Reports on undergraduate medical education in the recent decade clearly point towards a need for greater integration of content in the medical curriculum. The pedagogy of an integrated curriculum embraces many models of integration, representing a continuum where full integration sits at one end and disciplinebased teaching at the other, with many intermediate steps between the two extremes. A vertically integrated curriculum seeks to bridge the preclinical and clinical divide in content by teaching the content concurrently rather than sequentially, but still retaining discipline boundaries. A horizontally integrated curriculum seeks to further break down the distinctions between the basic and clinical sciences, with the early years of the program focusing on the basic sciences and introducing clinical features into the program wherever possible as part of a gradual shift to a more continued collaborative clinical focus. At the College of Medicine, University of Saskatchewan, the overall redesigned curricular program will be phased in over the next four years of the curriculum, with a greater emphasis towards an integrated approach of the teaching and learning of human disease. In the first year, this has led to the creation of a patchwork quilt teaching style, where a cross disciplinary functional system incorporates elements of the traditional basic science components of anatomy, physiology, embryology, and histology, and an introduction of core general pathological concepts in a vertical and horizontal integrated fashion. <p>The main objective of this research, detailed in Chapter 1, was to investigate the advantages and disadvantages of the two models of horizontal and vertical integration of the reorganized structural teaching of pathology through an analysis of the perceptions of medical educators and first- and second-year students in the undergraduate curriculum at the College of Medicine, and based contextually within a theoretical framework of the newly designed medical curriculum. <p>In this context, the literature review in Chapter 2 focused on four major areas that are the underpinnings of the pedagogy of pathology teaching in the undergraduate medical curriculum: (a) integration concepts in relation to medical education; (b) the practice of pathology teaching in the past, present, and future; (c) theories of curricular integration; and (d) its effects on the student learning environment. This resulted in the development of the pre-research conceptual framework for this study. <p>The in-service monitoring research design for this study included a triangulation of research methodologies using multiple data sources, multiple subjects, and multiple data collection techniques using comparative qualitative and quantitative research inquiry techniques. Data collected from the semi-structured interviews of the medical faculty provided not only an understanding of the educators perceptions towards the integrated curriculum, but also some insight towards their feelings of respect, power, and identity in this new integrative environment. Personal perceptions of fear, apathy, and stress and perceptions regarding accountability and sustainability of this integrative process were also observed as arising from this educational intervention. <p>Quantitative data analysis collected from the first-year student survey questionnaires derived the following grand mean responses with respect to the vertical integration of pathology teachings: student learning satisfaction with integration (3.6); the learning environment (3.8); student engagement (3.3); and student stress (2.9). The grand mean responses to horizontal integration showed a similar trend: student learning satisfaction (3.7); learning environment (4); student engagement (3.5); and student stress (3). Perceptions of the second-year medical students to horizontal integration of pathology teachings were comparable: student learning satisfaction (3.7); learning environment (4.2); student engagement (3.7); and student stress (3.1). A comparison of first- and second-year medical students showed a significant difference (p<0.05) with respect to the domains of student engagement with active independent learning. This difference may, perhaps, be directly related to the level of maturity of the first- versus second-year students, coupled with the receptiveness, awareness, and familiarity of the integration process between the two groups. There were no perceived differences between the horizontal and vertical integrative learning environments. Likewise, inter-modular and inter-system components within the vertical and horizontal integration did not demonstrate any major differences. These results are explored in greater detail in Chapters 4 and 5.<p>One of the noteworthy findings of this study was the statistically significant difference between the perceptions of first-year medical and dental students in both vertical and horizontal integrative environments in many domains, including student learning satisfaction (p<0.001); learning environment (p<0.001); and student engagement (p<0.01). There was no difference in student stress perceptions between the two groups of first-year students. The main theme linking these disparities seemed to be related to a lack of academic and vocational relevance of the undergraduate medical course teachings to the inter-professional composite cohort of dental students. This has led to the creation of an independent course dedicated to first-year dental students. This rapid in-service responsive evaluation thus recognized a major immediate dissatisfaction, resulting in curricular program change. Other curricular changes are underway to address student concerns of ineffective curricular content and time management. An unexpected emergent theme of this study was the recognition of a perception gap between students and faculty medical educators. This is probably nested in complex factors, such as generational learning differences and attitudes towards the learning environment, which are beyond the research scope of this study.<p>In conclusion, the results of this study strongly supports an overall balanced composite curricular design, including facets of horizontal, vertical, and diagonal integration that meet the needs of the student learner and satisfy the expectations of the medical faculty as the best practice plan for the instruction of pathology in the newly designed integrated medical curriculum. As learning is the central function of all education, perhaps the future of successful effective medical educational learning environments are those in which an intergenerational component of students and instructors can engage as true joint partners in curriculum organization to provide the right balance between faculty expectations and student learner needs.

