Orientador: Pedro Jose Winterstein / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-08-04T22:37:18Z (GMT). No. of bitstreams: 1 VendittiJunior_Rubens_M.pdf: 1628545 bytes, checksum: 9b2361dac66c04b5499c6a3ce5297081 (MD5) Previous issue date: 2005 / Resumo: A auto-eficácia se caracteriza como as crenças nas capacidades individuais de organizar e executar cursos de ação, necessários à realização de determinadas tarefas ou feitos dirigidos a uma meta. Engloba processos auto-perceptivos e avaliativos, que relacionam fatores ambientais, pessoais e comportamentais. Neste trabalho, a auto-eficácia é aplicada na compreensão do controle interno das crenças e percepções que envolvem a prática docente em Educação Física (EF), especificamente para a área de EF adaptada (EFA), caracterizada por atender pessoas com necessidades especiais. O fato da EF se configurar repleta de conteúdos e atividades práticas e corporais, reforça a necessidade em se compreender o fenômeno da auto-eficácia de maneira singular e sistematizada. Além disso, os critérios disciplinares e métodos avaliativos; espaço das aulas e seus conteúdos práticos; realçam a necessidade de atenção especial a detalhes diferenciais da EF. A problemática se encontra na análise das possíveis contribuições da auto-eficácia e suas associações com: satisfação, preferência de atuação profissional e disposição para continuidade docente em EF. Além disso, surgem associações na percepção de competências, segurança, engajamento e domínio de conteúdos para atuação docente no ambiente da EF inclusiva. Por meio de dois instrumentos aplicados em 44 profissionais atuantes na área, destacam-se alguns fatores e aspectos relacionados à auto-eficácia docente. Os resultados obtidos evidenciam as associações da auto-eficácia com a questão motivacional do professor, através de sua satisfação pessoal e disposição para continuar na carreira docente, bem como os níveis de esforço e persistência. Também aparecem relações a respeito da influência da formação profissional e a configuração da auto-eficácia para o profissional de EF, que valoriza sobremaneira as expectativas de resultados, os desempenhos e a avaliação direta das atividades corporais de seus alunos, como parâmetros a respeito de suas capacidades de ensinar. Verificou-se que outras fontes são também importantes na formação da eficácia docente e existem inúmeras possibilidades para desenvolver estas crenças ainda precocemente. Dentre os profissionais entrevistados, os maiores níveis de auto-eficácia docente estavam entre os professores com preferências de atuação em treinamento esportivo, seguidos por aqueles com escolha na atuação em EFA. A perspectiva social cognitiva e as propostas de ensino reflexivo configuraram-se excelentes referenciais, comuns para as discussões sobre as crenças docentes, formação profissional e atuação em EF e EFA / Abstract: Analysis of the teacher self-efficacy of Physical Education Instructors The self-efficacy is characterized as the beliefs on the individual capacities of organizing and executing courses of action, which are necessary to the achievement of certain tasks directed to a goal setted. Includes self-perceptive and evaluation effects that relate environmental, personal and behavioral factors. In this study, the self-efficacy is applied on the comprehension of the internal control of belief perception which involves the teaching in Physical Education (PE), specifically for the Adapted Physical Education (APE) area, characterized for attending handicapped people with special necessities. The fact of the PE configures itself full of contends and practical body activities strenghns the need of understanding the phenomenon of the self-efficacy in a singular and sistemized way. Besides, the discipline criteria and evaluate methods, space of the classes and its practical contends, show the need of special atention to differencial details of the PE. The question is the analysis of the possible contributions of the self-efficacy and its association with the satisfaction, professional acting preferences and avalability for the PE teaching continuity. Moreover, associations to the perception of competence arise, as well the security, engagement and contend mastery for the PE teaching in the inclusive PE environment. Through 3 instruments applied on 44 acting professionals of the field, we can highlight some factors and aspects related to teacher self efficacy. The results show the associations of the self-efficacy with the motivational questions of the teacher through their personal satisfaction and avalability to continue with the teacher PE career, as well the levels of efforts and persistance. There are also relations related to the professional