[pt] Após a aprovação das Diretrizes Curriculares Nacionais para os cursos de Fisioterapia (DCN/FISIO), houve um aumento expressivo no número de cursos de graduação em fisioterapia, especialmente em instituições particulares. A Região Norte apresentou a maior taxa de crescimento desses cursos no Brasil, entre 1999 e 2004. Até 2002, ano de aprovação das DCN/FISIO, existiam apenas seis cursos nesta região. Atualmente, existem 27 cursos de fisioterapia, dos quais apenas quatro (15%) mantidos por instituições públicas e 23 (85%) por instituições privadas. Aliado a este aumento no número de cursos, o perfil de graduação definido nas DCN/FISIO mudou o paradigma de formação profissional do fisioterapeuta, originalmente baseado na formação do indivíduo especialista em técnicas fisioterapêuticas curativas e/ou reabilitativas. A partir das DCN/FISIO busca-se a formação de um indivíduo com competência técnico-científica, generalista e humanista, com capacidade crítica e reflexiva, preparado para atuar no processo saúde-doença pautado em princípios éticos. Segundo a DCN/FISIO, os cursos já implantados em 2002 tiveram prazo de dois anos após sua aprovação para se ajustarem à nova diretriz. Este contexto, de mudança e expansão da oferta de formação do fisioterapeuta, justifica a presente pesquisa, que toma como objeto de estudo os Projetos-Pedagógicos de Curso (PPC) dos cursos de fisioterapia, tendo como o objetivo geral analisar a aderência dos cursos de fisioterapia da região Norte às DCN/FISIO. Para tal, realizamos uma análise crítica dos PPC, com base na metodologia utilizada pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP), em 2006, no estudo sobre a aderência às Diretrizes Curriculares de outros cursos da área da saúde, tais como os de Enfermagem, Medicina e Odontologia. Visitamos, também, as instituições que apresentaram maior e menor aderência às DCN/FISIO e entrevistamos os coordenadores dos cursos de Fisioterapia, com a finalidade de conhecer como está ocorrendo a implantação dos elementos destacados como pontos fortes e que estratégias vêm sendo usadas por esses cursos para superar as fragilidades. Entre os achados do estudo destacamos, como pontos fortes dos cursos da Região Norte, aspectos tais como: a construção coletiva dos Projetos Pedagógicos, a construção interdisciplinar da matriz curricular e/ou a utilização de metodologias que propiciam esta prática, assim como a integração entre teoria e prática, a presença de mecanismos de controle do Trabalho de Conclusão de Curso, uma maior abrangência das áreas de atuação profissional durante o estágio supervisionado, o incentivo à produção científica, o equilíbrio entre as cargas horárias dos conteúdos essenciais e a presença de regulamento das atividades complementares. Por sua vez, destacamos como fragilidades: o indicativo de que o Projeto Pedagógico foi construído em grupos restritos, a transcrição literal de elementos das DCN/FISIO no Projeto Pedagógico, a utilização de metodologias de ensino não condizentes com a perspectiva de formação das DCN/FISIO, a ausência de interdisciplinaridade, de integração teoria-prática e de elementos que demonstrem a organização e acompanhamento do Trabalho de Conclusão de Curso, a ênfase posta no aprendizado técnico em detrimento do aprendizado humano e, a pouca de abrangência de áreas de atuação profissional durante o estágio supervisionado, além das inconsistências identificadas entre o texto do PPC e a realidade dos cursos visitados. / [en] After approval of the National Curriculum Guidelines for Physiotherapy courses (DCN/FISIO), there was a significant increase of the number of graduation courses in physiotherapy, particularly in private institutions. The Northern Region had the highest growth rate of these courses in Brazil, between 1999 and 2004. Until 2002, the year of the DCN/FISIO approval, there were only six courses in this region. Currently, there are 27 courses of physiotherapy, four of them (15%) are held by public institutions and 23 (85%) by private institutions. Linked to this increase in the number of courses, the graduation profile defined in the DCN/FISIO changed the paradigm of the professional formation of a physiotherapist, originally based on the formation of a specialist in physiotherapeutic techniques for treatment and/or rehabilitation. Since the DCN/FISIO, the formation of a person with technical and scientific competence, a generalist and humanist, with critical and reflective capacity, ready to act in the health-illness process following ethical principles is sought. According to the DCN/FISIO, the courses that started in 2002 had two years after their approval to apply the new guidelines. This context of change and expansion of the offer of physiotherapeutic education justifies the present research, which takes as its object of study the Pedagogical Projects of Course (PPC) of the physiotherapy courses, its general purpose being to analyze the adherence of the physiotherapy courses from the Northern Region to the DCN/FISIO. To this purpose, we performed a critical analysis of the PPC, based on the methodology used by the Anísio Teixeira National Institute of Studies and Educational Research (INEP) in 2006, in this study of the adherence to the Curriculum Guidelines of other courses in the health area, such as Nursing, Medicine and Dentistry. We also visited the institutions that had the highest and lowest adherence to the DCN/FISIO and interviewed the coordinators of the Physiotherapy courses, with the aim of discovering the implantation of the elements highlighted as important and the strategies that are being used by these courses to overcome the fragilities. Among the findings in this study we can point out, as the best points of the courses in the Northern Region, aspects such as: the collective construction of the Pedagogical Projects, the interdisciplinary construction of the curricular matrix and/or the use of methodologies that propitiate this practice as well as the integration between theory and practice, the presence of mechanisms to control end of course monographs, the more breadth professional actuation areas during period training, the incentive for scientific production and the balance between the teaching schedule of essential contents and the presence of complementary activities regulation. On the other hand, we point out as fragilities: the indication that the Pedagogical Project was constructed in restricted groups, the literal transcription of elements of the DCN/FISIO in the Pedagogical Project, the use of teaching methodologies that do not match the educational perspective of the DCN/FISIO, the lack of interdisciplinarity, as well as integration between theory and practice, and elements that show the organization and monitoring of end of course monographs, the emphasis on technical learning rather than human learning and the little breadth professional actuation areas during period training, beyond the identified inconsistencies between the text of the Pedagogical Project and the reality of the visited courses.

