tanto, optei por fazer uma narrativa da minha experiência nesse contexto. Essa opção se ancora no movimento que adota a abordagem biográfica como perspectiva epistemológica, pois admite que a formação do professor também se dá na experiência e que esse processo deve ser investigado. A narrativa foi concebida como uma viagem aberta a reflexões e a diferentes teorizações, cada uma recrutada a seu tempo, em função dos desafios apresentados. Para conduzir-me nas reflexões, utilizei como ponto de partida os registros que fiz da minha atuação no Projeto e, por meio deles, transitei por entre três movimentos confluentes e interpenetrantes: o re-conhecimento de mim mesma, dos Kaiowá/Guarani e dos nossos modos de conhecer e interpretar o mundo. Nesse percurso formativo, fui aprendendo a nos conhecer como sujeitos históricos, com visões de mundo distintas e com vontade de tornar as aulas de ciências naturais em contextos de encontro entre culturas, de troca de saberes e de influências recíprocas. / One of the challenges faced by the indigenous school in the present time is the teacher’s education for teaching in a specific, differentiated, intercultural and bilingual school. Part of this problem concerns the importance to build teachers for these teachers This research aimed to understand how occurred my process of education for teaching natural sciences in the Projeto Ara Verá – education program for indigenous students kaiowa/guarani of Mato Grosso do Sul - Brasil. For in such away I decided to make a narrative of my proper experience in this context. This choose has anchors in the movement that adopts the biographical boarding as epistemologic perspective, because accepts that the teacher’s education also is given by experience and that this process must be investigated. This narrative was conceived as an open trip to the reflections and the different theorization each one enlisted opportunely, as the challenge were presented during the journey. To lead me in the reflections, I used as starting point the registers that I made from my performance in the Projeto Ara Vera and I transited among three confluent and interpenetrating movements: the re-cognition of myself, of Kaiowá/Guarani and our ways to know and to interpret the world. In this educative process, I was learning how to know us a historical citizens, with different world perspective, and with desire to become the natural science classes on intercultural context, within knowledge exchange and reciprocal influences.

Im Rahmen der aktuellen Debatte über Veränderungen im Schulsystem rückt auch die Lehramtsausbildung stärker in den Fokus universitärer und öffentlicher Diskussionen. Um Unterricht und Schule weiterzuentwickeln, bedarf es, nach Ansicht des Autors, kompetenter Lehrkräfte, welche reflexiv und forschungsgeleitet ihre Arbeit als einen permanenten Entwicklungsprozess betrachten. Das „Praxisforschen“ ist eine Form des Lehrens und Lernens, mittels dessen die Hochschullehre verbessert werden kann und Lehramtsstudierende gut auf die zukünftigen Anforderungen als Lehrende vorbereitet werden. „Praxisforschen“ bedeutet, anhand konkreter Forschungsfragen Schule und/oder die eigene Unterrichtstätigkeit weiterzuentwickeln. Studierende durchlaufen hierzu einen typischen Forschungsprozess, vom Entwickeln einer Fragestellung bis zur Auswertung und Darstellung der Ergebnisse. Der Artikel beschreibt die Umsetzung des Praxisforschens, wie es momentan in den Begleitseminaren zum Praxissemester an der Universität Potsdam durchgeführt wird und gibt praktische Hinweise für das forschende Lernen mit Studierenden. / The current debate about changes in the school system also approaches teachers' education in public and university discussions. From the author's point of view it is crucial to have competent teachers who are reflexive thus research conducted and acknowledge their work as a permanent process of development, in order to enhance the school and the classes. The "practice research" is a way of teaching and learning by which the higher education can be improved and student teachers are properly prepared for their future as teachers. "Practice research" depicts a course through the typical process of a research project, from the development of the question to the evaluation and the presentation of the (ascertained) results. This article describes the practical implementation of the practice research as it is executed at the University of Potsdam and provides practical hints for working with students.

