Made available in DSpace on 2016-04-04T18:27:46Z (GMT). No. of bitstreams: 1 Pedro Vitor Barnabe Milanesi.pdf: 1175648 bytes, checksum: 2ea352d8cd17a02204e324caf6fd7583 (MD5) Previous issue date: 2009-02-12 / Pontif?cia Universidade Cat?lica de Campinas / On the assumption that education is one of the paths for the formation of a free man and that the teacher is one of the central figures in that context, this research sought to understand the meanings of freedom in the experience of teachers of Basic Education. What we intended to study was the meaning of lived that emerged from the interaction between subject and researcher. To this, three teachers from different levels of Basic Education were interviewed. The interview is seen as a reflection of two based on the experience of the interviewee, in order to, from this point, elucidate the lived experiences behind the lines. After the interviews, significant reports were produced based on every meeting between researcher and teacher, maintaining its momentum and taking into account the presence of both. The interviews were analyzed according to the sketch proposed by Amedeo Giorgi. The first impression that emerges from interviews concerns the fact that freedom isn t an issue on which base the teachers interviewed thought their practice. Still, it was possible to note that the reflections on the subject were significant for them, providing new insights about their activities and even a personal mobilization. From the exploration of experiences of the freedom of teachers we can say that, when they feel free, they find the real meaning of their teaching activity. This also relates to its methodology of teaching and with their creativity. Moreover, according to the experience of these teachers, the basis of the relationship seen as educational is the recognition of the other. At the same time to feel respected and recognized as a person and professional, by the institution and his superiors, in their freedom as teachers, is a motivational force, showing a close relationship with the satisfaction in teaching. On the day-to-day of teacher, the interviews revealed that permitting and encouraging freedom of expression and really hear what the students express, establishing a facilitative environment, is part of the experience of freedom for teachers, showing the relationship with the involvement of the student in the process of learning and with a meaningful learning. In this sense, the experience of freedom of teachers point to a quality of relationship that permeates the educational spaces, extending to other people and being passed on by parents and students. / Partindo do pressuposto que a educa??o ? um dos caminhos para a forma??o de um homem livre e entendendo que o professor ? uma das figuras centrais nesse contexto, esta pesquisa buscou compreender os sentidos da liberdade segundo as experi?ncias de professores da Educa??o B?sica. O que se pretendeu estudar foi o significado do vivido que emergiu da interlocu??o entre sujeitos e pesquisador. Para tanto foram entrevistados tr?s professores dos diferentes n?veis da Educa??o B?sica. A entrevista ? entendida como um refletir a dois baseando-se na experi?ncia do entrevistado e, a partir da? elucidar o vivido por detr?s das falas. Ap?s as entrevistas foram elaborados relatos expressivos de cada encontro entre pesquisador e professor preservando seus dinamismos e levando em conta a presen?a de ambos. As entrevistas foram analisadas segundo o esquema proposto por Amedeo Giorgi. A primeira constata??o diz respeito ? liberdade n?o ser um tema em torno do qual os professores entrevistados pensavam sua pr?tica. Apesar disso, no entanto, as reflex?es a respeito do tema foram significativas para eles, permitindo novas vis?es a respeito de sua atua??o e at? uma mobiliza??o pessoal. A partir da explora??o das experi?ncias de liberdade dos professores, pode-se afirmar que eles se sentem livres quando encontram o sentido de seu ensinar. Isso tamb?m se relaciona com sua metodologia de ensino e com sua criatividade. Ademais, segundo a viv?ncia desses professores, ? o reconhecimento do outro que est? na base da rela??o que se pretende educativa. Ao mesmo tempo o sentir-se respeitado e reconhecido como pessoa e profissional, na institui??o e pelos superiores, na sua liberdade de professor, representa uma for?a motivacional, mostrando ?ntima rela??o com a satisfa??o em ensinar. No dia-a-dia de professor, as entrevistas revelaram que permitir, incentivar a liberdade de express?o e realmente ouvir os alunos, estabelecendo um clima facilitador da sua express?o, faz parte da viv?ncia de liberdade dos professores, mostrando rela??o com o envolvimento do aluno no pr?prio processo de aprendizagem e com uma aprendizagem significativa. Nesse sentido, as viv?ncias de liberdade dos professores apontam para uma qualidade da rela??o que perpassa os espa?os educativos, estendendo-se para outras pessoas e sendo passada adiante por pais e alunos.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-04-17T17:11:06Z No. of bitstreams: 1 467295 - Texto Completo.pdf: 795302 bytes, checksum: aeedb738ba428907715a01a95b625009 (MD5) / Made available in DSpace on 2015-04-17T17:11:06Z (GMT). No. of bitstreams: 1 467295 - Texto Completo.pdf: 795302 bytes, checksum: aeedb738ba428907715a01a95b625009 (MD5) Previous issue date: 2015-01-15 / This research approved by the Scientific Committee of this Faculty, under number 124/2014, had the intention to study the management of Marist schools in an attempt to reveal how the investigated schools articulate, in the exercise of management, the principles of Marist Philosophy with the imperative of coping indicators of educational setting, with a view to sustainability and survival of schools. The research sought its studies through a qualitative, descriptive and interpretive approach because requires the researcher the unveiling of the meaning and significance of her gaze on the data obtained. It was developed in schools located in different municipalities of Rio Grande do Sul state, with three principals of Marist schools selected as these characteristics: managers working in the same school unit for more than three years, and had proven results in the exercise of management to the educational community