Reports on undergraduate medical education in the recent decade clearly point towards a need for greater integration of content in the medical curriculum. The pedagogy of an integrated curriculum embraces many models of integration, representing a continuum where full integration sits at one end and disciplinebased teaching at the other, with many intermediate steps between the two extremes. A vertically integrated curriculum seeks to bridge the preclinical and clinical divide in content by teaching the content concurrently rather than sequentially, but still retaining discipline boundaries. A horizontally integrated curriculum seeks to further break down the distinctions between the basic and clinical sciences, with the early years of the program focusing on the basic sciences and introducing clinical features into the program wherever possible as part of a gradual shift to a more continued collaborative clinical focus. At the College of Medicine, University of Saskatchewan, the overall redesigned curricular program will be phased in over the next four years of the curriculum, with a greater emphasis towards an integrated approach of the teaching and learning of human disease. In the first year, this has led to the creation of a patchwork quilt teaching style, where a cross disciplinary functional system incorporates elements of the traditional basic science components of anatomy, physiology, embryology, and histology, and an introduction of core general pathological concepts in a vertical and horizontal integrated fashion. <p>The main objective of this research, detailed in Chapter 1, was to investigate the advantages and disadvantages of the two models of horizontal and vertical integration of the reorganized structural teaching of pathology through an analysis of the perceptions of medical educators and first- and second-year students in the undergraduate curriculum at the College of Medicine, and based contextually within a theoretical framework of the newly designed medical curriculum. <p>In this context, the literature review in Chapter 2 focused on four major areas that are the underpinnings of the pedagogy of pathology teaching in the undergraduate medical curriculum: (a) integration concepts in relation to medical education; (b) the practice of pathology teaching in the past, present, and future; (c) theories of curricular integration; and (d) its effects on the student learning environment. This resulted in the development of the pre-research conceptual framework for this study. <p>The in-service monitoring research design for this study included a triangulation of research methodologies using multiple data sources, multiple subjects, and multiple data collection techniques using comparative qualitative and quantitative research inquiry techniques. Data collected from the semi-structured interviews of the medical faculty provided not only an understanding of the educators perceptions towards the integrated curriculum, but also some insight towards their feelings of respect, power, and identity in this new integrative environment. Personal perceptions of fear, apathy, and stress and perceptions regarding accountability and sustainability of this integrative process were also observed as arising from this educational intervention. <p>Quantitative data analysis collected from the first-year student survey questionnaires derived the following grand mean responses with respect to the vertical integration of pathology teachings: student learning satisfaction with integration (3.6); the learning environment (3.8); student engagement (3.3); and student stress (2.9). The grand mean responses to horizontal integration showed a similar trend: student learning satisfaction (3.7); learning environment (4); student engagement (3.5); and student stress (3). Perceptions of the second-year medical students to horizontal integration of pathology teachings were comparable: student learning satisfaction (3.7); learning environment (4.2); student engagement (3.7); and student stress (3.1). A comparison of first- and second-year medical students showed a significant difference (p<0.05) with respect to the domains of student engagement with active independent learning. This difference may, perhaps, be directly related to the level of maturity of the first- versus second-year students, coupled with the receptiveness, awareness, and familiarity of the integration process between the two groups. There were no perceived differences between the horizontal and vertical integrative learning environments. Likewise, inter-modular and inter-system components within the vertical and horizontal integration did not demonstrate any major differences. These results are explored in greater detail in Chapters 4 and 5.<p>One of the noteworthy findings of this study was the statistically significant difference between the perceptions of first-year medical and dental students in both vertical and horizontal integrative environments in many domains, including student learning satisfaction (p<0.001); learning environment (p<0.001); and student engagement (p<0.01). There was no difference in student stress perceptions between the two groups of first-year students. The main theme linking these disparities seemed to be related to a lack of academic and vocational relevance of the undergraduate medical course teachings to the inter-professional composite cohort of dental students. This has led to the creation of an independent course dedicated to first-year dental students. This rapid in-service responsive evaluation thus recognized a major immediate dissatisfaction, resulting in curricular program change. Other curricular changes are underway to address student concerns of ineffective curricular content and time management. An unexpected emergent theme of this study was the recognition of a perception gap between students and faculty medical educators. This is probably nested in complex factors, such as generational learning differences and attitudes towards the learning environment, which are beyond the research scope of this study.<p>In conclusion, the results of this study strongly supports an overall balanced composite curricular design, including facets of horizontal, vertical, and diagonal integration that meet the needs of the student learner and satisfy the expectations of the medical faculty as the best practice plan for the instruction of pathology in the newly designed integrated medical curriculum. As learning is the central function of all education, perhaps the future of successful effective medical educational learning environments are those in which an intergenerational component of students and instructors can engage as true joint partners in curriculum organization to provide the right balance between faculty expectations and student learner needs.