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Sobre o processo de constru??o de um ?in?dito vi?vel?: sentidos do curr?culo integrado IFPB campus de Jo?o Pessoa (2004 - 2014)Queiroga, Ana L?cia Ferreira de 27 July 2017 (has links)
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Previous issue date: 2017-07-27 / Tendo como objetivo investigar a implementa??o do Curr?culo Integrado no IFPB ? Campus de Jo?o Pessoa, no per?odo de 2004-2014, esta tese norteia-se pela seguinte quest?o de pesquisa: o que impede a implementa??o do Curr?culo Integrado no IFPB? Em busca dessa resposta, empreendeu-se o percurso investigativo, partindo-se da pressuposi??o da exist?ncia de variados fatores que obstaculizam essa implementa??o nos cursos t?cnicos. Com tal direcionamento, consolidou-se a pretens?o de, precipuamente, compreender a rela??o entre os sentidos atribu?dos ao Curr?culo Integrado pelos professores do IFPB, e a pluralidade de fatores implicados no processo de sua implementa??o, visando identificar quais seriam os indicadores de bloqueios e os de mudan?as. Para explicitar a natureza dessa rela??o, utilizou-se a metodologia da entrevista compreensiva, elegendo-se ? como princ?pios te?rico-metodol?gicos ?, a multirreferencialidade, a configura??o/interdepend?ncia, o sentido social, a rela??o identidade/alteridade e a implica??o. Decidiu-se pela aplica??o dessa metodologia considerando-se o fato de que a entrevista compreensiva possibilitaria, por interm?dio das falas dos professores e de suas intersubjetividades, a adequada interpreta??o dos sentidos revelados por suas a??es. Os resultados apresentados derivaram, a partir das falas dos professores, a seguinte constata??o: o IFPB, embora tenha desenvolvido um conjunto de atividades pedag?gicas que objetivaram a Integra??o Curricular, teve de lidar com os in?meros impedimentos ? implementa??o dessa modalidade curricular, a exemplo da falta de clareza do conceito de integra??o curricular e de continuidade de sistematiza??o desse processo, da estrutura organizacional e pedag?gica do Instituto, da cultura docente, da forma??o de professores, entre outros fatores, que tamb?m se constitu?ram empecilhos, o que justamente referenda a tese que ora se apresenta. Tudo isso, enfim, fortalece a cren?a de que esta pesquisa poder? contribuir com novas formas de promover a Integra??o Curricular no ?mbito dos Institutos Federais. / With the objective of investigating the implementation of the Integrated Curriculum at the IFPB - Campus of Jo?o Pessoa, in the 2004-2014 period, this thesis is guided by the following research question: what hinders the implementation of the Integrated Curriculum at the IFPB? In pursuit of this answer, the investigative course was undertaken, starting from the assumption of the existence of several factors that hamper this implementation in the technical courses. In the light of this perspective, the purpose to understand the relationship between the meanings attributed to the Integrated Curriculum by the IFPB teachers and the plurality of factors involved in the implementation process was consolidated, aiming to identify both the indicators that block this process as well as those which change it. To explain the nature of this relationship, the comprehensive interview method was used, choosing, as theoretical and methodological principles, the multireferentiality, configuration / interdependence, social sense, identity / alterity relation and implication. It was decided to apply this methodology considering the fact that the comprehensive interview would enable, through the teachers? statements and their intersubjectivities, the suitable interpretation of the senses revealed by their actions. The presented results from the teachers' statements led to the following finding: although the IFPB has developed a set of pedagogical activities that aimed at Curricular Integration, it had to deal with several restraints related to this curricular modality implementation, such as the lack of clarity regarding the concept of curricular integration and of systematization continuity of this process, of the Institute?s organizational and pedagogical structure, of the teaching culture, of teacher training, among other factors, which also constituted obstacles; and this rightly refers to the thesis that now is presented. All this, finally, strengthens the belief that this piece of research may contribute to new ways of promoting Curricular Integration within the Federal Institutes.
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A participa??o das crian?as no desenvolvimento do curr?culo na educa??o infantilLira, Cl?udia Dantas de Medeiros 31 July 2017 (has links)
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Previous issue date: 2017-07-31 / Reconhecendo a relev?ncia da participa??o das crian?as na organiza??o de pr?ticas
educativas e curriculares nas quais se encontram envolvidas, a presente pesquisa objetivou
analisar modos de participa??o de crian?as no desenvolvimento do curr?culo na Educa??o
Infantil. Assumindo aportes te?rico-metodol?gicos da abordagem qualitativa na perspectiva
hist?rico-cultural de L.S. Vygotsky e do dialogismo de M. Bakhtin, a pesquisa envolveu a
constru??o de dados emp?ricos mediante procedimentos de observa??o semiparticipativa,
entrevistas semiestruturadas individuais e coletivas e an?lise de documentos. O estudo teve
como l?cus uma institui??o de Educa??o Infantil da rede municipal, em um munic?pio do
interior do Rio Grande do Norte. Como sujeitos foram consideradas crian?as integrantes de
uma turma da pr?-escola, com idades entre cinco e seis anos, al?m da professora da turma
e a coordenadora pedag?gica do estabelecimento. A constru??o e a an?lise dos dados
assumiram, como fundamentos, significa??es contempor?neas de crian?a, educa??o infantil,
curr?culo e participa??o. Nessa discuss?o, as crian?as s?o concebidas como sujeitos
humanos com especificidades hist?ricas e sociais, capazes de aprender e se desenvolver
em condi??es de possibilidades, de produzir cultura e participar dos contextos em que
vivem. Da? porque a educa??o tem a fun??o social de promover seu desenvolvimento
integral por meio da promo??o de curr?culos compostos pelo conjunto de pr?ticas
desenvolvidas pelos profissionais respons?veis e vivenciadas pelas crian?as, articulando
saberes e experi?ncias que respeitem as especificidades infantis em contextos de intera??o
e ludicidade. A participa??o ? compreendida como inser??o ativa dos sujeitos nos processos
e rela??es que lhes dizem respeito: formula??o e express?o de opini?es, intera??es,
colabora??o, sentimentos, pontos de vista relativos ?s decis?es e a??es, exerc?cio de
escolhas, bem como a produ??o de solu??es e avalia??es propiciados pelo contexto em que
est?o. Da an?lise realizada participam, direta e indiretamente, do desenvolvimento do
curr?culo, conforme as seguintes acep??es: modo indireto, percebido quando a crian?a ?
