Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-10-07T11:51:40Z No. of bitstreams: 1 2011 - Salmo C?sar da Silva.pdf: 3766093 bytes, checksum: f67906909b71209656c5d8cc68e510da (MD5) / Made available in DSpace on 2016-10-07T11:51:40Z (GMT). No. of bitstreams: 1 2011 - Salmo C?sar da Silva.pdf: 3766093 bytes, checksum: f67906909b71209656c5d8cc68e510da (MD5) Previous issue date: 2011-05-02 / We analyze the teaching-learning process in physical education classes, technical course in agriculture in the IFMT - Campus Caceres, from the perceptions of graduating students, identifying the teaching contents of Agricultural Education in Brazil were privileged by the lessons of Physical Education; characterizing the methodological procedures used by physical education teachers to assess the teaching-learning content developed in the classes they taught, and assessing the relevance or impact of physical education classes in the training of students. We studied the historical course of professional education in Brazil, the teaching of Physical Education in Brazil, the changes that have occurred, the role of the school curriculum. This is a qualitative research whose instruments were used, a semi-structured questionnaire, along with graduates of the Agricultural Technical Course in academic year 2010, totaling 71 students, as well as formal documents from the Educational Center of the institution. We identify, through systematic research, that the Physical Education, from this perspective, data very worrying, as the incidence of content worked, teaching methodologies, assessments and skills worked. Confirming the initial anxiety, demotivation for the discipline. From this study it was possible to know the reality of their work, as well as to contribute for the improvement of pedagogical practice of Physical Education in the Federal Network for Teaching and reconstruct the teaching-learning process, involving a body that does not think it's just movement, but that those involved in this process that makes up the body culture, are seen and valued and that the knowledge offered to contribute their professional training. / Buscamos analisar o processo ensino-aprendizagem nas aulas de Educa??o F?sica, no curso t?cnico em agropecu?ria do IFMT ? Campus C?ceres, a partir da percep??o dos discentes concluintes, identificando quais os conte?dos de ensino da Educa??o Agr?cola no Brasil eram privilegiados por meio das aulas de Educa??o F?sica; caracterizando os procedimentos metodol?gicos utilizados pelos professores de Educa??o F?sica para avaliar o processo ensinoaprendizagem dos conte?dos desenvolvidos nas aulas por eles ministrados; e avaliando a relev?ncia ou o impacto das aulas de educa??o f?sica na forma??o dos discentes. Estudamos a trajet?ria hist?rica da Educa??o Profissional no Brasil, o ensino da Educa??o F?sica no Brasil, as mudan?as que ocorreram, o papel da Escola, o curr?culo. Trata-se de uma pesquisa qualitativa, cujos instrumentos utilizados foram, um question?rio semi-estruturado, junto aos concluintes do Curso T?cnico em Agropecu?ria do ano letivo 2010, totalizando 71 alunos, e tamb?m documentos formais junto a Coordena??o Pedag?gica da institui??o. Pudemos constatar, atrav?s da sistematiza??o da pesquisa, que a disciplina Educa??o F?sica, nessa perspectiva, dados muito preocupantes, como a incid?ncia de conte?dos trabalhados, metodologias de ensino, avalia??es e compet?ncias gerais trabalhadas. Confirmando as ang?stias iniciais, de desmotiva??o em rela??o da disciplina. A partir do presente estudo foi poss?vel conhecer a realidade do trabalho desenvolvido, bem como apresentar subs?dios para a melhoria da pr?tica pedag?gica da disciplina Educa??o F?sica na Rede Federal de Ensino, e reconstruir o processo de ensino-aprendizagem, que implique pensar um corpo que n?o ? s? movimento, mas que os envolvidos nesse processo que comp?e a cultura corporal, sejam vistos e valorizados e que os conhecimentos ofertados contribuam com sua forma??o profissional.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-10-07T12:41:05Z No. of bitstreams: 1 2011 - Marcos Antonio de Oliveira.pdf: 1882049 bytes, checksum: 633be019d8fe4bd8de64e9995684417d (MD5) / Made available in DSpace on 2016-10-07T12:41:05Z (GMT). No. of bitstreams: 1 2011 - Marcos Antonio de Oliveira.pdf: 1882049 bytes, checksum: 633be019d8fe4bd8de64e9995684417d (MD5) Previous issue date: 2011-08-25 / This research is a comparative study with the aim of analyzing how is being developed the PROEJA at Federal Institute of Science, Technology and Education of Rio Grande do Sul - IFRS - Campus Sert?o and Bento Gon?alves, as the development of courses, more specifically the Technical Course in Commerce, based on the vision of students. The EJA deals with young people and adults in the lower classes, people excluded of the socioeconomic and cultural aspects in our contemporary society, historically, "marked" by deep social inequalities. Given this context, appeared the concern and the main reason of this research. Sought, thus, making a correlation between the methodological approach, teaching practice and the educational background of the citizens served by this type of education. The Decree 5.478/2005 instituted, in the Federal Institutions of Education (IFE's), the professional program in the form of adult education that changed by decree in 5.840/2006 defines the National Programme for Integration of Professional Education from Basic Education to Professional Education for Youth and Adults Education (PROEJA). This program brings to the IFE's a new challenge, which is to serve a population that did not get the opportunity to have a good basic and professional education in the regular age. Using the research-type exploratory and descriptive characteristics