Made available in DSpace on 2016-04-04T18:32:43Z (GMT). No. of bitstreams: 1 Andrea Mendes Baffa.pdf: 603143 bytes, checksum: bfecf297a2e3456c7c4edc46a0134dd1 (MD5) Previous issue date: 2008-02-20 / This work studies the Medical Internship of PUC Campinas from 2006 to 2007 by letting the principal individuals involved in its process of teaching/learning students and teachers speak out. Based on a theoretical reference about what could be the function of grading in the process of in-service learning, its purpose is to discover those elements that could be diagnosed. The study employs a qualitative approach involving semi-structured interviews with subject-partners. Afterwards, the data is analyzed using Discourse Analysis in the light of the bibliography that provides the theoretical support for the same The fundamental question orienting this work was: could it be that grading in Medical Internship at PUC Campinas a period of the course that has such peculiar and diverse characteristics compared to the others since it is in-service learning is still practiced favoring cognitive dominion, i.e., verification of technical knowledge in detriment to the rest of dominions like the emotional and psychomotor? From this indagation the following specific objectives are arrived at: to see what are the difficulties of the teacher-doctor of Internship at PUC Campinas in elaborating and applying a formative grading process that is inclusive and dialogic; to identify what concept the students and teachers have about grading (does the grading process influence the learning of the student?); and finally, to diagnose what are be the differences and similarities between the grading practiced in the beginning periods of the course and in Internship. We analyze the discourse of the teachers and students interviewed, using Discourse Analysis and elaborating thematic lines of analysis in order to let the subjects talk about the grading process for us to identify their concepts of grading. In the final considerations we present contributions for constructing a grading process that is more inclusive and dialogic, committed to forming the citizen-doctor. / Tendo como cen?rio o Internato M?dico da PUC-Campinas nos anos de 2006 e 2007, demos voz aos atores principais do processo ensino aprendizagem alunos e professores a fim de buscarmos elementos que nos permitissem a elabora??o de um diagn?stico embasados em um referencial te?rico sobre qual seria a fun??o da avalia??o no processo de aprendizagem em servi?o. Trata-se de uma pesquisa de abordagem qualitativa em que foram realizadas entrevistas semi-estruturadas com sujeitos parceiros da pesquisa e posterior realiza??o da an?lise dos dados, utilizando categorias da An?lise do Discurso, ? luz da bibliografia que d? suporte te?rico ? mesma. A quest?o fundamental que norteou este trabalho foi: ser? que a avalia??o do Internato M?dico na PUC-Campinas que ? um per?odo do curso que guarda caracter?sticas peculiares e t?o diversas dos demais, uma vez que se caracteriza pelo aprendizado em servi?o ? ainda praticada de modo a privilegiar o dom?nio cognitivo, isto ?, a verifica??o de conhecimentos te?ricos em detrimento dos demais dom?nios: afetivo e psicomotor? Dessa indaga??o adv?m os seguintes objetivos espec?ficos: procurar apontar quais seriam as dificuldades do professor-m?dico do Internato da PUC-Campinas na elabora??o e aplica??o de um processo avaliativo formativo, includente e dial?gico; identificar dentre os alunos e professores do Internato M?dico da PUC-Campinas qual a concep??o que e ambos t?m de avalia??o (haveria influ?ncia da pr?tica avaliativa sobre o aprendizado do aluno?) e finalmente, diagnosticar quais seriam as diferen?as e semelhan?as entre a avalia??o praticada nos per?odos iniciais do curso e no Internato. Analisamos os discursos de professores e alunos entrevistados, valendo-nos da An?lise do Discurso e elaborando eixos tem?ticos de an?lise, a fim de darmos voz aos sujeitos do processo avaliativo, e com isso, identificarmos suas concep??es de avalia??o. Por fim, nas considera??es finais apresentamos contribui??es para a constru??o de um processo avaliativo mais inclusivo, dial?gico e compromissado com a forma??o do cidad?o m?dico.

Made available in DSpace on 2016-04-04T18:32:58Z (GMT). No. of bitstreams: 1 Marco Wandercil da Silva.pdf: 431320 bytes, checksum: 6a9941ab4097e6a003a945bae2f17aa6 (MD5) Previous issue date: 2005-12-15 / This work, related to the research area: "Avalia??o Institucional e Gest?o Universit?ria" (Institutional Evaluation and University Management), demonstrates that the political, social and economical transformations from the world globalization process have been urging several business organizations to reflect about recent need for training workers and for keeping them up with a continuous learning process. In this scene regulated by neoliberal laws, the phenomenon named Corporate University (CU) arose - originated in the middle of the past century in the United States - whose mission is to form and develop human resources in business management, promoting the generation, assimilation, diffusion and application of organizational knowledge, through continuous and active learning process, focused in results. The aim of this research is to develop some reflections on the introduction of CU's in Brazil, covering the conflicts in high education in general, the reasons for creation of the modality of corporate education and the alternative role performed by this CU. One of the hypotheses is that these increasing educational environments indicate a particular demand for a new educational model. Moreover, we consider the new modality of education in relation to the traditional universities, approach that discloses, in a certain way, an underlying character of competition, because CU attracts a parcel of "clients" from the specialization or complementary courses offered by the universities, creating new trends with its courses totally directed to the work market. This quiet shock opposes, on a side, the companies, represented by CU's, and on the other side, the universities. Therefore, we inquire: how will traditional University react faced with the requirements and changes as a result of corporate education, completely contradictory to its functions? And we conclude that knowledge spread for CU's does not contemplate the human being in an extensive formation, this is only about one more lucrative strategy of the corporative world, according to which is privileged the term ' university ' instead of ' training center ' (this is really what these CU's seem to be), however knowledge is banalized and conscience about everyone's social role is not stimulated in each worker. / O presente trabalho, inserido na linha de pesquisa: Avalia??o Institucional e Gest?o Universit?ria , demonstra que as transforma??es pol?ticas, sociais e econ?micas intr?nsecas ao processo de globaliza??o mundial t?m impulsionado diversas organiza??es empresariais ? reflex?o sobre a necessidade atual de treinar os trabalhadores e de mant?