Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-11-09T18:40:57Z No. of bitstreams: 1 2016 - Wankmar Carvalho Mafra.pdf: 1462114 bytes, checksum: f1a18d30dbcf4746929cbc0d08a664ee (MD5) / Made available in DSpace on 2017-11-09T18:40:57Z (GMT). No. of bitstreams: 1 2016 - Wankmar Carvalho Mafra.pdf: 1462114 bytes, checksum: f1a18d30dbcf4746929cbc0d08a664ee (MD5) Previous issue date: 2016-06-30 / This research was conducted in the Federal Amazon Institute (IFAM Campus Tabatinga-AM), and to investigate, on the prospects of its graduates students, its contribution to the local and regional social and educational development, and investigate what the real contributions were in life of its graduates. This research was a universe of 179 (one hundred and seventy nine) students graduating from technical courses integrated and concomitant average level, which responded to the survey instrument comprised of closed and semi-open questions, subdivided and three groups of question: i) graduate student profile. ii) level of satisfaction according to the perception of graduate student and iii) perception of graduate student about the IFAM's contribution in their training. The methodological framework included empirical research conducted among students graduating from Federal Institutes (as shown in PPGEA) as well as the literature research with students graduating from educational institutions. As a result of the survey showed that the IFAM Tabatinga Campus has offered a differentiated training in the municipality, which is deployed as a result of the sum of several factors: a good infrastructure; a staff of well qualified professionals; diversity in educational environments and above all a special attention to your audience. In this sense the research concluded that the IFAM Campus Tabatinga has initially attended the high school education expectations and local technical, with a little emphasis on the mesorregional development of Alto Solim?es contributing effectively in the process of educational development, human and social location. / Esta pesquisa foi realizada no Instituto Federal do Amazonas (IFAM Campus Tabatinga-AM), tendo como objetivo investigar, sob as perspectivas de seus estudantes egressos, a contribui??o do mesmo para o desenvolvimento socioeducacional local e regional, e investigar quais foram as reais contribui??es na vida de seus egressos. Tal pesquisa contou com um universo de 179 (cento e setenta e nove) estudantes egressos dos cursos t?cnicos de n?vel m?dio integrado e concomitante, os quais responderam ao instrumento de pesquisa formado por perguntas fechadas e semiabertas, subdivididas e tr?s grupos distintos de quest?o: i) perfil do estudante egresso. ii) n?vel de satisfa??o de acordo com a percep??o do estudante egresso e iii) percep??o do estudante egresso acerca da contribui??o do IFAM na sua forma??o. O arcabou?o metodol?gico incluiu pesquisas emp?ricas realizadas entre estudantes egressos de Institutos Federais (como os apresentados no PPGEA), bem como a literatura a respeito de pesquisas com estudantes egressos de institui??es educacionais. Como resultado a pesquisa mostrou que o IFAM Campus Tabatinga tem ofertado uma forma??o diferenciada no Munic?pio, no qual est? implantado, em decorr?ncia da soma de diversos fatores como: uma boa infraestrutura; um quadro de profissionais muito bem qualificados; diversidade em ambientes educacionais e acima de tudo uma aten??o diferenciada com o seu p?blico. Nesse sentido a pesquisa concluiu que o IFAM Campus Tabatinga tem atendido inicialmente ?s expectativas de educa??o de ensino m?dio e t?cnico local, com uma pequena ?nfase para o desenvolvimento mesorregional do Alto Solim?es contribuindo de maneira efetiva no processo de desenvolvimento educacional, humano e social local.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-01-24T18:23:09Z No. of bitstreams: 1 2016 - Maxiliano Batista Barros.pdf: 1227432 bytes, checksum: 717ef99f84ac01b4729e5b1559b16083 (MD5) / Made available in DSpace on 2018-01-24T18:23:09Z (GMT). No. of bitstreams: 1 2016 - Maxiliano Batista Barros.pdf: 1227432 bytes, checksum: 717ef99f84ac01b4729e5b1559b16083 (MD5) Previous issue date: 2016-12-13 / This thesis aims to study the accessibility of deaf students at the Federal Institute of Amazonas (IFAM) campus Mau?s that since its inauguration in 2010, receives deaf students in vocational courses. This research seeks to analyze and consider the mechanisms that ensure accessibility and inclusion of people with disabilities in vocational education based on existing laws and also measure the permanence of conditions that student with disabilities in Technical Education, Technology, undergraduate and graduate students in IFAM campus Mau?s. This process was seen as a major challenge, as many campi the IFAM not have the Call Center for People with Special Needs (NAPNE). However, the IFAM campus Mau?s, site of this research, the NAPNE was officially implemented in May 2015, which for this study was considered a major breakthrough in training, awareness and support for school teachers for special education in the perspective of education inclusive. Specifically, this study sought to identify the deaf students at IFAM CMA; describe the architectural accessibility and characterize the didactic and pedagogical accessibility in IFAM CMA. The methodology was qualitative type Case Study. The data collection instruments were: participant observation, record in a diary, questionnaire and interviews. The data were analyzed based on content analysis of Laurence Bardin (2011). The following categories were raised that will make the results of chapters: Accessibility - incentives and barriers to education for deaf students at IFAM CMA; The perception of teachers about the challenges of raising a deaf student at IFAM CMA; The perception of deaf students about accessibility in IFAM CMA and the influence of this on their learning process. This research finds that were found dichotomies of from architectural accessibility, passing by positioning, attitudinal, professional education, support for this work and ensuring all teaching resources, and communication accessibility to the deaf student to be guaranteed