Made available in DSpace on 2015-04-14T14:23:26Z (GMT). No. of bitstreams: 1 438892.pdf: 1658937 bytes, checksum: 16afd525475dee9489c225a1cf28a8df (MD5) Previous issue date: 2012-01-12 / This study intends to examine how knowledge is mobilized by teachers to develop teaching practices mediated by the Information and Communication Technology ICT in order to identify the demands on the training process for teachers who work in distance education Distance Education in an University communitarian / private state of Rio Grande do Sul. Therefore, we used a qualitative research approach, and as a technical procedure, the case study, whose instruments were semi-structured interviews and document analysis. The interviewees were teachers who work in semipresential and / or distance disciplines in undergraduate courses. The data collected were subjected to Bardin?s (2010) technique of content analysis. Categories were not a priori established, so at first, we proceeded to an analysis of the data taking into account each individual respondent, so that we gathered them in an effort to identify recurring features, present in the interviews, which were to achieve the goals set for this research, as well as to answer to the problem and guiding questions. The following knowledge categories were listed, both deployed on the pedagogical practices and knowledge that deserve attention in the training process: 1) knowledge mobilized through practices in distance education mediated by technology, unfolding in the following subcategories: knowledge of content, relationship between theory and practice, besides experience, relational knowledge, epistemological and pedagogical didactic knowledge; technological knowledge; 2) formation process in distance education: trajectories, mobilized and required knowledge for the qualification of teaching activities, and following subcategories were generated: trajectories and challenges in teaching in distance education, teacher and technological training. The data analysis allowed us to observe that teachers? knowledge in distance education are varied and retain knowledge of classroom education, but incorporating specific aspects, which allows to infer the existence of a paradox: knowledge is present in both types of education at the same time, but presents peculiarities in regard to its mobilization. It also reveals that knowledge mobilized by teachers are approached in its essence and distant according to the way it permeates the teaching practices. Finally, it was found that the process of teacher formation should include in both initial and continuous training the epistemological and didactic teaching knowledge, the relational knowledge, the experience knowledge, the technological knowledge, addressing, however, different themes. / A presente pesquisa teve como principal objetivo analisar quais saberes s?o mobilizados pelos docentes ao desenvolverem pr?ticas pedag?gicas mediadas pelas Tecnologias da Informa??o e Comunica??o TIC, a fim de identificar as demandas em rela??o ao processo formativo dos professores que atuam na educa??o a dist?ncia EaD em uma Institui??o de Ensino Superior, comunit?ria/privada, do estado do Rio Grande do Sul. Para tanto, utilizou-se a abordagem qualitativa de pesquisa e, como procedimento t?cnico, o estudo de caso, cujos instrumentos foram entrevista semiestruturada e an?lise documental. Os sujeitos entrevistados foram professores que atuam em disciplinas semipresenciais e/ou a dist?ncia nos cursos de gradua??o presencial. Os dados coletados foram submetidos ? t?cnica de an?lise de conte?do, conforme Bardin (2010). N?o foram estabelecidas categorias a priori, assim, em um primeiro momento, procedeu-se a uma an?lise dos dados levando em conta cada sujeito entrevistado, para, depois, agrup?-los, num esfor?o de identificar aspectos recorrentes, presentes nas entrevistas, que fossem ao encontro dos objetivos tra?ados para esta pesquisa, bem como respondessem ao problema e ?s quest?es norteadoras. Elencaram-se as seguintes categorias de saberes, tanto os mobilizados nas pr?ticas pedag?gicas quanto os saberes que merecem aten??o no processo formativo: 1) saberes mobilizados na EaD atrav?s de pr?ticas mediadas pela tecnologia, desdobrando-se nas seguintes subcategorias: saberes do conte?do, da rela??o teoria e pr?tica e da experi?ncia; saberes relacionais; saberes epistemol?gicos e did?tico-pedag?gicos; saberes tecnol?gicos; 2) processo formativo na EaD: trajet?rias, saberes mobilizados e necess?rios ? qualifica??o da a??o docente, tendo gerado as subcategorias: trajet?rias e desafios na doc?ncia em EaD; forma??o pedag?gica e tecnol?gica. A an?lise dos dados permitiu observar que os saberes dos professores, na educa??o a dist?ncia, s?o plurais e conservam saberes da educa??o presencial, por?m incorporando aspectos espec?ficos, o que permite inferir a exist?ncia de um paradoxo: ao mesmo tempo em que os saberes est?o presentes nas duas modalidades de ensino, apresentam particularidades no que diz respeito ? sua mobiliza??o. Isso tamb?m revela que os saberes se aproximam pela sua ess?ncia e se distanciam pela maneira com que permeiam as pr?ticas pedag?gicas. Por fim, constatou-se que o processo de forma??o docente deve contemplar, tanto na forma??o inicial quanto na continuada, os saberes epistemol?gicos e did?tico-pedag?gicos, os saberes relacionais, os saberes da experi?ncia e os tecnol?gicos, abordando, todavia, tem?ticas diferenciadas.

