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Diagn?stico das agroind?strias familiares rurais do munic?pio de Pinheiral-RJ: um instrumento para a forma??o do t?cnico em agropecu?ria do Campus Pinheiral do Instituto Federal do Rio de Janeiro / Diagnosis of rural family?s agribusiness in the city of Pinheiral-RJ: a graduation instrument of technical in agriculture in Campus Pinheiral Federal Institute of Rio de JaneiroSANTORO, Julia Oliveira Barros 27 August 2012 (has links)
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Previous issue date: 2012-08-27 / The agricultural education should allow students to develop their ability to knowledge from interactive practice according to the reality of environment, thus enabling the effective application of theoretical knowledge in practice. Thus, this research aimed to lead students into the field to diagnose the locals rural family?s agribusiness, and use it as an instrument for the graduation of the Farming Technician CANP / IFRJ. The research was conducted at the Nile Pe?anha Campus - Pinheiral Federal Institute of Rio de Janeiro - CANP / IFRJ with 25 students attending third-grade Farming Technician, class 311/2011 and also at a country-side of Pinheiral - RJ with 34 farmers. In this context, the development in the field work made the students have contact with the reality of farmers, the knowledge of agricultural and processed products in the city, also to evidence the absence of CANP/IFRJ with the rural community and the many possibilities the institution might have along the rural producers, through the promotion of rural extension activities and technical assistance with the effective participation of the students, which in their opinion will make theory work with the practice, it is extremely important for your professional graduation. The method adopted to develop the research with the students were the application of questionnaires, prepared based on scripts using open and close questions, within the beginning of 2011 school year, and also, conducting focus group dynamics to recognize the perceptions, feelings, attitudes and students ideas after working at a proposed field. According to participation of rural producers in the research, they were interviewed by the students followed the scripts containing open and close questions, and also they had their properties visited. The research results showed the necessity on stimulating development interdisciplinary activities, using the rural properties participatory trial. it was shown the that, through these activities the students could experience and how to apply, and practice theoretical knowledge, getting ready for the work field. In short, the realization of activities provide the approximation of CANP/IFRJ to locals rural producers, and together they can strategize and seek for alternatives for the development local productive arrangement. / O Ensino Agr?cola deve permitir ao estudante desenvolver sua capacidade de constru??o de conhecimento a partir da pr?tica interativa com a realidade do seu meio, possibilitando, assim, a efetiva aplica??o dos conhecimentos te?ricos na pr?tica. Dessa forma, esta pesquisa teve como principal objetivo conduzir os estudantes a campo para realizar o diagn?stico das agroind?strias familiares rurais locais e, utiliz?-lo como um instrumento para a forma??o do T?cnico em Agropecu?ria do CANP/IFRJ. A pesquisa foi realizada no Campus Nilo Pe?anha - Pinheiral do Instituto Federal do Rio de Janeiro ? CANP/IFRJ com 25 estudantes da terceira s?rie do curso T?cnico em Agropecu?ria da turma 311/2011 e, tamb?m, na ?rea rural do munic?pio de Pinheiral - RJ com 34 produtores rurais. Nesse ?mbito, o desenvolvimento do trabalho de campo possibilitou ao corpo discente contato com a realidade dos produtores rurais, o conhecimento da produ??o agropecu?ria e dos produtos processados no munic?pio, al?m de despertar nos estudantes o senso cr?tico do afastamento do CANP/IFRJ com a comunidade rural e das muitas possibilidades de inser??o que a institui??o pode ter, junto aos produtores rurais, por meio da promo??o de atividades de extens?o rural e assist?ncia t?cnica com a efetiva participa??o dos estudantes, o que na opini?o deles promove o di?logo entre teoria e pr?tica, que ? de fundamental import?ncia para a sua forma??o profissional. Os procedimentos metodol?gicos adotados para o desenvolvimento da pesquisa junto aos estudantes foram a aplica??o de question?rios, elaborados com base em roteiros estruturados com perguntas abertas e fechadas no in?cio e no final do ano letivo de 2011 e, tamb?m, a realiza??o da din?mica do grupo focal, para conhecer as percep??es, os sentimentos, as atitudes e as ideias dos estudantes ap?s o trabalho de campo proposto. Em rela??o ? participa??o dos produtores rurais na pesquisa, eles foram entrevistados pelos estudantes que utilizaram um roteiro estruturado contendo perguntas abertas e fechadas e, na oportunidade da entrevista, tamb?m tiveram suas propriedades visitadas. Al?m disso, os resultados da pesquisa indicaram a necessidade de estimular o desenvolvimento de atividades interdisciplinares, utilizando as propriedades rurais do munic?pio como unidades de experimenta??o participativa. Comprovou-se, ent?o, que, por meio dessas atividades os estudantes puderam vivenciar e conhecer as reais dificuldades dos produtores rurais do munic?pio e como aplicar, de fato, na pr?tica seus conhecimentos te?ricos, deixando-os melhor preparados para o mundo do trabalho. Em suma, a realiza??o dessas atividades possibilitou a aproxima??o do CANP/IFRJ aos produtores rurais do munic?pio que, juntos, podem tra?ar estrat?gias e buscar alternativas para o desenvolvimento do arranjo produtivo local.