and the study of case methodology, recovering and analyzing the strategies of operation of these Institutions of Professional and Technical Education, data was analyzed and compared, using a questionnaire, applied to a class in each Campus of Technical Course in Commerce, seeking to discover if, these have consistently favoring and increasing the social inclusion process. The results point to some practical differences between the Campi, noting some contradictions, especially, in regard to fulfilling their goals and the articulation between theoretical class and the preparation for the labor market. It was found that each institution adopt different criteria, based on conceptions of the group that is directly connected to the courses. Another contradiction identified between the two experiences, is about understanding that each community school has about this kind of teaching called PROEJA. The results found that, in general, there is harmony of purpose between the institutions, although they have not been developed activities that may seek to approach similar methods of work. / A presente pesquisa trata de um estudo comparativo com objetivo de analisar como est? sendo desenvolvida a modalidade PROEJA no Instituto Federal de Educa??o Ci?ncia e Tecnologia do Rio Grande Do Sul ? IFRS, nos Campi de Sert?o e Bento Gon?alves, quanto ao funcionamento dos cursos, mais especificamente o Curso T?cnico em Com?rcio, baseado na vis?o dos discentes. A EJA atende aos jovens e adultos pertencentes ?s camadas populares, clientela exclu?da sob aspectos socioecon?mico e cultural em nossa sociedade contempor?nea, historicamente "marcada" por profundas desigualdades sociais. Diante desse contexto, surgiu a preocupa??o e o motivo principal desta pesquisa. Buscou-se, assim, fazer uma correla??o entre a abordagem metodol?gica, a pr?tica docente e a forma??o educacional do cidad?o atendido por essa modalidade de ensino. O Decreto no 5.478/2005 instituiu, no ?mbito das Institui??es Federais de Educa??o (IFE?s), o Programa de profissionaliza??o na modalidade de EJA que alterado pelo decreto no 5.840/2006, define o Programa Nacional de Integra??o da Educa??o Profissional da Educa??o B?sica ? Educa??o Profissional na Modalidade de Educa??o de Jovens e Adultos (PROEJA). Este Programa traz para as IFE?s um novo desafio, que ? atender uma parcela da popula??o que n?o obteve oportunidade de uma boa educa??o b?sica e profissional na idade regular. Utilizando-se da pesquisa do tipo explorat?ria com caracter?sticas descritivas e da metodologia do estudo de caso, resgatando e analisando as estrat?gias de funcionamento dessa Institui??o de Ensino T?cnico Profissional, se analisou e comparou dados, utilizando-se question?rio, aplicado com uma turma de cada Campi do Curso T?cnico em Com?rcio, buscando descobrir se estas vem sistematicamente favorecendo e ampliando o processo de inclus?o social. Os resultados apontam para algumas pr?ticas diferenciadas entre os Campi, constatando algumas contradi??es, especialmente no que se refere ao cumprimento de seus objetivos e na articula??o entre aulas te?ricas e prepara??o para o mercado de trabalho. Verificou-se que cada Institui??o de Ensino adota crit?rios diferentes, baseado nas concep??es do grupo que est? diretamente ligado ao funcionamento dos cursos. Outra contradi??o identificada, entre as duas experi?ncias, versa sobre o entendimento que cada comunidade escolar local tem sobre a modalidade de ensino PROEJA. Os resultados constataram que, de um modo geral, h? conson?ncia de objetivos entre as institui??es, embora n?o tenham sido desenvolvidas atividades que possam buscar uma aproxima??o de m?todos de trabalhos semelhantes.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-02-07T19:49:36Z No. of bitstreams: 1 2016 - Handson Rubem Martins.pdf: 740666 bytes, checksum: 418e88a83571a6f49e3b6444e1ea5ff2 (MD5) / Made available in DSpace on 2017-02-07T19:49:37Z (GMT). No. of bitstreams: 1 2016 - Handson Rubem Martins.pdf: 740666 bytes, checksum: 418e88a83571a6f49e3b6444e1ea5ff2 (MD5) Previous issue date: 2016-06-02 / Technical Course in Agriculture in the modality Indigenous PROEJA: Professional Education Ticuna? community? is? presented? in? this? research? in? collaboration? with? the? indigenous? community, as well as, teachers and students of researched through the use of questionnaires and semi?structured interviews. This study aimed to assess the implementation of a technical course? on? indigenous? lands,? with? the? main? goal? to? give? voice? to? the? taxpayer? of? the? socio?educational action, in this case, the students and the indigenous community, because we tried to? establish? a? dialogue? between? authors? and? actors? of? the? research,? in? order? to? expose? the? conceptions regarding the topics covered. We conclude this research by providing the education? projects? on? indigenous? lands? more? critical? and? reflective? work? that? shows? the? planning and execution of an action in the indigenous community with the goal to promote citizenship and development of the indigenous population. / O Curso T?cnico em Agropecu?ria na modalidade PROEJA Ind?gena: Educa??o Profissional na? comunidade? Ticuna? ?? apresentado? nesta? pesquisa? com? a? colabora??o? e? concep??o? da? comunidade ind?gena, como tamb?m, dos professore e alunos do curso pesquisado, atrav?s da aplica??o? de? question?rio? e? entrevistas? semiestruturadas.? Esta? pesquisa? teve? como? objetivo? conhecer a implanta??o de um curso t?cnico em terras ind?genas, tendo como meta principal ouvir os sujeitos da a??o socioeducativa, neste caso, o discente e a comunidade ind?gena, pois, procurou?se estabelecer um di?logo entre os autores e atores da pesquisa, a fim de expor as concep??es em rela??o aos temas abordados. Conclui?se esta pesquisa colocando ? disposi??o dos projetos de educa??o em terras ind?genas mais um trabalho cr?tico e reflexivo que mostra o planejamento e execu??o de uma a??o em comunidade ind?gena com o intuito de promover a cidadania e desenvolvimento da popula??o ind?gena.