Orientador: Rosana Giaretta Sguerra Miskulin / Banca: Rômulo Campos Lins / Banca: Hermes Renato Hildebrand / Resumo: Esta pesquisa realiza um estudo epistemológico das representações matemáticas, mediadas por softwares educativos, em uma perspectiva Semiótica, objetivando investigar as diferentes formas representativas de conceitos matemáticos como dimensões didático-pedagógicas, implícitas no conhecimento do professor em formação inicial, no ensino do Cálculo Diferencial e Integral - CDI I. Nessa perspectiva temos como meta principal responder a seguinte questão norteadora: Quais são as contribuições das representações matemáticas em uma perspectiva semiótica, mediadas por softwares educativos, para o conhecimento do Futuro Professor de Matemática? Os aportes teóricos que fundamentam este trabalho de investigação constituem-se na Formação Inicial de Professores e Semiótica. A Metodologia adotada é de abordagem qualitativa, sob a qual trabalhamos com os alunos do primeiro ano do curso de Matemática, do IGCE/ UNESP/Rio Claro, na disciplina CDI I. A análise baseada em quatro sub-panoramas constituídos pelas entrevistas realizadas com os professores e estudantes atividades exploratório-investigativas desenvolvidas junto aos estudantes, além das observações realizadas em classe da turma do 1º. Ano de Matemática, indica que ao explorarmos o universo signíco das representações, agregamos valores à discussão da constituição do conhecimento de futuros professores de Matemática, ressaltando a importância desses estudantes/professores, conscientizarem-se da perspectiva Semiótica implícita à abordagem de transitar entre várias representações matemáticas no processo de investigação e interpretação dos conceitos, por meio de softwares próprios à disciplina, aumentando assim o grau de compreensão dos mesmos. / Abstract: This research is an epistemological study of mathematical representations, through educational software, in a semiotic perspective, aiming to investigate different ways of representing mathematical concepts as didactic-pedagogical dimensions, inherent to the teachers’ knowledge in Initial Education, in the teaching of Calculus I CI. From this perspective we aim to answer the question What are the contributions of mathematical representations, in a semiotic perspective through educational software, for the knowledge of the future teacher? The theory that supports this work is in the Teachers Education and Semiotics. The methodology adopted has a qualitative approach that we have worked with students of the first year of the Mathematics course of IGCE / UNESP/Rio Claro, in the subject CI. The analysis is based on four sub-panorama constituted by interviews made with teachers and students, working with exploring-investigative activities, developed and applied with the students, as well as observations made in the classroom of the first year of the Mathematics course. It indicates that, in the process of exploration of signics universe of representations, we add value to the discussion about the constitution of the future teachers' knowledge, highlighting the importance of these students/teachers to figure out the semiotics perspective, inherent to an approach that propitiates different mathematical representations in the process of investigation and interpretation of concepts, through specific software, related to the subject, increasing the understanding of teachers and students. / Mestre

A pesquisa tem por objeto a formação corporal do profissional de educação que trabalha com a primeira fase de vida do ser humano, mais precisamente o período compreendido entre o nascimento e os três anos de idade, por se reconhecer a importância do período de \"chegada à vida\" na constituição do psiquismo. O objetivo geral foi verificar como tem sido feita a formação de pedagogos na linguagem expressiva corporal voltada ao trabalho pedagógico com os bebês, analisando as possibilidades, os desafios e as necessidades dessa formação. Como procedimento metodológico foi criado um curso de extensão na Faculdade de Educação da USP, do qual participaram sessenta e seis pedagogas que trabalham em Centros de Educação Infantil localizados nos municípios de São Paulo, Barueri, Cotia, Embu e Francisco Morato, e no qual foram utilizados os conhecimentos do campo da Pedagogia do Teatro como mediadores de formação. Os resultados denunciam que a ausência de formação corporal priva os pedagogos, entre outros aspectos: da compreensão do corpo e do movimento como condição indispensável para a construção de conhecimento e para o trabalho pedagógico com bebês; da compreensão das linguagens expressivas na primeira infância; e, da revisão de valores sobre a corporeidade, a experiência e o bebê como sujeito, colaborando para que as estruturas de controle e opressão do corpo continuem a se fazer presentes na instituição escolar para crianças pequenas. Da análise dos dados provenientes da investigação de campo e do cotejamento destes com a pesquisa bibliográfica, derivaram as categorias aprofundadas: formação corporal do pedagogo; disciplinamento e repressão corporal; percepção sobre os bebês; reflexões sobre formação e valores docentes. / This research aims at developing professionals in the educational field who deal with the first stage of human beings´ lives i.e. the period from birth up to three years old since it is a stage of starting life in the latter´s psychological development. The general objective was to investigate how the pedagogues´ knowledge had been developed regarding the expressive body language in their pedagogical practice in babies by analyzing possibilities, challenges and the necessities concerning such instruction. An extension course was created at Faculdade de Educação at Universidade de São Paulo as a methodological procedure. Sixty six pedagogues who work for public daycare centers in São Paulo, Barueri, Cotia, Embu and Francisco Morato joined this course which used some knowledge from the Theatre Pedagogy as a tool in this instruction. Such results say that lacking body language notions can prevent pedagogues, among other things: from understanding of body and movement as a prerequisite for building knowledge and for pedagogical work with infants; from comprehension of the expressive languages in early childhood, besides reviewing some concepts regarding the body, the experience and the baby as a person to avoid body oppression and control over toddlers at schools. Based on collected data from field investigation (extension course) and on the conciliation of these with the bibliography the following categories were analyzed: pedagogues´ body perception instruction, body discipline and repression, perception of babies, reflections about teachers´ instruction and teachers\' values.