Submitted by Biblioteca Digital de Teses e Disserta????es (sdi@ucb.br) on 2017-11-08T16:26:33Z No. of bitstreams: 1 JoseRobertodeSouzaSantosDissertacaoParcial2012.pdf: 311748 bytes, checksum: 88af049f4303e1a9674fac704fdf2f1f (MD5) / Approved for entry into archive by Biblioteca Digital de Teses e Disserta????es (sdi@ucb.br) on 2017-11-08T16:26:49Z (GMT) No. of bitstreams: 1 JoseRobertodeSouzaSantosDissertacaoParcial2012.pdf: 311748 bytes, checksum: 88af049f4303e1a9674fac704fdf2f1f (MD5) / Made available in DSpace on 2017-11-08T16:26:49Z (GMT). No. of bitstreams: 1 JoseRobertodeSouzaSantosDissertacaoParcial2012.pdf: 311748 bytes, checksum: 88af049f4303e1a9674fac704fdf2f1f (MD5) Previous issue date: 2012-09-10 / This research aims to investigate how the teacher???s knowledges influences the curriculum of Pedagogy. It is situated in a framework that analyzes the curriculum within the design modern/colonial and the possibilities of ecology of knowledges on teacher education. It is a qualitative nature research and presents a case study of a private higher Education Institution in the Federal District. The data were collected through documentary research on institutional documents and semi-structured interviews with teachers of the pedagogy course. The study concludes that the knowledges built into teaching in Basic Education are present to some degree in the curriculum of the pedagogy course studied. Moreover, this knowledges interacts with the academic knowledges, although they do not seem to get to a planned course, the result of a collegial decision. Overall, it was found that even in the face of a curriculum with colonial characteristics strongly, in practice there are some teachers signaling the valuation of knowledges pluri-versal and ecology of knowledges, characteristics a central post-colonial curriculum. / Esta pesquisa tem como objetivo investigar como os saberes docentes influenciam o curr??culo do curso de Pedagogia. Situa-se em um quadro de refer??ncia que analisa o curr??culo dentro do projeto moderno/colonial e as possibilidades de uma ecologia de saberes na forma????o de professores. A pesquisa ?? de natureza qualitativa e apresenta estudo de caso de uma Institui????o de Ensino Superior privada no Distrito Federal. Os dados foram coletados atrav??s de pesquisa documental em documentos institucionais e entrevista semiestruturada com professores do curso de Pedagogia. O estudo permitiu concluir que os saberes constru??dos na doc??ncia na Educa????o B??sica est??o presentes em alguma medida no curr??culo do curso de Pedagogia estudado. Al??m disso, estes saberes dialogam com os saberes acad??micos, embora eles n??o pare??am chegar ao curso de forma planejada, fruto de uma decis??o colegiada. De forma geral, constatou-se que, mesmo diante de um curr??culo com caracter??sticas fortemente coloniais, h?? na pr??tica dos docentes alguns sinalizadores da valoriza????o de um saber pluri-versal e de uma ecologia de saberes, caracter??sticas centrais num curr??culo p??s-colonial.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-11-10T12:09:46Z No. of bitstreams: 1 D??boraAparecidaAntunesPereiraDissertacao2017.pdf: 1536146 bytes, checksum: 8c7cfcf935853a2931f7f8c2ec714937 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-11-10T12:11:32Z (GMT) No. of bitstreams: 1 D??boraAparecidaAntunesPereiraDissertacao2017.pdf: 1536146 bytes, checksum: 8c7cfcf935853a2931f7f8c2ec714937 (MD5) / Made available in DSpace on 2017-11-10T12:11:32Z (GMT). No. of bitstreams: 1 D??boraAparecidaAntunesPereiraDissertacao2017.pdf: 1536146 bytes, checksum: 8c7cfcf935853a2931f7f8c2ec714937 (MD5) Previous issue date: 2017-08-29 / This research was developed under the Stricto Sensu Post Graduation Program in Education at Universidade Cat??lica de Bras??lia (UCB), in the research line "Politics, Management and Economics of Education", and aims at studying the Human Rights Education (HRE) in the initial stages of the teaching learning process. In a Pedagogy course, of a private Higher Education Institution in the Federal District, it was analysed to what extent the human rights theme is present in the curriculum, research and extension actions, and also in the teachers' perception of the course itself. The method used is the Case Study one, with a qualitative and exploratory approach. The analysis is epistemological and theoretically supported by the Frankfurt School Critical Theory. The research started with a bibliographical and documentary survey; and subsequently, empirical data was collected through semi-structured interviews with professors of pedagogy. The perception and understanding about HRE were analysed from the collected data, such as how the HRE encompasses the curriculum in the teaching, research and extension actions; and also the challenges faced to consolidate HRE in the initial preparation of the teachers. From the present analysis, it was found that the research subjects/professors perceive HRE as a fundamental principle for a citizenship education, and also to make citizens interaction more human. It should be noted that no specific HRE component was identified within the course syllabus, being the theme covered in a transversal manner, in the teaching, research and extension activities. The theme dissemination also depends on the teachers??? commitment, once it is not included as an institutional project. It is argued that despite the political and social commitment of the Higher Educational Institutions in building a culture of human rights in the country and in the teachers??? training, some challenges make it difficult to consolidate a HRE in the Pedagogy course. Among these challenges, the research highlights the social recognition of the right to education; and the absence of institutional policies to guide the insertion of HRE in the