Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-08-02T16:26:25Z No. of bitstreams: 1 DIS_EDMILSON_DE_OLIVEIRA_COMPLETO.pdf: 1746553 bytes, checksum: 7741e83dafa7c7e9ea0a6d9d2164c5f0 (MD5) / Made available in DSpace on 2016-08-02T16:26:25Z (GMT). No. of bitstreams: 1 DIS_EDMILSON_DE_OLIVEIRA_COMPLETO.pdf: 1746553 bytes, checksum: 7741e83dafa7c7e9ea0a6d9d2164c5f0 (MD5) Previous issue date: 2016-03-23 / This study aimed to analyze the training and self-training of mathematics teachers and the implications for their teaching practice. The subjects of research ten teachers of Mathematics of public schools in Porto Alegre, Rio Grande do Sul. As data collection instruments were used semi-structured questionnaire and observations of teaching practice these teachers. The answers given by teachers were analyzed qualitatively using the method of Textual Analysis Discourse, relating them to issues observed in the classroom. The theoretical contributions that were the basis for this research were authors such as Tardif (2014), Shulman (1986; 2014), N?voa (1997), Lib?neo (2013), among others. To support the analysis were used mainly the results of studies Shulman (1986) and Tardif (2014) and his contributions on the categorization of the different types of knowledge and teacher's knowledge. The data analysis part of four priori categories, either: teachers' perceptions of analysis about planning a math class; perceptions of teachers about the skills needed for the preparation of a math class; perceptions of teachers about the knowledge that has to prepare a math class; knowledge and actions generated in the self-training of mathematics teachers. From these categories was possible to outline the issues related to data collected from which emerged the intermediate categories. It can be argued that the pedagogical content knowledge in daily practice of the teacher is essential. One way to apply this knowledge is inserting it in the curricula of undergraduate programs. Another means is the self-training as a daily practice to remedy the lack of this knowledge in the degree courses. In the analysis we realized the lack of strategic knowledge (SHULMAN, 1986), by teachers. Such knowledge gives teachers the ability to act effectively, relating and articulating the skills to prepare math classes with the prior knowledge of students as well as their realities. / Este estudo tem como objetivo analisar a forma??o e a autoforma??o de professores de Matem?tica e as implica??es em sua pr?tica docente. Os sujeitos de pesquisa foram dez professores de Matem?tica de escolas p?blicas de Porto Alegre, Rio Grande do Sul. Como instrumentos de coleta de dados foram utilizados question?rio semiestruturado e observa??es ? pr?tica docente desses professores. As respostas dadas pelos professores foram analisadas qualitativamente por meio do m?todo de An?lise Textual Discursiva, relacionando-as ?s quest?es observadas em sala de aula. Os aportes te?ricos que serviram como base para esta pesquisa foram autores como Tardif (2014), Shulman (1986; 2014), N?voa (1997), Lib?neo (2013), entre outros. Para fundamentar a an?lise foram utilizados, principalmente, os resultados dos estudos de Shulman (1986) e Tardif (2014) e suas contribui??es acerca da categoriza??o dos diferentes tipos de conhecimentos e saberes do professor. A an?lise dos dados partiu de quatro categorias a priori, sejam elas: an?lise das percep??es dos professores acerca do planejamento de uma aula de matem?tica; percep??es dos professores acerca dos conhecimentos necess?rios para a prepara??o de uma aula de matem?tica; percep??es dos professores acerca dos conhecimentos que possui para a prepara??o de uma aula de matem?tica; conhecimentos e a??es gerados na autoforma??o dos professores de matem?tica. A partir dessas categorias foi poss?vel delinear as quest?es relacionadas aos dados coletados de onde emergiram as categorias intermediarias. ? poss?vel afirmar que o conhecimento pedag?gico do conte?do na pr?tica di?ria do professor ? imprescind?vel. Um dos meios para aplicar esse conhecimento ? inserindo-o nas grades curriculares dos cursos de licenciatura. Outro meio ? a autoforma??o como pr?tica di?ria para remediar a falta desses conhecimentos nos cursos de licenciatura. Na an?lise percebeu-se a falta do conhecimento estrat?gico (SHULMAN, 1986), por parte dos professores. Tal conhecimento proporciona aos docentes a capacidade de agir de forma eficaz, relacionando e articulando os conhecimentos necess?rios para prepara??o de aulas de Matem?tica com os conhecimentos pr?vios dos estudantes, bem como suas realidades.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-08-10T12:10:28Z No. of bitstreams: 1 DIS_ROBERTA_GIGLIO_COMPLETO.pdf: 1023614 bytes, checksum: 128c4257240df469acedde9fbf332891 (MD5) / Made available in DSpace on 2016-08-10T12:10:28Z (GMT). No. of bitstreams: 1 DIS_ROBERTA_GIGLIO_COMPLETO.pdf: 1023614 bytes, checksum: 128c4257240df469acedde9fbf332891 (MD5) Previous issue date: 2016-03-29 / This article aimed at understanding the process of training/capacity-building of mediators at the Science and Technology Museum of the Pontifical Catholic University of Rio Grande do Sul (MCT-PUCRS). Grounded in a Case Study-type of qualitative approach, semi-structured interviews were carried out using the Focus Group technique to gather information related to the role and actions of these mediators at the Museum, as well as to their capacity-building process. The data collected from the semi-structured interviews were compared between the groups in order to some kind of consensus to be reached about the role of mediators at the MCT-PUCRS, so that it could be possible to understand how the training of these professionals happens. Based on the Discursive Textual Analysis methodology (MORAES; GALIAZZI, 2011), three categories