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M.Cur. / The learning accompanists (nurse educator), in the didactic situation within the context of a nursing college, is midst a process of transformation. This transformation has a direct influence on the learning accompanists didactic role fulfilment. Didactic support systems enables the learning accompanist to fulfil her/his didactic role. These didactic support systems should be managed during the process of transformation, in such a way that it enables the learning accompanist to fulfil her/his didactic role. A new creative approach to the management of the didactic situation is necessary. The goal of this study is to describe guidelines for the management of didactic support systems, at a nursing college, to enable the learning accompanist to fulfil her/his didactic role. An inductive, qualitative, contextual, exploring, descriptive strategy is used to reach the goal of the study. The background and rationale of the study are described, the problem is stated as well as a central theoretical statement. The assumptions of the study are described within the framework of the nursing theory for the whole person. No explicit theoretical assumptions are made, so that the researcher is open to empirical findings and to prevent pre-conceived ideas. The methodological assumptions is based on the Botes research model. No explicit conceptual framework is used as point of departure. Because the participants are midst a process of transformation, their knowledge and experience are used as source of data, as they can express their needs and views the best. The goal of this study is reached by setting four objectives. Objective I is to explore and describe the learning accompanists need for didactic support systems, within the context of a nursing college. Objective II is to explore and describe the managements views with regard to the way they can give didactic support, within the context of a nursing college. Objective III is to describe a conceptual framework. Objective IV is derived from objective I, objective II and objective III. Objective IV is the description of guidelines for the management of didactic support systems at a nursing college. To attain objective I, exploring is done by means of interviews with learning accompanist's. One semi-structured question is: "What are your needs for didactic support systems in the college?" To attain objective II, exploring is done by means of individual interviews with role players. One central question is set: "How can you give didactic support to the learning accompanist?" The interviews are conducted by an independent moderator/interviewer and assistant. Data is recorded by means of audio tapes and field notes, whereafter transcription takes place. Data is coded by the researcher and an assistent coder. The data analysis is done through a systematic approach of text analysis, as described by Tesch (in Cresswell, 1995:155). Thereafter the empirical findings of objective I and objective II are described. The interpretations are grounded by statements from the empirical data. Statements (n = 57) are formulated from the empirical findings of objective I and objective II. From these statements (n = 57) a list of concepts are generated. These concepts are utilized to attain objective III, the describing of a conceptual framework. The survey list of Dickoff, James and Wiedenbach (1968) is utilized to describe the conceptual framework in a structured manner. Data collection is done through a literature search to correlate the empirical findings with the literature. During the description of the conceptual framework conclusion statements (n = 15) are made. These conclusion statements are utilized to attain objective IV. Objective IV is to describe guidelines for the management of didactic support systems at a nursing college. Through logical inferention 12 guidelines and possible operationalisation of each are described. The uniqueness of the study lies in the relevance within the current time frame context and that it expresses the needs of the learner accompanists and the views of the managers at a nursing college. An abundance of possibilities for further research are created.

ALENCAR, Olívia Lima Guerreiro de. Um estudo sobre o comprometimento vocacional na construção das trajetórias de carreira de gestores e docentes do Ensino Superior. 2012. 94f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Psicologia, Fortaleza (CE), 2012. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2013-11-25T13:48:02Z No. of bitstreams: 1 2012-DIS-OLGALENCAR.pdf: 1047251 bytes, checksum: 49d259317fd5be5942bc4b8eda6b7acd (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2013-11-25T13:49:07Z (GMT) No. of bitstreams: 1 2012-DIS-OLGALENCAR.pdf: 1047251 bytes, checksum: 49d259317fd5be5942bc4b8eda6b7acd (MD5) / Made available in DSpace on 2013-11-25T13:49:07Z (GMT). No. of bitstreams: 1 2012-DIS-OLGALENCAR.pdf: 1047251 bytes, checksum: 49d259317fd5be5942bc4b8eda6b7acd (MD5) Previous issue date: 2012 / In this research, we consider vocation as a dimension of career commitment and we deepen the understanding of its representation in the construction of the trajectories of professional life. We seek to know how vocationally committed individuals build their careers nowadays. The conceptual framework comes from Donald Super’s vocational psychology and from the concept of "protean career" by Douglas Tim Hall, whose concepts point to a developmental-contextual perspective of