Dissertação(mestrado) - Universidade Federal do Rio Grande, Programa de Pós- Graduação em Educação em Ciências: Química da Vida e Saúde, Instituto de Educação, 2011. / Submitted by EDUARDO PENA (edupenaa@hotmail.com) on 2012-10-25T03:47:29Z No. of bitstreams: 1 POSTAR, INTERAGIR E TRANSFORMAR O BLOG POTENCIALIZANDO A.pdf: 883037 bytes, checksum: 9c3c5624158e6ec5dd6096bfdd2b4652 (MD5) / Approved for entry into archive by Bruna Vieira(bruninha_vieira@ibest.com.br) on 2013-06-17T21:27:16Z (GMT) No. of bitstreams: 1 POSTAR, INTERAGIR E TRANSFORMAR O BLOG POTENCIALIZANDO A.pdf: 883037 bytes, checksum: 9c3c5624158e6ec5dd6096bfdd2b4652 (MD5) / Made available in DSpace on 2013-06-17T21:27:16Z (GMT). No. of bitstreams: 1 POSTAR, INTERAGIR E TRANSFORMAR O BLOG POTENCIALIZANDO A.pdf: 883037 bytes, checksum: 9c3c5624158e6ec5dd6096bfdd2b4652 (MD5) Previous issue date: 2011 / A dissertação ora apresentada teve por objetivo investigar as aprendizagens significativas obtidas por estudantes do ensino médio, no conviver e conversar com outros estudantes, ao desenvolverem projetos de aprendizagem em um ambiente de blogs. Este trabalho tem origem em minhas inquietações acerca do que é ser um estudante. Por acreditar que os estudantes não são acumuladores de informação, mas sim aprendentes e futuros cidadãos, invisto em um projeto pedagógico que modifique seu status de “frequentadores de aula” para “estudante” e neste processo adquira aprendizagens significativas, atendendo minhas aspirações. Para sua efetivação, propus trabalhos de pesquisa que partiam das inquietações dos estudantes através da metodologia de projetos de aprendizagem. Nessa metodologia o professor se destitui da posição principal, dando aos estudantes a oportunidade de aprender porque querem fazê-lo. Para visibilizar as aprendizagens, e se elas são significativas, as pesquisas realizadas foram disponibilizadas em blogs, criados e mantidos pelos estudantes, enquanto desenvolviam seus projetos. Ao mesmo tempo que realizavam suas pesquisas, o que os levou a serem agentes de seus saberes, os estudantes foram instigados a visitar os blogs dos colegas, para verem e interagirem com estas pesquisas, tendo desta forma a possibilidade de conviver e conversar com seus colegas pesquisadores. A utilização dos blogs como ferramenta pedagógica, em uma turma do ensino médio, teve a função de oportunizar aos estudantes o acesso à rede de computadores, tornando-a a sala de aula, um ambiente amigável e corriqueiro, além de inseri-los na elaboração de trabalhos de pesquisa. Como o aprender não é um processo estanque, eu como professor e pesquisador, ao mesmo tempo que acompanhava os projetos dos estudantes, nos blogs, também fazia questionamentos sobre o que escreviam com o intuito de instiga-los a procurar cada vez mais sobre seus projetos e com isto ampliar seus saberes. Para a analise das aprendizagens utilizei a metodologia do Discurso do Sujeito Coletivo - DSC proposta por Lefrève e Lefrève e o conceito de enação proposto por VARELA. Nos textos publicados, nos questionamentos realizados e nas respostas oferecidas pelos grupos, foi possível perceber como os estudantes adquirem saberes, e mais, que estes saberes ao serem assimilados produzem aprendizagens significativas, pois ao buscar respostas aos seus questionamentos evidenciaram a reelaboração e o resignificado conceitual A pesquisa que teve seu foco nas aprendizagens significativas, potencializadas pelo uso da metodologia de projetos de aprendizagem e visibilizadas em blogs educativos, evidenciou que ao modificarmos o modo como os estudantes de ensino médio são tratados na escola estaremos oportunizando a construção de aprendizagens significativas. / The dissertation presented here aimed to investigate the significant learning obtained by high school students, live in and chat with other students, to develop projects in a learning environment blogs. This work stems from my concerns about what being a student. Believing that students are not accumulators of information, but learners and future citizens, invest in an educational project to modify its status as a "school-goers" to "student" and in the process acquire meaningful learning, meeting my aspirations. To be effective, proposed research projects that left the concerns of students through the methodology of learning projects. In this methodology the teacher dismisses the prime location, giving students the opportunity to learn because they want to do it. To visualize the learning, and if they are significant, the surveys were available in blogs, created and maintained by students, while developing their projects. While their research, which led them to be agents of their knowledge, students were encouraged to visit the blogs of colleagues, to see and interact with their research, thus having the possibility to live and chat with your colleagues researchers. The use of blogs as a pedagogical tool in a high school class, its function is to create opportunities for students to access the computer network, making it the classroom, a friendly and commonplace, and insert them in the preparation of research. Because learning is not an airtight case, I as a teacher and researcher, while accompanying the students' projects, blogs, was also questions about what they wrote in order to instigate them to look more and more about their projects and thus broaden their knowledge. For the analysis of learning using the methodology of the Collective Subject Discourse - DSC proposed by Lefevre Lefevre and the concept of enaction proposed by Varela. In the texts published, we made inquiries and responses provided by groups, it was possible to see how students acquire knowledge, and further, that this knowledge be assimilated to produce significant learning, for seeking answers to their questions and showed the reworking resignifying The conceptual research that had its focus on meaningful learning, enhanced by use of the methodology of learning projects and visualized on blogs education, showed that by changing the way high school students are treated in school we are providing opportunities to build meaningful learning.

