M.Ed. / The African National Congress' (ANC) victory of the 1994 elections in South Africa, and the consequent establishment of the Government of National Unity, led to far reaching changes in many facets of South African lifestyles. The changing political climate resulted in many policy documents, both of a political and professional nature, coming to light. It seems from these documents that all resources (including educational-, health-, and other professional resources) should be redistributed. The changes that may originate from this redistribution, have implications at both meso- and macro-level of society. In the context of Education, training and practical implementation are directly effected. Suggestions in favour of progressive mainstreaming have already been put forward, and it is clearly stated that mainstreaming together with inclusion are seen as specific medium- to longterm goals. The new South African government sees education as a basic human right and the government aims to make education accessible to all learners. Consequently a need for a system which is more effective and accessible, complying with the needs of a post-apartheid South Africa has developed. Inclusive education is seen as a way of complying with educational needs, also with regards to learners with special educational needs. This implies that all schools will eventually be able to accommodate all learners, including those learners who to date received education in schools for special education. Teachers are seen as the key figures in the change to inclusive education policy. Should the teacher have a negative conception with regards to the new policy, the successful implementation thereof may be threatened. When personal negative conception does not change, motivation is lacking and there is no correlation between what happens in practice and the theory of the policy makers. To investigate and gain insight into the conception of teachers and other remedial personnel with regards to the new education policy is indispensable research for the implementation of the new policy. In the light thereof, the over-all aim of this study is to describe the conceptualization of a group of remedial practitioners, which may serve as a point of departure in developing a new approach to training, and test and expand existing literature.

The problem for this study is to determine the appropriateness of presenting the concepts contained in the "Objectives of Christian Teaching and Training" to children ages six through twelve. The appropriateness of presenting these concepts will be based upon a comparison of research figures with the "Objectives of Christian Teaching and Training."

Four case studies of graduate assistant (GA) teachers were completed to examine the impact of a teaching induction program on GA teaching, planning, and content selection. Data collection methods included interviews, field notes, videotape records, and questionnaires. Based on a qualitative data analysis, each GA's unique perspective about the effective teaching of their subject and a lack of follow-up teaching support provided by faculty supervisors, appeared to influence teaching toward a "pedagogy of contentment." That is, the four GAs did not consistently teach as the induction program suggested, rather they appeared content with their own teaching without considering the need for improvement. It was expected that the induction program would inspire a "pedagogy of dissonance" or dissatisfaction with teaching. That is, the GAs would have been encouraged to ask questions about teaching, experiment with various teaching methods, and seek support from faculty supervisors. Instead, the GAs reported contentment centered on their belief that they already knew the different strategies, methods, and routines of how their particular subject was supposed to be taught. These beliefs about the effective teaching of their subject appeared to be the most powerful influence on their teaching. The influence of the induction program, designed to encourage the use of an effective teaching model endorsed by the department, was minimal. It was the goal of the induction program that all GAs, with help from faculty supervisors, would consistently incorporate some of the teaching strategies suggested. Instead, the GAs in this study appeared to dismiss a majority of the effective teaching model as incompatible with their own perspectives. While a teaching induction program suggesting effective teaching strategies may be necessary to enhance GA teaching, it appears not to be adequate alone. The GAs in this study did not consistently use the department's suggested model of effective teaching, in part, due to their reliance on their own perspective about effective teaching and a lack of follow-up teaching support provided by faculty supervisors. / Ed. D.

