Made available in DSpace on 2016-04-28T20:19:14Z (GMT). No. of bitstreams: 1 2007-Madalena Thiry Penna Firme.pdf: 754158 bytes, checksum: 6617da21e64d3a91e17d7ba9de2e4b71 (MD5) Previous issue date: 2007-08-28 / The present work focuses the complexity in the management of public education. New technologies, new job relations, new ideas in the organizations lead to transformations in the way education is viewed. Education can not be na?ve as political, economic and social dimensions interact and interfere in the school, thus generating a diversity. At the same time, the education organization has a proper, distinct singularity, different from other organizations, which distinguishes its goals from those of others. The unit and the diversity coexist in education and the conscience of this perspective can bring a new look and, a new paradigm for its management. The main objective of this work is to contribute to the study of management of public education, from the combination of concepts, ideas and the experience in a school of professional education in Rio de Janeiro. Based on this thought, the work assumes that its singularity emerges from the complexity of an organization of public education. The evolution of western scientific thought; the complexity; the evolution of main theories of organization and models of management; the critical thought about public education management in Brazil and the evolution of the professional education in Brazil formed the pillars of the theoretical study. This work is methodologically based in complex thought, especially on proposals by Edgar Morin. Under the light of complex thought, then, this work used a combination of methods and techniques. A case study of a school of professional education was carried through search for its basic complexity .It is believed that chance, disorder and uncertainty are not perceived in a simple and quantitative way. For this reason, the ethnographic method of research was chosen were it is possible to perceive and choose from reality that which is not perceived by conventional research methods. A research with open questions was made to identify the singularities of the target school. Besides, through interviews and participant observation it was possible to establish relations between antagonisms considered by Perrenoud and the complexity presented by Morin. From these relations, it was possible to live the complexity and to identify the singularity as one of its aspects. / O presente trabalho tem como tema a complexidade na gest?o da educa??o p?blica. Novas tecnologias, novas rela??es de trabalho, novas id?ias nas organiza??es, conduziram transforma??es na forma de pensar a educa??o.A educa??o n?o pode ser ing?nua e as dimens?es pol?tica, econ?mica e social interagem e interferem na escola, gerando assim, uma diversidade. Ao mesmo tempo, a organiza??o de educa??o tem uma singularidade pr?pria, distinta das demais organiza??es, pois seus fins a distinguem das outras. A unidade e a diversidade convivem na educa??o e a consci?ncia dessa perspectiva pode trazer um novo olhar, um novo paradigma para a sua gest?o. O objetivo geral neste trabalho ? contribuir para o estudo sobre a gest?o da educa??o p?blica, a partir da combina??o de conceitos, de id?ias e da viv?ncia em uma escola de educa??o profissional do Rio de Janeiro. Baseado nesse pensamento, este trabalho tem como suposi??o que da complexidade de uma organiza??o de educa??o p?blica emerge a sua singularidade. A evolu??o do pensamento cient?fico ocidental; a complexidade; a evolu??o das principais teorias de organiza??es e modelos de gest?o; o pensamento cr?tico sobre a gest?o da educa??o p?blica no Brasil e a evolu??o da educa??o profissional no Brasil formaram os pilares da fundamenta??o te?rica. Este trabalho tem como base metodol?gica o pensamento complexo, baseado em proposi??es de Edgar Morin. Sob a luz do pensamento complexo, ent?o, este trabalho utilizou uma combina??o de m?todos e t?cnicas. Foi realizado um estudo de caso de uma escola de educa??o profissional para se tentar buscar a complexidade na base. Existe a consci?ncia aqui de que n?o se percebe de maneira simples e quantitativa o acaso, a desordem, a incerteza. Nesse sentido, o m?todo de pesquisa escolhido foi o etnogr?fico, a partir do qual poder-se-ia perceber e retirar da realidade o que n?o se percebe apenas por meio de m?todos convencionais de pesquisa.Uma pesquisa com perguntas abertas foi feita para identificar as singularidades da escola pesquisada. E, a partir de entrevistas em profundidade e de uma observa??o participante, foi poss?vel fazer rela??es com os antagonismos propostos por Perrenoud e com as avenidas da complexidade apresentadas por Morin. Dessas rela??es, foi poss?vel viver a complexidade e identificar a singularidade como um de seus dos aspectos.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-05-09T20:35:53Z No. of bitstreams: 1 2016 - Manoel Goes dos Santos.pdf: 1308010 bytes, checksum: 54c8e6df91ab48a87ed4c2da25330ec2 (MD5) / Made available in DSpace on 2017-05-09T20:35:53Z (GMT). No. of bitstreams: 1 2016 - Manoel Goes dos Santos.pdf: 1308010 bytes, checksum: 54c8e6df91ab48a87ed4c2da25330ec2 (MD5) Previous issue date: 2016-06-28 / The aim of this study was to analyze what possible contributions the Federal Institute of Education Science and Amazon Technology - Campus Tabatinga provided and is providing Umaria?u community and what impacts that cause in political, social, educational and economic of the community. The methodology that was used in this study consisted of two distinct actions. The first referred to the survey documents that deal with educational policies, such as: LDB number 9.394 / 96; Convention 169; Law 11,892 / 2008; Political Course Project (PPC) and curriculum Matrix Technical Course in Agriculture in Form Integrated mode in EJA-PROEJA Campus Tabatinga-AM; National Guidelines for Basic Education - MEC 2013; possession of documents of FUNAI that Regulates the T?k?na (ticuna) indigenous lands of Umaria?u people. The second methodological action was based on qualitative quantitative methodology in the course of informants in Technical Agriculture, indicate difficulties and solutions for vocational education established by Campus Tabatinga-AM. The research can be understood as a process of discovery of facts that objective contact with unknown or little known realities, revealing its characteristics and peculiarities. And it is through this tool we can work teaching and learning process more efficiently, with a facilitating tool in the process of understanding and definition of