considerada o centro do processo de ensino e aprendizagem nas proposi??es documentais
do PPP, ressaltando sua participa??o do desenvolvimento do curr?culo de diferentes modos,
ainda que contingenciados pelas condi??es mediadas pelas a??es da professora e da
institui??o: 1) modo indireto n?o ativo, mediante discursos, a??es e inten??es da
Professora e da Coordenadora, considerando o que definem ser de interesse e
necessidades das crian?as a partir do que observam de suas viv?ncias no contexto
educativo; 2) de modo direto ativo, quando s?o estimuladas pela professora a participarem
voluntariamente, mediante a flexibilidade da rotina, interagindo com seus pares e
Professora, opinando, colaborando com os pares nas atividades desenvolvidas e
conduzidas pela professora em momentos diversos da rotina e, principalmente, nas
situa??es de brincadeira no parque e na sala, ao decidirem quanto aos brinquedos e modos
de brincar; 3) de modo direto ?n?o ativo?, presente no contexto observado, quando as
crian?as, na maior parte dos momentos da rotina, realizam a??es definidas pela Professora,
n?o sendo consultadas na proposi??o de modos participativos. H? condi??es restritas de
participa??o efetiva na defini??o direta do curr?culo em contraponto com as prescri??es
observadas no PPP da institui??o e a efetiva??o das atividades que comp?em o curr?culo
como pr?xis. As pr?ticas da institui??o, uma vez integrante da totalidade do contexto
hist?rico e social em quest?o, remetem ? necessidade de reflex?o, autoavalia??o e
reestrutura??o das concep??es e a??es dos profissionais envolvidos, na perspectiva de
construir experi?ncias curriculares que incluam as crian?as como sujeitos part?cipes,
capazes de se inserir ativamente ? desde que mediados de modo sistem?tico e intencional ?
nas decis?es que as envolvem. / Recognizing the relevance of children?s participation in the organization of educational and
curricular practices in which they are involved, the present study aimed to analyze ways of
children's participation in curriculum development in Early Childhood Education. Assuming
theoretical-methodological contributions of the qualitative approach in a historical-cultural
perspective of L. S. Vygotsky and the dialogism of M. Bakhtin, the research involved the
construction of empirical data through semi-participatory observation procedures, individual
and collective semi-structured interviews and document analysis. The locus study was an
institution of Early Childhood Education of the municipal network, in a municipality of the
countryside of Rio Grande do Norte. The subjects were children belonging from a pre-school
class aged between five and six years, the class teacher and the pedagogical coordinator of
the establishment. The construction and analysis of the data assumed, as fundamentals,
contemporary meanings of children, early childhood education, curriculum and participation.
Children are conceived as human subjects with historical and social specificities, able to
learn and develop in conditions of possibilities, to produce culture and to participate in the
context in which they live; their education has a social function to promote their integral
development through the promotion of curricula composed of the set of practices and
experiences developed by the professionals responsible and experienced by the children,
articulating knowledge and experiences that respect their children's specifics in contexts of
interaction and play. Participation is understood as an active insertion of the subjects in the
processes and relationships that concern them: formulation and expression of opinions,
interactions, collaboration, feelings, points of view regarding decisions and actions, exercise
of choices and production of solutions and evaluations provided by the context in which they
are inserted. From the analysis carried out, they participate directly and indirectly in the
development of the curriculum. The indirect meaning is perceived when the child is
considered the center of the teaching and learning process in the documentary proposals of
the PPP, emphasizing its participation in the development of the curriculum in different ways,
even if contingent on the conditions mediated by the actions of the teacher and the
institution: 1) indirectly not active, through the speeches, actions and intentions of the
teacher and the coordinator, considering what they define to be of interest and needs of the
children from what they observe of their experiences in the educational context; 2) in a
direct active way, when they are stimulated by the teacher to participate voluntarily, through
the flexibility of the routine, interacting with their peers and teacher, opining, collaborating
with the peers in the activities developed and conducted by the teacher at different moments
of the routine and, mainly, in play situations in the park and in the room, when deciding on
toys and play modes; 3) in a direct ?non-active? way, present in the observed context,
when children, in most moments of the routine, perform actions defined by the teacher, not
being consulted in the proposition of participatory modes. There are restricted conditions of
effective participation in the direct curriculum definition as opposed to the prescriptions
observed in the PPP of the institution and the effectiveness of the activities that make up the
curriculum as praxis. The practices of the institution, as part of the entire historical and social
context, refer to the need for reflection, self-assessment and restructuring of the conceptions
and actions of the professionals involved, with a view to constructing curricular experiences
that include children as participants, capable of being inserted actively ? systematically and
intentionally ? in the decisions that involve them.
