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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

O PROEJA ensino m?dio no ifrn, campus Caic?: causas da desist?ncia e motivos da perman?ncia

Faria, D?bora Suzane de Ara?jo 27 February 2014 (has links)
Made available in DSpace on 2014-12-17T14:36:50Z (GMT). No. of bitstreams: 1 DeboraSAF_DISSERT.pdf: 1031745 bytes, checksum: 5d04e895356aa58d92858004a0588421 (MD5) Previous issue date: 2014-02-27 / This dissertation deals about the theme of National Integration Program of the Professional Education to the Basic Education in the form of Youth and Adults Education - PROEJA, which was developed at the Federal Institute of Education Science and Technology of Rio Grande do Norte - IFRN - Campus Caic?. It aims to analyze the causes of the abandonment and the reasons for the permanence of students within the mentioned program. To substantiate this research, we used methodologically, some procedures such as bibliographical research, documentary analysis, semi-structured interviews and focus group. To analyze the data, we discussed the contradiction that involves duality and educational compensation based in the struggles and achievements of rights at the core of public policies for high schools, for vocational education and the education of youth and adults in the 2000s. We analyze the integrated high school under PROEJA, having as reference the conception of the total human formation; the inseparability of the primary education system and vocational education and the integration of knowledge and expertise as a whole, discussing the specificities of the modality EJA, discussing the causes of abandonment and the reasons for the permanence of the students of education for youth and adults (EJA) in the primary education system. As for the results, we found that although the PROEJA be a program that aims to provide a complete human formation to contribute to the full citizenship of their graduate members, what is announced in the document that guides its creation has not been materialized in Caic? Campus. The curriculum of the course was not designed for the students of EJA, nor teachers have had an adequate training to work with these specific individuals, and its specificities of being workers with differentiated learning times have not been considered. In addition, the courses are predominantly of instrumentalist characteristics. This indicates that the material and institutional conditions to achieve the promised total and complete training have not being fully materialized at the researched school. Associated with the difficulties concerning the intra-school and extra-school conditions, personal and socioeconomic conditions which are related to the obligation to work that implies in limitations to balance work, school and family, they influenced in the interruption of the school trajectory of these subjects. Through research, we confirmed that the motives of students who remain have to do also with intraescolares conditions the quality of education (qualification of technical staff and teachers) involved in the educational process, as well as socioeconomic and personal issues represented by the support of colleagues and family.Then it is concluded that the causes of abandonment and the reasons of the permanence are of institutional, socioeconomic and personal origins. Finally, it is observed that capitalist society demands as much as possible high levels of educated workers, and at