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

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-08-26T13:15:04Z No. of bitstreams: 1 2010 - Emerson do Nascimento..pdf: 2090889 bytes, checksum: fb83cd3a1b27b42a9d8d80f206c93f8f (MD5) / Made available in DSpace on 2016-08-26T13:15:04Z (GMT). No. of bitstreams: 1 2010 - Emerson do Nascimento..pdf: 2090889 bytes, checksum: fb83cd3a1b27b42a9d8d80f206c93f8f (MD5) Previous issue date: 2011-11-03 / Instituto Federal Goiano - Campus Morrinhos / The study presented was developed within a qualitative approach, from the direct contact and interactive mathematics as a tool in building interdisciplinary student learning in the course of agricultural technician. The research began with an investigation and reflection of the relationship between formal mathematics and the student every day, so we could build an interdisciplinary educational proposal capable of arousing student interest in building significant knowledge of mathematics in technical education. To make possible the construction of this proposal were made questionnaire and direct observation of students, identifying possible grievances and aspirations within the teaching-learning process of mathematics contextualized in vocational education. The results were instrumental in building the planning and execution of activities involving mathematics, promoting and paying contextualization within the disciplines of agricultural mechanization, topography, irrigation and drainage and applied mathematics. We note that at the end of the process the student has achieved the expected learning, getting to interact with the mathematical techniques and discipline to their daily lives. / O estudo que apresentamos foi desenvolvido dentro de uma abordagem qualitativa, a partir do contato direto e interativo da matem?tica como ferramenta interdisciplinar na constru??o da aprendizagem do aluno no curso t?cnico agr?cola. A pesquisa iniciou com uma investiga??o e reflex?o da rela??o entre a matem?tica formal e o cotidiano do aluno, para que fosse poss?vel construir uma proposta pedag?gica interdisciplinar capaz de despertar o interesse do aluno em construir o conhecimento significativo da matem?tica na forma??o t?cnica. Para que fosse poss?vel a constru??o dessa proposta foram realizados question?rio e observa??o direta dos alunos, detectando poss?veis insatisfa??es e anseios dentro do processo ensino-aprendizagem da matem?tica contextualizada no ensino profissional. Os resultados obtidos foram fundamentais na constru??o do planejamento e execu??o das atividades que envolviam a matem?tica, promovendo a integraliza??o e contextualiza??o dentro das disciplinas de mecaniza??o agr?cola, topografia, irriga??o e drenagem e matem?tica aplicada. Observamos que no final do processo o aluno conseguiu atingir a aprendizagem esperada, conseguindo interagir a matem?tica com as disciplina t?cnicas e com o seu cotidiano

No description available.

There is no abstract available for this dissertation. / Department of English

Das Ziel dieser Dissertation ist es, zur Erforschung von Instruktion beizutragen, welche effektiv das Lernen von Schülerinnen und Schülern unterstützt. Derartige Instruktion leistet ihren Beitrag zu guter Bildung. Da Instruktion verändert werden kann, um Bildung zu verbessern, ist sie als Variable von großem Interesse. Um Instruktion im Sinne guter Bildung verändern zu können, ist es notwendig zu wissen, welche Instruktionsformen effektiv darin sind, das Lernen zu unterstützen. Weiterhin ist es notwendig zu wissen, welche Mechanismen diesen Instruktionsformen zugrunde liegen. Eine bedeutende Form effektiver Instruktion ist das Eins-zu-Eins-Tutoring. Mechanismen, die für die Effektivität des Tutorings als zentral gelten, sind dabei die Diagnosen und die Diagnosegenauigkeit von Tutorinnen und Tutoren. Diese Mechanismen sind bisher jedoch nicht intensiv untersucht worden. Aus