Made available in DSpace on 2015-04-14T14:46:20Z (GMT). No. of bitstreams: 1 390597.pdf: 733332 bytes, checksum: a618c3c294d43914468404ddcca298e0 (MD5) Previous issue date: 2007-03-26 / V?rios tipos de programas de incentivo e muitos projetos de pol?ticas p?blicas v?m sendo desenvolvidos pelas autoridades governamentais desde os anos 30 do s?culo XX, contudo, n?o t?m sido usufru?dos e nem aplicados de forma eficaz pelas institui??es museol?gicas. O fato cultural museu, que reflete a identidade local, demonstra que a institui??o que resguarda a mem?ria regional tem o papel de constru??o da cidadania, entendido aqui como o reconhecimento da comunidade nos museus nacionais e regionais, levando em conta os preceitos da Nova Museologia, de que o museu seja feito com a comunidade e n?o para esta. A realidade dos museus brasileiros de um modo geral e, no caso, os museus ga?chos, est? em condi??es cr?ticas. Isto pode ser constatado em diversos encontros de profissionais da ?rea museol?gica. As legisla??es, os relat?rios, os documentos atinentes ? pol?tica para a ?rea cultural, formuladas desde o per?odo Estado-Novo, perpassando pelos governos militares, at? os dias de hoje, n?o tem atendido de maneira eficiente ? realidade museal brasileira. A efic?cia das pol?ticas para a ?rea cultural como um todo ? reduzida, em raz?o do descumprimento de um planejamento amplo, efetivo e de uma avalia??o espec?fica para a ?rea museol?gica.

Made available in DSpace on 2015-04-14T14:48:16Z (GMT). No. of bitstreams: 1 449147.pdf: 103679 bytes, checksum: 2b4ac9f7db6864471b3114ea53fd00dc (MD5) Previous issue date: 2013-03-22 / This dissertation was based on interdisciplinary review and analysis of offenses committed by the elderly, through a literature research and case studies from the estate court S?o Paulo and Rio Grande do Sul. Firstly itself by first current population aging and its prospects for the future highlighting need for further development in respect of offenses in question before increase in the number of elderly and their likely impact on offenses they committed. The statistics back progressive increase in the number of elderly prisoners. We searched what offenses were commonly committed by elderley describing and analyzing each case in order to understand the reasons that took them to commit such crimes and that the penalty applied and the same is different because of the age of agent. Strengthening this line study on the subject were presented after some important considerations about aging the conditions for the application nonimputability these criminal cases followed by approaches to the treatment of the elderly in criminal law. Only after these measures these are the offenses committed by elderly and then complete the research by exposing the possible policies to be applied in such cases. The dissertation is connected to the search "Criminology and Social Control" area of concentration "System and Criminal Violence" Program of Graduate Studies in Criminal Sciences, Pontif?cia Universidade Cat?lica do Rio Grande do Sul under the guidance of Doctor Alfredo Neto Cataldo. The interdisciplinary approach is essential because it was necessary to study gerontology marked by this aspect and understandings medical psychological and sociological inherent theme / A presente disserta??o baseia-se no estudo interdisciplinar e na an?lise de crimes cometidos por idosos, atrav?s de pesquisa bibliogr?fica e estudo de casos oriundos da jurisprud?ncia do Tribunal de Justi?a do Estado de S?o Paulo e do Rio Grande do Sul. Retrata-se por primeiro o envelhecimento populacional atual e suas perspectivas para o futuro, evidenciando a necessidade de um aprofundamento a respeito dos crimes em quest?o diante do aumento do n?mero de idosos e de sua prov?vel repercuss?o nos crimes por eles cometidos. As estat?sticas retratam um aumento progressivo na quantidade de idosos encarcerados. Foram pesquisados quais os crimes comumente s?o cometidos por idosos, descrevendo e analisando cada caso com o intuito de compreender quais os motivos que os levam a cometer tais crimes, bem como qual a penalidade aplicada a eles, e se a mesma ? diferenciada em raz?o da idade do agente. Alicer?ando o estudo sobre o assunto, foram apresentadas, ap?s algumas importantes considera??es sobre o envelhecimento, as condi??es para a aplica??o da inimputabilidade penal nesses casos, seguida de abordagens sobre o tratamento do idoso no direito penal. Somente ap?s essas disposi??es, trata-se dos crimes cometidos por idosos, para em seguida concluir o trabalho expondo as poss?veis pol?ticas p?blicas a serem aplicadas nesses casos. A disserta??o est? vinculada ? linha de pesquisa de Criminologia e Controle Social, da ?rea de concentra??o Sistema Penal e Viol?ncia do Programa de P?s-Gradua??o em Ci?ncias Criminais da Pontif?cia Universidade Cat?lica do Rio Grande do Sul, sob a orienta??o do Prof. Dr. Alfredo Cataldo Neto. A interdisciplinaridade ? indispens?vel no presente trabalho, pois se fez necess?rio o estudo da gerontologia, marcada por este aspecto, al?m de compreens?es m?dicas, ps?quicas e sociol?gicas inerentes ao tema.