Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-11-07T11:45:11Z No. of bitstreams: 1 2016 - Elicia Thanes Silva Sodr? de Fran?a.pdf: 981179 bytes, checksum: 328205de055f395e6db9d74b644868b6 (MD5) / Made available in DSpace on 2017-11-07T11:45:11Z (GMT). No. of bitstreams: 1 2016 - Elicia Thanes Silva Sodr? de Fran?a.pdf: 981179 bytes, checksum: 328205de055f395e6db9d74b644868b6 (MD5) Previous issue date: 2016-10-24 / This study discusses the role of the pedagogues in the development of educational actions in average level technical professional education in IFAP, campus Macap?. From a qualitative approach was chosen as a research method, the case study and as instruments for data collection, semi-structured interviews and questionnaire involving pedagogues, teachers and coordinators of technical courses. Treatment and data analysis followed the content analysis technique, thematic modality of Bardin. The light of the theoretical framework was discussed about the work of school pedagogue, from a historical approach to the profession and changes in their training and role each season, then the trajectory of education in Brazil for understanding the current context it is part of the Federal Institutes and the challenges and prospects of jobs to pedagogue within that institution. In particular, the survey allowed to characterize the work of the pedagogues in the average level technical professional education, situation the role and activities of the same in IFAP, campus Macap?. In the final considerations are pointed out some important steps, given a new professional practice of pedagogues in this space, more active and committed to the democratization of knowledge and social transformation. / O presente estudo aborda a atua??o do pedagogo no desenvolvimento de a??es pedag?gicas na educa??o profissional t?cnica de n?vel m?dio no IFAP, campus Macap?. A partir de uma abordagem qualitativa, escolheu-se como m?todo de pesquisa o estudo de caso e como instrumentos para coletas de dados, entrevistas semiestruturadas e question?rio, envolvendo pedagogos, coordenadores de cursos t?cnicos e professores. O tratamento e an?lise dos dados seguiu a t?cnica de an?lise de conte?do, na modalidade tem?tica, de Bardin. ? luz do referencial te?rico, discutiu-se sobre o trabalho do pedagogo escolar, a partir de uma abordagem hist?rica da profiss?o e das mudan?as ocorridas na sua forma??o e papel em cada ?poca, seguida da trajet?ria da educa??o profissional no Brasil, para compreens?o do atual contexto em que se inserem os Institutos Federais e os desafios e as perspectivas de trabalho postos ao pedagogo no ?mbito dessa institui??o. De modo particular, a pesquisa permitiu caracterizar o trabalho do pedagogo na educa??o profissional t?cnica de n?vel m?dio, situando o papel e as atividades realizadas pelo mesmo no IFAP, campus Macap?. Nas considera??es finais s?o apontadas algumas medidas importantes, tendo em vista uma nova pr?tica profissional dos pedagogos nesse espa?o, mais atuante e comprometida com a democratiza??o do conhecimento e a transforma??o social.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2018-09-19T12:55:08Z No. of bitstreams: 1 2010 - M?nica Bomtempo Reis Soares.pdf: 1261572 bytes, checksum: ede0d7de0924bad5f0ee6da2940ba33c (MD5) / Made available in DSpace on 2018-09-19T12:55:08Z (GMT). No. of bitstreams: 1 2010 - M?nica Bomtempo Reis Soares.pdf: 1261572 bytes, checksum: ede0d7de0924bad5f0ee6da2940ba33c (MD5) Previous issue date: 2010-10-27 / This study aims to examine the practices of dissemination of entrepreneurial education and interdisciplinary teaching practices, as well as the performance in the J?nior company and business incubator in the technical course in agriculture in Rio Pomba Campus of the Federal Institute of Education, Science and Technology of the Southeast of Minas Gerais. Once the professionals should be prepared for the world of work and citizenship as an entrepreneur with vision for business opportunities, the implementation of entrepreneurship education in schools of professional technical and technological education should be based on developing entrepreneurial students? skills. For this model of entrepreneurship education takes form it will be necessary for the entrepreneurial culture to be part of the whole school community, agencies and sectors involved as well as society itself. The methodology used in this study was a case study using a questionnaire applied to teachers and graduates, in order to examine what teachers think about the entrepreneurial training of students in technical courses. As for the graduates it was sought to meet their technical background and importance of entrepreneurial training