Made available in DSpace on 2015-04-14T14:23:26Z (GMT). No. of bitstreams: 1 443565.pdf: 1735392 bytes, checksum: d446e9ba3d8dce71565a64cd841b7c04 (MD5) Previous issue date: 2012-10-23 / The research intends to announce the formation processes of teaching in Professional and Technological Education, having IFSUL Campus Passo Fundo, as the focus of study. It aims to understand how teaching constitutes the life trajectories of six teachers engaged in this type of education, the connections between schooling in childhood and adolescence in entanglements with the process of choosing a career in teaching and later reconfiguration as this choice in perspective to view the experiences of life, expressed in individual careers, as producers of constitutive meanings of teaching. This is a qualitative research and draws on the principles of ethnography, and search visibility to "Meanings Network" and (auto)biographical studies and theoretical-methodological perspective; develops through the life narratives of teachers and used as main strategies document analysis, observations and narrative interviews, which constituted the mode of apprehension and analysis. The data analysis is in the dialogue with the life stories and theoretical research in particular: Rossetti-Ferreira, Melucci, Elias, Freire, Abraham, Bosi, Ricoeur, Bolivar, Delory-Momberger, Dominec?, Huberman, Josso , N?voa, Tardif, Lessard, Guauthier, Bruner, Giddens, Mires, Sarti, Charlot and Santos. Thus was made possible knowledge about the concreteness, similar and unique teaching process in the constitution intertwining meanings and knowledge constituted a processuality interactive configured in relation to their own teacher's knowledge accompanied by a social relationship that are articulated and reflective in making everyday experiences in teaching, because they are closely linked to knowledge about the work and functions of teachers as research demonstrates through narratives about the pedagogical actions - meetings, teacher training, class council and the classroom activities - in particularly highlighting the importance that teachers give to the experience. These senses are twists in establishing relationships in the school environment, making it remains: overcoming insecurity, the bonds of friendship, the listening and visibility space, the appreciation of singular/plural knowledge of teaching constructed along the paths of life, the participation in interactive spaces of Campus, the knowledge of teaching as articulator of other processes such as group life and instituting space of belonging. Thus the senses exceeded the constitution of a universe of knowledge-objects, approaching two other cases of epistemic relation to knowledge: the action in the World and the regulation of the relationship with others and with themselves. The research draws attention to the processes of teacher training in Professional and Technical Education is looked at from other perspectives - teachers as social and as such, subject to their formative processes, considering the relationships they establish with themselves and the world. / A pesquisa anuncia os processos de constitui??o da doc?ncia na Educa??o Profissional e Tecnol?gica, tendo o IFSul Campus Passo Fundo, como contexto de estudo. Busca tamb?m compreender como a doc?ncia se constitui nas trajet?rias de vida de seis professores que atuam nessa modalidade de ensino, nos entrela?amentos entre a escolariza??o na inf?ncia e adolesc?ncia, nos entrela?amentos com os processos de escolha profissional e, posteriormente, na doc?ncia, como reconfigura??o desta escolha, na perspectiva de visualizar as experi?ncias de vida, expressas nas trajet?rias individuais, como produtoras de sentidos constitutivos da doc?ncia. Inscreve-se como pesquisa qualitativa, com inspira??o nos princ?pios da etnografia, e procura dar visibilidade ?s Redes de Significa??es e aos estudos (Auto)biogr?ficos, como perspectiva te?rico-metodol?gica; desenvolve-se atrav?s das narrativas de vida dos professores e utiliza como estrat?gias principais a an?lise documental, as observa??es e as entrevistas narrativas, as quais constitu?ram o modo de apreens?o e an?lise. A an?lise de dados constitui-se na interlocu??o com os relatos de vida e os referenciais te?ricos de pesquisas, em especial: Rossetti-Ferreira, Melucci, Elias, Freire, Abrah?o, Bosi, Ricoeur, Bolivar, Delory-Momberger, Dominec?, Huberman, Josso, N?voa, Tardif, Lessard, Guauthier, Bruner, Giddens, Mires, Sarti, Charlot e Santos. Assim, foi viabilizado o conhecimento sobre a concretude, similar e singular, da doc?ncia em processo de constitui??o no entrela?amento entre sentidos e saberes constitu?dos em uma processualidade interativa, configurada na rela??o do professor com seus pr?prios saberes acompanhados de uma rela??o social e reflexiva que s?o articuladas nas experi?ncias vivenciadas no fazer cotidiano da doc?ncia, pois est?o intimamente ligados aos saberes sobre o trabalho e as fun??es dos professores, como demonstra a pesquisa atrav?s das narrativas sobre as a??es pedag?gicas reuni?es, forma??o pedag?gica, conselho de classe e sala de aula, em especial, evidenciando a import?ncia que os professores d?o ? experi?ncia. Esses sentidos encontram entrela?amentos nas rela??es que estabelecem no ambiente escolar, fazendo nele permanecer: a supera??o da inseguran?a, os la?os de amizade, o espa?o de escuta e visibilidade, a valoriza??o dos saberes singulares/plurais da doc?ncia constru?dos ao longo das trajet?rias de vida, a participa??o nos espa?os interativos do Campus, o saber da doc?ncia como articulador de outros processos de vida e o grupo como instituinte do espa?o de perten?a. Assim, os sentidos ultrapassaram a constitui??o de um universo de saberes-objetos, aproximando-se de outros dois processos epist?micos da rela??o com o saber: a a??o no mundo e a regula??o da rela??o com os outros e consigo. A pesquisa chama a aten??o para que os processos de forma??o docente, na Educa??o Profissional e Tecnol?gica, sejam olhados de outras perspectivas os professores e as professoras como sujeitos sociais e, como tais, sujeitos de seus processos formativos, considerando as rela??es que estabelecem consigo e com o mundo.