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-04-23T12:18:00Z No. of bitstreams: 1 467599 - Texto Completo.pdf: 13821810 bytes, checksum: 370f68bc59134286e2e5b7344802f1e3 (MD5) / Made available in DSpace on 2015-04-23T12:18:00Z (GMT). No. of bitstreams: 1 467599 - Texto Completo.pdf: 13821810 bytes, checksum: 370f68bc59134286e2e5b7344802f1e3 (MD5) Previous issue date: 2015-02-23 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / Over recent years, the public policy proposition for sustainable schools has been establishing itself in Brazil, in order to transform elementary school institutions into sustainable education places, through encouraging sustainability education.The main purpose of this research consists in observe how the propositon for the sustainable school is constituting itself as a public policy in Brazil. This research also aims at understanding how the schools will be able to transform themselves into sustainable education places indeed and investigate if this proposition is capable of providing local movements of environmentalization.and ecologically correct attitudes.For this purpose, I spent those last two years as a teacher and reseacher searching for documents, I interviewed some people and I observed three schools from Sao Leopoldo, a metropolitan city near to Porto Alegre in Rio Grande do Sul,southern Brazil, in an attempt to understand and describe how the policy proposition for sustainable schools happens. I noticed that the environmentalization process is one of the inherent purposes of the policy for sustainable school, that helps to create sustainable educator places. as well as, it is a proposition that gives priority to the horizontal dialogue and encourages educational processes sensitizers. The children and Youth nacional conference on the Environment and the Committee for the Environment and Quality of life were identified as link between the proposition and the school and also bringing news partners.The proposition for the Sustainable School brings the Curriculum, the management and the physical spaceas shafts articulators, however was identified that without commited and available peoples these axles do not articulate.The training process was verified as essential to the strengthening of the policy, however this process needs to be present in all states of Brazil. The policy proposition for Sustainable Schools needs to be systemic to get succeed, strengthened by training process, legislation, conferences, committees, commited and availables teachers and, thereby provoker of local changes and, therefore, global. / Nos ?ltimos anos a proposta de pol?tica p?blica para Escolas Sustent?veis vem se firmando no Brasil, com o intuito de transformar as escolas de educa??o b?sica em espa?os educadores sustent?veis, atrav?s do incentivo ? educa??o para a sustentabilidade. O objetivo primordial desta pesquisa consiste em ver como a proposta de Escola Sustent?vel est? se constituindo como pol?tica p?blica no Brasil. Tamb?m busca compreender como as escolas poder?o se transformar em espa?os educadores sustent?veis efetivamente, assim como procura investigar se essa proposta ? capaz de proporcionar movimentos locais de ambientaliza??o e atitudes ecologicamente corretas. Para isso, durante os anos de 2013 e 2014, passei, como professora e, ent?o, pesquisadora, a percorrer documentos, conversar com pessoas e observar tr?s escolas do munic?pio de S?o Leopoldo/RS, na tentativa de compreender e descrever como a proposta de pol?tica para Escolas Sustent?veis acontece. Foi poss?vel perceber que o processo de ambientaliza??o ? um dos fins intr?nsecos da pol?tica para Escolas Sustent?veis, contribuindo para a constru??o de espa?os educadores sustent?veis, assim como, ? uma proposta que privilegia o di?logo horizontal e incentiva processos educativos sensibilizadores. A Confer?ncia Nacional Infantojuvenil pelo Meio Ambiente e a Comiss?o pelo Meio Ambiente e Qualidade de Vida foram assinaladas como os elos entre a proposta e a escola, sendo provocadores de novos engajamentos. A proposta para Escola Sustent?vel traz como eixos articuladores o curr?culo, a gest?o e o espa?o f?sico, por?m foi verificado que, sem a presen?a de pessoas engajadas e dispon?veis esses eixos n?o se articular?o. O processo formativo foi identificado como essencial para o fortalecimento da pol?tica, por?m ele precisa estar presente em todos os estados do Brasil. A proposta de pol?tica para Escolas Sustent?veis pode se efetivar se, seguindo os apontamentos da pesquisa, for sist?mica, fortalecida pelos processos formativos, legisla??o, confer?ncias, comiss?es, pessoas engajadas e dispon?veis e, com isso, provocadora de mudan?as locais e, consequentemente, globais.