nÃo hà / O presente trabalho traz um estudo sobre a formaÃÃo contÃnua dos professores dos anos iniciais do Ensino Fundamental na instituiÃÃo escolar e busca compreender as reflexÃes construÃdas pelo grupo de professores, coordenadores e gestores da escola, bem como as condiÃÃes de vida e trabalho, em que esse processo de formaÃÃo se desenvolve. Para isso, tomou por base uma experiÃncia de formaÃÃo em serviÃo de uma escola pÃblica do municÃpio de Fortaleza, cujo trabalho jà se desenvolvia desde 2006. Como fundamentaÃÃo para o alcance dos objetivos o estudo encontrou apoio nas formulaÃÃes de NÃvoa (1997), Lima (2001), ImbernÃn (2010; 2011) e SacristÃn (2010) sobre o processo de formaÃÃo continuada dos professores, formulado a partir da relaÃÃo deste com o desenvolvimento profissional. Em CanÃrio (1997) encontramos apoio para discutir a escola como espaÃo de formaÃÃo para os professores, a luz do pensamento de Freire (1996) e GarcÃa (1999) discutimos desenvolvimento profissional, entre outros autores que recorremos para construir esse trabalho. O corpus analisado à resultado de uma pesquisa de natureza qualitativa, oriunda de um estudo de caso do tipo etnogrÃfico, constituÃdo a partir de dois instrumentos metodolÃgicos: as observaÃÃes de campo realizadas no interstÃcio de um ano e quatro meses, onde foram observados os momentos de formaÃÃo e planejamento, as entrevistas semiestruturadas, utilizadas com quatro professoras, a vice-diretora, uma coordenadora pedagÃgica e a diretora da Escola Municipal Edith Braga, localizada em Fortaleza, sob a jurisdiÃÃo da Secretaria Executiva Regional VI â SER VI. Os dados revelaram que na escola, a formaÃÃo ganha mais significado porque à protagonizada pelo grupo de professores em parceria com a coordenaÃÃo e gestÃo, num processo de formaÃÃo e auto formaÃÃo permanente, onde as experiÃncias individuais e coletivas se configuram em aprendizagens, em saberes diversos. No entanto, essa formaÃÃo nÃo se desenvolve em um ambiente tranquilo, com condiÃÃes para sua realizaÃÃo, a escola vai encontrando alternativas para driblar os obstÃculos que impedem que essa formaÃÃo aconteÃa. Concluiu-se que para que a escola se constitua espaÃo de formaÃÃo para seus professores à necessÃrio que haja uma maior descentralizaÃÃo das polÃticas de formaÃÃo em favor da escola, que os professores reconhecem esse espaÃo e as atividades ali desenvolvidas como necessÃrias e significativas a seu desenvolvimento profissional / ABSTRACT This work presents a study about the training of teachers in the early years of Elementary School in the school institution and seeks to understand the reflections builted by the group of teachers, coordinators, and managers of the school, as well as the conditions of life and work, in which the process of training was developed. For this reason, it was based on an experience of in-service training in a public school in the city of Fortaleza, whose work was been developed since 2006. As reasoning for reaching the goals of this study, it was found support in the formulations of NÃvoa (1997), Lima (2001), ImbernÃn (2010; 2011) and SacristÃn (2010) on the process of continuing education of teachers, formulated to break the relationship of this process with the professional development. In CanÃrio (1997) it is found support to discuss the school as a space of training for teachers, with the light of the thought of Freire (1996) and Garcia (1999) who discussed professional development, among other authors that were used to build this work. The corpus analyzed is the result of a search of a qualitative nature, come from a case study of ethnographic type, formed from three methodological tools: the comments field in a period of one year and four months, where were observed moments of training and planning, the semi-structured interviews, used with four teachers, the vice-director, a pedagogical coordinator and the director of the Municipal School Edith Braga, located in Fortaleza, under the jurisdiction of Regional Executive Secretary VI - VI. The data revealed that the training gains in the school were more significant because there was the group of teachers in partnership with the coordination and management, in a process of training and self permanent formation, where the individual experiences and collective were set in learning, in various knowledge. However, this training is not developed in a peaceful environment, with conditions for its implementation, so, the school find alternatives to circumvent the obstacles that prevent the occurrence of this training. It was concluded that for the school become a training area for your teachers it is need a greater decentralization of training policies in favor of the school. The teachers will recognize that space and the activities developed as necessary and important for their professional development.

