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Submitted by Diogo Misoguti (diogo.misoguti@gmail.com) on 2016-06-21T11:59:55Z No. of bitstreams: 1 denise-de-sousa-gomes-llata.pdf: 1179054 bytes, checksum: bb0eff38539719f69bc7c20ce7d3a877 (MD5) / Approved for entry into archive by Diogo Misoguti (diogo.misoguti@gmail.com) on 2016-06-21T12:01:42Z (GMT) No. of bitstreams: 1 denise-de-sousa-gomes-llata.pdf: 1179054 bytes, checksum: bb0eff38539719f69bc7c20ce7d3a877 (MD5) / Made available in DSpace on 2016-06-21T12:01:42Z (GMT). No. of bitstreams: 1 denise-de-sousa-gomes-llata.pdf: 1179054 bytes, checksum: bb0eff38539719f69bc7c20ce7d3a877 (MD5) Previous issue date: 2015-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / A presente investigação tem como temática a avaliação da aprendizagem. Entendese a avaliação em uma perspectiva contra-hegemônica de educação (SAVIANI, 2008), com vistas ao diagnóstico (LUCKESI, 2008), mediação (HOFFMANN, 2003) e emancipação (SAUL, 2001). Sendo assim, a pesquisa objetivou analisar as contribuições dos registros da avaliação da aprendizagem para o acompanhamento do aprendizado dos alunos, nas discussões pedagógicas desenvolvidas em momentos de trabalho colaborativo, por compreender-se que os registros avaliativos são instrumentos de sistematização das informações obtidas sobre o desenvolvimento da aprendizagem. Acredita-se que esses registros, diante da relevância das informações que podem apresentar, deveriam ser discutidos em momentos de trabalho coletivo na escola, por meio dos pressupostos da colaboração (IMBÉRNON, 2009). Para tanto, adotou-se uma abordagem qualitativa de pesquisa, conforme Bogdan e Biklen (1994), realizada por intermédio dos seguintes procedimentos metodológicos: análise documental, questionário e “grupo dialogal” (DOMINGUES, 2006). A análise dos dados foi realizada tendo como referência os fundamentos da “análise de prosa” (ANDRE, 1983), e possibilitou a identificação de que os registros podem auxiliar na especificação das informações obtidas sobre o aprendizado de cada aluno a respeito de determinado conhecimento em desenvolvimento. Para isso, necessitam estar pautados em um processo planejado, preferencialmente partindo de um roteiro de observação e coleta das informações. A análise do processo de ensino e aprendizagem e a redefinição pedagógica serão tão mais específicas e adequadas para o avanço do aprendizado do aluno quanto mais detalhadas e pautadas nos conhecimentos didáticopedagógicos as informações registradas e as práticas docentes estiverem. A avaliação da aprendizagem é um processo de extrema complexidade e abarca diversos conhecimentos do fazer docente, portanto, as concepções de educação, do entendimento de como o aluno aprende determinado conhecimento e de como ele deve ser ensinado, assim como o que se sabe sobre o próprio conteúdo desenvolvido, implicam diretamente nesse processo e, por consequência, na existência, na relevância, na qualidade e na utilização dos registros avaliativos. / This research has the learning evaluation as theme. The evaluation is understandable in a counter-hegemonic educational perspective (SAVIANI, 2008) and aiming at diagnosis (LUCKESI, 2008), mediation (HOFFMANN, 2003) and emancipation (SAUL, 2001). Therefore, the research focused on the analysis of evaluative registers for following-up students’ learning, in the pedagogical discussions developed at collaborative work, by understanding that evaluative registers are instruments of systematization from achieved learning development information. We believe that these registers, considering their relevance, should be discussed on collective work at school, through assumptions of collaboration (IMBÉRNON, 2009). So, a qualitative approach was used, according to Bogdan e Biklen (1994), performed by means of the following methodological procedures: document analysis, survey questionnaire and “dialogic group” (DOMINGUES, 2006). The data analysis was done due to the principles of “prose analysis” (ANDRÉ, 1983) and it enabled the identification that registers can assist in the specification of obtained data about each student learning according to determined knowledge on development. For this purpose, the registers need to be on a planned process, preferably by class observation with a script, and then data collection. The analysis of learning process and the pedagogical redefinition will be more specific and appropriated for student’s learning progress the more detailed and based on teaching-pedagogical knowledge the registered data and the teaching practices will be. The learning evaluation is one process of extreme complexity and it covers much knowledge related to teaching practice. Thus, the conceptions of education, the comprehension of how student learns such knowledge and how this knowledge needs to be taught, as well as what is known about teacher’s own developed content. These conceptions are involved in this process directly and, consequently, in existence, in relevance, in quality and in use of the evaluative registers.