in the workplace. This research has also sought to describe the guidelines for integrated technical education, analyzing and proposing a new curriculum model, identifying the main problems of education within the institution and teaching practices that match a model of professional education focused on entrepreneurial training, stimulating entrepreneurial spirit and providing tools for students to find their place in the market as well as entrepreneurs. It can be observed that teachers agree that entrepreneurial training is important for students as well as being very important in today's job market. It appeared from the students that it lacked a specific discipline and/or the incorporation of content related to entrepreneurial training. It was also noted that experiments with the J?nior company and business incubator contribute to the formation, demonstrating the importance of these experiences for the development of entrepreneurship. The current array of technical course load is very high, leaving little time for additional activities, and little is focused on the entrepreneurial training. In short, it is suggested that the curriculum be restructured and the entrepreneurial practice be also enhanced in extracurricular activities. / Este trabalho tem por objetivo analisar as pr?ticas de difus?o da educa??o empreendedora e pr?ticas pedag?gicas interdisciplinares, bem como, a atua??o dos alunos na empresa J?nior e na incubadora de empresas no curso t?cnico em agropecu?ria no Campus Rio Pomba do Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Sudeste de Minas Gerais. Tendo em vista que os profissionais dever?o estar preparados para o mundo do trabalho e exerc?cio da cidadania como um trabalhador empreendedor com vis?o para as oportunidades de neg?cios, a implementa??o da educa??o empreendedora nas escolas de educa??o profissional t?cnica e tecnol?gica deve basear-se no desenvolvimento de habilidades empreendedoras nos alunos. Para que este modelo de ensino empreendedor tome forma ser? necess?rio que a cultura empreendedora fa?a parte de toda a comunidade escolar, ?rg?os e setores envolvidos bem como a sociedade. A metodologia utilizada neste estudo foi o estudo de caso por meio de question?rio aplicado aos professores e egressos, com o objetivo de analisar o que os professores pensam sobre a forma??o empreendedora dos alunos dos cursos t?cnicos. Quanto aos egressos buscou-se conhecer a sua forma??o t?cnica e a import?ncia da forma??o empreendedora na vida profissional. A presente pesquisa buscou ainda descrever as diretrizes para o ensino t?cnico integrado, analisando e propondo uma nova matriz curricular, identificando os principais problemas da educa??o dentro da institui??o e pr?ticas pedag?gicas que correspondam a um modelo de ensino profissionalizante voltado para a forma??o empreendedora, estimulando o esp?rito empreendedor e fornecendo instrumentos para que os alunos encontrem seu lugar no mercado tamb?m como empres?rios. Pode-se observar que os professores concordam que a forma??o empreendedora ? importante para os alunos, al?m de ser muito importante no atual mercado de trabalho. Depreendeu-se dos egressos que faltou uma disciplina espec?fica e/ou a incorpora??o de conte?dos relacionados a forma??o empreendedora. Observou-se tamb?m que as experi?ncias com a empresa J?nior e a incubadora de empresas contribuem para a forma??o, demonstrando a import?ncia dessas experi?ncias para o desenvolvimento do esp?rito empreendedor. A matriz atual do curso t?cnico tem carga hor?ria muito elevada, restando pouco tempo para atividades complementares, e pouco se foca a forma??o empreendedora. Em suma, sugere-se que a matriz curricular seja reestruturada e que a pr?tica empreendedora seja refor?ada tamb?m nas atividades extracurriculares.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-09-24T13:04:32Z No. of bitstreams: 1 2016 - Mariana de Moura Nunes Almeida.pdf: 1046487 bytes, checksum: af1e1b5e6b88d537f07a8f26afdb5d2c (MD5) / Made available in DSpace on 2018-09-24T13:04:32Z (GMT). No. of bitstreams: 1 2016 - Mariana de Moura Nunes Almeida.pdf: 1046487 bytes, checksum: af1e1b5e6b88d537f07a8f26afdb5d2c (MD5) Previous issue date: 2016-11-10 / This study analyzes the impact of teacher training (or lack thereof) in the performance of the technical area teachers Federal Amap? Institute (IFAP) - campus Santana, being used to research the case study, in order to gather information about the perception of teachers about their teaching practices on the performance of its teaching function based on the professional profile and academic background. For this, the research was done through a qualitative approach and not disregarding the quantitative