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Submitted by Erika Demachki (erikademachki@gmail.com) on 2014-10-13T19:58:12Z No. of bitstreams: 2 Tese - Paula Graciano Pereira - 2013.pdf: 6654770 bytes, checksum: 65d371e134fb77d92b067d52e31a0a9e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2014-10-13T20:49:05Z (GMT) No. of bitstreams: 2 Tese - Paula Graciano Pereira - 2013.pdf: 6654770 bytes, checksum: 65d371e134fb77d92b067d52e31a0a9e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-10-13T20:49:05Z (GMT). No. of bitstreams: 2 Tese - Paula Graciano Pereira - 2013.pdf: 6654770 bytes, checksum: 65d371e134fb77d92b067d52e31a0a9e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-08-30 / This study focuses on pre-service English teachers’ education under critical and socialhistorical- cultural perspectives throughout the course of supervised practicum. The main goal of this research is to understand the meanings the participants build about teaching English as a carrier. It also aims at identifying and analyzing the senses attributed by the participants to the English language and its teaching-learning, as well as identifying and analyzing the participants’ perceptions of teaching English as a carrier. This research was held during the first semester of 2010, at Universidade Federal do Tocantins, and had the participation of two student-teachers at their last term at Letras Portuguese- English course. A qualitative approach was adopted to collect and to analyze the data in this case study. The data were obtained by means of a questionnaires, interviews, observation, field notes, audio and video recording and written tasks done by the participants. The data were then analyzed under the conceptions of socio-historicalcultural theory and Critical Applied Linguistics. Amongst the conclusions found, we observed that the participants present varied and many times contradictory conceptions, postures and attitudes towards their perceptions of the English language, its teachinglearning and what it means to be an English teacher nowadays. For the studentsteachers, the English language can assume different meanings, with emphasis on those regarding its relations with the market, globalization and cultural imperialism. The role English can assume as a social inclusion or exclusion factor was also highlighted by the participants. Another conclusion we arrived at concerns the meanings attributed to teaching English as a carrier and the choice for this profession, which is perceived by the participants as a complex and tiresome carrier, with low social and financial acknowledgement. However, on the other hand, it was also pinpointed that it is a very important profession for the construction of a fairer and more equalitarian society. / Este estudo tem como foco a formação inicial de professores de inglês, na disciplina de estágio supervisionado, sob a ótica das perspectivas crítica e sócio-histórico-cultural. O objetivo principal desta pesquisa é compreender os sentidos que os participantes constroem acerca da docência em Língua Inglesa (LI). Para isso, procuramos identificar e analisar os sentidos atribuídos, pelos participantes, à LI e ao ensino-aprendizagem da LI, bem como identificar e analisar as percepções dos participantes com relação ao exercício da docência em LI. Adotando uma abordagem qualitativa de coleta e análise dos dados, este estudo de caso foi conduzido no primeiro semestre de 2010, na Universidade Federal do Tocantins, e contou com a participação de dois alunosprofessores no último período do curso de licenciatura em Letras Português-Inglês. Os dados, obtidos por meio da utilização de questionário, entrevistas, observações, notas de campo, gravações em áudio e vídeo e produções escritas realizadas pelos participantes, foram analisados à luz de estudos sobre a teoria sócio-histórico-cultural e seus desdobramentos teóricos e sobre a Linguística Aplicada Crítica. Entre as conclusões obtidas, observamos que os participantes apresentam concepções, posturas e atitudes variadas e, muitas vezes, contraditórias no que diz respeito às suas percepções sobre a língua inglesa, o ensino-aprendizagem de inglês e o que significa ser professor de inglês na contemporaneidade. Para os alunos-professores, a língua inglesa pode assumir diferentes sentidos, enfatizando-se os concernentes às suas relações com o mercado, com a globalização e com a colonização cultural e, sobretudo, à sua atuação como fator de inclusão ou de exclusão social dos indivíduos. Outra conclusão observada recai sobre os sentidos atribuídos à docência em língua inglesa e à escolha da profissão professor, que é percebida pelos participantes como carreira complexa, desgastante e com pouco prestígio e reconhecimento social e financeiro, mas muito importante na construção de uma sociedade mais justa e igualitária.