the same time makes difficult the access to that education for much of the population, and it is not randomly. The objects of that exclusion are the popular worker classes and their children / Esta disserta??o aborda a tem?tica do Programa Nacional de Integra??o da Educa??o Profissional ? Educa??o B?sica na modalidade de Educa??o de Jovens e Adultos PROEJA, desenvolvido no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte IFRN Campus Caic?. Tem por objetivo analisar as causas da desist?ncia e os motivos da perman?ncia de estudantes no ?mbito do Programa. Para consubstanciar a investiga??o, utilizamos metodologicamente os procedimentos da pesquisa bibliogr?fica, an?lise documental, entrevista semi estruturada, grupo focal e an?lise de conte?do. Para analisar os dados, discutimos a contradi??o que envolve a dualidade e a compensa??o educacional ? luz das lutas e conquistas de direitos no cerne das pol?ticas p?blicas para o ensino m?dio, para a educa??o profissional e para a educa??o de jovens e adultos, com ?nfase nos anos 2000. Analisamos o ensino m?dio integrado no ?mbito do PROEJA tendo como refer?ncia a concep??o da forma??o humana omnilateral; a indissociabilidade entre educa??o b?sica e educa??o profissional e a integra??o de conhecimentos gerais e espec?ficos como totalidade, discutindo as especificidades da modalidade da EJA, problematizando as causas da desist?ncia e os motivos da perman?ncia de sujeitos estudantes da educa??o de jovens e adultos (EJA) na escola de educa??o b?sica. Quanto aos resultados, constatamos que apesar de o PROEJA ser um programa que se prop?e a proporcionar uma forma??o humana integral visando a contribuir para o pleno exerc?cio da cidadania dos seus sujeitos concluintes, o que est? anunciado no Documento que norteia a sua cria??o n?o vem se materializando no Campus Caic?. O curr?culo do curso n?o foi concebido para os sujeitos da EJA nem os professores tiveram forma??o adequada para trabalhar com esses sujeitos espec?ficos, n?o sendo consideradas suas especificidades de serem trabalhadores, com tempos diferenciados de aprendizagem. Al?m disso, as disciplinas t?m, predominantemente, talante instrumentalista. Isso denota que as condi??es materiais, institucionais para alcan?ar a anunciada forma??o integral n?o v?m se materializando, plenamente, na escola investigada. Associado ?s dificuldades no que concerne ?s condi??es intraescolares, as condi??es extraescolares, socioecon?micas e pessoais que dizem respeito ? press?o para trabalhar que implica em limita??es para conciliar trabalho, escola e fam?lia repercutiram em uma nova interrup??o da trajet?ria escolar de parcela significativa desses sujeitos. Mediante a pesquisa, comprovamos que os motivos dos estudantes que permanecem tem haver tamb?m com as condi??es intraescolares da qualidade do ensino, (qualifica??o da equipe t?cnica e dos professores) envolvidos no processo educativo, como tamb?m com as condi??es extraescolares socioecon?micas e pessoais representadas pelo apoio dos colegas e da fam?lia. Concluimos, ent?o, que as causas da desist?ncia e os motivos da perman?ncia s?o de origem institucional, socioecon?mica e pessoal. Enfim, constatamos que a sociedade capitalista cada vez mais exige n?veis elevados de educa??o escolarizada dos trabalhadores ao mesmo tempo em que dificulta o acesso a essa educa??o para grande parte da popula??o e isso n?o ? aleat?rio. S?o as classes trabalhadoras populares e seus filhos os objetos dessa exclus?o
2