curriculum and in the teaching, research and extension actions. It is expected that this research provides insights for human rights education discussions, regarding all the aspects of education, especially the teachers??? training; keeping, in the training of teachers, critical principles of reflection and emancipation, allowing the students and society to promote a culture of peace, democracy, respect, defence and guarantee of human rights. / Esta pesquisa desenvolvida no Programa de P??s-Gradua????o em Educa????o da Universidade Cat??lica de Bras??lia ??? UCB, na linha de pesquisa ???Pol??tica, Gest??o e Economia da Educa????o???, tem por objeto de estudo a Educa????o em Direitos Humanos (EDH) na forma????o inicial de professores. Analisou-se, em um curso de Pedagogia de uma IES privada do DF, at?? que ponto a educa????o em direitos humanos est?? presente no curr??culo, nas a????es de pesquisa e extens??o, e na percep????o de professores do pr??prio curso acerca dessa tem??tica. Esta pesquisa configura um estudo de caso, cuja abordagem ?? qualitativa e explorat??ria, e cuja fundamenta????o te??rica e epistemol??gica est?? apoiada nas bases da Teoria Cr??tica (Escola de Frankfurt). Partiu-se do levantamento bibliogr??fico e documental; posteriormente, a coleta de dados do campo emp??rico ocorreu por meio de entrevistas semiestruturadas com professores do curso de Pedagogia. A partir dos dados coletados, foram analisadas a percep????o e a compreens??o dos sujeitos da pesquisa acerca da EDH; de que forma a EDH est?? contemplada no curr??culo, nas a????es de ensino, pesquisa e extens??o no curso de Pedagogia; e os desafios para a consolida????o da EDH na forma????o de professores. A partir desta an??lise, constatou-se que os sujeitos da pesquisa percebem a EDH como princ??pio fundamental na perspectiva de educar para a cidadania e de humanizar as rela????es entre os cidad??os e cidad??s. Destaca-se n??o ter sido identificado nenhum componente disciplinar destinado ?? EDH, a tem??tica est?? contemplada no curr??culo, nas a????es de ensino, pesquisa e de extens??o de forma transversal, a cargo de professores engajados e comprometidos com a difus??o desta tem??tica e n??o como um projeto institucional. Afirma-se que apesar do compromisso pol??tico e social das IES na constru????o de uma cultura de direitos humanos no pa??s e na forma????o de professores, existem alguns desafios para a consolida????o da EDH na Pedagogia, entre esses desafios destacando-se a falta do reconhecimento social da educa????o como um direito, a aus??ncia de pol??ticas institucionais que orientem a inser????o da EDH no curr??culo e de forma articulada nas a????es de ensino, pesquisa e extens??o. Espera-se que esta pesquisa proporcione subs??dios para um aprofundamento nas discuss??es sobre a educa????o em direitos humanos em todas as modalidades de ensino, especialmente na forma????o de professores. Mantendo no horizonte dessa forma????o princ??pios cr??ticos de reflex??o e emancipa????o e que fomentem nos estudantes e na sociedade em geral, a viv??ncia em uma cultura de paz, democracia, respeito, defesa e garantia dos direitos humanos.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-11-10T12:49:11Z No. of bitstreams: 1 ElianeFernandesLim??oDissertacao2017.pdf: 3384824 bytes, checksum: 48859c5e4218ac293f1014a67509fe14 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-11-10T12:49:36Z (GMT) No. of bitstreams: 1 ElianeFernandesLim??oDissertacao2017.pdf: 3384824 bytes, checksum: 48859c5e4218ac293f1014a67509fe14 (MD5) / Made available in DSpace on 2017-11-10T12:49:36Z (GMT). No. of bitstreams: 1 ElianeFernandesLim??oDissertacao2017.pdf: 3384824 bytes, checksum: 48859c5e4218ac293f1014a67509fe14 (MD5) Previous issue date: 2017-08-17 / The primary aim of this dissertation is to analyze the implementation and results of a differentiated and assisted assessment system implemented by Escola Amarela, located in Cidade Ocidental, Goi??s, seeking to contribute to and enable the development and learning of students who have been medically identified as having learning disabilities. A convenience sample consisting of 1 pedagogical coordinator and 5 teachers from private schools, 5 parents of students, and 3 specialists participated in the research. The study employed a qualitative approach and a participatory action research method. A case study technique with document analysis and semi -structured interviews was used for data collection. The results were analyzed through content analysis with the identification of thematic categories. The literature review addressed the concepts of learning disabilities and disorders, especially ADHD (Attention Deficit Hyperactivity Disorder), the teaching-learning relationship in Vygotsky's socio-historical theory, the medicalization of students with ADHD, and the assisted assessment of students with learning problems and/or medical conditions in the schooling process. The study suggests that the conceptions and practices of parents, teachers, and specialists regarding learning problems reinforce the process of medicalization in childhood. It is thus necessary to strengthen continuing education for teachers in order to enable a better understanding of the educational process, especially assisted assessment. With regard to parents, it is important to reinforce their participation and responsibility in the process of schooling their children and to promote a more effective communication between parents and schools. As for the specialists, a closer relationship with the schools would be a means of strengthening the professional ties among the pedagogical coordination, teachers, and specialists, so that they have a better understanding of the development and school achievement of the students and their evolution, allowing for a critical discussion