Made available in DSpace on 2014-06-11T19:31:31Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-04-09Bitstream added on 2014-06-13T21:02:38Z : No. of bitstreams: 1 fonseca_ga_dr_arafcl.pdf: 762804 bytes, checksum: a3f903f590abf5b128a1c4367283a70f (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Este estudo não pretende recontar a história da Educação, mas discutir alguns de seus pontos principais, visto que ao longo do tempo esta foi permeada por diferentes discursos, onde foram inseridas normas, regras, direcionamentos, enfim, valores que não faziam parte da concepção inicial que seria formar livres pensadores. A consolidação da Educação como prática deu origem a escola na forma de instituição, e neste momento tornou-se mais vulnerável a implantação dos discursos socioculturais dominantes. Esta prática foi recorrente no mundo inteiro, mormente nos momentos de crise quando se recorria a escola para formar as próximas gerações e estender para o futuro o aparato oficialmente aceito de sustentação da sociedade. Atualmente a Educação parece estar em um momento delicado, onde carrega o ônus de antigas permanências que não se adaptaram totalmente ao século XXI e por outro lado também se abre a perspectivas de inovação. O momento propicia a troca de pontos de vista e impressões de educadores de visão tradicional assim como também de vanguarda. Os novos caminhos da Educação trazem desafios e estes causam desconforto, contudo, parte deste caminho já foi trilhado conforme as experiências citadas ao longo deste trabalho. Aliás, esta pesquisa visa justamente refletir sobre o reconhecimento dos problemas os quais enfrenta a Educação atualmente, e com isso abrir possibilidades de diálogo. Embora possa se reconhecer os méritos dos sistemas educacionais do passado, no século XXI deve-se projetar para o futuro, onde mesmo sem as balizas epistemológicas que dão a segurança teórica é preciso criar novos modelos calcados na realidade, e a partir de experiências válidas no contexto em que foram aplicadas. O grande projeto educacional para o século XXI talvez seja construído no dia a dia, sem a segurança confortável de saber que tudo já está pronto... / This work does not intend to retell the history of education. Instead of it, we will discuss its main aspects, because in the course of time the history of education has been intimately interwoven with different discourses that have set norms, rules and standards that make no sense at all according to the original concept of Education, which proposed the formation of freethinkers. The consolidation of Education as a practice made possible the school as an institution, whereas education had become vulnerable to the implantation of dominant sociocultural discourses. This recurrent practice took place all over the world, mainly during periods of crisis, when there were appeals for providing education for generations to come. Nowadays, education is going through a delicate moment: on the one hand, the contemporary Education carries within it a broad range of old persistences that could not adapt to the twenty first century; on the other hand, Education is moving towards perspectives on innovation. In short, this is the favorable moment to take the chance to share exchange experiences and points of view among educators. The new paths of education certainly bring challenges, but great part of this path has already been done, as we point out in this work. Therefore, this thesis intends to discuss the problems which Education must deals with. Although the merits of past educational systems, the twenty-first century Education should be projected to the future - even though there may be an absence of epitemological basis - in order to create new models based on both reality and experiences in the context in which they took place. The twenty-first century educational project may be constructed in everyday life, without the comfort of knowing that all questions have been fully answered, but with the sureness of making a safe path to emancipation.

