Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-10-17T17:21:36Z No. of bitstreams: 1 2016 - Eduardo Lima de Sousa.pdf: 1396561 bytes, checksum: e5e6a638d3487649bffde6f8de4a6de6 (MD5) / Made available in DSpace on 2017-10-17T17:21:36Z (GMT). No. of bitstreams: 1 2016 - Eduardo Lima de Sousa.pdf: 1396561 bytes, checksum: e5e6a638d3487649bffde6f8de4a6de6 (MD5) Previous issue date: 2016-06-30 / In this work we attempted to discuss the teaching of food safety for students Course midlevel Integrated Agricultural Technician of the Federal Institute of Education, Science and Technology (IFAM) Campus Tabatinga. This research was divided into two stages, the first check in the Matrix Curriculum topics course on the topic title, and the second time to evaluate the process of teaching and learning through the application of a workshop for students. In the first stage were studied five plans of course Campi of IFAM , in order to verify the existence of topics that promote awareness on issues related to the topic food security , resulting in the absence of the term food security in the disciplines offered only sub themes and with different classifications and different workloads , when compared to Campi. In the second stage, to better understand the class and have better planning workshop was held a free association of words test and a questionnaire to characterize the subjects. As a diagnostic tool, we used the method of evaluation of the individual attitude of 14 subjects to analyze the process of teaching and learning with the holding of a workshop on the subject, which is consisting of application and analysis of a structured questionnaire with 23 statements using Likert Scale - a total of five points - before (Initial Test - IT ) and after ( Final Test -TF ) workshop. Analysis of the questionnaire showed that all students had increased average after the workshop and the overall average of students was 3.99 and 4.73 in the initial and final tests, respectively, which showed an increase of 0.74, the which shows that the students acquired knowledge during activity.Also held analysis of photographic images and video recording. This work is a contribution to the Agricultural Education , therefore, can be seen with the results , the evaluation process for the individual attitude of the method indicated that the analyzed students showed satisfactory performance throughout this learning process and this practice can be used by educators in this area , but when analyzing the course plans, compared the Campi of the IFAM, there is a disparity regarding the theme Food safety, a discussion for standardization , partial or total is necessary, in this regard. / Neste trabalho buscou-se discutir sobre o ensino da seguran?a alimentar para discentes do Curso T?cnico Integrado de n?vel m?dio em Agropecu?ria do Instituto Federal de Ensino, Ci?ncias e Tecnologia (IFAM) Campus Tabatinga. Esta pesquisa foi dividida em duas etapas, sendo a primeira verificar na Matriz Curricular do curso t?picos sobre o Tema t?tulo, e no segundo momento avaliar o processo de ensino-aprendizagem atrav?s da aplica??o de uma oficina para discentes. Na primeira etapa foram estudados cinco planos de curso de Campi do IFAM, com o objetivo de verificar a exist?ncia de t?picos que fomentem a percep??o para assuntos relacionados ao tema seguran?a alimentar, tendo como resultado, a aus?ncia do termo Seguran?a alimentar nas disciplinas ofertadas, apenas sub temas e com nomenclaturas distintas e cargas hor?rias diferentes, quando comparados os Campi. Na segunda etapa, para conhecer melhor a turma e ter um melhor planejamento da Oficina, foi realizado um Teste de associa??o livre de palavras e um question?rio para caracteriza??o dos sujeitos. Como instrumento diagn?stico, utilizou-se o m?todo de avalia??o de atitude do indiv?duo de 14 sujeitos para analisar o processo de ensino-aprendizagem com a realiza??o de uma oficina sobre o tema, sendo este consistindo em aplica??o e an?lise de um question?rio estruturado com 23 afirmativas utilizando Escala de Likert - totalizando cinco pontos - antes (Teste Inicial-TI) e depois (Teste Final-TF) da oficina. A an?lise do question?rio mostrou que todos os discentes tiveram aumento da m?dia ap?s a oficina e a m?dia geral dos discentes foi de 3,99 e 4,73 nos testes inicial e final, respectivamente, o que demonstrou uma evolu??o de 0,74, o que evidencia que os discentes adquiriram conhecimento durante a atividade. Al?m disso, realizou-se an?lise de imagens fotogr?ficas e videograva??o. Este trabalho ? uma contribui??o para a Educa??o Agr?cola, pois, se pode observar com os resultados obtidos, que o processo de avalia??o pelo m?todo da atitude do indiv?duo, indicaram que os discentes analisados apresentaram desempenho satisfat?rio ao longo desse processo de ensino-aprendizagem, e tal pr?tica pode ser utilizada por educadores desta ?rea, mas, quando analisado os planos de curso, quando comparados os Campi do IFAM, h? uma disparidade referente ao Tema Seguran?a alimentar, sendo necess?ria uma discuss?o para a padroniza??o, parcial ou total, neste quesito.