Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2017-03-28T18:02:48Z No. of bitstreams: 2 Dissertação - Kenia Cristina Moura de Oliveira Silva - 2016.pdf: 1039104 bytes, checksum: 28193458eebbfe8314b0c32550338083 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-03-31T10:35:49Z (GMT) No. of bitstreams: 2 Dissertação - Kenia Cristina Moura de Oliveira Silva - 2016.pdf: 1039104 bytes, checksum: 28193458eebbfe8314b0c32550338083 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-03-31T10:35:49Z (GMT). No. of bitstreams: 2 Dissertação - Kenia Cristina Moura de Oliveira Silva - 2016.pdf: 1039104 bytes, checksum: 28193458eebbfe8314b0c32550338083 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-05-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The Supervised Internship in Brazil has historical roots since the creation of the first formation courses for teachers initiated in the country. Initially, the supervised internship was called teaching practice. The CNE / CP 2/2002 resolution establishing the duration and workload of graduation courses, of full graduation and formation of teachers to Elementary School in higher education, established 400 hours of supervised internship to begin in the second half of the graduation courses. However, it was not determinates how these hours should be taken advantage of during the course. In this bias, the research sought to qualitatively analyze the hours that are arranged in the curricular organization of chemistry degree courses in Goiás state. For the analysis, it was used as a methodology the Discursive Textual Analysis (ATD), which develops from the fragmentation of the texts, the categorization and capture of the emergent new. The corpuses of the research were eighteen Pedagogical Course Projects (PPC) of the chemistry degree courses in Goiás state, which are currently active. For the analysis of the results three categories were established: supervised internship conception; theory and practice and teacher identity. In this regard, it was noted that some of the PPC analyzed consider that the internship is a positive field for social action and development of critically, but in its distribution as a discipline and on school organization these assertions are somehow contested. It was noticed in the PPC in general, that the internship is designed as a space conducive to the unity between theory and practice, however, the simple fact of working theory and practice in the same discipline does not mean the union of them two, much less overcomes the existing dichotomy between them. Referring to teaching identity, the PPC were divided into three groups, namely: the bacharelescos, mixed and the specific for teaching, the understanding that the first one do not have in their characteristics texts related to the structuring of a teaching identity, mixed mix some of these features while the specific evidenced characteristics concerning to the structuring of a teacher identity and preparation for practice. It was noted also few proposals that can lead, in fact, the trainee to the praxis that can be done through education by research. Although some texts for the internship contained in PPC refers, indirectly, to the importance of critical thinking and focused on the social action, proposals which actually includes this view are few. It is necessary to rethink the true sense of the internship and the contribution of this to the practice, responsible for an emancipated and social action. / O Estágio Supervisionado no Brasil tem raízes históricas desde a criação dos primeiros cursos de formação de professores instaurados no país. Inicialmente, o estágio supervisionado era chamado de prática de ensino. A resolução CNE/CP 2/2002 que institui a duração e a carga horária dos cursos de licenciatura, de graduação plena e de formação de professores da Educação Básica em nível superior, estabeleceu 400 horas de estágio supervisionado a se iniciar na segunda metade dos cursos de graduação. No entanto, não foi determinado como essas horas deveriam ser aproveitadas no decorrer do curso. Nesse viés, a pesquisa buscou analisar qualitativamente as horas que estão dispostas na organização curricular dos cursos de licenciatura em química do estado de Goiás. Para a análise, foi utilizada como metodologia a Análise Textual Discursiva (ATD), que se desenvolve a partir da fragmentação dos textos, da categorização e da captação do novo emergente. O corpus da pesquisa foram os dezoito Projetos Pedagógicos de Curso (PPC) dos cursos de licenciatura em química do estado de Goiás que estão em atividade. Para a análise dos resultados foram estabelecidas três categorias: concepção de estágio supervisionado; teoria e prática e