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-09-28T14:39:56Z No. of bitstreams: 1 antonioclaudioregisoliveirasoares.pdf: 1329401 bytes, checksum: ea7f8b1ac299edb079b9dd77ec117a04 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-10-09T18:57:53Z (GMT) No. of bitstreams: 1 antonioclaudioregisoliveirasoares.pdf: 1329401 bytes, checksum: ea7f8b1ac299edb079b9dd77ec117a04 (MD5) / Made available in DSpace on 2017-10-09T18:57:53Z (GMT). No. of bitstreams: 1 antonioclaudioregisoliveirasoares.pdf: 1329401 bytes, checksum: ea7f8b1ac299edb079b9dd77ec117a04 (MD5) Previous issue date: 2016-12-06 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão estudado discute a necessidade do desenvolvimento da integração curricular, pelo âmbito da gestão, de forma a contemplar a formação integral dos estudantes da Escola Estadual de Educação Profissional Dario Catunda Fontenele, além de explicitar os desafios para implementá-lo. Assim, a pergunta que norteia este estudo é de que forma a gestão da EEEP Dario Catunda Fontenele pode auxiliar no desenvolvimento de um currículo integrado? O objetivo geral definido para este estudo foi compreender o desenvolvimento da proposta de integração curricular para os cursos técnicos da Escola Estadual de Educação Profissional Dario Catunda Fontenele. Em decorrência desse objetivo, foram delimitados três específicos, a saber: descrever as necessidades e dificuldades que se apresentam para se efetivar a proposta de integração curricular na EEEP Dario Catunda Fontenele, levando em consideração a estrutura administrativa, pedagógica e curricular da escola e o contexto local; analisar os desafios e os caminhos da integração curricular na EEEP Dario Catunda Fontenele e como as concepções e dimensões de currículo se relacionam com o papel da gestão; e propor estratégias e ações que auxiliem a gestão no desenvolvimento da integração curricular nos cursos técnicos da EEEP Dario Catunda Fontenele. Assumimos como hipóteses que a gestão da escola pode auxiliar no desenvolvimento de um currículo integrado, dividindo os papéis e responsabilidades e se apropriando dos conceitos e ideias sobre integração curricular. Para tanto, esta pesquisa qualitativa, utiliza-se da metodologia do estudo de caso e como instrumentos para a coleta de dados definimos o questionário e a entrevista semiestruturada. O referencial teórico foi construído à luz das proposições de autores como Ragattieri & Castro (2010) que tratam dos desafios da integração curricular; Ramos (2011) que trata das concepções, propostas e problemas dos currículos do Ensino Médio; Moreira (2013) que trata do papel da gestão diante dos desafios do currículo, dentre outros autores que se propõem a discutir gestão, currículo e integração curricular. A partir da análise dos dados, percebeu-se que o gestor pode auxiliar no processo de implementação do currículo integrado. Para tanto, foi elaborado o Plano de Ação Educacional (PAE) no qual estão descritas e detalhadas as seguintes ações: a revisão do currículo e do projeto pedagógico da escola pela equipe escolar, a organização de planejamentos integrados dos professores, a sistematização de uma política de formação da própria equipe gestora e dos professores e o desenvolvimento da metodologia de projetos. Tais proposições visam garantir a integração do conhecimento e a formação integral do estudante. / The present dissertation was developed under the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). The management case studied discusses the need for the development of curricular integration, through the scope of management, in order to contemplate the integral training of students of the State School of Professional Education Dario Catunda Fontenele, in addition to explaining the challenges to implement it. Thus, the question that guides this study is how the management of EEEP Dario Catunda Fontenele can help in the development of an integrated curriculum? The general objective defined for this study was to understand the development of the proposal of curricular integration for the technical courses of the State School of Professional Education Dario Catunda Fontenele. As a result of this objective, three specific ones were delineated, namely: to describe the needs and difficulties that are presented to make the proposal of curricular integration in the EEEP Dario Catunda Fontenele, taking into consideration the administrative, pedagogical and curricular structure of the school and the context local; Analyze the role of management in face of the challenges of the integral formation of EEEP students Dario Catunda Fontenele and how the conceptions and dimensions of curriculum relate to this role; And propose strategies and actions that assist the management in the development of the curricular integration in the technical courses of the EEEP Dario Catunda Fontenele. We hypothesize that school management can assist in the development of an integrated curriculum, dividing roles and responsibilities, and appropriating concepts and ideas about curricular integration. To do so, this qualitative research uses the methodology of the case study and as instruments for data collection we define the questionnaire and the semi-structured interview. The theoretical framework was constructed in the light of the propositions of authors such as Ragattieri & Castro (2010) that deal with the challenges of curricular integration; Ramos (2011) that deals with the conceptions, proposals and problems of the curricula of High School; Moreira (2013) that deals with the role of management in face of the challenges of the curriculum, among other authors who propose to discuss management, curriculum and curricular integration. From the analysis of the data, it was noticed that the manager can help in the process of implementation of the integrated curriculum. The Educational Action Plan (PAE) was elaborated in which the following actions are described and detailed in order to be put into practice by the management of EEEP Dario Catunda Fontenele aiming at the integration of knowledge and integral education of the student: a Review of the curriculum and pedagogical project of the school by the school team, organization of integrated teacher plans, systematization of a training policy for the management team and teachers, and development of the project methodology.