The problem of this study was to describe, analyze, and compare the effects of learning centers and curricular themes upon the writing production of four children within a kindergarten classroom which followed the whole language approach. This study was conducted in a public school. Four subjects were identified from the administration of the Book Handling Knowledge Task. Using the qualitative research method of case studies, the teacher-researcher kept observational notes concerning the writing behavior of the subjects. The written compositions of the subjects were collected daily throughout the school year and were assigned a context, learning center and curricular theme. The compositions were then coded as to writing frequency, function, and form. The following findings resulted from the study: writing occurred most frequently in the art center followed by dramatic play, language, sand, science, social studies, "other," eyes and hands, mathematics, and library-listening; writing occurred most frequently during the curricular theme of Christmas followed by self-concept, shapes and colors, farm animals, Thanksgiving, Winter, transportation, nursery rhymes, patriotic, Valentine, food and nutrition, Halloween, Spring, wild animals, community helpers, gingerbread man, Summer, Easter, and pets; all five functions of language were used in the art center, four in the language, dramatic play, social studies, and "other" centers, and three in all other centers; all five functions were used during the Valentine curricular theme, four during self-concept, transportation, Spring, and farm animals, three during food and nutrition, and nursery rhymes, two during eleven other curricular themes, and only one during Easter and pets; and gains were made in form by the end of the study. Writing was often in the last stage of spelling development and more print concepts were in evidence. The conclusions made were that some learning centers and curricular themes prompt more frequent writing and the use of more language functions.