about the medicalization of childhood and its effects on the subj ects' learning and developmental processes. / A presente disserta????o tem por objetivo principal analisar a implementa????o e os resultados de um sistema de avalia????o diferenciado e assistido implementado pela Escola Amarela, situada em Cidade Ocidental, Goi??s, visando a contribuir e a oportunizar o desenvolvimento e o aprendizado de alunos identificados com dificuldades de aprendizagem, com laudos m??dicos. Participaram da pesquisa 1 coordenador pedag??gico e 5 professores da rede privada de ensino, 5 pais de alunos e 3 especialistas, sendo que a escolha dos sujeitos se deu por amostra de conveni??ncia. A pesquisa se utilizou da abordagem qualitativa e o m??todo foi a pesquisa -a????o, de car??ter participativo, com a t??cnica do estudo de caso, tendo como procedimentos de coleta de dados a an??lise documental e a entrevista semiestruturada. Os resultados foram analisados por meio da an??lise de conte??do, com a elabora????o de categorias tem??ticas. A revis??o de literatura discutiu os conceitos de dificuldades de aprendizagem e de dist??rbio da aprendizagem, sobretudo o TDA/H (transtorno de d??ficit de aten????o e hiperatividade), a rela????o ensino e aprendizagem na teoria s??cio-hist??rica de Vygotsky, a medicaliza????o de alunos com TDA/H e a avalia????o assistida dos alunos com problemas de aprendizagem e/ou com laudos m??dicos no processo de escolariza????o. Concluiu-se, por meio da pesquisa, que as concep????es e pr??ticas de pais, professores e especialistas acerca dos problemas de aprendizado refor??am o processo de medicaliza????o na inf??ncia. ?? preciso, pois, fortalecer a forma????o continuada aos professores para possibilitar melhor compreens??o do processo educacional, especialmente da avalia????o assistida. Em rela????o aos pais, cabe refor??ar a sua participa????o e responsabilidade no processo de escolariza????o dos filhos e implementar uma comunica????o mais eficaz entre pais e escola. Em rela????o aos especialistas, uma maior aproxima????o com as escolas seria um meio de estreitar as rela????es profissionais entre coordena????o pedag??gica, professores e especialistas, de modo a que estes tenham uma melhor compreens??o sobre o desenvolvimento e o desempenho escolar dos alunos e sua evolu????o, oportunizando uma discuss??o cr??tica sobre a medicaliza????o na inf??ncia e os seus efeitos na subjetividade e nos processos de desenvolvimento e de aprendizagem dos sujeitos.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-11-16T12:51:38Z No. of bitstreams: 1 HenriqueLimaRibeiroDissertacao2017.pdf: 1585905 bytes, checksum: bf9be044371e16c710bc77569bf92931 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-11-16T12:52:05Z (GMT) No. of bitstreams: 1 HenriqueLimaRibeiroDissertacao2017.pdf: 1585905 bytes, checksum: bf9be044371e16c710bc77569bf92931 (MD5) / Made available in DSpace on 2017-11-16T12:52:05Z (GMT). No. of bitstreams: 1 HenriqueLimaRibeiroDissertacao2017.pdf: 1585905 bytes, checksum: bf9be044371e16c710bc77569bf92931 (MD5) Previous issue date: 2017-07-27 / The aim of the present study was to evaluate the effect of five days of camping on body composition and physical fitness related to the health of overweight and obese children. There were twenty children (9-11 years of age) from both sexes participated in the study, all diagnosed as being overweight or obese through% GC, the group was submitted to a 5 day camp in total immersion under the supervision of a multi-professional team. It was possible to identify positive alteration in 7 of the 11 variables tested during the camp period (body mass, body mass index, sum of skinfolds thickness, waist circumference, seat- and-reach, medicinebol throwing and horizontal jump). , the sexual maturation presented a discrete negative correlation with the differences in the means of the waist circumference pre and post camp. These findings indicate that 5-day camp was effective for improving body composition and physical fitness of overweight and obese children. / O objetivo do presente estudo foi avaliar o efeito de cinco dias de acampamento sobre a composi????o corporal e aptid??o fisica relacionada ?? saude de crian??as com sobrepeso e obesidade. Participaram do estudo 20 crian??as, de 9 a 11 anos, de ambos os sexos, todos diagnosticados com sobrepeso ou obesidade atraves do % G. Foram avaliadas vari??veis antropometricas (massa corporal, estatura, percentual de gordura, perimetria, rela????o cintura estatura); avalia????o maturacional (Tanner) e a bateria de testes do (PROESP-BR) para avalia????o da aptid??o f??sica relacionada ?? sa??de (AFRS). Foi poss??vel identificar altera????o em sete das onze vari??veis testadas no per??odo do acampamento (massa corporal, ??ndice de massa corporal, somat??rio das dobras cut??neas, circunfer??ncia da cintura, flexibilidade, arremesso de medicinebol e salto horizontal). A matura????o sexual apresentou discreta correla????o negativa com o delta de altera????o da circunfer??ncia da cintura entre os momentos pr?? e p??s acampamento. Esses achados indicam que 5 dias de acampamento resultaram em melhoria da composi????o corporal e aptid??o fisica de crian??as com sobrepeso e obesidade.