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-05-14T11:55:32Z No. of bitstreams: 1 468610 - Texto Completo.pdf: 11064265 bytes, checksum: c8b2980a27fbffdf0f7a22e9549ca92b (MD5) / Made available in DSpace on 2015-05-14T11:55:32Z (GMT). No. of bitstreams: 1 468610 - Texto Completo.pdf: 11064265 bytes, checksum: c8b2980a27fbffdf0f7a22e9549ca92b (MD5) Previous issue date: 2015-03-31 / This dissertation is a study into the use of transmedia storytelling as practiced in Public Relations, analyzing the content produced by "Magazine Luiza" through the character of "Lu". Through content analysis and case studies, one observes how the story of the character flows between various kinds of digital media, and how this strategy of communication can be associated to Public Relations practices. The concept of transmedia storytelling establishes what Jenkins (2009) defines as a story which develops through multiple media platforms, with every new piece of context contributing in its own distinct and valuable ways to the whole. Analyzed mediums included the brand's website and blog, Facebook, Google+, Twitter, and Youtube. / Este trabalho ? um estudo sobre a apropria??o da narrativa transm?dia como pr?tica de Rela??es P?blicas, analisada no conte?do produzido pelo Magazine Luiza atrav?s da personagem Lu. Por meio da metodologia de an?lise de conte?do e do estudo de caso, observa-se como a narrativa da personagem flui entre as m?dias digitais da marca e como a estrat?gia de comunica??o transmidi?tica pode ser associada ?s pr?ticas de Rela??es P?blicas. O conceito de narrativa transm?dia compreende o que Jenkins (2009) define como uma hist?ria que se desenrola atrav?s de m?ltiplas plataformas de m?dia, com cada novo contexto contribuindo de maneira distinta e valiosa para o todo. As m?dias analisadas foram o site, o blog da marca, o Facebook, o Google+, o Twitter e o YouTube. Esse estudo buscou entender como a l?gica transm?dia pode ser incorporado nas atividades de rela??es p?blicas e da comunica??o social, como o varejo pode construir estrat?gias para a cria??o de franquias e universos em torno das marcas.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-05-22T12:27:46Z No. of bitstreams: 1 469143 - Texto Completo.pdf: 767660 bytes, checksum: fa8a603ee5af83af5c604d4e8f618d18 (MD5) / Made available in DSpace on 2015-05-22T12:27:46Z (GMT). No. of bitstreams: 1 469143 - Texto Completo.pdf: 767660 bytes, checksum: fa8a603ee5af83af5c604d4e8f618d18 (MD5) Previous issue date: 2015-03-26 / The Professional Learning Policy, created by law 10097/2000 integrates the policy, program and project development settings, focused on the professional development of the poor people of the suburbs of the big cities. The implementation style is part of the public policy management model that was consolidated with the management reform of the social policies implemented in the 1990s, characterized by the decentralization and the establishment of new cooperation forms with the civil society and the private sector, directed at guaranteeing the provision of public services through partnership and service of the civil society and the market organizations. In this study, we analyzed the trajectories, the management models and the strategies of organizations to implement the program, and the conceptions and purposes of the training activities supported by the Professional Learning Program within the civil society organizations. / A Pol?tica de Aprendizagem Profissional, criada pela Lei 10097/2000, inserese no cen?rio de elabora??o de pol?ticas, programas e projetos, focalizados na forma??o profissional para jovens pobres das periferias das grandes cidades. A forma de implementa??o est? inserida no modelo de gest?o das pol?ticas p?blicas, que se consolidou com a reforma gerencial das pol?ticas sociais, implementada na d?cada de 1990, caracterizada pela descentraliza??o e o estabelecimento de novas formas de articula??o com a sociedade civil e com o setor privado, visando ? garantia da provis?o de servi?os p?blicos, por meio de parceria e da presta??o de servi?os das organiza??es da sociedade civil e do mercado. Neste estudo, analisamos as trajet?rias, os modelos de gest?o e as estrat?gias das organiza??es para implementarem o programa, e as concep??es e finalidades das atividades formativas, sustentadas pelos gestores do Programa de Aprendizagem Profissional, no ?mbito das organiza??es da sociedade civil.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-03-15T11:27:51Z No. of bitstreams: 1 DIS_JULIA_SCHNEIDER_HERMEL_PARCIAL.pdf: 204973 bytes, checksum: 1e96696c2ca4ac797b9c7ebc4663fd76 (MD5) / Made available in DSpace on 2016-03-15T11:27:51Z (GMT). No. of bitstreams: 1 DIS_JULIA_SCHNEIDER_HERMEL_PARCIAL.pdf: 204973 bytes, checksum: 1e96696c2ca4ac797b9c7ebc4663fd76 (MD5) Previous issue date: 2014-01-13 / Breast cancer is one the most prevalent types of cancer among women. Many causes are known, ranging from the biological to the psychosocial. In Rio Grande do Sul, especially in Porto Alegre, occurrence rates and fatalities due to breast cancer are some of the highest in the country. In 2004, in an attempt to remedy this situation, a service dedicated to keeping the breast healthy was created: the N?cleo Mama Porto Alegre (NMPOA) project. It registered 9218 women for a follow-up program that involved mammographic screening for ten years, seeking early diagnosis as well as increasing