their stay the federal technical education. / Esta disserta??o apresenta o resultado da investiga??o sobre a acessibilidade de estudantes surdos no Instituto Federal do Amazonas (IFAM) campus Mau?s, o qual recebe educandos surdos nos cursos profissionalizante desde a sua inaugura??o em 2010. Esta pesquisa buscou analisar e considerar os mecanismos que garantem a acessibilidade e a inclus?o das pessoas com defici?ncia auditiva na educa??o profissionalizante com base nas legisla??es vigentes e tamb?m mensurar as condi??es de perman?ncia desse estudante na Educa??o T?cnica, Tecnol?gica, gradua??o e p?s-gradua??o no IFAM campus Mau?s. Este processo foi entendido como um grande desafio, pois muitos campi do IFAM n?o possuem o N?cleo de Atendimento ?s Pessoas com Necessidades Especiais (NAPNE). Entretanto, no IFAM campus Mau?s, locus desta pesquisa, o NAPNE foi oficialmente implantado em maio de 2015, o que consolida a import?ncia desse estudo para a forma??o, a sensibiliza??o e o apoio aos professores regentes da educa??o especial na perspectiva da educa??o inclusiva, uma vez que se buscou identificar os alunos surdos no IFAM CMA e descrever a acessibilidade destes neste contexto. A metodologia utilizada foi a Pesquisa Qualitativa do tipo Estudo de Caso e an?lise de conte?do na perspectiva de Bardin (2011). Os instrumentos de coleta de dados foram: observa??o participante, registro em caderno de campo, question?rio e entrevistas, que foram gravadas em ?udio e v?deo. Como resultado das an?lises deste estudo foram levantadas as categorias: Acessibilidade ? est?mulos e barreiras ? educa??o de estudantes surdos no IFAM CMA; A percep??o dos professores sobre os desafios de educar um estudante surdo no IFAM CMA; A percep??o dos estudantes surdos sobre a acessibilidade no IFAM CMA e a influ?ncia desta no seu processo de aprendizagem. Esta pesquisa constata que foram as contradi??es que dizem respeito ? acessibilidade arquitet?nica, perpassando pelo posicionamento atitudinal do profissional da educa??o, ao apoio a este profissional e ? garantia de todos os recursos pedag?gicos e de acessibilidade comunicacional ao estudante surdo, para que seja assegurada sua perman?ncia na educa??o t?cnica federal.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-03-15T18:38:24Z No. of bitstreams: 1 2016 - Livia Maria Monteiro Santos.pdf: 1009188 bytes, checksum: 4eda697b67c9a19ee6eec1dfb1ee0dde (MD5) / Made available in DSpace on 2018-03-15T18:38:24Z (GMT). No. of bitstreams: 1 2016 - Livia Maria Monteiro Santos.pdf: 1009188 bytes, checksum: 4eda697b67c9a19ee6eec1dfb1ee0dde (MD5) Previous issue date: 2016-10-31 / The present research proposed to study the relation between Special Education and Professional Education in an institution of the Federal Professional Education, Science and Technology Network, specifically the Federal Institute of Education, Science Technology of Amap? (IFAP), campus Macap?. The dissertation aimed to characterize the conceptions and political-pedagogical actions of that campus on the inclusion of the audience of special education on high school professional technical education; analyze the Institutional Development Plan of IFAP from the perspective of observing the guidelines to assist that public, considering the objectives of special education and high school professional technical education; evaluate the political and pedagogical implications of the legislation in the actions developed by IFAP in relation to the care of the audience special education; evaluate the impacts of political and pedagogical conceptions of the actions developed by N?cleo de Atendimento ?s Pessoas com Necessidades Educacionais Espec?ficas - NAPNE (Assistance to People with Special Educational Needs Center) of IFAP. To achieve these goals it was necessary to resolve the following questions: What is the concept of inclusion signed and affirmed by IFAP campus Macap?, in relation to the target audience student of special education at the high school professional technical education? What political and pedagogical actions are observed in order to ensure access, participation and learning of the target audience of special education and students in high school technical professional education in IFAP campus Macap?? How it presents the interface between special education and professional education in IFAP campus Macap?? The dates were collected from documentary research, which analyzed the Institutional Development Plan of IFAP and questionnaire and semi-structured interview aimed at managers who work on campus. The analysis of the object of study was carried out based in Critical Theory, as a theoretical and methodological support, emphasizing the studies of Theodor Adorno. It is worth noting that other scholars, such as Damasceno. The results shows that this campus, conducts its work, regarding the relation of special education and professional education, based on an inclusive orientation conception that understands the school as a place for participation. However it presents difficulties with regard to the dialogue of professionals working at the Institute, resulting in losses for the planning and execution of political and pedagogical actions aimed at the interface between these categories of education, since most of the inclusion strategies are performed by NAPNE. / A presente pesquisa se prop?s a estudar a Interface entre a Educa??o Especial e a Educa??o Profissional em uma Institui??o da Rede Federal de Educa??o Profissional, Cient?fica e Tecnol?gica, especificamente o Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Amap? (IFAP), campus Macap?. A disserta??o objetivou caracterizar as concep??es e a??es pol?tico-pedag?gicas, desse campus, sobre a inclus?o do p?blico-alvo da Educa??o Especial na Educa??o Profissional T?cnica de N?vel M?dio; analisar o Plano de Desenvolvimento Institucional do IFAP na perspectiva de observar diretrizes que se voltem para o atendimento desse p?blico, considerando os objetivos da Educa??o Especial e Educa??o Profissional T?cnica de N?vel M?dio; avaliar as implica??es pol?tico-pedag?gicas da legisla??o nas a??es desenvolvidas pelo IFAP em rela??o ao atendimento do p?blico-alvo da Educa??o Especial; avaliar