Made available in DSpace on 2016-07-18T17:54:14Z (GMT). No. of bitstreams: 1 DEUSITA_DISSERTACAO_20_06_2011.pdf: 12528804 bytes, checksum: a875980e4f2e37beb9f92e8ce1102385 (MD5) Previous issue date: 2011-04-28 / This research involves the investigation of Supervised Internship Course in the Dermatology Department in the Course of Medicine UNOESTE. There is need to develop medical training, so that the theory underlying the practice and this, in turn, question the theory in a dialectical movement to drive pedagogical changes. The search for competent medical professionals surrounds this issue, because the practice of medicine includes knowledge, skills, human relations and culture, therefore, what pedagogical strategies could meet this challenge? This research sought to contribute to theme a few scientific studies, the Supervised Practices in the Dermatology Department at the medical school. Aimed to identify and describe situations, experiences and expectations of students, and the intervening factors, assess the pedagogical aspects of the course and the development plan of Training in Dermatology. The methodology chosen was qualitative, structured on a case study, employing observation, interviews and testimonials from students of the 9th and 10th term of the Course of Medicine, Discipline of Dermatology. Reached the following conclusions: the stage in Dermatology focuses on the technical approach, the observation of cases, the curriculum has little involvement of students in theoretical and practical construction, with a fragile living space for a cultural and civic education. / Esta pesquisa compreende a investigação do Estagio Curricular Supervisionado na disciplina de Dermatologia no Curso de Medicina da UNOESTE. Há necessidade de que se desenvolva a formação do médico, de maneira que a teoria pedagógica embase a prática e esta, por sua vez, questione essa teoria, num movimento dialético, para impulsionar transformações pedagógicas. A busca de profissionais médicos competentes envolve essa questão, pois o exercício da medicina compreende conhecimentos, habilidades, relacionamento humano e cultura. Esta pesquisa procurou contribuir para um tema pouco trabalhado cientificamente, o Estágio Curricular Supervisionado na disciplina de Dermatologia no Curso de Medicina. Teve como objetivos identificar e descrever situações, experiências e expectativas dos alunos e, os fatores intervenientes, avaliar aspectos do plano de ensino de Dermatologia. A metodologia eleita foi a de natureza qualitativa, estruturada a partir de um estudo de caso, com emprego de observações, entrevistas e depoimentos dos alunos do 9º e 10º termo do Curso de Medicina, disciplina de Dermatologia. Chegou-se às seguintes conclusões: o Estágio em Dermatologia acontece na observação de casos; o currículo apresenta pouca participação dos alunos, tanto na construção teórica como na prática, com uma frágil vivência cultural e espaço para uma formação cidadã.

abstract: The purpose of this qualitative study was to design and assess a dance pedagogy curriculum intended to cultivate private sector dance educators’ somatic perception. Research questions were framed to understand the nature of knowledge encouraged by the curriculum and each educator's experience of knowledge formation and application to each participant's pedagogical context. The study was conducted in four overlapping stages: 1) Philosophical inquiry, 2) Curricular design, 3) Limited case-study, and 4) Data analysis. The stages employed mix methodologies that included: action research, autobiographical reflection, ethnographic and phenomenological approaches. The limited case-study explored two private-sector dance educators’ experiences of the curriculum. Data collected during the limited case-study conducted with the dance educators revealed thematic clusters about the nature, cultivation, expression, and experience of somatic perception. The themes suggest that the nature of somatic perception reflects an individual educators’ lived experiences that shape values, movement patterns, and phrasing. The expression of somatic perception aligns with the individual educator’s narrative and was evident in patterns and phrasing of movement and learning. The cultivation of somatic perception is an ongoing process that requires active engagement to acquire, assimilate, and integrate the knowledge of content, context, self, and student. Finally, somatic perception manifested itself in each educator’s unique expression of confidence, empathy, creativity, and spontaneity resulting in skillful enactment of knowledge within an immediate pedagogical context. / Dissertation/Thesis / Masters Thesis Dance 2020

Orientador: Deise Aparecida Peralta / Resumo: Essa pesquisa tem por objetivo investigar as percepções dos coordenadores pedagógicos da Educação Infantil da Rede Municipal de São José do Rio Preto, a respeito da etapa de consulta pública no processo de reforma curricular encadeadas pelos documentos curriculares: Base Nacional Comum Curricular e o Currículo Paulista, considerando suas ações articuladoras, mediadoras e formadoras. Para tal intento, apoiamo-nos no arcabouço teórico de Jürgen Habermas, especificamente nos conceitos de Ação Comunicativa e Esfera Pública. Acreditamos na relevância de reunirmos os coordenadores pedagógicos para essa discussão, pois de maneira geral os educadores têm reduzida capacidade de participar da construção das políticas educativas, e envolvendo-os em espaços de discussões podemos buscar a constituição de uma Esfera Pública como uma estrutura comunicacional escorada nas Associações Livres, onde esse aspecto poderá ser debatido. O estudo contou com uma análise documental sobre os documentos curriculares nacionais, estadual e municipal. Houve também o levantamento de produções acadêmicas sobre a coordenação pedagógica na Educação Infantil e pesquisas que envolviam Teoria do Agir Comunicativo em contextos educativos. Participaram do levantamento de campo seis coordenadores (as) pedagógicos (as) que foram envolvidos (as) em duas conversações: uma individual e outra coletiva em um grupo. Como resultados da análise dos documentos curriculares traçamos um quadro comparativo entre o Referencial Cu... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research aims to investigate the views of the Pedagogical Coordinators and Principal of Children Education in the city São José do Rio Preto, concerning the stage of public consultation in the curricular reform process chained by the curricular documents: Common National Curriculum and the Paulista Curriculum, considering the articulating, mediator and formator actions. For this purpose, we rely on Jürgen Habermas' academic framework, specifically in the concepts of Communicative Action and Public Sphere. We believe in the relevance of bringing together pedagogical coordinators for this discussion, because in general, educators have reduced the capacity to participate in the construction of educational and training policies, and involving spaces for discussions we can seek the Constitution of a Public Sphere as a communication structure anchored in the Free Associations, where this aspect may be discussed. This research had a documentary analysis on national, state and municipal curriculum documents. There was also the survey of academic productions on pedagogical coordination in Children Education and research involving Communicative Action Theory in educational settings. Six pedagogical coordinators participated in the field surveys who were involved in two interviews: one individual and the others in a discussion group. As results of the analysis of curricular documents we outlined a comparative framework between the National Curriculum for Children Education (RCNEI),... (Complete abstract click electronic access below) / Mestre