were established. These categories were defined through the analysis of the questionnaires completed by the 20 mediators who participated in the research, as well as the analysis of the semi-structured interviews which were conducted with the focus groups, whose members were mediators, other employees and the managing team of the MCT-PUCRS. This whole process of construction and emergence of the categories resulted in a series of meaningful information and data about the reality of mediation at the MCT-PUCRS, and such facts enabled a deeper understanding of the process of capacity-building of mediators (an indispensable element of their training) and of how this is connected to the formation of a ?mediating subject?. Additionally, by analyzing the results it was also possible to clearly see mediators who are imbricated in a series of interpersonal relations. Thus, the conclusion was that the training of a mediator occurs not only through capacity-building processes based on specific contents related to the interactive experiments of the Museum, but also by means of the life experience of these human beings, who deal with and relate to other individuals. It can be seen that the training of mediators involves aspects of subjective constitution, for the process of constitution of the ?mediating being? does not happen only when these people become aware of their roles and responsibilities in the exhibition area of the Museum, but in the course of their human actions ? among which the educational ones, for example, are a highlight ? and also during their daily lives and exchanges of experiences with their co-workers and the general public. / O presente trabalho objetivou compreender o processo de forma??o/capacita??o dos mediadores no MCT-PUCRS, a partir de uma abordagem de natureza qualitativa do tipo Estudo de Caso. Foram aplicados question?rios para obten??o do perfil dos mediadores, realizadas entrevistas semiestruturadas, utilizando a t?cnica de Grupo Focal para obten??o de informa??es relacionadas ? atua??o e ao papel desses no Museu, bem como seu processo de capacita??o. Os dados coletados a partir das entrevistas semiestruturadas foram confrontados entre os grupos entrevistados com o intuito de atingir uma esp?cie de consenso sobre o papel do mediador no MCT- PUCRS, para que se pudesse entender como ocorre a forma??o desse profissional. A partir da metodologia de An?lise Textual Discursiva (MORAES; GALIAZZI, 2011), foram estipuladas tr?s categorias que emergiram por meio da an?lise dos question?rios aplicados aos 20 mediadores participantes da pesquisa, bem como das entrevistas semiestruturadas realizadas com os grupos focais cujos integrantes foram mediadores, outros funcion?rios e a equipe diretiva do MCT-PUCRS. Todo esse processo de constru??o e emerg?ncia das categorias resultou na obten??o de uma s?rie de informa??es e dados significativos sobre a realidade da media??o no MCT-PUCRS, o que possibilitou um entendimento mais profundo sobre o processo de capacita??o dos mediadores ? elemento integrante e indispens?vel de sua forma??o ? e como esse est? diretamente relacionado ? forma??o do ?sujeito mediador?. Al?m disso, analisando os resultados, descortinou-se, tamb?m, fortemente um mediador imbricado em uma s?rie de rela??es interpessoais. Assim, concluiu-se que o processo de forma??o de um mediador n?o se faz apenas em capacita??es de conte?do espec?ficos e relacionados com os experimentos interativos do Museu, mas tamb?m na viv?ncia desse sujeito humano, que atende e se relaciona com outros indiv?duos. Foi poss?vel averiguar que a forma??o dos mediadores envolve aspectos de constitui??o subjetiva, visto que o processo de constitui??o do ?ser mediador? n?o ocorre apenas quando ele conhece seu papel e suas atribui??es na ?rea expositiva do Museu, mas atrav?s de suas a??es humanas ? dentre as quais podemos destacar, por exemplo, as educativas ? al?m de suas viv?ncias e trocas de experi?ncias com seus colegas e com o p?blico em geral.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-08-12T16:30:16Z No. of bitstreams: 1 DIS_NATHALIA_FOGACA_ALBUQUERQUE_COMPLETO.pdf: 966560 bytes, checksum: ac724d60d8d33c487f485d49809797a6 (MD5) / Made available in DSpace on 2016-08-12T16:30:17Z (GMT). No. of bitstreams: 1 DIS_NATHALIA_FOGACA_ALBUQUERQUE_COMPLETO.pdf: 966560 bytes, checksum: ac724d60d8d33c487f485d49809797a6 (MD5) Previous issue date: 2016-03-23 / The propose of this dissertation is to understand how the dynamics of science clubs influences the development of attributes recommended to people who lives nowadays. This study was conducted with the participation of 20 students participating in a science club, two teachers of these students in regular schools and six parents of the same group of students, seeking information about the effects of participation in a club. The data was collected through observations, interviews and expressions of students during activities proposed by the researcher. Data were analyzed with a qualitative approach, using the Text Analysis Discourse, and the research was case study type. Based on the theoretical framework and analysis of the data collected, the science club was observed as a space to estimulate recommended aspects to the people of the XXI century. Within the intrapersonal characteristics, the expression of curiosity, ability to deal with errors and frustration, motivation and autonomy was showed at the studens actions. In some activities, however, students showed to have lack of autonomy to develop new tasks. At the interpersonal domain, the exercise of respect and patience were showed at the students in their relations with other colleagues. As for cognitive attributes, the students presented abilities to establish relationships between different subjects, as well as the contextualization of