-los em constante aprendizagem. Nesse cen?rio regido por leis neoliberais, surgiu o fen?meno denominado Universidade Corporativa (UC) - originado na metade do s?culo passado nos Estados Unidos - cuja miss?o ? formar e desenvolver os recursos humanos na gest?o dos neg?cios, promovendo a gera??o, assimila??o, difus?o e aplica??o do conhecimento organizacional, por meio de um processo de aprendizagem ativa e cont?nua, focada nos resultados. O objetivo desta pesquisa ? desenvolver algumas reflex?es sobre a implanta??o das UC s no Brasil, abrangendo os conflitos do ensino superior em geral, os motivos da cria??o da modalidade de ensino corporativo e o papel alternativo que essa UC pode desempenhar. Uma de nossas hip?teses ? que o crescimento desses ambientes educacionais sinaliza a demanda particular de um novo modelo de educa??o. Al?m disso, consideramos a nova modalidade de ensino em rela??o ?s universidades tradicionais, aproxima??o que revela, de certa maneira, um car?ter subjacente de competi??o, dado que a UC chama para si uma parcela de clientes dos cursos de especializa??o ou de aperfei?oamento oferecidos pelas universidades, criando novas tend?ncias com seus cursos totalmente voltados ao mercado de trabalho. Esse embate silencioso contrap?e, de um lado, as empresas, por meio das UC s, e do outro, as universidades. Portanto, indagamos: como a Universidade tradicional ir? reagir diante das exig?ncias e das mudan?as decorrentes do ensino corporativo, completamente contradit?rias ?s suas fun??es? E conclu?mos que o conhecimento disseminado pelas UC s n?o contempla o ser humano em uma forma??o ampla, tratando-se apenas de mais uma estrat?gia lucrativa do mundo corporativo, segundo a qual privilegia-se o termo 'universidade' ao inv?s de 'centro de treinamento' (que ? o que realmente essas UC's parecem ser), por?m banaliza-se o saber, al?m de n?o estimular, em cada trabalhador, a consci?ncia de seu papel na sociedade.

Made available in DSpace on 2016-04-04T18:33:16Z (GMT). No. of bitstreams: 1 HENRIQUE DA SILVA LOURENCO.pdf: 2848034 bytes, checksum: 2a911a2ad77a2f6a8103715f0138d28c (MD5) Previous issue date: 2014-02-26 / This work falls within the field of research on educational assessment and focuses on the study of the resulting classifications of the Guia do Estudante (GE), published by Editora Abril. The dearth of research focused on the study of this problem becomes relevant, in that it aims to understand how the process of reporting the results obtained by Brazilian universities - public and private (with or nonprofit) occurs in the Award in Best Universities of GE, in the years 2012 and 2013, before the university community and society in general. This is a quantitative and qualitative research, of bibliographical nature, marked by the content analysis of sources of institutional origin, trying to know the communication strategies adopted by universities as regards the results obtained in the Best Universities GE Award. For this, understanding the process of institutional communication that originates from the GE ratings requires that seek the understanding of the place occupied by the rankings in contemporary higher education, as alleged inducing elements of quality and institutional distinction, identifying, analyzing and comparing communication strategies adopted among different segments university, from the performance in that ranking, trying to identify similarities, differences and convergences. This study is contextualized in two bibliographic-documentary surveys: one of theoretical nature and another of empirical nature. The theoretical survey is based on trying to understand how to position the main authors around policy-focused review rankings as well as policies for large-scale and unofficial rankings and concerning the internationalization of universities. The empirical survey is based on two phases: the first conducts a survey via institutional websites of universities seeking communication/advertising material about positions occupied in GE; the second phase was held on the occasion own collection of Editora Abril, where was collected editions dealing with reviews of GE. The survey results indicate that the GE had several methodological issues throughout their changes, as well as have emerged a series of ratings (rankings). The standardization of rankings GE emerged only with the "Best Universities Award". The presence of a ranking as the GE demonstrated its compliance with respect to the global movement for a culture of ranking. A content analysis of institutional materials revealed certain differences, especially in terms of marketing between public and private institutions, as well as, demonstrated the use of rankings in marketing education in view of the importance that the segments assign to the ranking of GE. / A presente disserta??o se enquadra no campo das pesquisas em avalia??o educacional e tem foco no estudo das classifica??es advindas do Guia do Estudante (GE), publicada pela Editora Abril. A escassez de pesquisas voltadas ao estudo da problem?tica torna relevante a presente investiga??o, na medida em que se pretende compreender como ocorre o processo de comunica??o dos resultados obtidos pelas universidades brasileiras p?blicas e particulares (com ou sem fins lucrativos) no Pr?mio Melhores Universidades do GE nos anos de 2012 e 2013, perante a comunidade universit?ria e a sociedade em geral. Trata-se de uma pesquisa quantitativa e qualitativa, de natureza bibliogr?fica, marcada pela an?lise de conte?do de fontes de origem institucional, tentando conhecer as estrat?gias de comunica??o adotadas pelas universidades no tocante aos resultados obtidos no Pr?mio Melhores Universidades do GE. Para tanto, compreender o processo de comunica??o institucional que se origina das classifica??es do GE exige que se busque o entendimento acerca do lugar ocupado pelos rankings na educa??o superior contempor?nea, como supostos elementos indutores de qualidade e de distin??o institucional, identificando, analisando e comparando as estrat?gias de comunica??o adotadas entre os diferentes segmentos universit?rios, a partir do desempenho no referido ranking, tentando identificar semelhan?as, diferen?as e converg?ncias. Este estudo se contextualiza em dois levantamentos bibliogr?ficos-documentais, um de cunho te?rico e outro de cunho emp?rico. O te?rico fundamenta-se na tentativa de compreender como se posicionam os principais autores em torno de pol?ticas de avalia??o focadas nos rankings, bem como de pol?ticas de larga escala e de rankings n?o oficiais e a respeito da internacionaliza??o das universidades. O emp?rico fundamenta-se em duas fases: a primeira realiza um levantamento via sites institucionais das universidades buscando material de comunica??o/publicidade que tratem das posi??es ocupadas no GE; e a segunda foi realizado no pr?prio acervo da Editora Abril ocasi?o em que se coletou as edi??es que tratam das avalia??es do GE. Os resultados da pesquisa indicam que o GE apresentou diversas mudan?as metodol?gicas ao longo de suas edi??es, assim como tamb?m foram surgindo uma s?rie de classifica??es (rankings). A padroniza??o dos rankings do GE emergiu apenas com o Pr?mio Melhores Universidades . A presen?a de um ranking como o do GE demostrou sua conson?ncia com rela??o ao movimento global em prol de uma cultura de ranqueamento. A an?lise do conte?do dos materiais institucionais revelou certas diferen?as, principalmente, em termos de marketing entre institui??es p?blicas e privadas, bem como, demonstrou o uso mercadol?gico dos rankings na educa??o tendo em vista a import?ncia que os segmentos atribuem ao ranqueamento do GE.