awareness of the need for annual mammographies. The geographic area chosen for this service was a southern region of the city of Porto Alegre in which the greatest social vulnerability and poorest health services were observed. As part of this project, work was undertaken to act on the risk factors for breast cancer through interventions in the psychosocial field. The psychology department contributes to the project by pluralizing the understanding of the disease, adding to the already consolidated biomedical knowledgebase by viewing the disease not only as an individual's experience, but as a collective phenomenon permeated by social agents. From this context emerge the objectives of this study: identifying the preventative, self-care measures taken by these women and analyzing the configurations of their support networks. This project uses a mixed research approach, combining both qualitative and quantitative methods. The first stage is a quantitative study utilizing techniques for the evaluation of self-care capacity and for analyzing social support by way of the "Evaluation of Perceived Social and Community Support" questionnaire. One hundred and nine women participating in the NMPOA, divided into two groups, answered this questionnaire: a group of 37 who had breast cancer and a group of 72 who underwent annual mammographies but had never been diagnosed with the disease. After this quantitative stage, the second stage - composed of narrative, biographical interviews - was started. The women who presented the most extreme self-care and support network scores were invited to participate in this stage, extreme meaning the lowest and highest levels of self-care and support networks in the quantitative stage. The data collected in the study indicates that women who had breast cancer practiced better self-care (t=1.791; p=0.027). Thus, reinforced by the qualitative data, it can be stated that breast cancer diagnosis plays a key role in seeding self-care, in spite of the obvious health risks and fragile support networks. As for social support, the groups do not differ, presenting approximately the same thresholds in the average social support classification level for the majority of the evaluated variables. In the qualitative study, however, the social support received by women who had breast cancer came mainly from family and less from formal institutions and communal efforts. / O c?ncer de mama ocupa um importante espa?o nas Pol?ticas de Sa?de devido a sua alta preval?ncia entre as mulheres. Sabe-se de m?ltiplos fatores, indo do campo biol?gico ao psicossocial. No Rio Grande do Sul e, especialmente em Porto Alegre, as taxas de incid?ncia e mortalidade por c?ncer de mama est?o entre as maiores do pa?s. Diante desse cen?rio, em 2004 foi criado um servi?o de aten??o ? sa?de da mama - Projeto N?cleo Mama Porto Alegre (NMPOA), que cadastrou 9218 mulheres para acompanhamento em formato de rastreamento mamogr?fico por dez anos e, dessa forma, buscar um diagn?stico precoce, al?m de aumentar a conscientiza??o sobre necessidade da mamografia anual. A ?rea geogr?fica escolhida para constru??o deste servi?o foi a regi?o sul da cidade de Porto Alegre, na qual era observada maior vulnerabilidade social e menor cobertura de servi?os de sa?de. Insere-se nesse projeto, um trabalho de atua??o sobre os fatores de risco da doen?a com interven??es no campo psicossocial. O servi?o de psicologia, no tocante ao ?ltimo item citado, contribui no sentido de pluralizar a compreens?o acerca da doen?a agregando para al?m do j? consolidado saber biom?dico ? o entendimento da doen?a n?o apenas como uma experi?ncia individual, mas tamb?m como um fen?meno de inser??o coletiva. Ap?s apresenta??o deste contexto, emergem como objetivos de pesquisa: identificar as pr?ticas preventivas de autocuidado dessas mulheres; e analisar as configura??es da rede de apoio que as circundam. Dessa forma, o projeto utiliza de delineamento misto de pesquisa, contemplando as abordagens qualitativa e quantitativa. A primeira etapa corresponde a um estudo quantitativo e utiliza instrumentos para avaliar a capacidade de autocuidado e para analisar o apoio social por meio de um question?rio de Avalia??o do Apoio Social Percebido e Comunit?rio. Responderam a esses instrumentos 109 mulheres participantes do NMPOA, dentre elas, um grupo de 37 mulheres que tiveram c?ncer de mama e 72 mulheres que fazem mamografia anual e que nunca tiveram diagn?stico de c?ncer de mama. Ap?s essa etapa quantitativa, iniciou-se a segunda parte do estudo, composta por entrevistas biogr?ficas de car?ter narrativo. Foram convidadas a participar dessa segunda etapa as mulheres que apresentaram escores extremos de autocuidado e apoio social, ou seja, as entrevistadas que tiveram os maiores e os menores n?veis de autocuidado e apoio social na etapa quantitativa. O conjunto de informa??es dos estudos ressalta que as mulheres que tiveram c?ncer de mama apresentam melhores pr?ticas de autocuidado do que as mulheres do rastreamento (t=1,791; p=0,027). Assim, refor?ado pelos dados qualitativos, pode-se identificar que o diagn?stico do c?ncer de mama em suas vidas exerceu um papel chave no despertar para pr?ticas de autocuidado apesar dos ?bvios riscos para a sa?de e das viv?ncias de apoio fragilizado. Quanto ao apoio social, os grupos n?o se diferem, apresentando pontos de corte aproximados com classifica??o de n?vel m?dio de apoio social na maioria dos itens avaliados. No estudo qualitativo, no entanto, o apoio social das mulheres que tiveram c?ncer de mama ? provindo principalmente da fam?lia e em menor medida das institui??es formais e das estrat?gias comunit?rias.