identidade docente. Nesse sentido, notou-se que alguns dos PPC analisados consideram que o estágio é um campo favorável para a ação social e o desenvolvimento da criticidade, porém em sua distribuição como disciplina e nas ementas essas afirmações são, de certa forma, contestadas. Percebeu-se, nos PPC em geral, que o estágio é concebido como o espaço propício para a união entre a teoria e a prática, entretanto, o simples fato de se trabalhar teoria e prática em uma mesma disciplina não significa a união das duas, muito menos a superação dicotômica existente entre elas. Referente à identidade docente, dividiram-se os PPC em três grupos, a saber: os bacharelescos, os mistos e os específicos para a docência entendendo-se que os primeiros não apresentam em seus textos características relacionadas à estruturação de uma identidade docente, os mistos mesclam algumas dessas características enquanto os específicos evidenciaram características concernentes à estruturação de uma identidade docente e à preparação para a práxis. Notou-se também poucas propostas que podem levar, de fato, o estagiário à práxis que pode ser feito a partir da educação pela pesquisa. Embora alguns textos referentes ao estágio contidos nos PPC remetam, de forma indireta, à importância do pensamento crítico e da ação voltada ao social, as propostas que de fato comtemplam essa visão são poucas. Torna-se necessário repensar sobre o verdadeiro sentido do estágio e a contribuição deste para a práxis, responsável por uma ação emancipatória e social.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-09-19T12:13:13Z No. of bitstreams: 1 geizatorresgoncalvesdearaujo.pdf: 393107 bytes, checksum: e9ccbfdde18f2362e076fb76d2aaa74e (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-04T15:38:40Z (GMT) No. of bitstreams: 1 geizatorresgoncalvesdearaujo.pdf: 393107 bytes, checksum: e9ccbfdde18f2362e076fb76d2aaa74e (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-04T15:38:53Z (GMT) No. of bitstreams: 1 geizatorresgoncalvesdearaujo.pdf: 393107 bytes, checksum: e9ccbfdde18f2362e076fb76d2aaa74e (MD5) / Made available in DSpace on 2016-10-04T15:38:53Z (GMT). No. of bitstreams: 1 geizatorresgoncalvesdearaujo.pdf: 393107 bytes, checksum: e9ccbfdde18f2362e076fb76d2aaa74e (MD5) Previous issue date: 2010 / Esta investigação tem por objetivo central analisar a relação entre teoria e prática presente no Estágio Supervisionado do curso de Pedagogia e o significado atribuído a esse componente curricular desenvolvido no curso de formação inicial, pelos discentes e pedagogos que hoje atuam no ensino fundamental em algumas escolas públicas e particulares da cidade de Juiz de Fora. Buscam-se possíveis relações entre as experiências vividas no estágio e a prática pedagógica atual desses profissionais. O estágio supervisionado nesta pesquisa caracteriza-se enquanto campo de conhecimento e também valiosa oportunidade de imersão no campo profissional favorecendo a construção de uma praxis educativa. A praxis educativa é entendida, na perspectiva de Vásquez, como prática intencional, interpretativa e criadora sendo neste sentido transformadora. Além desse autor, esta pesquisa toma como base as principais contribuições teóricas de diversos pesquisadores como: Libâneo, Pimenta, Franco, Tardif, Bourdieu, Giddens entre outros. Para atingir os objetivos propostos e realizar análises mais sistematizadas que permitam uma nova visão sobre os processos de formação do pedagogo, principalmente o relacionado ao estágio supervisionado, optou-se por implementar três tipos de procedimentos de coleta e análise de dados. O primeiro refere-se a uma análise documental, através da qual se focaliza a base legal que sustenta as concepções sobre o pedagogo e a sua formação. O segundo conjunto de informações utilizadas e analisadas refere-se a dados secundários, cuja fonte é uma pesquisa interinstitucional intitulada “A Formação, o Trabalho dos Docentes que atuam no Ensino Fundamental e a Avaliação Sistêmica das Escolas Mineiras: um estudo comparado”, coordenada por Calderano (2009) dentro da qual foi desenvolvido um survey contendo, entre outros aspectos, questões relativas ao estágio. Decorrente dos estudos documentais e temáticos e da análise da pesquisa interinstitucional definiu-se o terceiro tipo de procedimento de coleta e análise de dados realizado através de entrevistas com professores da escola básica e com estudantes de Pedagogia de uma Faculdade particular da cidade de Juiz de Fora. Foram escolhidos dois subconjuntos de professores com os quais se realizou, separadamente, uma entrevista semiestruturada. Também as discentes do sétimo período do curso de Pedagogia da Faculdade Metodista Granbery (FMG) que já concluíram o estágio