Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-07-21T18:25:26Z No. of bitstreams: 1 2017 - M?rcia Regina de Sant'Ana Maciel.pdf: 2074056 bytes, checksum: 266b01301517749928db36838481a716 (MD5) / Made available in DSpace on 2017-07-21T18:25:26Z (GMT). No. of bitstreams: 1 2017 - M?rcia Regina de Sant'Ana Maciel.pdf: 2074056 bytes, checksum: 266b01301517749928db36838481a716 (MD5) Previous issue date: 2017-02-21 / The present study analises the educational policy named National Pact for Literacy in the Right Age - PNAIC, regardingit?s contributions to the continued formation, the improvement of quality of alphabetization process and the teaching practices in the city of Belford Roxo, located in the State of Rio de Janeiro. The PNAIC is a course of continued formation of literacy teachers and the sistematic monitoring of its execution, by an organization structure suggested by MEC. The subject of this research was defined from the need of understanding if this continued formation has been important for the teacher, and which contributions can be considered significant in terms of their pedagogical praxis. For this we take as a reference the general principles proposed in this formation, which focus on the practice of reflexivity, mobilization of teaching knowledge, the constitution of professional identity, the socialization, the engagement and the collaboration. It was aimed in this research to contemplate,beyond the results measured through exams applied to the students, the qualitative results of the continued formation focusing the teacher. For so, different contexts of production and operationalization of the referred policy, compared with the speech of those involved directly with the continued formation: the coordinators, the advisors, and the local teachers. The basic theoretical reference is the analytical approach of the educational policies cycle, proposed by Stephen Ball. Therefore, we accomplished an study about the context of text production that informs about the referred educational policy, the context of its influence and the context of the continued formation practices of PNAIC. The present work consists of qualitative field research. We used as research methods the participant observationand bibliographical research, using the following resources for collecting data: interview and semi-structured questionnaire, logbook, and documental analysis. We concluded that, in the studied reality, the PNAIC continued formation, in the short period that happened, brought contributions to the improvement of the teaching quality through changes in the teaching practices, and these changes resulted in higher motivation, attention and participation from the students, bringing with it, advances in their learning. The continued formation follows problematizing characteristics, in which by way of exchanges of experiences and knowledges, the students are encouraged to think over the problem situation and to construct intervention strategies. However, some obstacles caused by external and internal factors were identified, requiring attention, mainly by the political authorities and the central PNAIC team, for the success of this policy in the network. / O presente estudo analisa a pol?tica educacional denominada Pacto Nacional pela Alfabetiza??o na Idade Certa - PNAIC, no que tange ?s suas contribui??es para a forma??o continuada, a melhoria da qualidade do processo de alfabetiza??o e as pr?ticas docentes no munic?pio de Belford Roxo, localizado na regi?o metropolitana da Baixada Fluminense do Estado do Rio de Janeiro. O PNAIC se desdobra em um curso de Forma??o Continuada de Professores Alfabetizadores e no acompanhamento sistem?tico de sua execu??o, por meio de uma estrutura organizacional sugerida pelo MEC. A tem?tica da pesquisa foi definida a partir da necessidade de compreender se esta forma??o tem sido importante para o professor e quais contribui??es podem ser consideradas significativas em termos de sua pr?xis pedag?gica. Para tanto tomamos como refer?ncia os princ?pios gerais propostos nessa forma??o, que incidem sobre a pr?tica da reflexividade, mobiliza??o dos saberes docentes, a constitui??o da identidade profissional, a socializa??o, o engajamento e a colabora??o. Objetivou-se nesta pesquisa contemplar, al?m dos resultados mensurados a partir das provas aplicadas aos alunos, os resultados qualitativos da forma??o com foco no professor. Para isso, foram analisados