these. The critical and creative thinking was also present in the actions of the participants. Being present at all activities proposed, systemic thinking was at the essence of the investigated science club. Based at the results found in this research, it is recommended to implement more science clubs in basic education. Since these spaces can provide situations that can improve important elements to the contemporary world and thus contribute to the positive development of the current society, the expansion of opportunities like these is essential. / Essa pesquisa teve como objetivo compreender como as din?micas de clubes de ci?ncias repercutem no desenvolvimento de atributos recomendados para forma??o contempor?nea dos sujeitos. Este estudo foi realizado com a participa??o de 20 estudantes de um clube de ci?ncias, dois professores desses estudantes no ensino regular e seis pais do mesmo grupo de alunos, procurando obter informa??es relativas aos efeitos da participa??o em um clube. A coleta dos dados ocorreu por meio de observa??es, entrevistas e express?es dos estudantes durante atividades propostas pela pesquisadora. Os dados foram analisados com uma abordagem qualitativa, utilizando-se a An?lise Textual Discursiva, e a pesquisa foi do tipo estudo de caso. Com base no referencial te?rico e na an?lise dos dados coletados, observou-se o clube de ci?ncias como um espa?o para estimular aspectos recomendados aos sujeitos do s?culo XXI. No ?mbito das caracter?sticas intrapessoais, observou-se a express?o da curiosidade, a capacidade em lidar com erros e frustra??o, a motiva??o e a autonomia dos integrantes do grupo. Em algumas atividades, todavia, os estudantes demonstraram aus?ncia de autonomia durante a elabora??o de novas tarefas. Na perspectiva interpessoal, o exerc?cio e est?mulo do respeito e da paci?ncia nos estudantes participantes em suas rela??es com os demais colegas foram evidenciados. Quanto aos atributos cognitivos, os estudantes apresentaram habilidades para o estabelecimento de rela??es entre diferentes assuntos, assim como a contextualiza??o desses. O pensamento cr?tico e criativo tamb?m esteve presente nas a??es dos participantes. Permeando todas as atividades propostas, o pensar sist?mico esteve presente na ess?ncia do clube de ci?ncias investigado. A partir dos resultados encontrados nessa pesquisa, recomenda-se a implementa??o de mais clubes de ci?ncias na educa??o b?sica. Uma vez que esses espa?os podem contemplar situa??es que propiciam elementos de uma forma??o que s?o importantes na contemporaneidade e, portanto, contribuem para o desenvolvimento positivo da sociedade atual, a amplia??o de oportunidades como essas ? fundamental.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-04-07T17:51:54Z No. of bitstreams: 1 2016 - Rita de C?ssia Medeiros S?rgio de Azevedo.pdf: 1504075 bytes, checksum: 01c12f1d3512deea5b4e9f02159665f8 (MD5) / Made available in DSpace on 2017-04-07T17:51:54Z (GMT). No. of bitstreams: 1 2016 - Rita de C?ssia Medeiros S?rgio de Azevedo.pdf: 1504075 bytes, checksum: 01c12f1d3512deea5b4e9f02159665f8 (MD5) Previous issue date: 2016-05-02 / This research aimed at knowing the representation of the ones conventionally called "amnestied" ? a group of public agents dismissed at the mandate time of the former President Fernando Collor de Mello, and readmitted after a period of almost 20 years at the Rural Federal University of Rio de Janeiro. Through their narratives, it was possible to analyse the process of arbitrary dismissals occurred under that government management, to know the history of struggles of those professionals to return to work, to make a critical analysis of some moments of the historical context in the late twentieth century and early twenty-first in relation to neoliberal public policies and their impacts. Through their memories, understand the meanings that were built concerning the group's situation and the process of building their individual and collective identities, and ending up with the importance of the human formation process at the university environment. For this purpose, we used, as research basis, the phenomenological thought of Jacques Le Goff (1990), a French author who reflects on history and memory; Pierre Nora (1993), who understands that memory is important for its lack; Castoriadis (1982), who says that every society is a creation inserted in a given historical moment, therefore the establishment of the society as such implies the creation of a world of meanings; and to complete the theoretical basis, we highlight the work of Paulo Freire, who thinks the dimension of collective knowledge construction for human development, and especially, the importance of a collective construction, which involves not only the individuals, but also the institutions. The qualitative research conducted to a critical analysis based on the perspective of Minayo (1993), and, thereunto, we proceeded into a data collection with the subjects by means of individual interviews, closed questionnaires, and audio recordings. With the analysis of the collected material, it was possible to get to know the injustice done by a ?neoliberal? form of government, and through discourse analysis procedures, we rose categories that allowed to describe the outcomes of this late happening in our country. / Esta pesquisa objetivou conhecer a representa??o do que se convencionou chamar de ?anistiados? ? um grupo de funcion?rios p?blicos demitidos no governo do ex-presidente Fernando Collor de Mello e readmitidos ap?s um per?odo de quase 20 anos na Universidade Federal Rural do Rio de Janeiro. Atrav?s de suas narrativas foi poss?vel analisar o processo de demiss?es arbitr?rias ocorridas naquele governo, conhecer o hist?rico de lutas desses profissionais na busca do retorno ao servi?o, fazer uma an?lise cr?tica de