public policies. For this work student can be considered as a complementary tool to its training by the need for continuous improvement and the search for new knowledge, contributing effectively in their academic, professional and social. The questionnaire was applied Technical Course in Agribusiness in Form Integrated in EJA-PROEJA mode, and enabled us to identify their perception on the development of research as a pedagogical activity, highlighting the main difficulties for their effective realization. The results obtained in the study provided subsidies to make some considerations on the impact that professional education is providing with the people of the T?k?na ethnic Umaria?u; contributions and challenges in developing educational proposals through a dialogic and reflexive action between Institution of Technical Education and leaders of the local T?k?na (ticuna) ethnic group. This study craved not exhaust the discussion on methodologies and challenges that the T?k?na (ticuna) people faced throughout its historical trajectory. This work took into account the references of authors such as Levi-Strauss, Oliveira Filho, Nimuendaj?, Oliveira Ribeiro Reis, Oro, among others who have contributed to clarifying the T?k?na (ticuna) history. / O objetivo desse trabalho foi Analisar quais as poss?veis contribui??es que o Instituto Federal de Educa??o Ci?ncia e Tecnologia do Amazonas ? Campus Tabatinga proporcionou e est? proporcionando ? comunidade de Umaria?u e quais impactos que acarretam na vida pol?tica, social, educacional e econ?mica daquela comunidade. A metodologia que foi utilizada nesta pesquisa constituiu-se de duas a??es bem distintas. A primeira referiu-se ao levantamento de documentos que versam sobre as pol?ticas p?blicas educacionais, tais como: LDB N?mero 9.394/96; Conven??o 169; Lei 11.892/2008; Projeto Pol?tico do Curso (PPC) e Matriz curricular do Curso T?cnico em Agropecu?ria na Forma Integrada na Modalidade EJA-PROEJA do Campus Tabatinga-AM; Diretrizes Curriculares Nacionais da Educa??o B?sica ? MEC 2013; Documentos de posse da FUNAI que Regulamenta as terras ind?genas do povo T?k?na (ticuna) de Umaria?u. A segunda a??o metodol?gica foi baseada na metodologia quantitativa qualitativa em que os informantes do curso T?cnico em Agropecu?ria, apontam dificuldades e solu??es para a educa??o profissional estabelecida pelo Campus Tabatinga-AM. A pesquisa pode ser entendida como um processo de descoberta de fatos que objetiva entrar em contato com realidades desconhecidas ou pouco conhecidas, revelando suas caracter?sticas e peculiaridades. E ? atrav?s desta ferramenta que conseguimos trabalhar o processo de ensino e aprendizagem de forma mais eficiente, sendo uma ferramenta facilitadora no processo de compreens?o e defini??o de pol?ticas p?blicas. Para o aluno este trabalho pode ser considerado como uma ferramenta complementar a sua forma??o, mediante a necessidade do cont?nuo aperfei?oamento e a busca por novos conhecimentos, contribuindo de forma efetiva em sua forma??o acad?mica, profissional e social. O question?rio foi aplicado Curso T?cnico em Agroind?stria na Forma Integrada na Modalidade EJA-PROEJA, e possibilitou identificar a percep??o dos mesmos acerca do desenvolvimento da pesquisa como atividade pedag?gica, destacando-se as principais dificuldades encontradas para sua efetiva realiza??o. Os resultados obtidos na pesquisa nos forneceram subs?dios para formular algumas considera??es sobre os impactos que a educa??o profissional est? proporcionando junto ao povo da etnia T?k?na (ticuna) de Umaria?u; contribui??es e os desafios no desenvolvimento propostas educativas atrav?s de uma a??o dial?gica e reflexiva entre Institui??o de Ensino T?cnico e lideran?as da etnia T?k?na (ticuna) locais. O presente estudo n?o almejou esgotar a discuss?o sobre metodologias e desafios que o povo T?k?na (ticuna) enfrentou ao longo de sua trajet?ria hist?rica. Este trabalho levou em conta as refer?ncias bibliogr?ficas de autores como L?vi-Strauss, Oliveira Filho, Nimuendaj?, Oliveira, Ribeiro, Reis, Oro, entre outros que contribu?ram para o esclarecimento da hist?ria T?k?na (ticuna).

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-05-18T15:56:53Z No. of bitstreams: 1 2011 - Eloi Jose Wulpi .pdf: 729275 bytes, checksum: 477fd6e6e4ec7384079afea8ad3194cc (MD5) / Made available in DSpace on 2017-05-18T15:56:53Z (GMT). No. of bitstreams: 1 2011 - Eloi Jose Wulpi .pdf: 729275 bytes, checksum: 477fd6e6e4ec7384079afea8ad3194cc (MD5) Previous issue date: 2011-09-15 / The goal of this research was to develop a study on the relationship between the demand and the enrollment of students at the Federal Institute of Esp?rito Santo Campus Santa Teresa. During the development of this work was given by observation, desk research and data collection through a semi-structured questionnaire as instrument. The target consisted of students enrolled in the last grade of the primary education in state and municipal public schools in Santa Teresa and S?o Roque do Cana?, their parents and teachers as well as the students from the Integrated Farming Technician School of IFES Campus Santa Teresa. The questionnaire applied to elementary school students aimed to collect data on expectations of further studies after the conclusion of primary education and their views on the institution. The questions directed to the IFES students were about the reasons for choosing the course and prospects for further studies after completing high school. The survey sought to raise possible explanations about the reasons for the low number of students from the region?s surrounding schools enrolled in the Integrated Farming Technician High School, so as to support the institution to develop projects and actions which may contribute to the improvement of this framework. It is believed that such expectations must involve the physical structure and the personnel which are provided by the federal government to young people who wish to follow a farming career, thus, contributing to social transformation and innovation of the lifestyle in the countryside so as to build and recover citizenship, to encourage young people to stay in the countryside and to reduce rural exodus. Based on the results obtained it is concluded that there are a number of reasons which cause the low demand for the Technical Course in Farming Integrated to High School offered by IFES Campus Santa Teresa. Among them it is evident the lack of interest of most of the youngsters in the farming activities and in staying in rural areas. The problems faced in the countryside are discouraging farmers