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Ensino t?cnico e capacita??o profissional: um estudo sobre representa??es sociais no Instituto Federal do Amap? / Technical education and professional training: a study about social representations in Instituto Federal do Amap?BRAND?O, Caio Teixeira 15 December 2016 (has links)
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Previous issue date: 2016-12-15 / This paper presents a masters research accomplished with the students of the Federal Institute of Amapa, on the assumptions of the Theory of the Social Representations and the Estructural Theory of the Social Representation. The research had the goal to investigate the social representations of Technical Education and Professional Training for the participants of the Formation Program. The Social Representations Theory, created by Moscovici in 1961, aims to explain the social representation phenomenon, the common sense knowledge, socially developed and shared, with the goal to make the objects of the reality familiar to a group of individuals. The Structural Approach assumes that a representation possesses a double structure, split in central core and peripheral system, and assigns to each one specific characteristics in the representational sytem operation. The Free Evocaction, a free association technique developed by Pierre Verg?s, was used to identify the semantic universe of the related words (technical education and professional training) in a group of 75 participants, besides, a socioeconomic questionnaire was used to identify the profile of the program?s students. With the aid of the software Evoc 2000?, used to analyze the results of free evocation, the main words associated to the researched words were identified, according to the frequence and order of evocation standards, which were used to elaborate a chart with the possible distribution of the evoked words, according to their centrality. The results show a possible relation between technical education and professional training, observed by the presence of similarities in the words and the answers given by the participants explaining the reasons they choose those words. To technical education were associated words that imply that education is something that belongs outside the individuals, while to professional training were associated words that imply that is something within the individual or a personal quality. The semantic universe of both words, implies a professional education view that is restricted to the labor market, to prepare the students to work in a certain job, bound to the existence of propitious circunstances. Given the limits of the method that was used, the results were not conclusive, but we hope they can contribute to the development of projects and actions that aim to ensure the permanence of the students in the Federal Institute Amapa. / O presente trabalho se refere a uma pesquisa de mestrado realizada com os alunos do Instituto Federal do Amap?, nos pressupostos da Teoria das Representa??es Sociais e da Teoria do N?cleo Central da Representa??o Social. A pesquisa teve por objetivo investigar as representa??es sociais do Ensino T?cnico e da Capacita??o Profissional para os participantes do Programa Bolsa Forma??o. A Teoria das Representa??es Sociais, criada por Moscovici em 1961, busca explicar o fen?meno das representa??es sociais, o conhecimento do senso comum, socialmente elaborado e partilhado, com o objetivo de familiarizar os indiv?duos de um grupo com os objetos da realidade. A abordagem do N?cleo Central pressup?e que a representa??o possui uma estrutura dupla, dividida em n?cleo central e sistema perif?rico, e atribui a cada uma caracter?sticas espec?ficas no funcionamento do sistema representacional. Foi utilizada a Evoca??o Livre, uma t?cnica de associa??o livre criada por Pierre Verg?s, para identificar o universo sem?ntico dos termos pesquisados num grupo de 75 participantes, al?m de um question?rio socioecon?mico, no intuito de identificar o perfil dos participantes do programa. Por interm?dio do Evoc 2000@, um software utilizado para an?lise dos resultados da evoca??o livre, foram identificadas as principais associa??es aos termos pesquisados, seguindo o crit?rio de frequ?ncia e ordem de evoca??o, a partir das quais foi elaborado um quadro com a poss?vel distribui??o das evoca??es, de acordo com a sua centralidade. Os resultados apontaram uma poss?vel rela??o entre ?ensino t?cnico? e ?capacita??o profissional? observada na presen?a de semelhan?as nas evoca??es e nas justificativas dos participantes para a escolha daquelas consideradas mais importantes. Ao ?ensino t?cnico? foram associados termos que denotam aspectos externos aos indiv?duos, enquanto ? capacita??o profissional foram associados atributos individuais ou caracter?sticas pessoais. O universo sem?ntico de ambos os termos, evidencia uma vis?o de forma??o profissional restrita ? prepara??o do indiv?duo para o exerc?cio de uma profiss?o e o ingresso no mercado de trabalho, sujeito ? exist?ncia de circunst?ncias favor?veis. Devido aos limites da metodologia utilizada, os resultados da pesquisa n?o possuem car?ter conclusivo, mas espera-se que eles possam contribuir para a elabora??o de projetos e a??es que visem garantir a perman?ncia dos alunos no Instituto Federal do Amap?.