Made available in DSpace on 2016-08-03T16:15:40Z (GMT). No. of bitstreams: 1 Neuzamaria.pdf: 1713903 bytes, checksum: 40dc193bf92c7f5394d4ea4a076efe20 (MD5) Previous issue date: 2013-03-12 / The objective of this research is to investigate the Special Program of Pedagogical Training (SPPT) in the perspective of social representations. Four hundred sixty three (463) students were invited to participate, they were members of five groups of a course, from those 102 (a hundred and two) students accepted and answered voluntarily the questionnaire in the virtual environment of learning. After that, it was selected among the students who answered those who already worked teaching. These teachers were invited to participate in an interview about their training, through the especial program and 9 (nine) teachers accepted. Four (4) school principals and teaching supervisors who work or worked in the metropolitan region of Santos. The investigation was completed with the analyses of the educational legislation and the judicial errand referring to the Special Program of Pedagogical Training. The data obtained were analyzed using the software ALCESTE and through the Content Analyses with a methodology of qualitative research. The results showed the following social representation: to be a teacher is to have the pedagogical training, professional training and academic training, through graduation. This representation, according to the teachers training converges to the themata: to be a teacher is to be licensed. The dyad licensed/ not licensed enunciates a tension existing in the center of the identified representation. Students and egresses of the course showed insecurity about the legitimacy of the graduation obtained through the pedagogical complementation and, consequently, about his or her professional insertion in the educational system. However, interviews done with teaching supervisors and school principals show the other side of the pedagogical training, through SPPT. The reports from principals and teaching supervisors show the legitimacy of the course and the professional involvement of these teachers in the schools where they act. / O objetivo desta pesquisa é investigar o Programa Especial de Formação Pedagógica (PEFP), na perspectiva das representações sociais. Foram convidados a participar da pesquisa 463 (quatrocentos e sessenta e três) alunos, integrantes de cinco turmas do curso, sendo que 102 (cento e dois) alunos aceitaram e responderam voluntariamente ao questionário colocado no ambiente virtual de aprendizagem. Em seguida, foram selecionados entre os alunos respondentes, aqueles que já exerciam a docência. Esses professores foram convidados a participar de uma entrevista sobre sua formação docente, por meio do programa especial e 9 (nove) professores aceitaram. Também foram entrevistados 4 (quatro) diretores de escolas e supervisores de ensino que atuam ou atuaram na região metropolitana de Santos. A investigação se completou com a análise da legislação educacional e mandados judiciais referentes ao Programa Especial de Formação Pedagógica. Os dados obtidos foram analisados pelo software ALCESTE e por meio de Análise de Conteúdo, numa metodologia de pesquisa qualitativa. Os resultados apontaram a seguinte representação social: ser professor é ter formação pedagógica, formação profissional e formação acadêmica, por meio de uma licenciatura. Esta representação quanto à formação docente converge para a themata: ser professor é ser licenciado. A díade licenciado/não licenciado enuncia uma tensão existente no centro da representação identificada. Alunos e egressos do curso manifestaram insegurança sobre a legitimidade da licenciatura obtida por meio da complementação pedagógica e, consequentemente, sobre sua inserção profissional no sistema educacional. Entretanto, entrevistas feitas com supervisores de ensino e diretores de escola mostram o outro lado da formação pedagógica, por meio do PEFP. Os relatos dos diretores e supervisores de ensino apontam para a legitimação do curso e para o envolvimento profissional destes professores, nas escolas onde atuam.