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-04-19T15:02:44Z No. of bitstreams: 1 2012 - Silvana Vanessa Martins da Silva Bonfim.pdf: 2803149 bytes, checksum: aacbc4e2b3bd400be465f8ba61dc0fb1 (MD5) / Made available in DSpace on 2017-04-19T15:02:44Z (GMT). No. of bitstreams: 1 2012 - Silvana Vanessa Martins da Silva Bonfim.pdf: 2803149 bytes, checksum: aacbc4e2b3bd400be465f8ba61dc0fb1 (MD5) Previous issue date: 2012-05-22 / The present research, characterized as a case study, had as design to analyze the problematic of the evasion in the process of implantation of the National Program of Integration of the Professional Education with the Basic Education in the modality of Young and Adult Education (PROEJA) in the Instituto Federal Baiano Campus Guanambi. The proposal of Decree n? 5.840/06, that regulates the PROEJA, is to create opportunities to the people that not had access to the educational system in the age considered ?adequate? the basic education tied with the professional formation conclusion, as well as the individuals? integral formation. However, it was observed that many of the individuals that entered the Campus Guanambi?s Technical Course in Computer Science (PROEJA) did not obtain to conclude high school, running away itself in elapsing of the course. In this context it was inquired: which the student profile attended for the PROEJA? Which the difficulties that they face to study? The choice of the Technical Course in Computer Science came from young and adult necessity? The teachers have been prepared to deal with this public? Which the reasons that had unleash school evasion? To answer these questions, a research of qualitative matrix was become fulfilled using documentary research, semistructuralized questionnaires applied to the teachers who gave lessons in the first semester of 2011 in the groups of the PROEJA and to the students of the groups 2009, 2010 and 2011 and interviews with the run away ones in these years. The research?s data proved that great part of the PROEJA?s students have high school and that the Technical Course in Computer Science was chosen by the Institution itself. It also noticed that the majority of the teachers had experience with EJA students in the Campus PROEJA?s groups only and that the institution has not offered courses of qualification in this education mode. Among the reasons that had led the school evasion it was perceived that the main ones were difficulties in technical area subjects, unfeasibility in conciliating work and school activities, lack of incentive of the teachers, problems with the transport and fatigue. In this context, it was perceived necessity of the Campus to review offers of the Technical Course in Computer Science, for this it is crucial a study of demand next to the target-public. It was identified that the teaching qualification makes necessary, so that the involved professionals in this process can realize the young and adult specificities and adequate their practical education. The spaces and times organization for courses PROEJA also is something that needs to be rethought because many students have to conciliate work and school and the institution places distant of the urban perimeter, causing problems related to the transport constantly. / A presente pesquisa, caracterizada como estudo de caso, teve como des?gnio analisar a problem?tica da evas?o no processo de implanta??o do Programa Nacional de Integra??o da Educa??o Profissional com a Educa??o B?sica na modalidade de Educa??o de Jovens e Adultos (PROEJA) no Instituto Federal Baiano - Campus Guanambi. A proposta do Decreto 5.840/06 que regulamenta o PROEJA ? oportunizar ?s pessoas que n?o tiveram acesso ao sistema educacional na idade considerada ?regular? a conclus?o da educa??o b?sica vinculada ? forma??o profissional, bem como a forma??o integral dos indiv?duos. Entretanto, observouse que muitos dos indiv?duos que ingressavam no curso T?cnico em Inform?tica (PROEJA) do Campus Guanambi n?o conseguiam concluir o ensino m?dio, evadindo-se no decorrer do curso. Neste contexto indagou-se: qual o perfil dos discentes atendidos pelo PROEJA? Quais as dificuldades que eles enfrentam para estudar? A escolha do curso T?cnico em Inform?tica partiu da necessidade dos jovens e adultos? Os professores foram preparados para lidar com esse p?blico? Quais os motivos que desencadearam a evas?o escolar? Para responder tais questionamentos realizou-se uma investiga??o de cunho qualitativo, na qual se utilizou pesquisa documental, question?rios semiestruturados aos docentes que ministraram aulas no primeiro semestre de 2011 nas turmas do PROEJA e aos discentes das turmas 2009, 2010 e 2011 e entrevistas com os evadidos no interst?cio destes anos. Os dados obtidos na pesquisa demonstraram que grande parte dos discentes do PROEJA do Campus Guanambi possui o ensino m?dio e que o curso T?cnico em Inform?tica foi escolhido pela pr?pria institui??o. Notou-se tamb?m que a maioria dos docentes teve experi?ncias com os estudantes da EJA somente nas turmas do PROEJA do Campus e que a institui??o n?o tem ofertado cursos de capacita??o nesta modalidade de ensino. Dentre os motivos que suscitaram a evas?o escolar percebeu-se que os principais foram: dificuldades nas disciplinas da ?rea t?cnica, inviabilidade em conciliar trabalho e escola, falta de incentivo dos professores, problemas com o transporte e cansa?o. Diante dessa realidade, percebeu-se a necessidade do Campus rever a oferta do curso T?cnico em Inform?tica, a partir de um estudo de demanda junto ao p?blico alvo. Constatou-se a necessidade da capacita??o docente para que os profissionais envolvidos nesse processo possam perceber as especificidades dos jovens e adultos e adequar suas pr?ticas educativas. A organiza??o dos tempos e espa?os para os cursos PROEJA tamb?m ? algo que necessita ser repensado pelo fato de muitos discentes terem que conciliar trabalho e escola e pela institui??o situar-se distante do per?metro urbano, ocasionando constantemente, problemas relacionados ao transporte.