curricular constituíram parte do universo dessa investigação e participaram, em outro momento, de entrevista semiestruturada. Além dos dados coletados a partir destas entrevistas procedeu-se a análise dos documentos específicos de estágio: Plano de Atividade de Estágio e Relatório de Estágio das discentes, sujeitos desta pesquisa. Tal levantamento permitiu a sistematização de pistas sobre os significados construídos a partir da vivência dessa atividade no campo profissional. Esta pesquisa pauta-se na ideia de que o estágio pode representar um momento privilegiado de síntese teórico-prática, embora não se constitua o único espaço para tal aproximação. Apesar dessa ideia pautar toda a discussão neste trabalho, a análise dos dados aponta ainda um distanciamento entre espaço de formação profissional e campo profissional dificultando a construção de saberes pedagógicos necessários à construção de identidade numa perspectiva em que a articulação teoria, prática e reflexão seja orientadora da atuação profissional do pedagogo. / This investigation is aimed to analyze the relation between theory and practice present in the Pedagogy course’s supervised internship and the meaning assigned to that part of the curriculum developed in the initial training course, by students and pedagogues who now work in primary education in some public and private schools of the city of Juiz de Fora. It seeks possible connections between the lived experiences on the internship and the current pedagogical practice of these professionals. The supervised internship, in this research, is characterized as a field of knowledge and also valuable opportunity for immersion in the professional field favoring the construction of an educational praxis. The educational praxis is understood, in view of Vásquez, as intentional practice, interpretive, creative and transformative in this sense. Besides this author, this research builds on the major theoretical contributions of various researchers such as: Libâneo, Pimenta, Franco, Tardif, Bourdieu, Giddens and others. To achieve the proposed goals and achieve more systematic observations and analysis that enable a new insight into the processes of pedagogue training, mainly related to the supervised internship, was chosen to implement three types of procedures for collecting and analyzing data. The first refers to a documentary analysis through which focuses on the legal basis that maintains the conceptions about the pedagogue and their training. The second set of information used and analyzed refers to secondary data, whose source is a research among various institutions entitled “The Formation, the Work of Teachers who work in Elementary Education and the Systemic Assessment of Schools from Minas Gerais: a comparative study”, coordinated by Calderano (2009) within which a survey was developed containing, among other aspects, issues relating to internship. Resulting from documentary studies and thematic analysis of institutional research was defined the third type of collection procedure and data analysis, conducted through interviews with primary school teachers and students of Pedagogy of a particular Faculty of Juiz of Fora. Two subsets of teachers were selected with whom held separately in a semi-structured interview. Also, the students of the seventh period of the Pedagogy Course of the Faculdade Metodista Granbery (FMG) who have completed the curricular internship, constituted part of the universe of this research and participated in another moment of semi-structured interview. Besides the data collected from these interviews the study proceeded with the analysis of specific documents of internship: Plan Activity of Internship and Internship Report – from the students, subjects of this research. This research allowed the systematization of clues about the meaning built from the experience of this activity in the professional field. This research is based on the idea that the internship may represent a privileged moment of theoretical and practical synthesis although it does not constitute the only space for such an approach. While this idea guided the whole discussion, in this paper the analysis of the data also shows a gap between space of professional training and professional field hindering the construction of pedagogical knowledge required for the construction of identity within a perspective in which the integration of theory, practice and reflection is the guiding professional role of the pedagogue.