diesem Grund werden in der Dissertation die Diagnosen und die Diagnosegenauigkeit von Tutorinnen und Tutoren näher betrachtet. Im Speziellen werden zwei Arten von Diagnosen untersucht. Dies sind erstens Diagnosen, die Tutorinnen und Tutoren fortlaufend während einer Tutoringsitzung durchführen (d. h. formative Diagnosen). Zweitens werden Diagnosen analysiert, die Tutorinnen und Tutoren nach dem Ende einer Tutoringsitzung erstellen (d. h. summative Diagnosen). Im Zusammenhang mit dieser Dissertation wurden zwei empirische Studien durchgeführt. In beiden Studien wurden Tutandinnen und Tutanden im Schulalter von Tutorinnen und Tutoren unterrichtet, die über mehr Wissen verfügten, als ihre Lernenden. Es wurde angenommen, dass Tutorinnen und Tutoren mit Lehrerfahrung besser darin sind das Verständnis von Tutandinnen und Tutanden zu diagnostizieren als Tutorinnen und Tutoren ohne Lehrerfahrung. In der ersten Studie wurde der Einfluss von Lehrerfahrung auf die Diagnosen von Tutorinnen und Tutoren empirisch überprüft. Zu diesem Zweck wurden die Diagnosegenauigkeit von Tutorinnen und Tutoren mit Lehrerfahrung (d. h. Lehrkräfte) und die Diagnosegenauigkeit von Tutorinnen und Tutoren ohne Lehrerfahrung (d. h. Studierende) untersucht und miteinander verglichen. In diesem Zusammenhang wurde auch die Beziehung zwischen den formativen Diagnosen einer Tutorin oder eines Tutors und den summativen Diagnosen einer Tutorin oder eines Tutors analysiert. Weiterhin wurde der Nutzen der formativen Diagnosen einer Tutorin oder eines Tutors für das Lernen der Tutandin bzw. des Tutanden erforscht (siehe Kapitel 1, Artikel 1 und 2). In der zweiten Studie wurde experimentell geprüft, ob die Diagnosen von Studierenden als Tutorinnen und Tutoren durch ein kurzes Training verbessert werden können. Das Training zielte dabei auf die Förderung eines interaktiven Tutoringstils. Die Idee für das Design des Trainings beruhte darauf, dass Tutandinnen und Tutanden wahrscheinlicher ihr eigenes Verständnis äußern, wenn Tutorinnen und Tutoren einen interaktiven Tutoringstil realisieren. Basierend auf den zusätzlichen Informationen über das Verständnis ihrer Tutandin bzw. ihres Tutanden sollten Tutorinnen und Tutoren mit einem interaktiven Tutoringstil besser in der Lage sein, summativ das Verständnis der Tutandin bzw. des Tutanden zu diagnostizieren als Tutorinnen und Tutoren mit einem weniger interaktiven Tutoringstil (siehe Kapitel 2, Artikel 3). Wie die erste Studie (vgl. Kapitel 1) belegt, diagnostizieren Tutorinnen und Tutoren im Durchschnitt das Verständnis ihrer Tutandin oder ihres Tutanden bestenfalls mäßig genau. Allerdings waren Lehrkräfte genauer darin, summativ das Verständnis ihrer Tutandin bzw. ihres Tutanden zu diagnostizieren als Studierende (vgl. Artikel 1). Darüber hinaus zeigte die erste Studie, dass alle Tutorinnen und Tutoren interaktive Instruktionsstrategien einsetzten, um formativ das Verständnis ihrer Tutandin bzw. ihres Tutanden zu diagnostizieren. Mehr formative Diagnosen führten in diesem Zusammenhang zu mehr Lernen. In vergleichbarer Weise zogen mehr formative Diagnosen auch genauere summative Verständnisdiagnosen nach sich. Auch in Bezug auf die formativen Diagnosen unterschieden sich Lehrkräfte von Studierenden. Konkret heißt dies, dass Lehrkräfte häufiger Instruktionsstrategien zum formativen Diagnostizieren des Verständnisses ihrer Tudandin bzw. ihres Tutanden einsetzten als Studierende. Dieser Unterschied im Ausmaß formativer Diagnosen bedingte auch den Unterschied zwischen Lehrkräften und Studierenden bezüglich der summativen Diagnosegenauigkeit (vgl. Artikel 2). Die Ergebnisse der ersten Studie weisen darauf hin, dass Tutorinnen und Tutoren im Allgemeinen nicht sehr gut darin sind, summativ das Verständnis von Tutandinnen und Tutanden zu diagnostizieren. Dessen ungeachtet diagnostizieren Tutorinnen und Tutoren formativ das Verständnis einer Tutandin bzw. eines Tutanden