through evaluation offinancial indicators and academic performance. Its basic theoretical contribution was PEBM (2010), Covey (1994), Murad (2007), Boff (2013) and L?ck (2006). Semi-structured interviews were used with the selected managers and analysis of documents from the respective schools. The historical series of three years (2012/2014) offered the researcher conditions of mapping important indicators for these schools that cooperate with the elements set to compose the research. The results of interviews, Academic and Financial Performance Reports were used as basis for analyzing the data, anchored to analysis in Galiazzi Mor?es (2007) and Salvador (1986).I believe that the development of this theme made possible to offer a more qualified reflection to the performance of Schools Managers of PMRS in order to reconcile, on the job, the inseparability of Marist Philosophy with the indicators of the current educational landscape with a view to sustainability as well as indicating ways in the training of current and future managers of the Marist network. / A perspectiva da referida pesquisa aprovada pela Comiss?o Cient?fica desta Faculdade, sob o n? 124/2014, teve a intencionalidade de estudar a Gest?o dos Col?gios Maristas, na tentativa de desvelar como as escolas investigados articulam, no exerc?cio da gest?o, os Princ?pios da Filosofia Marista com a imperativa necessidade do enfrentamento de indicadores do cen?rio educacional, tendo em vista a sustentabilidade e a perenidade dos Col?gios. A pesquisa buscou percorrer seus estudos por meio de uma abordagem qualitativa, descritiva e interpretativa por exigir da pesquisadora o desvelamento do sentido e significado do seu olhar diante dos dados obtidos. Desenvolveu-se em col?gios situados em diferentes munic?pios do Rio Grande do Sul, tendo como sujeitos tr?s Diretores de Col?gios Maristas, assim selecionados: Gestores atuando na mesma unidade escolar por mais de tr?s anos que apresentaram comprovados resultados no exerc?cio da gest?o, junto ? comunidade educativa, mediante avalia??o de indicadores de desempenhos financeiros e acad?micos. Seu aporte te?rico b?sico: Projeto Educativo do Brasil Marista (2010), Covey (1994), Murad (2007), Boff (2013) e L?ck (2006). Foram utilizadas entrevistas semiestruturadas com os Gestores selecionados e an?lise de documentos dos respectivos col?gios. A s?rie hist?rica de tr?s anos (2012/2014) ofereceu ? pesquisadora condi??es de mapeamento de indicadores importantes para esses col?gios, que colaboraram no conjunto de elementos para compor a pesquisa. Como base para an?lise de seus dados foram utilizados os resultados de entrevistas, Relat?rios de Desempenho Acad?mico e Financeiro, ancorados para an?lise em Mor?es e Galiazzi (2007) e Salvador (1986). Acredito que o desenvolvimento desse tema, possibilitou oferecer: uma reflex?o mais qualificada no que tange ao desempenho dos Gestores de Col?gios da PMRS, no intuito de conciliar, no exerc?cio da fun??o, a inseparabilidade da Filosofia Marista com os indicadores do cen?rio educacional atual, tendo em vista a sustentabilidade, bem como indicar caminhos na forma??o dos atuais e futuros gestores da Rede.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-05-04T18:39:14Z No. of bitstreams: 1 467936 - Texto Completo.pdf: 6108119 bytes, checksum: e1ea6bfad22fe7cbfc817f9629836386 (MD5) / Made available in DSpace on 2015-05-04T18:39:14Z (GMT). No. of bitstreams: 1 467936 - Texto Completo.pdf: 6108119 bytes, checksum: e1ea6bfad22fe7cbfc817f9629836386 (MD5) Previous issue date: 2015-02-27 / The history of Environmental Protection Area of Banhado Grande (APABG) - Rio Grande do Sul, Brazil - and how education and schools are inserting in this context, is focus on the present study. We rescue important historical aspects of APABG, establishing links between environmental, social, political, cultural and educational dimensions. This scenario was built between strain of scientific knowledge, communities life, myths about nature as well political and economic interests ? a complex web of relationships and not always balanced. For this, we identify humans and nature relationships modes at time and space. Initially, we tried to recognize origins and paths that reinforce necessity of establishment of protected areas in world and implications for Brazil. Then, the study aimed: recognize how emergence of environmental conservation is improved by scientific knowledge; analyze the consequences of this emergency in environmental laws and policies; identify social and political actors that contributed for current legislation of protected areas and evaluate how education connects to this history. Finally, we explore the effects of this narrative in schools inside APABG, recognizing strengths and weaknesses of environmental education experiences. For reconstruction of APABG?s history, we applied semi-structured interviews with actors involved in this scenario - even before its creation in 1998 - recovering fragments of a story present only in memory of these actors. We used documents that indicating clues about their origin to connect these fragments. Participative observations, document analysis, semi-structured interviews and informal conversations were performed at schools, in order to identify educational practices, ways to connect local nature and features of environmental education. We concluded that stories are intersected and connected, and narratives about APABG have great potential, but are not closed to new possibilities that may contribute to appreciation and care of this diverse environment. / Esta disserta??o aborda a hist?ria da ?rea de Prote??o Ambiental do Banhado Grande (APABG) ? situada no Rio Grande do Sul, Brasil - e como a educa??o e as escolas se inserem na sua narrativa. Para tanto, procurou-se resgatar aspectos hist?ricos da APABG, estabelecendo v?nculos entre as dimens?es ambientais, sociais, pol?ticas, culturais e educativas. O espa?o estudado se construiu na tens?o entre saberes cient?ficos, a vida das comunidades, mitos em rela??o ? natureza, al?m de interesses pol?ticos e econ?micos, em uma teia de rela??es intrincadas e nem sempre equilibradas. Para compreender essa trama, objetivou-se identificar os modos de rela??o do humano com a natureza ao longo de um tempo