Made available in DSpace on 2015-04-14T13:35:58Z (GMT). No. of bitstreams: 1 460009.pdf: 1311041 bytes, checksum: 53e860f67bf17abcedf2e3a67ffb67af (MD5) Previous issue date: 2014-06-26 / Introduction: Asthma is a chronic disease with high prevalence worldwide, especially in the last two decades. For an effective self-management of the disease, management of disease should be approached in different ways. Asthma education is one of the outcomes that should be applied to self-management in order to increase adherence to treatment, and thus control the disease. Objective: To identify the major studies on asthma education intervention, describing their results to discuss its importance in the treatment and control of disease, and to validate to Portuguese a questionnaire of knowledge of asthma. Methods: Two articles were written: a systematic review to identify the major studies that have applied measures (objective and/or subjective) pre and post intervention for asthma education; and the translation, and cross-cultural and linguistic validation of a questionnaire on knowledge of asthma (NAKQ) for Portuguese - BR. For this article article, we applied the logic search in PubMed, Lilacs, Scopus, ScienceDirect and Cochrane databases. Articles were included after complete description of the applicability of the measures, their answers and conclusions for the outcome in asthma education programs for children and adolescents. For the original study, 2 translations of NAKQ into Portuguese were performed. These two versions were compared for a first draft version. Then, we proceeded to the application of 17 questionnaires to academics and health professionals, for possible adjustments in language translation. Internal validation, reproducibility and concordance analysis was performed. For that, Alpha Cronbach (αC) coefficient, test and retest, and Kappa (K) analysis was applied. Results: Twelve studies were included in the article review. Different authors have presented different educational interventions on asthma. Four of the interventions found were considered the most advisable for presenting satisfactory results in an enhanced understanding of the various aspects of asthma (symptoms, seizures, medication, etc.). Contributing pair disease control and improved quality of life for patients. For translation and validation of the Newcastle Asthma Knowledge Questionnaire (NAKQ), 2 translations into Portuguese NAKQ were performed. After, both translations were compared to that draft a preliminary version. We then removed the application from 17 questionnaires to academics and health professionals for possible adjustments in language translation. Then, the internal validation of reproducibility and compliance were performed. For this, the coefficient αCronback(αC), test and re- test, and analysis of Kappa (K) were applied . Results: The linguistic / cultural fit fitness needed only the question number 2 knowledge evaluation of the 78 participants was 21 points. The medical group had an average of 22.94 and other health professionals an average of 19.06 points. Regarding the analysis of internal consistency for the total score, the instrument got value αC equal to 68.8 points. However, for the analysis items in αC values were 64.4 and 70.7 for minimum score. Conclusions: Asthma education is essential both for the access of home care as for effective self-control of the disease. Therefore, it is strongly recommended that in order to achieve the goals of the best possible quality of life and self-control of the disease are achieved, the educational process should be individualized, continuous, progressive, dynamic and sequential. NAKQ questionnaire validated for Portuguese was effective for the highest distinction between people who have knowledge about asthma from those with less knowledge / Introdu??o: a asma ? uma doen?a cr?nica com elevada preval?ncia no mundo todo, principalmente nas ?ltimas duas d?cadas. Para que haja uma autogest?o efetiva da doen?a, o manejo deve ser abordado de v?rias formas. A educa??o em asma ? um dos aspectos que deve ser aplicado na autogest?o, objetivando aumentar a ades?o ao tratamento e controle da doen?a. Objetivos: identificar os principais estudos sobre interven??o de educa??o em asma, descrevendo seus resultados para discutir sua import?ncia no tratamento e controle da doen?a, e validar para a l?ngua Portuguesa um question?rio sobre conhecimento de asma. M?todos: foram realizados dois artigos nesta disserta??o: uma revis?o sistem?tica para identificar os principais estudos que aplicaram medidas (objetivas e/ou subjetivas) pr? e p?s-interven??o de educa??o em asma, e a tradu??o e valida??o lingu?stica e transcultural do question?rio sobre conhecimento de asma (NAKQ) para a l?ngua portuguesa-BR. Para o artigo de revis?o, aplicou-se a l?gica de pesquisa nas bases de dados PubMed, Lilacs, Scopus, ScienceDirect e Cochrane. Os artigos foram inclu?dos mediante descri??o completa da aplicabilidade das medidas, suas respostas e conclus?es para o desfecho em programas de educa??o em asma para crian?as e adolescentes. Para a tradu??o e valida??o do question?rio Newcastle Asthma Knowledge Questionnaire (NAKQ), foram realizadas 2 tradu??es do NAKQ para a l?ngua portuguesa. Ap?s, foram comparadas ambas as tradu??es a fim de que se elaborasse uma vers?o preliminar. Procedeu-se ent?o a aplica??o de 17 question?rios a acad?micos e profissionais em sa?de para poss?veis ajustes na tradu??o lingu?stica. Em seguida, foram realizadas as valida??es interna, de reprodutividade e de concord?ncia. Para isto, foram aplicados o coeficiente de Alfa de Cronbach (αC), teste e re-teste, e an?lise de Kappa (K). Resultados: doze pesquisas foram inclu?das nesta revis?o. Os diferentes autores apresentaram diferentes interven??es educativas em asma. Das interven??es encontradas, quatro foram consideradas as mais aconselh?veis por apresentarem resultados satisfat?rios em rela??o ? melhor compreens?o dos diversos aspectos da asma (sintomas, crises, medica??o, etc.) o que contribuiu para o controle da doen?a e a melhora na qualidade de vida dos pacientes. No artigo original, a adequa??o lingu?stica/cultural do NAKQ necessitou adequa??o somente da quest?o n?mero 2. A avalia??o do conhecimento dos 78 participantes foi de 21 pontos. O grupo de m?dicos obteve m?dia de 22,94 e o de outros profissionais da sa?de uma m?dia de 19,06 pontos. Em rela??o ? an?lise de consist?ncia interna para o escore total, o instrumento obteve valor de αC igual a 68,8 pontos. J? para a an?lise por itens, os valores de αC foram de 64,4 para pontua??o m?nima, e 70,7. Conclus?es: a educa??o em asma ? fundamental tanto para a ades?o do cuidado domiciliar quanto para o autocontrole eficaz da doen?a, por essa raz?o recomenda-se fortemente que, a fim de sejam alcan?ados os objetivos de atingir a melhor qualidade poss?vel de vida e o autocontrole da doen?a, o processo educativo que deve ser individualizado, cont?nuo, progressivo, din?mico e sequencial. O question?rio NAKQ, validado em l?ngua Portuguesa, mostrou-se eficaz para a distin??o entre as pessoas que t?m conhecimento mais elevado sobre asma daquelas com conhecimento menos elevado