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-02-01T14:52:40Z No. of bitstreams: 1 mariaterezagarciateixeira.pdf: 1509760 bytes, checksum: f3b9f75618cc9a9b3708f022b1cf521b (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-03-21T14:27:11Z (GMT) No. of bitstreams: 1 mariaterezagarciateixeira.pdf: 1509760 bytes, checksum: f3b9f75618cc9a9b3708f022b1cf521b (MD5) / Made available in DSpace on 2018-03-21T14:27:11Z (GMT). No. of bitstreams: 1 mariaterezagarciateixeira.pdf: 1509760 bytes, checksum: f3b9f75618cc9a9b3708f022b1cf521b (MD5) Previous issue date: 2017-08-14 / O presente trabalho foi desenvolvido no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação Pública (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). Teve como objetivo analisar a proposta curricular de um curso em nível de especialização lato sensu e sua oferta na modalidade a distância, como uma política de formação continuada de gestores escolares. No trabalho, foi descrito o caso específico do Curso de Especialização em Gestão e Avaliação da Educação Pública, oferecido entre os anos de 2012 e 2013, pela Unidade de Formação do Centro de Políticas Públicas e Avaliação da Educação (UFO/ CAEd), da Universidade Federal de Juiz de Fora, em parceria com a Secretaria de Educação de Goiás. Os objetivos específicos deste trabalho foram identificar como o referido curso buscou articular teoria e prática em seu currículo; analisar os documentos do curso de forma a compreender sua concepção, pressupostos e implementação e sugerir novos conteúdos, recursos ou atividades que aproximem cada vez mais a formação prática do gestor escolar em cursos de formação continuada oferecidos na modalidade a distância. Para a efetivação dos objetivos, a metodologia utilizada foi a pesquisa qualitativa, por meio de análise de conteúdo dos documentos e materiais didáticos do curso, entrevistas semiestruturadas com a Coordenadora Pedagógica do referido curso e com a Coordenadora de Materiais Didáticos, além de um grupo focal com os Agentes de Suporte Acadêmico que atuaram do início ao fim do curso. A realização deste trabalho foi fundamentada nas pesquisas de diversos autores, como Heloisa Lück, Maria Aglaê Machado, Cássia Fernandes, Ana Maria Hessel e Adriana Bruno. A análise dos dados foi feita a partir do referencial teórico sobre quatro eixos, quais sejam: formação de gestores escolares, relação entre teoria e prática na formação de gestores escolares, metodologia de caso para o ensino e desafios da educação a distância. Destaca-se no trabalho o desenvolvimento de um Plano de Ação Educacional que compreende um conjunto de sugestões com vistas a contribuir com os cursos de especialização destinados aos gestores escolares oferecidos na modalidade a distância pela UFO/ CAEd. / The present work was developed within the scope of Professional Master in Management and Evaluation of Public Education (PPGP) of the Center Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/ UFJF). The objective was to analyze the curricular proposal of a lato sensu specialization course, and its offer in the distance modality, as a policy of continuous training of school managers. In the paper was describe the specific case of Specialization Course in Management and Evaluation of Public Education offered between the years of 2012 and 2013, by the Training Unit of the Center for Public Policies and Education Evaluation (UFO/ CAEd), the University Federal of Juiz de Fora in partnership with the Education Department of Goiás. The specific objectives of this work were to identify how the mentioned course sought to articulate theory and practice in its curriculum; analyze the course documents to understand their conception, assumptions and implementation; and suggest new contents, resources or activities that increasingly bring the practical training of the school manager in continuing education courses offered in the distance modality. For achieve of objectives, the methodology used was the qualitative research, by means of content analysis of the documents and didactic materials of the course, semi structure interviews with pedagogical coordinator of this course and with the coordinator of didactic materials, and focus group with the academic support agents who acted from beginning to end of the course. The accomplishment of this work was based on the researches of several authors, such as Heloisa Lück, Maria Aglaê Machado, Cássia Fernandes, Ana Maria Hessel and Adriana Bruno. The analysis of the data was made from the theoretical reference on four axes, which are: formation of school managers, relationship between theory and practice in the training of school managers, case methodology for teaching and challenges of distance education. Stands out at work the development of an Educational Action Plan that includes a set of suggestions to contribute to the specialization courses for school managers offered in the distance mode by UFO/ CAEd.