[pt] Trata-se de um estudo de caso, de inspiração etnográfica, cujas observações participantes, entrevistas individuais e coletivas, bem como as análises documentais foram realizadas no período de 2005/2006, abrangendo espaços, tempos e sujeitos da quinta série do Ensino Fundamental de uma escola privada, situada na Zona Sul do Rio de Janeiro e reconhecida pela comunidade de educadores por sua excelência. Trata-se, portanto de uma pesquisa de natureza qualitativa que se insere no conjunto de estudos sobre a instituição escolar, de um modo geral e que, mais especificamente, se dedica ao tema da organização do currículo e do conhecimento escolar. Nesse sentido, busca conhecer e compreender o que estava acontecendo no interior de uma experiência pedagógica de caráter inovador que estava sendo desenvolvida desde 2003, quando a escola faz a opção de trabalhar mediante projetos de investigação. Privilegiando como focos de discussão aspectos que se relacionam à tensão currículo integrado e currículo por disciplina, à constituição e/ou organização do conhecimento escolar, aos limites e possibilidades da escola como espaço de circulação e/ou cruzamento de conhecimentos e culturas e, ainda, às próprias características da configuração de uma prática didática centrada em projetos, o estudo em pauta encontra em autores tais como Fernando Hernandez, Pérez Gómez, Basil Bernstein, Jurjo Torres Santomé, Alice Casimiro Lopes, entre outros, elementos para fundamentar suas análises e interpretações. Questões como: a apropriação de diferentes espaços como lugares de aprendizagem, a construção da autonomia dos/as alunos/as e o seu papel de protagonistas, o impacto do trabalho coletivo dos/as professores/as, a manutenção das disciplinas como tecnologia da organização curricular, bem como a possibilidade ressignificar o lugar que ocupam no trabalho por e com projetos, o diálogo entre diferentes conhecimentos e a construção do conhecimento escolar, o uso de múltiplas linguagens e os projetos de investigação emergem e são objetos de reflexão. A intenção é oferecer subsídios para o aprofundamento da reflexão e da produção do conhecimento sobre a escola percebida como uma instituição que, além de estar atenta às necessidades que marcam a complexidade do século XXI, seja comprometida com a formação de cidadãos e cidadãs mais críticos/as, criativos/as, autônomos/as e sujeitos da construção de um mundo menos dogmático e mais solidário. / [en] This is a case study with an ethnographic approach whose participant observations, individual and collective interviews as well as documental analysis were carried out in 2005/ 2006. The study encompasses space, time and subjects of a fifth grade group in a private school located in the Zona Sul of Rio de Janeiro. The school is well-reputed for its excellence in the educational community. It is a qualitative study that fits into a broader group of studies on the institution of the school, focusing more specifically on the organization of the curriculum and on school knowledge. To this end, it seeks to understand what happened in the context of an innovative pedagogical experiment started in 2003, when this particular school chose to work within the framework of investigative projects. Placing in the foreground, as foci for discussion, aspects relating to the tension between an integrated and a subject-based curriculum, to the constitution and/ or organization of school knowledge, to the limits and possibilities of the school as a space for the circulation and /or crossing of knowledge and culture(s) as well as to the characteristics of a pedagogic practice centered on projects, the study sought elements to support its analysis and interpretations in authors such as Fernando Hernandez, Pérez Gómez, Basil Bernstein, Jurjo Torres Santomé, Alice Casimiro Lopes, among others. The following questions arose and were the object of our reflection: the appropriation of different spaces as places for learning; the construction of students` autonomy and their role as protagonists; the impact of teachers` collective work; the preservation of subjects as a technology for curricular organization as well as the possibility of re- signifying their place in project-based work; the dialogue between different types of knowledge and the construction of school knowledge; the use of different media and investigative projects. Our goal is to offer a contribution towards a widening of the reflection and production of knowledge about schools as institutions that besides being aware of the needs characterizing the complexity of the XXI Century are also committed to the education of critical, creative, autonomous citizens, the subjects in the construction of a less dogmatic, more sympathetic world.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-01-20T17:32:04Z No. of bitstreams: 1 anaangelaaraujobraz.pdf: 888861 bytes, checksum: c7565599e6a0bfe1847aee38c259c74c (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-01-25T18:41:30Z (GMT) No. of bitstreams: 1 anaangelaaraujobraz.pdf: 888861 bytes, checksum: c7565599e6a0bfe1847aee38c259c74c (MD5) / Made available in DSpace on 2016-01-25T18:41:30Z (GMT). No. of bitstreams: 1 anaangelaaraujobraz.pdf: 888861 bytes, checksum: c7565599e6a0bfe1847aee38c259c74c (MD5) Previous issue date: 2014-09-26 / A presente dissertação objetivou a elaboração de uma proposta de intervenção para contribuir na superação dos desafios de realização da integração curricular em uma Escola Estadual de Educação Profissional (EEEP) no estado do Ceará. Partiu-se de um caso de gestão e investigaram-se as condições de trabalho na escola para a proposição de alternativas à superação do problema. Esse recorte se justificou pelo fato de a autora deste trabalho fazer parte da equipe gestora da EEEP em questão e ter verificado que as dificuldades na realização de uma integração curricular sólida e bem estruturada pode se configurar como um dos entraves à aprendizagem dos alunos, tanto nas disciplinas obrigatórias da Base Nacional Comum, como nos cursos profissionalizantes. A fim de obter informações para descrever e analisar o caso, a investigação teve como metodologia o uso de entrevistas com roteiros semiestruturados e pesquisa documental. Ao final da descrição do caso, no capítulo 1, chegou-se à conclusão de que são dois os elementos centrais que influenciam na existência do problema: a organização e a distribuição de responsabilidades do trabalho da equipe gestora e o papel da gestão escolar na formação e no auxílio à atuação docente. No capítulo 2, o problema foi analisado, levando-se em consideração esses dois elementos. A análise foi feita a partir da perspectiva de alguns autores: Neves, para apresentar um histórico do Ensino