Made available in DSpace on 2015-04-14T14:23:26Z (GMT). No. of bitstreams: 1 443652.pdf: 1212538 bytes, checksum: 91311b57ea13898d1ffb037a2a7aa632 (MD5) Previous issue date: 2012-08-22 / The purpose of this dissertation research is to study the curriculum of the high school technical course in Mechatronics at the Instituto Federal Sul - Rio - Grandense, Charqueadas Campus, focusing on its integrated conception curriculum, i.e. the interrelation of technical disciplines and general (propaedeutic).In order to analyze and reflect about the integrated curriculum of the technical high school in Mechatronics in Charqueadas Campus, and relating it with the national intellectual production about this type of educationwe consider this significant research of such topic aimed at a better understanding of this type of curriculum currently used in the federal system and its implications upon the formation of the technical high school student of the investigated institution. In this work, the integrated secondary education is taken as the central object of analysis. The purpose is mainly to identify the directions given by the professional education and to reflect about the conditions of implementation of the integrated high school courses from the reality of the educational policy of federal institutes courses. Therefore, we studied the teachers' perception of what is integrated education, which accounts for the campus and provides for the student today. An analysis of interviews with professors of Mechatronics will give an idea of what perception of teaching staff about the applicability of this method of teaching, and what it represents to the Campus in accordance with its individual vision. / O objetivo desta pesquisa de disserta??o ? estudar o curr?culo do curso t?cnico de n?vel m?dio em Mecatr?nica do Instituto Federal Sul-Rio-Grandense, Campus Charqueadas, tendo como foco a sua concep??o integrada de curr?culo, ou seja, a inter-rela??o de disciplinas t?cnicas e gerais (proped?uticas). Com o prop?sito de analisar e refletir sobre o curr?culo integrado do curso t?cnico de n?vel m?dio em Mecatr?nica do Campus Charqueadas, e relacionando-o com a produ??o intelectual nacional acerca dessa modalidade de educa??o, consideramos significativa a pesquisa de tal tem?tica visando a um melhor entendimento dessa modalidade de curr?culo atualmente utilizada na rede federal e as suas implica??es quando da forma??o do aluno t?cnico de n?vel m?dio da institui??o investigada. Neste trabalho, o ensino m?dio integrado ? tomado como objeto central de an?lise. Objetiva-se, principalmente, identificar os sentidos assumidos pela educa??o profissional e refletir sobre as condi??es de implementa??o dos cursos de ensino m?dio integrado a partir da realidade da pol?tica educacional dos cursos dos institutos federais. Assim sendo, estudamos a percep??o dos professores do que ? ensino integrado, o que representa para o campus e que proporciona para o aluno atualmente. Uma an?lise de question?rios com professores do curso de Mecatr?nica dar? uma ideia de qual a percep??o do docente quanto ? aplicabilidade dessa modalidade de ensino, e o que representa para o Campus de acordo com sua vis?o individual.

Made available in DSpace on 2015-04-14T14:23:27Z (GMT). No. of bitstreams: 1 444857.pdf: 1527803 bytes, checksum: ae1175281321af0774ac190474e2b554 (MD5) Previous issue date: 2012-12-06 / This study aimed to analyze the actions of teachers continuing education in the school space, specifically in pedagogical meetings, and how these meetings are reflected in the teaching activities of a school in Bom Princ?pio / RS/ Brazil. Pedagogical meetings were evaluated as planned in the workload of the teachers, analyzing the meeting‟s agendas, content and organization of time as well as the work of pedagogical coordinator; it was identified the pedagogical mediations of teacher continuing education proposed at the pedagogical meetings and their implications in everyday school life through teaching action, observing how the process happens and what relation it establishes with daily practice; and known the conceptions and expectations of the teachers towards their formation. For this, it was used a qualitative research approach, an exploratory kind and, as a technical procedure it was used the case study, whose instruments of data collection were the bibliographical research, the observation, the semi open questionnaire and the documental analysis. The subjects interviewed were teachers who work in elementary school and who also have graduation or post-graduation degrees and who have more than three years of teaching experience. The data collected were submitted to the technique of content analysis (Bardin, 1977). Regarding teacher continuing education, this research finds its main contribution in Garc?a (1992, 1999) and N?voa (1992). When the continuing education happens in the pedagogical meeting at school, Cassalete (2007) brings important contributions. However in order to continuing education happen, it is necessary that someone ensure the necessary interventions and Andrew Almeida, Placco and Christov (2006) present the pedagogical coordinator as a former figure in the process of professional growth. The data analysis allowed the researcher to observe that the teachers recognize the pedagogical meeting as a continuing education space when it is managed by qualified coordination. The teachers also detach that this space provides a more specific look at the school issues and it facilitates the educational activities that contemplate their daily needs. Finally, it is hoped that this research may contribute with the scientific community in the teacher formation area, providing an analysis and a reflection about continuing education in the school itself, qualifying the pedagogical meetings as a promoter of this process / A presente pesquisa teve como principal objetivo analisar as a??es de forma??o continuada de professores no espa?o escolar, mais especificamente nas reuni?es pedag?gicas, e como elas repercutem na a??o docente de uma escola do munic?pio de