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-03-16T15:45:01Z No. of bitstreams: 1 2017 - Laryany Farias Vieira Fontenele.pdf: 2344933 bytes, checksum: 538c05893e9ff58fe2afc7501caeeecd (MD5) / Made available in DSpace on 2018-03-16T15:45:03Z (GMT). No. of bitstreams: 1 2017 - Laryany Farias Vieira Fontenele.pdf: 2344933 bytes, checksum: 538c05893e9ff58fe2afc7501caeeecd (MD5) Previous issue date: 2017-07-06 / This research was carried out at the Federal Institute of Education of Par? - IFPA, Concei??o do Araguaia Campus, with thirty students, fifteen of them are students from the Environmental Management course and the other fifteen are students from the Agronomy course, starting in the academic year 2015.The main objective was to develop and evaluate educational practices on the rational use of herbicides in pineapple farming, culture of a highlight of the municipality under study. We believe that the agricultural school curriculum should provide the training of students in three basic dimensions: food production in a sustainable way; fixing of man in the field; conservation and environmental recovery. We used a qualitative-quantitative research methodology, culminating in the application of questionnaires with open and closed questions. 30 questionnaires were applied, initially separating the participating and non-participating groups; 30 questionnaires with rural pineapple producers and 30 questionnaires, in the final project stage, with the group of participating students. For the evaluation of the questions applied to the students, pre-tests and post-tests were performed. For qualitative analysis, conceptual maps to farmers were applied as a teaching and learning tool. This pedagogical practice aimed to favor the development of the students? autonomy and the relationship of previous knowledge with those seized. In the quantitative analysis, parametric (ANOVA and Tukey?s Test) and non-parametric tests (Kruskal-Wallis and Dunn?s Test) were used. At the end of the methodological proposal an exhibition of empty containers of agrochemicals was carried out, in order to sensitize the student community about the potential of environmental damages and the health of residents of the region. / Esta pesquisa foi realizada no Instituto Federal de Educa??o do Par? ? IFPA, Campus Concei??o do Araguaia, com trinta estudantes, sendo quinze do curso de Gest?o Ambiental e quinze do curso de Agronomia, com in?cio no ano letivo de 2015. O objetivo principal foi desenvolver e avaliar pr?ticas educativas sobre o uso racional de herbicidas na abacaxicultura, cultura de destaque do munic?pio em estudo. Acreditamos que o curr?culo escolar agr?cola deve proporcionar a forma??o dos discentes em tr?s dimens?es b?sicas: a da produ??o de alimentos de forma sustent?vel; a fixa??o do homem no campo e a conserva??o e recupera??o ambiental. Utilizamos uma metodologia de pesquisa quali-quantitativa, culminando com a aplica??o de question?rios com perguntas abertas e fechadas. Foram aplicados 30 question?rios inicialmente separando os grupos participantes e n?o participantes; 30 question?rios com os produtores rurais de abacaxi e 30 question?rios na etapa final de projeto, com o grupo de estudantes participantes. Para avalia??o das quest?es aplicadas aos discentes, foram realizados pr?-teste e p?s-testes. Para an?lise qualitativa foram aplicados mapas conceituais com os agricultores, como ferramenta de ensino e aprendizagem. Essa pr?tica pedag?gica visou favorecer o desenvolvimento da autonomia dos educandos e o relacionamento de conhecimentos pr?vios com aqueles apreendidos. Na an?lise quantitativa foram utilizados testes param?tricos (ANOVA e Teste de Tukey) e n?o param?tricos (Kruskal-Wallis e Teste de Dunn). Ao final da proposta metodol?gica foi realizada uma exposi??o de embalagens vazias de agrot?xicos, como forma de sensibilizar a comunidade discente sobre o potencial de danos ambientais e para a sa?de de moradores da regi?o