Técnico e Educação Profissional no Brasil, Luck e Mintzberg, para falar de Gestão Escolar, Polon, para tratar do papel dos currículos nas escolas eficazes, e Lopes e Macedo, para abordar disciplinas e integração curricular. Desse modo, no capítulo 3, apresentou-se uma proposta de intervenção que consiste em ações para redefinir as atribuições da equipe gestora e organizar o seu trabalho, para que esta possa atuar na formação e no auxílio à atuação docente, através de formações colaborativas com foco na integração curricular. Essas proposições representam o esforço de contribuir para superar as dificuldades na execução de um currículo integrado na escola pesquisada. / The present work has for goal to develop a proposal intervention to contribute in overcoming the challenges of achieving the curricular integration in Escola Estadual de Educação Profissional (E.E.E.P.) - Professional Teaching State School in Ceará state. Starting from a management case was investigated working conditions in the school to propose alternatives to overcome the problem. This angle is justified by the fact that the author of this work do part of the management team (E.E.E.P.) and have found that the difficulties in achieving a solid and well structured curriculum integration can be configured as one of the barriers to students' learning, such as the compulsory subjects of the Common National Base, as in professional courses. In order to obtain information to describe and analyze the case, the investigation has as methodology the use of semi-structured roadmaps, interviews and documentary research. At the end of the case description, in Chapter 1, we conclude that there are two key factors which influence the existence of the problem: organization and distribution of work responsibilities of the management team and the role of school management in training and aid to teacher performance. In Chapter 2 the problem was analyzed taking into account these two elements. The analysis was conducted from the perspective of some authors: Neves to present a history of Technical and Professional Education in Brazil, Luck and Mintzberg to talk about School Management, Polon to treat about the role of curriculums in effective schools, Lopes and Macedo to aproach subjects and curricular integration. This way, in Chapter 3, we present a proposal intervention consisting in actions to redefine the management team obligations and organize their work so that it can act in training and aid to teacher performance through collaborative training focusing on the curricular integration. These propositions represent the effort to contribute and overcome difficulties in the implementation of an integrated curriculum in the watched school.

The purpose of this dissertation is first to provide an overview of professional competency development and teaching in veterinary education, and then to address the dearth of research in this area by examining students' motivational perceptions of their courses, how these perceptions compare and contrast across courses, and how their perceptions relate to their effort levels and course ratings. Professional competencies encompass cognitive, social, and personal resource skills such as interpersonal communication skills, collaboration, management, promotion of public health, lifelong learning, ethics, diversity competence, and adaptability to changing environments. The inclusion of professional competencies as a requisite portion of the veterinary curriculum has evolved substantially over the past 20 years. In this dissertation, two manuscripts are presented. The first (Chapter 2) is a literature review exploring the past 20 years of professional competency teaching and its development within, and inclusion into, the veterinary curriculum. The first manuscript concludes by describing recommendations from the literature for effective methods of inclusion of professional competencies into the veterinary curriculum. The second manuscript (Chapter 3) details a study conducted in a veterinary college with the aim of determining the extent to which students' motivational perceptions of their courses affect their effort and course ratings in veterinary courses. A second purpose of this study was to identify teaching strategies that can be used to improve the quality of teaching in professional competency courses. Results indicated that perceptions of empowerment, usefulness, and interest have the strongest relationship with effort and course ratings. Based on student responses to open-ended items, suggestions were made that instructors can use to improve student perceptions in their courses as a means to potentially increase student effort levels and overall course ratings. Together, these manuscripts contribute to current motivational theories and offer instructional design ideas to curriculum designers and educators who wish to improve students' motivation and engagement in professional competency development. / Doctor of Philosophy / The overall purpose of this dissertation was to explore student motivation within veterinary education with the goal of identifying ways to improve veterinary courses as well as students' willingness to put effort into their coursework. This study focused primarily on the teaching of professional competencies, which refers to skills in communication, collaboration, management, promotion of public health, lifelong learning, ethics, diversity competence, and adaptability to changing environments. The importance of mastering these skillsets has steadily increased in importance over the past two decades and continues to be an underdeveloped area of many veterinary curricula. There are two manuscripts included in this dissertation. Manuscript 1 (Chapter 2) is a literature review exploring the development of professional competency teaching over the past 20 years and its inclusion into the curriculum at most veterinary colleges. The first manuscript concludes by describing recommendations from the literature for effective methods of inclusion of professional competencies into the veterinary curriculum. Manuscript 2 (Chapter 3) details a study conducted in a veterinary college in which students were surveyed and asked about multiple aspects of their veterinary courses. The purpose of this study was to identify teaching strategies that can be used to improve the quality of teaching in professional competency courses, with the hope of improving students' motivation and effort levels as well. Together, these manuscripts contribute to current motivational theories and offer instructional design ideas to curriculum designers and educators who wish to improve students' motivation and engagement in professional competency development.