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-05-10T12:13:01Z No. of bitstreams: 1 TES_FERNANDA_FIGUEIRA_MARQUEZAN_COMPLETO.pdf: 11666932 bytes, checksum: 2ed87147b5fea2d6c747973dae9de2bf (MD5) / Made available in DSpace on 2016-05-10T12:13:01Z (GMT). No. of bitstreams: 1 TES_FERNANDA_FIGUEIRA_MARQUEZAN_COMPLETO.pdf: 11666932 bytes, checksum: 2ed87147b5fea2d6c747973dae9de2bf (MD5) Previous issue date: 2016-03-01 / This doctoral dissertation in Education is part of the research line "Training, Policies and Practices in Education", of the PPGEdu/PUCRS and it is part of a set of work and research carried out at the Center for Studies in Higher Education (CSHE). The general purpose in this research was to analyze the impact of formative processes experienced by IT Scholarship Holders, former students of PIBID Education in teaching activity. The specific aims were: - to identify the educational processes of former students together to the Institutional Program of Introduction to Teaching - PIBID/UNIFRA; - to recognize how the former students of the program understand the relationships between academic knowledge, school knowledge and experiential knowledge in the context of practices of teaching initiation to the Sub-project of Education; - to show how the relationship between university and school contributes to the quality of training of former scholarship holders; - To assess how former scholarship holders realize their employability and; - to point some indicators for the quality of the Sub-project of the Area of Education. The methodology used was based on the interpretative paradigm under a qualitative approach, a case study type - Sub-project of the Area of Education, of a philanthropic and community HEI. The target subjects of the research were six (06) former scholarship holders of the Sub-project. The research instruments were narrative interviews and official documents (legislation, PPC of the Education Major, Institutional PIBID UNIFRA Project, Sub-project of Education). The Theoretical Framework involved in this work, was based mainly on authors such as: Bolzan (2006, 2009), Bolzan; Isaia (2006, 2010), Garc?a (1992, 1999, 2009), Morosini (2001, 2005, 2010, 2014, 2015), Tardif (2000, 2002), ZEICHNER (1992, 1998, 2002, 2010, 2015). The data analysis was based on the Discoursive Textual Analysis (DTA), the following categories of analysis were identified: Reflective Practice as Structuring Element of Teaching Activity, Multiplicity of Knowledge Needed to Teaching, Theory and Practice Interlocution, and Being a teacher: Identitarian Process and Professional Development of Teachers. The data analysis relied on the interrelationship of Regulatory Frameworks, Theoretical Framework and Discursive Framework. Based on the analysis which was carried out, it is possible to affirm that it constitutes an understanding of teaching activity of former students of PIBID Education systematized by the Spiral of the Teaching Activity. The Spiral of the Teaching Activity is characterized therefore by the movement produced by the process of learning how to be a teacher, which is being built and made up over training and educational performance. Thus, we arrive at that understanding, to the extent that the experiences lived by the former students in initiation practices to the teaching of the Sub-project Education, were reconstructed and a new meaning was offered, through concrete actions of learning situations regarding the school reality, the undergraduate students constructed and reconstructed the process of becoming a teacher. / Este trabalho de tese de doutorado em Educa??o insere-se na linha de pesquisa ?Forma??o, Pol?ticas e Pr?ticas em Educa??o?, do PPGEdu/PUCRS e faz parte do conjunto de trabalhos e pesquisas produzidos no Centro de Estudos em Educa??o Superior (CEES). A pesquisa teve o objetivo geral de analisar as repercuss?es dos processos formativos vivenciados por Bolsistas ID, Egressos do PIBID Pedagogia na aprendizagem docente. Os objetivos espec?ficos consistiram em: - identificar os processos formativos dos egressos junto ao Programa Institucional de Inicia??o ? Doc?ncia ? PIBID/UNIFRA; - reconhecer como os egressos compreendem as rela??es entre os saberes acad?micos, saberes escolares e os saberes experienciais no contexto das pr?ticas de inicia??o ? doc?ncia do Subprojeto da Pedagogia; - evidenciar como a rela??o entre universidade e escola contribui para a qualidade da forma??o dos bolsistas egressos; - avaliar como os bolsistas egressos percebem a sua