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O ensino de enfermagem gerontol?gica na forma??o do enfermeiro / The Teaching of Gerontological Nursing in nursing educationLima, Heloisa Cristina Ferreira de 31 March 2014 (has links)
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Previous issue date: 2014-03-31 / At the current time of demographic changes in the world , it is observed that the health sector requires restructuring of its practices in caring for the elderly , in order to enable a comprehensive and humane care . In this sense, we identify the need for qualified professionals to assist the elderly and, therefore , it is important that training curricula are adequate to this reality . The study aims to analyze how it develops teaching gerontological nursing component in undergraduate nursing . This is a descriptive , exploratory study with a qualitative approach, in two higher education institutions in the city of Natal / RN . The population involved corresponded to the coordinators of graduate courses in nursing and teachers who teach content of health care for the elderly, a total of seven participants . The data collection instruments were used: a questionnaire containing questions related to the characterization of the participants and the teaching of gerontological nursing in undergraduate courses in nursing and a form with items of analysis for pedagogical projects . The results were presented descriptively in tables and analyzed from coming themes of the main themes of the instruments defined in: knowledge about the research participants , knowledge of teaching gerontological nursing component and knowledge of pedagogical projects , discussed under Resolution paragraph . 03 of 7/11/2001 , which establishes standards for the nursing program , the educational projects of educational institutions , the Theoretical Donald Shoon and thematically relevant literature . The results indicate that the majority of participants were female (four), all have graduate though , none of them stated in the qualification of aging or elderly health area; the organization of the contents of the component in the curriculum, workload theoretical- methodological and practical teaching strategies presented was heterogeneous and sometimes diverging at the same institution . On the definition of gerontological nursing component was identified that is not well defined along the pedagogical design of educational institutions surveyed . It was concluded that in the context of this study , teaching gerontological nursing is present in the course of nursing education, but needs reevaluation and updating in order to teach a wider range of driving and health practices / No atual momento das mudan?as demogr?ficas populacionais no mundo, observa-se que o setor sa?de necessita de uma reestrutura??o de suas pr?ticas no atendimento ? pessoa idosa, de maneira a possibilitar um cuidado integral e humanizado. Nesse sentido, identifica-se a necessidade de profissionais qualificados para assistirem a pessoa idosa e, para isso, ? importante que os curr?culos de forma??o do enfermeiro estejam adequados a esta realidade. O estudo tem como objetivo geral, analisar como se desenvolve o ensino do componente enfermagem gerontol?gica em cursos de gradua??o de enfermagem. Tratou-se de um estudo descritivo e explorat?rio, com abordagem qualitativa, realizado em duas institui??es de ensino superior no Munic?pio de Natal/RN, sendo uma institui??o p?blica e outra. A popula??o envolvida correspondeu aos coordenadores do curso de gradua??o em enfermagem e professores que lecionam conte?dos de aten??o ? sa?de do idoso, totalizando sete participantes. O instrumento de coleta de dados utilizado foi um question?rio contendo quest?es relacionadas ? caracteriza??o sociodemogr?fica e profissional e ao ensino da gerontologia nos cursos de gradua??o em enfermagem. Os resultados foram apresentados de forma descritiva em quadros, e analisados a partir de eixos tem?ticos oriundos das principais quest?es nominados em: conhecendo os participantes da pesquisa, conhecendo o ensino do componente enfermagem gerontol?gica e, conhecendo os projetos pedag?gicos. A an?lise descritiva foi do tipo comparativa, em fun??o dos resultados incluir duas institui??es de ensino, com base na Resolu??o n?. 03, de 7/11/2001, que disp?e sobre as diretrizes m?nimas para o curso de enfermagem e nos projetos pedag?gicos de ambas as institui??es de ensino. Os resultados mostraram que a maioria dos participantes (cinco) eram do sexo feminino, quase todos possuem p?s-gradua??o embora, nenhum deles