alguns momentos da conjuntura hist?rica no final do s?culo XX e in?cio do s?culo XXI em rela??o ?s pol?ticas p?blicas neoliberais e seus impactos. Atrav?s de suas mem?rias compreenderam-se os sentidos atribu?dos ? situa??o do grupo, bem como o processo de constru??o de suas identidades individuais ou coletivas e finalizando com import?ncia do processo de forma??o humana no ambiente universit?rio. Para isto recorreu-se, como fundamento da pesquisa, ao pensamento fenomenol?gico de Jacques Le Goff (1990), autor franc?s que faz uma reflex?o sobre Hist?ria e Mem?ria. Pierre Nora (1993), este faz entender que a mem?ria ? um tema relevante pela sua falta. Castoriadis (1982), diz que toda sociedade ? cria??o inserida em dado momento hist?rico, portanto cria??o da sociedade como tal implica na cria??o de um mundo de significa??es e para concluir a fundamenta??o, destacamos a obra de Paulo Freire que pensa na dimens?o da constru??o coletiva do conhecimento, na forma??o humana e, sobretudo na import?ncia de uma constru??o coletiva, que envolve n?o s? os sujeitos, como tamb?m, as institui??es. A pesquisa de natureza qualitativa realizou uma an?lise cr?tica baseada na perspectiva de Minayo (1993) e para isto foi realizada uma coleta de dados dos sujeitos atrav?s de entrevistas individuais, question?rios fechados e grava??es de ?udio. Com a an?lise do material coletado foi poss?vel conhecer a injusti?a cometida por uma forma de governo ?Neoliberal? e atrav?s da an?lise dos discursos, levantaram-se categorias que permitiram descrever todo o desfecho dessa hist?ria acontecida em nosso pa?s.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-05-12T19:06:17Z No. of bitstreams: 1 2012 - Laura Olivia de Oliveira Issy.pdf: 959528 bytes, checksum: 116326af1e59e5f336b1821afd40bb49 (MD5) / Made available in DSpace on 2017-05-12T19:06:17Z (GMT). No. of bitstreams: 1 2012 - Laura Olivia de Oliveira Issy.pdf: 959528 bytes, checksum: 116326af1e59e5f336b1821afd40bb49 (MD5) Previous issue date: 2012-07-03 / This study aimed to investigate how proceeded the implementation of the IF Goiano ? c?mpus Uruta?'s process of institutional self assessment, according to the legislation n? 10.861/2004. The investigation examined whether the results from the process of self-assessment are being used by managers in their decision making and used to assist in the reorganization and reconstruction of a more effective and participatory management model. The methodology based on a bibliographic and documental study of the constitution and implementation of the IF Goiano ? c?mpus Uruta?'s self-assessment process. The qualitative data collected by means of questionnaires with open-ended questions, completed by IF Goiano ? c?mpus Uruta?'s academic staff and the administrative body, were analyzed through content analysis, in order to identify the participants perceptions in relation to the contribution of the self-evaluation process, as well its importance to the management of the institution. For to validate the information veracity from the data, they were computed by statistical software. The results showed the necessity of the institutional self-assessment process being broader publicized all over the institution for more participation of the institutional community, and so that the results from the process are better absorbed by the managers. / Pretendeu-se com este estudo investigar como se procedeu a implanta??o do processo de autoavalia??o do IF Goiano ? c?mpus Uruta?, segundo a Lei n? 10.861/2004. A investiga??o analisou se os resultados oriundos do processo de autoavalia??o est?o sendo utilizados pelos gestores em suas tomadas de decis?o e utilizados para auxiliar na reorganiza??o e reconstru??o de um modelo de gest?o mais eficiente e participativo. A metodologia pautou-se em estudo bibliogr?fico e documental sobre a constitui??o e implementa??o do processo de autoavalia??o no c?mpus Uruta?. Dados qualitativos foram coletados por meio de question?rios com perguntas abertas, aplicados aos docentes e t?cnico-administrativos do c?mpus Uruta? e tratados mediante an?lise de conte?do das percep??es dos pesquisados quanto ?s contribui??es do processo de autoavalia??o do IF Goiano e sua import?ncia para a gest?o da institui??o. Para validar a veracidade das informa??es estes dados foram posteriormente tabulados por meio de um programa informatizado de estat?stica. Os resultados apontaram a necessidade de ampla divulga??o do processo de autoavalia??o para maior participa??o da comunidade institucional e para que as informa??es obtidas possam ser absorvidas pelos gestores.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-10-06T11:08:39Z No. of bitstreams: 1 DIS_MARCIA_ZSCHORNACK_MARLOW_SANTOS_COMPLETO.pdf: 1639360 bytes, checksum: 8613cf932253234938ec853c7e1fcb27 (MD5) / Made available in DSpace on 2016-10-06T11:08:39Z (GMT). No. of bitstreams: 1 DIS_MARCIA_ZSCHORNACK_MARLOW_SANTOS_COMPLETO.pdf: 1639360 bytes, checksum: 8613cf932253234938ec853c7e1fcb27 (MD5) Previous issue date: 2016-03-22 / Funda??o de Amparo ? Pesquisa do Estado do Rio Grande do Sul - FAPERGS / The present dissertation aims to approach the ongoing development of teachers and presents the findings of a survey consisting of 14 public school teachers in the Basic Education who act as supervisors of a Biology subproject in the Institutional Scholarship Program for Beginning Teachers (PIBID) in seven Higher Education Institutions of Rio Grande do Sul (RS). The purpose of this paper is to understand the impacts of the Institutional Scholarship Program for Beginning Teachers of the Biology subproject from different Higher Education Institutions for the ongoing development of the supervising teachers who work in the Basic Education schools in Rio Grande do Sul. In order to deepen the understanding about the contributions of PIBID