os impactos das concep??es pol?tico-pedag?gicas sobre as a??es desenvolvidas pelo N?cleo de Atendimento ?s Pessoas com Necessidades Educacionais Espec?ficas (NAPNE) do IFAP. Nossas quest?es de estudo foram: Qual ? a concep??o de inclus?o afirmada pelo IFAP, campus Macap?, em rela??o ao aluno p?blico-alvo da Educa??o Especial no Ensino Profissional T?cnico de N?vel M?dio? Quais a??es pol?tico-pedag?gicas s?o observadas a fim de garantir o acesso, a participa??o e a aprendizagem dos alunos p?blico-alvo da Educa??o Especial no Ensino Profissional T?cnico de N?vel M?dio no IFAP, campus Macap?? Como se revela a interface entre a Educa??o Especial e Educa??o Profissional no IFAP, campus Macap?? Alicer?ada na Teoria Cr?tica, como suporte te?rico-metodol?gico, enfatizando os estudos de Theodor Adorno e seus comentadores, em especial Damasceno, a an?lise do objeto de estudo foi realizada. Estabelecemos como procedimentos e/ou instrumentos de coleta de dados a pesquisa documental, onde analisamos o Plano de Desenvolvimento Institucional do IFAP, bem como aplicamos question?rios e realizamos entrevistas semiestruturadas com os gestores. Os resultados revelam que esse campus conduz seus trabalhos, no que se refere ? rela??o da Educa??o Especial e a Educa??o Profissional, com base em uma concep??o de orienta??o inclusiva, que entende a escola como um lugar para a participa??o de todos. Entretanto, apresenta dificuldades no que se refere ? interlocu??o dos profissionais que atuam no Instituto, trazendo perdas para o planejamento e execu??o de a??es pol?tico-pedag?gicas voltadas para a interface entre essas modalidades de Ensino, visto que a maior parte das estrat?gias de inclus?o ? realizada pelo NAPNE.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-05-08T21:01:21Z No. of bitstreams: 1 2015 - Paula de Macedo Santos.pdf: 2064225 bytes, checksum: afd19778f868b1a5c2c25b2f4d147a56 (MD5) / Made available in DSpace on 2018-05-08T21:01:21Z (GMT). No. of bitstreams: 1 2015 - Paula de Macedo Santos.pdf: 2064225 bytes, checksum: afd19778f868b1a5c2c25b2f4d147a56 (MD5) Previous issue date: 2015-02-23 / This paper assumes that unemployment of youth is one of the challenges of the globalized societies with its scarce and specialized jobs. In Brazil, as in other countries, youth becomes the group most affected by unemployment and pushed to the margins of society. In the past, authorities adopted policies to control and repress young people through premature integration into the labor market. Since 1990, international organizations supported vocational training activities in several countries. In an attempt to remedy this situation, compensatory social and educational policies were created in Brazil, functioning as mechanisms for the perpetuation of social and educational inequalities, and favoring the maintenance of the capitalist interests of the hegemonic classes. Critical thinkers suggest that improving the skills of young people is no guarantee of employment, because there is insufficient jobs creation for the general population. Based on this reality, the object of this study are the educational policies of vocational training for yoth initiated in the Lula government (2003-10), followed by Dilma?s first government (2011-14). We aimed at the policies to qualify young people for the labor market through programs such as Projovem, whose goal is the qualification of youth living in areas devoid of basic social services. According to the government discourse, the job opportunities exist but lack qualified professionals to take them, attracting young people to participate in programs such as ProJovem. However, due to its precarious nature, these do not guarantee a reduction in youth unemployment. In view of such reality, we propose a review of public policy goals regarding professional qualification and care given to youth issues by Brazilian government authorities, using the experience of ProJovem in Mesquita, RJ. Our main sources were bibliographical material and analysis of primary and secondary sources relating to youth, public policies and vocational education programs. We conclude that the main objective of these programs is not to prepare youth for the labor market, but to contain a possible threat that poor and idle youth may become to society, because such programs are developed in peripheral and poor regions. During our survey in search for the actual situation of the program, we interviewed ProJovem students and teachers about their hopes and difficulties. In doing so we sought to raise the main problems related to the Program in the voice of its members, and they confirmed our initial suspicions. We hope this work will contribute to the construction of new public policies that truly meet the needs of young people of the lower classes. / Parte-se do pressuposto de que o desemprego da popula??o jovem ? um dos desafios das sociedades globalizadas, com postos de trabalho escassos e especializados. O grupo de jovens comp?e o segmento mais atingido pelo desemprego tamb?m no Brasil. Cria-se uma popula??o ? margem da sociedade. No passado as autoridades adotaram pol?ticas para o controle e a repress?o dos jovens via integra??o precoce ao mundo do trabalho. A partir de 1990, organismos internacionais apoiaram a??es de qualifica??o profissional em diversos pa?ses, inclusive no Brasil. Na tentativa de remediar essa situa??o, foram criadas pol?ticas sociais e educacionais compensat?rias, assistenciais e de controle, as quais atuam como mecanismos de perpetua??o das desigualdades sociais e educacionais, agindo na manuten??o dos interesses da classe hegem?nica e do capital. Pensadores cr?ticos sugerem que melhorar as habilidades dos jovens n?o ? garantia de emprego, pois h? gera??o insuficiente de postos de trabalho. Baseado nessa realidade, o objeto deste estudo s?o as pol?ticas p?blicas educacionais de qualifica??o profissional de jovens iniciadas no governo Lula (2003-10), com continuidade no primeiro governo Dilma (2011-14). Pol?ticas destinadas a qualificar os jovens para o ingresso no mercado de trabalho por meio de programas como o ProJovem, cuja a meta ? a qualifica??o profissional dos jovens que vivem em territ?rios destitu?dos