declarou qualifica??o na ?rea do envelhecimento ou sa?de do idoso; a organiza??o dos conte?dos do componente na matriz curricular, a carga hor?ria te?rico-pr?tica e as estrat?gias metodol?gicas de ensino apresentaram-se de forma heterog?nea e, algumas vezes divergentes em uma mesma institui??o; Sobre a defini??o do componente enfermagem gerontol?gica, identificou-se que n?o est? bem definido ao longo do projeto pedag?gico das institui??es de ensino pesquisadas. Concluiu-se que, no contexto deste estudo, o ensino de enfermagem gerontol?gica est? presente no curso de forma??o do enfermeiro, mas h? necessidades de reavalia??o e atualiza??o com vistas a um ensino de maior abrang?ncia e aproximado das pr?ticas em sa?de
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O curr?culo integrado na tessitura mnem?nica de professores do curso t?cnico em enfermagem do Instituto Federal da Bahia, campus Eun?polisSantos, Juliana de Almeida Pereira e January 2016 (has links)
Data de aprova??o ausente. / ?rea de concentra??o: Sa?de coletiva. / Linha de pesquisa: Ensino, ?tica e pol?tica p?blica de
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Previous issue date: 2016 / Prop?e-se pensar, neste estudo, as dificuldades de implanta??o de uma proposta curricular
contra-hegem?nica, n?o somente pela ordem conceitual, mas a partir da capacidade da categoria
docente em atuar nesse cen?rio, contrabalanceando princ?pios ideol?gicos sobrejacentes e
pr?ticas e resultados na rela??o de ensino-aprendizagem. Isso, a partir da seguinte quest?o
norteadora: De que modo se d? o processo de constru??o de uma nova pr?xis pedag?gica de
professores que vivenciam uma reforma curricular, do modelo tradicional para o modelo
integrado? Tendo como objetivo descrever o processo de constru??o de uma nova pr?xis
pedag?gica, com base em uma reforma curricular, do tradicional para o integrado, a partir da
trajet?ria de professores do curso t?cnico em enfermagem do Instituto Federal da Bahia, campus
Eun?polis. Para tanto, utilizou-se pesquisa de natureza b?sica, do tipo explorat?ria, com
abordagem hipot?tico-dedutiva e enfoque qualitativo. No que tange ao procedimento, utilizou-se
o estudo de caso, a partir da t?cnica de hist?ria oral, na modalidade tem?tica. Para capta??o
das informa??es, foi empregada a entrevista semiestruturada, a partir do registro de
depoimentos com recursos de capta??o de ?udio, transcri??o de fontes, e constitui??o do
arquivo. Paralelamente, e de modo complementar, utilizou-se uma pesquisa documental em
acervo legal acerca do tema, englobando leis, decretos, resolu??es, portarias e documentos
escolares pertinentes. Os resultados apontam para um percurso heterog?neo e controverso, em
que os bons resultados formativos competem com disputas ideol?gicas e quest?es
administrativas, extrapolando o espa?o intraescolar. / Disserta??o (Mestrado) ? Programa de P?s-gradua??o em Ensino em Sa?de, Universidade Federal dos Vales do Jequitinhonha e Mucuri, [2016]. / It proposes to think, in this research, the difficulties of the implantation of a curricular proposal
counterhegemonic, not only for the conceptual order, but from the capacity of the teaching
category to act in this scenario, setting up ideological principles overlying and practices and
results in regarding of teaching and learning. This, from the following central question: How to
gives the process of building of a new pedagogical praxis of teachers who experience a
curricular reform, of the traditional model for the integrated model? Aiming to describe the
process of construction of a new pedagogical praxis, based on a curricular reform, from
traditional to integrated, from the trajectory of teachers of the nursing technical course of the
Federal Institute of Bahia, campus Eun?polis. Therefore, we utilized the research from basic
nature, the exploratory with hypothetical-deductive approach and qualitative focus. Regarding
the procedure, it was used the case study, from the technique of oral history, in the thematic
modality. To capture the information, it was employed the semistructured interview, from the
registration of testimony with audio capitation resources, transcription sources, and constitution
of the file. At the same time, and complement way, we utilized a documental research in the
legal collection about the subject, including laws, decree, resolutions, ordinances and relevant
school documents. The results point to a heterogeneous course and controversial, that the good
formative results competing with ideological disputes and administrative questions,
extrapolating the school space.