the career construction. We adopted a qualitative and quantitative data treatment with the application of the scale of commitment and entrenchment in a sample of 34 individuals of both sexes, from a high education institution, both teachers and/or managers. Individuals with higher scores in the range of career commitment were interviewed individually and the data subjected to content analysis. The following psychological dimensions were considered: self-concept of vocation, career planning, meaning of work, social influences, choice of profession and identification with the current job. The results indicate a significant relationship between family relationships, self concept, career planning among the vocationally committed individuals. A career as a vocation seems to have been experienced and known in the context of an intimate family circle, where the individual developed the first elements of self-concept and vocational decisions. The families showed common traits in the relationship between parents and children: autonomy for vocational decision, the support to do it and valuing the work as a major means of obtaining satisfaction in life. It was found that the subject vocationally involved received references of a protean career model through his family figures with which they identified themselves. One of the most relevant dimensions found in the subjects of this research relates to career management: they are autonomous and their decisions are guided by vocational self-concept that gives them a clear and significative sense of orientation to the working life. The perspective of the vocational commitment with the career is discussed both in a theoretic and in a practical basis as a proposed type of protean career based on the colected informations. / Na atual pesquisa, consideramos a vocação como uma dimensão do comprometimento com a carreira e aprofundamos a compreensão sobre sua representatividade na construção das trajetórias de vida de trabalho. Busca-se conhecer como os sujeitos comprometidos vocacionalmente constroem suas carreiras na atualidade. O eixo conceitual adotado advém da Psicologia vocacional de Donald Super e da concepção de “carreira proteana” de Douglas Tim Hall, cujos conceitos apontam para uma perspectiva contextual-desenvolvimentista de construção das carreiras. Foi adotada uma abordagem qualitativa e quantitativa dos dados com a aplicação da escala de comprometimento e entrincheiramento na amostra constituída por 34 sujeitos, de ambos os sexos, todos oriundos de uma instituição de ensino superior, onde exercem atividades de docência e gestão. Os sujeitos com maiores pontuações na escala de comprometimento com a carreira foram entrevistados individualmente e os dados obtidos submetidos à análise de conteúdo. As dimensões psicológicas consideradas foram: autoconceito vocacional, planejamento de carreira, significado do trabalho, influências sociais, escolha da profissão e identificação com o trabalho atual. Os resultados apontam para uma relação significativa entre relações familiares, autoconceito vocacional e planejamento de carreira nos sujeitos comprometidos vocacionalmente. A carreira como uma vocação parece ter sido vivenciada e conhecida no contexto do convívio íntimo da família, onde se desenvolveram as primeiras bases do autoconceito e das decisões vocacionais. As famílias demonstraram traços comuns no relacionamento entre pais e filhos: a autonomia para a decisão vocacional pretendida, o apoio para realizá-la e a valorização do trabalho como um dos principais meios de se obter satisfação na vida. Constatou-se que os sujeitos comprometidos vocacionalmente receberam referenciais do modelo de carreira proteana, através das figuras parentais com as quais se identificaram. Uma das dimensões mais relevantes encontradas nos sujeitos desta pesquisa refere-se à gestão da carreira: são autodirigidos e suas decisões são norteadas pelo autoconceito vocacional, que lhes dá um sentido claro e significativo de orientação para a vida do trabalho. A perspectiva do comprometimento vocacional com a carreira é discutida, em termos teóricos e práticos, como uma proposta de tipo de carreira proteana a partir dos resultados encontrados.

FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico / Na atual pesquisa, consideramos a vocaÃÃo como uma dimensÃo do comprometimento com a carreira e aprofundamos a compreensÃo sobre sua representatividade na construÃÃo das trajetÃrias de vida de trabalho. Busca-se conhecer como os sujeitos comprometidos vocacionalmente constroem suas carreiras na atualidade. O eixo conceitual adotado advÃm da Psicologia vocacional de Donald Super e da concepÃÃo de âcarreira proteanaâ de Douglas Tim Hall, cujos conceitos apontam para uma perspectiva contextual-desenvolvimentista de construÃÃo das carreiras. Foi adotada uma abordagem qualitativa e quantitativa dos dados com a aplicaÃÃo da escala de comprometimento e entrincheiramento na amostra constituÃda por 34 sujeitos, de ambos os sexos, todos oriundos de uma instituiÃÃo de ensino superior, onde exercem atividades de docÃncia e gestÃo. Os sujeitos com maiores pontuaÃÃes na escala de comprometimento com a carreira foram entrevistados individualmente e os dados obtidos submetidos à anÃlise de conteÃdo. As dimensÃes psicolÃgicas consideradas foram: autoconceito vocacional, planejamento de carreira, significado do trabalho, influÃncias sociais, escolha da profissÃo e identificaÃÃo com o trabalho atual. Os resultados apontam para uma relaÃÃo significativa entre