dos servi?os sociais b?sicos. De acordo com o discurso oficial, h? oportunidades de trabalho, mas faltam profissionais qualificados para assumi-las, atraindo os jovens para participarem de programas como o ProJovem. Entretanto, devido ? sua ligeireza e precariedade, estes n?o garantem uma redu??o do desemprego juvenil. Diante dessa realidade, propomos uma avalia??o dos objetivos das pol?ticas p?blicas de qualifica??o profissional e a discuss?o do atendimento dado ?s quest?es juvenis em nosso pa?s, tomando como modelo a experi?ncia do ProJovem no Munic?pio de Mesquita na Baixada Fluminense. Utilizamos a an?lise de material bibliogr?fico de fontes prim?rias e secund?rias referentes ? juventude, pol?ticas p?blicas e programas de educa??o profissional. Partimos da hip?tese que o objetivo principal desses programas n?o ? qualificar o jovem para o mercado de trabalho, mas conter a poss?vel amea?a que o jovem pobre e desocupado pode se tornar para a sociedade, visto que s?o desenvolvidos em regi?es perif?ricas. Na busca para conhecer a realidade dos atores do ProJovem em Mesquita, ouvimos alunos e professores, sobre os seus anseios e dificuldades. Buscamos assim levantar os principais problemas relacionados ao Programa na voz de seus usu?rios, o que confirmou nossas suspeitas iniciais. Esperamos que este trabalho contribua para a constru??o de novas pol?ticas p?blicas que realmente atendam as necessidades dos jovens das camadas populares.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-05-11T19:25:24Z No. of bitstreams: 1 2017 - M?rcia Maria Freitas Franco Cavalcante.pdf: 1580091 bytes, checksum: 485363bc5e8cc18a2c55514b7626b255 (MD5) / Made available in DSpace on 2018-05-11T19:25:24Z (GMT). No. of bitstreams: 1 2017 - M?rcia Maria Freitas Franco Cavalcante.pdf: 1580091 bytes, checksum: 485363bc5e8cc18a2c55514b7626b255 (MD5) Previous issue date: 2017-07-20 / This work was carried out by the Federal Institution of Education, Science and Technology of the Campus Concei??o do Araguaia and intends to investigate, understand and evaluate whether the programs that deal with continuing education and the permanent training managed by the IFPA pedagogical assistance contribute to the Training of the bachelors teachers of the Bachelor's Degree in Agronomic Engineering of the Basic, Technical and Technological Education of IFPA, of said campus. In order to do so, it was sought to investigate how the continuous formation is made present for the bachelors teachers and, if in fact, this formation has influenced in the teaching practice, using, for that, the semistructured interview with the technical training teachers, that resulted in a Analysis and discussion of the data, whose thematic axis were related and confronted from the theoretical contributions of scholars and researches related to Professional Technological Education and teacher training. In the face of all the data analyzed in this research, the results revealed that the actions of continuing education meetings for some interviewees do not always have positive influences on the training of teachers who work in Professional Technology Education (EPT) in the campus of Concei??o do Araguaia- PA, both for the development of professional teacher identity and for the construction of pedagogical knowledge. As it is a case study, we highlight the voices of the interviewed teachers, who emphasized the need for pedagogical training for teachers who work in teaching, signaling the importance of the institutionalization of a Continuing Education Program by the Pr?-Rector?a de Ensino ( PROEN) in the sense of enabling them to act as teachers of professional education, developing their own knowledge of teaching, as well as methodologies that favor significant learning for the student, as well as helping the educator to overcome the conflicts of daily life More effectively. In the final considerations, we deal with what was perceived during the data collected in the interviews conducted as the technical training teachers and present proposals, contributing with suggestions for the actions that are being carried out on campus, with the perspective of presenting proposals that enable improvements in teacher training Of those who work in professional education and to those who may enter this type of education. / Este trabalho foi realizado junto ? Institui??o Federal de Educa??o, Ci?ncia e Tecnologia do Par? ? campus Concei??o do Araguaia e pretende investigar, compreender e avaliar se os programas que versam sobre a forma??o continuada e as capacita??es permanentes geridas pela assessoria pedag?gica do IFPA contribuem para a forma??o dos professores bachar?is do Curso de Bacharelado em Engenharia Agron?mica do Ensino B?sico, T?cnico e Tecnol?gico do IFPA, do referido campus. Para tanto, buscou-se investigar como a forma??o continuada se faz presente para os professores bachar?is e, se de fato, essa forma??o tem influenciado na pr?tica docente, utilizando, para isso, a entrevista semiestruturada junto aos professores de forma??o t?cnica, que resultou numa an?lise e discuss?o dos dados, cujos eixo tem?ticos foram relacionados e confrontados a partir das contribui??es te?ricas de estudiosos e de pesquisas referentes ? Educa??o Profissional Tecnol?gica e ? forma??o de professores. Diante de todos os dados analisados nesta pesquisa, os resultados revelaram que as a??es dos encontros de forma??o continuada, para alguns entrevistados, nem sempre exercem influ?ncias positivas na forma??o dos professores que atuam na Educa??o Profissional Tecnol?gica (EPT) no campus de Concei??o do Araguaia-PA, tanto para o desenvolvimento da identidade profissional docente, quanto para a constru??o de saberes pedag?gicos. Como se trata de um estudo de caso, ressaltamos as vozes dos professores entrevistados, que destacaram a necessidade de forma??o pedag?gica para os professores bachar?is que atuam na doc?ncia, sinalizando a import?ncia da institucionaliza??o de um Programa de Forma??o Continuada pela Pr?-Reitoria de Ensino (PROEN)no IFPA, no sentido de capacit?