Made available in DSpace on 2014-12-17T14:36:35Z (GMT). No. of bitstreams: 1 JorgeAR.pdf: 589075 bytes, checksum: 352da594ffb94f91eeca4b1d976a2951 (MD5) Previous issue date: 2007-08-09 / This work aims at studying the policies of teaching training and their impact in the actors and in the education systems of the countries in which these policies were implemented into the context of neoliberal reforms. We particularly studied these policies in three Latin America countries: Argentina, Brazil and Chile. The policies studied here are the ones implemented from the 90 s. However, the horizon of this study is at the beginning of the 80 s, period that starts one of the four intervention initiatives of education here studied: The Main Project of Education For Latin America and Caribbean (PROMEDLAC), which in 2002 goes into a new stage and it is called Regional Project of Education for Latin America and Caribbean (PRELAC), worked out by UNESCO as a request of government representatives of countries of the region, based on the suggestions of Declaration of Mexico , signed by them in 1979. These suggestions will be in the base of the other three initiatives: The Education For All (EPT); Ibero-American Conferences of Education (CIE) and The Hemisphere Action Plan of Education (PAHE), whose documents are the base to the production of an abundant legislation and normatization on education that created the parameters on which the policies of education reforms were worked out and implemented and the dynamism of our education systems from the last two decades of the twentieth century on. All these initiatives intend to work with objectives, projects and programs that, in some cases, in isolation or in groups, are under influence of their actions in a way that frequently it is difficult to identify which of them is the main responsible for some advances. It is important to stand out that not all of the suggestions produced by these initiatives were implemented as policies, and many of them to be implemented were changed in such a way that they were distorted, even they were a result of a multilateral deal, each country gave to them its own interpretation. Moreover, in all these processes the teaching entities had and keep having a fundamental role. The evidences, result of the evaluations of each initiative, show that education policies implemented produced advances in several aspects. They are still not the ideal ones, in truth, but they do exist. In relation to the teaching questions, there were and are still being implemented multiples and varied actions that did not have the expected impact in the education systems of the countries, objects of this study, but, many of them that go on, are promising and start to have a positive impact into the education systems. Even so, the teaching subject matter, even playing a central role in the agenda of all countries of the region, still represents one of the big challenges to the advance and improvement of our education systems / O presente trabalho prop?e-se um estudo da(s) pol?tica(s) de forma??o docente e seu impacto nestes atores e nos sistemas educativos dos pa?ses em que foram implementadas no contexto das reformas neoliberais. Estudamos estas pol?ticas de modo particular em tr?s pa?ses da Am?rica Latina: Argentina, Brasil e Chile. As pol?ticas aqui estudadas s?o as implementadas a partir da d?cada de 1990, entretanto, situamos o horizonte deste estudo iniciando na d?cada de 1980, per?odo em que come?a uma das quatro iniciativas internacionais de educa??o aqui estudadas: o Projeto Principal de Educa??o para Am?rica Latina e o Caribe (PROMEDLAC), que em 2002 entra numa nova etapa e passa a ser chamado de Projeto Regional de Educa??o para Am?rica Latina e o Caribe (PRELAC), elaborado pela UNESCO a pedido dos representantes dos governos dos pa?ses da regi?o, tendo como base as sugest?es da Declara??o do Mexico por eles assinada em 1979, sugest?es estas que ir?o estar na base das outras tr?s iniciativas: a Educa??o para Todos EPT; as Confer?ncias Ibero-americanas de Educa??o CIE e o Plano de A??o Hemisf?rico de Educa??o PAHE, cujos documentos t?m servido de base ? produ??o de uma abundante legisla??o e normatiza??o sobre educa??o, que criou os par?metros sobre os quais foram elaboradas e implementadas as pol?ticas que tornaram poss?vel os processos de reforma educativa e a dinamiza??o dos nossos sistemas educacionais a partir das ?ltimas duas d?cadas do s?culo XX. Todas estas iniciativas prop?em-se trabalhar com objetivos, metas, projetos e programas que, em alguns casos, de forma isolada e em outros de forma conjunta, est?o a sofrer a influ?ncia de suas a??es a ponto de, com freq??ncia, ser dif?cil identificar qual das iniciativas ? a principal respons?vel por determinados avan?os. ? importante ressaltar que nem todas as sugest?es produzidas por estas iniciativas foram implementadas como pol?ticas ou, ainda, muitas delas ao serem implementadas sofreram deforma??es