os diferentes contextos de produ??o e de operacionaliza??o da referida pol?tica, cotejada com os discursos dos envolvidos diretamente nesta forma??o: Coordenadora local, os Orientadores de estudo e os Professores locais. Seu referencial te?rico b?sico ? a abordagem anal?tica do ciclo de pol?ticas educacionais, proposta Stephen Ball. Portanto, realizamos um estudo sobre o contexto de produ??o do texto que informa a referida pol?tica educacional, o contexto da influ?ncia e o contexto da pr?tica da forma??o continuada do PNAIC. Este trabalho se constitui de pesquisa de campo do tipo qualitativa. Utilizamos como procedimentos de pesquisa a observa??o participante e a pesquisa bibliogr?fica, tendo por m?todos de coleta de dados: entrevista e question?rio semi-estruturado, di?rio de bordo e an?lise documental. Conclu?mos que, na realidade estudada, a forma??o continuada do PNAIC, mesmo no pouco tempo em que se sucedeu, trouxe contribui??es ? melhoria da qualidade do ensino atrav?s de mudan?as nas pr?ticas docentes. Estas mudan?as repercutiram em melhor motiva??o, participa??o e aten??o dos alunos trazendo com isso, avan?os nas suas aprendizagens. A forma??o segue caracter?stica problematizadora, onde por meio das trocas de experi?ncias e saberes, os cursistas s?o incentivados a refletir sobre as situa??es problemas e a construir estrat?gias de interven??o. Por?m alguns entraves causados por fatores externos e internos foram identificados, merecendo aten??o, principalmente por parte das autoridades pol?ticas e da equipe central municipal do PNAIC, para o sucesso dessa pol?tica na rede.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-07-25T18:37:04Z No. of bitstreams: 1 2015 - William Teixeira Alves.pdf: 1323115 bytes, checksum: 4bb8f0dadf6f166db7d7196979211740 (MD5) / Made available in DSpace on 2017-07-25T18:37:04Z (GMT). No. of bitstreams: 1 2015 - William Teixeira Alves.pdf: 1323115 bytes, checksum: 4bb8f0dadf6f166db7d7196979211740 (MD5) Previous issue date: 2015-02-23 / Accepting that changes in the current Brazilian educational system are possible, we point out the need to promote an effective training for teachers during graduate courses. The internship provides a perfect opportunity for interaction between theory and practice and offers the intern an opportunity to develop critical thought. This study aims at promoting a debate about the Teacher Graduation Course at UFRRJ, taking into consideration the new national guidelines for such courses; and underlining the importance of an initial training stage based on assisted practice guided by theoretical knowledge acquired during the course. Those, among others aspects, feed the debate on the importance and contributions of managed internship for the training of teachers in the aforementioned course. Therefore, in order to reach a better understanding of the relevance of Managed Internship for teacher education, we began by analyzing the legal documents that regulate the course, seeking possible gaps. Aside from that, we interviewed teachers and proposed questionnaires to students, whose narratives we analyzed. They all led us to the conclusion that Managed Internship can be an effective way to join theory and practice, since they are reflexive processes connected to teacher intervention in the classroom. This study does not intend to propose a standard to this practical teaching subject, but rather to ponder about aspects that can contribute to the development of a graduation process seen as a reflexive exercise about teaching. All this taking into consideration that throughout different historical periods, initial teacher graduation courses in Brazil have always considered internship as playing an essential role in the training of teachers, as well as in the development of teacher identity. / Por acreditar que mudan?as no atual sistema de educa??o brasileira s?o poss?veis, precisamos criar meios para uma forma??o reflexiva de professores/pedagogos. O tempo de est?gio proporciona uma integra??o entre a teoria e a pr?tica e oportuniza ao aluno-professor o desenvolvimento de um pensamento cr?tico. Este trabalho tem como objetivo promover uma discuss?o sobre a forma??o no Curso de Pedagogia proposta pela UFRRJ, considerando as novas diretrizes curriculares nacionais e a relev?ncia de uma forma??o inicial pautada numa pr?tica articulada ?s teorias e conhecimentos apreendidos ao longo de uma licenciatura. Esses, entre outros