The aim of this study was fourfold. Firstly the nature of training for Foundation Phase student teachers in Life Skills had to be determined. Secondly, the outcomes for Life Skills training for Foundation Phase student teachers had to be ascertained. Thirdly, effective teaching-learning methods for training had to be identified to achieve outcomes in the most effective way. New methods of presentation and assessment had to be exploited to address the new challenge of reduced contact time. Lastly, the nature of Life Skills training at other higher teaching institutions in South Africa had to be determined so that general outcomes and guidelines for effective training of Foundation Phase student teachers in Life Skills could be established. A literature study was done to determine the nature of Life Skills for Foundation Phase student teachers. Four outcomes were identified were identified from this study, namely health promotion, promotion of the environment, development of human potential and the promotion of moral, cultural and religious values as main components of Life Skills. In addition a literature study was done on effective teaching-learning methods which should be applied to ensure effective Life Skills training for student teachers. The four most important components or essential features that should be considered during the facilitation of Life Skills for Foundation Phase student teachers, namely the lecturer, student, learning environment as well as the aim of teaching, including teaching content and assessment were set out. After questionnaires regarding the nature of training for Foundation Phase student teachers in Life Skills were sent to institutions for higher education and the responses were statistically analysed, it was possible to make a number of findings and recommendations. From the empirical research it became clear that the identified outcomes were also valued and applied by lecturers at other institutions for higher education. Furthermore, it became apparent that active teaching learning-methods and self-regulated learning are valued as important aspects of effective teacher training. Skills should not only be practised during contact sessions, but learning environments should be extended. It should include a variety of contexts like community service, practical teaching experience at schools under supervision of mentors as well exposure to diverse and multicultural teaching learning-environments. By effective planning and organising, it is possible for lecturers to guide students to become self regulated and effective learners within the context of reduced contact time. / Thesis (M. Ed.)--North-West University, Potchefstroom Campus, 2005.

The aim of this study was fourfold. Firstly the nature of training for Foundation Phase student teachers in Life Skills had to be determined. Secondly, the outcomes for Life Skills training for Foundation Phase student teachers had to be ascertained. Thirdly, effective teaching-learning methods for training had to be identified to achieve outcomes in the most effective way. New methods of presentation and assessment had to be exploited to address the new challenge of reduced contact time. Lastly, the nature of Life Skills training at other higher teaching institutions in South Africa had to be determined so that general outcomes and guidelines for effective training of Foundation Phase student teachers in Life Skills could be established. A literature study was done to determine the nature of Life Skills for Foundation Phase student teachers. Four outcomes were identified were identified from this study, namely health promotion, promotion of the environment, development of human potential and the promotion of moral, cultural and religious values as main components of Life Skills. In addition a literature study was done on effective teaching-learning methods which should be applied to ensure effective Life Skills training for student teachers. The four most important components or essential features that should be considered during the facilitation of Life Skills for Foundation Phase student teachers, namely the lecturer, student, learning environment as well as the aim of teaching, including teaching content and assessment were set out. After questionnaires regarding the nature of training for Foundation Phase student teachers in Life Skills were sent to institutions for higher education and the responses were statistically analysed, it was possible to make a number of findings and recommendations. From the empirical research it became clear that the identified outcomes were also valued and applied by lecturers at other institutions for higher education. Furthermore, it became apparent that active teaching learning-methods and self-regulated learning are valued as important aspects of effective teacher training. Skills should not only be practised during contact sessions, but learning environments should be extended. It should include a variety of contexts like community service, practical teaching experience at schools under supervision of mentors as well exposure to diverse and multicultural teaching learning-environments. By effective planning and organising, it is possible for lecturers to guide students to become self regulated and effective learners within the context of reduced contact time. / Thesis (M. Ed.)--North-West University, Potchefstroom Campus, 2005.

