Made available in DSpace on 2016-07-27T14:21:56Z (GMT). No. of bitstreams: 1 Adriana Perim Maciel.pdf: 655565 bytes, checksum: 00d2ae0d46c31e5df8a91c3d50fe751f (MD5) Previous issue date: 2010-03-15 / This study aimed to analyze the relations among organizational support perception, coping strategies, affective dimensions of subjective well-being, and sociodemographic factors in young learners. The sample were composed for 200 young learners, aged between completed 14 and incompleted 24 years old. The measuring instruments were: Scale of Organizational Support Perception, Coping Response Inventory - Youth Form and the Scale of Positive and Negative Affects at Work. The descriptive analysis of the stressing problems presents the relationals with higher prevalence, 53%. The most used strategies were: problem solving, logical analysis and positive re-evaluation. Regarding to the positive and negative affects, there were a predominance of positive affect. The results of multiple regression applied to the analysis of predictors of positive affects indicated that the factors of organizational support perception: management style of leadership, material support, promotion and salaries showed a significant relation with positive affects. Regarding to coping strategies, the problem solving and the search for gratification presented positive correlation and the acceptance / resignation presented a negative correlation with positive affects. Among the socio-demographic variables (age, sex, education, family income, length of service) only age and education showed significant relations with positive and negative affects. In order to conclude, the organizational variable - organizational support - showed higher correlation with the experience of positive affect than the individual variable - coping. / Este estudo teve como objetivo a análise das relações existentes entre a percepção de suporte organizacional, as estratégias de coping, dimensões afetivas do bem-estar subjetivo e fatores sócio-demográficos em jovens aprendizes. A amostra foi composta por 200 jovens aprendizes, com idade entre 14 anos completos a 24 anos incompletos. Os instrumentos de medida foram: Escala de Suporte Organizacional Percebido, Coping Response Inventory Youth Form e a Escala de Afetos Positivos e Negativos no Trabalho. A análise descritiva dos problemas estressantes apresenta os relacionais com a maior predominância, 53%. As estratégias mais utilizadas foram: resolução de problemas, análise lógica e reavaliação positiva. No que concerne aos afetos positivos e negativos, houve predominância dos afetos positivos. Os resultados da regressão múltipla aplicada à análise dos preditores dos afetos positivos apontaram que os fatores de percepção de suporte organizacional: estilo de gestão da chefia, suporte material, ascensão e salários mostraram relação significativa com os afetos positivos. No que tange as estratégias de coping, a resolução de problemas e a busca de gratificação apresentaram correlação positiva e a aceitação/resignação correlação negativa com os afetos positivos. Dentre às variáveis sócio-demograficas (idade, sexo, escolaridade, renda familiar, tempo de serviço) apenas a idade e a escolaridade apresentaram relações de significância com os afetos positivos e negativos. A guisa de conclusão, a variável organizacional suporte organizacional - demonstrou maior correlação com a vivência de afetos positivos que a variável individual coping.

There are two - for me very important reasons - why I have chosen this topic for my work. The first one - using drama education at common lessons seems to be a kind of problem for many people, including teachers, unfortunately. Drama education is being a discussed problem more and more nowadays. Starting working with a new - quite problematic - class that has never dealt with drama education is the reason number two for me. The main focus of my work is observing the influence of drama education on the class team and the relationships among the children in the class. The dissertation is divided into two parts. The theoretical part is concentrated on characteristics of a young learner. I am going to explain what drama education is - its aims, forms and methods. The practical part includes all the drama activities that I have used during a term. (All of them are concentrated on improving the situation in the class on the whole.) There is also described the teacher's work with a new group of children and if using drama education enables both social climate in the class and the work of single child to be influenced. Key words drama education, young learner, social climate, cooperation, project