aspects to assist in the analysis and explanation of the data. a brief historical review of vocational education was conducted in Brazil, then was approached issues as vocational training signaling issues related to the challenges that involve teaching practice, and consequently the teachers working in vocational education outside the labor market and their requirements, taking into account the much needed knowledge, including teaching, for a more active professional practice. It will also be addressed continuing education of teachers and their needs with a view to society constantly changing also the legislation in force as teacher training. In the final part, went to investigate the theme of this study taking into account the institutional aspects, the nature of performance, features and all the educational structure, and focus on aspects of teaching practice making relationship with the professional profile and aspirations and institutional mission to the extent that forms for individuals acting on the labor market. Such research was through questionnaires to teachers of the technical area of IFAP-Campus Santana, as well as IFAP management, resulting in using graphical data analysis, pictures of answers and speeches and light making relationship with reflections theoreticians. From this analysis, it was possible to understand and identify the institutional aspects by the team responsible for IFAP management work, what they think, as resources for training and the level of priority as the training of teachers in teaching modalities are distributed offered by IFAP- Campus-Santana taking into account the vision they have on professional education. The questionnaires given to teachers aims to outline the professional profile, taking into account the needs for teacher training, the impact of training in performance within the classroom context, concepts, among other difficulties. In closing remarks, it is made a brief analysis about the results and the completion of data collection. / O presente estudo analisa o impacto da forma??o pedag?gica (ou falta dela) no desempenho dos professores da ?rea t?cnica do Instituto Federal do Amap? (IFAP) ? Campus Santana, sendo utilizado para a pesquisa o estudo de caso, com o objetivo de colher informa??es sobre a percep??o dos professores, sobre suas pr?ticas pedag?gicas quanto ao desempenho de sua fun??o docente tendo como base o perfil profissional e sua forma??o acad?mica. Para isso, a pesquisa foi feita por meio uma abordagem qualitativa e n?o desconsiderando os aspectos quantitativos para auxiliar na an?lise e fundamenta??o dos dados. Foi realizado um breve resgate hist?rico sobre a educa??o profissional no Brasil, em seguida foi abordado quest?es quanto a forma??o profissional sinalizando as quest?es referente aos desafios que envolvem pr?tica docente, e, consequentemente, os professores atuantes na Educa??o Profissional frente ao mercado de trabalho e suas exig?ncias, levando em considera??o os saberes t?o necess?rios, inclusive o pedag?gico, para uma pr?tica profissional mais atuante. Tamb?m ser? abordado a forma??o continuada de professores e suas necessidades tendo em vista a sociedade em constante transforma??o, tamb?m a legisla??o em vig?ncia quanto a forma??o docente. Na parte final, passou-se a investigar a tem?tica da presente pesquisa levando em conta os aspectos institucionais, sua natureza de atua??o, caracter?sticas e toda a estrutura de ensino, tendo enfoque nos aspectos da pr?tica docente fazendo rela??o com o perfil profissional e as aspira??es e miss?o institucional na medida que se forma para os indiv?duos atuarem no mercado de trabalho. Tal pesquisa ocorreu por meio de aplica??o de question?rios aos docentes da ?rea t?cnica do IFAP-Campus Santana, al?m da gest?o do IFAP, resultando na an?lise de dados por meio de gr?ficos, quadros de respostas e falas bem como fazendo rela??o com reflex?es a luz de te?ricos. A partir dessa an?lise, foi poss?vel entender e identificar os aspectos institucionais mediante a equipe respons?vel pelo trabalho de gest?o do IFAP, o que pensam, como s?o distribu?dos os recursos destinados a capacita??o e o grau de prioridade quanto a forma??o dos docentes nas modalidades de ensino oferecidas pelo IFAP- Campus-Santana levando em considera??o a vis?o que possuem sobre a educa??o profissional. O question?rio aplicado aos docentes visa tra?ar o perfil profissional, levando em considera??o as necessidades quanto a forma??o pedag?gica, o impacto desta forma??o na atua??o dentro do contexto da sala de aula, concep??es, dificuldades entre outras. Nas considera??es finais, ? feita uma an?lise sucinta quanto aos resultados e a conclus?o da coleta dos dados.