Submitted by admin tede (tede@pucgoias.edu.br) on 2018-09-26T18:25:05Z No. of bitstreams: 1 LORENA CARVELO E SILVA LIMA.pdf: 1480600 bytes, checksum: a8fe64922269228f028c7e6ade9ea437 (MD5) / Made available in DSpace on 2018-09-26T18:25:07Z (GMT). No. of bitstreams: 1 LORENA CARVELO E SILVA LIMA.pdf: 1480600 bytes, checksum: a8fe64922269228f028c7e6ade9ea437 (MD5) Previous issue date: 2018-08-15 / In this study, we investigated what is in the educational policies regarding sex education in schools and how this theme is presented in the legal documents. An understanding of the educational policies for sex education in the school space was necessary, understanding that, for a theoretically consistent debate, teacher training - initial and continued - is intrinsic to the promotion of sex education, a theme that is relevant especially to the school environment. The research question answered the question: what are the public educational policies related to school sex education, and how are they developed in schools of the State Education Network of Goiás, located precisely in the city of Aparecida de Goiânia? The present research was developed from bibliographical, documentary and empirical research. Initially, a bibliographic survey was carried out by the Brazilian Digital Library of Theses and Dissertations (BDTD), which provided an overview of research on sex education in the years 2012 to 2016. terms 'sex education' and 'educational policies', resulting in only one dissertation and two theses that relate to the present research object and that have enriched the dialogue. For the accomplishment of the empirical research, two schools were chosen - state and urban -, one in the central region of the city and the other in the peripheral region. The theoretical framework adopted was supported by Saviani (2011) and Freire (1982), who presented the conception of education in an essentially emancipatory / liberating way. Regarding the theoretical foundations of Sexual Education, the authors contributed: Foucault (1988), Vianna and Unberhaum (2004), Santomé (1995), Silva (2000), Figueiró (2006), Siqueira (2004), Vitiello Werebe (1998) and Nunes (1996), among other scholars and researchers who portray sex education in Brazil and in the world. The results indicated that in the Federal Constitution of 1988 (CF / 1988), in LDB / 1996 and in the ECA, sex education is treated in a lack of detail between its lines. However, in PNE 2014-2024 and in PEE 2015- 2015, sexuality was eradicated in the interest of religious / conservative social groups, imposing barriers so that school subjects are not given full knowledge, to which the CF / 1988 - assures them the right. It is understood that teachers and students also have the right to a theoretically consistent debate, which can only be achieved through teacher training policies, intrinsically linked to the implementation of a new, complete and quality educational model that is not susceptible , therefore, to purely political and / or religious interests. The empirical research data revealed that 100% of participating teachers understand sex education in school from a hygienist point of view, since they associate it with information and awareness about STDs and the prevention of teenage pregnancy. The results of this research also showed that among the respondents, a large number of teachers - 93% of respondents - considered themselves unprepared to work sex education effectively, since they did not receive specific training for this purpose. Thus, it is identified that, for the implementation of sex education in school, the training of teachers for this specific approach must be prioritized. / Neste estudo, investigou-se o que está posto nas políticas educacionais referente à educação sexual nas escolas e como essa temática se apresenta nos documentos legais. Fez-se necessária uma compreensão das políticas educacionais para a educação sexual no espaço escolar, entendendo que, para um debate teoricamente consistente, a formação dos professores – inicial e continuada – é intrínseca à promoção da educação sexual, tema relevante sobretudo ao ambiente escolar. O problema de pesquisa correspondeu à questão: quais são as políticas públicas educacionais relacionadas à educação sexual escolar, e como elas são desenvolvidas em escolas da Rede Estadual de Ensino de Goiás, situadas precisamente na cidade de Aparecida de Goiânia? A presente investigação se desenvolveu a partir de pesquisa bibliográfica, documental e empírica. Inicialmente, procedeu-se ao levantamento bibliográfico pelo banco de dados da Biblioteca Digital Brasileira de Teses e Dissertações (BDTD), o que conferiu uma visão global das pesquisas sobre