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Résumé :Introduction: Les recherches sur l’Education Thérapeutique du Patient (ETP) montrent qu’elle peut encore gagner à développer l’ensemble des compétences des patients en utilisant des méthodes pédagogiques interactives. La simulation est rarement utilisée pour aider les personnes atteintes de maladies chroniques à développer ces compétences. L’objectif du travail de thèse était de promouvoir l'utilisation de la simulation dans l'éducation thérapeutique des patients (S-ETP) par : i) la réalisation d’une conférence de consensus sur le sujet et ii) la réalisation d’une étude pilote de la S-ETP.Méthode: Un consensus d'experts a été obtenu avec la participation des patients et des proches aidants experts; des professionnels de la santé spécialisés experts en (ETP) et des experts en simulation. Chaque recommandation a été soumise à un examen exhaustif de la littérature. La qualité des éléments de preuve et la solidité des recommandations ont été évaluées au moyen de critères d'évaluation [GRADE]. L’étude pilote est réalisée sur un échantillon de 24 patients diabètiques dans le but de tester sa faisabilité.Résultats: A la fin du consensus, les experts ont identifié 26 recommandations spécifiques à l'utilisation de la S-ETP. Ils ont proposé des exemples de compétences dans différentes maladies et ont insisté sur l'importance d'adapter les conditions d'utilisation (emplacement, équipement, temps des soins) aux circonstances de l'apprenant et des compétences du patient à développer. Les experts doivent faire preuve d'une grande prudence car cette technique présente des conditions éthiques. L’essai de faisabilité a permis d’étudier la faisabilité de la S-ETP auprés des patients et des soignants.Conclusion: Ces recommandations soulignent le fait que la simulation pourrait apporter une valeur ajoutée en ETP. Elles fournissent le premier cadre pour l'utilisation de la simulation en ETP. La recherche sur la faisabilité et l'acceptabilité de l’utilisation de cette méthode auprès des patients, s’est basé sur le consensus d’expert. Cette étape était nécessaire avant d’évaluer l’efficience et d’établir une taxonomie de la S-ETP. / Abstract :Abstract :Introduction: Research in TPE shows that it can still benefit from developing the full range of patient skills through the use of interactive teaching methods. Simulation is rarely used to help individuals with chronic diseases to develop these skills. The objective of the thesis work was to promote the use of simulation in patient therapeutic education by: (i) conducting a consensus conference on the subject and (ii) conducting a pilot study of S-ETP.(S-TPE).Methods: Expert consensus was achieved with the participation of expert patients and caregivers; health professionals specialized in TPE; and simulation experts. Each recommendation was subject to an extensive literature review. The quality of the evidence and the strength of the recommendations were assessed through the evaluation, development and evaluation criteria categories [GRADE criteria].The pilot study is being conducted on a sample of 24 diabetic patients in order to test its feasibility.Results: At the end of the consensus, the experts identified 26 recommendations specific to the use of S-TPE. They proposed examples of skills in different diseases and stressed the importance of adapting the conditions of use (location, equipment, time of the care) to the circumstances of the patient learner and skills to be developed. Experts should exercise great caution as this technique presents ethical requirements.Conclusion: These recommendations underline the fact that simulation could bring added value to TPE. They provide the first framework of the use of simulation in TPE. Research on the feasibility and acceptability of using this method with patients was based on expert consensus. This step was necessary before assessing efficiency and establishing a taxonomy of the S-TPE.