Made available in DSpace on 2014-12-17T15:41:58Z (GMT). No. of bitstreams: 1 KleisonJML_DISSERT.pdf: 2363827 bytes, checksum: 4aa59ad298de0da3cbcb7da4fac8623c (MD5) Previous issue date: 2012-02-16 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / In distance learning degree in Chemistry in full of the Secret?ria de Educa??o a dist?ncia da Universidade Federal do Rio Grande do Norte (SEDIS / UFRN). The teacher-tutor to establish the experimental subjects closer relationships with students, mediating the pedagogical actions that develop in the distance learning course, with a view to achieving the principles of autonomy and learning, contributing to the creation of learning environments collaborative, guided by affection.The article presents the results of an empirical research on affectivity in practice this tutorial experimental classes in higher distance education in the full degree course in Chemistry Polo Currais Novos/ RN, held between 2009 and 2010. The study is based on qualitative methodology, whose data were collected through questionnaires and semi-structured interviews with 48 (forty eight) students involved in distance learning courses and selected in order to compose a group of subjects who showed variability, as guidelines that guide the sampling procedures in qualitative research. The results, based on category theory and empirical analysis of data from the interviews were supplemented by information obtained from participant observation which also served to guide the data collection of the corpus of this work. With the results we understand that there is clarity about what characterizes a loving relationship between those involved in the process of teaching and learning in experimental classes in high school chemistry Distance Education. Furthermore, it was also clear that the communication process in dialogic teaching and learning in higher distance education in chemistry at the trial need to mark out in balanced affective attitudes, the experimental error that value and respect the many possible construction of knowledge by movements social interaction of individual and collective / No ensino ? dist?ncia de licenciatura plena em Qu?mica da Secret?ria de Educa??o ? dist?ncia da Universidade Federal do Rio Grande do Norte (SEDIS/UFRN) o professor-tutor de disciplinas experimentais estabelece as rela??es mais pr?ximas com os alunos, mediando as a??es pedag?gicas que se desenvolvem, tendo em vista, a concretiza??o dos princ?pios da autonomia e da aprendizagem, contribuindo para a cria??o de ambientes de aprendizagem colaborativos pautados pela afetividade. O trabalho exp?e o resultado de uma pesquisa emp?rica sobre esta afetividade na pr?tica tutorial em aulas experimentais na modalidade de ensino ? dist?ncia no curso de licenciatura plena em Qu?mica do polo de Currais Novos/RN, realizado entre os anos de 2009 e 2010. O estudo est? fundamentado na metodologia semiquantitativa, onde os dados foram coletados por meio de question?rios e entrevistas semi-estruturadas, com 48 (quarenta e oito) discentes envolvidos no curso ? dist?ncia e selecionados visando compor um grupo que apresentasse variabilidade, conforme as diretrizes que guiam os processos de amostragem nas pesquisas semiquantitativas. Os resultados, baseados em categorias te?ricas e emp?ricas provenientes da an?lise dos dados das entrevistas, foram complementados pelas informa??es obtidas com a observa??o participativa que serviu tamb?m para orientar a coleta de dados do corpus deste trabalho. Com os resultados obtidos foi poss?vel entender que h? clareza, sobre o que caracteriza uma rela??o afetiva entre os envolvidos no processo de ensino e aprendizagem em aulas experimentais do ensino em Qu?mica da Educa??o ? dist?ncia (EaD). Al?m disso, ficou evidente, tamb?m, que o processo dial?gico no ensino-aprendizagem, e na experimenta??o de Qu?mica da educa??o superior ? dist?ncia precisa se balizar em atitudes afetivas equilibradas, que valorizem o erro experimental e o respeito ?s m?ltiplas possibilidades de constru??o do conhecimento por movimentos de intera??o social, seja individuais e/ou coletivos

Made available in DSpace on 2014-12-17T15:41:59Z (GMT). No. of bitstreams: 1 KleisonJML_DISSERT.pdf: 2363827 bytes, checksum: 4aa59ad298de0da3cbcb7da4fac8623c (MD5) Previous issue date: 2012-02-16 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / In distance learning degree in Chemistry in full of the Secret?ria de Educa??o a dist?ncia da Universidade Federal do Rio Grande do Norte (SEDIS / UFRN). The teacher-tutor to establish the experimental subjects closer relationships with students, mediating the pedagogical actions that develop in the distance learning course, with a view to achieving the principles of autonomy and learning, contributing to the creation of learning environments collaborative, guided by affection.The article presents the results of an empirical research on affectivity in practice this tutorial experimental classes in higher distance education in the full degree course in Chemistry Polo Currais Novos/ RN, held between 2009 and 2010. The study is based on qualitative methodology, whose data were collected through questionnaires and semi-structured interviews with 48 (forty eight) students involved in distance learning courses and selected in order to compose a group of subjects who showed variability, as guidelines that guide the sampling procedures in qualitative research. The results, based on category theory and empirical analysis of data from the interviews were supplemented by information obtained from participant observation which also served to guide the data collection of the corpus of this work. With the results we understand that there is clarity about what characterizes a loving relationship between those involved in the process of teaching and learning in experimental classes in high school chemistry Distance Education. Furthermore, it was also clear that the communication process in dialogic teaching and learning in higher distance education in chemistry at the trial need to mark out in balanced affective attitudes, the experimental error that value and respect the many possible construction of knowledge by movements social interaction of individual and collective / No ensino a dist?ncia de licenciatura plena em Qu?mica da Secretaria de Educa??o a dist?ncia da Universidade Federal do Rio Grande