empregabilidade e; - apontar indicadores para a qualidade do Subprojeto da ?rea da Pedagogia. A metodologia utilizada esteve pautada no paradigma interpretativo, sob uma abordagem qualitativa, de tipo estudo de caso ? Subprojeto da ?rea da Pedagogia, de uma IES filantr?pica e comunit?ria. Os sujeitos alvo da pesquisa foram seis (06) Bolsistas Egressas do Subprojeto. Os instrumentos da investiga??o foram entrevistas narrativas e documentos oficiais (legisla??o, PPC do Curso de Pedagogia, Projeto Institucional PIBID UNIFRA, Subprojeto da Pedagogia). O Marco Te?rico envolvido neste trabalho ancora-se, principalmente, em autores como: Bolzan (2006, 2009), Bolzan; Isaia (2006, 2009, 2010), Garc?a (1992, 1999, 2009), Morosini (2001, 2005, 2010, 2014, 2015), Tardif (2000, 2002), ZEICHNER (1992, 1998, 2002, 2010, 2015). A an?lise dos dados fundamentou-se na An?lise Textual Discursiva (ATD); identificaram-se as seguintes categorias de an?lise: Pr?tica Reflexiva como Elemento Estruturante da Aprendizagem Docente, Multiplicidade de Saberes Necess?rios ? Doc?ncia, Interlocu??o Teoria-Pr?tica, e Ser Professora: Desenvolvimento Profissional Docente e Processo Identit?rio. A an?lise dos dados apoiou-se na inter-rela??o dos Marcos Regulat?rios, Marcos Te?ricos e dos Marcos Discursivos. Com base nas an?lises realizadas, podemos afirmar que se constitui uma compreens?o da aprendizagem docente das Egressas do PIBID Pedagogia sistematizada pela Espiral da Aprendizagem Docente. A Espiral da Aprendizagem Docente caracteriza-se, portanto, pelo movimento produzido pelo processo de aprender a ser professor, que vai sendo constru?do e constitu?do ao longo da forma??o e atua??o docente. Assim sendo, chega-se ao entendimento de que, na medida em que as experi?ncias vivenciadas pelas Egressas nas pr?ticas de inicia??o ? doc?ncia do Subprojeto Pedagogia foram sendo [re]elaboradas e [res]significadas, por meio de a??es concretas de situa??es de aprendizagem na realidade escolar, as licenciandas constru?ram e [re]constru?ram o processo de tornar-se professor.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-08-18T12:20:45Z No. of bitstreams: 1 DemervalGuilarducciBruzziTese2017.pdf: 6021140 bytes, checksum: 18af057c63307e6478ce9d1ad0b52199 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-08-18T12:20:57Z (GMT) No. of bitstreams: 1 DemervalGuilarducciBruzziTese2017.pdf: 6021140 bytes, checksum: 18af057c63307e6478ce9d1ad0b52199 (MD5) / Made available in DSpace on 2017-08-18T12:20:57Z (GMT). No. of bitstreams: 1 DemervalGuilarducciBruzziTese2017.pdf: 6021140 bytes, checksum: 18af057c63307e6478ce9d1ad0b52199 (MD5) Previous issue date: 2017-06-27 / It is a research project about the results of the Integrated Student Project, one of the initiatives of the Secretariat of Distance Education, Ministry of Education, developed from 2009 to 2012, with the goal of supply the need for training and technical update of students of the final years of elementary school, ninth grade and high school, of the Brazilian public education system, qualifying them to use information and communication technologies. With this thesis, it was intended to verify the influence of the project, i.e., the technology-aided training, in virtual learning environments, as a motivational agent in the life perspective of students, in special, in the regain of selfesteem, in the incentive to permanence in school, and possible inclusion in the job market. For this purpose, it was opted, as methodological procedures, the literature review and documentary analysis, the semi structured interviews, application of questionnaires and the life stories technique and later analysis of the content of different subject???s discourses and respective stories. The analysis categories emerged from the literature review and, especially, from the Subjectivity Theory and Complexity Theory. Among the authors that supported the grounds of this thesis, stand out Edgar Morin, with his Complex Thinking, Maria C??ndida Moraes, in the preparation of reference documents to the implementation of the National Policy of Educational Informatics in Brazil, in addition to Fernando Gonzalez Rey, with his Subjectivity Theory, based in the complex view about reality, with the intent of analyze, not just the participating students??? self-esteem, but, primarily, the path taken after the course completion. The research results reaffirm the importance of the study in the formation of individuals, not just as motivational agent, but mainly by offering to these, new possibilities of personal development and growth, as well as, certainly, pointing out the technology as a facilitator agent of this process. / Trata-se de um projeto de pesquisa sobre os resultados do Projeto Aluno Integrado, uma das iniciativas da Secretaria de Educa????o a Dist??ncia, do Minist??rio da Educa????o, desenvolvida no per??odo de 2009 at?? 2012, e que teve por objetivo suprir a necessidade de forma????o e atualiza????o t??cnica de alunos dos anos finais do ensino fundamental, nono ano, e ensino m??dio, oriundos das redes de educa????o p??blica