to the ongoing development of teachers, an investigation of the teachers? perceptions from different mesoregions of the State has been proposed. According to the criteria set by the Brazilian Institute of Geography and Statistics (IBGE), Rio Grande do Sul (RS) is divided into seven mesoregions (Mid-Western; Mid-Eastern; Metropolitan area of Porto Alegre; Northeast; Northwest; Southeast; South-West), from where the subjects of this survey were taken. For this purpose, a Higher Education Institution in each region was chosen as a sample. The data were collected by means of semi-structured recorded interviews and transcribed accurately by the researcher and analyzed through Discursive Textual Analysis. As the results of the analysis, categories that show an encouraging overview regarding the positive aspects that the program may offer to the ongoing development of teachers came out, especially with regard to the supervisors who work directly with the program. The engagement with the PIBID proposals renew the interest and affection for teaching. According to the teachers? accounts, it is possible to observe significant changes in their teaching practice. From the activities carried out and developed in partnership with the scholars who supervise, we could notice that they adopted a more reflective attitude, reconsidering some perceptions and conceptions regarding their teaching performance. Therefore, from their personal accounts, it is possible to realize that the adoption of new methodologies and practices have become part of their teaching actions. / A presente disserta??o aborda a forma??o continuada de professores e apresenta os resultados de uma pesquisa envolvendo 14 professores da rede p?blica de educa??o b?sica que atuam como supervisores no subprojeto de Biologia do Programa de Bolsas de Inicia??o ? Doc?ncia (PIBID) em sete Institui??es de Ensino Superior do Rio Grande do Sul (RS). Tem como objetivo compreender as influ?ncias do Programa Institucional de Bolsas de Inicia??o ? Doc?ncia (PIBID) do subprojeto de Biologia de diferentes Institui??es de Ensino Superior para a forma??o continuada dos professores supervisores que atuam nas escolas de educa??o b?sica no Rio Grande do Sul. A fim de aprofundar a compreens?o em rela??o ?s contribui??es do PIBID para a forma??o continuada dos professores, prop?s-se investigar a percep??o dos docentes das diferentes mesorregi?es do Estado. De acordo com os crit?rios estabelecidos pelo Instituto Brasileiro de Geografia e Estat?stica (IBGE), o Rio Grande do Sul (RS) encontra- se dividido em sete mesorregi?es (Centro Ocidental Rio-grandense; Centro Oriental Riograndense; Metropolitana de Porto Alegre; Nordeste Rio-grandense; Noroeste Rio-grandense; Sudeste Rio-grandense e Sudoeste Rio-grandense), a partir das quais se estabeleceram os sujeitos da pesquisa. Para tanto, elegeu-se uma IES em cada regi?o para compor a amostra. Os dados foram coletados por meio de entrevistas semiestruturadas, gravadas em ?udio e transcritas fidedignamente pela pesquisadora, e foram analisados por meio da An?lise Textual Discursiva (ATD). Como resultados da an?lise emergiram categorias que vislumbram um panorama motivador relacionado ?s positividades que o programa pode oferecer ? forma??o continuada de professores, especialmente no que se refere aos supervisores que atuam diretamente com o programa. O envolvimento com as propostas do PIBID renovam o interesse e o gosto pela doc?ncia. Nos relatos dos professores, podem-se constatar mudan?as consider?veis em sua pr?tica. A partir das atividades engendradas e desenvolvidas em parceria com os bolsistas que supervisionam, percebeu-se que eles demonstraram adotar uma atitude mais reflexiva, reconsiderando algumas percep??es e concep??es em rela??o ao seu fazer profissional. Evidenciam, a partir de seus testemunhos, a ado??o de novas metodologias e pr?ticas que passaram a integrar suas a??es docentes.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-11-03T13:46:50Z No. of bitstreams: 1 TES_ANA_CRISTINA_ALMEIDA_SANTANA_COMPLETO.pdf: 5837788 bytes, checksum: d8446c4e2807398f1d265eb846689e29 (MD5) / Made available in DSpace on 2016-11-03T13:46:50Z (GMT). No. of bitstreams: 1 TES_ANA_CRISTINA_ALMEIDA_SANTANA_COMPLETO.pdf: 5837788 bytes, checksum: d8446c4e2807398f1d265eb846689e29 (MD5) Previous issue date: 2016-08-01 / This research sought to understand the formation of graduates who are the first member of their families to do an undergraduate degree, in the distance (DE), from the Open University of Brazil (UAB) - State of Sergipe, considering the cognitive, social and emotional aspects and especially the sense of citizenship in the light of social, political and economic inclusion, afforded by higher education of these graduates. The research, qualitative nature, in dialectic and phenomenological, exploratory approach, based on a case study, used as data collection instruments three semi-structured online questionnaires and scripts for interviews. For data analysis, we used the discursive textual analysis (DTA), proposed by Moraes and Galiazzi (2006), and the dialectics of Habermas (1987). The findings confirmed the expectations that we had and reinforced the aspects to the literature review in the area, highlighting the importance of the subject as a citizen, integrated, constituted of full form from the experience in performing a higher education course. They also bounced the important issue of graduation offers in the distance modality and the need to maintain the UAB project as an alternative to those who wish to have the opportunity to go to college, and contingency issues may not have physical access to universities and similar. As a contribution to this phase, we emphasize the opportunity to publicize the work of UAB in Sergipe, giving voice to graduates who are family first