e de um espa?o determinados. Buscou-se inicialmente identificar as origens e caminhos que levaram ? necessidade de cria??o de ?reas protegidas no mundo e os reflexos no Brasil. A partir da?, o estudo procurou: reconhecer como o saber cient?fico potencializou a emerg?ncia da preserva??o ambiental; analisar os reflexos desta emerg?ncia em pol?ticas e legisla??es ambientais; identificar atores sociais e pol?ticos que contribu?ram para a atual legisla??o brasileira de unidades de conserva??o e examinar como a Educa??o se conecta a essa hist?ria. Por ?ltimo, procurou-se explorar os reflexos dessa narrativa nas escolas inseridas na APABG, reconhecendo-se as potencialidades e fragilidades das experi?ncias de educa??o ambiental. Para a reconstru??o da hist?ria da APABG, realizaram-se entrevistas semi-estruturadas com atores envolvidos na sua trama mesmo antes de sua cria??o, em 1998, resgatando-se fragmentos de uma hist?ria presente apenas na mem?ria desses atores. Para articular estes fragmentos, utilizaram-se documentos que indicavam pistas de sua origem. Nas escolas, realizaram-se observa??es participantes, an?lise documental e entrevistas semi-estruturadas, al?m de conversas informais, com o objetivo de identificar nas pr?ticas educacionais os modos de vincular-se ? natureza do lugar e as caracter?sticas da educa??o ambiental. Percebeu-se que as hist?rias se cruzam e se conectam, e que as narrativas acerca da APABG s?o ricas em potencialidades, embora n?o estejam fechadas para novas possibilidades que possam contribuir para o apre?o e o cuidado de um ambiente diversificado.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-05-04T19:04:51Z No. of bitstreams: 1 467959 - Texto Completo.pdf: 462039 bytes, checksum: b265015e201cf038ca97a55c434ba282 (MD5) / Made available in DSpace on 2015-05-04T19:04:51Z (GMT). No. of bitstreams: 1 467959 - Texto Completo.pdf: 462039 bytes, checksum: b265015e201cf038ca97a55c434ba282 (MD5) Previous issue date: 2015-02-26 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research proposes to analyze, from the viewpoint of the Axel Honneth?s Critical Social Theory, the permanency educated and attendee adolescents in the EJA. Objectively, this study intends to understand how the assumptions implied in the student development are applied in the establishment of the relations that make the recognition. In same way, to identify what types and manners the recognition is established in schools how youths and adults. Also, since the establishment of these forms of recognition contribute to the permanence of these students in school. The research is in the field of theoretical research and develops an analysis from experiences lived by the author. The relationships established at school points to three recognition spheres operating: the loving recognition, legal and community values. It can be inferred that the school is acting as recognition factor for students, even if unintentionally. In the Youth and Adult Education was observed that, on the one hand, some recognition relationships are established, on the other writs are. / A pesquisa tem como proposta analisar, da perspectiva da teoria do reconhecimento social de Axel Honneth, a perman?ncia de adolescentes escolarizados e ass?duos na EJA. Pretendeu-se, atrav?s do estudo, compreender de que modo os pressupostos formativos implicados na forma??o desses alunos est?o envolvidos no estabelecimento das rela??es que propiciam o reconhecimento. Igualmente, identificar que tipos e as formas como o reconhecimento se estabelece na escola, com jovens e adultos. E tamb?m, como o estabelecimento dessas formas de reconhecimento contribuem para a perman?ncia desses alunos na escola. A investiga??o se situa no campo da pesquisa te?rica e desenvolve uma an?lise a partir de experi?ncias vivenciadas pela autora. Nas rela??es que se estabelecem na escola identificam-se tr?s esferas de reconhecimento operando: o reconhecimento o amoroso, o jur?dico e o da comunidade de valores. Pode-se inferir que a escola est? atuando como fator de reconhecimento para os alunos, mesmo que n?o intencionalmente. Na Educa??o de Jovens e Adultos, foi observado que, se por um lado, algumas rela??es de reconhecimento s?o estabelecidas, por outro s?o denegadas.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-06-02T14:20:07Z No. of bitstreams: 1 469644 Texto Completo.pdf: 1260751 bytes, checksum: beeb5007168386eecfcdd94da94d429c (MD5) / Made available in DSpace on 2015-06-02T14:20:07Z (GMT). No. of bitstreams: 1 469644 Texto Completo.pdf: 1260751 bytes, checksum: beeb5007168386eecfcdd94da94d429c (MD5) Previous issue date: 2015-02-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This study is a reflection on the socio-cultural spaces that contribute to the construction of youth socialities. Fot this research, which was lined on a qualitative approach, it was opted by the ethnographic case study . The research field was a Social Project that meets young people in a city of Rio Grande do Sul, wherewith it was possible through the testimony of young people, and also educators, investigate this space and its contribution to the construction of youth socialities. Data collection was extended from April to December 2014 by participant observation, document analysis and semi-structured interview and the conversation wheel. Data were analyzed through Discoursive Textual Analysis, as taught Moraes and Galiazzi (2011) and resulted in the following categories: The social project in the vision of young people: Being young is be not old, In the presence of the other we constitute me and is necessary learn to live in the project; The social project in the view of educators who work there: Subject class that resist all the time - unruly and youth in social vulnerability. The survey findings confirm the importance of Social Project in the constitution of identities and subjectivities of young people who participate. The study found that even many of the practices put into operation at the Project refer to an idea that the youth needs to be "made docile", learn to meet promptly and follow rules. However, it also found that young people find loopholes for strength and leadership. / O presente trabalho trata de uma reflex?o acerca dos espa?os socioculturais que contribuem para