Made available in DSpace on 2016-04-27T14:31:03Z (GMT). No. of bitstreams: 1 Marcello Guimaraes Leal.pdf: 851159 bytes, checksum: b907f7bf375caf79f26cdf886293c9e2 (MD5) Previous issue date: 2012-12-18 / The integral formation of the educationalist, particularly in Distance Education (DE), requires discussion among educators and trainers of teachers, and constitutes our research problem, namely: what are the key indicators in the process of formation of educators in distance learning courses and how they become present in the curriculum activities contained in pedagogic project of the course and in the conception of managers and teachers? To answer this question, the goal is: (1) identify and describe indicators for training of educators in DE, from the current legislation; (2) analyze the indicators for the formation of the teacher, from the Pedagogical Political Project proposed in a course of pedagogy in DE of a public university; (3) check the conception of managers and teachers with regard to the indicators for the formation of the pedagogue in DE; (4) submit contributions to possible improvements in teacher training in the proposal of DE. The study is delimited based on a survey held in a public Higher Education Institution (HEI) linked to Open University of Brazil (OUB), and to the proposal on distance education for public school teachers, in 80 of the vacancies, being 20 aimed at people seeking pedagogical training. The establishment of indicators for the formation of the pedagogue in Distance Education is made from: National Curriculum Guidelines of the Pedagogic Course; Brazilian Legislation for Distance Education; from the document of the National Conference of Education for the training of teachers in Distance Education and from the Quality Benchmarks proposed by the OUB. Based on these indicators, it is conducted an exploratory study based on the analysis of Pedagogical Political Project of the Course of Pedagogy in DE and the conception of managers and teachers of this course. In the study, 04 managers and 08 professors of Pedagogy in DE participated, being contacted from 2011 to 2012. The importance of discussing and highlighting indicators of formation of pedagogue in the DE is to contribute to the improvement of teacher training in this modality, in courses that are throughout the country, in addition to offering subsidies to think of teaching alternatives to learning and to the integral formation of the professional in the area of education. The survey results pointed to strengths and to the improving in relation to teacher training in distance learning course, and found the need to (re)think continually the curriculum and the educational curricular proposals, from the specifics of training in DE, seeking the improvement of teacher training in remote mode / A formação integral do pedagogo, em especial na Educação a Distância, requer discussão entre educadores e formadores de professores, e constitui nosso problema de pesquisa, a saber: quais são os indicadores fundamentais no processo de formação de pedagogos em cursos a distância e como se fazem presentes nas atividades curriculares constantes no projeto pedagógico do curso e na concepção de gestores e professores? Para responder a essa questão, objetiva-se (1) identificar e descrever indicadores para a formação de pedagogos na EaD, a partir da legislação vigente;(2) analisar os indicadores para a formação do pedagogo, a partir do proposto no Projeto Político Pedagógico de um curso de Pedagogia em EaD de uma universidade pública;(3) verificar a concepção de gestores e professores com relação aos indicadores para a formação do pedagogo em EaD;(4) apresentar contribuições para possíveis melhorias na formação do pedagogo na proposta de EaD. Delimita-se o estudo a partir de uma pesquisa realizada em uma Instituição de Ensino Superior (IES) pública vinculada à Universidade Aberta do Brasil (UAB), e à proposta de educação a distância para professores da rede pública, em 80% das vagas, sendo 20% destinadas a pessoas que buscam formação pedagógica. A constituição de indicadores para a formação do pedagogo na EaD é feita a partir das Diretrizes Curriculares Nacionais do Curso de Pedagogia, da Legislação Brasileira para Educação a Distância, do documento da Conferência Nacional de Educação para a formação de professores em cursos a distância e dos Referenciais de Qualidade propostos pela UAB. Com base nesses indicadores, é realizado um estudo exploratório a partir da análise do Projeto Político Pedagógico do Curso de Pedagogia em EaD e da concepção de gestores e professores do referido curso. Participaram do estudo 04 gestores e 08 professores do curso de Pedagogia em EaD, contatados no período de 2011 a 2012. A importância de discutir e destacar indicadores de formação do pedagogo na EaD está em contribuir para o aprimoramento das propostas de formação de professores na referida modalidade, em cursos que se constituem por todo o país, além de oferecer subsídios para se pensar em alternativas de ensino, visando à aprendizagem e à formação integral do profissional da educação. Os resultados da pesquisa apontaram para pontos fortes e a melhorar em relação à formação do pedagogo em curso a distância, e concluiu-se a necessidade de (re)pensar continuamente o currículo e as propostas educacionais curriculares, a partir das especificidades da formação em EaD, visando à melhoria da formação do pedagogo na modalidade a distância

<p>Syftet med denna uppsats har varit att undersöka hur pedagoger på två förskolor med olika pedagogisk inriktning ser på mötet med barn inom bild- och formskapande. Frågeställningarna behandlar hur pedagoger arbetar och vill arbeta med skapande, om och hur synen på barn och barns utveckling skiljer sig samt hur pedagoger uppfattar att barn upplever skapande.</p><p> </p><p>Intervjuer med sju pedagoger är gjorda på en Montessoriförskola och en Reggio Emilia-inspirerad förskola. Intervjuerna är inspelade på band och samtidigt gjordes även anteckningar. Intervjuerna är sedan transkriberade, tolkade och analyserade. I samband med intervjuerna är även fotografier tagna på förskolornas bild- och formskapande utrymmen.  </p><p> </p><p>Resultatet visade att synen på barn inte skiljer sig nämnvärt mellan Montessoriförskolan och den Reggio Emilia-inspirerade förskolan. Samtliga pedagoger på båda förskolorna ser barn som kompetenta och upplever att barn utvecklas genom, och är positiva, till bild- och formskapande. Den Reggio Emilia-inspirerade förskolan arbetar dock i högre omfattning med planerad bild- och formskapande verksamhet i jämförelse med Montessoriförskolan. På Montessoriförskolan önskar pedagogerna att de hade mer tid och resurser till bild- och formskapande verksamhet, i nuläget arbetar de enbart spontant med skapande.  </p>