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Ensinar, formatar e moldar: pr?ticas de um curr?culo generificado de uma escola do ensino fundamentalFernandes, Viviane Carvalho 27 October 2016 (has links)
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Previous issue date: 2016 / Este trabalho buscou compreender como se constituem as feminilidades e as masculinidades no curr?culo de uma escola da rede municipal de ensino de Governador Valadares. A pesquisa est? inserida no campo dos estudos de g?nero e curr?culo, com inspira??o em Michel Foucault. Para o desenvolvimento desta disserta??o, foram selecionados alguns conceitos que serviram como ferramentas de trabalho, sendo eles: g?nero, curr?culo, discurso, poder/saber, processo de subjetiva??o, norma, heteronormatividade, rela??o de poder e posi??es de sujeito. Como metodologia, foram utilizados procedimentos da pesquisa etnogr?fica para coleta de informa??es, tais como: observa??o com registro em di?rio de campo, conversas informais e entrevistas semiestruturadas. Para tratar essas informa??es, foram utilizados elementos da an?lise do discurso de inspira??o foucaultiana. Por meio dessas ferramentas metodol?gicas e com os conceitos que serviram de base para o desenvolvimento desse trabalho, analisou-se que a escola, de uma forma geral, por meio dos discursos biologicistas, machistas, pedag?gicos, entre outros, tem naturalizado os corpos das meninas e dos meninos, constituindo feminilidades e masculinidades, como se houvesse apenas um ?nico modo correto de ser homem e mulher, menino e menina. O argumento geral desenvolvido nesta disserta??o ?: apesar da reitera??o constante de discursos heteronormativos, por meio das pr?ticas curriculares, ensinando modos adequados de ser a meninas e meninos, a normaliza??o dos corpos n?o ? totalmente garantida, pois escapes podem ser encontrados. Os sujeitos s?o criativos e manifestam seus sentimentos e desejos. O curr?culo foi compreendido, aqui, como um artefato importante na constitui??o das feminilidades e das masculinidades, produzindo diversas posi??es de sujeito, mas, sobretudo, posi??es que se enquadram em um padr?o heteronormativo, e que tamb?m est?o fora da escola. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016. / This paper has aimed to understand how the femininities and masculinities are constituted in the curriculum of a school of Governador Valadares. The research is inserted in the fields of gender and curriculum, and inspired in the studies of Michel Foucault. For the development of this thesis, some concepts were selected to serve as work tools, namely: gender, curriculum, speech, power/knowledge, subjectivation process, rule, heteronormativity, power relation and subject positions. The utilized methodology were ethnographic research procedures, in order to collect information, such as observation of field journey's registrations, informal conversations and semi-structured interviews. To address this information, elements of Foucault-inspired discourse analysis were used. Through these methodological tools and the concepts that formed the basis for the development of this work, it was analyzed that the school, in general, through the biologicist, sexist, and educational speeches, among others, has naturalized the bodies of girls and boys, constituting femininities and masculinities, as if there were only one correct way of being man and woman, boy and girl. The general argument developed in this paper is: despite the constant reiteration of the heteronormative discourse, through curriculum practices, teaching appropriate ways of being girls and boys, the standardization of the bodies is not fully guaranteed, since leaks can be found. The subjects are creative and express their feelings and desires. The curriculum has been understood here as an important device in the constitution of femininities and masculinities, producing different subject positions, but mainly positions that fall into a heteronormative standard, and are also found outside the school.
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A literatura na sala de aula: uma alternativa de ensino transdisciplinarFerreira, Hugo Monteiro 04 June 2008 (has links)
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Previous issue date: 2008-06-04 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The present thesis studies the appropriate education of the literary gender based in an approach of trans-disciplinary teaching. The main objectives will be to survey the degree of trans-disciplinarity of the literary reading in classrooms and to propose the literary reading as an alternative of trans-disciplinary teaching. The theoretical contributions, which sustain the lines of central argument of this thesis, are related to the critical theories on the epistemological and methodological crisis in the speech of the modernity; the emergency of an emerging paradigm under the optics of the speech of the post-modernity; the theories concerned to curriculums and their interrelations with the school teaching; the theories of the complexity and of the inter and trans-disciplinarity; theories of the reading and of the literature, more precisely the literary semiology and the aesthetics of the acceptance; theories about the pedagogic mediation starting from presupposed and trans-disciplinary principles. The methodological foundations, of the type inter and trans-disciplinary, which anchor the approach of the study is related to a line of qualitative analyses applied the teaching-learning situation accomplished during the data collection during the empiric stage of the research. The analyzed corpus is composed of episodes originated from the classes with literary texts accomplished in the months of June and December of 2005, under the orientation of a complex and trans-disciplinary didacticism. The involved subjects are students in the age group of 9 and 13 years of age from a public school in the county of Cabo de Santo Agostinho, in the State of Pernambuco. Starting from the discoveries found during the research, so much bibliographical, as that of the field, it is possible to conclude, among other things, that the literary reading, when mediated accordingly in the classroom, is a trans-disciplinary object of high degree, because the literary reading can allow and make it possible to the real reader, through a necessary process of speculation on life and its unfolding, solid reflection around the individual and collective occurrences so much in simpler instances as in more complex ones / Esta tese estuda a escolariza??o adequada do g?nero liter?rio baseada em uma abordagem de ensino transdisciplinar. Os principais objetivos s?o investigar o grau de transdisciplinaridade da leitura liter?ria em sala de aula e propor a leitura liter?ria como sendo uma alternativa de ensino transdisciplinar. Os aportes te?ricos, os quais sustentam as linhas de