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-08-28T13:00:37Z No. of bitstreams: 1 2017 - Renato Cesar Oliveira Junior.pdf: 1280531 bytes, checksum: 33e7f8b34f056c73a875bf157b622129 (MD5) / Made available in DSpace on 2018-08-28T13:00:37Z (GMT). No. of bitstreams: 1 2017 - Renato Cesar Oliveira Junior.pdf: 1280531 bytes, checksum: 33e7f8b34f056c73a875bf157b622129 (MD5) Previous issue date: 2017-03-28 / This research sought to investigate the reading practices in printed texts and hypertexts of the students of the Basic Module of the Technical Course in Nursing of the Cajazeiras Health Technical School, in Campina Grande, analyzing, in this sense, the differences and similarities between both practices. In addition, the study sought to discuss the potential of the use of Information and Communication Technologies at English Language classes, specifically, regarding the use of hypertexts as a proposal of foreign language teaching based on innovative practices and the use of these Technologies. The collected data were analyzed to the lights of important authors. Regarding the use of hypertext, we highlight Levy (1995), Snyder (1997), Xavier (2003) and Cosacarelli (2006). In the reading process, we present Leffa (1996), Sol? (1998) and Correia (2011). With regard to reading strategies, in the shadows of Celce-Murcia (2001), Brown (2007) and Marcuschi (2009). Technological advances have contributed significantly to new ways of thinking about educational practices, in particular, the advent of Information and Communication Technologies - ICT has gained space as an innovative element in the teaching-learning process of curricular subjects. The Internet presents itself as a strong ally in optimizing the potential of these technological devices, since the space of the worldwide network allows the exchange of experiences between its users and constant interaction with current and authentic information content. One of these innovative possibilities is the hypertextual reading, which will be assumed as an inherent practice of using the computer or device of the genre connected to the Internet. The research was carried out with the Basic Module of Nursing Technical Education, totalizing a universe of 25 students. This work is qualitative and is characterized as a descriptive / exploratory study. As the data collection instrument, we used two semi-structured questionnaires, called Questionnaire 1 and Questionnaire 2. In the first questionnaire, we focus the research to the relationships that students establish with Information and Communication Technologies, and in the second questionnaire , we directed our research to the students' positioning in relation to the reading in English of printed texts and hypertext, in order to analyze the similarities and divergences of both reading practices. From the collected data, it is inferred that, despite the challenges that surround it and the resistance, although veiled, to the new technologies, the reading of hypertext in the classes of English Language can represent a new proposal for the teaching of a foreign language in the Institutions in Brazil / Esta pesquisa procura investigar as pr?ticas leitoras ? tanto em textos impressos quanto em hipertextos ? dos estudantes do M?dulo B?sico do Curso T?cnico em Enfermagem da Escola T?cnica de Sa?de de Cajazeiras, em Campina Grande, Para?ba, analisando poss?veis diferen?as e semelhan?as entre ambas as pr?ticas. Al?m disso, o estudo buscou discutir sobre as potencialidades do uso das Tecnologias da Informa??o e Comunica??o nas aulas de L?ngua Inglesa, especificamente, no que diz respeito ao uso de hipertextos como uma proposta de ensino de l?ngua estrangeira balizada pelas pr?ticas inovadoras e pelo uso destas tecnologias. Para balizar as an?lises, as perspectivas de diversos autores foram seguidas: no tocante ao uso do hipertexto destacam-se Levy (1995), Snyder (1997), Xavier (2003) e Cosacarelli (2006). Em rela??o ao processo de leitura, apresentam-se Leffa (1996), Sol? (1998) e Correia (2011). No que diz respeito ?s estrat?gias de leitura, Celce-Murcia (2001), Brown (2007) e Marcuschi (2009). Os avan?os tecnol?gicos v?m contribuindo significativamente com novas formas de se pensar as pr?ticas educacionais; em especial, o advento das Tecnologias da Informa??o e Comunica??o - TIC ganha espa?o como elemento inovador no processo de ensinoaprendizagem das disciplinas curriculares. A Internet, nesse sentido, apresenta-se como forte aliada na otimiza??o do potencial desses dispositivos tecnol?gicos, j? que o espa?o da rede mundial possibilita a troca de experi?ncias entre seus usu?rios e constante intera??o com conte?do informativo atual e aut?ntico. Uma dessas possibilidades inovadoras ? a leitura hipertextual, que por sua vez ? assumida como uma pr?tica inerente ao uso do computador ou dispositivo do g?nero conectado ? Internet. A pesquisa foi realizada com uma turma do M?dulo B?sico do Ensino T?cnico em Enfermagem, totalizando um universo de 25 alunos. Este trabalho ? de cunho qualitativo e caracteriza-se como um estudo descritivo/ explorat?rio. Como instrumento de coleta de dados, utilizamos dois question?rios semi-estruturados, denominados Question?rio 1 e Question?rio 2. No primeiro question?rio, voltamos o foco da pesquisa para as rela??es que os estudantes estabelecem com as Tecnologias da Informa??o e Comunica??o, e, no segundo question?rio, direcionamos os olhares de nossa investiga??o para o posicionamento dos alunos em rela??o ? leitura em L?ngua Inglesa de textos impressos e de hipertexto, para an?lise das semelhan?as e diverg?ncias de ambas as pr?ticas leitoras. A partir dos dados coletados, infere-se que a leitura de hipertexto nas aulas de L?ngua Inglesa pode representar uma nova proposta para o ensino de uma l?ngua estrangeira nas institui??es de ensino do Brasil, apesar dos desafios que circundam e da resist?ncia, ainda que velada, ?s novas tecnologias