<p>The purpose of this study is to learn about educationalists´ apprehensions and their experiences of working with action programmes within the compulsory school's earlier years. Two issues have been composed in order to meet this purpose. They are also the foundation of the interview questions, which are enclosed at the end of the essay.</p><p>The purpose with the issues is to look into educationalists´ work with action programmes. Another purpose is to find out how they consider an action programme should be formulated in order to function as a support for students in need of special aid.</p><p>From the study the result shows that the apprehensions of working with action programmes are separating from one teacher to another. The informants of the study indicate the importance differs inviting both pupils and parents to participate in the entire process. They also indicate that the advantage of accuracy in the document and the descriptions for example who´s responsible for what and when the evaluation will be implemented. The study also shows the benefits of having distinct goals and intermediate goals, which are crucial for a successful result and good motivation.</p> / <p>Undersökningens syfte är att ta reda på pedagogers erfarenheter och uppfattningar av arbetet med åtgärdsprogram inom grundskolans tidigare år. För att uppfylla detta syfte har två frågeställningar arbetats fram. Dessa ligger även till grund för de intervjufrågor som bifogats i slutet av uppsatsen.</p><p>Frågeställningarnas uppgift är att undersöka pedagogers arbete med åtgärdsprogram. De syftar även till att se hur pedagoger anser att ett åtgärdsprogram bör utformas för att på bästa sätt fungera som en hjälp för elever i behov av särskilt stöd.</p><p>Resultatet från undersökningen visar att uppfattningarna om arbetet med åtgärdsprogram skiljer sig markant. Informanterna påpekar betydelsen av att både elev och vårdnadshavare inbjuds till delaktighet i hela processen kring åtgärdsprogrammet. De beskriver även fördelen med tydligheten i dokumentet, där åtgärden beskrivs, vem som ansvarar för vad samt när uppföljning och utvärdering skall genomföras. Det framgår även att fördelen med att sätta upp tydliga mål- och delmål är avgörande för god motivation och i förlängningen ett lyckat resultat.</p>

<p>The transformational leadership and the Swedish Armed Forces’ basic outlook on pedagogy are two factors that affect a Swedish military officer. The author has identified a need of understanding the process of personal development. An understanding that couldn’t be supplied by the transformational leadership but that was found in the Swedish Armed Forces’ basic outlook on pedagogy. This essay’s purpose is to analyze and describe how the roles of the leader and the teacher are portrayed in the Swedish Armed Forces’ basic outlook on pedagogy and the transformational leadership. The essay’s aim is also to evaluate what value the Swedish Armed Forces’ basic outlook on pedagogy can add to the transformational leadership. Important conclusions in the essay are that the understanding of the collective’s influence on its members and surroundings could possibly be used as a means to spread the transformational leader’s visions and goals. Both in the form of intentions and in the form of a critical approach to knowledge in order to stimulate the individual development. This also helps to capture moments where learning can be achieved even when the leader isn’t present. As an added bonus the Swedish Armed Forces’ basic outlook on pedagogy offer a wider insight in the individual’s needs to grow but also how the proper conditions for development are created.</p>

The transformational leadership and the Swedish Armed Forces’ basic outlook on pedagogy are two factors that affect a Swedish military officer. The author has identified a need of understanding the process of personal development. An understanding that couldn’t be supplied by the transformational leadership but that was found in the Swedish Armed Forces’ basic outlook on pedagogy. This essay’s purpose is to analyze and describe how the roles of the leader and the teacher are portrayed in the Swedish Armed Forces’ basic outlook on pedagogy and the transformational leadership. The essay’s aim is also to evaluate what value the Swedish Armed Forces’ basic outlook on pedagogy can add to the transformational leadership. Important conclusions in the essay are that the understanding of the collective’s influence on its members and surroundings could possibly be used as a means to spread the transformational leader’s visions and goals. Both in the form of intentions and in the form of a critical approach to knowledge in order to stimulate the individual development. This also helps to capture moments where learning can be achieved even when the leader isn’t present. As an added bonus the Swedish Armed Forces’ basic outlook on pedagogy offer a wider insight in the individual’s needs to grow but also how the proper conditions for development are created.