This research, carried out in the Professional Master s of the Graduate Program in Networked Educational Technologies, in the research line Networked Educational Technologies Management, aims to investigate the integration of Networked Educational Technology (ICT) in training activities of the Learning Program in Transportation in order to contribute to the training of an employee profile of information society. It aimed to carry out practical actions that presented these technological tools as mediation resources in the educational process. The study was in the perspective of action research and, in the actions, we dealt with concepts involving work projects with emphasis on problem solving. Still, it had as categories of analysis the technological fluency and the autonomy of the subjects, the dropout rate of young learners and the teaching-learning process in the context. On the possibilities and achievements, the results indicate that the activities involving ICT contribute to students development and teachers update about the use of these resources, therefore enabling a favorable environment for contextual teaching and learning process and collaborating to the permanence of learners in the training course. As a product, we developed several microprojects based on Fernando Hernandéz Project Method. / Esta pesquisa, realizada junto ao Mestrado Profissional do Programa de Pós- Graduação em Tecnologias Educacionais em Rede, na linha de pesquisa Gestão de Tecnologias Educacionais em Rede , propôs-se investigar a integração das Tecnologias da Informação e Comunicação (TIC) nas atividades de capacitação do Programa de Aprendizagem no Transporte a fim de contribuir para a formação de um perfil de trabalhador da sociedade da informação. Portanto, seu objetivo foi realizar ações práticas que apresentassem essas ferramentas tecnológicas como recursos de mediação no processo educativo. O estudo deu-se dentro da perspectiva da pesquisa-ação e, nas ações, foram trabalhados os conceitos que envolvem os projetos de trabalho com ênfase à resolução de problemas. Ainda, teve como categorias de análise a fluência tecnológica e a autonomia dos sujeitos, o índice de evasão dos jovens aprendizes e o processo de ensino-aprendizagem contextualizado. Diante das possibilidades e realizações, os resultados apontam que as atividades envolvendo as TIC contribuem para o desenvolvimento discente, bem como a atualização docente quanto à utilização desses recursos e, por consequência, viabilizam um ambiente favorável ao processo de ensino-aprendizagem contextualizado e colaboram para a permanência dos aprendizes no curso de capacitação. Como produto, foram desenvolvidos microprojetos amparados na teoria de Método de Projeto de Fernando Hernandéz.

The Reception Year (Grade R) classroom is the educational setting for lifelong learning to take place. The Reception Year teacher is primarily involved in equipping the young child with care and education. Quality education calls for trained teachers with diverse, intense training; teachers who would use their knowledge, skills and attitudes to lead the child to ultimately reach his/her full potential in the classroom setting through the curriculum. This study investigates what constitutes and influences quality teaching in the Reception Year classroom. The investigation includes a literature review and empirical research using quantitative research approaches and expands on the role of the Reception Year teacher with regards to the child in totality, Grade R curriculum and outcomes-based education. Findings show that teachers with specialised qualifications in early childhood education bring to the Grade R classroom relevant skills, knowledge and attitudes that affect the young child’s developmental needs. / Teacher Education / M.Ed. (Didactics)

The Reception Year (Grade R) classroom is the educational setting for lifelong learning to take place. The Reception Year teacher is primarily involved in equipping the young child with care and education. Quality education calls for trained teachers with diverse, intense training; teachers who would use their knowledge, skills and attitudes to lead the child to ultimately reach his/her full potential in the classroom setting through the curriculum. This study investigates what constitutes and influences quality teaching in the Reception Year classroom. The investigation includes a literature review and empirical research using quantitative research approaches and expands on the role of the Reception Year teacher with regards to the child in totality, Grade R curriculum and outcomes-based education. Findings show that teachers with specialised qualifications in early childhood education bring to the Grade R classroom relevant skills, knowledge and attitudes that affect the young child’s developmental needs. / Teacher Education / M.Ed. (Didactics)

This diploma thesis focuses on the communication competence of young learners with speech impediments. The theoretical part describes the development of young learners at primary school, speech ontogenesis from the child´s birth to their entering the first class. Then there is also analyzed communication and related communicative competence. Another section focuses on speech disorders, their classification. It is important to mention the prevention of speech therapy and the subsequent development of communication skills. The practical part is focused on research to determine the influence of defects on the level of speech communication skills of young pupils. This section is based on information obtained through interviews with teachers and five selected students´ parents at the basic school of speech therapy and the analysis of governesses and teachers´ diaries. The resulting data is recorded in case reports, tables and graphs.