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-05-25T13:56:30Z No. of bitstreams: 1 DIS_LAURA_BAUERMANN_COMPLETO.pdf: 1368708 bytes, checksum: 1c879767775919eadae665cd95be8e6d (MD5) / Made available in DSpace on 2016-05-25T13:56:30Z (GMT). No. of bitstreams: 1 DIS_LAURA_BAUERMANN_COMPLETO.pdf: 1368708 bytes, checksum: 1c879767775919eadae665cd95be8e6d (MD5) Previous issue date: 2016-02-26 / This dissertation presents an analysis about the learning involved in dances which take place in festivities of the brazilian popular culture. Its objective was to investigate the perspective of the brincante making for movement creation, as a process of dance learning. For that, I performed an investigation about the term brincante, present in part of the popular dances studies, to consider their makings as ways of participating in the popular festivities. Having this ?brincante? making as starting point, I analysed the notions of aesthetic experience and body perception of the individual who dances surrounded by the cultural circumstances of the festivity. The aesthetic experience is, here, the possibility of opening to this moment and, also, what allows to approximate the festive event to the notion of learning. In order to evidence the means of interaction between the individual and the space, I articulate theories concerning sensory perceptions, which involve somatic practice and the concept of learning. To develop such investigation, I made a theoretical research through a reflexive analysis of blibliographic references, articulated with registers which emerged from my experiences as an apprentice in three popular festivities: a carnival cortege, a Jongo festivitity and a Ma?ambique procession. The articulation among popular dance, brincante, aesthetic experience and somatic perception allowed to expand the meanings of learning and oriented the discussion to the dimension of dance learning, which implies creating movements and organizing the body from the relations involved in participating of the popular festivity. / Esta disserta??o apresenta uma an?lise acerca das aprendizagens envolvidas nas dan?as que acontecem em festas da cultura popular brasileira. Objetivou-se investigar uma perspectiva do fazer brincante para cria??o de movimento, enquanto processo de aprendizagem em dan?a. Para tanto, realizei uma investiga??o sobre o termo brincante, presente em parte dos estudos em dan?as populares, a fim de considerar os seus fazeres como formas de participa??o nas festas populares. Tendo o fazer brincante como ponto de partida, analisei as no??es de experi?ncia est?tica e percep??o corporal do sujeito que dan?a rodeado de condi??es culturais, presentes no momento da festa. A experi?ncia est?tica ?, aqui, a possibilidade de abertura a esse momento e o que permite aproximar o acontecimento festivo ? no??o de aprendizagem. A fim de evidenciar os meios de intera??o entre o sujeito e o espa?o da festa, articulo teorias a respeito das percep??es sensoriais, que envolvem a pr?tica som?tica e o conceito de aprendizagem. Para desenvolver tal investiga??o, realizei uma pesquisa te?rica a partir da an?lise reflexiva de refer?ncias bibliogr?ficas, articuladas com registros que emergiram das minhas experi?ncias enquanto aprendiz em tr?s festas populares: um cortejo de carnaval, uma festa de jongo e uma prociss?o de ma?ambique. A articula??o entre dan?a popular, brincante, experi?ncia est?tica e percep??o som?tica permitiu ampliar os sentidos da aprendizagem e orientou a discuss?o ? dimens?o da aprendizagem em dan?a que implica criar movimentos e organizar o corpo a partir das rela??es envolvidas em participar da festa popular.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-08-12T16:54:07Z No. of bitstreams: 1 DIS_GEISA_DA_SILVA_MEDEIROS_COMPLETO.pdf: 889820 bytes, checksum: 4ec1af09cb0a9819dd382fd8138040d3 (MD5) / Made available in DSpace on 2016-08-12T16:54:07Z (GMT). No. of bitstreams: 1 DIS_GEISA_DA_SILVA_MEDEIROS_COMPLETO.pdf: 889820 bytes, checksum: 4ec1af09cb0a9819dd382fd8138040d3 (MD5) Previous issue date: 2016-03-18 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The phenomenology, for dialogic educators, presents itself as essential tool in the critical evaluation and in the construction of different world views, for the teaching. Enables verification, study and explanation of phenomena in the classroom as well as those related to the prospects and directions of research in education. For your articulation, hermeneutics is applies, as understanding of reality, in the reflective/reflected and descriptive observation of phenomena with intentional consciousness and intended object. The hermeneutics was born in phenomenology, at the need to learn together, to understand reality, to grasp the intentions in its purest essence in the context of events. The hermeneutic phenomenology allows understanding and interpretation provides in the immersion of the observer in the world of observed, the approximation with the phenomenon and the restructuring of own worldview. The proposition