career influence and the self-efficacy configuration to the PE professional, which really worships the outcome expectations, the performance and the direct evaluation of the body activities of its students as parameters related to the teaching skills. We also verify that other sources are important for the construction of the teaching efficacy, and there are uncountable possibilities for early developing of these beliefs. Among the interviewed professionals the highest levels of teacher self-efficacy were the teachers with preferences of acting on the sportive trainning area, followed by those who chose the APE. The social cognitive perspective and the proposals of the reflexive teaching showed themselves as excellent referencials, and complement the discussion about the teaching beliefs, professional career and PE or APE educational acting / Mestrado / Pedagogia do Movimento / Mestre em Educação Física

[pt] A Educação Ambiental (EA), um novo paradigma educacional, vem enfrentando uma série de desafios em seu processo de institucionalização no Brasil e no mundo, nestes seus pouco mais de 30 anos de trajetória. Desde 1999, a Lei Nacional de EA garante a obrigatoriedade de sua difusão em todas as instâncias sociais, seja nos meios de comunicação, nas empresas, no campo, ou em cada nível do ensino formal. Sua natureza interdisciplinar fez com que se propusesse incorporá-la de modo transversal nos processos educativos. Considerando as dificuldades de ordem cultural, burocrática, política, e mesmo psicológicas e sociais, tal proposição, com todos os avanços que se fez, segue ainda distante do horizonte desejado. A universidade, idealmente, deveria ser um dos locus transformadores da realidade, já que se propõe ser um espaço para formação educacional em diversos sentidos. Entretanto, sendo tradicionalmente conservadora em termos de práticas, não manifesta situação melhor quanto à EA. Ainda assim, existem docentes universitários que arrostam as dificuldades e desenvolvem práticas educativo-ambientais de fato engajadas e transformadoras. O que os motiva e mobiliza nesse sentido é a questão que orientou esta pesquisa. Tomou-se por hipótese serem os valores pessoais o fator decisivo nesta opção. Neste caso, que meios e experiências morais teriam produzido tais valores? De que forma? Como se expressam? Em busca de entender esta motivação lançou-se mão da história oral, através de sua modalidade conhecida por depoimentos pessoais, colhidos estes por meio de entrevistas. Mesclando memórias, práticas cotidianas e escolhas, a entrevista percorreu a trajetória pessoal e profissional destes docentes, procurando ir além da mera teorização em torno de valores desejados. Assim, foram confrontadas a prática e os ideais de cada docente, sendo tomados por indicadores de alinhamento entre discurso e valores a coerência e a vergonha. A riqueza dos relatos indica forte relação entre os valores principais de cada professor e sua prática social. Em comum, tais professores têm um perfil idealista e gosto pela vida, valorizando a justiça, a solidariedade, a gratidão, a relação humana e a responsabilidade, elementos aos quais conseguem dar corpo através de grande engajamento e dedicação ao trabalho, entendido e buscado enquanto meio de realização de seu projeto de vida. Idéias inatas, experiências familiares, sócio-culturais e educativas parecem ter contribuído para as escolhas existenciais dos docentes estudados. Espera-se que a identificação destes perfis e experiências formadoras possa inspirar a criação de processos educativos, iniciais ou continuados - tendo em vista a generalização do saber ambiental e do sujeito ecológico. Pretende-se, por fim, que a presente tese venha a contribuir para o debate acerca do processo pedagógico formador de valores no âmbito da Educação Ambiental. / [en] Environmental Education (EE), a new educational paradigm, has been facing several challenges during its institutionalization process in Brazil and in the world over its thirty years trajectory. Since 1999, the Brazilian EE National Law made mandatory its diffusion in every social instance, such as the media, enterprises, countryside municipalities, and within each formal education level. The EE interdisciplinary nature has indicated its inclusion through a transversal approach within educational processes. Considering the difficulties within cultural, bureaucratic, politic and even psychological and social instances, such proposition continues - besides many developments achieved -, far from its goal. The institution of higher education, ideally, should be a social changing locus, as it has the purpose of being a place for educational development in many ways. However, being traditionally conservative