a constru??o das socialidades juvenis. Para esta investiga??o, que foi pautada na abordagem qualitativa, optou-se pelo estudo de caso do tipo etnogr?fico. O campo de investiga??o foi um Projeto Social que atende jovens em uma cidade do Rio Grande do Sul, por meio do qual foi poss?vel atrav?s do depoimento dos jovens e tamb?m dos educadores investigar esse espa?o e a sua contribui??o para a constru??o das socialidades juvenis. A produ??o dos dados estendeu-se de abril a dezembro de 2014, mediante observa??o participante, an?lise documental, entrevista semiestruturada e a roda de conversa. Os dados foram analisados por meio da An?lise Textual Discursiva, conforme ensinam Moraes e Galiazzi (2011) e resultaram nas seguintes categorias: O projeto social na vis?o dos jovens: Ser jovem ? n?o ser velho, Na presen?a do outro eu me constituo e ? preciso aprender a viver no projeto; O projeto social na vis?o dos educadores que ali trabalham: Classe de sujeitos que resistem todo o tempo ? Indisciplinados e Jovens em situa??o de vulnerabilidade social. Os achados da pesquisa confirmam a import?ncia do Projeto Social na constitui??o das identidades e subjetividades dos jovens que dele participam. O estudo apontou ainda que muitas das pr?ticas colocadas em funcionamento no Projeto remetem para uma ideia de juventude que precisa ser ?docilizada?, aprender a atender prontamente e seguir normas. No entanto, constatou-se tamb?m que os jovens encontram brechas para resist?ncia e protagonismo.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-06-24T12:41:00Z No. of bitstreams: 1 471040 - Texto Completo.pdf: 2346230 bytes, checksum: 12885c1d1c46fa7c45fe3664cbc051f8 (MD5) / Made available in DSpace on 2015-06-24T12:41:00Z (GMT). No. of bitstreams: 1 471040 - Texto Completo.pdf: 2346230 bytes, checksum: 12885c1d1c46fa7c45fe3664cbc051f8 (MD5) Previous issue date: 2015-01-21 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This study discusses professors? work activities in two Language teaching courses (Portuguese and Spanish) in the distance learning (DL) mode of a public higher education institution located in the central region of Rio Grande do Sul. The overall objective is to analyze the particularities of professors' activity on DL, considering the interface between the dialogical perspective of language and ergology in order to contribute to the knowledge/recognition of the complexity of their work. As specific objectives we delimited: i) verify, through the discursive analysis of the utterances of the DL professors, how they interact with their students, coordinators, multidisciplinary team, coworkers and tutor; (ii) verify, under the enunciative and discursive perspective, whom the professors? activities are directed at in DL and (iii) check how the relationship between the foregoing standards and the restandardization impacts in the professors? activities in DL. Regarding the theoretical framework, given the assumption of the dialogical constitution of language, we started from the studies developed by the Bakhtin Circle. Then, we established a dialogue with the ergological approach, which, considering the work activity as an industrious activity, make historical subjects, in the emergency of values, knowledge and experience, to face the ongoing debate between the foregoing standards and the restandardization. Concerning the methodology, we organized the study from the following steps: (i) contextualization of DL and Virtual Teaching and Learning Environment; (ii) characterization of the teaching, the professors and the students in DL mode; (iii) definition of research participants, material composition and analysis procedures, which included an interview and a semi-structured questionnaire. The instruments were applied individually to each of the three study participants (a Portuguese Language professor and two Spanish Language professors), given the theme of our research, by focusing on the relationship among the professionals and their peers and on their discourses. The results show that each professor has his/her own view on DL and, depending on the time they have been using it and their degree of involvement, the positions relating the activities performed by the participants acquire a different meaning. At times, we noticed the feeling of weariness and fatigue towards their work routine, combined with little recognition by academia peers. Thus, with this research, it is important to reiterate, through the analysis of the utterances, that the work developed by the three professors under study consists of interrelations with different partners (professors, tutors, students, multidisciplinary team, coordinations, etc.) allowing understand this collaborative work even there are different views. In this principle of collaboration, which they always act in dependence on other subjects, lies the difference between DL and the regular classroom. We understand the importance of collaborative work in professors' activities in DL courses, because therein lies the complex character of this work activity. We sought to present considerations regarding the tension of social voices and the resulting production of senses on/in the professors? activities in DL, contributing not only to the theoretical and methodological development of researches that address the interface language and work, but also to the reflection of the complex DL professors? activities. We understand that teaching in this mode requires from professors, besides all predetermined requirements of their occupation, the task of acting in a context for which they were not prepared to. This shows the importance of creating a space where these professionals can be heard and also talk about the concerns surrounding their work routine, which goes beyond preparing and running classes. / Este estudo problematiza a atividade de trabalho do professor em dois Cursos de Letras (portugu?s e espanhol) licenciatura, na modalidade de ensino a dist?ncia (EaD), em uma institui??o p?blica de Ensino Superior, localizada na Regi?o Central do Rio Grande do Sul. O objetivo geral ? verificar as particularidades da atividade do docente na modalidade EaD, por meio da an?lise do discurso de tr?s docentes dos referidos cursos, considerando a interface entre a perspectiva dial?gica