O objetivo desta dissertação é investigar estratégias planejadas e implementadas para integrar os componentes curriculares do Ensino Médio partindo da área de Linguagens. Para tanto, o que se fez foi uma pesquisa de professor (Freeman, 1998). Optou-se por um desenho metodológico organizado em duas etapas consecutivas. Na 1ª etapa, de caráter bibliográfico e documental, pretendeu-se analisar as possíveis integrações já existentes dentro das disciplinas da área de linguagens e entre elas, em um contexto de Escola Técnica Estadual de São Paulo. Na 2ª etapa da pesquisa, de caráter empírico, o pesquisador participou como docente, introduzindo em suas aulas de Língua Portuguesa e Literatura, por meio de uma Sequência Didática, as integrações identificadas na 1ª etapa, a fim de analisar as percepções dos alunos acerca dessas integrações entre as disciplinas da área de Linguagens. Conclui-se que a integração curricular pode ter início com a postura do Docente em sala de aula. Muito além da abordagem interdisciplinar e transdisciplinar, o Professor pode partir do conteúdo a ser ensinado e ele mesmo estabelecer os pontos de contato com outras disciplinas. Finalmente, aponta que a pesquisa de professor colabora para profissionalização da carreira docente. E no caso específico da área de Letras, a partir da análise da presente pesquisa, indica-se que Literatura tem o potencial para ser um grande centro de integração curricular. / This dissertation aims to investigate planning and implemented strategies to integrate curricular components associated with Language and Language Arts in High School. To accomplish it, a teacher research (Freeman, 1998) was developed. The chosen methodological design was organized in two consecutive phases. The first one has a bibliographical and documental nature. It aimed to analyze integration which already existed within the curricular components and among them, in the context of a Technical School in São Paulo State. The second phase is empirical and the researcher took part as a teacher, introducing in his classes of Portuguese Language and Literature the identified integration of the first phase in order to analyze the students perceptions concerning subject matter integration within the Language area. In conclusion, curricular integration can start by the teachers attitude towards content inside the classroom. Beyond the interdisciplinary and transdisciplinary approach, teacher can start by a specific topic that he needs to teach and establish relationships with other subjects and curricular components. Finally, this research shows that teacher-research collaborates to professionalization of teachers. Apart from that, specifically within Language courses, this research indicates that Literature has the potential to be a great center of curricular integration.

Made available in DSpace on 2016-04-27T14:30:48Z (GMT). No. of bitstreams: 1 Ricardo Costa Mesquita.pdf: 1354503 bytes, checksum: bf946eb2481f7652df7cceb3cf86b863 (MD5) Previous issue date: 2011-09-30 / The present dissertation gives an account of an experiment related to a field trip held in a school of the private network of São Paulo, and aims to discuss the conditions for its curricular integration. The author starts from the observation that, at times, the curriculum based on the disciplinary matrix encounters difficulties to cater for the frequent movements of curriculum integration in schools, especially in elementary school courses, an example of which being the field trip itself. The author then reflects on these difficulties, assuming the dual assumption that they can provide clues about the effectiveness of the formative potential which is thought to occur in the promotion of curricular integration and that can also reveal something about the school and the fulfillment of the role that society expects of it today. Besides his own experience with field trips, the author brings to his study tales and impressions obtained from conversations with teachers and students. In terms of theory, he uses the concepts of hybridism and recontextualization of discourses that make up the curriculum. He also brings different views on interdisciplinarity, brief fundamentals of classical modalities of curriculum integration, as well as some aspects of recent thinking regarding the school curriculum. In addition, due to the proximity to the school practice that the work seeks to maintain, it has as axis the idea of formative experience, an experience capable of providing meaning to the subject: student, teacher and even school. It is intended, therefore, to describe how the specific design of the studied curriculum integration and its implementation imply a game of identity construction, and how this game may be useful for the pedagogical and educational practice. It is hoped that the work would serve the school manager as a reflection about the daily dilemmas experienced in the construction of the curriculum as it happens on the real everyday practice of the school / A presente dissertação traz o relato de uma experiência de estudo do meio realizada em uma escola da rede particular de São Paulo e procura refletir sobre as condições de realização da integração curricular. O autor parte da constatação de que a organização curricular com base na matriz disciplinar não convive sem dificuldades com os movimentos de integração curricular frequentes nas escolas, mormente nos cursos de Ensino Fundamental, e dos quais o estudo do meio é um exemplo. Reflete sobre tais dificuldades, assumindo a dupla hipótese de que elas podem fornecer pistas sobre a efetivação do potencial formativo que se pensa haver na promoção da integração curricular e de que podem também revelar algo sobre a escola e o cumprimento do papel que hoje a sociedade espera dela. Além de sua própria experiência com estudos do meio, o autor traz para o seu relato falas e impressões obtidas em conversas com professores e alunos. No plano da teoria, utiliza-se das concepções de recontextualização e hibridismo dos discursos que compõem o currículo. Traz também diferentes visões sobre a interdisciplinaridade, breves fundamentos das modalidades clássicas de integração curricular, bem como alguns aspectos do pensamento recente sobre a organização curricular. Além disso, em função da proximidade com a prática escolar que o trabalho procura sempre manter, ele tem como eixo a ideia de experiência formativa, como vivência capaz de imprimir sentido no sujeito aluno, professor e até mesmo escola. Trata-se, pois, de descrever de que modo o projeto específico de integração curricular estudado e sua implementação implicam um jogo de construção de identidades e o que esse jogo pode ter de promissor para a prática pedagógica e educacional. Espera-se que o trabalho possa servir ao gestor escolar como reflexão a respeito dos impasses vividos na construção cotidiana do currículo tal como se dá na prática, no nível do assim chamado chão da escola