within its practices, it is not doing well concerning EE. Even so, there are professors whom, despite difficulties, develop educative-environmental practices truly committed with social change. The reasons which motivate and mobilize them in this direction are the key matter that guided this research. By hypothesis, this work proposes that personal values are decisive factors leading these university teachers into this option. In this case, what means and moral experiences have produced such values? How was it? How are they regularly expressed? In order to understand their motivation it was applied the oral history research approach through personal depositions, obtained through interviews. Mixing memories, daily practices, and choices, the interviews explore university teacher s personal and professional trajectory, trying to proceed beyond simple theorizations about required values. Furthermore, their practice and educational ideals were compared, being taken the coherence and the shame as alignment indicators between their speeches and values. A large quantity of stories indicates a strong relation between the main values of each teacher and their social practice. Yet, as a common characteristic, such professors share an idealistic profile and taste for life, valuing justice, solidarity, gratitude, human relationship and responsibility, elements which they develop by great commitment and dedication to work, understood and pursued as life project accomplishments. Innate ideas, family background, educational and social-cultural experiences also seem to have contributed to the life choices of our research s participants. It is expected the investigation of these personal profiles and experiences may inspire the development of learning processes, within initial or further education levels, in order to disseminate the Environmental Knowledge and the Ecological Subject matter. It is intended, ultimately, this thesis can contribute to the discussion about value-maker pedagogical processes within the Environmental Education field.

La presente investigación tiene como objetivo determinar las propiedades psicométricas de la Escala Recursos experiencias/emociones y demandas tecnológicas de información y comunicación (RED-TIC) en una muestra de 204 docentes de educación superior de Lima con una edad promedio de 45.75(DE=10.45). Se utilizó la escala de RED-TIC y la Prueba de Estrés Laboral de la OIT/OMS. Se realizo una validez de contenido con 10 jueces y se realizó un AFE con el método de ejes principales y una rotación promax dando como resultado que la estructura de cuatro factores de la RED-TIC cuenta con cargas factoriales entre .319 y .902 y una alta consistencia interna con valores mayores a .70 según el coeficiente omega. Por otro lado, los factores del RED-TIC mostraron correlaciones con los factores Superiores y Recursos y Organización y Equipo de Trabajo. Se concluye que el RED-TIC es un instrumento con suficiente evidencia de validez y confiabilidad para medir el tecnoestrés en docentes de educación superior en Lima. / The present investigation has as an objective to determine the psychometric properties of the Resource’s experiences/emotions and demands of information and communication technologies (RED-ICT) scale in a sample of 204 college teachers of higher education in Lima with an average age of 45.75 (DE=10.45). To this end, the RED-ICT and The Labor Stress scale by the WHO/ILO was administered to the participants. A content validity with 10 judges and a EFA with a principal axis method and a promax rotation gave as a result that the structure of the four factors present in the RED-ICT had factorial charges between 3.19 and 9.02 and a high internal consistency with Omega values higher than .70. On the other hand, the investigation showed correlations with the factor “Superior” and “Resources and Organizing in Group Work”. It is concluded that the RED-ICT is an instrument with the sufficient evidence for validity and reliability to measure the technostress of college teachers in higher education in Lima. / Tesis