and encouraging young people to new jobs which may lead them to better living conditions. The institution requires the development of innovative projects and courses which are more appealing to youngsters, which may excite them to make living plans in tune with new scientific and technological demands of the job market in this globalized world. The absence of extension projects which will attract farmers in the region, the rejection of the boarding school, and lack of daily transportation are some of the factors which contribute to this lack of interest. The data collected provide grants to actions that may solve or at least minimize the problems experienced by IFES Campus Santa Teresa, and to try to restore the credibility and trust of the Institution. / O objetivo desta pesquisa foi desenvolver um estudo sobre as rela??es entre a demanda e ingresso de estudantes no Instituto Federal do Esp?rito Santo Campus Santa Teresa. O desenvolvimento deste trabalho se deu pela observa??o, a pesquisa documental e a coleta de dados, tendo como instrumento o question?rio semi-estruturado. O p?blico alvo foi constitu?do dos alunos matriculados na ?ltima s?rie do ensino fundamental das escolas p?blicas das redes estadual e municipal dos Munic?pios de Santa Teresa e S?o Roque do Cana?, seus pais e professores e alunos do curso T?cnico em Agropecu?ria Integrado ao Ensino M?dio do IFES Campus Santa Teresa. Os question?rios aplicados aos alunos do Ensino Fundamental visaram levantar dados sobre as expectativas de continua??o dos estudos ap?s a conclus?o do ensino fundamental e suas impress?es sobre a institui??o. Aos alunos do IFES foram direcionadas perguntas sobre os motivos da escolha do curso e perspectivas para continuidade de estudos ap?s a conclus?o do Ensino M?dio. A pesquisa pretendeu levantar poss?veis explica??es para responder quais seriam os motivos do baixo n?mero de alunos provenientes das escolas da regi?o circunvizinha, matriculados no curso T?cnico em Agropecu?ria Integrado ao Ensino M?dio, visando subsidiar a institui??o no desenvolvimento de projetos e a??es que contribuam para a melhoria deste quadro. Acredita-se que tal expectativa deve associar a estrutura f?sica e de pessoal, disponibilizada pelo governo federal aos jovens que querem seguir a carreira agropecu?ria, contribuindo assim, para a transforma??o social e inova??o de meios de vida no campo, visando construir e resgatar a cidadania, incentivar a perman?ncia dos jovens no interior e a diminui??o do ?xodo rural. Conclui-se, com base nos resultados obtidos que existe uma s?rie de motivos que constituem as causas da baixa procura pelo curso T?cnico em Agropecu?ria Integrado ao Ensino M?dio do IFES Campus Santa Teresa. Dentre eles torna-se evidente a falta de interesse da maioria dos jovens pelas atividades agropecu?rias e perman?ncia no meio rural. Os problemas enfrentados no campo v?m desmotivando agricultores e incentivando os jovens a novas profiss?es que possam lev?-los a melhores condi??es de vida. A institui??o necessita do desenvolvimento de projetos inovadores e de cursos mais atraentes aos jovens, que possam entusiasmar os estudantes ? realiza??o de planos de vida afinados com as novas exig?ncias cient?ficas e tecnol?gicas do mercado de trabalho deste mundo globalizado. A aus?ncia de projetos de extens?o que possam atrair os produtores rurais da regi?o, a rejei??o pelo regime de internato e a falta de transporte di?rio, constituem fatores que contribuem para este desinteresse. Os dados apurados fornecem subs?dios a a??es que possam sanar ou pelo menos minimizar os problemas vivenciados pelo IFES Campus Santa Teresa, para tentar restabelecer a credibilidade e confian?a na Institui??o.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-09T20:17:02Z No. of bitstreams: 2 MarliAlvesFloresdeMeloTese2016.pdf: 2866717 bytes, checksum: ded487e445cc5b3ce25965551908312d (MD5) MarliAlvesFloresdeMeloTeseAnexoD2016.pdf: 2501968 bytes, checksum: 0460450c595e2baabeb90212217e95f7 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-09T20:17:28Z (GMT) No. of bitstreams: 2 MarliAlvesFloresdeMeloTese2016.pdf: 2866717 bytes, checksum: ded487e445cc5b3ce25965551908312d (MD5) MarliAlvesFloresdeMeloTeseAnexoD2016.pdf: 2501968 bytes, checksum: 0460450c595e2baabeb90212217e95f7 (MD5) / Made available in DSpace on 2017-05-09T20:17:28Z (GMT). No. of bitstreams: 2 MarliAlvesFloresdeMeloTese2016.pdf: 2866717 bytes, checksum: ded487e445cc5b3ce25965551908312d (MD5) MarliAlvesFloresdeMeloTeseAnexoD2016.pdf: 2501968 bytes, checksum: 0460450c595e2baabeb90212217e95f7 (MD5) Previous issue date: 2016-12-19 / This thesis aims to identify the possible causes for the gap between theoretical conceptions and trends that resulted from academic studies and public policies applied to professional, scientific, and technological education. In order to achieve this, we searched, in 28 doctoral dissertations in the field of education and similar fields, the conceptions of professional, scientific, and technological education extracted from their results, analyses, and discussions, observing the parameters in technical, methodological, theoretical, and epistemological levels, and the paradigmatic assumptions. As a differential, a pilot study was carried out, in the templates of an empirical ???pre-research,??? aiming to consubstantiate the whole decision process that preceded the dissertation structuring???this topic being inserted in the justification and relevance of the study. As for its characterization, this study is exploratory and its methodology was divided in two large blocks: theoretical dimension, with the part for the fundamentals, and the procedural dimension, with the components that involve the research practice. As for the approach, it meets the principles of the essentially qualitative research, having as basis the comprehension, although it has used numerical and statistical representativeness. It has adopted as fundamentals for methodology, procedures, and instruments the S??nchez Gamboa paradigmatic scheme, a scheme which, for its nature, is also acknowledged as an epistemological approach of method. It has also used the state of the art as the most appropriate for meta-research. The data-generating process encompassed bibliographic research, documental research, and the registration sheet, with adaptations. The results indicated, on what concerns the conceptions of the researched dissertations??? authors, that the dualism and disconnection between what supports the theoretical and methodological dimension of studies and the reality, as well as the strict vision on training for