da linguagem e a abordagem ergol?gica, de modo a contribuir para o (re)conhecimento da especificidade do seu trabalho. Como objetivos espec?ficos, delimitamos: i) verificar, por meio da an?lise discursiva dos enunciados dos professores na modalidade EaD, como se d? a interlocu??o do professor com seus alunos, coordenadores, equipe multidisciplinar, colegas e professor tutor; (ii) verificar, sob o ponto de vista enunciativo-discursivo, para quem ? direcionada a atividade do docente na modalidade EaD e (iii) verificar como ocorre o embate entre as normas antecedentes e as renormaliza??es na realiza??o da atividade docente na modalidade EaD. Quanto ao referencial te?rico, tendo em vista o pressuposto da constitui??o dial?gica da linguagem, partimos dos estudos desenvolvidos pelo C?rculo de Bakhtin, especificamente a partir das quest?es propostas por Bakhtin e Volochivov (???) e estabelecemos interlocu??o com a abordagem ergol?gica, que, considerando a atividade de trabalho uma atividade industriosa, convoca dos sujeitos hist?ricos, na emerg?ncia de valores, saberes e experi?ncias, o enfrentamento do permanente debate entre as normas antecedentes e as renormaliza??es (SCHWARTZ, 2007). Em termos metodol?gicos, a pesquisa ? caracterizada como um estudo de caso de abordagem qualitativa e est? organizada a partir das seguintes etapas: (i) contextualiza??o da EaD e do Ambiente Virtual de Ensino Aprendizagem; (ii) caracteriza??o do ensino, do professor e do aluno na modalidade EaD; (iii) delimita??o dos participantes da pesquisa, composi??o do material e dos procedimentos de an?lise, os quais constam de uma entrevista e de um question?rio semiestruturado. Os instrumentos foram aplicados individualmente a cada um dos tr?s participantes do estudo (um do Curso de Letras Portugu?s e dois do Curso de Letras Espanhol), tendo em vista o mote de nossa pesquisa, centrado na rela??o dos profissionais com seus pares e nos discursos que atravessam seus dizeres. Os resultados permitem afirmar que cada docente tem a sua concep??o sobre a EaD e, dependendo do tempo de contato com a modalidade e do grau de envolvimento, as posi??es frente ?s atividades desempenhadas pelos participantes adquirem um significado distinto. Em alguns momentos, evidenciamos a ideia de desgaste e de cansa?o diante da rotina de trabalho, aliada ao pouco reconhecimento pelos demais pares da academia. Assim, com esta investiga??o, ? importante reiterar, por meio da an?lise dos enunciados que o trabalho desenvolvido pelos tr?s docentes em estudo ? constitu?do por inter-rela??es com distintos interlocutores (professores, tutores, alunos, equipe multidisciplinar, coordena??es, etc.), o que possibilita entendermos esse ato de trabalho de modo colaborativo, ainda que existam embates de naturezas diversas. ? nesse princ?pio de colabora??o, de atua??o sempre em depend?ncia de outros sujeitos que reside a diferen?a entre a modalidade EaD e a presencial. Compreendemos a import?ncia da atua??o colaborativa na atividade docente em cursos na modalidade EaD, pois a? que reside o car?ter complexo dessa atividade de trabalho. Buscamos apresentar reflex?es sobre a tens?o de vozes sociais e a decorrente produ??o de sentidos sobre a/na atividade do professor em EaD, contribuindo n?o s? para o desenvolvimento te?rico metodol?gico de pesquisas que contemplam a interface linguagem e trabalho, mas tamb?m para a reflex?o da complexa atividade do professor de EaD. Entendemos que a doc?ncia, nessa modalidade de ensino, exige do professor, al?m de todas as prescri??es pr?-determinadas pelo seu of?cio, a tarefa de atuar em um contexto para o qual n?o foi preparado. Isso revela a import?ncia da cria??o de um espa?o no qual esse profissional possa ser ouvido e, tamb?m, falar sobre as inquieta??es que cercam a sua rotina de trabalho, que vai al?m da prepara??o e exposi??o de aulas.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-07-20T12:20:28Z No. of bitstreams: 1 472420 - Texto Completo.pdf: 1059867 bytes, checksum: 5c5d349fc3da60caa06db5e1da59db5f (MD5) / Made available in DSpace on 2015-07-20T12:20:28Z (GMT). No. of bitstreams: 1 472420 - Texto Completo.pdf: 1059867 bytes, checksum: 5c5d349fc3da60caa06db5e1da59db5f (MD5) Previous issue date: 2015-03-31 / This investigation is composed of a qualitative research which is based on multiple case study. The formal structure of this essay is opened by the introduction, that contextualizes and promotes the questioning for the study, on the second chapter the theoretical assumptions are presented with their relations on the role of the institution of school, pedagogy of projects associated with the teaching of science and transdisciplinarity and evaluation in the school context. On the third part the study methodology is described. On the fourth chapter, result analysis is performed showing the evaluations concepts of the participating teachers, the means and how these teachers perceive the pedagogy of projects. On the fifth part, final considerations are shown and we attempt to comprehend how teachers from two public elementary schools whom work with projects evaluate their students. These institutions are located at two cities within the metropolitan area of state capital Porto Alegre, at Rio Grande do Sul, Brazil. This case study of the evaluation process is considered relevant due to our understanding of the challenge the public schools have to measure the knowledge in a way to offer an improvement on the learning and change in the social context of their students. We aim at the comprehension of how the Pedagogy of Projects influences the evaluative process. In order to provide that, we elaborated a survey to semi-structurated interviews. Each participating teacher answered that questionnaire and was later interviewed. Observations were also made during the visitation in both schools. The material was submitted to Discursive Textual Analysis, proposed by Moraes e Galiazzi (2007). This analysis indicated that both schools have diverging methodologies, while the teachers from one of the schools evaluate in a traditional standard, teachers from the other institution are in a transition process, where they have abolished the tests from their evaluation instruments. Their prerogative is of a Dialogical School, but not without