The aim of this study was to investigate the connection between an artists mental illness and his or her art and this was made with the artist Mathilde Wigert-Österlund (1873-1943) as an example. Wigert-Österlund was an artist who suffered from mental illness and was a patient at a mental institution during two periods throughout her life. After she became ill, she made textile artworks that have been considered to be products of her illness. To investigate if this is true or not and to understand Wigert-Österlunds means of expression, the study was based on the purpose that with Wigert-Österlund as example investigate the connection between mental illness and creative production and study the artist and the artists role as a social and cultural construction. This was done with the following questions: How did Mathilde Wigert-Österlunds artistic expression change when she became ill? What role did Wigert-Österlund take och recieve in the artistic field? And; what resemblances and differences were there between Wigert-Österlunds artworks and her contemporary textile art? The questions were answered with studies of literature and objects as material, together with a method of material culture. Theory of practice and a theory of the artist role were applied on the material and the results. The analysis shows that Wigert-Österlunds artistic expression primarily changed with her use of other techniques and materials than before and secondarily that she had a slight change in the choice of motif and especially symbols in her work. The works shows that Wigert-Österlund is to be considered as having the role of a melancholic artist due to the theory of the artists role. Her work had no distinct recemblances with the contemporary textile art but shows that she is considered to share habitus and expression with the artist group that were defined as painters. Wigert-Österlund and her textile artcan be considered as unique in the time they were made. The study also reveals that the groups within the field were changeable and that Wigert-Österlund and her variated expression made her belong to separate groups but that she might have identified herself with the one with highest social and cultural status. The study showed that there is a slight connection between mental illness and an artists expression and that an artist can correlate to an artistic role and at the same time be a production of and a construction of the society and its expectations connected to that construction.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2018-10-05T15:23:44Z No. of bitstreams: 1 Yara Silvya Albuquerque Pires Barros.pdf: 2174823 bytes, checksum: e9e1b064ee666917364c86c99c55bb8d (MD5) / Made available in DSpace on 2018-10-05T15:23:44Z (GMT). No. of bitstreams: 1 Yara Silvya Albuquerque Pires Barros.pdf: 2174823 bytes, checksum: e9e1b064ee666917364c86c99c55bb8d (MD5) Previous issue date: 2018-03-18 / This academic word discusses the contributions of the Institutional Program of Initiatives for Teaching (PIBID) in the process of initial training of Biology teachers, taking into as a study universe the Central Campus, in Teresina, of the Federal Institute of Education, Science and Technology of Piauí (IFPI). Considering that the institutes, although possessing the specificity of the offer for professional and technological education, they present themselves as another locus of teacher training for the basic school; that the PIBID aims to contribute to strengthening and improving the quality of academic activities developed in undergraduate courses, and that the articulation between theory, practice and interdisciplinarity are the program pedagogical foundations. The objectives of this study were: analyzing the perceptions of scholarship students, area coordinators and supervisors who develop the initial formation process within PIBID, focusing on the implications of articulation theory and practice and interdisciplinarity in the formative process for teaching. To this end, it pursues the following specific objectives: i. identify, in the actions and activities developed within the scope of the Program, the strategies and procedures used to promote the articulation between theory and practice; ii. in the same way, to identify the strategies and procedures used to promote interdisciplinarity. The study has a qualitative nature and used the following methodological steps: bibliographic research, which raised and analyzed published academic texts (articles, dissertations, theses and books), to provide theoretical and methodological support to research and to make known the state of the art of production academic research on PIBID and teacher training; a documentary survey that analyzed the educational legislation that guides teacher education and public policies in this area, the legal documents that regulate the PIBID in the federal context and, at the level of the IFPI, the institutional project and the annual reports of