argumenta??o central desta tese, t?m rela??o com as teorias cr?ticas sobre a crise epistemol?gica e metodol?gica no discurso da modernidade; a emerg?ncia de um paradigma emergente sob a ?tica do discurso da p?s-modernidade; as teorias curriculares e suas inter-rela??es com o ensino escolar; as teorias da complexidade e da inter e transdisciplinaridade; teorias da leitura e da literatura, mais precisamente a semiologia liter?ria e a est?tica da recep??o; teorias sobre a media??o pedag?gica a partir de pressupostos e princ?pios transdisciplinares. Os fundamentos metodol?gicos, do tipo inter e transdisciplinar, os quais ancoram a abordagem do estudo t?m rela??o com uma linha de analise qualitativa aplicada a uma situa??o de ensino-aprendizagem realizada durante coleta de dados na etapa emp?rica da pesquisa. O corpus analisado comp?e-se de epis?dios oriundos das aulas com textos liter?rios realizadas entre os meses de junho a dezembro do ano de 2005, sob a orienta??o de uma did?tica complexa e transdisciplinar. Os sujeitos envolvidos s?o estudantes na faixa et?ria entre 9 e 13 anos de idade, de uma escola p?blica, no munic?pio do Cabo de Santos Agostinho, estado de Pernambuco. A partir dos achados encontrados durante a pesquisa, tanto bibliogr?fica quanto de campo, ? poss?vel concluir, dentre outras coisas, que a leitura liter?ria, quando mediada adequadamente em sala de aula, ? um objeto transdisciplinar de alto grau, posto que a leitura liter?ria pode permitir e possibilitar ao leitor real, atrav?s de um necess?rio processo de especula??o sobre a vida e seus desdobramentos, consistente reflex?o em torno das ocorr?ncias individuais e coletivas tanto em inst?ncias mais simples como em inst?ncias mais complexas
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A transversalidade no curr?culo do ensino fundamental: as quest?es ambientais em focoAquino, Maria Sacramento 26 December 2008 (has links)
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Previous issue date: 2008-12-26 / This thesis is the result of an investigation about the transversality of the environmental issues into the daily curriculum of High Schools (from first to eighth grade). The research field was the county of Santo Antonio de Jesus in the state of Bahia, Brazil. The investigation is related with the challenge that the present model of social development and organization has put to the school institution: to bring the regular discussion about Environmental Education (EE) to the school s daily life. Facing the complexity of the socio-environmental issues and the basic functions of Education, the object of study was restricted to the identification of the challenges and paradoxes of the EE inside the curriculum organization of Politic-Pedagogic Project of the schools and the teachers daily practices. About the methodology, we adopted different references for the qualitative research: sociology, history, economy, and education. As for the investigative procedures about the teacher s practices, we related the school s daily practices to the context of the community. We also adopted several investigative procedures, such as questionnaires, interviews, observations and formative intervention. The theoretical basis was organized based on references to curriculum organization, environmental culture, teacher education and also considering the pillars of a capitalistic system that is based on consumerism and that generates social exclusion. At the initial considerations, we contextualized the contemporary environmental issues in an attempt to interpret the conditions of the EE transversality into the school s daily practices, which are still oriented to the traditional Cartesian Education. Based on the collected data, we found the reasons for the teachers dilemma and reluctances to the insertion of the environmental issues into the organization of the work plan and into the management of a school. Nevertheless, the results also signed promising possibilities to the EE tranversality, in case the curriculum of the school could be more sensible towards the cultural and social-economical issues of a community. We especially questioned The National Curriculum Parameter s (PCN), which is considered highly insufficient to inform the teachers about the environmental issues, facing the actual local conditions of social and pedagogic work. The final considerations showed the role and the importance of this research as one strategy to organize the curriculum education into the perspective of the transversality of environmental issues inside the education of both teacher and student / Esse estudo ? o resultado de uma investiga??o sobre a transversalidade das quest?es ambientais no curr?culo cotidiano de escolas do Ensino Fundamental (1? a 8? s?rie). O campo de pesquisa foi o munic?pio de Santo Ant?nio de Jesus, Bahia. A investiga??o est? relacionada com os desafios que o atual modelo de desenvolvimento e organiza??o social tem colocado para a institui??o escolar: a discuss?o pedag?gica da educa??o ambiental (EA) dentro da vida escolar. Diante da complexidade da quest?o s?cio-ambiental e das fun??es b?sicas da educa??o afunilamos nosso estudo para a identifica??o dos desafios e paradoxos da EA diante do Projeto Pol?tico Pedag?gico e das pr?ticas dos professores. Na metodologia adotamos diferentes refer?ncias para a pesquisa qualitativa: sociologia, hist?ria, economia e educa??o. Nos procedimentos de investigativos sobre a pr?tica dos professores, relacionamos o cotidiano da escola com o contexto da comunidade. Adotamos, igualmente, diversos procedimentos de investiga??o, como question?rios, entrevistas, observa??es e interven??o formativa. A fundamenta??o te?rica buscou refer?ncias nas teorias da organiza??o curricular, da cultura ambiental, da forma??o do professor e nas bases de um capitalismo consumista que gera exclus?o social. Nas considera??es iniciais contextualizamos a problem?tica ambiental contempor?nea, tentando interpretar as condi??es da transversalidade da EA no cotidiano da escola, ainda orientada para a tradicional forma??o cartesiana. Com base nos resultados encontramos as raz?es para os dilemas e resist?ncias dos professores para a inser??o das quest?es ambientais na organiza??o do plano de trabalho e na gest?o da escola. Todavia, os resultados tamb?m mostraram as possibilidades promissoras para a transversalidade da EA, caso o curr?culo escolar pudesse ser mais sens?vel ?s problem?ticas s?cio-econ?micas e culturais da comunidade. Questionamos especialmente os Par?metros Curriculares Nacionais, considerados insuficientes para subsidiar os professores sobre os problemas ambientais, diante da suas condi??es locais de trabalho social e pedag?gico. As considera??es finais evidenciaram o papel e a import?ncia da pesquisa como estrat?gia para a organiza??o educativa no sentido da transversalidade das quest?es ambientais na forma??o do professor e do aluno.