of a qualitative research for teaching, with these concepcions, allows go to significant, emerging in the approximation in the phenomenon itself that, based on understanding and in the interpretation, search the meaning from the context in which the signifier is shown, with the inclusion of worldviews of the researcher himself, as an active subject of his research. / A fenomenologia, para educadores dial?gicos, se apresenta como instrumento essencial na avalia??o cr?tica e, na constru??o das diferentes vis?es de mundo, ?s quais conduzem ao ensino. Possibilita a verifica??o, estudo e esclarecimento dos fen?menos em sala de aula, bem como os relacionados ?s perspectivas e orienta??es do pesquisador no ensino. Para sua articula??o, ? aplic?vel a hermen?utica, como compreens?o da realidade, na observa??o reflexiva/refletiva e descritiva dos fen?menos, com consci?ncia intencional e objeto intencionado. A hermen?utica nasce na fenomenologia, da necessidade do aprender junto, de compreender a realidade, de captar as inten??es na sua ess?ncia mais pura no contexto dos acontecimentos. A fenomenologia hermen?utica permite compreens?o e interpreta??o provindas da imers?o do observador no mundo do observado, a aproxima??o com o fen?meno e a reestrutura??o da pr?pria vis?o de mundo. A proposi??o de uma pesquisa qualitativa para o ensino, com estas concep??es, permite ir ao significante, que emerge na aproxima??o com o fen?meno em si que, fundamentado na compreens?o e na interpreta??o, busca o significado a partir do contexto onde o significante se mostra, com a inser??o das vis?es de mundo do pr?prio pesquisador, como sujeito ativo de sua pesquisa.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-05-09T17:50:29Z No. of bitstreams: 1 2012 - Bruno de Oliveira Figueiredo.pdf: 1466172 bytes, checksum: 736993ba4907ba7c995ffb4f67d7aa87 (MD5) / Made available in DSpace on 2017-05-09T17:50:29Z (GMT). No. of bitstreams: 1 2012 - Bruno de Oliveira Figueiredo.pdf: 1466172 bytes, checksum: 736993ba4907ba7c995ffb4f67d7aa87 (MD5) Previous issue date: 2012-02-28 / CAPES / Face of capital's structural crisis, triggered an extensive process of productive restructuring and rebuilding of mediation of class conflict to ensure the resumption of the bases of capital accumulation. This process requires the state to renew its political pedagogy to account for the maintenance of consensus on the model of hegemonic development. To this end, promotes comprehensive reform of the educational system in order to tailor it to the new demands of capital. In this context, from the rise of human capital theory, expressed in the concept of employability, basic education and vocational education are triggered as a privileged strategy for training of workers from new type. That way, training/professional qualification shall be proclaimed as a factor in generating employment and income, imposing new basis for understanding the relationship between work and education, materialized in National plan of Professional Formation (PLANFOR) and National plan of Qualification (PNQ). Before this problem, we choose as the object of study the dynamics of political pedagogy renewed social dialogue established in the management of public policy work, qualifications and income generation. For analysis of this object of study, we chose as the empirical reference actions and formulations of the Municipal Employment (CME) from Nova Igua?u, RJ. We start from the assumption that CME serves as a private apparatus of hegemony, with the task of educating the whole society to the consensus around the project of bourgeois sociability, promoting harmonization of conflicting interests through the mediation of class conflict, with view to forming the lower classes to the current dynamics of job insecurity. Our goal is to explain the dynamics of political pedagogy and actions contained in the formulations of CME Nova Igua?u / RJ to work, qualifications and income generation from the validity of PLANFOR and PNQ. This is a basic research, qualitative analysis of an explanatory nature, which data collection takes the following instruments: a) literature review; b) survey and analysis of primary sources (reports, minutes, official documents, pamphlets, brochures, etc.); c) interviews, and d) observation of the actions and formulations of the subjects involved in the dynamics of the CME. We found some failings in institutional articulation of CME for the creation of new jobs, lack of supervision and monitoring the implementation of Fund of Support to the Worker (FAT), lack of legitimacy to the State and Municipal Government. Besides, we found that investigated the actions of the CME are conditioned by institutional engineering PNQ, while its dynamics reveals some unproductive policy of job creation and income of the country and the difficulty of striking its articulation with the training policy/professional qualification. This unproductive, on the other hand, implies the conformation of all the current workers to current standard of bourgeois sociability, expressed as a ?new civic culture?, based on radical individualism and moral value in entrepreneurship, social leadership and competitiveness, which, paradoxically, is its productivity. conclude that the ideal of professional qualification as a factor in generating employment and income to support political and ideological work to conform to the "new civic culture?, naturalizing the current exclusionary dynamic of capitalism, characterized by structural unemployment, the intensification of job insecurity and the flexibility of labor rights. CME therefore constitutes a private apparatus of hegemony, as it materializes pedagogy renewed political capital. / Diante da crise estrutural do capital, desencadeia-se amplo processo de reestrutura??o produtiva e recomposi??o dos mecanismos de media??o do conflito de classe para garantir a retomada das bases de acumula??o de capital. Este processo exige do Estado a renova??o de sua pedagogia pol?tica para dar conta da manuten??o do consenso em torno do modelo de desenvolvimento hegem?nico. Para este fim, promove ampla reforma do sistema educacional a fim de adequ?