educação sexual nos anos de 2012 a 2016. Empregaram-se como filtros os termos „educação sexual‟ e „políticas educacionais‟, resultando em apenas uma dissertação e duas teses que se relacionam com o presente objeto de pesquisa e que enriqueceram o diálogo. Para a realização da pesquisa empírica, elegeramse duas escolas – estaduais e urbanas –, uma na região central da cidade e a outra na região periférica. O referencial teórico adotado teve como aporte as reflexões de Saviani (2011) e de Freire (1982), que apresentam a concepção de educação de forma essencialmente emancipadora/libertadora. Já quanto aos fundamentos teóricos da Educação Sexual, contribuíram os autores: Foucault (1988), Vianna e Unberhaum (2004), Santomé (1995), Silva (2000), Figueiró (2006), Siqueira (2004), Vitiello (1994), Werebe (1998) e Nunes (1996), dentre outros estudiosos e pesquisadores que retratam a educação sexual no Brasil e no mundo. Os resultados indicaram que na Constituição Federal de 1988 (CF/1988), na LDB/1996 e no ECA a educação sexual é tratada de forma omissa, em suas entrelinhas. Contudo, no PNE 2014-2024 e no PEE 2015-2015, a sexualidade foi extirpada, segundo o interesse de grupos sociais religiosos/conservadores, impondo barreiras para que não seja oportunizado aos sujeitos escolares um conhecimento integral, a que a Lei Maior – a CF/1988 – assegura a estes o direito. Compreende-se que professores e alunos têm o direito também a um debate teoricamente consistente, que só pode ser concretizado por meio de políticas de formação dos professores, intrinsicamente ligadas à execução de um novo modelo educacional, completo e de qualidade, que não seja suscetível, portanto, aos interesses meramente políticos e/ou religiosos. Os dados da pesquisa empírica revelaram que 100% dos professores participantes entendem a educação sexual na escola a partir de uma concepção ainda higienista, uma vez que a associam à informação e conscientização acerca das DSTs e à prevenção de gravidez na adolescência. Os resultados desta pesquisa também mostraram que, dentre os que responderam à questão, uma grande parcela dos professores – 93% dos respondentes – consideraram-se despreparados para trabalhar a educação sexual de forma efetiva, pois não receberam formação específica para tal. Assim, identifica-se que, para a efetivação da educação sexual na escola, deve-se priorizar urgentemente a formação dos docentes para essa abordagem específica.

Submitted by Sandra Mendonça (sandra.mendonca@unioeste.br) on 2017-05-16T15:20:39Z No. of bitstreams: 1 ELIS CALEGARI.pdf: 5188969 bytes, checksum: b665290dd944cb68a9d86a568da9216f (MD5) / Made available in DSpace on 2017-05-16T15:20:39Z (GMT). No. of bitstreams: 1 ELIS CALEGARI.pdf: 5188969 bytes, checksum: b665290dd944cb68a9d86a568da9216f (MD5) Previous issue date: 2015-12-15 / This essay will be discussed the process of teacher's continuous training and some ramifications in the education practice. The context this essay was a school of Francisco Beltrão municipal education system, Paraná. The municipal school Juscelino Kubitschek, since 2010, has a singular process of organization this education practices, from now on teacher's continuous training. The focus this essay is in the practices realized in 2013 and 2014, study survey. The general objective of this research is to characterize a continuing training experience of teachers at school, trying to understand the reflection of movements mobilized actions and their consequences in pedagogical practices of teachers. Therefore, in the first chapter will be approached the conceptions and discussions about the teacher's continuous training, as certain analysis are directed about the relations of teacher's continuous training with education practice and teaching work, emphasize, the continuous training centered in school. In the second chapter will be described and analyzed the context of involve the school, the goals to movement of reflection about the education practice and partnership between the school and college. In the third chapter, has some practices that were results of the process of school, specially the "collective moment" as practice of school in the continuous training, the practice of planning for work project achieved for the school, and the forms that the school achieved to work the scholarly collective from now on the practice of self-organization with students. From a qualitative study, we sought to develop as a kind of research the Case Study. The data collection was by means of observations and records as field diaries, semi-structure interviews and analysis of documents. While bibliography discuss, permeate the debates of continuous training situating the