Bom Princ?pio/RS. Foram avaliadas as reuni?es pedag?gicas previstas na carga hor?ria dos professores, analisando suas pautas, conte?do e organiza??o do tempo, bem como o trabalho do coordenador pedag?gico; identificadas as media??es pedag?gicas de forma??o continuada de professores propostas nas reuni?es pedag?gicas e suas implica??es no cotidiano escolar atrav?s da a??o docente, observando como o processo acontece e a rela??o que ele estabelece com a pr?tica di?ria; e conhecidas as concep??es e expectativas dos professores em rela??o a sua forma??o. Para isso, utilizou-se a abordagem qualitativa de pesquisa, do tipo explorat?ria e, como procedimento t?cnico o estudo de caso, cujos instrumentos de coleta de dados foram a pesquisa bibliogr?fica, a observa??o, o question?rio semiaberto e a an?lise documental. Os sujeitos entrevistados foram professoras que atuam no Ensino Fundamental e que possuem gradua??o ou p?s-gradua??o e mais de tr?s anos de experi?ncia docente. Os dados coletados foram submetidos ? t?cnica de an?lise de conte?do (Bardin, 1977). Em rela??o ? forma??o continuada de professores, a pesquisa encontra seu principal aporte em Garc?a (1992, 1996) e N?voa (1999). Quando a forma??o continuada acontece na reuni?o pedag?gica da escola, Cassalete (2007) traz importantes contribui??es. Entretanto, para que a forma??o realmente aconte?a ? preciso que algu?m fa?a as interven??es necess?rias e Andr?, Almeida, Christov e Placco (2006) apresentam a figura do coordenador pedag?gico como formador neste processo de crescimento profissional. A an?lise dos dados permitiu observar que as professoras percebem a reuni?o pedag?gica como espa?o de forma??o continuada, quando esta ? gestada por uma coordena??o qualificada. Tamb?m destacam que esse espa?o proporciona um olhar mais espec?fico ?s quest?es da escola e facilita a??es pedag?gicas que contemplem suas necessidades di?rias. Por fim, espera-se que a realiza??o desta pesquisa possa contribuir com a comunidade cient?fica na ?rea de forma??o de professores, promovendo uma an?lise e reflex?o acerca da forma??o continuada no pr?prio espa?o escolar, qualificando as reuni?es pedag?gicas como propulsoras desse processo

Made available in DSpace on 2015-04-14T14:23:28Z (GMT). No. of bitstreams: 1 446275.pdf: 2630980 bytes, checksum: 77a1d8ca5ddb54fadb8f35987fe3c9ec (MD5) Previous issue date: 2012-12-18 / This study inserts itself on the research line "Formation, Policies and Practices in Education from the PPGEdu/PUCRS and is part of the set of works and researches produced in the CEES - Center for Studies in Higher Education/PUCRS. It has as main objective to recognize the indicators of quality related to the pedagogical management of the Pedagogy Course of a Community Higher Education Institution (HEI) from Santa Maria, RS. The specific objectives consisted in: to identify which dimensions and indicators are related to the quality of pedagogical management of the Pedagogy Course; to identify concepts of quality of the pedagogical management in the Pedagogy Course; to perform intersection between pedagogical management and quality in the higher education. This study is a research with a qualitative approach, by means of a case study in a Pedagogy Course prior mentioned. The subjects target of the research were sixteen (16) teachers, including one (1) manager of Pro-rector Undergraduate (PROGRAD) and two (02) management and teachers of the Pedagogy Course. The theoretical contributions are anchored mainly on authors such as: Morosini (2001, 2003, 2004, 2005, 2006, 2008, 2009, 2010), Isaia and Bolzan (2008, 2009, 2010), Juliatto (2005), Lib?neo ( 2000, 2006), Pepper and Anastasiou (2002, 2010), Tardif (2000, 2002, 2012), Rivers (2008, 2010), Zabalza (2004), Gauthier (1998), Cunha (2002, 2004, 2006, 2010). Data analysis endorses the following thesis: the thesis that the pedagogical management of quality of the Pedagogy Course is related to formation trajectories and professional development, classroom management, organizational culture of HEI and of the course, in its relationships with national and international public policies. Among the dimensions found, it is possible to highlight: careers and professional development of the teachers solid formation, continued formation, teaching production, different knowledge and practices of the teaching and valorization of the salary; organizational culture of the institution - work regime, administrative and pedagogical meetings, organizing of activities in the course, infrastructure of the institution, community service, educational performance - teaching role; sharing knowledge and practices, participative management, innovation and ethics; classroom management in the course of pedagogy - teaching inseparability between theory and practice, diversity and valuing of the differences, interdisciplinary activities and formative assessment. Therefore, the quality of the pedagogical management of UNIFRA Pedagogy Course is anchored in institutionalized pedagogy, and at the same time, to knowledge of each teacher. In the intersection of different contexts, the pedagogical management is being formed based on from the collective to the individual, and vice versa, based on a simultaneous movement of interrelation between teaching trajectories, organizational culture of the HEI and the performance of teacher educators of the Pedagogy Course observed the national and international public policies. / Esse estudo insere-se na linha de pesquisa Forma??o, Pol?ticas e Pr?ticas em Educa??o, do PPGEdu/PUCRS e faz parte do conjunto de trabalhos e pesquisas produzidos no CEES Centro de Estudos em Educa??o Superior/PUCRS. Tem por objetivo geral reconhecer os indicadores de qualidade relacionados ? gest?o pedag?gica do Curso de Pedagogia de uma IES comunit?ria de Santa Maria, RS. Os objetivos espec?ficos consistiram em: Identificar quais dimens?es e indicadores que est?o relacionados ? qualidade da gest?o pedag?gica do Curso de Pedagogia; identificar concep??es de qualidade da gest?o pedag?gica no Curso de Pedagogia; realizar entrecruzamento entre gest?o pedag?gica e qualidade na educa??o superior. Trata-se de uma pesquisa com abordagem qualitativa, por meio de um estudo de caso do Curso de Pedagogia de uma IES comunit?ria, Os sujeitos alvo da pesquisa foram dezesseis (16) professores, entre eles uma (1) gestora da Pr?