Este trabalho teve como objetivo analisar a tendência de mudanças na educação odontológica no Brasil em face à necessidade de implantação das Diretrizes Curriculares Nacionais para cursos de graduação em odontologia, aprovadas em 2002. O referencial teórico inclui as perspectivas da educação superior no Brasil em um contexto neoliberal, incluindo a área da saúde e a odontologia em particular apontando para a contradição da formação em saúde bucal no país que convive com um número crescente de faculdades de odontologia em todo o território nacional sem, contudo, responder às necessidades de atenção em saúde bucal de parcelas significativas da população brasileira. A metodologia partiu dos resultados da análise quantitativa obtidos pelo instrumento de avaliação utilizado durante as oficinas realizadas pela Associação Brasileira de Ensino Odontológico (ABENO) durante os anos de 2005 e 2006. O instrumento permitiu que cada participante avaliasse a instituição e o grau de inovação frente aos pressupostos das diretrizes curriculares segundo 3 eixos : orientação teórica do curso, abordagem pedagógica e cenários de prática. Cada eixo continha 3 vetores correspondendo ao tema analisado e cada participante avaliava o mesmo segundo 3 estágios possíveis (1- mais conservador; 2- intermediário e 3- mais inovador). Foram analisadas 48 faculdades (23 públicas e 25 privadas) de odontologia totalizando 1229 participantes entre professores (total de 711), alunos (228) e funcionários (14). Os resultados apontam para um alto grau de inovação incipiente (52,9%) seguido pelo grau de inovação parcial (40,2%), Estes resultados se confirmam para todas as variáveis analisadas ( tipo de instituição, região do país, tipo de ocupação e área de docência). O instrumento permite afirmar que a maioria das escolas mantém uma proposta pedagógica tecnicista, sem integração das disciplinas e com poucos cenários de práticas que permitem ao aluno conhecer e se formar na lógica do Sistema Único de Saúde (SUS), mantendo uma abordagem clássica da educação odontológica conforme as concepções de Gies e Charles Godon,no princípio do século XX. A análise qualitativa dos relatórios dos facilitadores, que teve como objetivo analisar os discursos apontados durante as oficinas destacou o desconhecimento, por parte da comunidade acadêmica odontológica, das diretrizes curriculares bem como dos princípios do SUS; a ausência de integração com o serviço e cenários de prática no SUS; a pouca formação pedagógica do corpo docente bem como uma resistência a mudanças que direcionem a formação para uma lógica de saúde coletiva. A discussão foi elaborada a partir de um arcabouço teórico advindo da teoria crítica da educação e currículo que aborda, de forma dialética, questões como ideologia, hegemonia, reprodução social, relações políticas de poder e dominação bem como o currículo oculto considerando que a resistência a transformações e inovações na educação odontológica provém de um projeto político e ideológico desta voltado à uma lógica capitalista, predominantemente voltada a classes dominantes numa perspectiva de tecnicismo direcionado à prática individual e mercantil da profissão, contrapondo-se e distanciando-se das perspectivas das diretrizes curriculares atuais e, portanto, mantendo-se resistente e em graus incipiente e parcial de inovação conforme demonstrou a análise quantitativa das oficinas.A necessidade de se transformar a educação odontológica impõe mudanças nos projetos político-pedagógicos das instituições, que devem ser construídos de forma coletiva com os diversos atores do processo educativo envolvidos; criação de espaços de formação docente dos professores de odontologia e ampliação da integração do SUS com as instituições formadoras permitindo uma real e signioficativa transformação do currículo, revisão de conteúdos ministrados, permitindo a adoção da integralidade do processo saúde/doença como eixo transversal do currículo dos cursos de graduação em odontologia. / The objective of this research was to make an analysis of the changes trends in dental education in Brazil facing the necessity of implementation of the curricular guidelines for undergraduate dental schools, which were approved in 2002. The theoretical reference includes the perspectives of higher education in Brazil in a neoliberal context, including health education and particularly dental education pointing out the contradiction of the formation in this field in a country that has a crescent number of schools in all its territory without responding to the oral health necessities of significant portions of the Brazilian population. The methodology used the results of a quantitative analysis obtained from the evaluation instrument used during the workshops carried out by the Brazilian Dental Education Association (ABENO) during 2005 and 2006. This instrument enabled each participant to evaluate his institution and the innovation degree in face of the curricular guidelines according to 3 axes: the theoretical orientation of the course; its pedagogical approach and practice sceneries. Each axis had 3 variables corresponding to the theme analyzed and each participant could evaluate it according to three possible stages (1-more conservative, 2-intermediate and 3-more innovative). 