Made available in DSpace on 2017-07-10T16:21:15Z (GMT). No. of bitstreams: 1 Lucia Irene .pdf: 1798991 bytes, checksum: 047a6eaeb572e93cf4e774eac46001b7 (MD5) Previous issue date: 2015-07-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The overall objective of this research was to investigate the theoretical assumptions of Textual Linguistics and its relation to the teaching of textual cohesive elements benchmarks (lexical and pronoun), for applicability in the classroom context, in a class of 9th grade of Elementary School .The research was theoretical support in Textual Linguistics and educational referrals relating to language interactional conception (BAKHTIN, 2004), (GERALDI, 1984; 1997) (TRAVAGLIA, 2005). The choice of topic related to cohesive elements benchmarks is justified by the need to develop studies that contribute to the improvement of writing method in the textual productions of the students. The study was conducted based on qualitative research method was characteristic of research-action, since the pedagogical mediation activities designed to contribute to overcoming the difficulties of the students as well as possible reflection of the researcher as their teaching practice. In the development of pedagogical practice, it was used as a recording instrument classes the field diary and analysis of the activities had applied as a parameter the theoretical basis proposed by Zabala (1998), which defends teaching attitudinal contents, conceptual, factual and procedural in teaching practice. The analyzes allowed to verify that there was significant assimilation of the content proposed by the students and the objectives have been met. However, there is the need to expand educational practice with teaching attitudinal and procedural contents, as well as expand the systematic work of the textual cohesion teaching / O objetivo geral desta pesquisa consistiu em investigar os pressupostos teóricos da Linguística Textual e sua relação com o ensino dos elementos de coesão textual referencial (lexicais e pronominais), com vistas à aplicação no contexto de sala de aula, em uma turma do 9º ano do Ensino Fundamental. A pesquisa teve como aporte teórico a Linguística Textual e os encaminhamentos didáticos referentes à concepção interacionista de linguagem (BAKHTIN, 2004), (GERALDI, 1984; 1997) (TRAVAGLIA, 2005). A escolha do tema, que está relacionado aos elementos coesivos referenciais, justifica-se devido à necessidade de se desenvolver estudos que contribuam para o aprimoramento da modalidade escrita nas produções textuais dos alunos. O trabalho foi desenvolvido com base na pesquisa qualitativa, por meio da metodologia da pesquisa-ação, visto que as atividades de mediação pedagógica visavam a contribuir para superação das dificuldades dos alunos, bem como possibilitar reflexão da pesquisadora em relação à sua prática docente. Para o desenvolvimento da prática pedagógica, utilizou-se como instrumento de geração de dados o registro das aulas, o diário de campo. As análises das atividades aplicadas tiveram como parâmetro os subsídios teóricos propostos por Zabala (1998), que defende o ensino de conteúdos atitudinais, conceituais, factuais e procedimentais na prática docente. As análises realizadas permitiram verificar que houve assimilação significativa do conteúdo proposto por parte dos alunos e os objetivos foram atendidos. Contudo, observa-se a necessidade de ampliar a prática educativa com o ensino de conteúdos atitudinais e procedimentais, bem como ampliar o trabalho sistemático do ensino da coesão textual

Dans cette étude de recherche, nous nous intéressons particulièrement au concept mathématique de fraction et à son enseignement-apprentissage dans un contexte de culture chinoise. Le concept de fraction est abstrait et difficile à comprendre par les élèves, en Chine, il est enseigné formellement en Classe Niveau 3 et Classe Niveau 5 à l’école primaire.L’objectif de notre recherche est, dans un premier lieu, de faire une introduction sur l’origine et le développement du concept de fraction en Chine ancienne et de montrer les représenations concernant la fraction dans les textes historiques.Dans un deuxième lieu, est d’analyser les représenations et les arrangements des contenus concernant le concept de fraction dans les manuels scolaires chinois selon le Standard du curriculum de mathématiques pour l’instruction obligatoire 2011. Pour cela, nous avons analysé deux éditions de manuels scolaires de mathématiques qui sont utilisés par les écoles publiques dans les trois provinces du nord-est de la Chine.Dans un troième lieu, nous voullons connaître la conception pédagogique et les méthodes d’enseignement des enseignants dans l’enseignement du concept de fraction en salle de classe. Ainsi, nous avons construit les données vidéographiques à travers des observations sur terrain et les vidéos enreginstrés par maison d’édition.Les analyses des données construites sur les manuels scolaires et les vidéos du cours de fraction nous montrent que, d’une part, la signification de la fraction la plus présente dans les manuels scolaires de Classe Niveau 3 et Classe Niveau 5 à travers les activités analysées est Partie d’un tout. D’autre part, la représenation des contenus concernant le concept de fraction dans les manuels soclaires et les arrangements du cours dans l’enseignement de fraction sont bien respectés les suggestions du Stadard du curriculum pour l’instruction obligatoire. / In this study, we are particularly interested in both the mathematical concept of fraction and such concept’s teaching-learning in Chinese culture terms. The concept of fraction is more than abstract and thus difficult for students to understand. Accordingly, this certain notion is designed for Grade 3 and Grade 5 in primary school.The first aim of our research is to make an introduction to the origin and development of the concept of fraction in ancient China and to present the various representations of the fraction in historical record.We also plan to analyze the representations and content arrangements in terms of the concept of fraction in Chinese textbooks, based on the Curriculum standard of mathematics for compulsory education 2011. In this part we analyzed two editions of mathematical textbooks which are used by public schools in the three northeastern provinces of China.In addition, we want to know the designs and practices of pedagogy by teachers in teaching the concept of fraction in the classrooms. Thus, we constructed the video-graphic data through field observations and the videos documented by the publishing company.By reviewing the data gleaned from the textbooks and the videos of the mathematical classes, we find that the the most prevalent concept under the name of fraction in the textbooks of Grade 3 and Grade5 is “part-whole”. Another finding is that the contents of the concept of fraction in the textbooks and the pedagogy of fraction in the mathematical classrooms are in agreement with the Curriculum standard of mathematics for the compulsory education.