the labor market, constitute the three factors that have impacted the most the causes for the gap between academic studies and public policies in professional, scientific, and technological education. Among other causes, what stood out was also the divergence of conceptions with geographically distinct vision of domains for which the theoretical trends would be destined, on state and federal levels. On theoretical trends and the benefits of including local productive arrangements in the offer of courses of technical and professional education, the results have steered to a new understanding: Paulo Freire???s context of ???unheard-viable.??? We concluded with the implications for further studies and a report on pending matters in this study. / O objetivo geral desta tese foi identificar as implica????es do distanciamento entre as concep????es e tend??ncias te??ricas provenientes dos estudos acad??micos e as pol??ticas p??blicas aplicadas ?? Educa????o Profissional, Cient??fica e Tecnol??gica (EPCT). Para alcan????-lo, buscouse, em vinte e oito teses de doutorado em educa????o e ??reas afins, as concep????es de educa????o profissional, cient??fica e tecnol??gica obtidas na parte dos resultados, das an??lises e discuss??es, observando-se os par??metros nos n??veis t??cnico, metodol??gico, te??rico e epistemol??gico, bem como nos pressupostos paradigm??ticos. Como diferencial, realizou-se um estudo-piloto nos moldes de uma ???pr??-pesquisa??? emp??rica, com o objetivo de consubstanciar todo o processo de decis??o que antecedeu a estrutura????o da tese, sendo este t??pico inserido como parte da justificativa e relev??ncia do estudo. Quanto ?? carateriza????o, o estudo ?? de natureza explorat??ria e a metodologia foi dividida em dois grandes blocos, assim denominados: dimens??o te??rica, com a parte dos fundamentos; e dimens??o procedimental, com os componentes que envolveram a pr??tica da pesquisa. Quanto ?? abordagem, atendeu aos princ??pios da pesquisa essencialmente qualitativa, tendo por base a compreens??o, embora se tenha feito uso de representatividade num??rica e estat??stica. Adotou-se como fundamentos da metodologia, procedimentos e instrumentos, o esquema paradigm??tico de S??nchez Gamboa, esquema que, por sua natureza, ?? reconhecido tamb??m como uma abordagem epistemol??gica do m??todo. Utilizou-se, ainda, o estado da arte, como um recurso complementar, quando se faz metapesquisa. O processo de gera????o dos dados abrangeu a pesquisa bibliogr??fica, a pesquisa documental e a ficha de registro, com adapta????es. Os resultados, no que tange ??s concep????es dos autores das teses pesquisadas, indicaram que o dualismo, a desconex??o entre o que fundamenta a dimens??o te??rica e metodol??gica dos estudos e a realidade, bem como a vis??o restrita sobre treinamento para o mercado de trabalho, constituem os tr??s fatores que mais exerceram impacto no distanciamento entre estudos acad??micos e pol??ticas p??blicas na ??rea da EPCT. Entre outros, destacou-se, ainda, a diverg??ncia de concep????es com vis??o geograficamente distinta dos dom??nios para as quais se destinariam as tend??ncias te??ricas, nas esferas estadual e federal. Sobre as implica????es entre tend??ncias te??ricas e benef??cios da inclus??o dos arranjos produtivos locais (APL) na oferta de cursos, no ensino t??cnico e profissional, os resultados direcionaram para um novo entendimento: o contexto de ???in??ditovi??vel???, de Paulo Freire. Finalizou-se com as implica????es para futuras pesquisas e um relato das pend??ncias deste estudo.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-03-19T14:12:28Z No. of bitstreams: 1 2015 - Wagner Fernandes Delgado.pdf: 1183957 bytes, checksum: b3f1c616325c77496cfc2cea0479e480 (MD5) / Made available in DSpace on 2018-03-19T14:12:29Z (GMT). No. of bitstreams: 1 2015 - Wagner Fernandes Delgado.pdf: 1183957 bytes, checksum: b3f1c616325c77496cfc2cea0479e480 (MD5) Previous issue date: 2015-11-25 / This master thesis in education entitled: "the professional education, new perspectives facing the changes of legislation-a case study of the students of the technical course in surveying the Technical College of UFRRJ" exposes the results of a survey that aims to clarify the reflections of new public and institutional policies occasioned by changes in Professional Technical Education of Middle Level, having as a laboratory to study the school linked to the Federal Rural University of Rio de Janeiro (UFRRJ), the Technical College of UFRRJ (CTUR). From the publication of law n?. 9,394/1996-Law of national education Bases and Guidelines (LDB), and Opinion n?. 04/99, who in his Art. 7?, item I and II, comes to modular courses, regulated by Decree n? 5.154/2004, the Technical College of UFRRJ reshaped its curriculum and offer modular courses and their subsequent array Technical course in Surveying, until then, it was offered at the Institute of Technology, in the form of an agreement with the FAPUR (Foundation for Support of Scientific and Technological Research of UFRRJ). It is a qualitative research, in the form of case study, where it is contested, too, the documentary analysis, field and that the problems addressed, historicist especially the cultural and socio-political aspects involved in the process based on the theoretical thinking, which adopt the dialectical epistemology. How to perform data collection support application of semi-structured questionnaires and interviews with teachers, students and administrators. The present study focuses on the technical course in Surveying, aiming at the identification of the profile of students seeking technical training. It has been found through interviews and questionnaires with the Faculty and students of the technical course in Surveying the changes were beneficial in their range, but there are problems that need to be resolved, such as the high dropout rates in the first module, the educational deficit from the poor quality of the formation of the secondary school, causing a low yield in the disciplines of technical knowledge / Esta disserta??o de mestrado em educa??o intitulada: ?A Educa??o Profissional, novas perspectivas frente ?s mudan?as da legisla??o - estudo de caso dos alunos do curso t?cnico em agrimensura do Col?gio T?cnico da UFRRJ? exp?e os resultados de uma pesquisa que tem como objetivo explicitar os reflexos das novas pol?ticas p?blicas e institucionais ocasionadas pelas mudan?as na Educa??o Profissional T?cnica de N?vel M?dio, tendo como laborat?rio de estudo a escola vinculada ? Universidade Federal Rural do Rio de Janeiro (UFRRJ), o Col?gio T?cnico da UFRRJ (CTUR). A partir da publica??o da Lei n? 9.394/1996 - Lei de Diretrizes e Bases da Educa??o Nacional - (LDB), e do Parecer n? 04/99, que em seu Art. 7?, Inciso I e II, trata de cursos modulares, regulamentados atrav?s do Decreto n? 5.154/2004, o Col?gio T?cnico da UFRRJ reformulou a sua grade curricular, e passou a ofertar cursos modulares subsequentes, e ter em sua matriz o curso de T?cnico em Agrimensura, que at? ent?o, era oferecido no Instituto de Tecnologia, na forma de conv?nio com a FAPUR (Funda??o de Apoio ? Pesquisa Cient?fica e Tecnol?gica da UFRRJ). Trata-se de uma investiga??o qualitativa, na forma de estudo de caso, onde se recorre, tamb?m, ? an?lise documental, bibliogr?fica e de campo que historicista a problem?tica abordada considerando, sobretudo os aspectos pol?ticos, culturais e socioecon?micos envolvidos no processo embasado no pensamento de te?ricos, que adotam a epistemologia dial?tica. Como suporte ? coleta de dados realizo aplica??o de question?rios semiestruturados e entrevista com professores, alunos e gestores. O presente estudo focaliza o Curso T?cnico em Agrimensura, objetivando a identifica??o do perfil dos alunos que procuram a forma??o t?cnica. Foi constatado atrav?s de entrevistas e aplica??o de question?rio com os docentes e alunos do Curso T?cnico em Agrimensura que as mudan?as foram ben?ficas em sua amplitude, mas existem problemas que precisam ser solucionados, como as altas taxas de evas?o no primeiro m?dulo, o d?ficit educacional proveniente da m? qualidade da forma??o da escola secundaria, causando um baixo rendimento nas disciplinas de conhecimentos t?cnicos mais apurados

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2018-04-12T13:48:46Z No. of bitstreams: 1 2010 - Onofre Dardengo.pdf: 1287779 bytes, checksum: e5433e8b536c7b1b26f3bbdc12fecc7f (MD5) / Made available in DSpace on 2018-04-12T13:48:47Z (GMT). No. of bitstreams: 1 2010 - Onofre Dardengo.pdf: 1287779 bytes, checksum: e5433e8b536c7b1b26f3bbdc12fecc7f (MD5) Previous issue date: 2010-05-03 / A group of 10 vocational students of the Federal Institute of Education, Science and Technology of Espirito Santo - IFES (Technical Course in Agribusiness) enrolled in the Module of Meat Processing was the subject of this study on the development of competences and skills in processing of salami-type sausages. The methodological approach used was qualitative and quantitative action research. The qualitative assessment was done by a preliminary diagnostic questionnaire applied before the implementation of the experiment, and a final questionnaire applied after going through the production steps, physico-chemical and microbiological analysis, and organoleptical evaluation. The approach used included lectures and hands-on processing in pilot-plant. The quantitative assessment was done through organoleptical evaluation of the processed sausages (SB=beef-only sausage; SS = pork-only sausage; SO = mutton-only sausage). The experimental model used for physico-chemical assessment was the Completely Randomized Design, distributed in a factorial 3x6 scheme, (3 types of sausage and 6 different evaluation time). The data of organoleptical evaluation was submitted to variance analysis by single-element stimuli method for acid taste, and hedonic scale for aroma, taste, overall assessment and purchase intention. The comparison of student replies to initial and final questionnaires showed that the approach was beneficial to knowledge acquisition by those involved on processing of salami-type sausages; habilities were developed to make them competent, and the combination of theory and practice was essential on constructing and reconstructing knowledge. The addition of starter culture to salami promoted the gradual downfall of pH to the 7th day (and increase in titratable acidity) due to lactic acid accumulation, condition that is basic to high quality products. Moisture content varied as function of dehydration process and length of fermentation. SB sausage scored higher in organoleptical analysis than others on taste acceptance. SB and SO sausages did not differ in aroma scores and purchase intention, both scoring higher than SS. The global assessment no significant differences were observed on all sausage types considered. On the frequency histogram analysis of scores, acceptability of SB and SO were higher than SS in all variables. Addition of bovine and ovine meat to fermented sausage of salami-type enhanced taste and aroma, and these were the product quality factors that influenced most the overall acceptability and purchase behaviour / O presente estudo foi desenvolvido no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Esp?rito Santo ? IFES, Campus de Alegre, apresentando como sujeitos da pesquisa um grupo de 10 alunos da 2? s?rie, matriculados no M?dulo de Processamento de Carne do Curso T?cnico em Agroind?stria. Teve por objetivo promover o desenvolvimento de compet?ncias e habilidades nos alunos na produ??o de diferentes tipos de salame. O procedimento metodol?gico adotado foi a pesquisa-a??o pela abordagem qualitativa e quantitativa. A an?lise qualitativa foi avaliada utilizando-se question?rio de diagn?stico preliminar - antes da implanta??o da pesquisa e question?rio final ? ap?s a conclus?o das etapas de produ??o e participa??o na avalia??o sensorial, an?lises f?sico-qu?micas e microbiol?gicas, por meio de aulas expositivas e posteriores pr?ticas com o desenvolvimento dos produtos fermentados. J? na abordagem quantitativa, foi utilizada a an?lise sensorial para verifica??o da aceita??o dos atributos dos produtos embutidos (SB= salame de bovino; SS= salame de su?no e SO= salame de ovino). O modelo experimental adotado para avalia??o f?sico-qu?mica dos salames foi inteiramente casualizado (DIC), distribu?do em esquema fatorial 3 x 6, sendo tr?s os tipos de salame e seis as ?pocas de avalia??o. Na avalia??o sensorial, os dados foram submetidos ? an?lise de vari?ncia, pelo m?todo de est?mulo simples para sabor ?cido e da escala hed?nica para aroma, sabor, avalia??o global e inten??o de compra. As respostas dos alunos nos question?rios inicial e final permite concluir que a pesquisa contribui para a aquisi??o de conhecimento dos envolvidos no processamento de produtos embutidos tipo salame, em que foram desenvolvidas habilidades para torn?