do Norte (SEDIS/UFRN), o professor-tutor de disciplinas experimentais estabelece as rela??es mais pr?ximas com os alunos, mediando as a??es pedag?gicas que se desenvolvem, tendo em vista a concretiza??o dos princ?pios da autonomia e da aprendizagem, contribuindo para a cria??o de ambientes de aprendizagem colaborativos pautados pela afetividade. O trabalho exp?e o resultado de uma pesquisa emp?rica sobre esta afetividade na pr?tica tutorial em aulas experimentais na modalidade de ensino a dist?ncia no Curso de Licenciatura Plena em Qu?mica do Polo de Currais Novos/RN, realizado entre os anos de 2009 e 2010. O estudo est? fundamentado na metodologia semiquantitativa, cujos dados foram coletados por meio de question?rios e entrevistas semiestruturadas, com 48 (quarenta e oito) discentes envolvidos no curso a dist?ncia e selecionados visando compor um grupo que apresentasse variabilidade, conforme as diretrizes que guiam os processos de amostragem nas pesquisas semiquantitativas. Os resultados, baseados em categorias te?ricas e emp?ricas provenientes da an?lise dos dados das entrevistas, foram complementados pelas informa??es obtidas com a observa??o participativa que serviu tamb?m para orientar a coleta de dados do corpus deste trabalho. Com os resultados obtidos, foi poss?vel entender que h? clareza sobre o que caracteriza uma rela??o afetiva entre os envolvidos no processo de ensino e aprendizagem em aulas experimentais do ensino em Qu?mica da Educa??o a dist?ncia (EaD). Al?m disso, ficou evidente, tamb?m, que o processo dial?gico no ensino-aprendizagem e na experimenta??o de Qu?mica da educa??o superior a dist?ncia precisa se balizar em atitudes afetivas equilibradas, que valorizem o erro experimental e o respeito ?s m?ltiplas possibilidades de constru??o do conhecimento por movimentos de intera??o social, seja individuais e/ou coletivos

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-03-16T14:00:14Z No. of bitstreams: 1 2016 - In? Jana Souza de Aquino.pdf: 2377398 bytes, checksum: c635fc536cd85552add91e64af1b2a46 (MD5) / Made available in DSpace on 2017-03-16T14:00:14Z (GMT). No. of bitstreams: 1 2016 - In? Jana Souza de Aquino.pdf: 2377398 bytes, checksum: c635fc536cd85552add91e64af1b2a46 (MD5) Previous issue date: 2016-02-18 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The legislation that conducts the formation of teachers in Brazil is marked by discontinuity, both with regards to the locus of such training and in relations to the emerged pedagogical proposals that were implemented over time. Regarding the locus of teacher formation, we started with the "regal classes" in the nineteenth century to the advent of "higher education institutes" in the twentieth century. In the twenty-first century were created in 2008 by law n? 11,892, (BRAZIL, 2008) the Federal Institutes of Science Education and Technology (IFs), the focus of our research, with the obligation to offer 20% of their vacancies to degree courses and special programs for teacher training, in order to train the teachers for basic education, establishing a new space to form new teachers throughout Brazil. The Federal Institutes are part of public policy for technical and technological professional education, which reconfigured the Federal Professional Education Network in the country. From this context, we seek to investigate how the Federal Institutes of Education, Science and Technology are carrying out the legal requirement to train teachers, taking as the object of our research the degrees offered by these institutions in Rio de Janeiro State. The overall aim of the study is to describe the features of creation and offering of Teacher Training courses in the Federal Institutes of Rio de Janeiro State, involving some issues related to the current law, the professionals involved and the offered infrastructure for offering these courses. About the methodology we can say that it?s a research of basic nature, which addresses the problem qualitatively, with reflections on the qualifications of the faculty, difficulty opening the course, location and quality impacts among others. We used as instruments for data collection: literature review, research on official websites, the Institutes?s internal documents research, questionnaires, interviews and field notebook. From the analysis of the collected material it was found that the degree courses have been created taking into account mainly the legislation requiring IFs to offer at least 20% of vacancies for degree courses, human resources and available infrastructure. We also found that faculty responsible for pedagogical subjects mostly consists of professionals without training in education or teaching, which in our view difficult to establish a deeper debate about the pedagogical issues. However, we find the institution that some initiatives aimed at making the debate more present, both in the pedagogical projects of the courses, and in the speeches of the coordinators. We believe that the Teacher Training Courses in IFRJ are still looking for their identity because coordinators and teachers speeches are still very dissonant about pedagogical issues / A legisla??o que rege a forma??o de professores no Brasil ? marcada pela descontinuidade, tanto no que diz respeito ao locus dessa forma??o como em rela??o ?s propostas pedag?gicas surgidas e implantadas ao longo do tempo. No que tange ao l?cus da forma??o de professores, come?amos pelas ?aulas r?gias? no s?culo XIX at? o advento dos ?Institutos de n?vel superior? no s?culo XX. No s?culo XXI foram criados, no ano de 2008, pela Lei n? 11.892, (BRASIL, 2008) os Institutos Federais de Educa??o Ci?ncia e Tecnologia (IFs), foco da nossa pesquisa, com a obrigatoriedade de oferecer 20% de suas vagas para atender aos cursos de licenciatura e programas especiais de forma??o pedag?gica, destinados ? forma??o de professores para a educa??o b?sica, instituindo, desta forma, um novo espa?o para formar professores em todo Brasil. Os Institutos Federais fazem parte da pol?tica p?blica para educa??o profissional t?cnica e tecnol?gica, que reconfigurou a Rede Federal de Educa??o Profissional no pa?s. A partir deste contexto, buscamos investigar de que maneira os IFs est?o cumprindo a determina??o legal de formar professores, tomando como objeto de nossa pesquisa as licenciaturas ofertadas por estas Institui??es, no Estado do Rio de Janeiro. O