This essay provides perspectives from four teachers with over eighty years combinedexperience on their choices of content of communications in English 7. The reason forconducting this study is that in English 7, which is the last English course in Swedish uppersecondaryschool, the teacher may face a diverse group of students with different programgoals, which may lead to different content needs. The aim of the study is to explore thisquestion, considering factors that affect choices in the course and what social domain it will besituated in.Data were gathered through semi-structured interviews with four experienced teachers andanalyzed using qualitative content analysis. The study reveals that one strategy for solving theabove-mentioned problem is student influence, which, in short, means that the teacher lets thestudents pick content that matches the requirements in the content of communications. Otherfindings reveal that relationships with other teachers can affect the communication content incross-subject work, the teachers second subject and personal interests affect have differentamounts of influence, what method the teacher choose in course units and what part of thecurriculum the teachers consider a priority. This essay is useful for several purposes,policymakers will be able to see how teacher reason and practice particular parts of policydocuments, teachers will be able to ask themselves the same questions and reflect on whataffects their own teaching, and teaching students will be able to see how they can include theirpassion or knowledge into subject matter.

Orientador: Marcos Hikari Toyama / Abstract: This research presents techniques for experimental practice in teaching the disciplines that make up the area of Natural Sciences and its Technologies, in high school. Proposing the analysis of the natural environments surrounding the school units, as study alternatives, applying specific knowledge in the context of the student's life, valuing his previous knowledge and bringing him closer to scientific knowledge, through the work of socio-environmental research and concern for quality of life of community residents, by identifying the presence of lead, in the waters of the Itapanhaú River, in the municipality of Bertioga, on the coast of São Paulo. The authors supporting this work: Myriam Krasilschik (2011), Nelio Bizzo (2009), Berenice Alvares Rosito (2011), Ione Maria de Oliveira et.al. (2006), as well as official publications BNCC (2018) and CONAMA. Support the results from the perspective constructivist, proving that apply science in a practical way is possible in public school, what subjects (problem situations) of common interest such as the "health of the River", encourage the active participation of students and thus, result in the awareness of the interactions between science and society as a complex activity and that there is no universal method for solving all problems, but an interactive dynamic between thought and action. Keywords: Bertioga; Itapanhaú River; Teaching Practice; BNCC; Lead. / Resumo: Esta pesquisa, apresenta técnicas para a prática experimental no ensino das disciplinas que compõem a área das Ciências da Natureza e suas Tecnologias, no ensino médio. Propondo a análise dos ambientes naturais do entorno das unidades escolares, como alternativas de estudos, aplicando conhecimentos específicos no contexto de vida do aluno, valorizando seus conhecimentos prévios e o aproximando dos conhecimentos científicos, através do trabalho de pesquisa socioambiental e da preocupação com a qualidade de vida dos moradores da comunidade, através da identificação da presença de chumbo, nas águas do Rio Itapanhaú, no município de Bertioga, litoral de São Paulo. Os autores que sustentam este trabalho: Myriam Krasilschik (2011), Nelio Bizzo (2009), Berenice Alvares Rosito (2011), Ione Maria de Oliveira et.al.(2006), como também publicações oficiais BNCC (2018) e CONAMA. Apoiam os resultados na perspectiva construtivista, que comprovam que aplicar a Ciência de forma prática é possível, em escola pública, que assuntos (situações problema) de interesse comuns, como a “saúde do Rio”, incentivam a participação ativa dos alunos e assim, resultam na consciência das interações entre ciência e sociedade como uma atividade complexa e que não existe um método universal para resolução de todos os problemas, mas sim uma dinâmica interativa entre pensamento e ação. / Mestre