relaÃÃes familiares, autoconceito vocacional e planejamento de carreira nos sujeitos comprometidos vocacionalmente. A carreira como uma vocaÃÃo parece ter sido vivenciada e conhecida no contexto do convÃvio Ãntimo da famÃlia, onde se desenvolveram as primeiras bases do autoconceito e das decisÃes vocacionais. As famÃlias demonstraram traÃos comuns no relacionamento entre pais e filhos: a autonomia para a decisÃo vocacional pretendida, o apoio para realizÃ-la e a valorizaÃÃo do trabalho como um dos principais meios de se obter satisfaÃÃo na vida. Constatou-se que os sujeitos comprometidos vocacionalmente receberam referenciais do modelo de carreira proteana, atravÃs das figuras parentais com as quais se identificaram. Uma das dimensÃes mais relevantes encontradas nos sujeitos desta pesquisa refere-se à gestÃo da carreira: sÃo autodirigidos e suas decisÃes sÃo norteadas pelo autoconceito vocacional, que lhes dà um sentido claro e significativo de orientaÃÃo para a vida do trabalho. A perspectiva do comprometimento vocacional com a carreira à discutida, em termos teÃricos e prÃticos, como uma proposta de tipo de carreira proteana a partir dos resultados encontrados. / In this research, we consider vocation as a dimension of career commitment and we deepen the understanding of its representation in the construction of the trajectories of professional life. We seek to know how vocationally committed individuals build their careers nowadays. The conceptual framework comes from Donald Superâs vocational psychology and from the concept of "protean career" by Douglas Tim Hall, whose concepts point to a developmental-contextual perspective of the career construction. We adopted a qualitative and quantitative data treatment with the application of the scale of commitment and entrenchment in a sample of 34 individuals of both sexes, from a high education institution, both teachers and/or managers. Individuals with higher scores in the range of career commitment were interviewed individually and the data subjected to content analysis. The following psychological dimensions were considered: self-concept of vocation, career planning, meaning of work, social influences, choice of profession and identification with the current job. The results indicate a significant relationship between family relationships, self concept, career planning among the vocationally committed individuals. A career as a vocation seems to have been experienced and known in the context of an intimate family circle, where the individual developed the first elements of self-concept and vocational decisions. The families showed common traits in the relationship between parents and children: autonomy for vocational decision, the support to do it and valuing the work as a major means of obtaining satisfaction in life. It was found that the subject vocationally involved received references of a protean career model through his family figures with which they identified themselves. One of the most relevant dimensions found in the subjects of this research relates to career management: they are autonomous and their decisions are guided by vocational self-concept that gives them a clear and significative sense of orientation to the working life. The perspective of the vocational commitment with the career is discussed both in a theoretic and in a practical basis as a proposed type of protean career based on the colected informations.

The present research is an autobiographical and experimental one made up of narratives in the form of almanack ephemera when I took the adventurous plunge of moving myself among fragmented, disconnected and various experiences in order to nd out which experiences could be seminal for teaching management. Within this perspective, I chose sensitive perspective as the main thread of this doctoral trajectory. Therefore, the thesis is that everyday sensitive experiences, crisscrossed by the imaginary and aesthetics, are elements that should be taken into account when dealing with developing teaching management at a teacher's management course and throughout teachers' professional lives. In order to narrate my personal life history as a teacher, I took as main references the theory of the social imaginary by Cornelius Castoriadis, aesthetics in teaching by Nadja Hermann and life history by Gaston Pineu and Jean-Louis Le Grand. Through these perspectives and within the context of varied experiences, I noticed creation as a narrative under development that needs imagination and spontaneity in order to produce singular experiences and pieces of knowledge. Also, these singularities, which were perceived through the crisscrossings of the imaginary and aesthetics, allowed me to look at research and teaching management under a new perspective, as a place where sensitive creations, autonomous experimenting of reection and re-signing of experimental processes and learning crisscrossed. Finally, within this perspective, the importance of knowledge produced from the crisscrossings of the imaginary, expressed through an asser tive and groundbreaking autobiographical narrative, aesthetics and sensibility becomes explicit not only for Design but for teaching as well since they can generate, among other aspects, the singular perception of subjects and the discovery of new and authentic pieces of knowledge which can become ways of adventure to develop new or different teaching / learning approaches and researches concerning teaching management. / Esta é uma pesquisa autobiográca e experiencial