La presente investigación tiene como objetivo principal determinar la relación entre la satisfacción laboral y el compromiso organizacional en docentes de universidades privadas Lima, Perú, 2020. La muestra estuvo conformada por 365 docentes de las siguientes universidades: Pontificia Universidad Católica del Perú, Universidad del Pacífico y Universidad Peruana de Ciencias Aplicadas. Para ello se alinearon y aplicaron de manera virtual los instrumentos de Satisfacción laboral propuestos por Peter Warr, John Cook y Tobby Wall en el año 1979 y para el Compromiso organizacional se tomó como referencia la encuesta propuesta por Allen y Meyer en 1990. Asimismo, se realizó el análisis estadístico tanto descriptivo como inferencial sobre la data recolectada, en donde usamos el coeficiente de correlación de Pearson para determinar si las hipótesis planteadas son aceptadas o rechazadas para la presente investigación. Los resultados obtenidos en la investigación evidencian una relación significativa, positiva y alta entre las variables de satisfacción laboral y compromiso organizacional. Esto permite señalar que a niveles altos de satisfacción laboral podrían estar relacionados con niveles altos de compromiso organizacional. / The main objective of this research was to determine the relationship between job satisfaction and organizational commitment in teachers from Peruvian private universities located in Lima in the year of 2020. The studied sample consisted of 365 teachers from the following universities: Pontifical Catholic University of Peru, Pacific University, and the Peruvian University of Applied Sciences. To accomplish our objectives set, first, the Job Satisfaction instruments proposed by Peter Warr, John Cook and Tobby Wall in 1979 were aligned and virtually applied. Second, as for the Organizational Commitment, the survey proposed by Allen and Meyer in 1990 was taken as reference. In addition, both descriptive and inferential statistical analysis was performed on the collected data using Pearson's Correlation Coefficient to determine whether the hypotheses raised are accepted or rejected for the present investigation. The results obtained in the investigation show a significant, positive and high relationship between the variables of job satisfaction and organizational commitment. This allows pointing out that high levels of job satisfaction could be related to high levels of organizational commitment. / Tesis

Die Reaktionen von Hochschullehrern und Unternehmern auf Bildungsreformen und -expansion in Westdeutschland und Britannien nach dem Zweiten Weltkrieg sind Gegenstand dieser Arbeit. Sie untersucht, wie sich beide Gruppen zu Hochschul- und Schulreformen im Besonderen und zur sozialen Öffnung im Allgemeinen äußerten. Welche bildungs- und hochschulpolitischen Interessen verfolgten diese Gruppen? Mit welchen Argumentationen versuchten sie, ihre Interessen durchzusetzen? Spielten bürgerliche Werte und Bildungsideale dabei noch eine Rolle? Herrschte eine bildungspolitische Werte- und Interessenübereinstimmung zwischen Hochschullehrern und Unternehmern, und knüpften sie gemeinsame Netzwerke zur Durchsetzung dieser Interessen? Die Arbeit bietet im ersten Teil einen Überblick über bildungspolitische Veränderungen und über gesellschaftliche Entwicklungstendenzen der Vermögens- und Einkommensverteilung sowie der Einordnung der beiden Akteursgruppen in die jeweilige Prestige- und Sozialstruktur ihrer Länder. Im zweiten Teil folgt eine Analyse ihrer bildungspolitischen Aussagen auf Hinweise einer Existenz von bürgerlichen Werten und Abgrenzungsversuchen gegenüber nicht-bürgerlichen Schichten. Im dritten Teil werden schließlich bildungspolitische Netzwerke und Gremien nach ihrer Zusammensetzung und -arbeit betrachtet. Damit möchte die Arbeit einen Beitrag zur Frage leisten, ob nach 1945 weiterhin ein Bürgertum mit einem Berufsgruppen übergreifenden Standesbewusstsein existierte, oder ob dieses in einzelne Berufsgruppen wie Hochschullehrer und Unternehmer mit je eigenen Interessen und Identifikationen zerfallen war. / This thesis compares the responses of university lecturers and business people to educational reform and expansion in West Germany and Britain in the postwar period. It examines how these groups reacted to increased social mobility in general, and university and school reform in particular. How did they attempt to persuade others of their position? Did middle-class values and educational ideals play a role? To what extent did the values and interests of university lecturers and business people intersect, and did they create networks to achieve their goals? The first part of this study surveys the postwar social and educational landscape, changes in income and wealth distribution, as well as the position of university lecturers and business people in each country. Part two analyses both groups’ positions on education, with particular reference to the existence of middle-class values and attempts to define themselves in relation to other classes. The final part explores how networks and bodies on education issues were set up and how they pursued their work. This study contributes to the debate as to whether a middle-class group identity existed in the postwar period, or whether this identity had disintegrated into individual professional groups, each with their own interests and identifications.