Over a period of twenty months a mathematics teacher educator uses narrative inquiry, a form of story-telling, to investigate her professional practice in working alongside pre-service primary teachers. Two main themes emerge in this research. The first of these centres around the use of mathematical investigations as a vehicle for supporting pre-service primary teachers to consider what the learning and teaching of mathematics may entail. As part of this process the author personally undertook several mathematical investigations. This resulted in significant learning about previously unrecognised personal beliefs about the nature and learning of mathematics. These beliefs were discovered to include ideas that 'real' mathematicians solve problems quickly, do so on their own and do not get stuck. Surprisingly, all of these subconscious assumptions were contrary to what the author espoused in the classroom. A consequence of this learning included some changed beliefs and teaching practices. One such change has been moving from a conception of mathematics as a separate body of 'correct' mathematical ideas, and where the emphasis when doing mathematics was on attaining the correct answer, to now viewing mathematics as a sense-making activity involving discovering, doing and communicating in situations involving numbers, patterns, shape and space. Thus, mathematics is now perceived to primarily be found in the 'doing' rather than existing as a predetermined body of knowledge. As such one's interpretations of a mathematical problem are important to consider. Changes in teaching include using mathematical investigations as a teaching approach with the belief that students can effectively learn mathematical ideas using this approach; an acceptance that this may involve periods of being 'stuck' and that this does not mean that the teacher needs to immediately support the students in becoming 'unstuck'; more in-depth interactions, including questioning, to support this mathematical learning; and an acceptance that mathematics can be learned by people working in a collaborative manner. The second theme encountered in this narrative inquiry involves the exploration of narrative as a powerful means with which to pursue professional development. Narrative inquiry, including a mention of differing forms of narrative writing, is described. Issues also considered include the place of reflection in narrative; the notion of multiple perspectives that are encountered in qualitative research such as this; issues of validity and authenticity; a consideration of what the products of narrative research might be and who may benefit from such research; a brief mention of collaboration; and the place of emotion in qualitative research. The concept of change occurring within a narrative inquiry is not seen to imply an initial deficit position. Rather the research process is regarded as the building of a narrative layer that supports and grows alongside the writer's life as it occurs (Brown Jones, 2001). Thus there is not a seeking of perfection or an ideal, but a greater awareness of one's professional practice. The results of narrative research therefore, are not definitive statements or generalisations about an aspect of that which is being researched (e.g., Winkler, 2003). As such, a definitive statement about how to be a teacher of pre-service students learning mathematics is not offered. Rather, a story is shared that may connect with the stories of the reader.

A major dilemma for music teachers in Sweden is that the educational system since 15 years dictates that local adaptations should be made, since all students shall be assessed equivalently. In this study I have examined what strategies music teachers have in the grading process, and specifically how they do to grade equivalently. Previous research shows that Swedish music teachers have difficulties when it comes to make use of regulatory documents. Working conditions for Swedish music teachers also often differ from other teacher groups (e.g. it is usually only one music teacher at a school) and therefore, and because of the fact that the area is largely unexplored, new knowledge and understanding is needed.The thesis consists of two parts: A web survey (quantitative and qualitative parts) and core questions in the survey (on how to grade equivalently in music). I emanate in my reasoning from a music teacher’s awareness but with an open approach. With socioculture influences and a critical approach I question the prevailing circum- stances. With the qualitative approach, I aim to get close to the material and identify music teachers' strategies for assessment in accordance with the requirements of national equivalence.More than 600 music teachers contributed to the survey, representing around 50% of all final grades that are written each year in Swedish compulsory school music. The outcomes show that during the last decade an ongoing professionalization has taken place among music teachers. The findings also include knowledge about how impor- tant note taking is for equivalence and the problems music teachers have with physi- cal conditions for the teaching (such as group sizes and instrumentation). Also the gut felling, as a cultural tool, is observed in a particular way in the assessment work. Last, the picture of “music teachers as their own curriculum” is suggested to be revised. Since music teachers need to adjust to local conditions, and now have a greater knowledge and experience in the mechanism of grading equivalently, it is suggested that music teachers are forced to be their own curriculum.

Sustainability education is a contested field in Aotearoa New Zealand, as it is in other countries. A variety of philosophical and theoretical interpretations and possibilities for practice therefore co-exist within this emerging field. This thesis develops a ‘complex perspective’ of sustainability education by exploring the way it is conceptualised in literature and the New Zealand curriculum, and interpreted in practice in the context of a New Zealand secondary school. Guided by the key contributing theories and a qualitative methodology, the thesis maps the complexity of the field from the macro- or global and international level to the micro- or local level using the reference points of theory, practice, and possibility. Developed during and in response to an intense period of social and environmental change that shows no signs of abating, the thesis comprises two interrelated components. The first and more substantial component is the literature review. This takes account of situational factors that are giving rise to different conceptions and approaches to sustainability education and to contrasting views presented in literature and curriculum. Used as an umbrella term for all forms of education with environmental and sustainability foci, ‘sustainability education’ (in whatever form it takes) stands as an admission of broad social failure and the need for substantial change. Conceptions of sustainability education range from ‘education for sustainable development’ (ESD), which is advanced by the United Nations and other influential international organisations, to ‘education for sustainability’ (EfS), which has taken precedence over ‘environmental education’ (EE) in the New Zealand curriculum. The literature shows that this complex, contested, contextualised and emerging field is as much hopeful as it is critical. The qualitative case study comprises the second interrelated component of the thesis. Grounded in the real-life context of a secondary school with a distinctive approach to teaching and learning, it involves an empirical investigation of the ways in which two teachers and a diverse group of Year 9 to Year 14 students understand and practice sustainability education. This component draws on the interpretive methods of interviewing and observation to afford an empathetic and multi-perspectival view of sustainability education in practice. The case does not strive to establish ‘truth’ but rather to be open to multiple truths, realities and meanings - in a manner that is consistent with the theories of social constructionism and interpretivism in particular. It is suggested, through this study, that sustainability education cannot be confined to a stable conception or consistent framework, or approached through a programme of standardised levels and assessments. Representing a complex, multi-dimensional, dynamic and emergent concept, sustainability education may best be approached and sustained in a corresponding fashion, through multiple, critically-informed, and dialogically-linked points of entry.

The purpose of this autoethnographic study was to examine three questions: (a) how did my view of myself as a non-Aboriginal educator change as a result of teaching in an Aboriginal cultural context, (b) how did my teaching philosophy and pedagogical approach change as a result of teaching in an Aboriginal cultural context, and (c) how did my sense of community and relatedness to the people I interacted with change due to increased cultural awareness and exposure to Aboriginal cultures? Data from my time in my teacher education program and teaching in Klemtu, BC was collected, and Mezirow’s (1997) transformative learning theory was used to analyze the shift that I made in these three areas. Finally, recommendations were made to teacher education programs and future non-Aboriginal educators who choose to teach in Aboriginal-run schools.