-reitoria de Gradua??o (PROGRAD), duas (02) gestoras e docentes do Curso de Pedagogia. Os aportes te?ricos ancoram-se, principalmente, em autores como: Morosini (2001; 2003; 2004; 2005; 2006; 2008; 2009; 2010), Isa?a e Bolzan (2008; 2009, 2010), Juliatto (2005), Lib?neo (2000; 2006), Pimenta e Anastasiou (2002; 2010), Tardif (2000, 2002, 2012), Rios (2008; 2010), Zabalza (2004), Gauthier (1998), Cunha (2002; 2004; 2006; 2010). A an?lise dos dados referenda a seguinte tese: a gest?o pedag?gica de qualidade do Curso de Pedagogia est? relacionada ?s trajet?rias de forma??o e desenvolvimento profissional, a gest?o da aula, a cultura organizacional da IES e do curso, em suas rela??es com as pol?ticas p?blicas nacionais e internacionais. Entre as dimens?es encontradas, destacam-se: trajet?rias docentes e desenvolvimento profissional s?lida forma??o, forma??o continuada, produ??o docente, diferentes saberes e fazeres docentes e valoriza??o profissional; cultura organizacional da IES - regime de trabalho, reuni?es administrativo-pedag?gicas, organiza??o de atividades no curso, infraestrutura da IES, atendimento ? comunidade; atua??o docente - protagonismo docente; compartilhamento de saberes e fazeres, gest?o participativa, inova??o e ?tica; gest?o da aula no Curso de Pedagogia; planejamento de ensino, indissociabilidade entre a teoria e pr?tica, diversidade e valoriza??o das diferen?as, atividades, interdisciplinaridade e avalia??o formativa. Assim sendo, a qualidade da gest?o pedag?gica do Curso de Pedagogia da UNIFRA est? ancorada em uma pedagogia institucionalizada, e, ao mesmo tempo, ao saber e fazer de cada professor. No entrecruzamento dos diferentes contextos, a gest?o pedag?gica vai sendo constitu?da do coletivo para o individual, e vice versa, a partir de um movimento simult?neo de inter-rela??o entre trajet?rias docentes, cultura organizacional da IES e da atua??o de professores formadores no Curso de Pedagogia observadas as pol?ticas p?blicas nacionais e internacionais.

Made available in DSpace on 2015-04-14T14:23:29Z (GMT). No. of bitstreams: 1 447034.pdf: 1302686 bytes, checksum: 9168bd196bc1ac217e13fa23bdf82489 (MD5) Previous issue date: 2013-01-08 / The main objective of this research was to verify how Music contributes to the Sensitivity Education in Adulthood. It featured the participation of fifty-five elementary and middle school educators, as adults in a constant personal development and maturing process, of the Municipal Educational System of the city of Nova Prata, located in the countryside of the State of Rio Grande do Sul. The qualitative field research featured a workshop divided into three stages: Pre-Workshop, Music Workshop and Post-Workshop. The questions prepared for each moment of the workshop were answered by the educators in a diary, in which each one of them was able to keep their records. The theoretical framework was developed based on the following concepts: non-formal education, sensitivity, music and adult life. Based on the records in the diaries, it was possible to collect data that proved the importance of Music in sensitivity education. The main objective of this research was to verify how Music contributes to the Sensitivity Education in Adulthood. It featured the participation of fifty-five elementary and middle school educators, as adults in a constant personal development and maturing process, of the Municipal Educational System of the city of Nova Prata, located in the countryside of the State of Rio Grande do Sul. The qualitative field research featured a workshop divided into three stages: Pre-Workshop, Music Workshop and Post-Workshop. The questions prepared for each moment of the workshop were answered by the educators in a diary, in which each one of them was able to keep their records. The theoretical framework was developed based on the following concepts: non-formal education, sensitivity, music and adult life. Based on the records in the diaries, it was possible to collect data that proved the importance of Music in sensitivity education / A presente pesquisa teve como objetivo principal verificar como a M?sica contribui para a Educa??o da Sensibilidade na Adultez, participando da pesquisa cinquenta e cinco educadoras do ensino b?sico e fundamental da rede Municipal de Ensino da cidade de Nova Prata, no interior do Estado do Rio Grande do Sul, enquanto pessoas adultas, em processo de forma??o e amadurecimento pessoal constante. A pesquisa de campo, qualitativa, contou com a aplica??o de uma oficina dividida em tr?s etapas: Pr?-oficina, Oficina de M?sica e P?soficina. As quest?es elaboradas para cada momento da Oficina foram respondidas pelas educadoras em um caderno di?rio em que cada uma p?de fazer seus registros. O referencial te?rico foi desenvolvido a partir de conceitos, tais como: educa??o n?o-formal, sensibilidade, M?sica e vida adulta. Atrav?s dos registros dos cadernos foi poss?vel coletar dados que atestam a import?ncia da M?sica na educa??o da sensibilidade. Os dados foram analisados utilizando a t?cnica de An?lise de Conte?do proposta por Bardin (2004), resultando nas seguintes categorias correspondentes, que v?m ao encontro dos objetivos propostos nesta pesquisa: 1- M?sica e desenvolvimento da Afetividade, 2- M?sica e Sensibilidade, 3- M?sica e Pr?ticas Educativas, 4- M?sica e Sentido de Vida, 5- M?sica e Autocuidado, e 6- M?sica e Espiritualidade. Esta pesquisa trata do desenvolvimento da sensibilidade na adultez atrav?s da M?sica, em espa?os e momentos n?o-formais de educa??o, gerando possibilidades de rela??es e encontro consigo mesmo e com as outras pessoas, em especial no meio educativo formal. Atrav?s de can??es, compostas de letras que refletem a dimens?o espiritual, a pesquisa gerou momentos de sensibiliza??o e perspectivas de aplica??o na vida e pr?tica educativa.