-lo ?s novas demandas do capital. Neste contexto, a partir do recrudescimento da Teoria do Capital Humano, expressa no conceito de empregabilidade, a educa??o b?sica e a educa??o profissional s?o acionadas como estrat?gia privilegiada de forma??o de trabalhadores de novo tipo. Assim, a forma??o/qualifica??o profissional passa a ser proclamada como fator de gera??o de emprego e renda, impondo novas bases para compreens?o da rela??o entre trabalho e educa??o, conforme materializada no Plano Nacional de Forma??o Profissional (PLANFOR) e no Plano Nacional de Qualifica??o (PNQ). Diante desta problem?tica, elegemos como objeto de estudo a din?mica da pedagogia pol?tica renovada do di?logo social estabelecido na gest?o da pol?tica p?blica de trabalho, qualifica??o e gera??o de renda. Para an?lise deste objeto de estudo, elegemos como refer?ncia emp?rica as a??es e as formula??es da Comiss?o Municipal de Emprego (CME) de Nova Igua?u-RJ. Partimos da hip?tese de que essa CME funciona como aparelho privado de hegemonia, com a fun??o de educar o conjunto da sociedade para o consenso em torno do projeto de sociabilidade burgu?s, promovendo a harmoniza??o de interesses conflitantes por meio da media??o do conflito de classes, com vistas ? conforma??o das classes subalternas ? atual din?mica de precariedade do trabalho. Nosso objetivo ? explicar a din?mica da pedagogia pol?tica contida nas a??es e formula??es da CME de Nova Igua?u/RJ para o trabalho, a qualifica??o e a gera??o de renda a partir da vig?ncia do PLANFOR e o PNQ. Trata-se de uma pesquisa b?sica, de an?lise qualitativa, de car?ter explicativo, que para coleta de dados toma os seguintes instrumentos: a) revis?o de literatura; b) levantamento e an?lise de fontes prim?rias (relat?rios, atas, documentos oficiais, panfletos, cartilhas etc.); c) entrevistas; e d) observa??o das a??es e formula??es dos sujeitos envolvidos na din?mica da CME. Verificamos certa inoper?ncia da CME na articula??o institucional para a cria??o de novos postos de trabalho, aus?ncia de fiscaliza??o e acompanhamento da aplica??o dos recursos do Fundo de Amparo ao Trabalhador (FAT), falta de legitimidade perante o Governo Municipal e Estadual. Al?m disso, verificamos que as a??es da CME investigada s?o condicionadas pela engenharia institucional do PNQ, ao mesmo tempo em que sua din?mica denuncia certa improdutividade da pol?tica de gera??o de emprego e renda do pa?s e flagrante dificuldade de sua articula??o com a pol?tica de forma??o/qualifica??o profissional. Tal improdutividade, por outro lado, implica a conforma??o do conjunto dos trabalhadores ao atual padr?o de sociabilidade burgu?s, expresso em uma ?nova cultura cidad??, fundamentada no individualismo como valor moral radical, no empreendedorismo, no protagonismo social e na competitividade, o que, contraditoriamente, constitui sua produtividade. Conclu?mos que o ide?rio da qualifica??o profissional como fator de gera??o de emprego e renda funciona como suporte pol?tico ideol?gico para a conforma??o ? ?nova cultura cidad??, naturalizando a atual din?mica excludente do mercado capitalista, caracterizada pelo desemprego estrutural, pela intensifica??o da precariedade do trabalho e pela flexibiliza??o dos direitos trabalhistas. A CME, portanto, se constitui em um aparelho privado de hegemonia, na medida em que materializa a pedagogia pol?tica renovada do capital.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-11-07T16:22:28Z No. of bitstreams: 1 DIS_ROSANE_ALVES_PRETTO_DE_OLIVEIRA_COMPLETO.pdf: 1347580 bytes, checksum: 01bf728d41056270b1d594a332f0d5f0 (MD5) / Made available in DSpace on 2016-11-07T16:22:28Z (GMT). No. of bitstreams: 1 DIS_ROSANE_ALVES_PRETTO_DE_OLIVEIRA_COMPLETO.pdf: 1347580 bytes, checksum: 01bf728d41056270b1d594a332f0d5f0 (MD5) Previous issue date: 2016-05-23 / This dissertation presents the results of a qualitative research that is motivated by the following question: How was the creation of a full-time school in the vision of a group of teachers who participated in the process? The study aimed to tell this story through interviews with the teachers involved. The specific objectives were to identify the steps of this constitution, discover the progress and challenges of this process and recognize its significant value. The issues of full-time education and school, full-time education and the Brazilian education context, the school?s role in the students training and the curricular development for projects are discussed in the theoretical framework. Seven basic education teachers, whose affidavits were analyzed using discursive textual analysis, participated in the study. The analysis revealed three main categories: the school's constitutional movement, the pedagogical dimension of the school, and the network of relationship. These categories represent the lived experiences of the group of teachers during the implementation of this first full-time school in the municipality. The investigation found that it is possible, through joint dialogical and collective efforts, despite some challenges, to overcome the problems related to establishing a full-time school. The findings suggest that it is possible to implement different ways to educate, with innovative proposals that dares in its particularities and specificities, and to seek new ways in the direction of viable possibilities, similar to the approaches taken by the municipal school regarding fulltime education. It was not a pretension to define the experience of