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-09-12T11:45:07Z No. of bitstreams: 1 2009 - Jac? Ara?jo de Oliveira.pdf: 4244721 bytes, checksum: 02cc9649b101c305bf9e67e48d13be0b (MD5) / Made available in DSpace on 2018-09-12T11:45:07Z (GMT). No. of bitstreams: 1 2009 - Jac? Ara?jo de Oliveira.pdf: 4244721 bytes, checksum: 02cc9649b101c305bf9e67e48d13be0b (MD5) Previous issue date: 2009-12-08 / Ahead of the recent and accented technological scientific innovations that play a significant role in the society, either in the politics, in the economy, in the culture or in the education, it is need to redefine the educational practices. In this context, it was objectified to evaluate the performance of the 3rd grade students in the Integrated Technical Course on Agricultural, applying the traditional pedagogy methods and the project pedagogy methods, using as instrument the aspersion irrigation systems, dripping and microaspersion, in the sunflower culture (Helianthus annus L). The present work was developed in 2008, in IFS/Campus S?o Crist?v?o, in S?o Crist?v?o city-SE. It were selected the classes A and C of the 3rd grade, with 28 students each ones, in a random drawing, so the class C was contemplated with the project pedagogy. Initially a first questionnaire was applied to the 56 students that contain questions about irrigation and sunflower culture. Six months after be taught theoretical and practical lessons, it was repeated the first questionnaire. The didactic activities had continued for more six months and, after this period, it was applied the second questionnaire that contend questions about irrigation emphasizing hydraulic. The data had been priced and analyzed statistically by test t with 5% of probability. It was made the first questionnaire application, and the classes A and C have average 6.8 and 6.3, respectively, being statistically equal to the research continuity. On the other hand, when the first questionnaire was applied again, the class C students obtained notes statistically higher when it was compared with the class A students (8.6 and 6.0). The statistics superiority of the class C notes was maintained when the second questionnaire was applied (6.5 and 3.0), proving that the project pedagogy provides a better learning. It is concluded that the project pedagogy is superior to the traditional pedagogy, not only by the grades, but also by the different behavior observed in the students, that were more participatory, questioning and critical. / Diante das recentes e acentuadas inova??es cient?ficas e tecnol?gicas que na sociedade desempenham papel expressivo, seja na pol?tica, na economia, na cultura ou na educa??o, urge redefinir pr?ticas pedag?gicas. Neste contexto, objetivou-se avaliar o desempenho dos alunos da 3?. s?rie do Curso T?cnico Integrado em Agropecu?ria, aplicando-se as metodologias das pedagogias tradicional e de projetos, por interm?dio da utiliza??o dos sistemas de irriga??o por aspers?o, gotejamento e microaspers?o, na cultura do girassol (Helianthus annus L). O presente trabalho foi desenvolvido no ano de 2008, no IFS/Campus S?o Crist?v?o, no munic?pio de S?o Crist?v?o ? SE. Foram selecionadas as turmas A e C da 3? s?rie, com 28 alunos cada, e em sorteio aleat?rio, a turma C foi contemplada com a Pedagogia de Projetos. Inicialmente foi aplicado aos 56 alunos um primeiro question?rio contendo quest?es da ?rea de irriga??o e da cultura do girassol. Seis meses depois de ministradas aulas te?ricas e pr?ticas, repetiu-se o primeiro question?rio. As atividades did?ticas continuaram por mais dois meses e, ap?s esse per?odo, aplicou-se um segundo question?rio contendo quest?es de irriga??o com ?nfase em hidr?ulica. Os dados foram tabelados e analisados estatisticamente pelo teste t ao n?vel de 5% de probabilidade. Feita a aplica??o do primeiro question?rio, as turmas A e C apresentaram m?dias 6.8 e 6.3, respectivamente, estatisticamente iguais para a continuidade da pesquisa. Por outro lado, quando o primeiro question?rio foi novamente aplicado, os alunos da turma C obtiveram notas estatisticamente superiores aos da turma A (8.6 e 6.0). A superioridade estat?stica das notas da turma C manteve-se quando se aplicou o segundo question?rio (6.5 e 3.0), comprovando que a Pedagogia de Projetos proporciona uma melhor aprendizagem. Conclui-se que esta pedagogia ? superior ? tradicional, n?o somente pelas notas obtidas, mas tamb?m pelo comportamento diferenciado observado nos alunos, que se mostraram mais participativos, questionadores e cr?ticos.