some trouble, for the results show that, despite having innovative proposals, the concepts of a traditional evaluation are still present. / A presente investiga??o se constitui em uma pesquisa qualitativa que se centra em estudos de casos m?ltiplos. A estrutura formal deste trabalho ? iniciada pela introdu??o, que faz a contextualiza??o e problematiza??o da pesquisa, no segundo cap?tulo apresentamos os pressupostos te?ricos em rela??o ao papel da escola, Pedagogia de Projetos, ensino de Ci?ncias e a transdisciplinaridade e a avalia??o no contexto escolar. Na terceira parte, descrevemos a metodologia da pesquisa. No quarto cap?tulo, realizamos a an?lise dos resultados mostrando as concep??es de avalia??es dos professores participantes, os instrumentos e como os docentes percebem a Pedagogia de Projetos. Na quinta parte, deixamos as considera??es finais em que se procura compreender como avaliam os professores de Ci?ncias de duas escolas p?blicas de ensino fundamental que trabalham com projetos. Estas institui??es se localizam em dois munic?pios da regi?o metropolitana de Porto Alegre, RS. Consideramos relevante o estudo do processo de avalia??o, pois entendemos ser um desafio para a escola p?blica mensurar os conhecimentos de forma a propiciar uma melhoria na aprendizagem e altera??o na realidade social dos estudantes. Objetivamos a compreens?o de como a Pedagogia de Projetos influencia no processo avaliativo. Para isso, elaboramos um roteiro de quest?es para as entrevistas semiestruturadas. Cada professor participante preencheu um pequeno question?rio, ap?s foi entrevistado. Realizamos tamb?m, observa??es durante as visitas efetuadas ?s escolas. Submetemos o material da pesquisa ? An?lise Textual Discursiva, proposta por Moraes e Galiazzi (2007). A an?lise indicou que as duas escolas apresentam metodologias que divergem, enquanto os professores de uma das escolas avaliam de forma tradicional, os da outra se apresentam em processo de transi??o, em que aboliram as provas dos instrumentos avaliativos. O discurso parece ser de um projeto de escola dial?gica, mas n?o est? sendo tranquila a transi??o, pois os resultados indicam que, apesar de propostas inovadoras, as concep??es de uma avalia??o tradicional ainda persistem.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-08-07T12:08:12Z No. of bitstreams: 1 473100 - Texto Completo.pdf: 1625851 bytes, checksum: 96942432286979d23af8dbcb9eb305ef (MD5) / Made available in DSpace on 2015-08-07T12:08:12Z (GMT). No. of bitstreams: 1 473100 - Texto Completo.pdf: 1625851 bytes, checksum: 96942432286979d23af8dbcb9eb305ef (MD5) Previous issue date: 2015-06-18 / This study focuses on the main contributions of the Institutional Scholarship Program for Teaching Initiation (PIBID) to qualify teachers? initial education from an innovation educational perspective. Innovation is conceived from a theoretical and epistemological perception presuming tension and ruptures of principles supporting prevailing education models. Such approach was chosen since PIBID is an innovative program, which aims to tension educational teaching models and enhance the interaction between university and school. The theoretical-methodological investigation attempted to discuss teaching initiation as innovative proposal in the context of teachers? education. Regarding to methodology, a case study was carried out as an interdisciplinary subproject of PIBID in a Community Institution of Higher Education of Rio Grande do Sul. Data was collected through interviews and observations with the scholarship teamwork in three partner schools. Aiming at discussing educational innovation in the program, two study approaches were developed. The first one aimed to reflect on the contributions of PIBID regarding the models of teaching education. Reconsidering connection between theory and practice and the interdisciplinary perspective and the school as a learning teaching environment are empirical highlighted aspects that indicate ruptures and innovation regarding such models. The second study approach aimed to investigate the interaction of PIBID with the school culture. Interdisciplinary practice and epistemological and methodological implications emerge as the main factors that cause tensions and ruptures with the school culture hegemony. Results indicate that teaching initiation as an experience of teacher education reinvention has become an area of confluence and contrast of perspectives, beliefs and conceptions about teaching. Therefore, PIBID ? herewith designed as the third bank of the river - has fulfilled its purpose concerning teacher?s education. / Este estudo apresenta as principais contribui??es do Programa Institucional de Bolsa de Inicia??o ? Doc?ncia (Pibid) para qualificar a forma??o inicial de professores, na perspectiva da inova??o educativa. A inova??o ? concebida segundo uma perspectiva te?rico-epistemol?gica que pressup?e rupturas e tensionamentos com os princ?pios que sustentam os modelos formativos dominantes. Optamos por essa abordagem tendo em vista que o Pibid ? um programa de car?ter inovador, que visa a tensionar os modelos de forma??o docente e a intensificar a intera??o entre universidade e escola. O percurso te?rico-metodol?gico da investiga??o foi concebido buscando discutir a tese da inicia??o ? doc?ncia como proposta inovadora no ?mbito da forma??o docente. Em termos metodol?gicos, foi realizado um estudo de caso no ?mbito do subprojeto Interdisciplinar do Pibid em uma Institui??o de Ensino Superior comunit?ria do Rio Grande do Sul. A coleta de dados ocorreu por meio de entrevistas e de observa??es de campo junto aos grupos de trabalho dos bolsistas em tr?s escolas parceiras. Na dire??o de discutir a tese da inova??o educativa constru?da nesse programa, desenvolvemos dois enfoques de an?lise. O primeiro deles visa a refletir sobre as contribui??es do Pibid no que diz respeito aos modelos de forma??o docente. A ressignifica??o da rela??o entre pr?tica e teoria, a perspectiva interdisciplinar e a escola como um espa?o de aprendizagem sobre a doc?ncia s?o os aspectos emp?ricos destacados que sinalizam rupturas e inova??es no que diz respeito a esses modelos. O segundo enfoque de an?lise intenta investigar a intera??o do Pibid com a cultura escolar. As pr?ticas interdisciplinares e suas implica??es epistemol?gicas e metodol?gicas emergem como o principal fator que provoca tensionamentos e rupturas com a cultura escolar hegem?nica. Os resultados apresentados indicam que a inicia??o ? doc?ncia, como experi?ncia de reinven??o da forma??o docente, tem se constitu?do como um espa?o de conflu?ncia e de contraste de perspectivas, de cren?as e concep??es sobre a doc?ncia. Portanto, o Pibid ? concebido nesse estudo com o a terceira margem do rio - tem cumprido os seus prop?sitos no que tange ? inova??o na forma??o de professores.