zumindest in gewissem Maß. Da zudem mehr formative Diagnosen zu mehr Lernen führen, kann angenommen werden, dass diese formativen Diagnosen tatsächlich zu den Mechanismen zählen, die Tutoring effektiv machen. Tutoring könnte somit noch effektiver werden, wenn man das formative Diagnostizieren förderte. Da außerdem beobachtet wurde, dass formative Diagnosen bessere summativen Diagnosen nach sich zogen, kann weiterhin angenommen werden, dass verbessertes formatives Diagnostizieren genauere summative Diagnosen mit sich brächte. Schließlich war auch Lehrerfahrung relevant für bessere Diagnosen. Im Speziellen verwendeten Lehrkräfte häufiger Strategien formativer Diagnose als Studierende. Dieser Unterschied erklärte auch, warum Lehrkräfte genauer summativ diagnostizierten als Studierende. Offensichtlich kann somit ein intensiverer Gebrauch von Strategien zur formativen Verständisdiagnose als beobachtbarer Indikator für Lehrerfahrung angesehen werden. Tutorinnen und Tutoren waren durchaus in der Lage, einen interaktiven Tutoringstil zu realisieren, wenn sie darin trainiert wurden, die interaktiven Instruktionsstrategien formativen Diagnostizierens zu verwenden, die in der ersten Studie beobachtet worden waren. Dies wurde in der zweiten Studie festgestellt (vgl. Kapitel 2). Allerdings wurden dadurch die summativen Diagnosen der trainierten Tutorinnen und Tutoren nicht genauer als die summativen Diagnosen der untrainierten Tutorinnen und Tutoren. Stattdessen waren die trainierten Tutorinnen und Tutoren weniger genau darin als die untrainierten, summativ das Verständnis ihrer Tutandin bzw. ihres Tutanden zu diagnostizieren. Dieses unerwartete Ergebnis wurde dadurch erklärt, dass die trainierten Tutorinnen und Tutoren stärker als die untrainierten einen interaktiven Tutoringstil realisierten. Die Ergebnisse der zweiten Studie werden in Bezug auf mögliche Unzulänglichkeiten in der kognitiven Informationsverarbeitung auf Seiten der Tutorinnen und Tutoren interpretiert. Diese Unzulänglichkeiten hängen möglicherweise damit zusammen, dass die Tutorinnen und Tutoren in dieser Studie keine Lehrerfahrung besaßen. Die gerade gelernten Strategien umzusetzen mag daher die kognitive Kapazität der Tutoren stark beansprucht haben. Obwohl die trainierten Tutorinnen und Tutoren mehr Informationen von ihrer Tutandin bzw. ihrem Tutanden gewannen, waren sie in der Folge möglicherweise nicht in der Lage, diese Informationen angemessen zu verarbeiten. Auf diese Weise kann erklärt werden, warum ein interaktiverer Tutoringstil nicht zu genaueren summativen Diagnosen führte. Eine Konsequenz, die aus dieser Interpretation gezogen werden kann, wäre es, das Design des Trainings abzuwandeln. Genauer gesagt, könnten die Tutorinnen und Tutoren die von ihrer Tutandin bzw. ihrem Tutanden gewonnenen Informationen möglicherweise besser verarbeiten, wenn sie die Strategien formativen Diagnostizierens intensiver während der Trainingsphase übten. Zusätzlich könnte das Design der Studie verändert werden, die durchgeführt worden war, um die Trainingseffekte zu analysieren. Spezifischer, würde die Informationsverarbeitung der Tutorinnen und Tutoren möglicherweise auch verbessert, wenn die summative Diagnose später erfolgte und wenn die Tutorinnen und Tutoren so die Gelegenheit erhielten, die Strategien formativen Diagnostizierens während mehrerer realer Tutoringsitzungen zu üben. Im Ergebnis überträfen die trainierten Tutorinnen und Tutoren die untrainierten eventuell tatsächlich darin, das Verständnis ihrer Tutandin bzw. ihres Tutanden summativ genau zu diagnostizieren. Durch die Analyse der Diagnosen von Tutorinnen und Tutoren trägt diese Dissertation dazu bei, die dem Tutoring zugrunde liegenden Mechanismen zu verstehen. Die Ergebnisse der Dissertation können weiterhin dazu dienen, Tutoring noch effektiver zu machen. Die Dissertation bietet somit einen wesentlichen Einblick in das Feld effektiver Instruktion.