members to receive a higher study degree and their life stories (which can inspire others), reflecting on the structure and opportunities of distance education as a quality alternative to the realization of the fundamental right to higher education, despite all the still existing prejudice. / Esta pesquisa buscou compreender a forma??o dos egressos que s?o os primeiros da fam?lia a fazer um curso de gradua??o, na modalidade a dist?ncia (EaD), pela Universidade Aberta do Brasil (UAB) ? Estado de Sergipe, considerando os aspectos cognitivos, sociais, emocionais e, especialmente, o sentimento de cidadania ? luz da inclus?o social, pol?tica e econ?mica proporcionada pela forma??o superior desses egressos. A pesquisa, de cunho qualitativo, em abordagem dial?tica e fenomenol?gica, explorat?ria, apoiada em um estudo de caso, utilizou como instrumentos de coleta de dados tr?s question?rios semiestruturados online e roteiros para entrevistas. Para a an?lise dos dados, utilizamos a an?lise textual discursiva (ATD), proposta de Moraes e Galiazzi (2006), al?m da dial?tica de Habermas (1987). Os achados comprovaram as expectativas que possu?amos e refor?aram os aspectos relacionados ? literatura das ?reas, destacando a import?ncia do sujeito como cidad?o, integrado, constitu?do de forma plena a partir da experi?ncia em realizar um curso superior. Ressaltaram tamb?m a importante quest?o da oferta de gradua??es na modalidade a dist?ncia e a necessidade de manter o projeto da UAB como alternativa ?queles que desejam ter a oportunidade de fazer um curso superior e, por quest?es contingenciais, n?o podem ter acesso f?sico a centros universit?rios e similares. Como contribui??es desta fase, destacamos a oportunidade de divulgar o trabalho da UAB em Sergipe, dar voz aos egressos que s?o os primeiros da fam?lia a receberem grau superior e suas hist?rias de vida (que podem inspirar outras pessoas), refletir acerca da estrutura??o e oportunidades da EaD como alternativa de qualidade para a efetiva??o do direito fundamental ? educa??o superior, a despeito de todo o preconceito ainda existente.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-11-21T16:47:48Z No. of bitstreams: 1 TES_ROBERTO_SARQUIS_BERTE_COMPLETO.pdf: 5531594 bytes, checksum: 478b05bb74afb5f8a7ad9adb96ad5721 (MD5) / Made available in DSpace on 2016-11-21T16:47:48Z (GMT). No. of bitstreams: 1 TES_ROBERTO_SARQUIS_BERTE_COMPLETO.pdf: 5531594 bytes, checksum: 478b05bb74afb5f8a7ad9adb96ad5721 (MD5) Previous issue date: 2016-06-14 / This thesis analyzes the effectiveness of education methodology skills in professional educational institutions, especially in the Colleges of Senac-RS Technology. The growing interest in the concept of competence and its importance to education in general, including the Colleges of Technology, justifies the proposed research. It begins with an assessment of Vocational Education and legislation for Technological Education in Brazil in order to historically contextualize the empirical field, reflecting on the goals and guiding principles of Technological Level Professional Education. As a contribution to the understanding of the concept, the understanding is contemplated of the main authors who theorize about competence, to then discuss about the emergence of competence for education, its challenges and its proposals as a way to integrate different views of the actors involved in the teaching andlearning process. Finally, a survey is carried out with graduates of the Course of Technology Analysis and Systems Development, Faculty Senac Porto Alegre in order to analyze their perceptions regarding the professional skills developed in the Course of Technology and how they are these skills required by the labor market, in relation to the demands identified by companies. The results obtained by the research, as the perception of holistic character and integrated skills, the richness of the cultural context and / or professional egress is and its provisions or attitudes, may help education by competence in vocational training, especially in implementation of the challenge in Technology Colleges in Senac-RS, this benefit which may also be extended other courses of the Faculty Senac Porto Alegre and other institutions of higher education offering Colleges of Technology. / Esta tese analisa a efetividade da metodologia de educa??o por compet?ncias nas institui??es de educa??o profissional, especialmente nos Cursos Superiores de Tecnologia do Senac-RS. O crescente interesse pela no??o de compet?ncia e a sua import?ncia para a educa??o em geral, incluindo os Cursos Superiores de Tecnologia, justifica a pesquisa proposta. Inicia-se com uma avalia??o da Educa??o Profissional e da legisla??o para a Educa??o Tecnol?gica no Brasil com o intuito de contextualizar historicamente o campo emp?rico, refletindo sobre os objetivos e os princ?pios norteadores da Educa??o Profissional de N?vel Tecnol?gico. Como forma de contribuir para a compreens?o do conceito, contempla-se o entendimento dos principais autores que teorizam sobre compet?ncia, para, em seguida, discutir acerca do surgimento da educa??o por compet?ncia, de seus desafios e de suas proposi??es como uma forma de integrar os diversos olhares dos atores envolvidos no processo de ensino e aprendizagem. Por fim, realiza-se uma pesquisa junto aos egressos do Curso Superior de Tecnologia em An?lise e Desenvolvimento de Sistemas da Faculdade Senac Porto Alegre com o objetivo de analisar as percep??es deles relativas ?s compet?ncias profissionais desenvolvidas no Curso Superior de Tecnologia e como s?o requeridas essas compet?ncias pelo mercado de trabalho no que tange ?s demandas identificadas pelas empresas. Os resultados obtidos pela pesquisa, como a percep??o do car?ter hol?stico e integrado das compet?ncias, da riqueza do contexto cultural e/ou profissional em que o egresso se encontra e de suas disposi??es ou atitudes, podem auxiliar a educa??o por compet?ncia na forma??o profissional, especialmente no desafio da implementa??o em Cursos Superiores de Tecnologia no Senac-RS, benef?cio esse que tamb?m poder? ser estendido a outros Cursos da Faculdade Senac Porto Alegre e a outras Institui??es de Educa??o Superior que oferecem Cursos Superiores de Tecnologia.