por narrativas em forma de efemérides de um almanaque onde empreendi na aventura de movimentar-me por experiências fragmentadas, desconexas e variadas para descobrir quais vivências poderiam ser referências na formação de um professor, perspectiva na qual tomei a percepção sensível como o condutor desse percurso. Sendo assim, a tese é que as experiências sensíveis do cotidiano, entrecruzadas pelo imaginário e a estética, são referências para a formação de um professor e para a constituição de singularidades na sua docência. E, para narrar minha história de vida dessa forma instituinte, tomei como referências principais a teoria do imaginário social, em Cornelius Castoriadis, a estética na docência, em Nadja Hermann, e a história de vida, em Gaston Pineu e Jean-Louis Le Grand. Por esses olhares e no contexto das variedades das experiências, percebi a criação como uma narrativa em construção que necessita da imaginação e da espontaneidade para produzir vivências e saberes singulares. Essas singularidades, que foram percebidas pelos entrelaçamentos do imaginário e da estética, permitiram, ainda, olhar para a pesquisa e a formação de professores de maneira diferente, como um lugar de atravessamentos de criações sensíveis, de experienciação da autonomia, de reexão e de ressignicação dos processos vividos e de aprendizagem. Por m, nesta perspectiva, ca explícita a i m p o r t â n c i a d o s s a b e r e s p r o d u z i d o s a p a r t i r d o s entrecruzamentos do imaginário, que se expressa por uma narrativa autobiográca instituinte da estética e da sensibilidade, não só para o Desenho Industrial, mas para a educação. Isso porque tais saberes podem gerar, entre muitas coisas, a percepção singular dos sujeitos e a descoberta de saberes novos e autênticos que poderão se transformar em caminhos, talvez de aventura, para a criação de novas ou diferentes abordagens educacionais e de pesquisas sobre a formação de professores.

El presente proyecto de tesis tiene como objetivo diseñar una propuesta de solución tecnológica que permita automatizar el proceso de Gestión Docente de una ONG1 dedicada a formar jóvenes de escasos recursos para que puedan insertarse en el mundo laboral formal. La propuesta está enfocada en mejorar la eficiencia del proceso que conlleva a lograr una mejor toma de decisiones del área pedagógica, cuyos resultados están alineados a los objetivos estratégicos de la organización. En el primer capítulo del documento se elabora una definición del proyecto, donde se expone información relevante de la organización objeto de estudio. Además, se describe el problema encontrado en la organización y se definen los objetivos del proyecto. En el segundo capítulo, se fundamenta el cumplimiento de los Student Outcomes. En el tercer capítulo, se definen los fundamentos teóricos que respaldan el desarrollo del proyecto. En el cuarto capítulo, se presenta el desarrollo del proyecto, donde primero se realiza el análisis del negocio con el apoyo del framework Zachman2, luego se describe la situación actual del proceso de Gestión Docente y el modelado AS IS del mismo y, como resultado de este análisis, se desarrolla la propuesta de solución. Para ello, se describe de forma detallada las características del sistema y sus beneficios, luego se muestra el modelado del proceso TO BE. Seguidamente, se define la lista de requerimientos y los casos de uso de sistema. Asimismo, se muestra el diseño de la arquitectura que soportará la estructura del sistema, basado en la selección de drivers arquitectónicos, conceptos de diseño, estilos arquitecturales y tácticas. Al final del capítulo se describen las especificaciones de casos de uso del sistema y se muestra los prototipos de las pantallas elaboradas para cada caso de uso. Finalmente, en el quinto capítulo, se desarrolla la gestión del proyecto bajo una metodología predictiva, donde se han planificado las áreas de conocimiento que nos sugiere la guía PMBOK. / The aim of this thesis project is to design a technological solution proposal, which will automatize the Teaching Management process of an NGO engaged in training young people with limited resources so that they can be inserted into the formal labor market. The proposal focuses on improving the process efficiency, which leads to better decision-making in the pedagogical area, whose results are aligned with the strategic objectives of the organization. In the first chapter of the document a definition of the project is developed, which outlines significant information of the organization under study. In addition, the problem encountered in the organization is described and the project objectives are defined. The second chapter is based on the compliance of the Student Outcomes. In the third chapter, the theoretical foundations that support the project development are defined. The fourth chapter contains the project development, where first the business analysis is carried out with the support of the Zachman framework, then the current situation of the Teaching Management process and its AS IS modeling is described and, as a result of this analysis, a proposed solution is developed. For this purpose, the characteristics of the system and its benefits are described in greater detail, then the TO BE process modeling is presented. Then, the list of requirements and the system use cases are defined. Likewise, the design of the architecture that will support the structure of the system is shown, based on the selection of architectural drivers, design concepts, architectural styles and tactics. At the end of the chapter, the specifications of the system's use cases are described and the prototypes of the screens developed for each use case are presented. Finally, in the fifth chapter, project management is developed according to a predictive methodology, where the knowledge areas suggested by the PMBOK guide have been planned. / Tesis