brasileira, qualificando-os para o uso das tecnologias da informa????o e comunica????o. Com esta tese, pretendeu-se verificar a influ??ncia do projeto, ou melhor, da forma????o mediada pela tecnologia, em ambientes virtuais de aprendizagem, ter sido um agente motivador, na perspectiva de vida dos alunos, em especial, no resgate de sua autoestima, no incentivo ?? sua perman??ncia na escola e poss??vel inser????o no mercado de trabalho. Para tanto, optou-se, como procedimentos metodol??gicos, a revis??o de literatura e an??lise documental, as entrevistas semiestruturadas, a aplica????o de question??rios e a t??cnica de hist??rias de vida e posterior an??lises de conte??dos dos diferentes discursos dos sujeitos e respectivas hist??rias. As categorias de an??lise emergiram da revis??o de literatura e, em especial, da Teoria da Subjetividade e da Teoria da Complexidade. Dentre os autores que embasaram os fundamentos desta tese, destacam-se Edgar Morin, com seu Pensamento Complexo, Maria C??ndida Moraes, na elabora????o dos documentos referenciais para a implementa????o da Pol??tica Nacional de Inform??tica Educativa no Brasil, al??m de Fernando Gonzalez Rey, com sua teoria da Subjetividade, pautada no olhar complexo sobre a realidade, com intuito de analisar, n??o s?? a quest??o da autoestima dos alunos participantes, mas, principalmente, o caminho percorrido ap??s a realiza????o do curso. Os resultados obtidos pela pesquisa ressaltaram a import??ncia do estudo na forma????o do sujeito, n??o s?? como agente motivador, mas principalmente por oferecer a este, novas possibilidades de desenvolvimento e crescimento pessoal, al??m ?? claro que apontar a tecnologia como agente facilitador deste processo.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-01-19T15:18:39Z No. of bitstreams: 1 BrunoTelesNunesTese2017.pdf: 30402696 bytes, checksum: 4f431ea0b940958bdc9e66dbe0b4c576 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-01-19T15:18:51Z (GMT) No. of bitstreams: 1 BrunoTelesNunesTese2017.pdf: 30402696 bytes, checksum: 4f431ea0b940958bdc9e66dbe0b4c576 (MD5) / Made available in DSpace on 2018-01-19T15:18:51Z (GMT). No. of bitstreams: 1 BrunoTelesNunesTese2017.pdf: 30402696 bytes, checksum: 4f431ea0b940958bdc9e66dbe0b4c576 (MD5) Previous issue date: 2017-11-20 / This exploratory research presents a scenario of the potential effectiveness of the Program of Professional Master Degree for Teachers from Basic Education Public Schools (PROEB). The scene is composed of four elements: 1) the teacher`s motivational profile; 2) teachers' perceptions about the academic aspects; 3) teachers' perceptions about the contribution for the teaching practice; and 4) teachers' perceptions about permeability of school contexts to new knowledge. From a national survey, we collected 2,738 fully forms. All participants are basic education teachers - students and, between 2011 and 2016 - from professional master courses in teaching of: math (ProfMat), letters (ProfLetras), history (ProfHist??ria), physics (ProFis) and arts (ProfArtes). Despite of some observed weaknesses, the first three elements presented auspicious results. The teachers were prominently self-determined, despite the considerable influence of compensation mechanisms of problematic factors (social and financial) observed in teaching career. Positive perceptions predominated about: the academic features of the courses, however, we observed negative reviews, resembling the academic structure of professional masters to academics, especially the ProfMat; and about the courses contribution for the teaching practice, to a lesser extent about the student performance. With regards to the fourth element, the data pointed to an average permeability of the schools to new knowledge. After merging the four components we observed a promising scenario, so, the PROEB shows effective features, aggregating improvements to the Brazilian basic education. / Esta pesquisa explorat??ria apresenta um cen??rio do potencial de efetividade do Programa de Mestrado Profissional para Qualifica????o de Professores da Rede P??blica da Educa????o B??sica (PROEB). O cen??rio ?? composto por quatro elementos: o perfil motivacional dos professores; a percep????o dos mesmos acerca: de aspectos acad??micos dos mestrados; da contribui????o da experi??ncia nos cursos para a pr??tica docente; e da permeabilidade dos contextos escolares aos novos saberes. Participaram do survey nacional 2.738 professores, alunos e ex-alunos bolsistas, entre 2011 e 2016, dos Mestrados Profissionais em Ensino de: Matem??tica (ProfMat), Letras (ProfLetras), Hist??ria (ProfHist??ria), F??sica (ProFis) e Artes (ProfArtes). A despeito de algumas fragilidades observadas, os tr??s primeiros elementos do cen??rio apresentaram resultados alvissareiros. Os professores se mostraram destacadamente autodeterminados, apesar da consider??vel influ??ncia de mecanismos de compensa????o de fatores (sociais e financeiros) problem??ticos observados na carreira docente. Predominaram percep????es positivas acerca das caracter??sticas acad??micas dos cursos, contudo, observamos cr??ticas negativas, assemelhando a estrutura acad??mica dos mestrados profissionais aos acad??micos, sobretudo no ProfMat. Preponderaram percep????es positivas sobre a contribui????o dos cursos para a pr??tica docente, em menor grau quanto ao desempenho dos alunos. Quanto ao quarto elemento, os dados apontaram para uma permeabilidade mediana das escolas aos novos saberes. A fus??o dos quatro componentes resultou em um cen??rio promissor, ou seja, as a????es do PROEB apresentam potencial efetivo de agregar melhorias a educa????o b??sica brasileira.