Conselho Nacional de Desenvolvimento Científico e Tecnológico / Esta dissertação se constitui em uma investigação sobre as políticas de currículo para o Ensino de Geografia no nível médio. Proponho, especificamente, através do significante flutuante interdisciplinaridade, compreender os processos de precipitação da subjetivação da Geografia na tradução da política de integração curricular. Me aproprio de aportes pós-estruturais, marcadamente aproximados à teoria do discurso de Ernesto Laclau, com vistas a pensar a política de currículo como se dando através de lutas discursivas, marcadas pelo antagonismo e pela exclusão. Para pensar estes movimentos, inicialmente busco situar a perspectiva de currículo como texto, como textualização, com foco na interpretação de Lopes e Macedo de que o currículo é produzido na articulação de discursos. Busco, com esta leitura curricular, compreender os sentidos produzidos para/pela Geografia no nível médio, no âmbito de uma construção também discursiva como a do currículo integrado. Em razão da instabilidade inserida à reflexão sobre as políticas de currículo, elementos como a disciplina e as subjetivações constituídas na relação com ela passaram a configurar o cenário de análise que procurei construir. Nesse sentido, problematizo a leitura de comunidade disciplinar de Goodson ao focalizar a perspectiva laclauniana de povo como cadeia de equivalência. Com isso, procuro reconceptualizar a leitura de subjetividade política tendo em vista as demandas que a fazem ser. Este exercício se desdobrou em uma proposta de pensar a construção de um sujeito político disciplinar por meio da decisão frente ao outro, ao que é interpretado como negação de si. Aqui, penso o discurso de integração curricular como um outro possível, que pode ser interpretado como oposição ao currículo por disciplinas e, portanto, como ameaça à Geografia. O movimento estratégico com vistas à compreensão desta tradução se deu por intermédio da abordagem à textualização desta política, através do entrelaçamento do corpus teórico aos textos dos Parâmetros, Orientações Curriculares para o Ensino Médio e de entrevistas realizadas com lideranças, pesquisadores e consultores, envolvidos na produção da política. Estes elementos empíricos são lidos como momentos da política, como distintos contextos de resposta(s), que buscam suplementar a falta do sujeito, do que quer ser. Tendo a interdisciplinaridade como um dos meios pelos quais se significa a integração curricular na área de ciências humanas, onde está a Geografia, discuto o modo como esse significante é traduzido pelo povo disciplinar da Geografia. Uma tradução, resposta, à ameaça de um outro, desconhecido, que é interpretado como algo que expõe a subjetividade, o povo da Geografia, ao risco. Em função dos temores colocados, atento para uma performance de tentativa de blindagem ante ao outro. Tal manifestação é entendida como a tradução da interdisciplinaridade como característica da Geografia, como sua própria feição, como a si mesma. Concluo chamando a atenção para o que interpreto como uma luta pela estabilização do antagonismo, entre a integração e o disciplinar (a Geografia), e focalizo a tradução de sentidos do outro como possibilidade de existir e, nessa leitura, afirmar uma propriedade que se constitui provisoriamente como aquilo que é suposto como questionado pelo outro, algo de que se depende para continuar / This paper constitutes an investigation into the curriculum policy for the Geography Teaching at the secondary level. I propose, specifically, through the floating signifier interdisciplinarity, understand precipitation processes of subjectivity in the translation of the Geography curriculum integration. I appropriate post-structural contributions, markedly approximate the discourse theory of Ernesto Laclau, in order to think about the curriculum policies as getting through discursive struggles, marked by antagonism and exclusion. To think these movements initially seek to situate the perspective of curriculum as text, as textualization, focusing on interpretation of Macedo Lopes and that the curriculum is produced in the articulation of discourses. In this view, understand the meanings produced for / by Geography at the secondary level, within a discursive construction as well as the integrated curriculum. Because of the instability inserted to reflect on the curriculum policy, elements such as subject and subjectivities constituted in the relationship with it now configure the scenario analysis that sought to build. In this sense, I problematize the Goodsons perspective of subject community to focus laclaunian perspective of people as equivalence chain. With that, I try to reconceptualize the reading of political subjectivity in view the demands that they be. This exercise unfolded in a proposal to think the construction of disciplinary political subject through the front decision to another, it is interpreted as a denial of self. Here, I think the discourse of curriculum integration as a possible other, which can be interpreted as opposed to one for each subject, and therefore a threat to Geography. The strategic move aimed at understanding this translation was made through the textualization approach to this policy, by interleaving the theoretical corpus of texts to Parameters, Curriculum Guidelines for Secondary Education and interviews with leaders, researchers and consultants involved in the production of policy. These empirical elements are read as moments of political, as distinct contexts of response (s), who seek to supplement the lack of the subject than you want to be. Having interdisciplinarity as one of the means by which it means the curriculum integration in the humanities, where the geography is inserted, I discuss how this is translated by significant disciplinary people of Geography. A translation, response to the threat of another, unknown, which is interpreted as something that exposes the subjectivity, the people of Geography, at risk. In light of the fears put, tuned for a performance of attempted shielding against another. Such expression is understood as the translation of interdisciplinarity as characteristic of Geography, as its own features, such as herself. I conclude by drawing attention to what they interpret as a struggle for stabilization of antagonism between integration and discipline (Geography), and I focus on the translation of the other senses as a possibility to exist and, in this reading, stating a property that is provisionally as what is supposed to be questioned by others, something that depends on to continue