Syftet med föreliggande studie är att undersöka svensklärares förhållningssätt till ämnesövergripande undervisning på gymnasiet. Fem svensklärare på gymnasiet intervjuas om vad det innebär att arbeta ämnesövergripande, varför de arbetar ämnesövergripande samt med vem de arbetar över ämnesgränserna med.Metoden är kvalitativ och tillvägagångssättet är muntlig intervju. Materialet analyseras med hjälp av tidigare forskning om ämnesövergripande undervisning och utifrån teoretiska ramverk om ramfaktorer och ämnessamspel.Resultatet av studien är att ett ämnesövergripande arbete för svensklärare på gymnasienivå till stor del handlar om ett samarbete med sig själv och den egna ämneskombinationen men även samarbete mellan olika lärare, olika ämnen och olika kurser. Ramfaktorer såsom planeringstid och ett flexibelt schema spelar in för att samarbetet ska kunna bli av. Skolledningen har ingen framträdande roll för att samarbeten över ämnesgränser blir av, även om det föreskrivs av Gy11.Svenskämnet får ofta stå för formen och innehållet tas från ett annat ämne, gärna ett karaktärsämne från ett yrkesinriktat program. Svenskämnet har då en stöttande samspelsfunktion. Anledningen till att svensklärarna arbetar ämnesövergripande beror främst på personlig övertygelse om att det finns fördelar med arbetsformen än vad som står skrivet i styrdokument eller utifrån skolledningens direktiv. En fördel är att lärarna kan spara tid när de samarbetar över ämnesgränserna och eleverna examineras endast en gång på samma kunskapsområde. En annan fördel är att man kan se helheter och större sammanhang.

Studies on the incidence of socio-pragmatic competence in the teaching of mother tongues are very scarce. The aims of this qualitative study are two folded: First, we want to describe the teachers’ use of socio-pragmatics in the subject of Spanish as a mother tongue. In addition, we want to determine the degree of use of socio-pragmatics u in this specific subject. a mixed method was applied. The results were obtained by means of aclassroom’sssemi structuredsIt was assumed that there would be a sociopragmatic approach in the teaching of mother languages but it was found to be different in each class and it depended on the teachers’ academic training and on the teaching materials, which do not always met the requirements of the subject’s curriculum. The present study assumes that there is a big difference between what appears in the curricular plan and what happens inside the classroom. Sociopragmatic aspects are not sufficiently reflected in the pedagogical practice due to two main reasons: on the one hand, internal and external factors that affect teaching negatively; and, on the other, the fact that teachers are not sufficiently acquainted with socio-pragmatic views. The results show that in all classes the teaching of socio-pragmatic aspects works although mostly intuitively. The degree of employment of socio-pragmatics is different depending on the knowledge that the teacher has about socio-pragmatic competence. Finally, yet importantly, it was found that various internal and external factors affect mother tongue teachers. These factors have a big impact on the properly development of the subject and, specifically, on the teaching of socio-pragmatic competence.

Publicación a texto completo no autorizada por el autor / Determina la relación entre el nivel de logro alcanzado del perfil de egreso con el nivel de la planificación del sílabo y el nivel alcanzado en el aprendizaje significativo por los estudiantes de la Escuela Profesional de Ingeniería Industrial de la Universidad Andina del Cusco -2015-1. En los procesos de enseñanza aprendizaje de la formación profesional el objetivo es el logro del perfil de egreso, orientado al afianzamiento de las competencias básicas del egresado que se inserta al mercado laboral en un ambiente altamente competitivo, la tarea de los docentes es trabajar adecuadamente la planificación de sílabo, utilización de la metodología didáctica y los recursos necesarios para el logro de un nivel alto de aprendizaje significativo. La investigación es aplicada y evaluativa, diseño no experimental y correlacional, la técnica considerada en el proceso de recolección de datos fue de encuestas; la población estuvo conformada por los egresados en el semestre académico 2015-1 de la Escuela Profesional de Ingeniería Industrial de la Universidad Andina del Cusco. La investigación determina una correlación significativa al 41,20 % entre la planificación del silabo y el perfil de egreso y en un 62,40% una correlacional altamente significativa entre el aprendizaje significativo y el logro del perfil de egreso de los estudiantes de la Escuela Profesional de Ingeniería Industrial de la Universidad Andina del Cusco; en el proceso de investigación se aplica la prueba de Rho Spearrman. / Tesis