-los para atuarem como docentes da educa??o profissional, desenvolvendo saberes pr?prios da doc?ncia, bem como metodologias que favore?am o aprendizado significativo para o aluno, al?m de contribuir para que o educador possa superar os conflitos do cotidiano escolar de forma mais efetiva. Nas considera??es finais, tratamos do que foi percebido durante os dados coletados nas entrevistas realizadas como os professores de forma??o t?cnica e apresentamos propostas, contribuindo com sugest?es para as a??es que est?o sendo realizadas no campus, na perspectiva de apresentar propostas que viabilizem melhorias na forma??o docente daqueles que atuam na educa??o profissional e aos que porventura vierem ingressar nesta modalidade de ensino.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-09-24T13:04:32Z No. of bitstreams: 1 2016 - Mariana de Moura Nunes Almeida.pdf: 1046487 bytes, checksum: af1e1b5e6b88d537f07a8f26afdb5d2c (MD5) / Made available in DSpace on 2018-09-24T13:04:32Z (GMT). No. of bitstreams: 1 2016 - Mariana de Moura Nunes Almeida.pdf: 1046487 bytes, checksum: af1e1b5e6b88d537f07a8f26afdb5d2c (MD5) Previous issue date: 2016-11-10 / This study analyzes the impact of teacher training (or lack thereof) in the performance of the technical area teachers Federal Amap? Institute (IFAP) - campus Santana, being used to research the case study, in order to gather information about the perception of teachers about their teaching practices on the performance of its teaching function based on the professional profile and academic background. For this, the research was done through a qualitative approach and not disregarding the quantitative aspects to assist in the analysis and explanation of the data. a brief historical review of vocational education was conducted in Brazil, then was approached issues as vocational training signaling issues related to the challenges that involve teaching practice, and consequently the teachers working in vocational education outside the labor market and their requirements, taking into account the much needed knowledge, including teaching, for a more active professional practice. It will also be addressed continuing education of teachers and their needs with a view to society constantly changing also the legislation in force as teacher training. In the final part, went to investigate the theme of this study taking into account the institutional aspects, the nature of performance, features and all the educational structure, and focus on aspects of teaching practice making relationship with the professional profile and aspirations and institutional mission to the extent that forms for individuals acting on the labor market. Such research was through questionnaires to teachers of the technical area of IFAP-Campus Santana, as well as IFAP management, resulting in using graphical data analysis, pictures of answers and speeches and light making relationship with reflections theoreticians. From this analysis, it was possible to understand and identify the institutional aspects by the team responsible for IFAP management work, what they think, as resources for training and the level of priority as the training of teachers in teaching modalities are distributed offered by IFAP- Campus-Santana taking into account the vision they have on professional education. The questionnaires given to teachers aims to outline the professional profile, taking into account the needs for teacher training, the impact of training in performance within the classroom context, concepts, among other difficulties. In closing remarks, it is made a brief analysis about the results and the completion of data collection. / O presente estudo analisa o impacto da forma??o pedag?gica (ou falta dela) no desempenho dos professores da ?rea t?cnica do Instituto Federal do Amap? (IFAP) ? Campus Santana, sendo utilizado para a pesquisa o estudo de caso, com o objetivo de colher informa??es sobre a percep??o dos professores, sobre suas pr?ticas pedag?gicas quanto ao desempenho de sua fun??o docente tendo como base o perfil profissional e sua forma??o acad?mica. Para isso, a pesquisa foi feita por meio uma abordagem qualitativa e n?o desconsiderando os aspectos quantitativos para auxiliar na an?lise e fundamenta??o dos dados. Foi realizado um breve resgate hist?rico sobre a educa??o profissional no Brasil, em seguida foi abordado quest?es quanto a forma??o profissional sinalizando as quest?es referente aos desafios que envolvem pr?tica docente, e, consequentemente, os professores atuantes na Educa??o Profissional frente ao mercado de trabalho e suas exig?ncias, levando em considera??o os saberes t?o necess?rios, inclusive o pedag?gico, para uma pr?tica profissional mais atuante. Tamb?m ser? abordado a forma??o continuada de professores e suas necessidades tendo em vista a sociedade em constante transforma??o, tamb?m a legisla??o em vig?ncia quanto a forma??o docente. Na parte final, passou-se a investigar a tem?tica da presente pesquisa levando em conta os aspectos institucionais, sua natureza de atua??o, caracter?sticas e toda a estrutura de ensino, tendo enfoque nos aspectos da pr?tica docente fazendo rela??o com o perfil profissional e as aspira??es e miss?o institucional na medida que se forma para os indiv?duos atuarem no mercado de trabalho. Tal pesquisa ocorreu por meio de aplica??o de question?rios aos docentes da ?rea t?cnica do IFAP-Campus Santana, al?m da gest?o do IFAP, resultando na an?lise de dados por meio de gr?ficos, quadros de respostas e falas bem como fazendo rela??o com reflex?es a luz de te?ricos. A partir dessa an?lise, foi poss?vel entender e identificar os aspectos institucionais mediante a equipe respons?vel pelo trabalho de gest?o do IFAP, o que pensam, como s?o distribu?dos os recursos destinados a capacita??o e o grau de prioridade quanto a forma??o dos docentes nas modalidades de ensino oferecidas pelo IFAP- Campus-Santana levando em considera??o a vis?o que possuem sobre a educa??o profissional. O question?rio aplicado aos docentes visa tra?ar o perfil profissional, levando em considera??o as necessidades quanto a forma??o pedag?gica, o impacto desta forma??o na atua??o dentro do contexto da sala de aula, concep??es, dificuldades entre outras. Nas considera??es finais, ? feita uma an?lise sucinta quanto aos resultados e a conclus?o da coleta dos dados.