Submitted by Elane Rios (elanenardoto@yahoo.com.br) on 2015-10-30T12:25:00Z No. of bitstreams: 1 PDF Final (1).pdf: 2118976 bytes, checksum: 7b85efe966e6b8f42a35fbf3ddf142dc (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2015-11-04T14:52:45Z (GMT) No. of bitstreams: 1 PDF Final (1).pdf: 2118976 bytes, checksum: 7b85efe966e6b8f42a35fbf3ddf142dc (MD5) / Made available in DSpace on 2015-11-04T14:52:45Z (GMT). No. of bitstreams: 1 PDF Final (1).pdf: 2118976 bytes, checksum: 7b85efe966e6b8f42a35fbf3ddf142dc (MD5) / Este estudo objetiva compreender como docentes de Língua Portuguesa mobilizam os conceitos de gramática e análise linguística na prática pedagógica e no processo colaborativo em pesquisa, considerando o ensino-aprendizagem dos conteúdos gramaticais por alunos dos anos finais do Ensino Fundamental. Ele parte da articulação entre os campos da educação e da linguística a fim de garantir os modos como esses campos estão se presentificando na formação e na prática pedagógica docente. Desse modo, é iniciado com uma busca bibliográfica sobre a temática em questão perpassando a história da gramática normativa tradicional, o estado da arte para, em seguida, apresentar os fundamentos teóricos mediados pelos estudos de Mikhail Bakhtin, Lev Semenovich Vigotski , Aléxis Luria, Ingedore Koch, entre outros autores. Para o trabalho de campo, opta por uma abordagem de pesquisa qualitativa numa metodologia colaborativa levando em conta a produção de conhecimento e o diálogo formativo e conceitual com docentes nas sessões de reflexão e estudo. A coleta de dados ocorreu com 3 professoras de Língua Portuguesa e suas respectivas práticas pedagógicas em uma Instituição de Ensino Pública do Município de Jequié, na Bahia, no período de 26/03/2013 a 16/04/2014. Mediante a organização dos dados, esta tese analisa, inicialmente, o funcionamento da prática pedagógica de Língua Portuguesa e a formação conceitual docente trazendo as seguintes inferências: a perpetuação do livro didático nas aulas; prática docente constituída, sobretudo, pela atividade metalinguística; necessidade de um aprofundamento formativo, com as docentes, acerca dos conceitos de gramática e análise linguística. Em seguida, analisa o desencadeamento de 9 sessões de reflexão e estudo estabelecendo um contraponto entre o que foi mobilizado em tais sessões e o funcionamento da prática pedagógica de uma das professoras participantes. Finalmente, entre as inferências finais, destaca-se que, no atual estado da arte concernente ao ensino gramatical, não dá mais para denunciar o docente e sua prática pedagógica como algo equivocado, mas que requer metodologias orientadas por ações formativas configuradas em um ambiente de discussão, de dialogia, de autonomia, de mobilização conceitual e de respeito mútuo. / ABSTRACT This study aims comprehending how Portuguese Language teachers mobilize grammar concepts and linguistic analysis in pedagogical practice and on the collaborative process in research, considering the teaching and learning of grammatical content by students of the final years of elementary school. It starts from the articulations between the education and linguistics fields in order of ensuring the ways these fields are making themselves present on the training and teaching pedagogical practice. Thus, it is started with a literature search about the theme in question, permeating the history of traditional grammar rules, state of the art to present, then, the theoretical foundations mediated by studies of Mikhail Bakhtin, Lev Semenovich Vygotsky, Alexis Luria, Ingedore Koch, among other authors. For the field work, it opts for a qualitative research approach in a collaborative methodology considering the production of knowledge and the training and conceptual dialogue with teachers in brainstorming sessions and study. Data collection occurred with 3 female teachers of Portuguese language and their pedagogical practices in a public education institution in the city of Jequié, Bahia, from March 26, 2013 to April 16, 2014. By the data organizing, this thesis examines initially the operation of the pedagogical practice of Portuguese Language and teacher training conceptual bringing the following inferences: the perpetuation of the textbook in class; teaching practice consisted mainly by the metalinguistic activity; need for training deepening, with the teachers, about the concepts of grammar and linguistic analysis. Afterwards, it analyzes the initialization of 9 (nine) brainstorming sessions and