Syftet med denna uppsats är att undersöka sex lärares enskilda beskrivningar och upplevelser av genrepedagogiken. Inledningsvis presenteras kravet som undervisningen och samhället ställer på elevers skrivförmåga. Därefter ges en förklaring till hur genrepedagogiken kan möta dessa krav. För att undersöka detta har studien bedrivits utifrån två frågeställningar som är: Hur uppfattar läraren elevens förutsättningar för lärande utifrån genrepedagogiken? Vilka hinder och möjligheter framträder i lärares genrebaserade arbetssätt? Genom en kvalitativ studie med semistrukturerade intervjuer har vi kunnat få en djupare bild av lärarnas genrebaserade skrivundervisning. I vårt resultat framgår det att lärarna grundar både sin planering och undervisning på cirkelmodellens fyra faser. Det framkommer delade uppfattningar kring effekterna av genrepedagogiken. En del lärare menar att eleverna blir uttråkade och frustrerade, medan andra betonar att eleverna motiveras och inspireras. Slutligen betonas det att genrepedagogiken utgör både hinder och möjligheter i skrivundervisningen. Metoden hjälper eleverna att skriva utförligare texter efter genrens karaktäristiska drag. Däremot beskrivs genrepedagogiken också som hämmande för elevernas kreativitet och tidskrävande. Studiens slutsatser är att scaffolding är avgörande för elevernas lärande och skrivande. En annan slutsats är vikten av variation i skrivundervisningen för att hitta rätt balans mellan stöttning och utmaning för eleverna. / The aim of this study is to examine six teachers' descriptions and experiences of genre pedagogy. The study begins by presenting the requirement that teaching and society place on students' writing ability. Then an explanation is given of how genre pedagogy can meet these requirements. The study has been conducted based on two questions: How does the teacher perceive the student's conditions for learning based on genre pedagogy? What obstacles and opportunities appear in teachers' genre-based working methods? Through a qualitative study with semi-structured interviews, we have been able to get a deeper picture of teachers' genre-based writing instruction. Our result shows that teachers base both their planning and teaching on the four phases of the circle model. There are divided views about the effects of genre pedagogy. Some teachers believe that students become bored and frustrated, while others emphasize that students are motivated and inspired. Finally, it's pointed out that genre pedagogy constitutes both obstacles and opportunities in writing instruction. The method helps students write more detailed texts according to the genre's characteristic features. Despite this, the genre pedagogy is inhibiting students' creativity and also being time-consuming. The study concludes that scaffolding is crucial for students' learning and writing. Another conclusion is the importance of variation in writing instruction to find the right balance between scaffolding and challenge for student's

There are various factors that accounting educators should consider when involved in accounting education. These include: A continuous changing business environment; A new generation of learners studying at universities; A lack of skills among learners; Accounting educators resisting changes in accounting education; and The requirements for continuing professional education. From the literature it seems that much research has been done in the field of accounting education, but that it did not find practical application in the classroom. It is therefore necessary to think creatively in order to find practical solutions for the challenges facing both lecturers and facilitators. In the study the following elements of the teaching-learning environment were identified: Learners; The lecturer/facilitator; The milieu; The subject content (including technical content and competencies); and the Teaching methodology. Each of these elements were investigated during the research in order to identify factors from literature that could be included in an improved teaching plan. As part of the plan (methodology) a board game "Commercium™" was developed to meet the requirements of the teaching-learning environment. The board game was evaluated by first year learners at the Potchefstroom Campus of the North-West University. The evaluation proved to be very positive. The learners indicated that technical skills, understanding of the roles of the accountant, soft skills as well as knowledge of the subject content improved as a result. What should especially be noted is their positive reaction due to the fact that the game simulated the business environment and linked theory to practice. They also enjoyed the social and group work aspects of the assignment. The learners further had a general positive attitude towards the game. The highest evaluated positive experiences were described as good, exciting and fresh. On the negative side words such as unhappy, uncomfortable and tensed were recorded. The learners were thus required to move outside their comfort zones. Learners were also required to summarise the project in one word. Two thirds of the remarks were positive, with the number one remark being the word "interesting". The largest negative comment was that the project was confusing at the start. This could, however, be addressed in future projects. In conclusion it can thus be said the Commercium™ game meets the requirements of an effective teaching-learning environment by providing an effective teaching methodology. Lecturers now have an empirically proven effective teaching tool for introductory accounting, based on research of the requirements of the teaching-learning environment. / Thesis (Ph.D. (Accounting))--North-West University, Potchefstroom Campus, 2007.