categories: continuous training in school, education practice, teaching work, professionalization, partnership between school and college, and planning. In conclusion, the discusses about the continuous training coming have some decades occupying the debate spaces that treat of improvement in quality of education and the connection with the development of education practices. In the context of research, in consideration the indicative of differentiation methodological, performs relation the performance of professionals of school, the form as the collective routing are assumed in individual and collective scope and the external questions that hamper the formation of the pedagogical project with purpose of actions well defined. Therefore, highlight the dimensions of process from now of coordination of actions in the practice of continuous training, of management and collective planning of pedagogical practice from now on the reconstruction of methodology of planning for work project and formation of pedagogical devices that orient the teaching work with the collective of students. Stand out, that has a field comprehensive of potentialities and questions holding and analyzed in continuous training to articulate the dimensions theoretical-practical that involves the all this experience. / Este estudo discute o processo de formação continuada de professores e alguns desdobramentos nas práticas pedagógicas. O contexto da pesquisa foi uma escola da rede Municipal de Francisco Beltrão, Paraná. A Escola Municipal Juscelino Kubitschek vivencia, desde o ano de 2010, um processo singular de reorganização das práticas pedagógicas, a partir da formação continuada de professores. O enfoque deste estudo situa-se, porém, nas práticas concretizadas nos anos de 2013 e 2014, período da pesquisa. O objetivo geral desta pesquisa é caracterizar uma experiência de formação continuada de professores na escola, buscando compreender os movimentos de reflexão, ações mobilizadas e seus desdobramentos nas práticas pedagógicas dos professores. Nesse sentido, no primeiro capítulo abordar-se-á concepções e debates acerca da formação continuada de professores, como certas análises se direcionam às relações da formação continuada com as práticas pedagógicas e o trabalho docente, enfatizando, assim, a formação continuada centrada na escola. No segundo capítulo serão descritos e analisados o contexto que envolve a escola, os motivadores para um movimento de reflexão sobre a prática pedagógica e parceria entre Escola e Universidade. No terceiro capítulo a ênfase recai sobre alguns resultados do processo da escola, especificamente o "momento coletivo" como prática da escola de formação continuada, a prática do planejamento por projeto de trabalho alcançado pela escola, e as formas que a escola alcançou para trabalhar a coletividade escolar a partir da prática de auto-organização dos educandos. A partir de uma abordagem qualitativa de pesquisa, buscou-se desenvolver como tipo de pesquisa o Estudo de Caso. A coleta de dados deu-se por meio de observações e registros sob a forma de diários de campo, entrevistas semiestruturadas e análise de documentos. Enquanto discussão bibliográfica, permeou-se os debates da formação continuada situando as categorias: formação continuada na escola, prática pedagógica, trabalho docente, profissionalização, parceria colaborativa entre escola e Universidade, e planejamento. Constatou-se a partir desses estudos, que as discussões sobre a formação continuada vêm há algumas décadas ocupando, de forma significativa, os espaços de debate que tratam da melhoria na qualidade da educação e a sua estreita ligação com o desenvolvimento das práticas pedagógicas. No contexto da pesquisa, levando em consideração o indicativo de diferenciação metodológica implementada, apresentam-se entraves relacionados à atuação dos profissionais da escola, a forma como os encaminhamentos coletivos são assumidos no âmbito individual e coletivo e as questões externas que permeiam e dificultam a constituição de projeto pedagógico com finalidades de ações bem definidas. Neste sentido, ressaltam-se dimensões do processo a partir da coordenação de ações no âmbito da prática de formação continuada alcançada, da gestão e planejamento coletivo da prática pedagógica a partir da reconstrução da metodologia de planejamento por projeto de trabalho e da constituição de dispositivos pedagógicos que orientam o trabalho dos professores com a coletividade dos educandos. Destaca-se, ainda, que há um campo abrangente de potencialidades e questões a ser explorado e analisado na formação continuada para se articular as dimensões teórico-práticas que envolvem a totalidade desta experiência.