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-05-05T19:56:54Z No. of bitstreams: 1 2014 - Darlene do Socorro Del-Tetto Minervino.pdf: 1181310 bytes, checksum: 07f18d807aa1ad03190d98303b3a01db (MD5) / Made available in DSpace on 2017-05-05T19:56:54Z (GMT). No. of bitstreams: 1 2014 - Darlene do Socorro Del-Tetto Minervino.pdf: 1181310 bytes, checksum: 07f18d807aa1ad03190d98303b3a01db (MD5) Previous issue date: 2014-12-10 / The research work analyzed and reflected how the entrepreneur principle interferes in the field subject formation, having as a study object the Highschool Technician Course in Agriculture offered by the Escola Fam?lia Agr?cola from Pacui, in the city of Macap?. The research investigates which contributions that the entrepreneur pedagogical principle establishes in the students human formation and beyond the professional and market development. The methodology is based in a qualitative approach, using the case study, using the observation technics, dialogues, documents analysis and a quiz application. The data were analyzed in the qualitative way in information triangulation and in loco observations. The results show that the school pedagogical guidelines, dialogue with the entrepreneur teaching to make the students formation influencing in the rural young, in a way to motivate them in the professional and personal development, what generates, consequently, the town development where they are inserted. However, there is a lack of political and social discussion in the reality analysis that deals with the educational public politics in the entrepreneur teaching that goes through the market entrepreneur ideology. So it is necessary that the school takes on the dialogue and the debate on the educational entrepreneur as an education entrepreneurship bias, so as to promote a formation that takes the student critical sense to a change, considering the new established relations by the knowledge society. / O trabalho de pesquisa analisou e refletiu como o princ?pio do ensino empreendedor interfere na forma??o do sujeito do campo, tendo como objeto de estudo o Curso T?cnico de N?vel M?dio em Agropecu?ria ofertado pela Escola Fam?lia Agr?cola do Pacu?, no munic?pio de Macap?. A quest?o da pesquisa investiga quais as contribui??es que o princ?pio da pedagogia empreendedora estabelece na forma??o humana dos alunos para al?m do desenvolvimento profissional e mercadol?gico. A metodologia pauta-se numa abordagem qualitativa, usando o estudo de caso, utilizando-se das t?cnicas de observa??o, di?logo, an?lise de documentos e aplica??ode question?rio. Os dados foram analisados de forma qualitativa na triangula??o das informa??es e observa??es in loco. Os resultados indicam que as diretrizes pedag?gicas da escola, dialogam com o ensino empreendedor para compor a forma??o dos alunos influenciando na vida do jovem rural, no sentido de motiv?-los para o desenvolvimento pessoal e profissional,o que gera, consequentemente, o desenvolvimento da comunidade em que est?o inseridos. Por?m, existe uma falta de discuss?o pol?tica e social na an?lise da realidade no que se refere ?s pol?ticas p?blicas educacionaisdo ensino empreendedor que transcenda a ideologia empreendedora de mercado. ? necess?rio ent?o, a escola assumir o di?logo e o debate sobre o empreendedorismo educacional como um vi?s pedag?gico do ensino, a fim de promover uma forma??o que promova ? mudan?a e osenso cr?tico do aluno, considerando as novas rela??es estabelecidas pela sociedade do conhecimento.

Made available in DSpace on 2015-04-14T14:52:12Z (GMT). No. of bitstreams: 1 425054.pdf: 1001271 bytes, checksum: ba7dc2a0aaeb13242dfa1f6542ed5870 (MD5) Previous issue date: 2010-06-29 / Este estudo analisou e mapeou o processo de desenvolvimento de novos produtos e servi?os (DNPS), identificando as vari?veis que interv?m nesse processo em uma institui??o de educa??o profissional. Para o alcance dos objetivos propostos, desenvolveu-se um estudo de caso, atrav?s do qual foram coletados e analisados dados acerca do processo de DNPS. Na an?lise, optou-se pela utiliza??o das etapas do processo de DNPS comuns entre os autores utilizados no referencial te?rico (ATUAHENE-GIMA, 1996; BELL, 1991; COOPER; KLEINSCHMIDT, 1995; GOLISH; BESTERFIELD-SACRE; SHUMAN, 2008; GRIFFIN, 1997; GRIFFIN; HAUSER, 1996; KOTLER; ARMSTRONG, 1998, P. 217; URBAN; HAUSER, 1993). Para a identifica??o das vari?veis intervenientes, as refer?ncias foram as principais literaturas dos principais journals sobre o assunto (LESTER, 1998; POOLTON; BARCLAY, 1998; COOPER, 1994a; COOPER, 1999; LYNN; ABEL; VALENTINE; WRIGHT, 1999; KAHN; BARCZAK; MOSS, 2006; COOPER, KLEINSCHMIDT, 2007; COOPER; EDGETT, 2008). Dessa forma, as vari?veis foram agrupadas em seis dimens?es relacionadas ao processo de DNPS: a apresenta??o de uma estrat?gia definida para um novo produto ou servi?o; a pr?tica da gest?o de portf?lio; o planejamento do processo de desenvolvimento de um novo produto ou servi?o; a participa??o efetiva do consumidor no processo; o papel das pessoas e o uso de m?tricas. Neste estudo, sobretudo, considerou-se o contexto em que a organiza??o pesquisada est? inserida, ou seja, o setor educacional brasileiro. Esse setor caracterizou-se como um ambiente prop?cio para a investiga??o do estabelecimento das rela??es propostas nesta pesquisa, pois tanto a an?lise documental, como a de conte?do das entrevistas proporcionaram um conjunto de achados relevantes para a maior compreens?o dos principais motivos que permeiam o foco deste estudo. Os resultados da pesquisa revelam que a organiza??o possui um processo de DNPS padronizado e suas etapas ajustam-se ?s etapas comuns propostas pelos autores evidenciados no referencial te?rico (GOLISH; BESTERFIELD-SACRE; SHUMAN, 2008), havendo algumas varia??es quanto ?s atividades a realizar em fun??o do tipo de produto. Quanto ?s vari?veis, foi poss?vel identific?