Durante o processo de ensino-aprendizagem-treinamento (EAT), o treinador tem o papel de planejar e conduzir as atividades, principalmente no início dessa prática. No Brasil, para que se exerça essa função deve-se obrigatoriamente concluir a formação acadêmica. Especificamente no handebol enfatiza-se as vivências como atleta e profissional na atuação dos treinadores. Ainda notam-se poucos incentivos na formação desses por parte dos órgãos que regulamentam a modalidade esportiva no país, fazendo com que busque-se conhecimentos de forma particular e isolada, os quais podem não condizer com a realidade de seus ambientes profissionais. Com isso este estudo buscou compreender a atuação dos treinadores das categorias de base de handebol no Brasil, o que eles esperam de seus jogadores diante diferentes contextos e de como ensinam. Para isso realizou-se uma revisão sistemática acerca da temática, seguida da entrevista com treinadores das diferentes categorias de base do handebol no estado de São Paulo. Na tabulação e interpretação dos dados foi utilizado o método do Discurso do Sujeito Coletivo (DSC). Na revisão sistemática identificou-se a necessidade de pesquisas que visem compreender a atuação dos treinadores do handebol brasileiro, principalmente nas categorias de base, uma vez que os trabalhos encontrados são predominantemente originários dos países europeus e/ou com treinadores experiente e que realizam seu trabalho com equipes adultas. Quanto à atuação dos treinadores de handebol nas categorias de base observou-se que os conteúdos exigidos pelos treinadores quando trabalhando suas equipes na fase defensiva e na fase ofensiva leva em consideração o processo maturacional e o tempo de vivência no handebol, porém ao analisarmos como são ensinados os conteúdos esperados, os discursos expressaram que o trabalho realizado pauta-se no ensino exclusivo de conteúdos específicos do handebol, o que não corresponde às demandas apresentadas em cada faixa etária, principalmente nas mais jovens. Conclui-se que no trabalho com as categorias de base do estado de São Paulo preocupa-se com a especificação da prática ao invés de diversificação, o que contrapõe os apontamentos feitos pela literatura de que esse tipo de treinamento pode levar os jogadores a praticarem o handebol de forma específica, existindo a possibilidade de conduzir os praticantes à especialização esportiva precoce. / In the Teaching-Learning-Training (TLT) process, coaches must plan and conduct the activities, mainly in the beginning of this practice. In Brazil, it is mandatory to complete the academic formation in order to perform this function. Specifically in handball it is reported that the athlete and professional experiences takes an important role in their professional activities. It is also noted that the Federations and Confederations do not help the coaches in their professional formation, making them seek for knowledge in a particular and isolated way, which may not match with their professional needs. This study look for understanding the youth teams coaches\' performance, what they expect of their players against some scenarios and how they teach those. For this, a systematic review about the theme has been made, followed by an interview with the Sao Paulo state youth team coaches. For the data tabulation and interpretation, it was used the Collective Subject Discourse (CSD). In the systematic review has been identified that there is a need for more research with to aim of understanding the coaches performance, mainly with the youth teams coaches, once that the publications about the theme are mostly from european countries and/or with experienced adult teams coaches. Concerning the youth teams coaches performance it was observed that they takes into account the maturational process and the handball experience time as they work their teams in the offensive and defensive phases, but if we analyze the way that they teach it, the discourses express that the activities are based on teaching many specific tasks, which do not correspond to the age needs, mainly in the youngers. It is concluded that Sao Paulo state youth teams work is concerned with the practice specification instead of the diversification, contrasting the literature appointments which says that this type of training may lead the players to a specific way of practice and conduct them to an early sports specialization.

Esta tese discute o processo de transformação e/ou criação dos motivos na atividade de aprendizagem dos futuros licenciados em Matemática durante o desenvolvimento do estágio supervisionado. Neste trabalho, os motivos são compreendidos como os elementos que impulsionam e orientam a ação e nascem das necessidades do sujeito. O pressuposto é que os motivos somente podem ser percebidos nas relações intrínsecas da atividade. Dentro desse contexto, essa pesquisa demonstra que o processo de formação do professor somente permitirá a descoberta do real sentido do trabalho docente a partir do momento que este esteja inserido em uma proposta de educação humanizadora, que supere o caráter alienante dos modelos atuais de formação do professor. Em decorrência disto, a formação docente deve ocorrer de um modo que possibilite aos indivíduos a apropriação da atividade de ensino. Tendo como base os aportes teóricos fornecidos pela abordagem histórico-cultural da psicologia e, em particular, da Teoria da Atividade. A tese, apoiada principalmente nas idéias de Leontiev, Vigotski e Davidov, destaca a atividade