study establishing a contrast between what was mobilized in these sessions and the functioning of the pedagogical practice of one of the participating teachers. Finally, It is emphasized in the final inferences that, in the current state of the art concerning the grammar school, it’s no more possible reporting the teacher and their practice as something wrong, but it requires methodologies oriented by training activities set in an environment of discussion, dialogism, autonomy, conceptual mobilization and mutual respect. / RESUMEN Este estudio tuvo como objetivo comprender cómo los profesores de Lengua Portuguesa movilizan los conceptos de la gramática y el análisis lingüística en la práctica pedagógica y en el proceso colaborativo en la investigación, teniendo en cuenta la enseñanza y el aprendizaje de los contenidos gramaticales de los estudiantes de los últimos años de la enseñanza fundamental. Él parte de la articulación entre los campos de la educación y la lingüística con el fin de garantizar las formas como estos campos se establecen en la formación y en la práctica pedagógica del profesor. De este modo, se inicia con una búsqueda bibliográfica sobre el tema en cuestión englobando la historia de la gramática normativa tradicional, el estado de la arte para después presentar los fundamentos teóricos mediados por los estudios de Mikhail Bakhtin, Lev Semenovich Vigotski, Aléxis Luria, Ingedore Koch, entre otros autores. Para el trabajo de campo, opta por un enfoque de investigación cualitativa en una metodología colaborativa teniendo en cuenta la producción de conocimiento y el diálogo formativo y conceptual con los profesores en las sesiones de reflexión y estudio. La recolección de datos ocurrió con 3 profesoras de Lengua Portuguesa y sus respectivas prácticas pedagógicas en una Institución de Enseñanza Pública en la ciudad de Jequié, Bahia, en el periodo de 26/03/2013 a 16/04/2014. Mediante la organización de los datos, esta tesis analiza inicialmente el funcionamiento de la práctica pedagógica de la Lengua Portuguesa y la formación conceptual docente trayendo las siguientes inferencias: la perpetuación del libro didáctico en la clase; la práctica docente constituida, sobretodo, por la actividad metalingüística; necesidad de una profundización formativa, con los profesores, sobre los conceptos de la gramática y el análisis lingüística. A continuación, analiza el desarrollo de 9 sesiones de reflexión y estudio estableciendo un contrapunto entre lo que se movilizó en tales sesiones y el funcionamiento de la práctica pedagógica de una de las profesoras participantes. Finalmente, entre las inferencias finales, se destaca que en el actual estado de la arte concerniente a la enseñanza gramatical, no hay más que denunciar el profesor y su práctica pedagógica como algo equivocado, sino que requiere metodologías orientadas por acciones formativas configuradas en un ambiente de discusión, de dialogo, de autonomía, de movilización conceptual y de respeto mutuo.

Made available in DSpace on 2014-12-17T14:36:29Z (GMT). No. of bitstreams: 1 ValcinetePM_TESE.pdf: 1797463 bytes, checksum: aa3244e3c7ecffd274c5633e4d82bbc1 (MD5) Previous issue date: 2012-08-30 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The study Teacher work and education in the municipal schools of Natal objectifies the analysis of the education and work conditions of the teachers in the municipal schools of Natal, placing them within the scenario of the public policies outlined for Basic Education (2005-2010). The thesis is based on the perspective that the educational reforms implemented by the Brazilian government in an attempt to answer to the new contextual demands originated from the world of work and globalization, demanding increasingly higher levels of qualification and constant extension of the teaching functions in school from the teachers, have been configured withal as a strategy for intensifying the teacher s work. The empirical field of study was constituded by thirteen municipal schools that offer basic education. Four hundred and seventeen teacher subjects that work in the municipal school system of Natal, two representatives of the Secretaria Municipal de Educa??o de Natal (SME)1 that work in the pedagogical team and one representative of the Sindicato dos Trabalhadores em Educa??o do Rio Grande do Norte2 took part in the study. The procedures/instruments used in the research were: bibliographic review, document research, questionnaires and recording of information in