objetivo geral do estudo ? descrever as caracter?sticas da cria??o e oferecimento dos cursos de Forma??o de Professores IFs, envolvendo quest?es ligadas: ? legisla??o vigente, aos profissionais envolvidos e ? infraestrutura oferecida para o oferecimento desses cursos. Quanto ? metodologia,trata-se de uma pesquisa de natureza b?sica, que aborda o problema de forma qualitativa, com reflex?es a respeito da qualifica??o do corpo docente, dificuldades para abertura dos cursos, localiza??o, impactos na qualidade, dentre outros. Utilizamos como instrumentos para coleta de dados: revis?o bibliogr?fica, busca em sites oficiais, pesquisa nos documentos internos dos IFs, question?rios, entrevistas e caderno de campo. A partir da an?lise do material coletado verificou-se que os cursos de licenciatura foram criados levando em considera??o, principalmente, a legisla??o que obriga os IFs a oferecerem no m?nimo 20% das vagas para os cursos de licenciatura, os recursos humanos e a infraestrutura dispon?veis. Verificamos ainda que o corpo docente, respons?vel pelas disciplinas pedag?gicas, em sua maioria ? composto por profissionais sem forma??o na ?rea de educa??o ou de ensino, o que a nosso ver dificulta o estabelecimento de um debate mais profundo a respeito das quest?es pedag?gicas. Entretanto, encontramos na Institui??o algumas iniciativas que visam tornar esse debate mais presente, tanto nos Projetos Pedag?gicos dos Cursos, quanto no discursos dos coordenadores. Acreditamos que os Cursos de Licenciatura no IFRJ est?o em processo de busca de identidade, pois ainda encontramos professores e coordenadores com discursos muito dissonantes no que tange ?s quest?es pedag?gicas.

Submitted by Natalie Mendes (nataliermendes@gmail.com) on 2015-07-29T00:42:57Z No. of bitstreams: 1 MARTA FRAN?A.pdf: 1192952 bytes, checksum: f47af7aa471e427e047934c098b7cce0 (MD5) / Made available in DSpace on 2015-07-29T00:42:57Z (GMT). No. of bitstreams: 1 MARTA FRAN?A.pdf: 1192952 bytes, checksum: f47af7aa471e427e047934c098b7cce0 (MD5) Previous issue date: 2014-12-19 / This present essay has as objective to know how teachers and graduated in Nursing which haven?t graduated or a preparation course to be a teacher in nursing area, see and mean the teaching work in private college education. In this perspective, the guiding issue of our work was elaborated as following: As the nurse-teachers of a private college mean the teaching in higher education and in how do these issues reach their pedagogic practices. The investigation sustained methodologically in the qualitative approach, supported by the Phenomenology field, using the Theory of Social Representations (MOSCOVICI, 2003) and the Analysis of the Context (BARDIN, 2001), supported by the epistemological presupposition of the emergent paradigm (BERHENS, 2003). The Locus of the research was a private College, addressed in Feira de Santana-BA. The subjects investigated were six (6) teachers, nursing graduates who teach in the Higher Education Institution. As instrument of the collect and production data was used the semi-structured interview. To line off our research object and dialogue about High Education Teaching in the private sector, we used as theoretical substantiation authors as: Dias Sobrinho (2009), Pimenta and Anastasiou (2011), Tardif (2007), Cunha (2009), and others. As results reached, after the interpretation of the thematic units, we analyzed that the teaching in High Education was awaken as a second profession, challenging them to use traditional practices of teaching. Moreover, the deponents assumed that the graduation and acting in Nursing have contributed to a more embodied practical. Although, they recognize the on-going educational practice are necessaries to re-elaborate their activities as professors. About the teaching knowledge, the majority of the researched professors pointed the experience knowledge, specific or subject ones while important in the teaching work as the same time they recognize the necessity of keeping a dialogic relationship with the students. On professional identity, the subjects bring the idea of an identity that goes through both professions. / A presente Disserta??o tem como objetivo conhecer como professores bachar?is em Enfermagem, que n?o tiveram forma??o para o trabalho docente, significam a doc?ncia na educa??o superior particular. Nessa perspectiva, a quest?o norteadora de nosso trabalho foi elaborada da seguinte maneira: Como os enfermeiros-professores de uma faculdade particular significam a doc?ncia no ensino superior e de que maneira esses sentidos mobilizam suas pr?ticas pedag?gicas? A investiga??o esteve amparada metodologicamente na abordagem qualitativa, situada no campo da Fenomenologia, utilizando-se de princ?pios da Teoria das Representa??es Sociais (MOSCOVICI, 2003) e da An?lise de Conte?do (BARDIN, 2001), fundamentados pelos pressupostos epistemol?gicos do paradigma emergente (BERHENS, 2003). O L?cus da pesquisa foi uma Faculdade particular, localizada em Feira de Santana-BA. Os sujeitos investigados constitu?ram-se em seis (6) professores, bachar?is em Enfermagem - que exercem a doc?ncia nessa institui??o de ensino superior. Como instrumento de coleta e produ??o de dados foi utilizada a entrevista semi-estruturada. Para demarcar o nosso objeto de pesquisa e dialogar sobre a Doc?ncia no Ensino Superior no setor privado, utilizamos como fundamenta??o te?rica autores, a exemplo de: Dias Sobrinho (2009), Pimenta e Anastasiou (2011), Tardif (2007), Cunha (2009), dentre outros. Como resultados alcan?ados, ap?s as interpreta??es das unidades tem?ticas, analisamos que a doc?ncia na educa??o superior foi despertada como uma segunda profiss?o, desafiando-lhes a utilizar pr?ticas tradicionais de ensino. Ademais, os depoentes afirmaram que a forma??o e atua??o em Enfermagem contribuem para um fazer docente mais consubstanciado. Por?m, reconhecem as pr?ticas formativas continuadas s?o necess?rias para reelaborarem suas atividades de professor. Quanto aos saberes da doc?ncia, a maioria dos pesquisados apontaram os saberes da experi?ncia, disciplinares e espec?ficos como importantes na pr?tica docente, enquanto que reconheceram a necessidade de manter uma rela??o dial?gica com os estudantes. No tocante a identidade profissional, os sujeitos trazem a ideia de uma identidade em movimento, um pertencimento dilu?do em ambas as profiss?es.