48 dental schools were analyzed (being 23 public and 25 private) with a total of 1229 participants (711 professors; 228 students and 14 functionaries. The results showed a high degree of incipient innovation (52, 9%) followed by a degree of partial innovation (40, 2%). These results were confirmed for all variables analyzed (type of institution, region in the country, type of occupation and faculty field). The instrument allows the affirmation that most dental schools maintain a technicist pedagogical approach, without integration between disciplines and with a few number of practice sceneries which would allow the student to be formed in the logic of the Brazilian Unified health System (SUS), keeping a classical approach of the dental education according to the conceptions of Gies and Charles Godon in the beginning of the XX Century. The qualitative analysis of the facilitators reports of the workshops which has as objective to analyze the discourse of the participants during the workshops which were pointed out by the facilitator showed the unknowing of the curricular guidelines by the dental academic community as well as the principles of the Brazilian Health System (SUS) ; the absence of integration between the public health service network and the schools and low number of practice sceneries in the public health system; the low level of pedagogical formation of dental faculties as well as resistance to changes that tend toward a formation in a logic of community health. The discussion was carried out from the perspective of the critical theory of education and curriculum which deals in a dialectical manner with concepts like ideology, hegemony, social reproduction, political relations of power and domination and hidden curriculum considering that resistance to transformations and changes in dental education are linked to a political and ideological project of it and it is very connected to a capitalist logic, mostly addressed to the dominant classes in a perspective of technical development leading to private and commercial practice of the profession opposing and maintaining a distance from the perspectives of the actual curricular guidelines and therefore keeping it resistance in incipient and partial levels of change as showed by the quantitative analysis of the workshops. The necessity of transforming dental education impose changes in the political and pedagogical projects of the schools and these must be built in a collective manner with the various actors of the educational process involved; a pedagogical formation of the faculty; extension of integration between the public health system and dental schools permitting a real and significant transformation of the curriculum and revision of contents taught leading to a transversal axis of the curriculum of undergraduate dental schools focusing the integrality of the health/disease process.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-26T20:10:51Z No. of bitstreams: 1 anaflaviadeaquinomagalhaes.pdf: 1519022 bytes, checksum: a376517075d1aafef53dcba9fe951d00 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-05-02T00:56:43Z (GMT) No. of bitstreams: 1 anaflaviadeaquinomagalhaes.pdf: 1519022 bytes, checksum: a376517075d1aafef53dcba9fe951d00 (MD5) / Made available in DSpace on 2016-05-02T00:56:43Z (GMT). No. of bitstreams: 1 anaflaviadeaquinomagalhaes.pdf: 1519022 bytes, checksum: a376517075d1aafef53dcba9fe951d00 (MD5) Previous issue date: 2015-01-13 / O presente trabalho expõe os resultados da pesquisa desenvolvida no âmbito do mestrado junto ao Programa de Pós-Graduação Profissional em Gestão e Avaliação da Educação Pública da Universidade Federal de Juiz de Fora. O Objetivo foi investigar o processo de implementação da política pública de educação do município de Belo Horizonte no que se refere à proposta curricular. O objetivo é identificar que uso as escolas fazem das novas Proposições Curriculares, a partir de sua efetivação na RME/BH, tendo como referência a experiência de acompanhantes pedagógicos e de professores. O interesse pela pesquisa se dá pela experiência no acompanhamento da implantação dessa política pública quando a pesquisadora atuou como técnica na Secretaria Municipal de Educação. Para esta pesquisa foram consideradas as informações referentes à legislação da Educação Básica nacional, estadual e municipal, além de documentos oficiais da Secretaria Municipal de Educação. Este estudo de caso foi desenvolvido à luz das reflexões de teóricos como Stephan Ball, Jefferson