aspectos, impulsionam-me a discutir ainda a import?ncia e a contribui??o do Est?gio Supervisionado para a constru??o identit?ria do futuro profissional docente na referida institui??o. Assim, com intuito de melhor compreender o papel dos est?gios neste processo de forma??o de professores, buscou-se analisar as ideias preconizadas nos documentos legais, bem como os documentos institucionais que regulamentam o curso, a fim de discutir se ambos caminham em conson?ncia e ou apresentam disparidades. E, a partir deles, realizar uma an?lise das narrativas proferidas pelos licenciandos acerca do Est?gio supervisionado, por meio de question?rios. Neste sentido entendo o est?gio como o local da pr?tica-teoria-pr?tica, pois s?o processos reflexivos que permeiam a interven??o docente em sala de aula. Este trabalho n?o pretende impor um modelo para a disciplina Pr?tica de ensino, e sim refletir sobre os aspectos que possam contribuir para a implanta??o de um processo de forma??o que se constitua tamb?m num exerc?cio de reflex?o sobre a pr?tica docente. Isto levando em considera??o que no Brasil, ao longo do processo hist?rico de forma??o inicial de professores, independente dos distintos enfoques, a pr?tica advinda do Est?gio Supervisionado tem assumido um papel essencial na sua forma??o profissional, bem como na forma??o de sua identidade docente.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-08-03T17:19:04Z No. of bitstreams: 1 2016 - L?o Manso Ribeiro.pdf: 2045163 bytes, checksum: b33674eb288f4cea0f42bbb60c8a5a04 (MD5) / Made available in DSpace on 2017-08-03T17:19:04Z (GMT). No. of bitstreams: 1 2016 - L?o Manso Ribeiro.pdf: 2045163 bytes, checksum: b33674eb288f4cea0f42bbb60c8a5a04 (MD5) Previous issue date: 2016-02-23 / We believe that the education management model presented by the government of Rio de Janeiro State transfers to teachers all responsibility for problems faced in education. The logic established by this new paradigm is based on a productivist vision and does not establish a proposal for public education guided by an emancipatory practice, that is, to enable students to understand their reality, showing only concern with the improvement of the indexes provided by the state network teaching the assessments established by the Ministry of Education (MEC). The choice for this research demonstrates our interest in contributing to the investigation into the current model of school management of the State Schools of Rio de Janeiro that determines restructuring the work of teachers. The relevance of this research directs to the expansion of knowledge about the reactions that teachers of Ciep Brizol?o 175 Jos? Rego Lins have in relation to the implementation of managerialism as a new paradigm of management of school work in the State Network of Rio State Education from January. For data collection, we use the following instruments: analysis of primary literature sources; analysis of secondary sources; application of a questionnaire with open questions and multiple choice (closed); interviews with key informants and field diary. We find that the social, political and economic management of this new paradigm of school work, conduct search students (workers) a conformation regarding the structure of contemporary society. And because of this, a significant number of teachers as well as the management team, have huge critical to the implementation of GIDE due to her focus the results to be achieved in IDEB instead of seeking to develop a management model that provides students the ability to become emancipated individuals. / Consideramos que o modelo de gerenciamento da educa??o apresentado pelo governo do Estado do Rio de Janeiro transfere aos professores toda a responsabilidade pelos problemas enfrentados na educa??o. A l?gica estabelecida por este novo paradigma ? fundamentada numa vis?o produtivista e n?o estabelece uma proposta de educa??o p?blica orientada por uma pr?tica emancipadora, ou seja, que permita aos estudantes compreender a sua realidade, demonstrando apenas preocupa??o com a melhora dos ?ndices apresentados pela rede estadual de ensino nas avalia??es estabelecidas pelo Minist?rio da Educa??o (MEC). A escolha por essa pesquisa demonstra nosso interesse em contribuir com as investiga??es sobre o atual modelo de gest?o escolar da Rede Estadual de Ensino do Rio de Janeiro que determina uma reestrutura??o no trabalho dos professores. A relev?ncia desta pesquisa direciona-se ? amplia??o do conhecimento a respeito das rea??es que os docentes do Ciep Brizol?o 175 Jos? Lins do Rego possuem em rela??o ? implanta??o do gerencialismo como novo paradigma da gest?o do trabalho escolar na Rede Estadual de Educa??o do Estado do Rio de Janeiro. Para levantamento de dados, nos utilizamos dos seguintes instrumentos: an?lise de fontes bibliogr?ficas prim?rias; an?lise de fontes secund?rias; aplica??o de um question?rio com quest?es abertas e de m?ltipla escolha (fechadas); entrevista com informante-chave e um di?rio de campo. Constatamos que o significado social, pol?tico e econ?mico deste novo paradigma de gest?o do trabalho escolar, busca conduzir os estudantes (trabalhadores) a uma conforma??o em rela??o a estrutura da sociedade contempor?nea. E, em fun??o disso, um n?mero expressivo de professores como tamb?m da equipe gestora, possuem enormes cr?ticas ? implanta??o da GIDE em decorr?ncia dela privilegiar os resultados a serem alcan?ados no IDEB ao inv?s de procurar desenvolver um modelo de gest?o que forne?a aos estudantes a capacidade de tornarem-se indiv?duos emancipados.

Made available in DSpace on 2014-12-17T14:35:45Z (GMT). No. of bitstreams: 1 JoaoMP.pdf: 572426 bytes, checksum: 3eb2abb81c860d59d686cd34cb63726a (MD5) Previous issue date: 2004-08-06 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The plot myth-techno-logic, contemporary, was developed starting from the dualism myth-reason. In this study, we deepened the alluded dualism taking as reference the historical contexts of the Renaissance and of the Enlightenment, emphasizing the discussion of the economical rationalization as conductive thread of the western development, in which we identified the game of the rational and of the irrational, for assure the superiority of the reason. In the context of that game, we analyzed the implications of the modernization, for the education, in function of the instrumental rationality, responsible for the environment of adaptation of the technological instruments to the scenery of the contemporary modernization. The new context is constituted by points of union and of ruptures among the technique, the science and the myth. Through our analysis, we noticed that the basic needs for the contemporary society were linked to the changes in the production means, for which the machine determine the rhythm of the work and the quality of the product. However, the changes in the productive processes promoted the appearance of the commercial marks that, as we see it, they represented the synthesis of the perfect harmony of the myth, of the technique, of the science and of the technology, in the conduction of the economical rationalization to the contemporary modernization. Thus, the contemporary modernization it arrives us for the economical rationalization, developed with the support of the technician-scientific knowledge and communicated by the articulations of the myth-techno-logical / A trama mito-tecno-l?gica, contempor?nea, foi desenvolvida a partir da dicotomia mito-raz?o. Neste estudo, aprofundamos a referida dicotomia tomando como refer?ncia os contextos hist?ricos do Renascimento e do Iluminismo, ressaltando a discuss?o da racionaliza??o econ?mica como fio condutor do desenvolvimento ocidental, no qual identificamos o jogo do racional e do irracional, para assegurar a superioridade da raz?o. No contexto desse jogo, analisamos as implica??es da moderniza??o, para a educa??o, em fun??o da racionalidade instrumental, respons?vel pelo ambiente de adequa??o dos instrumentos tecnol?gicos ao cen?rio da moderniza??o contempor?nea. O novo contexto ? constitu?do por pontos de intersec??o e ruptura entre a t?cnica, a ci?ncia e o mito. Atrav?s da nossa an?lise, percebemos que as necessidades b?sicas para o conjunto da contemporaneidade encontravam-se vinculadas ?s mudan?as nas formas de produ??o, para o qual a m?quina passou a determinar o ritmo do trabalho e a qualidade do produto. Por sua vez, as mudan?as nos processos produtivos promoveram o surgimento das marcas comerciais que, no nosso modo de ver, representaram a s?ntese da perfeita harmonia do mito, da t?cnica, da ci?ncia e da tecnologia, na condu??o da racionaliza??o econ?mica at? ? moderniza??o contempor?nea. Desse modo, a moderniza??o contempor?nea nos chega pela racionaliza??o econ?mica, desenvolvida com o respaldo dos conhecimentos t?cnico-cient?ficos, e comunicada pelas articula??es do mito-tecno-l?gico