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-08-17T20:16:51Z No. of bitstreams: 1 473372 - Texto Completo.pdf: 2548299 bytes, checksum: f3f3b772dc2423f8d2295d76cca9decd (MD5) / Made available in DSpace on 2015-08-17T20:16:51Z (GMT). No. of bitstreams: 1 473372 - Texto Completo.pdf: 2548299 bytes, checksum: f3f3b772dc2423f8d2295d76cca9decd (MD5) Previous issue date: 2015-03-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This work aims to analyze the process of generation, organization and dissemination of fisheries knowledge used by artisanal fishermen from Ilha da Pintada district located at Porto Alegre city, Rio Grande do Sul, Brasil. A methodological investigation of ethnographic case based on qualitative research assumptions is performed. The theoretical bases are founded concerning the terms which are the root of this study: culture, knowledge and Etnomathematics. The theoretical contribution about culture conception is grounded according to Bauman (2012) and Geertz (2008). The discrimination between knowledge and wisdom are proposed in a foucaultian perspective according Veiga-Neto and Nogueira (2010).The Ethnomathematics is considered a research method and its issues are primarily grounded in D'Ambrosio (2001, 2005, 2008, 2009, 2012), Knijnik et al. (2012) and Barton (1996, 2006) researches. The empiric material is composed by semi structured interviews from three artisanal fishermen. The An?lise Textual Discursiva is employed as analysis method according Moraes and Galliazi?s (2011) definitions and recommendations. Analysis results evidence that the fisheries knowledge consists in a sensitive knowledge, according Ramalho (2011) definition. This knowledge has been generating through the need of dealing with distinct daily situations on the artisanal fishing. It indicates that the knowledge source conception is not subordinated to school attendance. However the generation?s process occurs according to social relations and environmental conditions which are usually provided by family environments and it also depends on fishermen?s practical experience. It is demonstrated that the knowledge arrangement occurs socially - according to fishermen social relationship and environment conditions ? and intellectually ? trough employing a group particular way of thinking and language. It also indicates that the fisheries knowledge dissemination is related to the fishery resources improvements as well the material industrially manufacturing. Furthermore it presents that the fisheries knowledge has been seen as a patrimonial knowledge which is disseminated through family and peer relationships. Finally it concludes that be a fisherman implies opposition to the banal fishery activity and in acting according to the rules and ethical principles that are agreed by the group. / Este estudo tem como objetivo analisar os processos de gera??o, organiza??o e difus?o dos saberes utilizados pelos pescadores artesanais da Ilha da Pintada, bairro pertencente ao munic?pio de Porto Alegre, Rio Grande do Sul, Brasil. Metodologicamente, trata-se de um estudo de caso etnogr?fico baseado em pressupostos qualitativos de pesquisa. Como subs?dios te?ricos s?o utilizados fundamentos a respeito dos termos que balisaram esse estudo: cultura; saberes; Etnomatem?tica. O aporte te?rico estabelecido acerca do conceito de cultura tem sua base em Bauman (2012) e Geertz (2008). Uma diferencia??o entre conhecimento e saber ? proposta sob uma perspectiva foucaultiana de Veiga-Neto e Nogueira (2010). A Etnomatem?tica ? considerada um m?todo de pesquisa e suas quest?es s?o fundamentadas, principalmente, nos estudos de D'Ambrosio (2001, 2005, 2008, 2009, 2012), Knijnik et al. (2012), e Barton (1996, 2006). O material emp?rico constituiu-se em entrevistas semiestruturadas realizadas com tr?s pescadores artesanais. A An?lise Textual Discursiva ? empregada como m?todo de an?lise a partir das defini??es e recomenda??es de Moraes e Galliazi (2011). Os resultados da an?lise evidenciam que os saberes dos pescadores artesanais constituem um saber sens?vel, conforme defini??o de Ramalho (2011). Esses saberes t?m sido gerados devido ? necessidade de lidar com as distintas situa??es do dia a dia na pesca artesanal. Indica que a gera??o dos saberes n?o est? vinculada ? frequ?ncia escolar. Al?m disso, o processo de gera??o ocorre por meio das condi??es de possibilidades que s?o proporcionadas, geralmente, em ambientes familiares, estando sujeito, tamb?m, ? experi?ncia pr?tica. Demonstra que a organiza??o dos saberes ocorre, socialmente, em fun??o das rela??es sociais e condi??es ambientais a que est?o submetidos esses pescadores e, intelectualmente, por meio da utiliza??o de um modo de pensar e de uma linguagem particular do grupo. Aponta que a difus?o dos saberes est? relacionada ? otimiza??o dos recursos da pesca bem como ? industrializa??o dos materiais. Ademais, consta que os saberes s?o difundidos mediante ?s rela??es familiares e de compadrio, sendo vistos como um conhecimento patrimonial. Por fim, conclui que ser pescador implica resistir ? banaliza??o da pesca e agir de acordo com as normas e os princ?pios ?ticos acordados pelo grupo.