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Charles Imwold, Florida State University, College of Education, Dept. of Sport Management, Recreation Management, and Physical Education. Title and description from dissertation home page (Jan. 12, 2005). Includes bibliographical references.

Il presente progetto di ricerca muove dalle riflessioni sul ruolo e sulle caratteristiche che la formazione alla sicurezza ricopre oggi nei diversi contesti organizzativi ed istituzionali. L’importanza di educare e formare alla salute e alla sicurezza è riconosciuta sia a livello nazionale sia a livello europeo, come dimostrano i numerosi atti normativi italiani ed europei. Il progetto di ricerca si è posto l’obiettivo di analizzarne in maniera approfondita gli aspetti pedagogico-educativi della formazione alla sicurezza in famiglia, nella scuola e negli ambienti di lavoro, per giungere alla formulazione di indicazioni pedagogiche utili per formare alla sicurezza nelle diverse età della vita. / The present research project starts from reflections on the role and characteristics of safety training in the various organizational and institutional contexts. The importance of educating and training in health and safety is recognized both at national and at European level. The research project analyze the pedagogical-educational aspects of safety training in the family, in the school and in the workplace, to arrive at the formulation of pedagogical indications useful for training for safety in different ages of life

This project examines the activism of Black parents, students, and citizens who fought to obtain school equality and desegregation from the 1920s until the 1960s in southwest Virginia and consequently the resistance from White residents and officials. Resistance to the status quo of inequality between Black and White schools in Pulaski County, Virginia began as early as the 1920s. This activism continued through the 1930s and 1940s, with it finally leading NAACP attorneys Oliver Hill and Spottswood Robinson collaborating with Pulaski citizens in 1948 to file a discrimination lawsuit in the case Corbin v. School Board of Pulaski County. The activism did not end here as once the Supreme Court ruled in Brown v. Board of Education that segregated schools were unconstitutional, Black residents in southwest Virginia localities such as Floyd, Galax, Grayson, and Pulaski worked together with NAACP attorney Reuben Lawson to file multiple lawsuits so Black students could attend White schools. Many of these lawsuits faced staunch resistance from White residents of these localities, even with the threat of closing schools due to Virginia's policy of Massive Resistance. I argue that looking at localities such as Pulaski, Floyd, Galax, and Grayson helps situate southwest Virginia into the larger context of Virginia history in terms of examining resistance, fighting for equality, and pushing desegregation in the area during the middle of the twentieth century. Black citizens in the western part of Virginia faced resistance from the White citizens, but they persevered with their activism in the courts and hometowns which ultimately contributed to the dismantling of segregated schools in Virginia. They pushed for equality within segregation and then for desegregation in the middle decades of the twentieth century. Examining the historiography of school equality and desegregation in Virginia demonstrates that there is an overgeneralization about the resistance which occurred in the western half of the state. Historians argue that the eastern part of the state saw more modes of resistance, especially Massive Resistance, due to the higher population of Black residents. On the other hand, they ignore the western part as they believe the same resistance did not occur due to a lower population of Black residents. I reject these notions as Massive Resistance found its way into southwest Virginia through either the threat of or action of closing schools. I have dug more deeply into the sources, such as trial transcripts, legal correspondence, school board records, petitions, court cases, testimony, newspapers, and oral histories to understand the avenues Black residents in southwest Virginia used to fight inequality and segregation. / Master of Arts / This project examines the activism of Black parents, students, and citizens who fought to obtain school equality and desegregation from the 1920s until the 1960s in southwest Virginia and consequently the resistance from White residents and officials. Resistance to the status quo of inequality between Black and White schools in Pulaski County, Virginia began as early as the 1920s. This activism continued through the 1930s and 1940s, with it finally leading NAACP attorneys Oliver Hill and Spottswood Robinson collaborating with Pulaski citizens in 1948 to file a discrimination lawsuit in the case Corbin v. School Board of Pulaski County. The activism did not end here as once the Supreme Court ruled in Brown v. Board of Education that segregated schools were unconstitutional, Black residents in southwest Virginia localities such as Floyd, Galax, Grayson, and Pulaski worked together with NAACP attorney Reuben Lawson to file multiple lawsuits so Black students could attend White schools. Many of these lawsuits faced staunch resistance from White residents of these localities, even with the threat of closing schools due to Virginia's policy of Massive Resistance. I argue that looking at localities such as Pulaski, Floyd, Galax, and Grayson helps situate southwest Virginia into the larger context of Virginia history in terms of examining resistance, fighting for equality, and pushing desegregation in the area during the middle of the twentieth century. Black citizens in the western part of Virginia faced resistance from the White citizens, but they persevered with their activism in the courts and hometowns which ultimately contributed to the dismantling of segregated schools in Virginia. They pushed for equality within segregation and then for desegregation in the middle decades of the twentieth century.