Submitted by Leonardo Cavalcante (leo.ocavalcante@gmail.com) on 2018-05-11T15:56:22Z No. of bitstreams: 1 Arquivototal.pdf: 4689513 bytes, checksum: 68598cda1bda0fc4de93bfdd09c3d648 (MD5) / Made available in DSpace on 2018-05-11T15:56:22Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 4689513 bytes, checksum: 68598cda1bda0fc4de93bfdd09c3d648 (MD5) Previous issue date: 2016-02-15 / The main question of the present research is to investigate whether the continuing education of teachers in Environmental Education (EE), developed in a critical/emancipatory perspective, interdisciplinary and contextualized with local reality, makes possible the exercise of this in formal education, focusing on the sustainability of Biome Caatinga and living with the semi-arid. Thus, this study has as general objective to analyze the process of continuous training of teachers in EE in the cariri and the implications in their teaching practice. The thesis is that training teachers-researchers, authors of their own practices, contributes to the continuous and permanent work of the EA in a critical/emancipatory, interdisciplinary and contextualized perspective with the Semiarid. The work is theoretically supported by authors such as Freire; Tardif; Fazenda; Pimenta; Layrargues; Lima; Loureiro; Abílio and had the universe surveyed 20 teachers from five cities and 12 different schools of cariri. The research approach was mainly qualitative and was guided by the assumptions of Collaborative Research. In monthly meetings during the year 2015, the target teachers of research were followed in situ, where data from your teaching practice were collected through interviews, activity reports and monitoring reports, which were analyzed using the technique content analysis. The results showed that the continued training of teachers for the Semiarid possible that EE was worked continuously and permanently in the school context of cariri. It was noticed that some teachers still work EE in isolation, disciplinary manner. However, many attempts and some successful experiences were observed with regard to interdisciplinarity, as recommended by the literature on the subject. As for the trend of EE more addressed the practices of teachers investigated, the results point to many actions that are used the theoretical framework of Critical EE to carry out their actions. About contextualization of teaching actions, we were observed that these to perform in several aspects - environmental, social, economic, cultural; thus opens a space for the construction of a contextualized curriculum with the semiarid region in these schools. To strengthen contextualized education, it is necessary not only to understand the limits and semiarid region's potential, but building knowledge for the modification of that reality, guided by the perspective of coexistence and considering people as knowledge producers. We walked thus to the need to rethink and outline strategies to enhance the human being as an essential part of any educational proposal. / A principal questão da presente pesquisa é investigar se a formação continuada de professores em Educação Ambiental (EA), desenvolvida numa perspectiva crítica/emancipatória, interdisciplinar e contextualizada com a realidade local, possibilita o exercício desta no ensino formal, com enfoque para a sustentabilidade do Bioma Caatinga e convivência com o Semiárido. Assim, este estudo tem como objetivo geral analisar o processo de formação continuada de professores em EAl no cariri paraibano e as implicações em sua prática docente. A tese nele contida é que formar professorespesquisadores, autores de suas próprias práticas, contribui para que a EA seja trabalhada de forma contínua e permanente na escola, num perspectiva crítica/emancipatória, interdisciplinar e contextualizada com o Semiárido. O trabalho se apoiou teoricamente em autores como Freire; Tardif; Fazenda; Pimenta; Layrargues; Lima; Loureiro; Abílio e teve como universo pesquisado 20 professores de cinco municípios e 12 escolas diferentes do cariri paraibano. A abordagem da pesquisa foi prioritariamente qualitativa e orientou-se pelos pressupostos da Pesquisa Colaborativa. Em encontros mensais realizados no decorrer do ano de 2015, os professores alvo da investigação foram acompanhados in loco, onde colheram-se dados de sua prática docente por meio de entrevistas, relatórios de atividades e fichas de acompanhamento, os quais foram analisados utilizando a técnica da análise de conteúdo. Os resultados mostraram que a formação continuada de professores para o semiárido possibilitou que a EA fosse trabalhada de forma contínua e permanente no contexto escolar do cariri paraibano. Percebeu-se que alguns professores ainda trabalham a EAde forma isolada, disciplinar. Entretanto, muitas tentativas e algumas experiências exitosas puderam ser observadas no tocante à interdisciplinaridade, conforme preconiza a literatura sobre o tema. Quanto à tendência de EA mais abordada nas práticas dos professores investigados, os resultados apontam para muitas ações que se utilizam do referencial teórico da EA Crítica para executarem suas ações. Acerca da contextualização das ações docentes, observou-se que estes a realizam sob diversos aspectos – ambientais, sociais, econômicos, culturais; assim, abre-se um espaço para a construção de um currículo contextualizado com o semiárido nestas escolas. Para o fortalecimento da educação contextualizada, é necessário não apenas compreender os limites e potencialidades do Semiárido, mas construir conhecimentos para a modificação dessa mesma realidade, pautados na perspectiva da convivência e considerando as pessoas como produtoras de conhecimento. Caminhamos, assim, para a necessidade de repensar e traçar estratégias que permitam valorizar o ser humano como o elemento essencial de qualquer proposta educativa.