Mainardes e outros que abordam a temática das políticas públicas, bem como Arroyo, Dalben e Zaidan. Foram realizadas entrevistas semiestruturadas com os gestores da SMED e aplicados questionários aos Acompanhantes Pedagógicos e professores que atuam na rede municipal de ensino. Os dados obtidos e tratados por meio de análise qualitativa versam sobre a percepção dos entrevistados acerca do uso das proposições e o trabalho que vem sendo desenvolvido nas escolas do Ensino Fundamental da Rede Municipal de Educação de BH. Os resultados da pesquisa apontam para a necessidade de investimentos na formação continuada da equipe gestora da SMED, coordenadores pedagógicos e professores para o favorecimento do processo de implementação da política pública. Os resultados encontrados subsidiaram a construção de um Plano de Ação Educacional com vistas ao redirecionamento de ações que objetivam acelerar, com qualidade, a efetivação das Proposições Curriculares e o consequente fortalecimento da educação na rede pública do município. / The research investigates the process of implementation for the education public policy of the municipality of Belo Horizonte especially in regards to curriculum. The objective is to verify the curricular prepositions that are being utilized in grades K-9 (Ensino Fundamental). The interest in this research came about by the experiences of the author through the implementation of the new education public policy at the Municipal Secretary of Education of Belo Horizonte. For this research, different forms of documents from the Secretary of Education and public policy in state and municipal levels were considered. The research was conducted with strong reflections of the theory from Stephan Ball, Jefferson Mainardes and others who focus on the development of public policy such as Arroyo, Dalben and Zaidan . Structured interviews and surveys were conducted to the pedagogy advisors and teachers who are present members of the municipality. The data collected through qualitative research and analysis of the interviewees in relevance to the prepositions and the work done in the development of the public schools grades k-9. The results seen from the data point to the necessity of investment for continuous training in the SMED (Municipal Secretary of Education), pedagogical coordinators and those teachers benefiting from the new public policy. The results that were found have acted as a basis for a new Plan of Educational Action, with outlook for the redirection to speed up with quality, an implementation of new Curricular Prepositions which will have the ability to strengthen the public municipal school system

The purpose of my study was to explore what and how university students learned from their experiences working as peer educators. In my study, I was only interested in investigating peer educators working in formal peer education programs within the post-secondary setting. I defined learning as “a comprehensive, holistic, transformative activity that integrates academic learning and student development” (italics in original, ACPA & NASPA, 2004, p. 2). I used a modified version of the CAS 2009 learning outcomes framework to understand what peer educators learned. Those six CAS learning outcomes are: knowledge acquisition, construction, integration, and application; cognitive complexity; intrapersonal development; interpersonal competence; humanitarianism and civic engagement; and practical competence. I adopted a qualitative, descriptive, exploratory approach to the study of the content and context of peer educators’ learning. I selected participants for my study from a pool of peer educators of a student affairs’ learning assistance peer education program at a mid-sized Ontario university. I conducted face-to-face, in-depth interviews with seven peer educators. My research revealed what peer educators in a single peer education program learned; it also provided insight into their experience of learning within the peer education program, i.e., how they learned. This study offers some insight into the potential for learning, as well as potential facilitators of learning, in the university peer educator role. The findings of my research indicate that the peer educators whom I studied learned in each of the six CAS learning outcomes. The facilitators of learning that these peer educators described in their interviews include learning from experience, interactions with others, reflection, and training. The findings of my study suggest that further research could be conducted, at various institutions as well as within and across peer education programs. / Thesis (Master, Education) -- Queen's University, 2012-10-15 11:35:06.19