Tramas do impedimento: os sentidos da desist?ncia entre Alfabetizandos da EJA

Cardoso, C?cera Romana 21 December 2007 (has links)
Made available in DSpace on 2014-12-17T14:36:06Z (GMT). No. of bitstreams: 1 CiceraRC.pdf: 295488 bytes, checksum: f585fd9cdb64dd6c5356348468ed6cde (MD5) Previous issue date: 2007-12-21 / For young people and adults that have not yet conquered reading and writing, being literate is the most important thing in life , a dream . Scholarly learning for them is like hegemonic knowledge in contemporary literate society. Thus, for them to get into school is to be able to have such knowledge and, through it, feel inserted into this society. However, along this process of learning, they start to drop out, little by little, statistically increasing the number of people who give up on young people and adult education Eja, as well as slowly reducing the contingent of illiteracy in the country. With this reality as a starting point, we question the concrete and symbolic reasons or motives that lead to a dropping out of the literacy classes at Eja. To do so, we have established, as the object of our study, the feelings of giving up among those involved in young people and adult literacy training. To understand such feelings is our purpose in this investigation. The theory of Social Representations (MOSCOVICI, 1978, 2004) was the theoretical-methodological option for subsidizing data search, analyses and interpretation, making us perceive the significance of the object of this study for these individuals. The gathering of such symbolic content involved the use of semi-structured interviews with eleven drop-outs and ten students who had repeated this modality of teaching in public schools in Natal, RN, during the 2006 school year. From the thematic and categorical analyses (BARDIN, 1977), we identified elements that gave support to some themes. Later, these themes led to three categories, suggesting that feelings associated with dropping out were based on the following: learning difficulties because they did not understand the contents; having their lack of knowledge exposed, thus bringing forth feelings of shame, humiliation, and embarrassment for not knowing how to read and write at a mature age; work, tiredness and sickness. The students who manage to remain in school are those who force themselves to live with the feelings of maladaptation and those who develop a sense of adaptation the other way round to the institution, that is, acceptance of institutional failures and omissions / A condi??o de alfabetizado, para jovens e adultos que ainda n?o conseguem dominar a leitura e a escrita, ? a coisa mais importante da vida , um sonho . A aprendizagem escolar ? entendida por eles como um saber hegem?nico na sociedade contempor?nea letrada. Por isso, entram na escola, buscam deter tal conhecimento e, atrav?s dele, sentir-se inseridos nesta sociedade. Entretanto, no decorrer desse processo de aprendizagem, v?o aos poucos desistindo, o que contribui tanto para elevar as estat?sticas da desist?ncia na Educa??o de Jovens e Adultos/Eja quanto para, lentamente, reduzir o contingente de analfabetos do pa?s. A partir dessa realidade, questionamo-nos sobre as raz?es ou motivos concretos e simb?licos que levam ? desist?ncia nas classes de alfabetiza??o da Eja. Para tanto, configuramos nosso objeto de estudo como os sentidos da desist?ncia entre alfabetizandos da Eja, cuja compreens?o ? nosso objetivo. A Teoria das Representa??es Sociais (MOSCOVICI, 1978, 2004) foi a op??o te?rico-metodol?gica para subsidiar a busca, as an?lises e as interpreta??es dos dados, fazendo-nos perceber o significado do objeto de estudo para esses indiv?duos. Para captar tal conte?do simb?lico, realizamos entrevistas semi-estruturadas com onze alunos desistentes e dez repetentes dessa modalidade de ensino em escolas p?blicas de Natal/RN durante o ano letivo de 2006. A partir das an?lises tem?tica e categorial (BARDIN, 1977), identificamos elementos que suscitaram temas. Estes, posteriormente, levaram a tr?s categorias, sugerindo como sentidos da desist?ncia: dificuldades na aprendizagem por n?o compreenderem os conte?dos; exposi??o do n?o saber, trazendo ? tona os sentimentos de vergonha, humilha??o, constrangimento por n?o saberem ler e escrever em idade madura; trabalho/cansa?o e doen?as. Aqueles que conseguem permanecer na escola s?o os que se obrigam a conviver com os sentimentos de desadapta??o , e os que desenvolvem com a Institui??o uma adapta??o ao avesso , isto ?, a aceita??o das falhas e das omiss?es institucionais
3

A desist?ncia de alunos na licenciatura em f?sica no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN): causas e sugest?es para o combate