Partindo do princípio de que existe a necessidade de padronizar os enfermeiros quanto à avaliação do nível de consciência, em pacientes atendidos no Serviço de Emergência (SE), utilizando a Escala de Coma de Glasgow (ECGl), questiona-se quais as técnicas de ensino-aprendizagem mais adequadas. O presente estudo, limitado a medir a aquisição do conhecimento nessa temática, teve como objetivos analisar duas técnicas de ensino-aprendizagem, sendo uma a de exposição oral com slides e a outra, a leitura dirigida, em enfermeiros que atuam nos SE do município de São Paulo, divididos em dois grupos, com vistas a: caracterizá-los, segundo algumas variáveis sócio-demográficas, de aperfeiçoamento profissional e de utilização da ECGl; mensurar o grau de conhecimento, utilizando um teste de conhecimentos sobre a ECGl, antes de aplicar as duas técnicas; verificar o grau de aquisição de conhecimentos, utilizando o mesmo teste de conhecimentos, após a aplicação das duas técnicas. A coleta de dados foi feita com sorteio prévio dos hospitais selecionados quanto `a técnica a ser aplicada e realizada no final de 1999 e início de 2000. Os enfermeiros dos hospitais sorteados para serem submetidos à exposição oral compuseram o Grupo 1 e à leitura dirigida, o Grupo 2. Nas características dos dois grupos de enfermeiros, verificaram-se diferenças estatisticamente significativas nas variáveis idade, tempo de formado e utilização da ECGl. Os enfermeiros do Grupo 1 eram mais jovens, com faixa etária predominante entre 22 a 25 anos (45,5%), graduados há menos de 4 anos (72,7%) e a grande maioria relatou utilizar a ECGl, às vezes (72,7%). Contrariamente, os enfermeiros do Grupo 2 tinham mais de 31 anos (86,3%) e destes, 40,9%, mais que 41 anos; estavam mais distribuídos quanto ao tempo de formado, sendo que mais da metade tinham se graduado há mais de 5 anos; e, acima de um terço (36,4%) relatou nunca usar a ECGl e 40,9%, às vezes. Homogeneidade nas demais variáveis com preponderância do sexo feminino, e solteiros, graduação em escolas da Grande São Paulo e de tempo de experiência em SE menor que 5 anos e cursos de educação continuada variada e baixa, com exceção do Basic Life Support (BLS), freqüentado por 45,5% dos enfermeiros do Grupo 1. Na mensuração do grau de conhecimento prévio dos enfermeiros, constatou-se, na totalização de pontos, os dois Grupos alcançaram mais de 50% de acertos; aqueles do Grupo 1 totalizaram 273 (62,0%) pontos de acertos de um total de 440 pontos; os do Grupo 2 perfizeram 231 (52,5%) pontos. Em relação à aquisição de conhecimentos, após serem submetidos às duas técnicas de ensino-aprendizagem, verificou-se que o Grupo 1, no global, apresentou incremento estatisticamente significativo da fase pré para a pós do processo e ele foi de 29,8%; obteve altos percentuais de acertos, em várias questões, já na fase pré e incremento de conhecimentos estatisticamente significativo, também, na maioria das questões, principalmente naquelas de aplicação prática. O Grupo 2, embora no global tenha obtido incremento estatisticamente significativo da fase pré para a pós da ordem de 8,2%, ficou inconclusivo devido à ocorrência de um importante fator interveniente, caracterizado como não leitura do texto por parte de 55,0% dos participantes. Contudo, na análise por questão, pode-se constatar que o grupo apresentou acerto em menos da metade (41,0%) das questões, na fase pré, demonstrando a precariedade da base de conhecimentos deste Grupo e a necessidade de sanar essas lacunas. Embora os resultados obtidos apontem para a superioridade da técnica de exposição oral com slides em relação à leitura dirigida, incluindo maior adesão em participar, esta conclusão deve ser interpretada com restrição, visto que a leitura para atualização não demonstrou ser uma atividade do cotidiano desses enfermeiros / Considering the fact that there is the need to standardize nurses in relation to evaluating the level of consciousness in patients attended in emergency department (ED), by making use of the Glasgow Coma Scale (GCS), one questions which teaching-learning techniques are more adequate. The present study, limited to measuring the acquisition of knowledge regarding this topic, had the objective of analysing two teaching-learning techniques, one of them through lecturing with slides and the other one through guided reading, among nurses working in ED in the city of São Paulo. These nurses were subdivided into two groups aiming at: classifying them in relation to some variables such as their social-demographic status, professional improvement and use of GCS; measuring their level of previous knowledge by giving them a test about GCS, before applying both techniques; verifying the level of knowledge acquisition using the same test, after applying both techniques. Data collection was carried out with previously-selected hospitals drawn in relation to the technique to be applied; this data collection took place between the end of 1999 and beginning of 2000. Group 1 consisted of nurses from the drawn hospitals where lecturing with slides would be applied, whereas Group 2 was involved with guided reading. When analysing both groups of nurses statistically-significant differences in relation to age brackets, how long they had been graduated for and usage of GCS arose. Nurses in Group 1 were younger, mostly between 22 and 25 (45.5%), had been graduated for less than 4 years (72.7%) and in their great majority mentioned using GCS at times (72.7%). In contrast, nurses in Group 2 were over 31 years old (86.3%) and among these, 