Universities are seen to have a central role in the UN Decade of Education for Sustainable Development (ESD), partly through their teaching and research activities. However, the critique of Higher Education's (HE) contribution to sustainable development thus far points to the limitations of a discipline driven, curriculum content and solely student focused response. Within this context, extra-curricular interventions, for example, running awareness campaigns, creating groups and organising events, appear to have potential to advance ESD in HE. However, there has been little investigation or published work in this area. Ideas of non formal and informal education; constructivist theories of learning; concepts of free choice, tacit and social learning, and the notions of whole systems thinking and sustainable education all point to roles for interventions in the extra-curricular sphere. This thesis explores the use of extra-curricular interventions in HE through an empirical investigation in the UK. A 2006 postal survey of Higher Education Institutions (HEIs) records the extent and type of interventions in use and opinions about their utility. A case study, developed through action research, reports the use and impact of extra-curricular ESD-related interventions at one HEI over an academic year (2006-07). In this case study, regular contact with a group of staff and students over the year is used to map changes in their thoughts and actions relating to sustainable development, and to record the influences attributed to these changes. Importantly, extra-curricular ESD-related interventions are found to be commonly used in UK HE, and to have a prominent position in ESD work despite their limited visibility in the literature. Their utility is confirmed as they are seen to provide experiences that contribute to student and staff learning, as well as institutional change. The evidence collected supports their roles as: disciplinary bridge', community bridge; socialisation scaffold, and social learning arena. They appear to have a useful developmental role in mobilising and motivating members of the campus community. As peripheral activities, however, extra-curricular interventions may be prone to erratic implementation through being under-resourced. They can extend participation in BSD although will not reach everyone. They are best viewed as a complementary part of BSD and linked to a process of curricular and pedagogic renewal. In addition to confirming the extent, utility and limitations of extra-curricular ESD practice, the research contributes a model to map understandings of sustainable development. This model points to a core environmental understanding to which extra layers and strands of thinking can be added. It also confirms the importance of non formal and informal influences in shaping people's conceptions of sustainable development.

Busca conocer la relación que existe entre planificación curricular y el proceso de mejora de enseñanza aprendizaje en la Escuela Profesional de Administración de Empresas de la Universidad Nacional “José María Arguedas”, en el año 2014. Realiza un estudio no experimental y transversal. Utiliza una muestra de 90 docentes y dos cuestionarios estructurados para evaluar la variable planificación curricular basado en el modelo de Guido Flores (2006). Encuentra que existe una relación positiva y altamente significativa entre la planificación curricular y el proceso enseñanza aprendizaje (r= 0,983, p=,000). Es decir, que a mayor nivel de planificación curricular habrá mayor nivel de proceso de enseñanza aprendizaje en la Escuela Profesional de Administración de Empresas de la Universidad Nacional “José María Arguedas”. / Tesis / Tesis

Ingeniera Civil Industrial / El Instituto Nacional de Heridas (INH) es una institución con foco asistencial, docente y de investigación y es la organización que dicta el postítulo Monitor en Manejo de Heridas y Ostomías que se busca rediseñar. En particular, el INH está considerando la inclusión en el programa de una continuación de estudios en una institución extranjera por lo que el objetivo general es usar la Investigación de Mercados para decidir si se justifica esta inclusión y, además, ajustar el postítulo a las preferencias de los alumnos potenciando la actividad como forma de financiamiento de la institución dado que el área de capacitaciones es la que le brinda a la institución la mayor cantidad de ingresos, especialmente considerando que tratan a pacientes que típicamente pertenecen a los tramos A y B de FONASA ofreciendo muchas atenciones gratuitas o a bajo costo. Para realizar lo anterior se dividió el trabajo en una etapa exploratoria, consistente en describir los niveles de satisfacción y los atributos más relevantes del postítulo actual; y una de levantamiento y análisis cuantitativo de datos en que, a través de la aplicación de un Análisis Conjunto, se midieron las preferencias de los alumnos ante diferentes diseños del postítulo en cuestión. Para las alternativas de rediseño, en caso de ser viables y verse justificadas, se les incluyó una evaluación