que as descaracterizaram, j? que, embora resultassem de acordos multilaterais, cada pa?s deu-lhes a sua pr?pria interpreta??o. Al?m disso, em todos esses processos as entidades docentes tiveram e continuam a ter um papel fundamental. As evid?ncias, fruto de avalia??es a que tem sido submetida cada uma das iniciativas, mostram que as pol?ticas educacionais implementadas produziram avan?os em diversos aspectos. N?o s?o, ? verdade, os ideais nem os esperados, mas tem havido. Em rela??o ? quest?o docente, foram e est?o sendo implementadas m?ltiplas e variadas a??es que n?o tiveram o impacto esperado, particularmente nos sistemas educativos dos paises que serviram de espa?o emp?rico deste estudo. No entanto muitas das que est?o em andamento s?o bastante promissoras e come?am a impactar de forma positiva os sistemas educativos. Mesmo assim, a tem?tica docente, embora ocupe lugar central na agenda da totalidade de pa?ses da regi?o, ainda representa um dos grandes desafios ao avan?o e melhoria dos sistemas educacionais

Orientador: Elza Taeko Doi / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-04T04:20:51Z (GMT). No. of bitstreams: 1 Claus_MaristelaMiyokoKondo_M.pdf: 870215 bytes, checksum: 2616acea232b7b22db31089afa417290 (MD5) Previous issue date: 2005 / Resumo: As pesquisas na área de formação de professores, especificamente voltadas para o ensino/aprendizagem de línguas estrangeiras, enfocando a relação teoria e prática têm mostrado que essa operacionalização é cercada de contradições e incertezas. De acordo com as pesquisas, a lacuna que ocorre nesse processo advém, fundamentalmente, da formação insuficiente do professor durante a graduação, entre outros fatores. O objetivo desta pesquisa é analisar como um curso de Letras de uma universidade pública apresenta as teorias de ensino/aprendizagem durante a graduação e se essas teorias são relacionadas na prática pelos alunos-professores durante os Estágios Supervisionados de Língua Inglesa. Os instrumentos utilizados para a coleta de registros foram: observações de aulas de Lingüística Aplicada (35:20h) e de Prática de Ensino (7:00h) gravadas em áudio; questionário semi-estruturado para os alunos-professores com o objetivo de estabelecer o seu perfil; entrevistas com os alunos-professores, professores de Lingüística Aplicada, de Prática de Ensino e de Língua Inglesa; observações de alguns mini-cursos apresentados pelos alunos-professores em ambientes externos à universidade. Os dados revelaram que a imprevisibilidade das questões de sala de aula não permite uma resposta única para essa questão complexa. Mesmo no contexto analisado, onde há uma visível preocupação dos professores formadores em apresentar teorias contemporâneas, além de informar sobre todo o processo histórico referente ao ensino/aprendizagem de línguas estrangeiras, relacionando-os à prática, ainda assim, nem sempre o graduando, ao receber todas essas informações, consegue traduzi-las em uma prática consciente. As interferências, nas minhas percepções, devem-se a fatores como expectativas, motivações e crenças, entre outras. Considero que a crença arraigada no ensino estruturalista trazida ao longo dos anos em suas experiências como alunos é a que mais influencia na prática de alguns alunos-professores. Os resultados mostram que as (in) formações trazidas pelos professores formadores podem colaborar na configuração das competências de Ensinar dos alunos-professores que compreenderam que a reflexão é a palavra-chave para o (des) envolvimento de um ensino que requer, acima de tudo, constantes transformações advindas, principalmente, da formação continuada / Abstract: Researches in the field of teachers¿ education programs, mainly those directed to foreign language teaching/learning process, which focus on the relationship between theory and practice have shown that those programs are surrounded by contradiction and uncertainty. The researches show that many of the graduation programs do not prepare the future teachers adequately. This work aims at analyzing how the teachers education program in a public university offers the theories of English as a Foreign/Second Language learning/teaching process during the course and if those theories are related to the practice by the pre-service teachers during their teaching training program. The instruments used to collect the data were: classes observations, a questionnaire and interviews. The analyses revealed that the unpredictable interactions which involve the classroom setting do not offer just one answer to this complex question. Even in this university where the professors are worried about offering contemporary theories, besides informing the pre-service teachers about the foreign language learning/teaching historical process, such relationship has not been properly understood by some of the future teachers. That context may be related to several factors as expectations, motivation and beliefs. I consider that the beliefs have a fundamental role in the perceptions of the student teachers. The results of this research show that the (in) formation offered by the teachers of the researched university can influence on the competence of the student teachers who understood that reflection on the theory and on the classroom practice is the key for the improvement of the teaching/learning process in the field of teachers education programs / Mestrado / Ensino-Aprendizagem de Segunda Lingua e Lingua Estrangeira / Mestre em Linguística Aplicada