Gomes, Fernando Costa Fernandes 05 August 2011 (has links)
Made available in DSpace on 2014-12-17T15:04:57Z (GMT). No. of bitstreams: 1 FernandoCFG_DISSERT.pdf: 4397896 bytes, checksum: 37f1c08102d90e6c9b8fe520fc84d920 (MD5) Previous issue date: 2011-08-05 / This dissertation proposes studying the issue of withdrawal undergraduate in physics at the Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN) and collaborate with suggestions for dealing with this problem. The first chapter begins with an overview of two significant problems in the Brazilian educational system: the high dropout rates in degrees in physics and the lack of teachers with specific training in this science. Then, we discuss the relevance of this research to the area of physics teaching, as well as justify its completion as part of a professional master's degree. After, we present a proper definition for the term withdrawal, which is based on the existing problem in the IFRN. And, in the same chapter, we explicitly the focus, the objectives and the methodological aspects of this work. The results obtained in our investigation are presented in next four chapters. In the second chapter of this dissertation, we present: a brief history of the creation of IFRN degree in physics, the functioning of this course and the foundation of classrooms 2004.2 and 2006.1. We also show a kind of map of the withdrawal of the groups investigated (the dropout rate was 84.4% in both groups) and an analysis of the relationship between the curricula of each of them and the number of dropouts. In the third chapter, we display a descriptive statistics of the students which dropout and found that the largest dropout occurred with students who are women, married, parents of one kid; workers, joined with a minimum age of 23 years and completed high school at least 6 years. Then in the fourth chapter, we reveal and discuss the students' reports on the causes of their dropout. From the data presented, we can say that the answer to the question "What was the main reason for your dropout?" Is mainly in personal injury claims: another option for upper-level course and lack of time to devote to the course. In the fifth chapter, we show the results related to teacher s opinions about the phenomenon in question. We detected three main causes for the abandonment, according to teachers: the lack of dedication, the lack of interest and lack of integration in the course. In the sixth and final chapter, we discuss the results and present our conclusion and the proposed report - the product of this dissertation, presented as Annex. This report contains mainly suggestions for curricular and institutional actions that can contribute to reducing the dropout degree in Physics in the IFRN. The main actions suggested are: implementation of the curriculum in disciplines, implementation of programs or actions to combat this poor content of basic training, implementation of specific programs or actions for the student worker, and dissemination of IFRN degree in physics in schools through seminars or workshops / A presente disserta??o prop?e como quest?o-foco estudar a desist?ncia de licenciandos em F?sica no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN) e colaborar com a proposta de sugest?es para o enfrentamento dessa problem?tica. O primeiro cap?tulo se inicia com uma vis?o panor?mica de dois problemas significativos no sistema educacional brasileiro: as altas taxas de desist?ncia nas licenciaturas em F?sica e a falta de professores com forma??o espec?fica nesta ci?ncia. Em seguida, discutimos a relev?ncia desta pesquisa para a ?rea de ensino de F?sica, bem como justificamos a sua realiza??o no ?mbito de um mestrado profissionalizante. Apresentamos uma defini??o pr?pria para o termo desist?ncia, elaborado com base na problem?tica existente no IFRN. E, ainda no primeiro cap?tulo, explicitamos a quest?o-foco, os objetivos e os aspectos metodol?gicos deste trabalho. Os resultados obtidos em nossa investiga??o s?o apresentados nos quatro cap?tulos seguintes. No segundo cap?tulo desta disserta??o, apresentamos: um breve hist?rico da cria??o da licenciatura em F?sica do IFRN, o funcionamento deste curso e o surgimento das turmas 2004.2 e 2006.1. Tamb?m mostramos uma esp?cie de mapa da desist?ncia das turmas investigadas (o ?ndice de desist?ncia a 84,4% em ambas as turmas) e uma an?lise da rela??o entre os curr?culos de cada um delas e o n?mero de abandonos. No terceiro cap?tulo, exibimos uma estat?stica descritiva da caracteriza??o s?cio educacional do p?blico desistente e identificamos que as maiores desist?ncias ocorreram com alunos que s?o: mulheres; casados; pais de um filho; trabalhadores; ingressaram com idade m?nima de 23 anos e conclu?ram o ensino m?dio h? pelo menos 6 anos. Em seguida, no quarto cap?tulo, revelamos e discutimos os relatos dos alunos sobre as causas de suas desist?ncias. Diante dos dados apresentados, podemos afirmar que a resposta ? pergunta Qual foi o principal motivo da sua desist?ncia? encontra-se majoritariamente em causas pessoais: op??o por outro curso de n?vel superior e falta de tempo para se dedicar ao curso. No quinto cap?tulo, expomos os resultados relacionados ?s opini?es docentes sobre o fen?meno em quest?o. Detectamos tr?s principais causas para o abandono, segundo os professores: a falta de dedica??o; a falta de interesse; e a falta de integra??o no curso. No sexto e ?ltimo cap?tulo, discutimos os resultados obtidos e apresentamos nossa conclus?o e o relat?rio proposto produto desta disserta??o, apresentado como anexo. Esse relat?rio cont?m, principalmente, sugest?es de a??es institucionais e curriculares que podem contribuir para a redu??o da desist?ncia na licenciatura em F?sica no IFRN. As principais a??es sugeridas s?o: implanta??o da matriz curricular em disciplinas; implanta??o de programas ou a??es para combater a forma??o b?sica de conte?dos deficiente; implanta??o de programas ou a??es espec?ficos para o aluno trabalhador; e divulga??o da licenciatura em F?sica do IFRN em escolas por meio de semin?rios ou workshops

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