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Curr?culo e arquitetura escolar: concep??es de professoras e equipe gestora do Col?gio Nossa Senhora das Neves-Natal-RN / School curriculum and architecture: conceptions of teachers and team manager of Col?gio Nossa Senhora das Neves-Natal/RNOliveira, Karina de 30 March 2012 (has links)
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Previous issue date: 2012-03-30 / The present study aims to investigate the conceptions of teachers and management team
of the Col?gio Nossa Senhora das Neves - Natal / RN about curriculum, school
architecture and possible relationships established between these components. To
develop the study, we rely on the theoretical contributions of Vi?ao Frago (2001),
Escolano (2001); Benconstta (2005), among others, about the architecture school, and
with regard to curriculum, ancoramo us in theoretical reflections Silva (2000, 2006,
2008). We assume that the school place is a social construct and as such, reflects the
interests of certain groups, to organize, establish ways to condition their unctions and
uses. In this space, people's lives is planned, both those who work there, as those who
study there. Thus, the architecture school promotes, through representations, signs,
symbols and shapes, certain charges that impact the ways of being and acting subjects
by establishing appropriation and expropriation of rights and legitimate forms of
inclusion and exclusion. Thus, it is an expression of power. A power that is expressed in
the form of lead the way people should behave in a certain space. Clarity on these
aspects of the architecture school is important, since in the same way that the opinion of
several experts is important to discuss the adequacy of school architecture
(environmentalists, architects, engineers, planners), the / the teacher / and the / as
managers / must also meet the educational nature of the architecture school, so as to
present its share of contribution in order to make the post-school conducive to learning
multiple. From this perspective, we analyze the concepts of four teachers and eight
individuals who are part of the management team of the CNSN, whose views were
seized through participant observation, semi-structured interviews and documentary
analysis. The construction of the data indicated levels of conceptual curriculum varied,
ranging from those rooted in traditional theories of curriculum as those regarding the
curriculum tied to discursive and contextual aspects. The conceptions of architecture
school, predominantly focused on the aspects of the architecture school materials and
most established subject, differently, relations between curriculum and school
architecture / O presente trabalho objetiva investigar as concep??es de professores e equipe de
gestores do Col?gio Nossa Senhora das Neves - Natal/RN sobre curr?culo, arquitetura
escolar e as poss?veis rela??es que estabelecem entre esses componentes. Para
desenvolvermos o estudo, baseamo-nos nas contribui??es te?ricas de Vin?o Frago
(2001), Escolano (2001); Benconstta (2005), entre outros, sobre a arquitetura escolar; e
no que concerne ao curr?culo, ancoramo-nos nas reflex?es te?ricas de Silva (2000,
2006, 2008,). Partimos do pressuposto de que o lugar escolar ? uma constru??o social e,
como tal, traduz interesses de determinados grupos que, ao organiz?-lo, instituem
formas de condicionar suas fun??es e usos. Nesse espa?o, a vida das pessoas ?
planejada, tanto a dos que l? trabalham, como a dos que l? estudam. Assim, a
arquitetura escolar promove, atrav?s de representa??es, signos, s?mbolos e contornos,
certas imposi??es que impactam nos modos de ser e agir dos sujeitos, ao instituir
apropria??es e expropria??es de direitos, bem como legitimar formas de inclus?o e
exclus?o. Desse modo, ela ? express?o de poder. Um poder que se expressa na forma de
conduzir o modo como ?s pessoas devem se portar num determinado espa?o. Ter
clareza sobre esses aspectos da arquitetura escolar ? relevante, pois do mesmo modo que
a opini?o de diversos especialistas ? importante para discutir a adequa??o da arquitetura
escolar (ambientalistas, arquitetos, engenheiros, urbanistas), os/as professor/as e os/as
gestores/as precisam tamb?m conhecer a natureza educativa da arquitetura escolar, para
assim apresentarem sua parcela de contribui??o, a fim de tornar o lugar-escolar prop?cio
ao desenvolvimento de m?ltiplas aprendizagens. Nessa perspectiva, analisamos as
concep??es de quatro professoras e oito sujeitos que fazem parte da equipe gestora do
CNSN, cujas concep??es foram apreendidas atrav?s de observa??es participantes,
entrevistas semiestruturadas e an?lise documental. A constru??o dos dados indicou
n?veis conceptuais de curr?culo variados, oscilando desde aquelas arraigadas nas teorias
tradicionais de curr?culo como as que consideram o curr?culo atrelado a seus aspectos
discursivos e contextuais. As concep??es de arquitetura escolar, predominantemente,
incidiram para os aspectos materiais da arquitetura escolar e a maioria dos sujeitos
estabeleceu, de forma diferenciada, rela??es entre curr?culo e arquitetura escolar
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Forma??o de educadores de jovens e adultos no Programa Gera??o Cidad?: rela??o entre saberes na proposi??o curricularPinheiro, Rosa Aparecida 25 May 2007 (has links)