this institution and group as an ideal model to follow, but using this as a standpoint, to reconsider the practice and the pedagogical ideas, which do not meet the needs of today's students. This text expresses the ideas of many voices, and it is a story created by many hands. / Esta pesquisa qualitativa, do tipo narrativa, partiu do seguinte problema: como ocorreu a constitui??o de uma escola de educa??o integral na vis?o de um grupo de professoras que participaram do processo? O estudo teve como objetivo geral narrar a hist?ria desta constitui??o na vis?o de um grupo de professoras que participaram do seu desenvolvimento. Os objetivos espec?ficos foram, resgatar as etapas de constitui??o de uma escola de educa??o integral a partir dos depoimentos dos sujeitos participantes; identificar os avan?os e dificuldades nesse processo de constitui??o; conhecer os aspectos significativos nessa constitui??o. No referencial te?rico, foram abordados os seguintes temas: educa??o integral e escola; educa??o integral e o cen?rio da educa??o brasileira; o papel da escola na forma??o dos estudantes; o curr?culo por projetos. Fizeram parte do estudo sete professoras da educa??o b?sica que se envolveram no movimento de constitui??o da escola, e os dados foram coletados por meio de depoimentos escritos e analisados a partir da An?lise Textual Discursiva. Da an?lise, emergiram tr?s grandes categorias: o movimento de constitui??o da escola; a dimens?o pedag?gica da escola; a rede de rela??es. As categorias, que apresentam a experi?ncia vivenciada pelo grupo de professoras na implementa??o da primeira escola de educa??o integral do munic?pio, dividiram-se em subcategorias. A investiga??o evidenciou que, apesar das dificuldades, foi poss?vel, por meio de um trabalho conjunto, dial?gico e coletivo, vencer o desafio da constitui??o de uma escola integral. Conclui-se que ? poss?vel implementar outras formas de fazer educa??o, com propostas inovadoras, que ousem nas suas diferen?as e especificidades, ou seja, que busquem novos caminhos na dire??o de possibilidades vi?veis como a da escola municipal de educa??o integral. N?o foi pretens?o definir a experi?ncia dessa institui??o e desse grupo como modelo ideal a ser seguido, mas, a partir dela, provocar o repensar da pr?tica, das ideias pedag?gicas, que n?o atendem ?s necessidades dos educandos na atualidade. Este texto expressa o resultado de muitas vozes, uma hist?ria constru?da a muitas m?os.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2017-03-03T19:06:50Z No. of bitstreams: 1 TES_CRISTIANE_RAMOS_VIEIRA_COMPLETO.pdf: 758958 bytes, checksum: 071ddcc078a6b6b5d0b6ac1e1e1add3b (MD5) / Made available in DSpace on 2017-03-03T19:06:50Z (GMT). No. of bitstreams: 1 TES_CRISTIANE_RAMOS_VIEIRA_COMPLETO.pdf: 758958 bytes, checksum: 071ddcc078a6b6b5d0b6ac1e1e1add3b (MD5) Previous issue date: 2016-03-11 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Contemporary world is marked by challenges increasingly present in daily life, whether in individual contexts, collective, informal or professional. It is intense and dynamic the process changes and innovations incorporated into the daily life of individuals and this trend is easily seen in the context of high education, which challenged to transform to meet the needs of the new social setting that appears, goes through a quite intense movement of discussion about its meaning and its functions. This research, which has the problem: What is the meaning of "good practices" in teaching and how this concept is reflected in teaching activities, characterized by a qualitative approach and the study subjects were six graduate teachers of a University of Vale dos Sinos, in Rio Grande do Sul. Responding to the problem of this research, meaning that the teacher gives the concept of best practices reflected in the practice of this teacher when he reproduces what he considers assertive and that is quite particular for its expertise in the specific area, the evaluation received from students and his own conception of the learning and teaching. The study also points out the need for a reflection on this practice, proposed by teaching staff through the University Education in a training space that includes the movement of "action-reflection-action" in line with their own education policies institution researched. / A contemporaneidade ? marcada por desafios cada vez mais presentes no cotidiano das pessoas, quer seja nos contextos individuais, coletivos, informais ou profissionais. S?o intensos e din?micos os processos de mudan?as e inova??es incorporados ao dia a dia dos indiv?duos e esta tend?ncia ? facilmente percebida no ?mbito da educa??o superior, que, desafiada a se transformar para atender ?s necessidades da nova configura??o social que se apresenta, passa por um movimento bastante intenso de discuss?o sobre seu sentido e suas fun??es. Esta pesquisa, que tem por problema: Qual o significado de ?boas pr?ticas? de ensino e como esse conceito se reflete na a??o docente, caracteriza-se por uma abordagem qualitativa e os sujeitos do estudo foram seis professores de gradua??o de uma universidade do Vale dos Sinos, no Rio Grande do Sul. Respondendo ao problema desta pesquisa, o significado que o professor d? ao conceito de boas pr?ticas reflete na pr?tica desse professor no momento em que ele reproduz aquilo que considera assertivo e que ? bastante particular, pela sua experi?ncia na ?rea espec?fica, pela avalia??o que recebe dos alunos e por sua pr?pria concep??o do que seja aprender e ensinar. O estudo tamb?m aponta a necessidade de uma reflex?o sobre essa pr?tica, proposta pela equipe pedag?gica, atrav?s da Pedagogia Universit?ria, em um espa?o de forma??o que contemple o movimento de ?a??o-reflex?o-a??o?, em conson?ncia com as pr?prias pol?ticas de ensino da institui??o pesquisada.