Made available in DSpace on 2015-04-14T14:23:29Z (GMT). No. of bitstreams: 1 447035.pdf: 2026597 bytes, checksum: d8aa188172f5046ff9c30ad140ce40f3 (MD5) Previous issue date: 2013-01-17 / The present paper researched about the self-training Being Maristas Manager, inspired in Educative Project, document that gives singleness to Maristas Brazil educatives process, in respect to diversities. It depicts some aspects of my personal career, related to work with education and management, research weaved its process starting problem-question: How do the perspectives and horizons related self-training being Maristas manager aimed to Maristas Brazil s Educational Project, it makes present in everyday exercise s management? From, that the paper objected understanding the management s process, advocated the light of education project, it is deepening your horizons and your implications in self-training of Being Maristas Manager. The research sought to go your, with goals through study, with qualitative approach, descriptive and interpretative, that, to Bogdan and Biklen (1994), it concerns with process, by being inductive and having as essential significance. The research developed at Gra?as Maristas Institute, located on Viam?o city, school in which I assumed the role of Director in 2012. The subjects of the research were team members managers directive, that include the Director, the Vice-Director, the Pedagogical Co-ordination, Shift s Co-ordination, the Educational Guidance and Pastoral s Co-ordination. The paper was developed in stages structured blocks, with objectives and guiding questions.The Educative Project and others Maristas documents, that have devoted authors especially in Management and Spirituality s areas, referential. The research revealed constitutive elements, to self-training Being Maristas Manager, and a clear perception of reality of our school, it is approaching the current reality of the ideal aimed at educational project. It perceived the full importance of training managers, in all dimensions, as well as the importance of spirituality, as a cross element that gives flavor and life to mission. Promoting a great personal growth, this paper also fermented the revision and improvement systemic processes of administrative-pedagogical-pastorals, pointing the possibility of internal and external actions of the management team, the cultivation of an organizational climate and, people s appreciation, culminating with a evangelizing education quality. / O presente trabalho pesquisou a autoforma??o do Ser Gestor Marista, inspirada no Projeto Educativo, documento que d? unicidade aos processos educativos do Brasil Marista, no respeito ?s diversidades. Ao retratar aspectos da minha caminhada pessoal, relacionada ao trabalho com a educa??o e com a gest?o escolar, a pesquisa teceu seu processo a partir da seguinte quest?o-problema: Como as perspectivas e horizontes relacionados ? autoforma??o do Ser Gestor Marista, apontadas pelo Projeto Educativo do Brasil Marista, se fazem presentes no exerc?cio cotidiano da Gest?o? A partir disso, o trabalho objetivou compreender o processo de Gest?o, preconizado ? luz do Projeto Educativo, aprofundando seus horizontes e suas implica??es na autoforma??o do Ser Gestor Marista. A pesquisa buscou percorrer seus objetivos por meio de estudos, com abordagem qualitativa, descritiva e interpretativa, que, para Bogdan e Biklen (1994), gera preocupa??o com o processo, por ser indutiva e ter como essencial a significa??o. A pesquisa desenvolveu-se no Instituto Marista Gra?as, localizado no munic?pio de Viam?o, escola em que assumi a fun??o de Diretor no ano de 2012. Foram sujeitos da pesquisa os gestores integrantes da equipe diretiva, que compreende a Dire??o, a Vice-Dire??o, a Coordena??o Pedag?gica, a Coordena??o de Turno, a Coordena??o de Pastoral e a Orienta??o Educacional. O trabalho foi desenvolvido por meio de uma proposta de Semin?rio de Estudos, desenvolvida em etapas estruturadas em blocos, com objetivos e quest?es norteadoras. O Projeto Educativo e outros documentos maristas, que contam com autores consagrados, especialmente na ?rea de Gest?o e Espiritualidade, serviram de referencial te?rico. A pesquisa revelou elementos constitutivos para a autoforma??o do Ser Gestor Marista, e uma clara percep??o acerca da realidade da nossa escola, aproximando a realidade atual do ideal apontado pelo Projeto Educativo. Percebeu-se a import?ncia da forma??o plena de gestores, em todas as dimens?es, bem como a import?ncia da Espiritualidade, como elemento transversal que confere sabor e vida ? miss?o. Promovendo um grande crescimento pessoal, esse trabalho tamb?m fomentou a revis?o e o aprimoramento de processos sist?micos administrativo-pedag?gicopastorais, apontando a possibilidade de a??es ao interno e externo da equipe diretiva, no cultivo de um clima organizacional e na valoriza??o das pessoas, culminando com uma educa??o evangelizadora de qualidade.