a field journal. The study confirmed that the majority of the teachers that work in the municipal school system were admitted by means of public entry exams, therefore meeting the requirements set by Law 9.394/96. Most of the teachers have the initial education demanded to work in basic education, although with some limitations due to the fact that they do not correspond to the needs of the educational system. The SME has a plan for continued training of the teachers in accordance to the current ideas defended by researchers of this field. There is, although, a disconnection between the purpose of the plan and the training strategies, because, in truth, predominate repetitive and specific actions that do not contemplate the training needs of the teachers, nor the demands of the system. Although the work conditions are evaluated, by the teachers, as relatively good, limits in relation to the physical structure of the schools are observed (dirty walls with holes in them, broken ceiling fans, old chairs and desks, old and stained black boards, inadequate restroom installations, poor maintenance of the computers, amongst other items). It was also verified the an increase in the functions of the teachers and an intensification of their work, materialized through an overburden of activities undertaken daily at school (and outside of it) and through the demand in taking part in activities that go beyond those inherent to the teaching process, such as the elaboration of political-pedagogical projects, participation in collegiate, registration of student information solicited by the SME and the participation in commissions, has been happening / O estudo Trabalho e forma??o docente na rede municipal de ensino de Natal teve por objetivo analisar a forma??o e as condi??es de trabalho dos docentes na rede municipal de ensino de Natal, situando-as no cen?rio das pol?ticas p?blicas delineadas para a Educa??o B?sica (2005-2010). A tese firma-se na perspectiva de que as reformas educacionais implementadas, pelo governo brasileiro, ao buscarem responder ?s novas demandas contextuais advindas do mundo do trabalho e da globaliza??o, exigindo dos professores n?veis, cada vez mais, elevados de qualifica??o e constante amplia??o de suas fun??es docentes na escola, t?m, ao mesmo tempo, se configurado como uma estrat?gia de intensifica??o do trabalho docente. O campo emp?rico do estudo foi constitu?do por 13 escolas da rede municipal que ofertam o ensino fundamental. Participaram do estudo 417 sujeitos docentes pertencentes ? rede municipal de ensino de Natal, duas representantes da Secretaria Municipal de Educa??o de Natal (SME) que atuam na equipe pedag?gica e uma representante do Sindicato dos Trabalhadores em Educa??o do Rio Grande do Norte. Os procedimentos/instrumentos utilizados na pesquisa foram: revis?o bibliogr?fica, pesquisa documental, question?rios, entrevista e registro de informa??es em di?rio de campo. O estudo constatou que a maioria dos docentes que atua na rede municipal de ensino ingressou por meio de concurso p?blico, atendendo, assim, ? exig?ncia da Lei 9.394/96. Grande parte dos docentes possui a forma??o inicial exigida para atuar na educa??o fundamental, mas com limita??es porque n?o vem atendendo ?s necessidades do sistema de ensino. A SME possui um plano de forma??o continuada dos docentes compat?vel com as ideias defendidas na atualidade por pesquisadores dessa tem?tica. Existe, todavia, uma desarticula??o entre a proposta do plano e as estrat?gias de forma??o, visto que, na pr?tica, t?m predominado a??es pontuais e repetitivas que n?o contemplam as necessidades formativas dos docentes, tampouco as demandas do sistema. Embora as condi??es de trabalho sejam avaliadas, pelos sujeitos docentes, como relativamente boas, observam-se limites com rela??o ? estrutura f?sica das escolas (paredes sujas, com buracos, ventiladores quebrados, carteiras e cadeiras velhas, quadros envelhecidos e manchados, banheiros inadequados, manuten??o prec?ria dos computadores, dentre outros). Constatou-se, tamb?m, que v?m ocorrendo uma amplia??o nas fun??es dos docentes e uma intensifica??o de seu trabalho materializado na sobrecarga de atividades realizadas no cotidiano da escola (e fora dela) e nas exig?ncias de participa??o em atividades que v?o al?m daquelas inerentes aos processos de ensino e de aprendizagem, como a elabora??o do projeto pol?tico-pedag?gico, participa??o em colegiados, registro de informa??es do aluno solicitadas pela SME e a participa??o em comiss?es