-los competentes e que a jun??o entre teoria e pr?tica foi essencial para a constru??o e a reconstru??o de saberes. A adi??o da cultura starter aos salames promoveu a queda gradual do pH at? o s?timo dia devido a libera??o de ?cido l?ctico, condi??o fundamental para a produ??o de produtos de alta qualidade. A acidez titul?vel dos salames teve um aumento significativo at? o s?timo dia da fermenta??o, cujos valores foram crescentes at? a matura??o. Os teores de umidade dos salames variaram em fun??o do processo de desidrata??o e decresceram em fun??o do tempo fermenta??o. Na an?lise sensorial o SB superou os demais para a aceita??o do sabor. N?o foram observadas diferen?as significativas para aroma e inten??o de compra entre SB e SO, que superaram SS. Na avalia??o global n?o foram observadas diferen?as significativas entre os salames avaliados. Na an?lise dos histogramas de frequ?ncia de notas, a aceitabilidade de SB e SO foi superior a de SS em todos os par?metros avaliados. A adi??o de carne bovina e ovina ao salame tipo italiano exaltou o sabor e aroma, sendo essas as propriedades que mais influenciaram na decis?o dos provadores na aceita??o global e inten??o de compra dos produtos.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-10-18T18:13:49Z No. of bitstreams: 1 2013 - Ricardo de Souza Ribeiro.pdf: 1632231 bytes, checksum: a7c2a7bb5f69da243128353cb687a4f1 (MD5) / Made available in DSpace on 2018-10-18T18:13:49Z (GMT). No. of bitstreams: 1 2013 - Ricardo de Souza Ribeiro.pdf: 1632231 bytes, checksum: a7c2a7bb5f69da243128353cb687a4f1 (MD5) Previous issue date: 2013-02-21 / CAPES / Given the structural crisis of capital and, in consequent, the restructuring productive process and the reconfiguration of class conflict mediation mechanisms, the qualification of the worker assumes status of employability factor, being led to strategic function of the public policy employment and income. The Young people aged 18-24 years are the main target of these policies, certainly to represent the population segment most penalized by the deleterious effects of bourgeois reaction to address the structural crisis of capital. This phenomenon gives rise to implementation of numerous government programs for social inclusion of youth who combine schooling process acceleration with professional education. Faced with this problem, is chose as a research object the experience of the National Youth Inclusion Program (PROJOVEM) in the modality of Urban PROJOVEM in Nova Igua?u municipality, Rio de Janeiro state, Brazil. The purpose of this research is to verify if training policy implemented by local government meets the demands of professional qualifications of young unemployed workers and if this policies are capable of to insert or reinsert these young people in the formal labor market. This is a basic research, based in a qualitative analysis, with descriptive character, which, in terms of methodological procedures, falls into the category of bibliographic and documentary research: review of the literature on "Work and Education", "Labour Economics", "Labour Sociology" and "Youth Public Policy"; primary literature sources (structured interviews, official documents, web sites, promotional material etc.). It's perceived that the young people attended by Urban PROJOVEM are aged 18 to 29 years and, in majority, are black and female in social risk. The collected data show that, despite the Urban PROJOVEM has the objective of promoting the youth reintegration to the educational process by increasing schooling with the completion of primary education, there is no real integration of this dimension of the program with professional training. Moreover, the curricular hour load oriented for job training is too low to ensure the success of the Program's objectives. Nevertheless, verified that the most obvious program?s feature is the conformation of a huge contingent of people to the job market of a competitive and exclusionary development model characterized by the flexibility of labor and production, deregulation of labor rights, job insecurity and structural unemployment, minimizing substantially the class conflict. / Diante da crise estrutural do capital e do consequente processo de reestrutura??o produtiva e reconfigura??o dos mecanismos de media??o do conflito de classes, a qualifica??o do trabalhador ? conduzida ao status de fator de empregabilidade e passa assumir papel estrat?gico nas pol?ticas p?blicas de trabalho e renda. A popula??o jovem de 18 a 24 anos constitui o principal p?blico-alvo dessas pol?ticas, certamente por representar o segmento populacional mais penalizado pelos efeitos delet?rios da rea??o burguesa para enfrentar a crise estrutural. Este fen?meno suscita no Brasil a implementa??o de in?meros programas de governo para a inclus?o social de jovens que combinam acelera??o de escolaridade com educa??o profissional. Diante desta problem?tica, elege-se como objeto de pesquisa a experi?ncia do Programa Nacional de Inclus?o de Jovens (PROJOVEM) na modalidade PROJOVEM Urbano no munic?pio de Nova Igua?u (RJ), Brasil. Nosso objetivo ? verificar se esta pol?tica de forma??o profissional gerida pelo poder p?blico local atende ?s demandas de forma??o/qualifica??o profissional dos jovens trabalhadores desempregados e se elas s?o capazes de inserir ou reinserir esses jovens no mercado de trabalho formal. Trata-se de uma pesquisa b?sica de natureza qualitativa, de car?ter descritivo, que, em termos de procedimentos metodol?gicos, se insere na categoria de levantamento de dados, embora tenha se utilizado de instrumentos t?picos de pesquisa bibliogr?fica e documental: revis?o da literatura sobre ?Trabalho e Educa??o?, ?Economia do Trabalho?, ?Sociologia do Trabalho? e ?Pol?ticas P?blicas para a Juventude?; fontes bibliogr?ficas prim?rias (entrevistas semiestruturadas, documentos oficiais, s?tios na Web, material de divulga??o etc.). Verifica-se que os jovens atendidos pelo PROJOVEM Urbano est?o na faixa et?ria de 18 a 29 anos, na maioria s?o negros e do g?nero feminino, em situa??o de risco social. Os dados coletados apontam que, apesar de o PROJOVEM Urbano ter o objetivo de promover reintegra??o dos jovens ao processo educacional por meio da eleva??o de escolaridade com a conclus?o do ensino fundamental, n?o existe real integra??o desta dimens?o do Programa com a forma??o profissional. Al?m disto, a carga hor?ria curricular voltada para esta parte do curr?culo ? baixa demais para garantir o ?xito dos objetivos do Programa. N?o obstante, constatamos que a fun??o mais evidente deste programa ? a conforma??o de um contingente imenso da popula??o ao mercado de trabalho competitivo e excludente de um modelo de desenvolvimento marcado pela flexibiliza??o do trabalho e da produ??o, desregulamenta??o de direitos trabalhistas, precariza??o do trabalho e desemprego estrutural, minimizando substancialmente o conflito de classe.