During the second half of the 20th century there has been both a burgeoning intellectual interest in business and management as a topic and an exponential growth in the formal study of business and management as an academic subject. Indeed by the end of the century it was estimated that worldwide there were 8,000 business schools and more than 13 million students of business and management. In addition, it was estimated that worldwide annual expenditure on university level business and management education had reached US $15 billion (The Global Foundation for Management Education, 2008). However, despite this there is a lack of clarity regarding both the scale and the nature of the influence that academic scholarship exerts over managers. Accordingly this research study has sought to investigate the appropriation of ideas, theories, concepts and models by management practitioners. The thesis has reviewed and evaluated the two most obvious, most established and most influential potential explanations. These were diffusion of innovations (Rogers, 1962) and fashion theory (Abrahamson, 1991 & 1996; Abrahamson & Fairchild, 1999). It has been concluded that whilst both these potential explanations provided important insights, neither was able to provide a comprehensive theoretical foundation for this research study. Accordingly, a much broader range of pertinent scholarship was reviewed and evaluated. This included, but is not limited to, the scholarship that is associated with learning by adults (Dewey, 1933; Bartlett, 1967; Schank & Abelson, 1976; Mezirow, 1977). Although this additional scholarship provided a further range of potential explanations, the extent to which any of these would be found within the particular setting of management practitioners remained unclear. In addition, the literature review highlighted a number of unresolved debates regarding issues such as (i) whether management was a science or an applied science; (ii) whether it was a craft or a profession; (iii) whether in reality there were fashionable trends in management practice or whether in fact such practices were remarkably stable; and (iv) whether management theoreticians, gurus and consultants actually exerted significant influence over management practitioners. The literature review also highlighted methodological concerns relating to the use of citation analysis as a proxy for primary information regarding managerial practice. Hence, this research is situated in a gap which is delineated by the unresolved issues that are associated with both diffusion theory and fashion theory; the applicability of the broader range of scholarship to a management setting; the unresolved debates within this field of interest and the need to obtain primary information relating to management practice, rather than being dependant upon citation analysis. The research study has utilised qualitative data and inductive reasoning to examine these matters and the overarching research philosophy has been that of realism (Ritchie & Lewis, 2003). Ultimately, 39 semi-structured, recorded interviews were undertaken using the critical incident technique (Flanagan, 1954). Collectively these interviews lasted for 35 hours and obtained information relating to 160 critical incidents. The verbatim transcripts of the interviews totalled 350,000 words. A case study analysis of this data was undertaken to examine the decision making of the interviewees in relation to some of their most challenging managerial situations. This analysis concluded that for the ‘generality’ of these interviewees; theory played little, or no, overt part in their decision making. The data was also subjected to a content analysis using a bespoke compendium of 450 ‘terms’ that represented the development of theorising about management over the whole of the 20th century. This analysis concluded that the influence of the 20th century’s management theoreticians over these interviewees was weak. Finally, the possibility that any such influence might be a covert, rather than an overt; phenomenon was examined using both the insights of intertextuality (Allen, 2000; Bazerman, 2004) and the framework analysis technique (Ritchie, Spencer & O’Connor, 2003). This analysis demonstrated that the discourse, dialogue and language of these interviewees could be indexed to four domains; (i) the theoretical; (ii) the conceptual; (iii) the tactical; and (iv) the practical. The intertextual indexing outcomes were corroborated both by substantial extracts from the verbatim interview transcripts and by three unrelated strands of scholarship. These were (i) adaptive memory systems (Schacter, 2001); (ii) the realities of management (Carlson, 1954; Stewart, 1983; Mintzberg, 1989) and (iii) the role of concepts and conceptual thinking in nursing (McFarlane, 1977; Gordon, 1998; Orem, 2001). On this basis it has been concluded that management can be characterised as a conceptual discipline; that in its essential nature management is at least as conceptual as it is either theoretical or practical; and that managers appropriate concepts and ideas, rather than theories and models per se.