The purpose of this study is to learn about educationalists´ apprehensions and their experiences of working with action programmes within the compulsory school's earlier years. Two issues have been composed in order to meet this purpose. They are also the foundation of the interview questions, which are enclosed at the end of the essay. The purpose with the issues is to look into educationalists´ work with action programmes. Another purpose is to find out how they consider an action programme should be formulated in order to function as a support for students in need of special aid. From the study the result shows that the apprehensions of working with action programmes are separating from one teacher to another. The informants of the study indicate the importance differs inviting both pupils and parents to participate in the entire process. They also indicate that the advantage of accuracy in the document and the descriptions for example who´s responsible for what and when the evaluation will be implemented. The study also shows the benefits of having distinct goals and intermediate goals, which are crucial for a successful result and good motivation. / Undersökningens syfte är att ta reda på pedagogers erfarenheter och uppfattningar av arbetet med åtgärdsprogram inom grundskolans tidigare år. För att uppfylla detta syfte har två frågeställningar arbetats fram. Dessa ligger även till grund för de intervjufrågor som bifogats i slutet av uppsatsen. Frågeställningarnas uppgift är att undersöka pedagogers arbete med åtgärdsprogram. De syftar även till att se hur pedagoger anser att ett åtgärdsprogram bör utformas för att på bästa sätt fungera som en hjälp för elever i behov av särskilt stöd. Resultatet från undersökningen visar att uppfattningarna om arbetet med åtgärdsprogram skiljer sig markant. Informanterna påpekar betydelsen av att både elev och vårdnadshavare inbjuds till delaktighet i hela processen kring åtgärdsprogrammet. De beskriver även fördelen med tydligheten i dokumentet, där åtgärden beskrivs, vem som ansvarar för vad samt när uppföljning och utvärdering skall genomföras. Det framgår även att fördelen med att sätta upp tydliga mål- och delmål är avgörande för god motivation och i förlängningen ett lyckat resultat.

Syftet med denna uppsats har varit att undersöka hur pedagoger på två förskolor med olika pedagogisk inriktning ser på mötet med barn inom bild- och formskapande. Frågeställningarna behandlar hur pedagoger arbetar och vill arbeta med skapande, om och hur synen på barn och barns utveckling skiljer sig samt hur pedagoger uppfattar att barn upplever skapande.   Intervjuer med sju pedagoger är gjorda på en Montessoriförskola och en Reggio Emilia-inspirerad förskola. Intervjuerna är inspelade på band och samtidigt gjordes även anteckningar. Intervjuerna är sedan transkriberade, tolkade och analyserade. I samband med intervjuerna är även fotografier tagna på förskolornas bild- och formskapande utrymmen.     Resultatet visade att synen på barn inte skiljer sig nämnvärt mellan Montessoriförskolan och den Reggio Emilia-inspirerade förskolan. Samtliga pedagoger på båda förskolorna ser barn som kompetenta och upplever att barn utvecklas genom, och är positiva, till bild- och formskapande. Den Reggio Emilia-inspirerade förskolan arbetar dock i högre omfattning med planerad bild- och formskapande verksamhet i jämförelse med Montessoriförskolan. På Montessoriförskolan önskar pedagogerna att de hade mer tid och resurser till bild- och formskapande verksamhet, i nuläget arbetar de enbart spontant med skapande.