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A forma??o continuada de professores no ensino t?cnico profissionalizante : a (re)constru??o da profissionalidade em tempos de paradigma emergenteFlorentino, Jos? Augusto Ayres 18 January 2013 (has links)
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Previous issue date: 2013-01-18 / The present study aims to investigate and problematize the issue of teacher continuing education in a complex vision, focusing the interest in knowing more and better teachers and their teaching in order to find out which paths used to (re)build their professionalism. Accordingly, it seeks to analyze the formation processes that help (or not) teachers to respond to the demands, the expectations, the diversity and richness of possibilities inside and outside the classroom. The methodology represents a case study with a qualitative approach, descriptive, leading to the apprehension of empirical material in an intimate approach between the researcher and the object being investigated. For data collection procedure was used as the systematic observation of teaching activities in the school routine and semi-structured individual interviews with questions like how to get information about the significant experiences incorporated as formative experiences. The research involved six teachers of an institution of technical education in the city of Porto Alegre/RS.Data were organized and interpreted through Textual Analysis of Discourse, by itself constitute an effort to deepen the understanding of a text or a set of texts, which can generate a new one, both descriptive and interpretive. Based on the analysis of the data reveals that teachers want to change their action, but often fail to develop methodological approaches for the renewal of their practice - either because they broke with a structured way to educate the traditional paradigm, either because they did not see the school as a training space that enables the reform of their action; there is a concern about their participation and responsibility in school life, since teachers do not perceive the school as a space for collective construction; notes also continued education is questioned by some teachers, claiming to be necessary to rethink it. It is understood that teacher training and professionalism will only make sense if contemplating this whole trajectory personal and professional of teachers, that is, their conception of life, school, education, interests, needs, abilities and also their fears , anxieties, difficulties and limitations / O presente estudo tem como objetivo investigar e problematizar o tema da forma??o continuada de professores numa vis?o complexa, tomando como foco o interesse em conhecer mais e melhor os professores e seu trabalho docente, no intuito de descobrir quais caminhos utilizam para (re)construir a sua profissionalidade. Nesse sentido, busca-se analisar os processos de forma??o que auxiliam (ou n?o) os professores a responder ?s demandas, ?s expectativas, ? diversidade e ? riqueza de possibilidades dentro e fora da sala de aula. A metodologia utilizada corresponde a um estudo de caso inserido na abordagem qualitativa, descritiva, levando ? apreens?o do material emp?rico em uma aproxima??o ?ntima do pesquisador com o objeto a ser investigado. Para a coleta dos dados utilizou-se como procedimento a observa??o assistem?tica da a??o docente no cotidiano escolar e entrevista individual com perguntas semiestruturadas como forma de buscar informa??es sobre as viv?ncias significativas incorporadas como experi?ncias formadoras. A pesquisa de campo envolveu seis professores de uma institui??o de ensino t?cnico da cidade de Porto Alegre/RS. Os dados foram organizados e interpretados por meio da An?lise Textual Discursiva, por constituir-se um esfor?o para aprofundar a compreens?o de um texto ou de um conjunto de textos, podendo gerar um novo, tanto descritivo como interpretativo.Com base nas an?lises dos dados percebe-se que os professores querem mudar sua a??o, mas muitas vezes n?o conseguem desenvolver caminhos metodol?gicos para a renova??o de sua pr?tica seja porque n?o romperam com uma forma de educar estruturada pelo paradigma tradicional, seja porque n?o viram a escola como um espa?o de forma??o que possibilite a reforma de sua a??o; que h? uma preocupa??o com rela??o a sua participa??o e responsabilidade na vida escolar, uma vez que os professores n?o percebem a escola como um espa?o de constru??o coletiva; percebe-se tamb?m que a forma??o continuada ? questionada por alguns professores, alegando ser necess?rio repens?-la. Entende-se que a forma??o docente e a profissionalidade s? ter? sentido se esta contemplar toda a trajet?ria pessoal e profissional dos professores, isto ?, suas concep??es de vida, de escola, de educa??o, seus interesses, necessidades, habilidades e tamb?m seus medos, anseios, dificuldades e limita??es.