Submitted by Natalie Mendes (nataliermendes@gmail.com) on 2015-08-03T23:31:57Z No. of bitstreams: 1 DISSERTA??O POS DEFESA.pdf: 4279501 bytes, checksum: 010a142b36e6d8d3c745d3e1a4e7601f (MD5) / Made available in DSpace on 2015-08-03T23:31:57Z (GMT). No. of bitstreams: 1 DISSERTA??O POS DEFESA.pdf: 4279501 bytes, checksum: 010a142b36e6d8d3c745d3e1a4e7601f (MD5) Previous issue date: 2015-05-22 / This study establishes as the focus of investigation on the learning processes of students of Higher Education. Specifically, we will seek to understand the learning characteristics in the perspective of the Problem-Based Learning (PBL) methodology by point of view of Medical College students at State University of Feira de Santana - UEFS. Consequently, the studies developed about: learning adult student; active methodologies and the Problem-Based Learning (PBL) methodology, that acquire fundamental importance to the development of this research. In this sense, we will explain the adult learning and its specificities from the perspective of authors such as: Oliveira (2005), Nogueira (2009), Vigotski (1996; 2007), Placco and Souza (2006) among others. In discussions about active methodologies we bring to the scene studies such as Anastasiou (2007; 2009), Berbel (1998), Ribeiro (2010) and Oliveira (2010). Thus, to discuss the PBL methodology, articulate the theoretical analysis of the following authors: Barrows (1996), Chaer (2010), Feuerwerker (2002), Komatsu (2010), Mamede (2001) and Ribeiro (2010). Under these perspectives, we developed a qualitative methodological approach of field research, exploratory and descriptive. By understanding that the reports of the students are strengthened in situations in which there are opportunities for knowledge exchange. Thus, we elected as main data collection instrument conducting focus groups with students of 3rd and 4th year from Medicine College at UEFS. Indeed, the analysis was realized from the assumptions drawn by Bardin (2001), on the content analysis which enabled the creation of three categories, namely: learn to be subject of learning; learn from each other; learn by praxis. So the results reveal the specifics of learning through PBL methodology. The reports also reveal that, although facing some problems in the Medical College at UEFS, the objectives of the proposed methodology of the PBL are satisfactorily achieved. Therefore, we seek with this study contribute to the (re) think the learning process bases on Higher Education, in favor of an university that develops the student's autonomy for its effective personal and professional development. / Este estudo estabelece como foco de investiga??o os processos de aprendizagem de estudantes da Educa??o Superior. Especificamente, buscaremos compreender as caracter?sticas da aprendizagem na perspectiva da metodologia da Aprendizagem Baseada em Problemas (ABP) a partir da ?tica dos estudantes do curso de Medicina da Universidade Estadual de Feira de Santana ? UEFS. Consequentemente, os estudos desenvolvidos sobre: a aprendizagem do estudante adulto; as metodologias ativas e a metodologia da Aprendizagem Baseada em Problemas, que adquirem import?ncia fundamental para o desenvolvimento desta investiga??o. Neste sentido, abordaremos a aprendizagem do adulto e suas especificidades sob a ?tica de autores como: Oliveira (2005), Nogueira (2009), Vigotski (1996; 2007), Placco e Souza (2006) dentre outros. Nas discuss?es sobre as metodologias ativas trazemos ? baila os estudos de Anastasiou (2007; 2009), Berbel (1998), Ribeiro (2010) e Oliveira (2010). De tal modo, para discutir sobre a metodologia da ABP, articulamos as an?lises te?ricas dos seguintes autores: Barrows (1996), Chaer (2010), Feuerwerker (2002), Komatsu (2010), Mamede (2001) e Ribeiro (2010). Sob tais perspectivas, desenvolvemos uma pesquisa de campo de abordagem metodol?gica qualitativa, explorat?ria e descritiva. Pela compreens?o que os relatos dos estudantes se fortalecem em situa??es pelas quais h? oportunidades de troca de saberes. Assim, elegemos como principal instrumento de coleta de dados a realiza??o de grupos focais com estudantes do 3? e 4? ano do curso de Medicina da UEFS. Com efeito, a an?lise dos dados foi realizada a partir dos pressupostos delineados por Bardin (2001), sobre a an?lise de conte?do que possibilitou a constitui??o de tr?s categorias, a saber: aprender a ser sujeito da aprendizagem; aprender com o outro; aprender pela pr?xis. De modo que os resultados revelam as especificidades da aprendizagem na metodologia da ABP. Os relatos ainda apontam que, embora enfrentem alguns problemas no curso de Medicina da UEFS, os objetivos da proposta metodol?gica da ABP s?o satisfatoriamente alcan?ados. Portanto, buscamos, com esse estudo, contribuir para o (re)pensar das bases do processo de aprendizagem na Educa??o Superior, a favor de uma universidade que desenvolva a autonomia do estudante para o seu efetivo desenvolvimento pessoal e profissional.