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-12-13T13:47:22Z No. of bitstreams: 1 TES_SILVANIA_SANTANA_COSTA_COMPLETO.pdf: 6373803 bytes, checksum: 448aba1fa387bb74c848bc0cbc685ab0 (MD5) / Made available in DSpace on 2016-12-13T13:47:22Z (GMT). No. of bitstreams: 1 TES_SILVANIA_SANTANA_COSTA_COMPLETO.pdf: 6373803 bytes, checksum: 448aba1fa387bb74c848bc0cbc685ab0 (MD5) Previous issue date: 2016-09-14 / The object of this study is the history of Murilo Braga Rural Normal School, located in the city of Itabaiana, State of Sergipe / Brazil. It was created in 1949 within the federal government project which aimed at the expansion of primary schools and rural normal schools, these in order to train teachers to work in rural areas. It would only be possible to promote the progress and development of the country if the most remote areas received education for life, a school that promoted the feeling of belonging and nationality, through agricultural, patriotic and hygienic values education. This mission of civilization through education had a responsible agent, the teacher, for that, it should be improved in rural normal school directed to training for rural areas. The governor of Sergipe, being ahead of the Department of Education, Acr?sio Cruz began the expanding activities with the construction of Rural Normal School of Itabaiana and primary schools in all municipalities in the state. The physical structure of the school building of Murilo Braga Rural Normal School followed the architectural model of INEP, standard used in the construction of rural normal schools spread throughout the country. The project directed by Acr?sio Cruz was widely praised and considered as pilot by Robert King Hall. In 1950, the school began the first class of junior high school and in 1969 it started to denominate Murilo Braga State School due to the creation of scientific course. The selected time frame for this study corresponds to the period from 1954 to 1972, in this, the teaching was regulated until 1960 by the Organic Law of the Normal Education, Decree Law No. 8530 of 1946 and from 1961 by Guidelines Law and Education Base (LDB No. 4024). The chosen time frame corresponded to the offer of the first group of normal course in 1954 and the completion of the last group in the life of the LDB of 1961. The classes after 1971 were regulated by the LDB No. 5692/71. The aim of this study is to analyze the process of teacher training of Murilo Braga. Within the purposes of the federal government, Murilo Braga Rural Normal School was created to train rural teachers, however, there wasn't the adequacy in the organization of normal and primary education of Sergipe, in order to meet the objectives of the implementation, and neither attracted a number of people to meet the demand for teachers in rural primary schools. The student teachers composed the teaching staff of Murilo Braga and primary schools in the city. The narrative is included in studies of the History of Education in the perspective of Cultural History, and oral, by allowing to study the various contexts in which historical subjects are inserted. The main concepts used were those of Civilization (ELIAS, 1993); Habitus (BOURDIEU, 1990); Representation (CHARTIER, 2009). The study contributes to the historiography of Sergipe Education, by discussing the history of primary teachers training from an inner educational institution, little explored by researchers of Sergipe education. A school that after 1970 was considered the reference to education in the state. / O objeto desse estudo ? a hist?ria da Escola Normal Rural Murilo Braga, situada no munic?pio de Itabaiana, Estado de Sergipe/Brasil. Ela foi criada em 1949, dentro do projeto do governo federal que visava a expans?o das escolas prim?rias e das normais rurais, estas com o intuito de formar professores para atuar nas zonas rurais. Somente seria poss?vel promover o progresso e o desenvolvimento do pa?s se as ?reas mais distantes recebessem educa??o para a vida, uma escola que promovesse o sentimento de pertencimento, de nacionalidade, por meio do ensino agr?cola, dos valores p?trios e higi?nicos. Essa miss?o civilizat?ria atrav?s da educa??o tinha um agente respons?vel, o professor, para isso, deveria ser aperfei?oado na escola normal rural direcionada para forma??o para o ?mbito rural. O governador de Sergipe, tendo ? frente do Departamento de Educa??o, Acr?sio Cruz iniciou as atividades de expans?o com a constru??o da Escola normal rural de Itabaiana e de escolas prim?rias em todos os munic?pios do estado. A estrutura f?sica do pr?dio escolar da Escola Normal Rural Murilo Braga seguiu o modelo arquitet?nico do INEP, padr?o utilizado na constru??o das escolas normais rurais difundidas para todo o pa?s. O projeto dirigido por Acr?sio Cruz foi bastante elogiado e considerado como piloto por Robert King Hall. Em 1950, a escola iniciou a primeira turma do curso ginasial e em 1969 passou a denominar-se Col?gio Estadual Murilo Braga devido a cria??o do curso cient?fico. O marco temporal selecionado para esse estudo corresponde ao per?odo de 1954 a 1972, neste, o ensino foi regulado at? 1960 pela Lei Org?nica do Ensino Normal, Decreto Lei N? 8530 de 1946 e a partir de 1961 pela Lei de Diretrizes e Base da Educa??o (N? 4024). O recorte temporal escolhido correspondeu a oferta da primeira turma do curso normal em 1954 e da conclus?o da ?ltima turma