e a sua relação com os motivos, aborda a relação entre a atividade de ensino e atividade de aprendizagem como um componente estruturador da prática docente e como elemento de mediação do processo de apropriação do saber universal do homem. O procedimento metodológico utilizado nesta investigação foi o experimento formativo. Este experimento foi organizado e desenvolvido durante um ano letivo com estagiários do curso de licenciatura em Matemática de uma universidade pública brasileira. Os resultados obtidos pela pesquisa indicam para a necessidade de uma organização de processo de formação do docente que permita não somente a vivência da atividade de ensino, mas a reflexão e a tomada de consciência das suas ações possibilitando a superação da alienação do sujeito humano frente a si mesmo. Com isso acreditamos na possibilidade do processo de transformação da docência em atividade para o professor de Matemática. / This thesis discusses the process of transformation and/or creation of motives in the teaching activities of future bachelors in mathematics during the development of supervised training. In this work, the motifs are understood as elements which impulse and orient the action and induce the subjects necessities. Therefore, the motives can only be perceived in the intrinsic relations of the activity. In this context, this research demonstrates that the process of teacher education will only permit the discovery of the real meaning of the teachers work when it is inserted in a humanizing educational proposal, which overcomes the alienating character of actual models of teacher education. Due to this fact, the teachers education should occur in a way that allows the individuals to significantly appropriate the learning activity. Having as basis the theoretical references supplied for the cultural-historical approach and Activity Theory, supported mainly by the ideas of Vigotski, Leontiev and Davidov, the thesis highlights the activity and its relation with the motifs, tackles the relation between teaching activity and learning activity as a component structuring the teaching practice and as an element of mediation in the appropriation process of universal knowledge of man. The methodological procedure used in this investigation was the formative experiment. This experiment was organized and developed during one school year with pre-service mathematics teachers of a public Brazilian university. The results obtained by the research indicate the necessity of an organization of the teachers education process which allows not only the living of the teaching activity, but the reflection and consciousness taken from his actions making possible the overcoming the alienation of the human subject towards himself. With that we believe in a transformation process of teaching into an activity for the individual.

O teatro de Gil Vicente traz em si características de um momento de transição portuguesa, assim é marcado por traços que indicam desde elementos medievais até elementos renascentistas. Dentre estes traços um elemento surge, a religiosidade em sua vertente católica que foi dominante para a cultura européia deste período, com mais ênfase na Península Ibérica. A arte, seja ela literária, pictórica, musical, arquitetônica, dentre outras manifestações, serviu, a esta época, em muitas ocasiões, como suporte de um processo didático-catequético. Os três autos vicentinos selecionados, Auto de Mofina Mendes, Auto da Alma e Auto da Barca do Inferno, que destacam o nascimento, o correr da vida e a morte, caracterizam-se, entre outras funções e possibilidades de leitura, como veículos deste processo de ensino aprendizagem religiosa, conseqüentemente, os mesmos são analisados com o intuito de se estabelecer o diálogo com outra linguagem que também exerceu esta função, a pintura, em suas manifestações medievais, renascentistas, barrocas e flamencas. É importante destacar que este processo de análise se vale de uma metodologia mista calcada em pressupostos teóricos advindos de estudos de Bakthin, de Kristeva, da Literatura Comparada e da Gestalt, uma vez que ainda não há um suporte teórico que se ocupe particularmente deste exercício. / Gil Vicente\'s theater brings in itself features of a moment of transition in the Portuguese literature, so it is marked by traces that indicate elements from medieval unti Renaissance elements. Almong these traits, an element arises, the Catholic religion in its side that has been dominant for the European culture of this period, with more emphasis on the Peninsula Iberica.The art, be it literary, pictural, musical, architectural, among other manifestations, served, at that time, on many occasions, as a support to the teaching process-catequetico. The three selected \"autos vicentinos\", Auto de Mofina Mendes, Auto da Alma and Auto da Barca do Inferno, which highlight the birth, the running of the life and death, are caracterized among other functions and possibilities for reading, as vehicles of this process of teaching religious learning. Therefore, they are reviewed in order to establish a dialogue with another language that also exercises this function, the painting, in its medieval, Renaissance, Baroque and flamenco manifestations. It is important to note that this process of analysis uses a mixed methodology based on theoretical assumptions arising from the studies of Bahktin, Kristeva, Comparative Literature and Gestault, since there isn\'t a theoretical support that studies this particular subject.