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-09-04T20:02:31Z No. of bitstreams: 1 2017 - Adelzita Val?ria Pacheco de Souza.pdf: 3815417 bytes, checksum: 084d0ac8fdcec9fc84b8cf26c4493e28 (MD5) / Made available in DSpace on 2018-09-04T20:02:31Z (GMT). No. of bitstreams: 1 2017 - Adelzita Val?ria Pacheco de Souza.pdf: 3815417 bytes, checksum: 084d0ac8fdcec9fc84b8cf26c4493e28 (MD5) Previous issue date: 2017-03-23 / Inclusion in Higher Education still faces challenges to become a reality in Brazil, especially people with specific educational needs. A group of university students with disabilities formed the Collective of People with Specific Educational Needs to fight for their rights in the Federal Rural University of Rio de Janeiro. This work aims to investigate what these university students with disabilities, represented by the Collective, think about inclusion in Higher Education, and how they organize collectively in the university. In addition to the official documents on Inclusion in Education and the theoretical revision of this theme, we use as theoretical basis the Psychology of Active Minorities and Cultural Psychology to understand the student movement in formation. As a research methodology, we used the narrative analysis method, based on data collected through an interview with 3 members of the executive of the Collective, documents referring to the Institution of Federal Higher Education - IFHE and the Collective, photos, digital messages and reports on the theme. The analysis of the data indicated as a result: i) Inclusion in Higher Education is a right; Ii) Criticism of the IFES for not meeting the demands of attending the Specific Educational Needs - SEN of students with disabilities, according to educational legislation; Iii) The creation of the PNE Collective, establishes dialogue with the institution and makes and claims rights, demonstrates principles and characterizes itself as an active minority, accomplishes achievements that show emancipation and innovation; Iv) The PNE Collective organizes a dialogue and actions agenda that highlights the urgency of attending SEN. In intersubjectivity they constitute a new discourse, and seek new meanings for the academic trajectory. They assume a collective identity, and begin to exercise stronger social influence. The PNE Collective built social recognition and a channel of dialogue with the institution. / A Inclus?o na Educa??o Superior ainda enfrenta desafios para se tornar uma realidade no Brasil, principalmente as pessoas com necessidades educacionais espec?ficas. Um grupo de universit?rios com defici?ncia formou o Coletivo de Pessoas com Necessidades Educacionais Espec?ficas para lutar por seus direitos na/da Universidade Federal Rural do Rio de Janeiro. Este trabalho objetiva investigar o que estes universit?rios com defici?ncia, representados pelo Coletivo, pensam sobre a inclus?o na Educa??o Superior, e como se organizam coletivamente na universidade. Al?m dos documentos oficiais sobre Inclus?o na Educa??o e da revis?o te?rica desta tem?tica, utilizamos como base te?rica a Psicologia das Minorias Ativas e a Psicologia Cultural para compreender o movimento estudantil em forma??o. Como metodologia de pesquisa utilizamos o m?todo de an?lise da narrativa, a partir de dados coletados atrav?s de entrevista a 3 membros da executiva do Coletivo, documentos referente ? Institui??o de Federal de Ensino Superior - IFES e ao Coletivo, fotos, mensagens digitais e reportagens sobre o tema. A an?lise dos dados apontou como resultado: i) A inclus?o na Educa??o Superior ? um direito; ii) Cr?tica a IFES pelo n?o atendimento das demandas de atendimento as Necessidades Educacionais Espec?ficas ? NEE dos estudantes com defici?ncia, conforme legisla??o educacional; iii) A cria??o do Coletivo PNE, instaura di?logo com a institui??o e faz e reivindica direitos, evidencia princ?pios e caracteriza-se como minoria ativa, realiza conquistas que evidencia emancipa??o e inova??o; iv) O Coletivo PNE organiza pauta de di?logo e a??es que evidencia a urg?ncia do atendimento das NEE. Na intersubjetividade eles constitu?ram um novo discurso, e buscam novos significados para a trajet?ria acad?mica. Assumem uma identidade coletiva, e passam a exercer influ?ncia social mais forte. O Coletivo PNE construiu o reconhecimento social e um canal de di?logo com a institui??o.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-11-22T20:56:04Z No. of bitstreams: 1 MariaDoPerpetuoSocorroRochaSousaSeverino_TESE.pdf: 5405679 bytes, checksum: 33fdaee514b9e930abbff55ced8d0616 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-11-24T19:10:38Z (GMT) No. of bitstreams: 1 MariaDoPerpetuoSocorroRochaSousaSeverino_TESE.pdf: 5405679 bytes, checksum: 33fdaee514b9e930abbff55ced8d0616 (MD5) / Made available in DSpace on 2017-11-24T19:10:38Z (GMT). No. of bitstreams: 1 MariaDoPerpetuoSocorroRochaSousaSeverino_TESE.pdf: 5405679 bytes, checksum: 33fdaee514b9e930abbff55ced8d0616 (MD5) Previous issue date: 2017-05-22 / Esta Tese inscreve-se na tem?tica da avalia??o de pol?ticas p?blicas. Demarcou como objeto de estudo o Programa Incluir: acessibilidade na educa??o superior, orientando-se pela seguinte pergunta de pesquisa: Como o Programa Incluir est? sendo implementado na Universidade Federal do Rio Grande do Norte (UFRN)? Estabeleceu como objetivo (geral) avaliar o processo de implementa??o do Programa Incluir na UFRN, e como objetivos espec?ficos: identificar os fatores que facilitam e os fatores que obstacularizam a implementa??o do Programa Incluir e que condicionam o alcance dos objetivos do mesmo na UFRN; conhecer os servi?os, recursos e apoios t?cnicos existentes e disponibilizados pela Programa Incluir na perspectiva de viabilizar a inclus?o educacional dos acad?micos com defici?ncia nessa IFES; detectar as barreiras (arquitet?nica, pedag?gica, de comunica??o e informa??o e atitudinal) que dificultam o processo de implementa??o do Programa Incluir na UFRN; identificar as estrat?gias de implementa??o do Programa Incluir nessa IFES. A hip?tese enunciada para nortear o estudo afirmou que O Programa Incluir implementa recursos, servi?os, apoios t?cnicos que minimizam as barreiras arquitet?nicas, pedag?gicas e de comunica??o e informa??o, viabilizando parcialmente a inclus?o educacional