Made available in DSpace on 2017-07-21T20:31:53Z (GMT). No. of bitstreams: 1 Regina Stori.pdf: 1348108 bytes, checksum: 94a2df36894e08cc05b20643fa899d85 (MD5) Previous issue date: 2011-03-11 / This work presents an analysis of the foundations of the Curriculum Guidelines of the State of Paraná (DCE) and of the management of the art/music teaching proposed in such document within the context of the city of Ponta Grossa/PR. The aims of this research include: to analyse the theoretical bases used in the Art Curriculum Guidelines of the State of Paraná; to historicise public policies for art/music teaching implemented in Paraná from 1990 to 2010; to investigate the conditions under which the Art Curriculum Guidelines of the State of Paraná were implemented, taking into account that such conditions were provided by the State Department of Education (SEED); to know what concepts of art teaching the interviewed managers hold; to find out how the DCE are managed in specific educational entities (Art Coordination Division of the Regional Centre of Ponta Grossa and management staff of some schools in the city of Ponta Grossa) This research is based on the historical and dialectical materialism, focusing on the categories of contradiction and totality (CURY, 1989; KOSIK, 1976; LUKÁCS, 1978) in order to apprehend the dialectics of both the formulation of policies proposed by the State and its management and interpretation in different educational entities. Some concepts, understood in relation to the object addressed herein, were studied and called into question in the data analysis based on some authors: State, public policies, policy management (GRAMSCI, 1991; BOBBIO, 1997; CARNOY, 1984; TAVARES, 2004; VIEIRA, 2007); art and art teaching (FIGUEIREDO, 2009, 2010; PENNA, 1995, 2001a, 2007, 2008b; SUBTIL, 2008, 2009a, 2009b; VÁZQUEZ, 1978). Data collection was carried out through the analysis of official documents related to the research object, as well as through semi-structured interviews with a teacher who took part in the policy formulation and is in charge of its management, a teacher who worked as an art consultant at the SEED, the coordinator teacher of the Art section of the Regional Education Centre of Ponta Grossa, and five principals of public schools in Ponta Grossa. The combination of the collected data with the theoretical references shows that: a) contradictions implicit in the historical movement whereby art was included in school education are expressed not only in the document text but also in the subjects‟ concepts and interpretations; b) the management of the Guidelines reflects the concepts of art and art/music teaching adopted by the subjects of the different educational entities; c) even though there are some conditions proposed by the State for the implementation of the policy referred to in the document, the concrete reality – in which the lack of material and human resources and the persistence of historically established concepts of art and art/music teaching are quite evident – doesn‟t contribute to putting into effect a proposal that represents an advance in terms of contents and concepts of art and art/music teaching. / Este trabalho apresenta uma análise dos fundamentos das Diretrizes Curriculares do Estado do Paraná (DCE) e da gestão do ensino de arte/música proposto nesse documento, no município de Ponta Grossa/PR. Os objetivos da pesquisa foram: analisar os fundamentos teóricos adotados nas Diretrizes Curriculares de Arte do Estado do Paraná; historicizar as políticas públicas para o ensino de arte/música no Paraná entre 1990 e 2010; investigar as condições de implementação das Diretrizes Curriculares de Arte do Estado do Paraná, dadas pela Secretaria de Estado da Educação (SEED); conhecer as concepções de ensino de arte dos gestores entrevistados; averiguar como as DCE são geridas nas instâncias particulares (coordenação de Arte do Núcleo Regional de Ponta Grossa e direção de algumas escolas do município de Ponta Grossa). Esta pesquisa fundamenta-se no materialismo histórico e dialético, embasando-se particularmente nas categorias contradição e totalidade (CURY, 1989; KOSIK, 1976; LUKÁCS, 1978) para apreender a dialética da formulação das políticas propostas pelo Estado e da sua gestão e interpretação em diferentes instâncias. Alguns conceitos, entendidos na relação com a totalidade do objeto enfocado foram estudados e problematizados na análise dos dados a partir de alguns autores: Estado, políticas públicas, gestão de políticas (GRAMSCI, 1991; BOBBIO, 1997; CARNOY, 1984; TAVARES, 2004; VIEIRA, 2007); arte e ensino de arte (FIGUEIREDO, 2009, 2010; PENNA, 1995, 2001a, 2007, 2008b; SUBTIL, 2008, 2009a, 2009b; VÁZQUEZ, 1978). A coleta de dados deu-se pela análise dos documentos oficiais relativos ao objeto da pesquisa e através de entrevistas semiestruturadas com um professor formulador da política e gestor da mesma, uma professora que atuou como consultora da SEED para a área de Arte; a professora coordenadora da área de Arte do Núcleo Regional de Educação de Ponta Grossa e cinco diretores de escolas públicas do município de Ponta Grossa. A articulação dos dados com o referencial teórico aponta que: a) as contradições inerentes ao movimento histórico da inserção da arte na educação escolar são expressas não só no texto do documento, mas nas concepções e interpretações dos sujeitos; b) a gestão das Diretrizes reflete concepções de arte e ensino de arte/música assumidas pelos sujeitos das diferentes instâncias; c) embora sejam propostas pelo Estado algumas condições para a implementação da política expressa no documento, a realidade concreta - em que são evidentes a falta de recursos humanos e materiais e a permanência de concepções historicamente vigentes sobre arte e ensino de arte/música – não favorece a efetivação de uma proposta que avança em termos de conteúdos e concepções de arte e ensino de arte e de música.