Made available in DSpace on 2014-12-17T14:34:45Z (GMT). No. of bitstreams: 1 MarcusVDS_DISSERT.pdf: 2152833 bytes, checksum: a7dfef59a3fbd908685b2eff7aad753e (MD5) Previous issue date: 2013-08-30 / This study aims to analyze how IFRN s process of interiorization contributes to endogenization of local and territorial development, more precisely in terms of graduates absorption into the labor market, form of inclusion and increase of income and welfare. The research premise is that the policy of interiorization and expansion of professional and technology education, by decentralizing opportunities, create a differential for the educational and professional trajectory of part of the graduates. This training, however, retain a relative connection with the productive potentialities in the coverage territories. This study includes a review of the literature on education and labor market and a discussion about the role of technical and professional formation for the local development versus the logic of the free market, considering the expansion of public spending for this purpose. For this study two sets of information and data have been collected primarily, with qualitative and quantitative nature. The research with qualitative focus, entitled Pesquisa de Avalia??o da Expans?o (PAEX), is constituted by series of open interviews applied to institutional representatives, with the purpose of knowing aspects of the interiorization repercussion in the local development process. The research designed to quantity analysis, entitled of the Pesquisa de Acompanhamento de Egressos (PAE), have been put in practice by applying online questionnaire with closed questions to IFRN s former students, aiming to know the form of insertion of the graduates in the labor market and the formation capacity of increasing the welfare, among other things. Empirical data and information fully confirmed the hypothesis of this study, for they really demonstrated that the expansion policy decentralizes opportunities and constitutes an important differential for the professional trajectory of a significant portion of the graduates. However, the graduates employability in the labor market in their territories of coverage is below expectations, due to structural problems of the local economy related to scarcity of jobs, difficulty in wage growth and in professional development. Complementarily, it has been observed institutional difficulties related to the recent implantation process of the policy of professional and technical education in the various campuses of the Institution / O presente estudo tem como prop?sito analisar em que medida o processo de interioriza??o do IFRN contribui para a endogeneiza??o do desenvolvimento local e territorial, mais precisamente em termos da absor??o de egressos no mercado de trabalho, forma de inser??o e melhoria da renda e qualidade de vida. A hip?tese de pesquisa ? a de que a pol?tica de interioriza??o e expans?o da educa??o profissional e tecnol?gica, ao descentralizar oportunidades, permite um diferencial para a vida educacional e profissional de parcela dos alunos formados, entretanto, a forma??o mant?m uma conex?o relativa com as potencialidades produtivas nos territ?rios de abrang?ncia. A revis?o bibliogr?fica centrou-se na literatura sobre educa??o e mercado de trabalho, bem como na discuss?o do papel da forma??o t?cnica e profissional para o desenvolvimento local, em contraposi??o ? l?gica de mercado, tendo em vista a amplia??o do gasto p?blico para este fim. Para este estudo foi feita a coleta prim?ria de dois conjuntos de informa??es e dados, simultaneamente, de natureza qualitativa e quantitativa. A pesquisa de enfoque qualitativo, intitulada Pesquisa de Avalia??o da Expans?o (PAEX), constituiu-se numa s?rie de entrevistas abertas destinadas a representantes institucionais, visando conhecer aspectos da repercuss?o da interioriza??o da Institui??o no processo de desenvolvimento local. A pesquisa com tratamento quantitativo, intitulada Pesquisa de Acompanhamento de Egressos (PAE), foi realizada mediante a aplica??o de question?rio online, com perguntas fechadas, destinadas aos ex-alunos do IFRN, objetivando definir o perfil da inser??o no mercado de trabalho e a capacidade da forma??o de alterar a qualidade de vida do ex-aluno, entre outros aspectos. Os resultados confirmam plenamente a hip?tese do estudo, ao demonstrar que, de fato, a pol?tica de interioriza??o descentraliza oportunidades e se constitui num diferencial importante para a maioria dos egressos. Por?m, a absor??o destes no mercado de trabalho dos respectivos territ?rios de abrang?ncia se mostra aqu?m das expectativas, em virtude de problemas estruturais da economia local, que favorecem a escassez de oportunidades de trabalho e dificuldades relacionadas ao crescimento e valoriza??o profissional. Al?m disto, se constatou dificuldades institucionais relacionadas ao recente processo de implanta??o da pol?tica de educa??o profissional e tecnol?gica em v?rios campi da Institui??o

Made available in DSpace on 2014-12-17T14:36:13Z (GMT). No. of bitstreams: 1 CarlosAJ_TESE.pdf: 3981703 bytes, checksum: 370d016ff58ae2f50f3cef8286e6472c (MD5) Previous issue date: 2010-12-13 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / Successive curricular changes that occurred in professional education altered pedagogical practices, and these practices being developed by means of integrating projects, at Centro Federal de Educa??o Tecnol?gica de Sergipe (CEFET-SE), between 2001 and 2003, originated some questions which became the study object of this thesis. We search for theoretical support mainly in GEPEM research (GEPEM/UFRN) works and practices in order to analyze elements that emerged from this pedagogical practice. To do so, we take as main reference the research of qualitative approach. We developed documents analysis, interviews, considering three aspects: the scenery where these changes took place, the conception and implementation of the Integrating Projects for what, we ask support in pedagogy of projects studies and principles of interdisciplinary, and contextualization as curriculum structuring elements. This research brought out some difficulties, conflicts and possible consensus in developing the methodological strategies for the Projects. In this process of coexistence of the traditional and the new, of an unavoidable distance between what was thought and what was effectively done, elements for a new pedagogical practice emerged. This could be noticed in terms of participative work, formative moments, teacher s autonomy related to the pedagogical work. A new door could be open to the possibilities of taking conscience of accepting the differences and oneself autoexperimentation. These are the possibilities that make men, not being mere information deposit, can dialog and transform, producing his existence by this means. In the present case, the existence of being teacher, the build himself in the time of possibilities / As sucessivas mudan?as curriculares que ocorreram no ?mbito da Educa??o Profissional alteraram as pr?ticas pedag?gicas e estas, ao serem desenvolvidas por meio dos Projetos Integradores, no Centro Federal de Educa??o Tecnol?gica de Sergipe (CEFET-SE), no per?odo de 2001 a 2003, deram origem a v?rios questionamentos que se transformaram