Made available in DSpace on 2016-04-26T18:15:25Z (GMT). No. of bitstreams: 1 Andre Naveiro Russo.pdf: 1667240 bytes, checksum: b6d9114bbc639ceb6c8df4ae90bee6ea (MD5) Previous issue date: 2015-12-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research investigates how the communication by means of gestures, sound and voice, and the creation processes, the sound production and emission in radio can be used as an educational resource in High Schools in Brazil. In nine years of observation in public and private schools in many Brazilian states, different realities were observed among students aged 14 to 16 years old and their teachers in their daily routine. From 2006 to 2014, radio journalism classes were presented in 90 schools that were participants in an award: the Volunteer School Award. This research investigates if high school students can understand clearly the function of the voice, the sound and the gestures as elements that combine into a "sound image". Two schools were particularly examined, in which radio exercises were proposed. The hypothesis is that high school students are more used to written communication in the school environment, and that the schools fail to consider the sound, and the elements that form the sound, as a communication resource. Through the perspective of the sociability created by the communication process, it is also seen that even the social bonds between students can be stimulated through the use of radio in schools. The research describes the operating mechanics of the Award, the student insertion in the context of radio communications and the classroom as a space that is proper for the creation of bonds by means of the exercising of radio as a playful activity. The theoretical references are Harry Pross and Norval Baitello Jr., regarding the the body in the communication environments; Murray Schafer regarding the sound imaging and Hans Belting with respect to imaging anthropology. The culture of listening is supported by the studies by José Eugênio Menezes. Social bonds are studied from the perspective of Boris Cyrulnik and the concept of semiosphere in the work by Iuri Lotman. Besides, Paul Zumthor constitutes the basis for the discussions on voice and performance / Esta pesquisa investiga de que forma a comunicação por meio do gesto, do som e da voz e os processos de criação, produção e emissão sonora no rádio podem ser utilizados como recurso pedagógico em salas de aula do Ensino Médio no Brasil. Em nove anos de observações em escolas públicas e particulares de diversos estados brasileiros, foram conhecidas diferentes realidades vivenciadas por jovens entre 14 e 16 anos e seus professores no dia a dia escolar. Desde 2006 até 2014, ministraram-se aulas de radiojornalismo em 90 instituições de ensino participantes do Prêmio Escola Voluntária. O trabalho busca saber se o aluno do ensino médio compreende de forma clara e prática a função do som, da voz e do gesto como elementos formadores de uma imagem sonora. Foram feitas análises de exercícios propostos em duas escolas de São Paulo que integraram o grupo citado anteriormente. O estudo tem como hipótese que estudantes estejam mais acostumados com a comunicação por meio do texto no ambiente escolar e que as escolas desconsiderem o som e os elementos que o formam como recurso de comunicação. Sob o prisma da sociabilidade gerada pelo processo comunicacional, entende-se, também, que os vínculos entre os estudantes podem ser estimulados a partir dessa proposta. A pesquisa descreve a mecânica do Prêmio Escola Voluntária e a inserção do estudante no contexto do jornalismo de rádio bem como situa a sala de aula como espaço para criação de vínculos a partir de prática do radiojornalismo de forma lúdica. O referencial teórico é constituído pelas contribuições de Harry Pross e Norval Baitello Jr. em relação ao corpo nos ambientes de comunicação; pelos trabalhos de Murray Schafer sobre paisagem sonora bem como por Hans Belting em relação à antropologia da imagem. A cultura do ouvir tem apoio em José Eugênio Menezes. Os vínculos são estudados a partir de Boris Cyrulnik e o conceito de semiosfera, em Iuri Lotman. Em paralelo, Paul Zumthor é a base de apoio para questões de voz e performance

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This study is designed to assess the effectiveness of closed-circuit television (CCTV) as a post-partum teaching tool using an interactive problem-solving approach, compared with conventional group classes, in fostering the acquisition of skills and knowledge around baby care. A second primary objective is to determine the level of satisfaction of respondents with both approaches to post-partum education. An extensive discussion of the theoretical basis for the proposal is presented, drawing upon and synthesising concepts from the literature of Sociology, Education and Health Sciences. The conceptual model (Sword 1990) represents a synthesis of Mezirow’s (1978) theory of the transformation of meaning perspective with D’Zurilla’s (1986) cognitive-appraisal approach to the acquisition of new knowledge. In addition, adult learning principles are applied to the selected teaching strategies to identify optimal conditions of learning (Zemke and Zemke 1988). A two-group cohort design was used for randomisation, and the data collected was subjected to both quantitative and qualitative analysis. Two measures of learning were not significantly different for the videotape and live class groups. Statistically significant differences were identified between the groups in the attitude measures of convenience and ease of understanding. There was also a measurable difference in levels of satisfaction with the different approaches used. However, the results of this study suggest that combining an interactive, problem-solving approach to post-partum education with CCTV, is no more effective than live group classes in achieving knowledge acquisition for new mothers. CCTV can be used to address the basic and repetitive aspects of patient education and it appears to be effective for short-term knowledge gain. Several issues for further study are proposed in relation to the planning and implementation of alternative approaches to conventional post-partum teaching, as well as the design of future televised patient education programmes. / Thesis / Master of Science (MSc)