activities. To collect data, we used systematic (non-participant) observation of the activities carried out by the students at schools and reported in the field diary and the semi-structured interview. For the analysis of the data, the technique of Discourse Analysis is used, taking into account Orlandi's methodological recommendations, and taking articulation, theory and practice and interdisciplinarity as the main categories of the study. The research carried out leads us to conclude that in the activities and projects of PIBID - subproject of Biology, the articulation theory and practice are based on the practical application of theory, and interdisciplinarity, on the juxtaposition of disciplines and contents, facing difficulties for its effectiveness in the scope of this subproject, are aspects that are added to the theoretical-practical formation realized in the context of the graduation to base and to improve the pedagogical work in this process of being a teacher. / Este trabajo académico discute las contribuciones del Programa Institucional de Iniciativas para la Enseñanza (PIBID) en el proceso de formación inicial de profesores de Biología, tomando como universo de estudio el Campus Central, en Teresina, del Instituto Federal de Educación, Ciencia y Tecnología de Piauí (IFPI). Considerando que los institutos, aunque poseen la especificidad de la oferta de educación profesional y tecnológica, se presentan como otro centro de formación docente para la escuela básica; que el PIBID tiene como objetivo contribuir al fortalecimiento y la mejora de la calidad de las actividades académicas desarrolladas en los cursos de pregrado, y que la articulación entre la teoría, la práctica y la interdisciplinariedad son los fundamentos pedagógicos del programa. Los objetivos de este estudio fueron: analizar las percepciones de los becarios, coordinadores de área y supervisores que desarrollan el proceso de formación inicial dentro de PIBID, centrándose en las implicaciones de la teoría y la práctica de articulación y la interdisciplinariedad en el proceso formativo de la enseñanza. Para este fin, persigue los siguientes objetivos específicos: i. identificar, en las acciones y actividades desarrolladas dentro del alcance del Programa, las estrategias y procedimientos utilizados para promover la articulación entre la teoría y la práctica; ii. de la misma manera, para identificar las estrategias y procedimientos utilizados para promover la interdisciplinariedad. El estudio tiene un carácter cualitativo y utilizó los siguientes pasos metodológicos: investigación bibliográfica, que planteó y analizó textos académicos publicados (artículos, disertaciones, tesis y libros), para proporcionar apoyo teórico y metodológico a la investigación y dar a conocer el estado del arte. de investigación académica de producción sobre PIBID y capacitación docente; una encuesta documental que analizó la legislación educativa que guía la educación docente y las políticas públicas en esta área, los documentos legales que regulan el PIBID en el contexto federal y, a nivel de la IFPI, el proyecto institucional y los informes anuales de actividades. Para recolectar datos, utilizamos la observación sistemática (no participante) de las actividades llevadas a cabo por los estudiantes en las escuelas e informadas en el diario de campo y la entrevista semiextructurada. Para el análisis de los datos, se utiliza la técnica de Análisis del discurso, teniendo en cuenta las recomendaciones metodológicas de Orlandi, y tomando la articulación, teoría y práctica e interdisciplinariedad como las principales categorías del estudio. La investigación realizada nos lleva a concluir que en las actividades y proyectos del PIBID – sub proyecto de Biología, la articulación teoría y práctica se basa en la aplicación práctica de la teoría, y la interdisciplinaridad, en la yuxtaposición de disciplinas y contenidos, habiendo dificultades para su efectividad en el marco de este sub proyecto, son aspectos que se suman a la formación teórico-práctica realizada en el contexto de la graduación para fundamentar y perfeccionar el trabajo pedagógico en ese proceso de construcción del ser profesor. / Este trabalho discute as contribuições do Programa Institucional de Bolsas de Iniciação à Docência (PIBID) no processo de formação inicial de professores de Biologia, tomando como universo de estudo o Campus Teresina Central do Instituto Federal de Educação, Ciência e Tecnologia do Piauí (IFPI). Considerando que os institutos, apesar de possuírem a especificidade da oferta de educação profissional e tecnológica, se apresentam como mais um locus de formação de professores para a escola básica; que o PIBID tem como objetivo contribuir para fortalecer e melhorar a qualidade das atividades acadêmicas desenvolvidas nos cursos de licenciatura, e que a articulação entre teoria e prática e a interdisciplinaridade constituem fundamentos pedagógicos do Programa, foram objetivos deste estudo: analisar as percepções de alunos bolsistas, coordenadores de área e supervisores que desenvolvem o processo de formação inicial no âmbito do PIBID, tendo como foco as implicações da articulação teoria e prática e da interdisciplinaridade no processo formativo para a docência. Para tanto, persegue os seguintes objetivos específicos: i. identificar, nas ações e atividades desenvolvidas no âmbito do Programa, as estratégias e os procedimentos utilizados para a promoção da articulação entre teoria e prática; ii. da mesma forma, identificar as estratégias e os procedimentos utilizados para a promoção da interdisciplinaridade. O estudo tem natureza qualitativa e utilizou os seguintes passos metodológicos: pesquisa bibliográfica, que levantou e analisou textos acadêmicos publicados (artigos, dissertações, teses e livros), para conferir suporte teórico-metodológico à pesquisa e dar a conhecer o estado da arte da produção acadêmica sobre PIBID e formação de professores; pesquisa documental, pela qual se analisou a legislação educacional que orienta a formação de professores e as políticas públicas nessa área, os documentos legais que normatizam o PIBID no contexto federal e, no nível do IFPI, o projeto institucional e os relatórios anuais de atividades. Para a coleta de dados recorreu-se à observação sistemática (não participante) das atividades desenvolvidas pelos estudantes nas escolas e relatada em diário de campo, e à entrevista semi-estruturada. Para a análise dos dados utiliza-se a técnica de Análise de Discurso, atendendo às recomendações metodológicas de Orlandi, e tomando articulação teoria e prática e interdisciplinaridade como categorias principais do estudo. A pesquisa realizada nos leva a concluir que nas atividades e projetos do PIBID - subprojeto de Biologia, a articulação teoria e prática baseia-se na aplicação prática da teoria, e a interdisciplinaridade, na justaposição de disciplinas e conteúdos, havendo dificuldades para a sua efetivação no âmbito desse subprojeto, são aspectos que se somam à formação teórico-prática realizada no contexto da graduação para fundamentar e aprimorar o trabalho pedagógico nesse processo de construção do ser professor.

"You need to plan it." Practices of reducing food waste in households Anotation This diploma thesis focuses on a problem of consumers' food waste. The main goal is to find out how does the consumer behaviour of the target group look like and how does this behaviour influence the amount of food which is thrown into the trash. By using the theory of practice, therefore exploring specific practices which people use for food consumption, it was possible to tackle the problem. Moreover, this approach enabled to emphasize not only the practices themselves but also the meaning which is connected to them. Results of the qualitative research show that one of the biggest influence on the quantity of discarded food has the shopping behaviour like careful planning of food purchases with respect to real consumption. Different practices were found also in other situations, for instance, when older food accumulates at home and it is necessary to process them to prevent them from being thrown away. These strategies are influenced by different aspects like environment, availability or respondent's experience. In the text are, furthermore, introduced also respondents' motivations and barriers which affect their tendencies to reduce consumption and thus minimalize food waste.

The present study was aimed to answer the question, “how develop the korean after-school childcareworkers their pedagogy in the situation, where they do not get enough help from government”. Specific questions are: From what source do they create their pedagogy, what pedagogy do they develop and how does their pedagogy relate to the education of science? To answer these questions, case studies were conducted. 28 Korean careworkers were inter-viewed. These interviews were evaluated and analyzed according to the question. As results, the author obtained the following conclusion: 1. The influencing factors for creating practice immanent pedagogy are personal educational belief, interests, earlier careers and vocational training of careworkers. The needs of children, parents and the social affiliation of the family are also important factors influencing their work. The social claim for school success plays a basic role, too. 2. The careworkers developed seven pedagogies, which often are in accordance with the so-cial affiliation of the family. E.g. compensatory education for lower class children, special education combined with socialwork, pedagogy which denies the mainstream of the korean educational situation and reforming education. There was education, which differs from the conventional teaching, such as the „project method”. Some careworkers practiced family sup-plementary education. 3. It was found that the pedagogy of the careworkers has much in common with the educa-tional science theory.