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-02-03T17:41:12Z No. of bitstreams: 1 DIS_FERNANDA_DE_BRITO_KULMANN_CONZATTI_COMPLETO.pdf: 3315933 bytes, checksum: d08cacdf29c72b7fa6dc6a0a51e6dd03 (MD5) / Made available in DSpace on 2016-02-03T17:41:12Z (GMT). No. of bitstreams: 1 DIS_FERNANDA_DE_BRITO_KULMANN_CONZATTI_COMPLETO.pdf: 3315933 bytes, checksum: d08cacdf29c72b7fa6dc6a0a51e6dd03 (MD5) Previous issue date: 2015-12-18 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research of qualitative approach used the collective case study method and aimed to understand the meanings that the mature adult learners of EJA educational modality ? from Portuguese, ?Educa??o de Jovens e Adultos?? attributed to the resumption of formal education as well as their perceptions of the changes from this educational method. The sample consisted of four adult learners, regulars of the second year of high school, the Youth and Adults Educational Modality (EJA), a school institution of the federal public schools of Porto Alegre/Rio Grande do Sul, in the age group between 47 and 68 years, civil servants of a federal institution of higher education and recipients of scholarship. The data collection was carried out in the school attended by the thesubjects of this study, through semi-structured interview, recorded on audio and later transcribed by the researcher; building a timeline of the history of the students investigated; observations in the classroom; consultation and analysis of the political-pedagogical project of the educational institution for adult education. For data analysis was used Discursive Textual Analysis (DTA), based especially on Bioecological Theory of Human Development. The results pointed to the emergence of two categories: educational experiences in the EJA modality and nuisances caused by the educational process in adult education, way of revealing the universe experienced by the subjects in formal education and that reverberated in various spheres and contexts of their lives. These senses were guided up by motivations, difficulties, existence of a network of social and emotional support to stay in EJA, future expectations as well as changes manifested in cognitive spheres, behavioral, psychosocial and lifestyle habits of respondents. The production of meanings for the subjects was mediated by constant intercommunication between Micro, Meso,Exo and macro systems, represented by the mutual relations and the social and emotional support in the resumption of the formal education process. Moreover, they accounted for healthy development processes, with cognitive changes, behavioral, psychosocial and positive lifestyle habits in the lives of respondents. The theoretical perspective adopted intended to bring a new bias in the approach to the adult learners who seek adult education beyond any stigma or prejudice in seeking other components of this type of education, and especially the education of mature adults, overtaking its understanding only from the educational perspective, guided by the principles of repair, qualification and equalization. The intention was to bring to discussion aspects that reflected in a significant and latent way, the lives and backgrounds of these people, from transforming experiences in a systematic and continuous approach to development. Also, highlighting the importance of a network of social and emotional support in this dynamic where different processes, people and contexts articulate, in an attempt to allow forms and ways for all people, regardless of age, experience situations that empower changes in their lives. / A presente pesquisa, de abordagem qualitativa, utilizou o m?todo de estudo de caso coletivo e objetivou compreender os sentidos que os educandos adultos maduros da modalidade da Educa??o de Jovens e Adultos (EJA) atribu?ram ? retomada da Educa??o formal, bem como as suas percep??es sobre as mudan?as decorridas a partir desse percurso educativo. A amostra se constituiu de quatro educandos adultos, frequentadores do segundo ano do Ensino M?dio, da modalidade da Educa??o de Jovens e Adultos, de uma institui??o escolar da rede p?blica federal de ensino de Porto Alegre/Rio Grande do Sul, na faixa et?ria situada entre 47 e 68 anos, servidores p?blicos de uma institui??o federal de Ensino Superior e benefici?rios de bolsa de estudo. A coleta dos dados foi realizada na escola frequentada pelos sujeitos pesquisados, por meio de entrevista semiestruturada, gravada em ?udio e posteriormente transcrita pela pesquisadora; constru??o de uma linha do tempo da hist?ria escolar dos sujeitos investigados; observa??es em sala de aula; consulta e an?lise do Projeto Pol?tico-Pedag?gico da institui??o de ensino para a EJA. Para a an?lise dos dados foi utilizada a An?lise Textual Discursiva (ATD), fundamentada, especialmente, na Teoria Bioecol?gica do Desenvolvimento Humano. Os resultados apontaram para a emerg?ncia de duas categorias: Viv?ncias educativas na EJA e Afetamentos provocados pelo percurso educativo na EJA, reveladoras do universo dos sentidos experienciados pelos sujeitos na Educa??o formal e que reverberaram nas diferentes esferas e contextos das suas vidas. Esses sentidos pautaram-se pelas motiva??es, dificuldades, exist?ncia de uma rede de apoio social e afetivo para a perman?ncia na EJA, expectativas futuras, bem como mudan?as manifestadas nas esferas cognitiva, comportamental, psicossocial e nos h?bitos de vida dos pesquisados. A produ??o de sentidos para os sujeitos da pesquisa foi mediada por intercomunica??es constantes entre Micro, Meso, Exo e Macrossistema, representados pelas rela??es rec?procas e pelos apoios social e afetivo na retomada do processo de Educa??o Formal. Outrossim, representaram processos de desenvolvimento saud?veis, com mudan?as cognitivas, comportamentais, psicossociais e de h?bitos de vida positivos na vida dos entrevistados. A perspectiva te?rica adotada pretendeu trazer um novo vi?s na forma de abordar o educando adulto que busca a EJA para al?m de estigmas preconceituosos, na busca de outros elementos constitutivos dessa modalidade de ensino, e, especialmente, da Educa??o de pessoas adultas maduras, ultrapassando o seu entendimento apenas pela perspectiva da escolariza??o, pautada pelos princ?pios de repara??o, qualifica??o e equaliza??o. A inten??o foi trazer para discuss?o aspectos que refletissem, de modo significativo e latente, a vida e os contextos dessas pessoas, a partir de viv?ncias transformadoras, numa abordagem sist?mica e cont?nua de desenvolvimento. Ademais, destacar a import?ncia de uma rede de apoio social e afetivo nessa din?mica, onde diferentes processos, pessoas e contextos se articulassem, na tentativa de possibilitar formas e maneiras para que todas as pessoas, independentemente da idade, possam vivenciar situa??es que potencializem mudan?as de vida.