de acad?micos com defici?ncia na UFRN. Os procedimentos metodol?gicos utilizados para o alcance do objetivo proposto consistiram em revis?o da literatura, pesquisa documental, observa??o sistem?tica e pesquisa de campo. A pesquisa de natureza qualitativa utilizou para a coleta de dados entrevista semiestruturada aplicada aos sujeitos constituintes do quadro amostral, quais sejam: discentes com defici?ncia f?sica, auditiva, visual, intelectual e m?ltipla, professores, presidente e t?cnicos da Comiss?o Permanente de Apoio a Estudantes com Necessidades Especiais (CAENE), bolsistas e monitor. A tese conclui que o processo de implementa??o do Programa Incluir na UFRN efetiva apoios t?cnicos, servi?o de int?rprete de LIBRAS, recursos pedag?gicos em formato acess?vel, recursos financeiros sistem?ticos, os quais, associados a um conjunto de estrat?gias institucionais, como cria??o de normatiza??es relativas ? inclus?o educacional, instala??o de laborat?rios de acessibilidade, disponibiliza??o de tecnologias assistivas, materializa??o de parcerias intrainstitucionais, apoio da Reitoria, constituem fatores facilitadores do processo de implementa??o do programa avaliado. Por outro lado, constatamos desproporcionalidade na produ??o, adapta??o e disponibilidade de recursos did?ticos pedag?gicos em formato acess?vel em rela??o aos tipos de defici?ncia, certo desconhecimento/invisibilidade do Programa Incluir, multiplicidade de objetivos, p?blico-alvo distinto do preconizado no documento oficial, subestima??o da participa??o dos professores na condi??o de implementadores (in)diretos do Programa, o que, associado ao formalismo do parecer t?cnico emitido pela CAENE, sem a devida media??o entre t?cnicos da CAENE, professores e coordenadores de cursos, evidencia o que cunhamos como barreira burocr?tica. Essa coexiste com as remanescentes barreiras atitudinal, de infraestrutura, pedag?gica e de comunica??o e informa??o. Esses fatores inscrevem-se como obst?culos ? implementa??o do Programa Incluir na UFRN. A despeito dos mesmos, podemos inferir que o Programa Incluir contribui com o percurso de forma??o profissional e a participa??o parcial dos acad?micos com defici?ncia na UFRN. / This thesis is a part of the public policies evaluation. It is demarcated as study object the Include Program: accesibility in higher education, being guided by the following research question: How the Include Program is being implemented at the Federal University of Rio Grande do Norte (UFRN)? It established as (general) objective to evaluate the process of implementation of the Include Program at UFRN, and as specific objectives: to identify the factors that facilitate and the factors that obstruct the implementation of the Include Program, and that condition the achievement of its objectives at UFRN; to know the services, resources and technical support existing and made available by the Include Program in the perspective of enabling the educational inclusion of disabled students in this IFES; to detect barriers (architectural, pedagogical, communication and information and attitudinal) that hinder the implementation process of the Include Program at UFRN; to identify the implementation strategies of the Include Program in this IFES. The hypothesis enunciated to guide the study stated that the Include Program implements resources, services, technical support that minimize architectural, pedagogical and communication and information barriers, partially enabling the educational inclusion of disabled students in UFRN. The methodological procedures used to reach the proposed objective consisted of literature review, documentary research, systematic observation and field research. The qualitative research used for the data collection semistructured interview applied to the constituent subjects of the sample frame, namely: students with physical, auditory, visual, intellectual and multiple disabilities; teachers; president and technicians of the Permanent Commission to Support Students with Special Needs (CAENE); and scholarship holders and monitor. The thesis concludes that the implementation process of the Include Program at UFRN provides technical support, a LIBRAS interpreter service, pedagogical resources in an accessible format, systematic financial resources, which, together with a set of institutional strategies, such as creation of norms related to educational inclusion, Installation of accessibility laboratories, provision of assistive technologies, materialization of intra-institutional partnerships, support of the Rectory, are factors that facilitate the implementation process of the Include Program. Besides, we find disproportionality in the production, adaptation and availability of pedagogical didactic resources in relation to the types of disability, a lack of awareness/invisibility in the Include Program, multiplicity of objectives, different target audience from the official document, underestimation of the participation of teachers in the condition of (in)direct implementers of the Program, witch, together with the technical opinion formalism issued by CAENE, without proper mediation between CAENE technicians, teachers and course coordinators, shows what we have classified as a bureaucratic barrier. This coexists with the remaining attitudinal, infrastructure, pedagogical and communication and information barriers. These factors are inscribed as obstacles to the implementation of the Include Program at UFRN. Notwithstanding to this, we can infer that the Include Program contributes to the vocational training course and the partial participation of disabled academics in UFRN.