Denna studie syftar till att synliggöra lärares erfarenheter av hur elevers kommunikationmöjliggörs med hjälp av bildstöd i träningsskolan. I träningsskolan har alla elever enintellektuell funktionsnedsättning men denna studie belyser också icke verbala elever, samtelever med Autism Spektrum Tillstånd (AST). Alla elever har en grundläggande rätt attkommunicera, och bild anses enligt forskning vara ett bra verktyg i kommunikationen bådevid intellektuell funktionsnedsättning och vid AST. I denna studie ger sex lärare sinaerfarenheter av Alternativ och Kompletterande Kommunikation och hur bildstöd fungerar somstöd för kommunikation och socialt samspel. Lärarna beskriver också till vilka syften och ivilka sammanhang bildstöd används. Studien bygger på kvalitativa intervjuer och analysen ärgjord utifrån ett sociokulturellt perspektiv.Lärarna har erfarenheter av att använda Alternativ och Kompletterande Kommunikation.Resultaten visar att bildstöd löper som en röd tråd i träningsskolan och möjliggörkommunikation för många icke verbala elever med intellektuell funktionsnedsättning ochAST. Lärare använder bild till i stort alla aktiviteter under en skoldag. Olika bilder användsoch bidrar både till elevers kunskapsinhämtning och sociala samspel, främst tillsammans medläraren. Det är viktigt att bygga på elevers intressen och motivation. Det kan emellertid varasvårt med tvåvägskommunikation, lärare har erfarenheter av att elever har svårt att självainitiera kommunikation. De elever som tar initiativ kommunicerar ofta med Picture ExchangeCommunication System (PECS). Bildscheman fungerar som lärares information till elever.Lärare uttrycker att utan bildstöd skulle det vara svårare med kommunikation i träningsskolan. / This study aims to display teachers’ experiences of how students’ communication is madepossible with help of visual support in compulsory school for pupils with learning disabilitieswith orientation training school. In the training school every student has an intellectualdisability, but this study also highlights nonverbal students and students with AutismSpectrum Disorder (ASD). All students have a fundamental right to communicate, and visualsupport is, according to the research, a good tool for individuals with both intellectualdisability and ASD. In this study, six teachers give their experiences of how Argumentativeand Alternative Communication and visual support provides support for communication andsocial interaction. The teachers also describe for what purpose and in what context visualsupport is used. The study is based on qualitative interviews and the analysis is made from asociocultural perspective.The teachers have experience in usingArgumentative and Alternative Communication. Theresults show that visual support runs through every area of the compulsory school for pupilswith learning disabilities and enables communication for many nonverbal students withintellectual disabilities and ASD. Teachers use visual support in all activities throughout theschool day. Various pictures are used and contribute to students’ aquisition of knowledge andsocial interaction, together with the teacher. It is important to build on students’ interests andmotivation. However, it can be difficult with communication that goes two ways, teachershave the experience that students have difficulties initiating communication themselves. Thestudents who take their own initiatives often communicate through Picture ExchangeCommunication System (PECS). Visual schedules function as teachers’ information to thestudents. Teachers express that without visual support, the communication would be moredifficult in compulsory school for pupils with learning disabilities orientation training school.

Thesis (D. Min.)--Trinity International University, 1999. / Abstract. Includes bibliographical references (leaves 352-357).

Thesis (D. Min.)--Trinity International University, 1999. / Abstract. Includes bibliographical references (leaves 352-357).

Thesis (D. Min.)--Trinity International University, 1999. / Abstract. Includes bibliographical references (leaves 352-357).