económica de su potencial implementación. Se realizó un cuestionario vía web a alumnos anteriores y profesionales que no habían hecho el postítulo para determinar así aquellos atributos que se consideran más relevantes de ser incluidos en el cuestionario físico diseñado para el Análisis Conjunto, estos fueron: la cantidad de clases prácticas del postítulo, el precio, los horarios de las clases y la inclusión de una pasantía al finalizar la actividad. Luego, se tomó una muestra de 120 exalumnos del postítulo que contestaron el cuestionario de Análisis Conjunto de tipo Choice-Based, es decir, basado en la elección de alternativas. Los resultados apuntan a que efectivamente existe insatisfacción de los alumnos con el postítulo actual donde sí se justifica la inclusión de una pasantía, siendo esto un 45% más relevante que los demás atributos, seguido de la cantidad de clases prácticas con un 22% de importancia relativa; lo que además es consistente con las respuestas obtenidas en el cuestionario web. Por otro lado, no se puede afirmar que los alumnos prefieran un horario part-time para las clases versus aquellas que duran todo el día; mientras que también destaca el hecho de que un aumento en la cantidad de clases prácticas aumentaría la probabilidad de elección solo hasta un cierto límite de precio en que, aunque haya más clases prácticas, no se elegiría dicha opción debido a temas presupuestarios. Finalmente se proponen 3 alternativas de rediseño, que incluyen pasantía y/o aumento de clases prácticas con un costo de $13.200.000 para el INH y con potenciales aumentos de ingresos de hasta $217.650.000.

The purpose of the study is two-fold: (1) to determine a sound basis for the administration of extra-curricular activities in a secondary school and (2) to evaluate practices and procedures of forty high school administrators in administering extra-curricular activities to determine the extent to which they meet accepted criteria in the field.

Esta tesis de maestría, corresponde a una investigación básica y trata de la relación existente entre la variable comprensión lectora inferencial y aprendizaje significativo de los estudiantes de la Facultad de Ciencias de la Educación y Humanidades de la Universidad Nacional “San Luis Gonzaga” de Ica, para lo que se ha empleado el Diseño Descriptivo Correlacional, con una población de 1200 estudiantes y una muestra probabilística de 300 estudiantes. En el contexto y las condiciones concretas en las que se ha efectuado la investigación, se sostiene que entre ambas variables existe una relación positiva significativa cuyo coeficiente de correlación para la hipótesis específica es de 0.5371 y de la hipótesis específica 2 de 0.6541; de modo que el aumento del nivel de la comprensión inferencial va acompañado también del aumento del nivel de aprendizaje significativo de los estudiantes, en los indicadores tomados en cuenta de ambas variables. Según los datos obtenidos y presentados en los cuadros estadísticos Nº 3, 4, 5 y 6, los estudiantes que tienen mayores habilidades para la comprensión del nivel interencial, tienen también mayor nivel de aprendizaje significativo, de modo que entre ambas variables de estudio existe una relación positiva. Así por ejemplo, los estudiantes que se encuentran en el I nivel, tienen una media de 46.5 y los del V nivel 14.2 puntos. Y en la variable Y1 en el I nivel la media es de 17.3 y en el V nivel 3.5 puntos, lo que significa que conforme disminuye X disminuye también Y, y con ello se prueban las hipótesis formuladas. / This master's thesis, it is for basic research is the relationship between variable inferential reading comprehension and meaningful learning for students of the Faculty of Educational Sciences and Humanities of the National University San Luis Gonzaga of Ica, for what is used the Descriptive Correlational design, with a population of 1200 students and a random sample of 300 students. In the context and the specific conditions under which conducted the investigation, alleged that between two variables there is a significant positive correlation coefficient for which the specific hypothesis is 0.5371 and the specific hypothesis 2 of 0.6541, so that the increased level of inferential comprehension is also matched the increase in the level of meaningful learning of students in the indicators taken Into account both variables. According to data obtained and presented in statistical tables No. 3, 4, 5 and 6, students with greater abilities to understand the level inferencial, also have higher levels of meaningful learning, so that between the two variables of the study there positive relationship. For example student who are at the level I have a mean of 45.5 and 14.2 points if the V level. And in the variable Y1 in the level I mean is 17.3 and the V at 3.5 points, which means that as X decreases and also decreases and thus the hypotheses are tested.