The purpose with this study is to contribute with more knowledge about how teachers perceive and use inquiry-based teaching alongside learning materials in their teaching within the science subjects in primary school. We used qualitative, semi structured interviews with a phenomenographic research approach to get a view of teachers’ perceptions about inquiry-based teaching as a phenomenon and how it interacts with learning materials.The study shows that every teacher is using an inquiry-based teaching but in various ways. Inquiry-based teaching was described as a positive part of the education where the pupils get to experiment and use practical work. Most of the teachers thought that the inquiry-based teaching comes with some challenges. The teachers meant that it is time consuming, and it requires access to material. The planning of the education where the inquiry-based teaching is centered demands a studious planning. It showed to exist differences in the purpose of using inquiry-based teaching because some of the teachers meant that inquiry-based teaching creates interest for the science subjects. Some of the teachers described that inquiry-based teaching adds to the pupils conceptional understanding and the other teachers believes that inquiry-based teaching develops the pupil’s knowledge about doing science inquiries. Learning materials were considered as a complement to the inquiry-based teaching. They explained that one cannot exist without the other. Through the theory the pupils are learning about the practical aspects and through the practical aspects the pupils can develop a deeper understanding for the theory.

There is nothing fundamentally wrong with the premise that a pianist like Clara Wieck/Schumann ‘speaks’ in her song compositions. This, however, raises a number of epistemological questions that will be discussed in this article. First of all, an explicit distinction is made between the examination of the ‘technical’ aspects of her compositional practice – in German: Praktik – (which may allow conclusions to be drawn about the pianist’s implicit knowledge) on the one hand, and the social aspects of her discursive practice – in German: Praxis – on the other. Thus, it is also necessary to discuss the criteria that the structural-analytical methodology must satisfy, as well as to consider to whom the pianist is actually speaking: to us music researchers of the 21st century? Or should we ask ourselves whether our analysis is not rather a “reading of traces” in the sense of Sybille Krämer, through which we invent the ‘producer’ of the analyzed ‘trace’ in the first place? Or to put it another way epistemologically: how do we make the pianist speak? What function does our ‘speaking’ of her compositions – namely the piano parts in her songs – have in scholarly argumentations?

[pt] Esta pesquisa quer rever e tratar do ponto de vista teórico-crítico os critérios usados na experiência pessoal e empírica de curadoria da exposição Poesia Agora, a fim de ampliar o estudo do contexto da poesia nacional pós-2000. É também a oportunidade de avaliação acadêmica das surpresas e questões levantadas ao longo do processo de trabalho e de verificação de quais indícios estas podem nos fornecer. Assim, será buscada a própria força pensante que a poesia atual pode produzir sobre si mesma. O objetivo é empreender uma investigação crítica, uma reavaliação estética e política sobre a poesia contemporânea, entendendo-a para além do âmbito meramente textual, mas dentro de um sistema de práticas sociais. / [en] This research aims to review and approach from the theoretical-critical point of view the criteria used in the personal and empirical experience of curatorship of the Poesia Agora (Poetry Now) exhibition, in order to broaden the study of the context of national post-2000 poetry. Additionally, it is an opportunity to evaluate academically the surprises and unpredictable issues raised throughout the work process and checking what evidence they can provide us. Thus, the very thought power that contemporary poetry can trigger on itself will be sought. The goal is to undertake a critical investigation, an aesthetic and political reappraisal of contemporary poetry, understanding it beyond the merely textual scope, but within a system of social practices.