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-01-19T17:17:36Z No. of bitstreams: 1 JoseCarlosReisMenezesDissertacao2017.pdf: 2549685 bytes, checksum: 8682f53b9f838c8bf8d2e2588c0486cb (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-01-19T17:17:44Z (GMT) No. of bitstreams: 1 JoseCarlosReisMenezesDissertacao2017.pdf: 2549685 bytes, checksum: 8682f53b9f838c8bf8d2e2588c0486cb (MD5) / Made available in DSpace on 2018-01-19T17:17:44Z (GMT). No. of bitstreams: 1 JoseCarlosReisMenezesDissertacao2017.pdf: 2549685 bytes, checksum: 8682f53b9f838c8bf8d2e2588c0486cb (MD5) Previous issue date: 2017-08-29 / The Brazilian National Education Plan published for the period 2014 to 2024 contain a specific target ??? the Goal 4 ??? for inclusive education. In attention of statement of the National Plan, the Federal District (DF) issued its District Education Plan in 2015, with equivalent goals. More than two years after the publication of these plans, the scenario for its execution is not promising. Presidential elections, impeachment and political and economic crisis resulted in the fall of the Gross National Product - GDP - and in the Total Public Investment in Education, with consequences to all sub-national educational systems. This work investigates the actions that the Department of Education of the Federal District has adopted for the Goal 4 of that planning and the education professionals??? expectation to achieve them until the end planned period. Educational policies were studied in the Federal District and five interviews were carried out: in the Special Education Directorate, in two Special Education Centres and in two regular schools. The results showed that the DF has three levels of inclusion ??? Special Education Centres, special classes and common classes ??? organization supported by all the interviewees. The schools have good infrastructure for special education, but there were reports of resource shortages, bureaucratic difficulties for maintenance and bidding expenses, failures in the initial and continuing training of education professionals, problems of accessibility in and out of school and the need for external aid to the school, from parent-teacher or civil and government institutions, such as the army. The results of this research point to a satisfactory resolution of almost all the strategies of the Plans, but that this result is due more to policies and actions that were already being executed in the DF than to an effort or redirection resulting from PNE-2014. / Em 2014 foi sancionado o Plano Nacional de Educa????o, com vig??ncia at?? 2024, contendo uma meta espec??fica para a educa????o especial na perspectiva da educa????o inclusiva ??? a Meta 4. Acompanhando o Plano Nacional, o Distrito Federal (DF) editou em 2015 seu Plano Distrital de Educa????o, com metas equivalentes ao plano nacional. Passados mais de dois anos da publica????o desses planos, o cen??rio para sua execu????o n??o ?? promissor. Elei????es presidenciais, impeachment e crise pol??tico-econ??mica resultaram na queda do Produto Nacional Bruto ??? PIB ??? e no investimento p??blico total em educa????o, com reflexos em todos os sistemas educacionais. Esta pesquisa estudou as a????es que a Secretaria de Estado de Educa????o do Distrito Federal tem adotado para a Meta 4 e a percep????o que profissionais da educa????o t??m de as mesmas serem cumpridas at?? o final da vig??ncia desses Planos. Foram estudadas as pol??ticas educacionais no DF e realizadas cinco entrevistas: na Diretoria de Educa????o Especial, em dois Centros de Ensino Especial e em duas escolas regulares. Os resultados mostraram que o DF tem tr??s n??veis de inclus??o ??? Centros de Ensino Especial, classes especiais e classes comuns ??? estrutura????o defendida por todos os entrevistados. Nas escolas foi encontrada uma boa estrutura de atendimento, mas houve relatos de escassez de recursos, dificuldades burocr??ticas para despesas de manuten????o e licita????es, falhas na forma????o inicial e continuada dos profissionais da educa????o, problemas de acessibilidade dentro e fora da escola e a necessidade de ajuda externa ?? escola, da parte das Associa????es de Pais e Mestres, associa????es civis ou institui????es p??blicas, como o Ex??rcito, por exemplo. Os resultados desta pesquisa apontam para uma resolu????o satisfat??ria de quase todas as estrat??gias dos Planos, mas que esse resultado se deve mais a pol??ticas, normas e a????es que j?? vinham sendo executadas no DF que a um esfor??o ou redirecionamento decorrente do PNE-2014.