-las, evidenciando que as dimens?es propostas interv?m no processo de DNPS da organiza??o, em maior ou menor profundidade. Por fim, foram expostas as implica??es acad?micas e gerenciais dos resultados obtidos, al?m de suas limita??es e novas possibilidades de pesquisa.

Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2018-12-05T11:39:27Z No. of bitstreams: 1 Disserta??o_ Thaiana Machado dos Anjos_ vers?o final.pdf: 2174825 bytes, checksum: a9f5d33d4e5267995facb2e7a6e98e2b (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-12-06T12:43:55Z (GMT) No. of bitstreams: 1 Disserta??o_ Thaiana Machado dos Anjos_ vers?o final.pdf: 2174825 bytes, checksum: a9f5d33d4e5267995facb2e7a6e98e2b (MD5) / Made available in DSpace on 2018-12-06T12:50:40Z (GMT). No. of bitstreams: 1 Disserta??o_ Thaiana Machado dos Anjos_ vers?o final.pdf: 2174825 bytes, checksum: a9f5d33d4e5267995facb2e7a6e98e2b (MD5) Previous issue date: 2018-08-03 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The present dissertation is based on the research developed in the Postgraduate Program in Education of the Pontifical Catholic University of Rio Grande Sul (PUCRS), in the Line of Research Theories and Cultures in Education. The objective of this research was to understand the construction of the pedagogical and pedagogical professionalization, which work as administrative technicians in education, based on their work experiences at the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS). It is inserted within the historical materialist dialectic as posture and conception of the world and is sustained in the epistemological axis of what has been called qualitative research, considering its descriptive and interpretative character; the context in which the data were obtained; and the interaction between the research subjects, supported by a theoretical methodological support that ensures the accomplishment of the objectives. It was accomplished with the accomplishment of documentary and bibliographical studies, of the diagnostic research and of focus groups, to produce the analysis of all collected material. At the end of the research, it is concluded that the great majority of activities performed by pedagogues / TAEs are bureaucratic, although, there are actions that involve the dimensions of teaching and learning. Whether it is for the lack of a clear description of the assignments, for management reasons or even for the way the professionals assume their authorship and protagonism, it is clear that many pedagogues are being underutilized. The work of the pedagogue and the pedagogue becomes potent insofar as the institution has the understanding about what type of education it wants to offer and what citizen and citizen wants to form. / A presente disserta??o decorre da pesquisa desenvolvida no Mestrado do Programa de P?s-gradua??o em Educa??o da Pontif?cia Universidade Cat?lica do Rio Grande Sul (PUCRS), na Linha de Pesquisa Teorias e Culturas em Educa??o. A pesquisa objetivou compreender a constru??o da profissionaliza??o das pedagogas e pedagogos, que atuam como t?cnico-administrativos em educa??o, tendo por base suas experi?ncias de trabalho no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Sul (IFRS). Insere-se dentro da dial?tica materialista hist?rica enquanto postura e concep??o de mundo e est? sustentada no eixo epistemol?gico do que tem sido chamado de pesquisa qualitativa, considerando o seu car?ter descritivo e interpretativo; o contexto no qual os dados foram obtidos; e a intera??o entre os sujeitos da pesquisa, sustentados por um amparo te?rico metodol?gico que assegure a efetiva??o dos objetivos. Concretizou-se com a realiza??o de estudos documentais e bibliogr?ficos, da pesquisa diagn?stica e de grupos focais, para ent?o produzir a an?lise de todo material coletado. Ao t?rmino da pesquisa, conclui-se que a grande parte das atividades desempenhadas pelas pedagogas/os TAEs s?o de cunho burocr?tico, tarefeiras, embora, haja a??es pulverizadas que envolvam as dimens?es do ensinar e aprender. Seja por falta da descri??o clara das atribui??es, por quest?es de gest?o e at? pelo modo como as/os profissionais assumem suas autorias e protagonismos, fica n?tido que muitas/as pedagogas/os est?o sendo subutilizadas/os. O trabalho da pedagoga e do pedagogo torna-se potente na medida que a institui??o tem a compreens?o sobre que tipo de educa??o quer ofertar e que cidad? e cidad?o deseja formar.