40.9% were over 41, had been graduated for a wider range of time (more than half for over a five-year´s time), and over one third (36.4%) of the nurses in this group mentioned never using GCS while 40.9% mentioned using it at times. The other variables were more homogeneous, with a predominance of female single nurses coming from schools in Greater São Paulo with an experience at ED of less than 5 years and a variedly-low attendance in continued education courses, except for Basic Life Support (BLS), frequented by 45.5% of the nurses in Group 1. When measuring nurses´level of previous knowledge, during the adding up of points, it was revealed that both groups scored higher than 50% of the correct answers; those in Group 1 reached 273 points (62%) out of 440; those in Group 2 obtained 231 points (52.5%). In relation to knowledge acquisition, after the application of both teaching-learning techniques, it was noticed that Group 1, as a whole, presented a statistically- significant improvement of 29.8% when comparing the fases before and after the process; this group also presented high rates of correct answers in several questions already during the pre-fase and a statistically-significant increase in knowledge as well in most questions, mainly in those related to practical application. Although Group 2 as a whole presented a statistically-significant increase (8.2%), when comparing the fases before and after the process, this group remained inconclusive due to an important intervening factor: 55% of its members did not read the texts. However, when analysing each question, it became clear that less than half of the questions (41%) were correctly answered by over 50% of the members in this group during the pre-fase, a fact which shows the precariousness of their previous knowledge and the need to bridge these gaps. Even though the results obtained in this research point out the superiority of lecturing with slides in relation to guided reading, including nurses higher interest in participating, this conclusion must be interpreted in terms since reading to update knowledge does not seem to be an everyday activity for these nurses

Ante a demanda do mercado por profissionais com formação integral, transposta por competências abrangentes, também se adicionam ao contexto o alto grau de envolvimento dos estudantes com tecnologias, o papel das instituições de ensino e dos docentes na formação dos indivíduos e as evidências de que o processo de ensino-aprendizagem focado no estudante produz experiência de aprendizagem significativa. Esse cenário enseja identificar quais são as competências necessárias à formação integral. A literatura mostra estruturas que contribuem para o desenvolvimento de competências sem contemplar aquelas da formação integral, por completo, o que ensejou o delineamento do MAI, o qual se funda sobre os princípios do construtivismo e se apropria de modelos, estratégias e tecnologias para ensino-aprendizagem eficaz, com elementos aproveitados de forma sinérgica. O objetivo desta pesquisa foi avaliar um modelo instrucional para a formação integral do indivíduo por meio do ensino de contabilidade. O Modelo concebido foi transposto ao Moodle, em um curso sobre notas explicativas com a finalidade de constatar o alcance da formação integral e, ainda, verificar indícios de sua validade. Sua avaliação se deu por meio de duas edições do curso, nas modalidades semipresencial e online. Os dados foram obtidos por meio de levantamentos e analisados com base em estatística descritiva, testes não paramétricos e análises de conteúdo. Os resultados demonstraram a efetividade do MAI em conduzir ao desenvolvimento de comunicação, pensamento crítico, colaboração e solução de problemas no processo instrucional contábil, ao que se considera formação integral. O MAI acrescenta-se à literatura como alternativa viável ao ensino de contabilidade. Suas contribuições alcançam os estudantes, por proporcionarem experiência de formação integral, bem como os docentes, por migrarem de transmissões de conhecimentos para facilitadores, e as instituições de ensino superior, por demonstrarem como se pode realizar uma formação contextualizada pelo perfil digital dos estudantes e demandas do mercado. Com base nos achados, recomenda-se que disciplinas, cursos de contabilidade e áreas relacionadas sejam planejados, considerando o uso de modelos instrucionais como o MAI. / Given the market demand for fully educated professionals transposed by comprehensive competences, the high degree of student engagement with technology, the role of teaching institutions and teachers in the training of individuals, and the evidence that the process of student-centered teaching-learning produces meaningful learning experience. This scenario identifies the competences required for integral training. The literature shows structures that contribute to the development of competences, without contemplating those of integral formation, in full, which led to the design of the ILM, which is based on the principles of constructivism and appropriates models, strategies and technologies for teaching and learning, with elements used synergistically. The objective of this research was to evaluate an instructional model for the integral training of the individual through the teaching of accounting. The designed Model was transposed to Moodle, in a course on explanatory notes, with the purpose of verifying the scope of the integral formation, and still verify indications of its validity. His evaluation was made through two editions of the course, in