Made available in DSpace on 2014-12-17T15:53:15Z (GMT). No. of bitstreams: 1 FranciscoMAJ.pdf: 461224 bytes, checksum: a948eaf9854fc1a52a3f78f8b5e5db24 (MD5) Previous issue date: 2005-05-06 / The present investigation analyzes if it has, amongst the accountants of the city of Fortaleza-Cear?, a culture of Continued Professional Education, in the perspective of one future obligatoriness to garantee to the society best professional services in the terms of Resolution CFC n? 995/04 through the analysis of the activities played for the accountants in the city of Fortaleza, as well as through the analysis and detection of the factors that have motivated or made it difficult the search for the Continued Education and to inquire the attributes considered indispensable for the professional exercise. With this objective, the study presents a historical boarding of the development of the Accounting and the Countable Superior Education in Brazil, the approaches and the intentions of the Program of Continued Professional Education. The procedure used in the research was the inductive method with the use of a questionnaire applied to the accountants of the city of Fortaleza registered at the Regional Accountancy Council of Cear?-CRC-CE, of which it could evidence that if on one hand it is perceived that in the city of Fortaleza most of the accountants have a cocern for a continuous learning represented by 97,31% of the sample ; on the other hand it understands that some would have difficulties to accept the imposition, understanding that desmotivating factors exist as : expensive activities, few offers of courses and even though time lack / A presente investiga??o tem por objetivo analisar se h?, dentre os contadores do munic?pio de Fortaleza Cear?, uma cultura de Educa??o Profissional Continuada, na perspectiva de uma futura obrigatoriedade. Com este objetivo, o estudo apresenta uma abordagem hist?rica do desenvolvimento da Contabilidade e da Educa??o Superior Cont?bil no Brasil; os enfoques e os prop?sitos do Programa de Educa??o Profissional Continuada. O procedimento metodol?gico utilizado na pesquisa foi o m?todo indutivo com a utiliza??o de question?rio aplicado aos Contadores do munic?pio de Fortaleza registrados no Conselho Regional de Contabilidade do Estado do Cear? CRC CE. Conclui-se que se por um lado os contadores do munic?pio de Fortaleza afirmaram a import?ncia do aprendizado cont?nuo representado por 97,30% da amostra; por outro se compreende que alguns teriam dificuldade para aceitar a imposi??o de um Programa de Educa??o Profissional Continuada, por entenderem que existem fatores desmotivantes como: atividades dispendiosas, pouca oferta de cursos e at? mesmo falta de tempo

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-12-04T20:35:34Z No. of bitstreams: 1 HugoMansoJunior_DISSERT.pdf: 6247259 bytes, checksum: 1ee8a37c5208fe66b06be4e067a57717 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-12-06T21:57:04Z (GMT) No. of bitstreams: 1 HugoMansoJunior_DISSERT.pdf: 6247259 bytes, checksum: 1ee8a37c5208fe66b06be4e067a57717 (MD5) / Made available in DSpace on 2017-12-06T21:57:04Z (GMT). No. of bitstreams: 1 HugoMansoJunior_DISSERT.pdf: 6247259 bytes, checksum: 1ee8a37c5208fe66b06be4e067a57717 (MD5) Previous issue date: 2017-07-31 / O presente trabalho ? produto de uma pesquisa bibliogr?fica e de an?lise documental que teve por objetivo principal analisar os contextos pol?tico e educacional no Campus Natal ? Central do Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (CNat?IFRN), quando da publica??o da Lei n? 11.892 de 29 de dezembro de 2008. Tomando a fase final da ditadura militar e a transi??o ? democracia como refer?ncia inicial, o texto percorre tr?s institucionalidades, da Escola T?cnica Federal do Rio Grande do Norte (ETFRN) ao Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN), passando pelo Centro Federal de Educa??o Tecnol?gica (CEFET?RN). Como objetivos espec?ficos o trabalho procurou fazer um breve resgate hist?rico da educa??o profissional no Brasil; analisar os antecedentes ? cria??o dos Institutos Federais e avaliar seus impactos no CNat-IFRN. Discute-se o contexto pol?tico do per?odo em que s?o criados os Institutos Federais e suas permanentes disputas pelos rumos do pa?s, que se refletem na pol?tica educacional permeada por descontinuidades em sua orienta??o e legisla??o. Com a vit?ria de Luiz In?cio Lula da Silva, o novo governo (2003-2010) manteve-se num equil?brio inst?vel entre as pol?ticas neoliberais, instaladas no Brasil na d?cada de 1990 e os seus compromissos hist?ricos, em especial desde a funda??o (1980) e a formula??o do programa democr?tico e popular do Partido dos Trabalhadores em 1987. Percorridos os objetivos do trabalho, pode-se afirmar que a conjuntura que envolve a transi??o da ETFRN para o IFRN, ? pautada por crises e disputas pol?ticas. Crise do modelo neoliberal de domina??o econ?mica e ideol?gica no plano internacional e de profundas disputas pol?ticas no pa?s. Os resultados apontam que, apesar da positividade da expans?o da Rede Federal, a partir de 2003, n?o se produziu uma nova institucionalidade que viesse a alterar a dualidade estrutural entre a educa??o proped?utica e a educa??o profissional no pa?s, cabendo o desafio ao CNat-IFRN de aprofundar sua forma??o profissional, em v?rios n?veis, em di?logo mais permanente com a rede estadual de ensino m?dio do Rio Grande do Norte. / The present work is the product of a bibliographical research and documentary analysis that had as main objective to analyze the political and educational contexts in the Campus Natal - Central of the Federal Institute of Education, Science and Technology of Rio Grande do Norte (CNat-IFRN), when of the publication of Law No. 11,892 of December 29, 2008. Taking the final phase of the military dictatorship and the transition to democracy as an initial reference, the text goes through three institutions, from the Federal Technical School of Rio Grande do Norte (ETFRN) to Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN), through the Federal Center for Technological Education (CEFET-RN). As specific objectives the work sought to make a brief historical rescue of the professional education in Brazil; analyze the background to the creation of the Federal Institutes and evaluate their impacts on CNat-IFRN. It discusses the political context of the period in which the Federal Institutes are created and their constant disputes over the country's directions, which are reflected in educational policy permeated by discontinuities in its orientation and legislation. With the victory of Luiz In?cio Lula da Silva, the new government (2003-2010) remained in an unstable balance between the neoliberal policies established in Brazil in the 1990s and its historical commitments, especially since the foundation (1980) and the formulation of the democratic and popular program of the Workers' Party in 1987. Once the objectives of the work have been fulfilled, it can be said that the conjuncture that involves the transition from ETFRN to the IFRN is marked by crises and political disputes. Crisis of the neoliberal model of economic and ideological domination at the international level and of deep political disputes in the country. The results indicate that, despite the positivity of the expansion of the Federal Network, as of 2003, there was no new institutionality that would alter the structural duality between propaedeutic education and professional education in the country, with the challenge of CNat-IFRN deepen their professional training, at various levels, in a more permanent dialogue with the state high school network of Rio Grande do Norte.