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-06T18:38:07Z No. of bitstreams: 1 PauloCorreaMendesDissertacao2016parcial.pdf: 293847 bytes, checksum: d33a5763652cf90a40c9647ff91036ae (MD5) / Approved for entry into archive by Kelson Anthony de Menezes (kelson@ucb.br) on 2017-04-06T18:49:03Z (GMT) No. of bitstreams: 1 PauloCorreaMendesDissertacao2016parcial.pdf: 293847 bytes, checksum: d33a5763652cf90a40c9647ff91036ae (MD5) / Made available in DSpace on 2017-04-06T18:49:03Z (GMT). No. of bitstreams: 1 PauloCorreaMendesDissertacao2016parcial.pdf: 293847 bytes, checksum: d33a5763652cf90a40c9647ff91036ae (MD5) Previous issue date: 2016-08-29 / This research, qualitative nature, had its origin intertwined in the autor???s life story and its educational reflections of fragmenting phenomena of art, education and life, therefore, the essence of what is human. Given this context was elected the object of study in Teacher Training in Competency Based Professional and Technological Education: a didactic strategy transdisciplinary. Thus, in the light of the articulation of theoretical frameworks of the Complex Thought, the Transdisciplinary Approach and Teaching Competencies based, the objective is to contribute to the construct of a paradigm of integral education and integrated, by means of a proposal for teacher training in vocational and technological education, using innovative proposal of didactic strategy transdisciplinary. Is Justified by the need for systematic teacher training in professional education and its required new competency, which will help in teaching practice to cope with new social constructions forged within the schools established as worthy, organic and alive to the processes of teaching and learning. The research was conducted on the premises of the Institute of Meta-ArteDesign - IMAD, the Federal District. The investigative method was a survey participant dialog between theory and practice, which began in the elaboration and implementation of the program of teacher training from the formation of a group Ethnofocused of 16 teachers professionals active in courses of Art and Design in general and other related courses. Data collection took place: by observing and recording the systematization of experience by the investigator; by electronic submission of questionnaires to teachers participating in the training program; and by conducting interview complement at the time of the receipt of the questionnaire. The data collection and results were analyzed by categories of transdisciplinary cognitive operators and other subcategories, demonstrating conclusive synthesis in Professional and Technological Education: there is a meaning and teaching openness to the basics of Complex Thinking and transdisciplinary approach in conjunction with assumptions of competency based education possible by optics teaching, through use of transdisciplinary didactic strategy proposed and used in the teacher education program, contributing in teachinglearning processes to the development of competency based education and also to favors the comprehensive training and integrated; no need for systematization of teacher education that breaks with the prevails of the Cartesian model of teaching and learning with today's focus on the object, making possible answers to social and academic demands subject of redemption that are required in a complex world; there is a distance between trotted epistemologies for a transdisciplinary education and sharp boundaries and obstacles of training for competences development, which makes the teaching practice in new practices by Paradigm of Complexity, articulating the knowledge of myth, philosophy, theology and of modern science, art, religious traditions, and life experiences. / Esta pesquisa, de car??ter qualitativo, teve sua origem entrela??ada na hist??ria de vida do autor e nas suas reflex??es educacionais dos fen??menos fragmentadores da arte, da educa????o e da vida, logo, da ess??ncia do que ?? o ser humano. Diante deste contexto elegeu-se o recorte e o objeto de estudo na Forma????o Docente na Educa????o e Tecnol??gica por Compet??ncias: uma estrat??gia did??tica transdisciplinar. Assim, ?? luz da articula????o dos referenciais te??ricos do Pensamento Complexo, da Abordagem Transdisciplinar e do Ensino por Compet??ncias, objetiva-se contribuir com o construto de um paradigma de educa????o integral e integrada, por meio de uma proposta de forma????o docente na Educa????o Profissional e Tecnol??gica, utilizando-se de inovadora proposta de estrat??gia did??tica transdisciplinar. Justifica-se pela necessidade de sistematiza????o da forma????o docente na educa????o profissional e suas requeridas novas compet??ncias, que auxilie em pr??xis did??ticas ao enfrentamento por novas constru????es sociais forjadas dentro das escolas constitu??das como dignas, org??nicas e vivas aos processos de ensino-aprendizagem. A investiga????o foi realizada nas depend??ncias do Instituto de Meta-ArteDesign ??? IMAD, no Distrito Federal. O m??todo investigativo foi uma pesquisa participante de di??logo entre teoria e pr??tica, que se iniciou na elabora????o e realiza????o do programa de forma????o docente a partir da constitui????o de um Grupo Etnofocalizado de 16 docentes profissionais atuantes em cursos de Artes e Design em geral e outros cursos correlatos. A coleta de dados deu-se: pela observa????o e registro da sistematiza????o da experi??ncia pelo investigador; pelo envio eletr??nico de question??rio aos docentes participantes do programa de forma????o; e pela realiza????o de entrevista complementar no momento do recebimento do question??rio. Os dados e resultados foram analisados pelas categorias referendadas nas teorias aqui elencadas, demonstrando em s??ntese conclusiva que, na Educa????o Profissional e Tecnol??gica: existe uma significa????o e abertura docente aos fundamentos do Pensamento Complexo e da abordagem transdisciplinar em articula????o aos pressupostos da educa????o por compet??ncias, poss??veis, pela ??tica docente, via utiliza????o de estrat??gia did??tica transdisciplinar proposta e utilizada no programa de forma????o docente, contribuindo nos processos de ensino-aprendizagem ao desenvolvimento de compet??ncias profissionais e, tamb??m, ao favorecimento da forma????o integral e integrada; h?? necessidade de sistematiza????o da forma????o docente que rompa com a preval??ncia do modelo cartesiano de ensino-aprendizagem hodierno com foco no objeto, facilitando poss??veis respostas as demandas sociais e acad??micas de resgate do sujeito que s??o requeridas num mundo complexo; h?? uma dist??ncia entre as epistemologias apregoadas para uma educa????o transdisciplinar e por acentuados limites e obst??culos da forma????o para o desenvolvimento de compet??ncias, que dificulta a pr??tica docente em novas pr??ticas pelo Paradigma da Complexidade, articulando os conhecimento do mito, da filosofia, da teologia e da ci??ncia moderna, da arte, das tradi????es religiosas, e das experi??ncias de vida.