Resulta que, pasan las décadas y la Escuela Académico Profesional de Comunicación Social de la UNMSM, hasta el 2011, como que no hallara la fórmula para actualizar y dar respuestas internas a interrogantes que lindan con sus problemas visibles e invisibles, conviven con ellas a lo largo del proceso de formación académico profesional. Las recomendaciones normativas de la universidad señalan que las evaluaciones y reajustes de los diseños curriculares en cada escuela deben ser permanentes o con un tiempo máximo de cada quinquenio. A la luz del Estatuto, las escuelas, constituyen sus correspondientes comisiones curriculares y se deja para que éstas se organicen con la participación del Comité Asesor que debe elaborar un plan de trabajo y se espera que, con la convocatoria al pleno de docentes se pueda aprobar los lineamientos y el documento concluidos, ser elevado al Consejo de Facultad y se redacte la respectiva resolución de ejecución. Toda esta acción a desarrollarse en una semana o quizás días más, dentro de las llamadas Jornadas Curriculares. Esta descripción aparentemente sencilla para su cumplimiento es una tarea compleja, más si la Comisión no posee las facilidades de una estricta tecnología de educación superior aplicada. Es notoria la angustia cuando el tiempo que se dispone es corto, se saltan etapas del proceso prescindiendo armar cada uno de los momentos que se requiere para la redacción de un diseño curricular o, así sea, de uno de los elementos del diseño que puede ser el plan de estudios o del perfil profesional, de los objetivos, etc.. La tecnología de la educación superior define para estos propósitos la necesidad empezar con el diagnóstico situacional (o previa evaluación diagnóstica), acción tan importante que no es atendido hace más de cinco años en la institución. Se reajusta directamente el plan de estudios, trabajándose de buena fe, gracias a la imaginación de la Comisión o experiencias personales de sus integrantes. Tenemos casos en que ni siquiera es nombrada la comisión y aflorando el riesgo de acciones autoritarias. El pleno de docentes siempre se halla presto a participar, según lineamientos. Los problemas no se dejan esperar, ¿En base a qué estudios se equipa, monta o se define ambientes, laboratorios, equipos, cabinas y talleres?, Con qué criterios o demandas se modifican las asignaturas o Plan de Estudios?, ¿cómo se programan las prácticas pre profesionales?, ¿El plenario de docentes aprobó el nuevo plan de estudios?, etc. Nuestra tesis está centrada en el valor del diagnóstico situacional o evaluación diagnóstica como pieza fundamental en la elaboración del diseño curricular para la formación profesional del comunicador y que daría posibles respuestas a las interrogantes planteadas.

This thesis details my process of teaching Devising Theatre, a course of my own design, in Spring of 2005 and Fall of 2005. I address my curricular development from semester to semester (readings, assignments, assessments) as well as the students' responses to the material. Additionally, I discuss my reasons for teaching the course and the place that alternative theatre can and should have in theatre training programs and in the realization of feminist pedagogy.