the mixed and online modalities. The data were obtained through surveys and analyzed based on descriptive statistics, non-parametric tests and content analyzes. The results demonstrated the effectiveness of the ILM in leading to the development of communication, critical thinking, collaboration and problem solving, in the accounting instructional process, which is considered integral formation. ILM is added to literature as a viable alternative to accounting education. Their contributions reach the students, by providing full training experience, the teachers, by migrating from transmissions of knowledge to facilitators, to higher education institutions, for demonstrating how a contextualized training can be carried out by students\' digital profile and market demands. Based on the findings, it is recommended that disciplines and accounting courses and related areas be planned considering the use of instructional models such as MAI.

O objetivo deste estudo é investigar como graduandos de um curso de Letras/Espanhol representam o uso das Tecnologias da Informação e Comunicação (TIC) no processo de ensino-aprendizagem do idioma e avaliar, em que medida, essas representações se transformaram ao longo da experiência de uso de um Ambiente Virtual de Aprendizagem (AVA), criado na plataforma Moodle. Fundamentam teoricamente este estudo: a) uma visão do papel das representações sociais nas práticas dos indivíduos, com base nas contribuições de Jodelet (2001) e Moscovici (2003), e dos teóricos do Núcleo Central: Flament (1994), Moliner (1994; 2001), Abric (1993; 1994a; 1994b) e Sá (2015); b) a compreensão do potencial de mediação das TIC para a formação inicial de professores de línguas, cuja base são autores como, Coll (2010), Rojo (2013), Castells (2013; 2015), Horn, Staker, Christensen (2015), Valente (2015), Bautista, Borges e Forés (2016), entre outros c) e a perspectiva de Dewey (1979) sobre os critérios necessários para fazer de uma experiencia pura e simples, uma experiência educativa. Os dados foram coletados ao longo do segundo semestre de 2015, quando a disciplina Língua Espanhola foi ministrada, no curso de Letras de uma universidade pública do estado de São Paulo. Participaram do estudo oito alunos dessa disciplina. A pesquisa, de cunho etnográfico, seguiu a abordagem qualitativa-interpretativista. Os dados analisados correspondem ao discurso dos participantes que responderam aos dois questionários aplicados, no início e no fim do curso, e também na análise de um fórum de discussão específico, no qual se propôs aos discentes uma reflexão sobre o futuro da Educação mediada por tecnologias. A interpretação dos dados revelou a possível centralidade de Representações Relativizantes, cuja consequência aparente foi o discreto engajamento nas atividades propostas na sala de aula virtual. Além disso, observou-se que os estudantes vivenciaram uma experiência que pode ser considerada do tipo educativa, apesar de os critérios para tal terem sido satisfeitos apenas parcialmente, devido às escassas interações. Esses resultados parecem apontar para a necessidade de se desenvolverem mais experiências de uso das TIC ao longo da formação inicial, para uma incorporação natural delas às práticas de ensino dos futuros docentes. / The purpose of this study is to investigate how Spanish Language undergraduate students represent the use of Information and Communication Technologies (ICT) in the teaching-learning process of the language and to assess to what the extent these social representations change throughout the experience of using a Virtual Learning Environment (VLE), created on the Moodle platform. This study is grounded on: a) a view of the role of social representations in the practice of individuals, based on the contributions of Jodelet (2001), Moscovici (2003), and Central Core theorists: Flament (1994), Moliner (1994;2001), Abric (1993; 1994a; 1994b) and Sá (2015); b) the comprehension of how important the ICT could be for the initial formation of language teachers, based on studies developed by Coll (2010), Rojo (2013), Castells (2013; 2015), Horn, Staker, Christensen (2015), Valente (2015), Bautista, Borges and Forés (2016), among others; c) and Dewey\'s (1979) perspective about the criteria an experience must fulfill to be considered educational. Data were collected throughout the second semester of 2015, in the classes of Spanish II, a course that is part of the Spanish Language Teaching Program at a public university in São Paulo. Eight students participated in the study. This ethnographic research followed the qualitative interpretative approach. The data analyzed here are part of the discourse of the participants who answered two questionnaires applied at the beginning and at the end of the course. The analysis also considered the participation of the students in a specific discussion forum, in which they reflected about the future of education mediated by technologies. The analysis of the data revealed the potential centrality of Relativizing Representations, which noticeable consequence was a discreet engagement of the students in the activities proposed in the virtual classroom. In addition, the results show that the students have gone through an educational experience, although the criteria for this conclusion have not been entirely fulfilled, due to the scarce VLE interactions. These results seem to point out the need of spreading more ICT experiences throughout the initial formation of teachers so that they can incorporate these technologies into their future practices.