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-11T11:47:12Z No. of bitstreams: 1 SinaraSantAnnaCelistreTese2015.pdf: 3594630 bytes, checksum: 00ca097007efc543cb2426092f13169a (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-11T11:47:40Z (GMT) No. of bitstreams: 1 SinaraSantAnnaCelistreTese2015.pdf: 3594630 bytes, checksum: 00ca097007efc543cb2426092f13169a (MD5) / Made available in DSpace on 2017-04-11T11:47:40Z (GMT). No. of bitstreams: 1 SinaraSantAnnaCelistreTese2015.pdf: 3594630 bytes, checksum: 00ca097007efc543cb2426092f13169a (MD5) Previous issue date: 2015-11-20 / In the Brazilian education scnario, Technical and Vocational Education and Training (TVET) has made an effective contribution towards the entrance of new generations in the labor market. Accordingly, investing in the further qualification of teachers working in that field is a strategy that will enable education to achieve its goals. That fact has aroused questioning of the effectiveness of graduate specialization courses dedicated to the in-service, further qualification of teachers. To answer the question this research set out to assess the limits and possibilities of such a program for teachers in that field and the effects of the program on their teaching practices. The case study method of investigation was adopted because it allows for an understanding of the more complex social phenomena. Participants included teachers, students, and pedagogical coordinators of a private education institution. The study conclusions were that: rather than just learning more about teaching methods and techniques, TVET teachers need to appropriate components that are essential to provide them with an understanding of the complexity of the educator???s task. Although teaching and learning are distinct from one another, when teaching does not lead to learning, it becomes an innocuous act; lifelong learning and qualification is a bid to decipher theory in order to organize and support it, reformulate it and, if necessary, refute it, dislodging the usual perceptions of education; and, an educational process that fails to ensure that the teacher has the components needed to bring about change autonomously and securely is necessarily flawed in its intent and results; much of what teachers do and achieve stems from what they believe in individually. Thus, understanding should be followed by acceptance because the mere mechanical repetition of practices generates mistaken interpretations. In-service evaluation of teachers in their normal classroom activities is indispensable for the purpose of following up on the results of educative actions which should lead to better teaching and increased learning on the part of students. When it disseminates innovations to its students, the institution must realize that, even though they have undergone the same educational process, they will have different perceptions individually and take different lengths of time to put into practice, or not, the proposed changes. Pedagogical theory and practice form an inseparable unit that should be the nucleus that structures the teacher???s education; the school and its web should be the object of study in order to achieve an understanding of the real needs of those that actually materialize the educational actions. The considerable distance between educational reform proposals and their effective materialization suggests that there is a problem associated to the illusory nature of some projects designed bring about changes. At the same time as the teachers??? reflective capacity is being expanded, it is essential to think through the qualifying process they undergo, taking as the starting point, the practical demands, that is, the real circumstances lived out in social contexts and in the organizations where teaching takes place. Educational proposals must be supported on the basis of a systemic vision taking into account the connections that exist between knowledge and know how. The decisive elements that actually brought about changes in the discourse and practices of TEVT teachers that took part in the graduate specialization course were the establishment of the relations between the knowledge acquired and the reality of the daily round of their teaching activity, and the existence of the will to bring about change in concepts and behaviors and of a propitious environment for change. / No cen??rio educacional brasileiro, a educa????o profissional tem contribu??do efetivamente para que as novas gera????es ingressem no mundo do trabalho. Assim, investir no desenvolvimento dos professores que atuam nesse campo ?? uma das estrat??gias para que a educa????o alcance seus prop??sitos. Esta realidade provocou indaga????es quanto ?? efetividade de um curso de p??s-gradua????o, de especializa????o, na forma????o continuada de professores. Para respond??