sob a vig?ncia da LDB de 1961. As turmas posteriores a 1971 foram regulamentadas pela LDB N? 5692/71. O objetivo desse estudo ? analisar o processo de forma??o de professores do Murilo Braga. Dentro dos prop?sitos do governo federal, a Escola Normal Rural Murilo Braga foi criada para formar professores rurais, entretanto, inexistiu a adequa??o na organiza??o do ensino normal e prim?rio de Sergipe, a fim de atender aos objetivos da implanta??o, nem atraiu um quantitativo de pessoas para atender a demanda de professores das escolas prim?rias rurais. As normalistas compuseram o quadro docente do Murilo Braga e das escolas prim?rias da cidade. A narrativa se insere nos estudos de hist?ria da educa??o, na perspectiva da Hist?ria Cultural, e oral, por possibilitar estudar os diversos contextos nos quais os sujeitos hist?ricos est?o inseridos. Os principais conceitos utilizados foram os de Civiliza??o (ELIAS, 1993); Habitus (BOURDIEU, 1990); Representa??o (CHARTIER, 2009). O estudo contribui ? historiografia da Educa??o sergipana, por discutir a hist?ria da forma??o de professores prim?rios de uma institui??o de ensino do interior, pouco explorada pelos pesquisadores da educa??o sergipana. Uma escola que ap?s 1970 foi considerada refer?ncia para a educa??o no Estado.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-12-13T13:55:52Z No. of bitstreams: 1 DIS_ELISA_USTARROZ_COMPLETO.pdf: 5027243 bytes, checksum: 98542425f618cce82d67d07b0a6e841b (MD5) / Made available in DSpace on 2016-12-13T13:55:52Z (GMT). No. of bitstreams: 1 DIS_ELISA_USTARROZ_COMPLETO.pdf: 5027243 bytes, checksum: 98542425f618cce82d67d07b0a6e841b (MD5) Previous issue date: 2016-02-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The aim of this dissertation is to understand to what extent problem-based learning (PBL) can contribute to enhance legal education. Beyond this general objective, the research pursued the following specific objectives: (i) to reflect on the concept of quality in higher education in the current context of the Brazilian educational system; (ii) to investigate the crisis in the Brazilian legal education in the present scenario; (iii) to conduct a literature review on the application of PBL in law schools by identifying the limits and possibilities of the methodology in order to foster the academic formation of the desired students. The research is based on the conception of social constructivism and qualitative-exploratory approaches (CRISWELL, 2010). Regarding the procedure, it is a literature review of the scientific production about the quality of higher education, legal education and application of PBL in law schools. The theoretical foundations of these investigations were based on the contributions of Dewey (1979), Barrows (1999), Morosini (2001; 2008; 2009; 2011) and Rodrigues (1993; 1995; 2000; 2002; 2005; 2007; 2010). The results showed that PBL can improve the quality in legal education, as it promotes learning by skills, one of such being the critical and reflective thinking. In addition, it favors both collaboration and autonomy, allowing for the construction of a new concept of teaching process based on partnership, mutual respect and shared responsibility. On the other hand, it was found that its contributions may not be as effective if cultural influences and institutional constraints suffered by students and teachers alike are neglected. The success is conditioned to a permanent reflection by all those involved in the teaching and learning process. / A presente disserta??o ? o resultado de uma revis?o da literatura que teve por objetivo compreender em que medida a aprendizagem baseada em problemas (ABP) pode contribuir para o incremento da qualidade da forma??o jur?dica. Para al?m desse objetivo geral, a pesquisa assumiu como objetivos espec?ficos: (i) refletir acerca do conceito de qualidade da educa??o superior em face do atual contexto do sistema educacional brasileiro; (ii) investigar a crise da forma??o jur?dica brasileira no cen?rio atual; (iii) realizar uma revis?o da literatura acerca da aplica??o da ABP em cursos jur?dicos, identificando os limites e possibilidades da metodologia para contribuir para a forma??o do egresso desejado, a partir das Diretrizes Nacionais Curriculares atualmente vigentes. A pesquisa partiu da concep??o do construtivismo social (CRISWELL, 2010) e caracterizou-se, quanto ? abordagem, substancialmente como qualitativa e, quantos aos objetivos, como explorat?ria (CRISWELL, 2010). No que se refere ao procedimento, trata-se de pesquisa bibliogr?fica do tipo revis?o de literatura, na qual se realizou o levantamento da produ??o cient?fica acerca das tem?ticas objeto de reflex?o ? qualidade da educa??o superior, educa??o jur?dica e aplica??o da metodologia da ABP em cursos jur?dicos ?, a fim de proceder a sele??o e posterior revis?o. Tomou-se como referencial te?rico as contribui??es de Dewey (1979), Barrows (1999), Morosini (2001; 2008; 2009; 2011) e Rodrigues (1993; 1995; 2000; 2002; 2005; 2007; 2010). Os resultados apontaram que a ABP possui aptid?o para melhorar a qualidade dos cursos de Direito, na medida em que promove a aprendizagem por compet?ncias, sem inibir o exerc?cio do pensamento cr?ticoreflexivo. Ademais, favorece, simultaneamente, a autonomia e a colabora??o, permitindo a constru??o de uma nova concep??o dos processos de ensino fundada na parceria, no respeito m?tuo e na responsabilidade partilhada. Por outro lado, verificou-se que suas contribui??es podem n?o ser t?o efetivas se forem menosprezadas influ?ncias culturais e condicionamentos institucionais que recaem sobre os alunos e os docentes, de modo que ? preciso ter claras tais influ?ncias e condicionantes. O sucesso est? condicionado a uma permanente reflex?o por parte de todos aqueles envolvidos nos processos de ensino e de aprendizagem.