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This thesis is focused on assessing applications of educational contents and goals of the subject Art in the school for pupils with special educational needs. Firsly are characterized the Framework educational programme and School educational programme. Consequently is analyzed the content of School educational program at Elementary and Practical school Svítání, o.p.s. Through action research there are compared the contents of the above binding documents with reality of teaching in the school, which deals with the education of pupils with special educational needs. Action research was realized through video record, transcriptions and analysis of recorded lessons, evaluation of used forms and methods in teaching practice, suggestions and subsequent implementations of didactic art education project with pupils of this school. The work with Framework and School educational programme revealed that the School educational programme subjected to analysis is too focused only on art techniques and specific themes, almost disregards Framework educational programme and very limitedly works with curriculum or expected outcomes discussed herein. Teachers have just narrow space for motivation focused on actual topics and art work. Action research has shown that these specific and serious deficiencies of School...

Le développement de l'usage de simulateurs dans les formations techniques et professionnelles tend, pour des raisons économiques et de modernité, à se généraliser. Cette tendance est perceptible dans les établissements gabonais sans que l'on puisse savoir si cette introduction est justifiée, que l'on considère le point de vue didactique - qu'est-ce que leur introduction modifie dans le rapport au savoir ? – ou du point de vue de l'enseignement – qu'est-ce que cela modifie dans les pratiques des enseignants ? – ou encore du point de vue des élèves – quel impact ont-ils sur les apprentissages ? La thèse présentée vise à comprendre les conditions de légitimation de cet usage dans la formation des élèves de la filière maintenance des systèmes motorisés et dans quelles logiques de formation ils s'inscrivent. Paradoxalement, les résultats montrent que, d'une part, les simulateurs pallient dans une certaine mesure les déficits chroniques d'équipement des établissements gabonais. Mais, d'autre part, ces résultats soulignent toute l'ambiguïté que leur usage véhicule. En effet, cet usage impacte le processus d'enseignement apprentissage qui se déconnecte des besoins de formation. Pour les enseignants, les simulateurs ne sont que peu utilisés lorsqu'ils existent alors que ceux qui n'en ont pas ont tendance à leur prêter de nombreuses vertus pédagogiques. Cette tendance se retrouve à peu près à l'identique chez les élèves. / The development of the use of simulators in technical and vocational trainings tends to generalize, for economic and modernity reasons. This tendency is perceptible in the Gabonese schools without one being able to know if this introduction is justified, if we consider the didactic point of view - what does their introduction modify in the report with the knowledge ? - or from the point of view of teaching - what does that modify in the practices of the teachers ? - or from the point of view of the pupils - which impact have do on the learning ? The presented thesis aims at understanding the conditions of legitimation of this use in training of the pupils of the sector of the maintenance of the motorized systems and in which logics of formation they fit. Paradoxically, the results show that, on the one hand, the simulators mitigate to a certain extent the chronic deficits of Gabonese equipment of the vocational schools. But, in addition, these results underline all ambiguity that their use conveys. Indeed, this use impacts the process of teaching-learning which is disconnected from the needs for training. For the teachers, the simulators are little used when they exist whereas those which do not have any tend to lend many teaching virtues to them. This tendency is found about with identical at the pupils. In fact, the only equipment of the establishments is not enough ; it is clear that their introduction must be thought in terms of curricula, of teacher training and of acculturation of the pupils through the development of a technology education in their general education.

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