Submitted by repositorio ufvjm (repositorio@ufvjm.edu.br) on 2016-10-14T13:03:18Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) karla_jaciara_vieira_damaceno_abreu.pdf: 1386326 bytes, checksum: 396523615550bb2e3ed611a2df31215e (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2016-10-17T10:21:20Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) karla_jaciara_vieira_damaceno_abreu.pdf: 1386326 bytes, checksum: 396523615550bb2e3ed611a2df31215e (MD5) / Made available in DSpace on 2016-10-17T10:21:20Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) karla_jaciara_vieira_damaceno_abreu.pdf: 1386326 bytes, checksum: 396523615550bb2e3ed611a2df31215e (MD5) Previous issue date: 2016 / A inser??o de pr?ticas humanizadas, a supera??o do tecnicismo especializado nos processos de gest?o dos servi?os, de cuidado e aten??o ? sa?de t?m se configurado como grandes desafios para a forma??o profissional em sa?de. Nesse sentido, se faz necess?ria a avalia??o e reflex?o sobre os modos pelas quais a forma??o desses profissionais vem ocorrendo no Brasil a partir da perspectiva do fortalecimento da rela??o entre o servi?o e ensino, e a forma??o com base nas necessidades do Sistema ?nico de Sa?de (SUS) estabelecido no Brasil. Esta Disserta??o teve como objetivo analisar a articula??o do projeto pol?tico pedag?gico do curso T?cnico em Enfermagem do Instituto Federal do Norte de Minas Gerais (IFNMG) ? C?mpus Janu?ria, com a Humaniza??o da assist?ncia ? sa?de. Para tanto, o presente estudo foi explorat?rio, descritivo, de enfoque qualitativo, adotando o delineamento de pesquisa bibliogr?fica e documental. Estudou-se o Projeto Pol?tico Pedag?gico (PPP), Matriz Curricular, Planos de Ensino e question?rio sobre o Ensino da Humaniza??o no curso T?cnico em Enfermagem do IFNMG, verificando a exist?ncia de temas pertinentes ? humaniza??o e as estrat?gias pedag?gicas usadas pelos docentes para contemplar a tem?tica Humaniza??o. O referencial te?rico versou sobre os temas: Educa??o Profissional no Brasil, Processo de Desenvolvimento da Profiss?o de Enfermagem no Brasil e Humaniza??o no Contexto da Forma??o Profissional em Sa?de. Pela an?lise dos documentos, ao analisar a dimens?o pol?tica, observa-se que o curso T?cnico em Enfermagem do IFNMG apresenta inten??o em formar trabalhadores que valorizem as rela??es humanas e preocupa-se com a forma??o cidad? do indiv?duo. Sendo assim, se insere na proposta da Pol?tica Nacional de Humaniza??o. Ao estudar a dimens?o pedag?gica, observou-se que a tem?tica humaniza??o ? pouco abordada nas ementas das disciplinas e que h? dificuldade em promover a integra??o ensino/servi?o/comunidade. Verificou-se que a tem?tica humaniza??o est? restrita a disciplinas isoladas ao longo do curso e n?o permeia toda a forma??o profissional. A tem?tica humaniza??o encontra-se em um campo bem mais te?rico do que realmente aplicado. Infere- se que a pr?tica n?o condiz com a teoria e n?o se articula com a proposta da Pol?tica Nacional de Humaniza??o. Diante do que foi exposto, a pesquisa realizada, leva a perceber que a discuss?o e inser??o da humaniza??o nos espa?os de forma??o em sa?de fazem-se necess?rias para criar espa?os de trabalho menos alienantes e reafirmar os princ?pios do SUS. / Disserta??o (Mestrado) ? Programa de P?s-gradua??o em Ensino em Sa?de, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016. / Implementing humanized nursing care and overcoming the use of sophisticated techniques in service management processes, care, and health care are characterized as major challenges for professional training in health.Therefore, it is necessary to evaluate and reflect on how their training happens in Brazil from the perspective of the strengthening of the relationship between service and education, and the needs of the Unified Health System (SUS), which is established in that country.The purpose of this thesis is to analyze the relationship between the political pedagogical project of the Nursing Technician Course at Federal Institute of Science and Technology Northern Minas Gerais(IFNMG) ? Janu?ria c?mpus, and the humanization of health care. Therefore, this study has an exploratory, descriptive and qualitative approach, and adopts the design of bibliographic and documentary research.The Pedagogical Political Project, course outlines, and questionnaires about the teaching of humanization on the IFNMG Nursing Technician course were studied in order to identify subject matters to humanization and pedagogical strategies used by teachers that are related to the theme humanization. The literature review revolved around the subjects: professional education in Brazil, development process of Nursing profession in Brazil, and humanization in health care professional education. By analyzing the documents, from the political view, it is possible to observe that the IFNMG Nursing Technician course intends to train professionals who value human relationships and care about their clients as an individual inserted in a society. This being the case, it is included in the proposal of the National Humanization Policy. The analysis of the pedagogical aspect shows that the theme humanization is rarely addressedin their programs, and it is hard to integrate service, community, and education.This theme is restricted to subjects along the course, but do not appear in the whole program. In addition, it is a much more theoretical than actually an applied field. The survey shows that practice is not consistent with the theory, so it does not meet the requirements of the National Humanization Policy. This being the case, the research concludes that it is necessary to discuss and insert the subject humanization into professional education programs in health carein order to create more realistic work places and reaffirm the principles of SUS.