em objeto de estudo desta tese. Buscamos no Grupo de Estudos de Pr?ticas Educativas em Movimento (GEPEM/UFRN) aproxima??es te?ricas que pudessem contribuir para analisarmos elementos que emergiram dessa pr?tica pedag?gica. Para isso, tomamos como refer?ncia a pesquisa de abordagem qualitativa, desenvolvendo estudos de documentos e entrevistas, considerando tr?s aspectos: o cen?rio das reformas; os momentos iniciais de constru??o dos Projetos Integradores, em que buscamos os fundamentos da Pedagogia de projetos e, os princ?pios interdisciplinaridade e contextualiza??o como estruturadores do curr?culo. Na pesquisa identificamos que no desenvolvimento da estrat?gia metodol?gica dos Projetos Integradores, houve dificuldades, conflitos e consensos poss?veis. Nesse movimento de coexist?ncia entre o tradicional e o novo , de dist?ncia entre o pensado e o realizado, emergiram elementos para uma nova pr?tica pedag?gica : trabalho participativo; momentos formativos; autonomia relativa dos docentes quanto ao trabalho pedag?gico e, a abertura de possibilidades para tomada de consci?ncia pelos docentes de aceitar o diferente, de experimentar-se. S?o estas possibilidades que fazem com que os homens, n?o sendo deposit?rios de conte?dos, com estes dialoguem, transformem e possam, dessa forma, produzir a sua exist?ncia. Neste caso, a exist?ncia do ser professor, que se constr?i no tempo de possibilidades

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-01-13T12:02:29Z No. of bitstreams: 1 JoseMoisesNunesDaSilva_TESE.pdf: 1427268 bytes, checksum: fd8c54496d732e1dfec80964ad4af651 (MD5) / Approved for entry into archive by Elisangela Moura (lilaalves@gmail.com) on 2016-01-13T12:47:14Z (GMT) No. of bitstreams: 1 JoseMoisesNunesDaSilva_TESE.pdf: 1427268 bytes, checksum: fd8c54496d732e1dfec80964ad4af651 (MD5) / Made available in DSpace on 2016-01-13T12:47:14Z (GMT). No. of bitstreams: 1 JoseMoisesNunesDaSilva_TESE.pdf: 1427268 bytes, checksum: fd8c54496d732e1dfec80964ad4af651 (MD5) Previous issue date: 2014-07-31 / O trabalho trata das concep??es de forma??o profissional t?cnica de n?vel m?dio adotadas peloInstituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN). Discuteessas concep??es a partir dos quatro projetos pol?tico-pedag?gicos constru?dos no per?odo de1970 a 2010, abrangendo tr?s institucionalidades: Escola T?cnica Federal do Rio Grande doNorte (1970-1998), Centro Federal de Educa??o Tecnol?gica do Rio Grande do Norte (1999-2008) e IFRN (a partir de 2008), bem como tr?s contextos pol?ticos importantes do pa?s:Ditadura Civil-Militar, Nova Rep?blica e Per?odo do ide?rio neoliberal no Brasil. O objetivofoi analisar a configura??o das concep??es de forma??o, com ?nfase nas especificidades e(des)continuidades, situando-as no contexto das mudan?as pol?ticas, econ?micas e educacionaisem desenvolvimento no pa?s. Compreende-se como se d? historicamente a rela??o trabalho,educa??o e forma??o humana, a fim de evidenciar como se desenha atualmente a concep??o deforma??o dos trabalhadores, bem como a possibilidade de uma forma??o contra hegem?nica.Analisa-se as caracter?sticas das concep??es formativas de n?vel m?dio esbo?adas nas reformaseducacionais do pa?s. Investiga-se as concep??es de forma??o profissional delineadas nosprojetos pol?tico-pedag?gicos do IFRN, com ?nfase nas especificidades e (des)continuidades.Fez-se uso do materialismo hist?rico-dial?tico, da revis?o bibliogr?fica, da pesquisadocumental e da entrevista realizada com sujeitos que participaram do grupo de trabalhocoordenador da elabora??o dos projetos pol?tico-pedag?gicos institucionais. Os resultadosdemonstram que a forma??o dos trabalhadores na sociedade capitalista tem um car?terunilateral; que a forma??o desejada pela classe trabalhadora ? a forma??o omnilateral; que asconcep??es formativas que permearam as reformas educacionais do pa?s foram todas naperspectiva da forma??o unilateral; que, em determinadas conjunturas, as concep??es deforma??o profissional t?cnica de n?vel m?dio delineadas nos projetos pol?tico-pedag?gicos doIFRN refletem as perspectivas formativas que orientam as reformas educacionais no pa?s(forma??o unilateral) e, em outros momentos, a Institui??o adota concep??es (forma??oomnilateral) que n?o se coadunam com tais perspectivas; que o IFRN procura materializar aconcep??o de forma??o humana integral dos educandos por meio dos cursos t?cnicos integradosao ensino m?dio; e que entre os projetos pol?tico-pedag?gicos constru?dos de 1970 a 2010 h?mais continuidades do que rupturas em rela??o ?s concep??es de forma??o adotadas. Concluiseque, o desafio da IFRN ? institucionalizar em suas a??es educativas a concep??o de forma??oomnilateral assumida nesse documento institucional. / The thesis deals with the concepts of technical tra ining of middle level adopted by the Federal Institute of Education, Science and Technology of R io Grande do Norte (IFRN). Discusses these concepts from the four political-pedagogical projects built in the period 1970 to 2010, spanning three institutionalities: Federal Technica l School of Rio Grande do Norte (1970- 1998), Federal Center of Technological Education of Rio Grande do Norte (1999-2008) and IFRN (from 2008) as well as three important politic al contexts of the country: Civil-Military Dictatorship, New Republic and Period of neoliberal ideas in Brazil. The goal is to analyze the configuration of the conceptions of training adopte d in the political-pedagogical projects IFRN, with emphasis on the specificities and (dis) contin uities, placing them in the context of political, economic and educational change in development in t he country. Addresses the relationship work, education and human development in capitalist society, in order to grasp the concept of employee training engendered by that company as wel l as the possibility of a counter- hegemonic formation. We analyze the formation of mi d-level concepts outlined in the educational reforms implemented in the country. We investigate the concepts of training outlined in the political-pedagogical projects IFRN . Makes use of the historical-dialectical materialism, the literature review, the documentary research and interviews were conducted with subjects who participated in the working group coordinator of the drafting of the political- institutional educational projects. The results sho w that the training of workers in capitalist society has a unilateral character; that the traini ng required by the working class is the omnilateral training; that the formative ideas that permeated the educational reforms in the country between 1970 and 2010 were all envisaged by unilateral training; that, in certain contexts, conceptions of technical training medium level outlined in the political-pedagogical projects IFRN reflect the formative perspectives th at guide educational reforms in the country (unilateral training) and, at other times, the inst itution adopts concepts (training omnilateral) that are not consistent with such prospects; and th at between the political-pedagogical projects built from 1970 to 2010 there are more continuities than breaks in relation to the concepts of training adopted. We conclude that the challenge is to institutionalize the IFRN their educational actions omnilateral designing training undertaken in the political-pedagogical project 2009.