Made available in DSpace on 2015-04-14T14:23:30Z (GMT). No. of bitstreams: 1 447015.pdf: 2861960 bytes, checksum: cf6263f72df52f629e208b770bc394bb (MD5) Previous issue date: 2013-01-07 / This dissertation presents reflections on the educational tradition of the Society of Jesus and the establishment of Ignatian Pedagogy intertwined in the life story of Professor Fernando Meyer, a former student of the College of Anchieta Porto Alegre, Rio Grande do Sul, as student and as an educator today. Sought to highlight the importance of the formation of the subject through an (auto) biography understood as life history and their overlaps with the (trans) formation of the educator. I conducted a qualitative research working with narrative analysis, through interviews, study of documents, photos and observations of teacher practice.All this guided by research problem: it is possible to observe whether the contemporary Jesuit tradition, so solidly built, and continues to solidify perpassando on identity and belonging in employees' attitudes and postures of the College Anchieta through the study of an autobiography of life? While Ignatian educator as (trans) forming from its practice Fernando has essence of life inspired by the example of entrepreneurship and boldness of St. Ignatius of Loyola, founder of the Society of Jesus. The main objective of this work is to visualize the Jesuit tradition in education: identity and sense of belonging to the mission, with its principles and values and the process of (trans) formation of the educator in an institution like the College Anchieta, in the present, through a history of life.It is revealing in light of Ignatian Pedagogy, education is a fertile field for (self) training, bringing the capacity of (trans) form people. Hence the example of Ferdinand touched by Ignatian pedagogy that flooded the soul of his trainers Jesuits, became, as lay teacher, plus his personal qualities, a multiplier genuine. Managed to attract, encourage and further serve as a model for hundreds of young people, to live the experience of the passion for scientific knowledge, made their career choices with more discernment / Esta disserta??o apresenta as reflex?es sobre a tradi??o educativa da Companhia de Jesus e a constitui??o da Pedagogia Inaciana imbricadas na hist?ria de vida do professor Fernando Meyer, ex-aluno do Col?gio Anchieta de Porto Alegre, Rio Grande do Sul, como educando e hoje como educador. Busquei destacar a import?ncia da forma??o do sujeito a partir de uma (auto)biografia entendida como hist?ria de vida e suas imbrica??es com a (trans)forma??o do educador. Realizei a pesquisa de cunho qualitativo, trabalhando com a an?lise de narrativa, por meio de entrevistas, estudo de documentos, fotos e observa??es da pr?tica do professor.Tudo isso foi pautado pelo problema de pesquisa: ? poss?vel observar se, na contemporaneidade, a tradi??o jesu?tica, t?o solidamente constru?da, continua perpassando e se concretizando em identidade e pertencimento, em atitudes e posturas dos colaboradores do Col?gio Anchieta atrav?s do estudo de uma autobiografia de vida? Enquanto educador inaciano, como (trans)formador a partir da sua pr?tica, Fernando tem sua ess?ncia de vida inspirada no exemplo de empreendedorismo e ousadia de Santo In?cio de Loyola, fundador da Companhia de Jesus. O principal objetivo do presente trabalho ? visibilizar a tradi??o jesu?tica em educa??o: a identidade e o sentimento de pertencimento ? miss?o, com seus princ?pios e valores e o processo de (trans)forma??o do educador numa institui??o como o Col?gio Anchieta, na contemporaneidade, atrav?s de uma hist?ria de vida.Trata-se de revelar, ? luz da Pedagogia Inaciana, que a educa??o ? um campo f?rtil para a (auto)forma??o, trazendo a capacidade de (trans)formar as pessoas. Da? o exemplo de Fernando, que, tocado pela Pedagogia Inaciana que inundava a alma de seus formadores jesu?tas, tornou-se, na qualidade de professor leigo, acrescido de suas qualidades pessoais, um multiplicador genu?no. Conseguiu cativar, incentivar e, mais, servir de modelo para centenas de jovens que, ao viver a experi?ncia da paix?o pelo conhecimento cient?fico, fizeram as suas escolhas profissionais com mais discernimento

Made available in DSpace on 2015-04-14T14:23:38Z (GMT). No. of bitstreams: 1 388466.pdf: 3531935 bytes, checksum: 437dabb22344100f8578702b79ce11bd (MD5) Previous issue date: 2007-01-05 / O presente trabalho inserido na Linha de Pesquisa Ensino e Educa??o de Professores, de cunho qualitativo, tem por objetivo narrar a trajet?ria de reconstru??o de uma escola que est? conseguindo, gradativamente, tornar-se inclusiva, ou melhor, aberta ?s diferen?as de alunos. Conta-se essa hist?ria com o grupo de professoras que dela fazem parte, tendo como suporte as id?ias sobre investiga??o narrativa de Clandinin e Conelly (2000), Ferra?o (2003), Arnaus (1995), entre outros. Recorre-se ? met?fora de rede para, junto com as professoras e com os te?ricos que fundamentaram este trabalho, tecer conhecimentos que permitiram a constru??o