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2016-12-22T13:43:41Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) karla_jaciara_vieira_damaceno_abreu.pdf: 1386326 bytes, checksum: 396523615550bb2e3ed611a2df31215e (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-01-31T14:03:37Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) karla_jaciara_vieira_damaceno_abreu.pdf: 1386326 bytes, checksum: 396523615550bb2e3ed611a2df31215e (MD5) / Made available in DSpace on 2017-01-31T14:03:37Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) karla_jaciara_vieira_damaceno_abreu.pdf: 1386326 bytes, checksum: 396523615550bb2e3ed611a2df31215e (MD5) Previous issue date: 2016 / A inser??o de pr?ticas humanizadas, a supera??o do tecnicismo especializado nos processos de gest?o dos servi?os, de cuidado e aten??o ? sa?de t?m se configurado como grandes desafios para a forma??o profissional em sa?de. Nesse sentido, se faz necess?ria a avalia??o e reflex?o sobre os modos pelas quais a forma??o desses profissionais vem ocorrendo no Brasil a partir da perspectiva do fortalecimento da rela??o entre o servi?o e ensino, e a forma??o com base nas necessidades do Sistema ?nico de Sa?de (SUS) estabelecido no Brasil. Esta Disserta??o teve como objetivo analisar a articula??o do projeto pol?tico pedag?gico do curso T?cnico em Enfermagem do Instituto Federal do Norte de Minas Gerais (IFNMG) ? C?mpus Janu?ria, com a Humaniza??o da assist?ncia ? sa?de. Para tanto, o presente estudo foi explorat?rio, descritivo, de enfoque qualitativo, adotando o delineamento de pesquisa bibliogr?fica e documental. Estudou-se o Projeto Pol?tico Pedag?gico (PPP), Matriz Curricular, Planos de Ensino e question?rio sobre o Ensino da Humaniza??o no curso T?cnico em Enfermagem do IFNMG, verificando a exist?ncia de temas pertinentes ? humaniza??o e as estrat?gias pedag?gicas usadas pelos docentes para contemplar a tem?tica Humaniza??o. O referencial te?rico versou sobre os temas: Educa??o Profissional no Brasil, Processo de Desenvolvimento da Profiss?o de Enfermagem no Brasil e Humaniza??o no Contexto da Forma??o Profissional em Sa?de. Pela an?lise dos documentos, ao analisar a dimens?o pol?tica, observa-se que o curso T?cnico em Enfermagem do IFNMG apresenta inten??o em formar trabalhadores que valorizem as rela??es humanas e preocupa-se com a forma??o cidad? do indiv?duo. Sendo assim, se insere na proposta da Pol?tica Nacional de Humaniza??o. Ao estudar a dimens?o pedag?gica, observou-se que a tem?tica humaniza??o ? pouco abordada nas ementas das disciplinas e que h? dificuldade em promover a integra??o ensino/servi?o/comunidade. Verificou-se que a tem?tica humaniza??o est? restrita a disciplinas isoladas ao longo do curso e n?o permeia toda a forma??o profissional. A tem?tica humaniza??o encontra-se em um campo bem mais te?rico do que realmente aplicado. Infere-se que a pr?tica n?o condiz com a teoria e n?o se articula com a proposta da Pol?tica Nacional de Humaniza??o. Diante do que foi exposto, a pesquisa realizada, leva a perceber que a discuss?o e inser??o da humaniza??o nos espa?os de forma??o em sa?de fazem-se necess?rias para criar espa?os de trabalho menos alienantes e reafirmar os princ?pios do SUS. / Disserta??o (Mestrado) ? Programa de P?s-gradua??o em Ensino em Sa?de, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016. / Implementing humanized nursing care and overcoming the use of sophisticated techniques in service management processes, care, and health care are characterized as major challenges for professional training in health.Therefore, it is necessary to evaluate and reflect on how their training happens in Brazil from the perspective of the strengthening of the relationship between service and education, and the needs of the Unified Health System (SUS), which is established in that country.The purpose of this thesis is to analyze the relationship between the political pedagogical project of the Nursing Technician Course at Federal Institute of Science and Technology Northern Minas Gerais(IFNMG) ? Janu?ria c?mpus, and the humanization of health care. Therefore, this study has an exploratory, descriptive and qualitative approach, and adopts the design of bibliographic and documentary research.The Pedagogical Political Project, course outlines, and questionnaires about the teaching of humanization on the IFNMG Nursing Technician course were studied in order to identify subject matters to humanization and pedagogical strategies used by teachers that are related to the theme humanization. The literature review revolved around the subjects: professional education in Brazil, development process of Nursing profession in Brazil, and humanization in health care professional education. By analyzing the documents, from the political view, it is possible to observe that the IFNMG Nursing Technician course intends to train professionals who value human relationships and care about their clients as an individual inserted in a society. This being the case, it is included in the proposal of the National Humanization Policy. The analysis of the pedagogical aspect shows that the theme humanization is rarely addressedin their programs, and it is hard to integrate service, community, and education.This theme is restricted to subjects along the course, but do not appear in the whole program. In addition, it is a much more theoretical than actually an applied field. The survey shows that practice is not consistent with the theory, so it does not meet the requirements of the National Humanization Policy. This being the case, the research concludes that it is necessary to discuss and insert the subject humanization into professional education programs in health carein order to create more realistic work places and reaffirm the principles of SUS.