Orientador: Ricardo Ribeiro / Banca: Augusto Caccia Bava / Banca: Célia Maria David / Banca: Maria Leila Alves / Banca: Sebastião Souza Lemes / Resumo: Este estudo não pretende recontar a história da Educação, mas discutir alguns de seus pontos principais, visto que ao longo do tempo esta foi permeada por diferentes discursos, onde foram inseridas normas, regras, direcionamentos, enfim, valores que não faziam parte da concepção inicial que seria formar livres pensadores. A consolidação da Educação como prática deu origem a escola na forma de instituição, e neste momento tornou-se mais vulnerável a implantação dos discursos socioculturais dominantes. Esta prática foi recorrente no mundo inteiro, mormente nos momentos de crise quando se recorria a escola para formar as próximas gerações e estender para o futuro o aparato oficialmente aceito de sustentação da sociedade. Atualmente a Educação parece estar em um momento delicado, onde carrega o ônus de antigas permanências que não se adaptaram totalmente ao século XXI e por outro lado também se abre a perspectivas de inovação. O momento propicia a troca de pontos de vista e impressões de educadores de visão tradicional assim como também de vanguarda. Os novos caminhos da Educação trazem desafios e estes causam desconforto, contudo, parte deste caminho já foi trilhado conforme as experiências citadas ao longo deste trabalho. Aliás, esta pesquisa visa justamente refletir sobre o reconhecimento dos problemas os quais enfrenta a Educação atualmente, e com isso abrir possibilidades de diálogo. Embora possa se reconhecer os méritos dos sistemas educacionais do passado, no século XXI deve-se projetar para o futuro, onde mesmo sem as balizas epistemológicas que dão a segurança teórica é preciso criar novos modelos calcados na realidade, e a partir de experiências válidas no contexto em que foram aplicadas. O grande projeto educacional para o século XXI talvez seja construído no dia a dia, sem a segurança confortável de saber que tudo já está pronto... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This work does not intend to retell the history of education. Instead of it, we will discuss its main aspects, because in the course of time the history of education has been intimately interwoven with different discourses that have set norms, rules and standards that make no sense at all according to the original concept of Education, which proposed the formation of freethinkers. The consolidation of Education as a practice made possible the school as an institution, whereas education had become vulnerable to the implantation of dominant sociocultural discourses. This recurrent practice took place all over the world, mainly during periods of crisis, when there were appeals for providing education for generations to come. Nowadays, education is going through a delicate moment: on the one hand, the contemporary Education carries within it a broad range of old persistences that could not adapt to the twenty first century; on the other hand, Education is moving towards perspectives on innovation. In short, this is the favorable moment to take the chance to share exchange experiences and points of view among educators. The new paths of education certainly bring challenges, but great part of this path has already been done, as we point out in this work. Therefore, this thesis intends to discuss the problems which Education must deals with. Although the merits of past educational systems, the twenty-first century Education should be projected to the future - even though there may be an absence of epitemological basis - in order to create new models based on both reality and experiences in the context in which they took place. The twenty-first century educational project may be constructed in everyday life, without the comfort of knowing that all questions have been fully answered, but with the sureness of making a safe path to emancipation. / Doutor

<p>Sammanfattning</p><p>Syftet med den här undersökningen är att ta reda på hur barns tankar kring ekologiska processer kan utvecklas, samt att ta reda på vad i undervisningen som anses vara avgörande för att förmå barn att utveckla sina ekologiska reflektioner. Kvalitativa intervjuer och ett undervisningstillfälle ligger till grund för undersökningen. Därefter sammanställdes och kategoriserades barnens ekologiska processtankar. Resultatet av undersökningen visar att förutsättningen för utvecklande undervisning, är pedagogens kännedom om barnets individuella erfarenheter. Det är utifrån dessa som barnet tar emot ny kunskap och sedan kopplar ihop den med tidigare upplevelser. Ett kort undervisningstillfälle resulterade i att sju av åtta barn kompletterade sina kunskaper och deras tankar om processen utvecklades i flera steg.</p><p>Min slutsats utifrån denna granskning är att ålder och mognad inte är avgörande för ett barns förmåga att utveckla kunskap. Då barnets erfarenheter förvaltas och betraktas som tillgångar, kan tankarna utmanas och en utveckling ske.</p> / <p>Abstract</p><p>The intention of this investigation is to find out how to develop children’s way of thinking about ecological processes and to pinpoint decisive steps to develop an ecological mind. The concluded material is based on qualitative interviews and one lesson with a class. The material is assembled and categorized based on the children’s ecological process logic. The result of this investigation shows that the prerequisite for developing tuition is the teacher’s knowledge of the children’s individual experience. Based on these the child will be able to take in new knowledge and relate it to earlier experiences. A short lesson based on the above showed that seven out of eight children increased their knowledge with improved ecological thoughts in several steps as a result.</p><p>My conclusion from this investigation is that age and maturity alone is not of crucial importance to children’s ability to develope their knowledge. With the use of the child’s experiences as assets the mind can be challenged and development can take place.</p>