As novas Diretrizes Curriculares Nacionais para os cursos de graduação em Relações Públicas (2013) foram configuradas de modo a incentivar a interdisciplinaridade (MOURA, 2015), a articulação entre teoria e prática e o papel estratégico da atividade na gestão dos relacionamentos entre a organização e os seus públicos (Parecer CNE/CSE nº85/2013). Entretanto, diante do uso exagerado de aulas expositivas nos cursos (FERRARI, 2017a) e o distanciamento entre as áreas de Relações Públicas e Administração (LEMOS, 1986; SIMÕES; 1995; ZAPATA, 1998; FERRARI, 2006; TORRES, 2010; FRANÇA, 2012), faltam iniciativas didático-pedagógicas que proporcionem aos estudantes um ambiente de educação gerencial capaz de integrar teoria e prática e recuperar o caráter sistêmico da organização. Esta tese teve como principal objetivo contribuir com subsídios teóricos e metodológicos para o uso de estratégias ativas no ensino-aprendizagem das Relações Públicas. Caracterizou-se como uma pesquisa educacional baseada em fundamentos construtivistas. Foram utilizados dados quantitativos e qualitativos obtidos por meio de: a) Pesquisa teórica sobre os temas didática na Educação Superior, educação das Relações Públicas no Brasil, a metodologia Laboratório de Gestão (SAUAIA, 2008, 2010, 2013) e a modelagem de simuladores organizacionais para apoiar jogos de empresas (GOLD e PRAY, 1990; GOLD, 2005; CANNON e SCHWAIGER, 2004, 2005a, 2005b); b) Pesquisa de campo (levantamentos, experiências em estágios docentes e estudos participantes) sobre o processo ensino-aprendizagem das Relações Públicas e o uso da metodologia Laboratório de Gestão e; c) Projeto Piloto no qual foi elaborado, testado e avaliado o simulador organizacional de Relações Públicas e Gestão (SimRPG) e o Jogo de Relacionamentos Estratégicos (JRE). Os resultados confirmaram os benefícios educacionais do uso combinado de simulador organizacional, jogo de empresas e atividades de pesquisa para promover experiências de aprendizagem gerencial teórica e empírica entre estudantes de diferentes formações, culturas e níveis de conhecimentos. Constatou-se que o SimRPG e o JRE contribuíram para a prática de conceitos de gestão e de Relações Públicas valorizando o caráter estratégico destas atividades no ambiente organizacional sistêmico. Concluiu-se que, além de uma inovação para o ensino-aprendizagem das Relações Públicas, o SimRPG e o JRE favorecem a autonomia e a criatividade docente e discente e auxiliam na adequação dos cursos às exigências das novas Diretrizes Curriculares Nacionais (2013). Como principal contribuição, o estudo propiciou a configuração do Laboratório de Relacionamentos Estratégicos, uma metodologia educacional customizada para os cursos de Relações Públicas, apoiada pedagogicamente em fundamentos construtivistas e, metodologicamente, nos pilares conceituais do Laboratório de Gestão. / The new National Curriculum Guidelines for undergraduate courses in Public Relations (2013) were designed to encourage interdisciplinarity (MOURA, 2015), articulation between theory and practice and the strategic role of the activity in the management of relationships between the organization and its publics (Report CNE / CSE nº85 / 2013). However, due to the exaggerated use of lectures in the courses (FERRARI, 2017a) and the gap between Public Relations and Administration (LEMOS, 1986; SIMÕES, 1995; ZAPATA, 1998; FERRARI, 2006; TORRES, 2010; 2012), there is a lack of didactic-pedagogical initiatives that provide students with an environment of managerial education capable of integrating theory and practice and recovering the systemic character of the organization. This thesis intends to contribute with theoretical and methodological subsidies aiming at using active strategies of Public Relations teaching and learning. It was characterized as an educational research supported with constructivist basis. Quantitative and qualitative data were obtained through: a) Theoretical research on didactic subjects in Higher Education, Public Relations education in Brazil, the Management Laboratory methodology (SAUAIA, 2008, 2010, 2013) and the modeling of organizational simulators to support business games (GOLD and PRAY, 1990; GOLD, 2005; CANNON and SCHWAIGER, 2004, 2005a, 2005b); b) Field research (surveys, experiences in teaching apprenticeship and participant studies) on the teaching-learning process of Public Relations and the use of the Management Laboratory methodology; c) Pilot Project in which the Organizational Simulator of Public Relations and Management (SimRPG) and the Strategic Relationships Game (JRE) were developed, tested and evaluated. The results confirmed the educational benefits of the combined use of organizational simulators, business games and research activities to promote theoretical and empirical managerial learning experiences among students of different backgrounds, cultures and levels of knowledge. It was verified that the SimRPG and the JRE contributed to the practice of management concepts and Public Relations valuing the strategic nature of these activities in the systemic organizational environment. It was concluded that, in addition to teaching and learning innovation in Public Relations, the SimRPG and the JRE favor the autonomy and creativity of teachers and students and help to adapt the courses to the requirements of the new National Curriculum Guidelines (2013). As the main contribution, the study created the Strategic Relationships Laboratory, a customized educational methodology for the Public Relations courses, pedagogically based on constructivist fundaments while methodologically built on the conceptual pillars of the Management Laboratory.