Made available in DSpace on 2016-01-26T18:49:31Z (GMT). No. of bitstreams: 1 dissertacao defesa.pdf: 514622 bytes, checksum: 8a176e7a251394f6609cdba7c12ca2bf (MD5) Previous issue date: 2009-04-02 / The purpose of this research was to verify how professors of a private higher education institution perceived their participation in the University Counsel (CONSU) and how they saw the relationship of this participation to their institutional commitment. The specific objectives of this research were: a) to identify the types of decisions made in the CONSU; b) to identify the participation forms of the professors in the CONSU; and c) to verify if the professors´ participation in the CONSU affected their institutional commitment during the period 2005-2006. The choice of the CONSU as object of this study was due to the understanding that it is the responsible for the superior decision making process within the university institution. Nine members of CONSU participated in the research, being seven of them course coordinators and two professors elected by their peers. For the development of the study we chose the case study with a qualitative approach. As instruments of data collection were chosen a semi-structured interview guide and a document analysis of both the meetings minutes realized in 2005 and 2006 and the institutional bylaws and statutes. The data collection was done directly by the researcher and the data were analyzed according to the procedures of analyzes of qualitative data. Among the main results which were found, due to the existence of a superior counsel in the institution, stands out a management based on the collegiate model. Through her bylaws and statutes, she delegates decision making power to the participants of her superior administrative counsel. The information from the meetings minutes and the speeches from the interviews revealed that, in practice, only academic and pedagogical issues were decided by this board and it lacked decision making power on the financial management of the institution. In spite of not deciding on financial issues, all members of CONSU perceived as important the academic decisions they made, since they had effective reflection in the courses quality of the institution. The academicians who were members of the Superior Counsel manifested an affective commitment as support basis of their participation in the management of the institution. In their perception, to be part of this deliberative board made them feel more engaged with the institution. Participation in management led the academicians to a greater commitment to the institution and to the perception that participation in CONSU means the attribution of trust, opportunity and recognition as consequence of the work developed, leading to satisfaction and motivation in the work environment. / A presente pesquisa teve como propósito verificar como os docentes de uma instituição particular de ensino superior perceberam sua participação no Conselho Universitário (CONSU) e como viram a relação desta participação com o seu comprometimento institucional. Foram objetivos específicos da pesquisa: a) identificar os tipos de decisões tomadas no CONSU; b) identificar as formas de participação dos docentes do CONSU; e c) verificar se a participação dos docentes do CONSU tem relação com seu comprometimento institucional, no período de 2005-2006. A escolha do CONSU para ser o objeto de estudo deu-se por se entender que este é o responsável pela tomada de decisão dentro da instituição universitária. Participaram da pesquisa nove membros do CONSU, sendo sete docentes coordenadores de curso e dois docentes eleitos pelos pares. Para o desenvolvimento do estudo optou-se pelo estudo de caso com uma abordagem qualitativa. Como instrumentos de coleta de dados foram escolhidos um roteiro de entrevista semi-estruturada e a análise documental de atas de reuniões nos anos 2005-2006 e do regimento interno da IES. A coleta dos dados foi realizada diretamente pela pesquisadora e os dados foram analisados segundo os procedimentos de análise de dados qualitativos. Entre os principais resultados encontrados, cabe destacar que, pela existência de um conselho superior na instituição pesquisada, ela adota uma gestão embasada no modelo colegiado. Por meio de seu regimento interno, ela delega poder decisório aos participantes de seu órgão superior de administração. As informações das atas de reuniões e as falas dos docentes revelaram que, na prática, somente foram deliberados por esse órgão, assuntos acadêmicos e pedagógicos, havendo completa falta de poder decisório do colegiado sobre a gestão financeira da instituição. Apesar de não tomarem decisões sobre assuntos financeiros, todos os membros do Conselho Universitário perceberam como importantes as decisões acadêmicas tomadas, tendo reflexo efetivo na qualidade dos cursos da IES. Os docentes membros do CONSU manifestaram um comprometimento afetivo como base de sustentação de sua participação na gestão da instituição. Na sua percepção, fazer parte desse órgão deliberativo fez com que se sentissem mais comprometidos com a instituição de uma forma geral. A participação na gestão levou os docentes a um maior comprometimento com a instituição e à percepção de que a participação no CONSU significa atribuição de confiança, de oportunidade e reconhecimento pelo trabalho desenvolvido, proporcionando, nesse sentido, satisfação e motivação no ambiente de trabalho.