Submitted by Denize Lourenço (biblicfp@cfp.ufcg.edu.br) on 2017-12-15T19:06:25Z No. of bitstreams: 1 FÁTIMA APARECIDA RIBEIRO DA SILVA - DISSERTAÇÃO PROFLETRAS 2015.pdf: 2062882 bytes, checksum: cf4eaf5b8711b07ba16904a51c47e3c5 (MD5) / Made available in DSpace on 2017-12-15T19:06:25Z (GMT). No. of bitstreams: 1 FÁTIMA APARECIDA RIBEIRO DA SILVA - DISSERTAÇÃO PROFLETRAS 2015.pdf: 2062882 bytes, checksum: cf4eaf5b8711b07ba16904a51c47e3c5 (MD5) Previous issue date: 2015-08-31 / Capes / A pesquisa em voga objetiva analisar os aspectos convergentes e divergentes entre a formação continuada oferecida pelo Projeto Gestar e a prática do professor na mediação da leitura em duas escolas estaduais de Juazeiro – BA. A partir da formação do Projeto Gestar, que acontece na rede estadual de educação da Bahia, dois professores de língua portuguesa, que participaram da formação do referido Projeto, foram entrevistados. Nosso objetivo, com isso, foi identificar a concepção de leitura utilizada pelo professor em eventos de leitura. Além disso, suas aulas também foram observadas para, com isso, verificarmos os procedimentos metodológicos do professor em situações de trabalho com a leitura, atingindo, com isso, o segundo objetivo específico traçado para esta pesquisa. Posteriormente, descrevemos a prática docente com o trabalho da leitura em sala de aula, comparamos essa prática com as orientações dadas pelo Projeto Gestar sobre o trabalho com a leitura em sala de aula, na intenção de ver as convergências e divergências entre a formação, oferecida pelo Gestar, e a prática docente. Como embasamento para a discussão, nos fundamentamos em: de um lado, Kleiman, Silva, Solé, no contexto da leitura, sem desconsiderar outros autores, a exemplo de Kramer, Dubois e Alencar; de outro, por uma visão de formação continuada, em Pimenta, Alarcão e Candau. Consideramos também os PCNs e outros autores que comungam com a ideia de formação continuada que valorize a investigação como estratégia de ensino e a reflexão crítica da prática docente. Tais autores foram selecionados, uma vez que estão em consonância com a base ideológica e epistemológica do Projeto Gestar que, numa visão didática e geral, busca apoio em Zabala e Delors. A pesquisa segue uma metodologia qualitativa de natureza descritiva e analítica, pois visa descrever e interpretar as informações levantadas. Foram utilizados como instrumentos para o levantamento das informações: uma entrevista e uma planilha que serviu para sistematizar a observação das aulas. Os resultados da coleta de dados demonstraram que os professores consideram válidas as orientações do Projeto, procurando pô-las em prática. No entanto, em detrimento da realidade socioeconômica das escolas e da própria organização do tempo/saber do professor não são consolidadas na sua totalidade. Assim, esses resultados indicam para a necessidade de se considerar uma proposta de intervenção que considere o papel da mediação como fator determinante no desenvolvimento da competência leitora. / This research has the objective of analyzing the convergent and divergent aspects of continuing education offered by the Gestar Project and the teacher's practice in reading skills mediation in two state schools in Juazeiro - BA. From the formation of the Gestar Project, which takes place in the state network of Bahia education, two Portuguese teachers, who participated in the formation of the mentioned Project, were interviewed. Our goal, therefore, was to identify the design of reading used by the teacher in reading events. In addition, their classes were also observed to thereby we could review the teacher’s methodological procedures in work situations with reading, reaching with this, the second specific objective outlined for this research. Subsequently, we described teaching practice with the reading work in the classroom, we compared this practice with the guidelines given by Gestar Project on working with reading in class in an attempt to see the similarities and differences between the training offered by Gestar and the teaching practice. As a basis for discussion, we have considered in: on one side, Kleiman, Silva, Solé, in the context of reading, without disregarding other authors, like Kramer, Dubois and Alencar; the other, by a vision of continuing education in Pimenta, Alarcão and Candau. We also considered the PCNs and other authors who agree with the idea of continuing education that values research as a teaching strategy and critical reflection of teaching practice. These authors were selected, given that they are in row with the ideological and epistemological basis of Gestar Project that in a didactic and overview, gets support in Zabala and Delors. The research follows a qualitative methodology of descriptive and analytical character, it aims to describe and interpret the information gathered. There were used as instruments for the gathering of information: an interview and a sheet that suited to systematize the observation of classes. The results of the data collection showed that teachers consider legitimate the Project guidelines, trying to put them into practice. However, at the expense of socio-economic reality of schools and the organization itself time/knowledge of the teacher are not consolidated in its entirety. Thus, these results indicate the need to consider a proposal for intervention that consider the role of mediation as a decisive factor in the development of reading competence.