da tese: ? poss?vel romper com a l?gica da exclus?o, abrindo-se a escola ?s diferen?as. Para isso foi necess?ria uma ruptura consciente e coletiva, gerando mudan?as de v?rias ordens: um movimento de forma??o continuada, marcado pela inclus?o volunt?ria e compreensiva dos professores para atender ?s exig?ncias de uma nova situa??o; mudan?as nas concep??es pessoais e pedag?gicas que fundamentam as pr?ticas educativas, permitindo a inclus?o dos alunos, e mudan?as nas rela??es interpessoais, incluindo-se alunos, escola, fam?lia e comunidade. A narrativa demonstra o processo pelo qual uma escola est? passando para se tornar inclusiva, como uma possibilidade de romper com a l?gica da exclus?o. N?o se procurou apresentar um modelo de escola inclusiva, tampouco os passos para chegar-se ? sua constru??o. Foi narrada a reconstru??o de uma escola, a Dora Abreu, e, com esta narrativa, espera-se contribuir para que outras escolas e seus profissionais revejam suas pr?ticas e busquem seus pr?prios caminhos na mesma dire??o: acolher a todos os alunos, sem quaisquer condi??es e discrimina??es. Trata-se de uma narrativa aberta ao di?logo e ? cumplicidade de quem estiver lendo o texto

Made available in DSpace on 2015-04-14T14:23:43Z (GMT). No. of bitstreams: 1 457121.pdf: 3419871 bytes, checksum: d95f2509b1aeee3eed881bb3e46da50e (MD5) Previous issue date: 2014-02-25 / From the dimension the ecological issues endeavoured in recent decades, environmental education has served as a code for moral conduct which indicates certain attitudes that are appropriate behaviours to rethink the relationship between society and environment, reflecting certain modes of how one can position himself in the world. In this context, this study analyzes the tension between the normativity of pedagogical discourse of environmental education and the formative aspects of the same education, the production of new ecologically-oriented subjects and the ways in which the educational institution - itself coated with a prescriptive character - has been developing projects for environmental education. This paper presents the results of a qualitative study, based on an ethnographic sight, which seeks to characterize how the environmental practices in three municipal schools Garopaba (Santa Catarina) are configured, in order to identify elements of school culture which intend to contribute to the formation of environmental sensitivities. The everyday pedagogic was accompanied during 2013, focusing on groups of 4? and 5? series in the early years of elementary school. The results indicate that the conception of environment and environmental education of teachers are influenced by a discourse that patternize the understanding and the need to promote behavioral changes, an idea that assumes specific settings in the context of Garopaba due to tourism, the imaginary around the town as an "ecological paradise" and the differentiation between native and non-native students. In pedagogical terms, it is observed that environmental education is predominantly associated to practical activities performed in places outside the classroom, and that its interdisciplinary approach is still a daily challenge for educators. / A partir da dimens?o que a tem?tica ecol?gica atingiu nas ?ltimas d?cadas, a educa??o ambiental tem atuado como um c?digo de conduta moral que indica certas atitudes e comportamentos apropriados para repensar a rela??o entre sociedade e ambiente, traduzindo certos modos de se posicionar no mundo. Nesse contexto, o presente estudo aborda a tens?o entre a normatividade do discurso pedag?gico da educa??o ambiental e os aspectos formativos dessa mesma educa??o, a produ??o de novos sujeitos ecologicamente orientados e as maneiras com as quais a institui??o escolar ela mesma revestida de um car?ter prescritivo vem desenvolvendo projetos de forma??o ambiental. Este trabalho apresenta os resultados de um estudo qualitativo, realizado a partir de um olhar etnogr?fico, que procura caracterizar como se configuram as pr?ticas ambientais em tr?s escolas da rede municipal de Garopaba (Santa Catarina), a fim de identificar elementos da cultura escolar que pretendem contribuir na forma??o de sensibilidades ambientais. O cotidiano pedag?gico das institui??es foi acompanhado durante o ano de 2013, com enfoque em turmas de 4? e 5? s?ries dos anos iniciais do Ensino Fundamental. Os resultados permitem afirmar que a concep??o de meio ambiente e educa??o ambiental das educadoras ? influenciada por um discurso que padroniza o entendimento e a necessidade de promover mudan?as de comportamento, ideia que assume configura??es espec?ficas no contexto de Garopaba em fun??o da problem?tica do turismo, do imagin?rio em torno da cidade como um para?so ecol?gico e da diferencia??o entre alunos nativos e n?o-nativos. Em termos pedag?gicos, observa-se que a educa??o ambiental ? associada predominantemente a atividades pr?ticas, realizadas em ambientes externos ? sala de aula, e que sua abordagem interdisciplinar ainda ? um desafio cotidiano para as educadoras.