Made available in DSpace on 2016-07-18T17:54:07Z (GMT). No. of bitstreams: 1 dissertacao defesa.pdf: 514622 bytes, checksum: 8a176e7a251394f6609cdba7c12ca2bf (MD5) Previous issue date: 2009-04-02 / The purpose of this research was to verify how professors of a private higher education institution perceived their participation in the University Counsel (CONSU) and how they saw the relationship of this participation to their institutional commitment. The specific objectives of this research were: a) to identify the types of decisions made in the CONSU; b) to identify the participation forms of the professors in the CONSU; and c) to verify if the professors´ participation in the CONSU affected their institutional commitment during the period 2005-2006. The choice of the CONSU as object of this study was due to the understanding that it is the responsible for the superior decision making process within the university institution. Nine members of CONSU participated in the research, being seven of them course coordinators and two professors elected by their peers. For the development of the study we chose the case study with a qualitative approach. As instruments of data collection were chosen a semi-structured interview guide and a document analysis of both the meetings minutes realized in 2005 and 2006 and the institutional bylaws and statutes. The data collection was done directly by the researcher and the data were analyzed according to the procedures of analyzes of qualitative data. Among the main results which were found, due to the existence of a superior counsel in the institution, stands out a management based on the collegiate model. Through her bylaws and statutes, she delegates decision making power to the participants of her superior administrative counsel. The information from the meetings minutes and the speeches from the interviews revealed that, in practice, only academic and pedagogical issues were decided by this board and it lacked decision making power on the financial management of the institution. In spite of not deciding on financial issues, all members of CONSU perceived as important the academic decisions they made, since they had effective reflection in the courses quality of the institution. The academicians who were members of the Superior Counsel manifested an affective commitment as support basis of their participation in the management of the institution. In their perception, to be part of this deliberative board made them feel more engaged with the institution. Participation in management led the academicians to a greater commitment to the institution and to the perception that participation in CONSU means the attribution of trust, opportunity and recognition as consequence of the work developed, leading to satisfaction and motivation in the work environment. / A presente pesquisa teve como propósito verificar como os docentes de uma instituição particular de ensino superior perceberam sua participação no Conselho Universitário (CONSU) e como viram a relação desta participação com o seu comprometimento institucional. Foram objetivos específicos da pesquisa: a) identificar os tipos de decisões tomadas no CONSU; b) identificar as formas de participação dos docentes do CONSU; e c) verificar se a participação dos docentes do CONSU tem relação com seu comprometimento institucional, no período de 2005-2006. A escolha do CONSU para ser o objeto de estudo deu-se por se entender que este é o responsável pela tomada de decisão dentro da instituição universitária. Participaram da pesquisa nove membros do CONSU, sendo sete docentes coordenadores de curso e dois docentes eleitos pelos pares. Para o desenvolvimento do estudo optou-se pelo estudo de caso com uma abordagem qualitativa. Como instrumentos de coleta de dados foram escolhidos um roteiro de entrevista semi-estruturada e a análise documental de atas de reuniões nos anos 2005-2006 e do regimento interno da IES. A coleta dos dados foi realizada diretamente pela pesquisadora e os dados foram analisados segundo os procedimentos de análise de dados qualitativos. Entre os principais resultados encontrados, cabe destacar que, pela existência de um conselho superior na instituição pesquisada, ela adota uma gestão embasada no modelo colegiado. Por meio de seu regimento interno, ela delega poder decisório aos participantes de seu órgão superior de administração. As informações das atas de reuniões e as falas dos docentes revelaram que, na prática, somente foram deliberados por esse órgão, assuntos acadêmicos e pedagógicos, havendo completa falta de poder decisório do colegiado sobre a gestão financeira da instituição. Apesar de não tomarem decisões sobre assuntos financeiros, todos os membros do Conselho Universitário perceberam como importantes as decisões acadêmicas tomadas, tendo reflexo efetivo na qualidade dos cursos da IES. Os docentes membros do CONSU manifestaram um comprometimento afetivo como base de sustentação de sua participação na gestão da instituição. Na sua percepção, fazer parte desse órgão deliberativo fez com que se sentissem mais comprometidos com a instituição de uma forma geral. A participação na gestão levou os docentes a um maior comprometimento com a instituição e à percepção de que a participação no CONSU significa atribuição de confiança, de oportunidade e reconhecimento pelo trabalho desenvolvido, proporcionando, nesse sentido, satisfação e motivação no ambiente de trabalho.