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.

While disparities between the declared and the enactive curriculum have been widely observed, the significance of what is actually taught has not been investigated. This study proposes that the enactive curriculum is not merely deviant from the declared curriculum; rather, it is part of the curriculum-making process. Teachers necessarily produce the curriculum as an object of study which students encounter in the classroom. This object of study expresses the teacher’s conception of what students need to learn, and is intelligibly related to what they do learn. To explore this idea, the research project focused on the study of physics and history at Year 12, where teachers used a common curriculum and worked to a common external examination. Teachers of these subjects were interviewed about their practice and what they wanted students to learn. A phenomenographic analysis of these interviews showed a systematic relationship between the teacher’s focus and the embedded metaphors s/he used to describe students’ learning. In physics and history, the teachers’ conceptions formed a parallel sequence. What was to be studied was described in a widening context: from a narrow focus on facts or algorithms, to a wider view of a body of knowledge or theory, to a relational view where the physicist or the historian was seen to construct theoretical interpretations or readings of relevant detail. There was corresponding variation in the questions and tasks in which students were engaged.

Submitted by Milena Rubi (milenarubi@ufscar.br) on 2017-08-09T14:56:01Z No. of bitstreams: 1 MAZETI_Lucas_2017.pdf: 49007504 bytes, checksum: f3fdb82d0d60e3a579610f4b6e5baad9 (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-08-09T14:56:09Z (GMT) No. of bitstreams: 1 MAZETI_Lucas_2017.pdf: 49007504 bytes, checksum: f3fdb82d0d60e3a579610f4b6e5baad9 (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-08-09T14:56:15Z (GMT) No. of bitstreams: 1 MAZETI_Lucas_2017.pdf: 49007504 bytes, checksum: f3fdb82d0d60e3a579610f4b6e5baad9 (MD5) / Made available in DSpace on 2017-08-09T14:56:20Z (GMT). No. of bitstreams: 1 MAZETI_Lucas_2017.pdf: 49007504 bytes, checksum: f3fdb82d0d60e3a579610f4b6e5baad9 (MD5) Previous issue date: 2017-03-10 / Não recebi financiamento / The present work consists of a teaching learning sequence in the theme of Acoustics, built under the theory of significant learning of David Ausubel, to assist teachers in the teaching of Physics on this topic. The proposal was implemented in a high school class of Colégio Integrado Monteiro Lobato school in the city of Itu, in the interior of São Paulo. The analysis of the data was qualitative and tried to identify if there was significant learning on the part of the students about the content of the Acoustics, so that a significantly appropriation of the concepts of acoustics was observed at the end of the work. It is believed that this material is very flexible, facilitating the application of the classroom and adapting to the reality of the teacher, since it is assembled in modules, propitiating the use in a wide variety of environments. / O presente trabalho consiste em uma sequência didática no tema de Acústica, construída sob a teoria da aprendizagem significativa de David Ausubel, para auxiliar os docentes no ensino da Física sobre esse tema. A proposta foi implementada em uma turma do ensino médio da escola Colégio Integrado Monteiro Lobato na cidade Itu, interior de São Paulo. A análise dos dados foi qualitativa e tentou identificar se houve aprendizagem significativa por parte dos alunos sobre o conteúdo da Acústica, de forma que se observou uma apropriação dos conceitos da acústica de forma significativa ao final do trabalho. Acredita-se que esse material é bastante flexível, facilitando a aplicação em sala de aula e adaptando-se à realidade do professor, uma vez que ele é montado em módulos, propiciando o uso numa grande variedade de ambientes.