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Previous issue date: 2007-05-25 / This paper deals with the fundamental elements of a curricular proposal aiming at the formation of alphabetizers of young and adults, as long as it concerns the relation between the academic knowledge and that one arising from the classroom experience. The empirical field of the research comes from the work of the teachers responsible for the formation of the alphabetizers of the GerA??o Cidad? Program (2004-2005) linked, as an Extension Program, to Federal University of Rio Grande do Norte. Indeed, it tries to understand how these young and adult educators makers figure out the link between the experienced knowledge, which their lives give testimony of, with the scientific knowledge, which they are entitled to mediate in class. This work is funded in the principles of the Collaborative Research, which constitutes a kind of qualitative research. It makes use of procedures supported by qualitative research, especially those ones related to reflexive sessions, as well as to documental researches and semi-structured interviews. These spaces have afforded the group of alphabetizers the opportunity to talk over their practice, not only individually but also collectively, in order to work out contributive proposals having in view changes in the educative actions. As elaborated contributions, we present a discussion about the specificities in the making of educators to EJA, in their differentiated social roles. Reflecting on the experiences of the educators makers, we highlight those elements we regard as essential to the constitution of a formation proposal, like formative times and spaces, dialogue and social memory. The curricular organization is compreneded as part of an enlarged dimension that does not restraint itself to school; rather, it is visualized as a structuring instance that connects different knowledge surpassing community and university. Under this optics, we come to the conclusion that the connection the scientific knowledge establishes with the experienced one, which is immersed in the cultural practices of those who are involved in the formative process, is the basement to a curricular proposal of a formation course destined to educators committed with the need of changing society / A presente investiga??o se reporta aos elementos priorit?rios de uma proposta curricular para forma??o de alfabetizadores de jovens e adultos, no que concerne ? rela??o entre os saberes acad?micos e os saberes da experi?ncia docente. O campo emp?rico da pesquisa se constitui na a??o das formadoras de alfabetizadores do Programa GerA??o Cidad? (2004-2005), vinculado como Projeto de Extens?o ? Universidade Federal do Rio Grande do Norte. Busca-se entender como essas formadoras pensam a articula??o dos saberes experienciais, advindos de suas pr?ticas educativas em comunidades e do conhecimento cient?fico do qual s?o portadoras, que devem ser mediados nas salas de aula. Este trabalho fundamenta-se nos princ?pios da pesquisa colaborativa, modalidade da pesquisa qualitativa. Recorre-se a procedimentos com base na pesquisa colaborativa, em especial ?s sess?es reflexivas, conjuntamente com a pesquisa documental e entrevistas semi-estruturadas. Essas sess?es propiciaram ao grupo das formadoras a auto-reflex?o e a reflex?o no coletivo sobre sua pr?tica, com vistas ? elabora??o de proposi??es que contribuam para o incremento das a??es educativas. O debate sobre as especificidades na forma??o de educadores para a EJA, em seus pap?is sociais diferenciados e na reflex?o sobre as experi?ncias das formadoras, ? exemplo dessas contribui??es; elementos considerados essenciais para a elabora??o de uma proposta de forma??o, como tempos e espa?os formativos, di?logo e mem?ria social, tamb?m s?o discutidos. A organiza??o curricular em uma dimens?o ampliada ? aquela que n?o se restringe ? institui??o escolar, mas a percebe enquanto estruturante na liga??o dos saberes que permeiam a comunidade e a Universidade. Sob essa ?ptica, conclui-se que a rela??o dos saberes cient?ficos com os saberes experienciais, presentes nas pr?ticas culturais dos envolvidos no processo formativo, ? o fundamento para uma proposi??o curricular voltada a um curso de forma??o para educadores comprometidos com as mudan?as sociais
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N?o ? que eu sei ser professora!: forma??o continuada e constru??o do curr?culo da matem?tica para o ciclo de alfabetiza??oSantos, Adele Guimar?es Ubarana 18 October 2013 (has links)
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Previous issue date: 2013-10-18 / Esta disserta??o investiga como a pr?tica da forma??o continuada em Matem?tica dos professores do N?cleo de Educa??o da Inf?ncia/Col?gio de Aplica??o (NEI/CAp) tem possibilitado a constru??o do curr?culo da Matem?tica para o ciclo de alfabetiza??o nessa institui??o. Assumimos os princ?pios metodol?gicos da abordagem qualitativa com ?nfase na pesquisa colaborativa. Privilegiamos atividades de forma??o continuada organizadas em sess?es de estudos e reflex?es sobre a pr?tica pedag?gica que envolveram todos os part?cipes. Para a constru??o dos dados realizamos a escolha de instrumentos e procedimentos metodol?gicos como a entrevista individual e as sess?es reflexivas de videoforma??o e de estudo. Com a intens?o de responder a quest?o central da pesquisa definimos duas categorias de interpreta??o: a forma??o continuada em Matem?tica dos professores do NEICAp dos anos iniciais do Ensino Fundamental e a constru??o do curr?culo da Matem?tica dos anos iniciais do Ensino Fundamental nesta escola. Constatamos que a pr?tica da forma??o continuada em Matem?tica acontece dentro da pr?pria institui??o e tem como interesse, al?m da forma??o permanente dos seus professores, o desenvolvimento da escola e a aprendizagem dos alunos. Avaliamos que por meio de estudos e reflex?es sobre as pr?ticas docentes, an?lises de propostas pedag?gicas de Secretarias de Educa??o e de outros documentos oficiais do Minist?rio da Educa??o, em momentos de forma??o continuada em contextos vivenciadas pelos professores do NEI/CAp, vem sendo poss?vel construir o curr?culo desta institui??o e, consequentemente, a sua proposta curricular, na qual privilegiamos a ?rea da Matem?tica
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