-las, esta pesquisa objetivou avaliar limites e possibilidades de um programa de forma????o continuada de professores da educa????o profissional, bem como seus efeitos na sua pr??tica pedag??gica. O estudo de caso, por permitir a compreens??o de fen??menos sociais com maior n??vel de complexidade, foi o m??todo de investiga????o adotado. Participaram da pesquisa professores, alunos e coordenadores pedag??gicos de uma institui????o educacional privada. O estudo conduziu ??s seguintes conclus??es: mais do que aprender m??todos e t??cnicas de ensino, o professor precisa apropriar-se de componentes essenciais ?? compreens??o da complexidade da tarefa educativa; ensino e aprendizagem s??o processos distintos, por??m, quando o ato de ensinar n??o resulta em aprendizagem, ?? uma a????o in??cua; a forma????o continuada visa decifrar a teoria, a fim de organiz??-la, ampar??-la, reformul??-la e, se necess??rio, refut??-la, desacomodando percep????es usuais de educa????o; uma forma????o que n??o garante ao professor componentes necess??rios para que efetue mudan??as com autonomia e seguran??a demonstra fragilidade em seus prop??sitos e resultados. Grande parte daquilo que o professor realiza ?? decorrente do que acredita. Assim, o entendimento deve vir seguido da concord??ncia, pois a repeti????o mec??nica de pr??ticas gera interpreta????es equivocadas. A avalia????o da a????o docente no cotidiano da sala de aula ?? imprescind??vel ao acompanhamento dos resultados das a????es formativas, que devem ser revertidos em um ensino melhor e no incremento da aprendizagem dos alunos. Ao difundir inova????es entre professores, a institui????o deve compreender que ainda que realizem a mesma forma????o, ter??o percep????es e tempos distintos para colocar em pr??tica, ou n??o, as mudan??as propostas. A teoria e a pr??tica pedag??gica comp??em uma unidade indissoci??vel, que deve ser o n??cleo estruturante da forma????o do professor; a escola e a sua teia de rela????es devem ser objeto de estudo para que se compreendam as reais necessidades daqueles que concretizam as a????es educativas. Distanciamentos expressivos entre propostas de reformas educacionais e sua efetiva concretiza????o sugerem um problema associado ao car??ter ilus??rio de alguns projetos de mudan??a; simultaneamente ?? amplia????o da capacidade reflexiva do professor, ?? necess??rio pensar o seu processo formativo tomando como ponto de partida as demandas da pr??tica, as quais s??o concebidas como circunst??ncias reais, vividas nos contextos sociais e organizacionais onde acontece o ensino; as propostas formativas devem respaldar-se em uma vis??o sist??mica de educa????o, considerando as conex??es existentes entre o saber e o saber fazer. As mudan??as que se efetuaram a partir da participa????o no programa de forma????o continuada, seja no discurso seja na pr??tica docente, tiveram como elementos decisivos o estabelecimento de rela????es entre os conhecimentos adquiridos e o cotidiano da pr??tica docente, a vontade de mudar concep????es e comportamentos e um ambiente favor??vel ?? mudan??a.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-11-07T11:45:11Z No. of bitstreams: 1 2016 - Elicia Thanes Silva Sodr? de Fran?a.pdf: 981179 bytes, checksum: 328205de055f395e6db9d74b644868b6 (MD5) / Made available in DSpace on 2017-11-07T11:45:11Z (GMT). No. of bitstreams: 1 2016 - Elicia Thanes Silva Sodr? de Fran?a.pdf: 981179 bytes, checksum: 328205de055f395e6db9d74b644868b6 (MD5) Previous issue date: 2016-10-24 / This study discusses the role of the pedagogues in the development of educational actions in average level technical professional education in IFAP, campus Macap?. From a qualitative approach was chosen as a research method, the case study and as instruments for data collection, semi-structured interviews and questionnaire involving pedagogues, teachers and coordinators of technical courses. Treatment and data analysis followed the content analysis technique, thematic modality of Bardin. The light of the theoretical framework was discussed about the work of school pedagogue, from a historical approach to the profession and changes in their training and role each season, then the trajectory of education in Brazil for understanding the current context it is part of the Federal Institutes and the challenges and prospects of jobs to pedagogue within that institution. In particular, the survey allowed to characterize the work of the pedagogues in the average level technical professional education, situation the role and activities of the same in IFAP, campus Macap?. In the final considerations are pointed out some important steps, given a new professional practice of pedagogues in this space, more active and committed to the democratization of knowledge and social transformation. / O presente estudo aborda a atua??o do pedagogo no desenvolvimento de a??es pedag?gicas na educa??o profissional t?cnica de n?vel m?dio no IFAP, campus Macap?. A partir de uma abordagem qualitativa, escolheu-se como m?todo de pesquisa o estudo de caso e como instrumentos para coletas de dados, entrevistas semiestruturadas e question?rio, envolvendo pedagogos, coordenadores de cursos t?cnicos e professores. O tratamento e an?lise dos dados seguiu a t?cnica de an?lise de conte?do, na modalidade tem?tica, de Bardin. ? luz do referencial te?rico, discutiu-se sobre o trabalho do pedagogo escolar, a partir de uma abordagem hist?rica da profiss?o e das mudan?as ocorridas na sua forma??o e papel em cada ?poca, seguida da trajet?ria da educa??o profissional no Brasil, para compreens?o do atual contexto em que se inserem os Institutos Federais e os desafios e as perspectivas de trabalho postos ao pedagogo no ?mbito dessa institui??o. De modo particular, a pesquisa permitiu caracterizar o trabalho do pedagogo na educa??o profissional t?cnica de n?vel m?dio, situando o papel e as atividades realizadas pelo mesmo no IFAP, campus Macap?. Nas considera??es finais s?o apontadas algumas medidas importantes, tendo em vista uma nova pr?tica profissional dos pedagogos nesse espa?o, mais atuante e comprometida com a democratiza??o do conhecimento e a transforma??o social.