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Avalia??o formativa : estudo de concep??es no processo de forma??o continuada de professores / Formative Evaluation: a study of conceptions in the process of continuous teacher educationMoraes, Vera L?cia Della Torre de 17 July 2005 (has links)
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Previous issue date: 2005-07-17 / This paper, included in the Research Line University, Teaching and Teacher Education, aims at identifying and analyzing the changes in conception and attitudes occurred with teachers from technical courses at SENAC-S?o Paulo in Campinas after the development of a continuous education process within PDE - Program of Educational Development, whose focus was the formative evaluation. Fourteen teachers were the subjects of this study. The methodology was based on the qualitative approach, with application of two questionnaires and documental research. The choice of the theme was based on the recognition of the need to intensify debates and research about evaluation according to the new National Education Law (LDB), no. 9394 from 1996, whose educational focus, introduced in the three teaching levels of the Brazilian educational system, favors continuous and formative evaluation, which has no qualifying approach. This paper describes the creation and expansion of SENAC within the Brazilian educational context, focusing on evaluation as regard to different pedagogical tendencies. The evaluation at SENAC-S?o Paulo and, specifically, in PDE is discussed. The pedagogical/psychological theories that lay the basis of the formative evaluation and their relationship with the Brazilian education are analyzed. Data analysis has shown PDE fostered reflections and changes in teachers' attitude and identified problems and perspectives of a continuous education process with focus on the formative evaluation. / Este trabalho, inserido na Linha de Pesquisa Universidade, Doc?ncia e Forma??o de Professores, tem por objetivo identificar e analisar as mudan?as de concep??es e atitudes ocorridas com docentes do ensino t?cnico do SENAC-S?o Paulo em Campinas ap?s o desenvolvimento de um processo de educa??o continuada, inserido no PDE-Programa de Desenvolvimento Educacional, cujo foco foi a avalia??o formativa. Contou-se com a participa??o de 14 sujeitos. O m?todo adotado para o desenvolvimento dessa an?lise fundamentou-se na abordagem qualitativa, com aplica??o de dois question?rios e pesquisa documental A justificativa pelo tema ap?ia-se no reconhecimento da necessidade de intensificar os debates e pesquisas sobre a avalia??o segundo a vis?o da nova Lei de Diretrizes e Bases (LDB), n? 9394 de 1996, cujo enfoque educacional introduzido nos tr?s n?veis de ensino do sistema educacional brasileiro privilegia a avalia??o formativa, cont?nua, sem car?ter classificat?rio. O texto apresenta um hist?rico da cria??o e expans?o do SENAC no contexto da educa??o brasileira, focando a avalia??o em diferentes tend?ncias pedag?gicas. ? abordada a avalia??o no SENAC-S?o Paulo e, particularmente, no PDE. S?o discutidas as teorias pedag?gicas/psicol?gicas que embasam a avalia??o formativa e suas rela??es com a educa??o brasileira. Na an?lise das respostas dos sujeitos da pesquisa observou-se que o PDE provocou reflex?es e mudan?as de atitude dos docentes e identificou problemas e perspectivas de um processo de forma??o continuada com foco na avalia??o formativa.
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A participa??o e a democracia no processo de mudan?a de esfera administrativa do atual Campus Planaltina do Instituto Federal de Bras?lia (2007 ? 2009) / Participation and democracy in the process of changing the administrative level of the current Campus Planaltina - Federal Institute of Brasilia (2007 - 2009)Mendes, Abiana Campos 13 May 2011 (has links)
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Previous issue date: 2011-05-13 / This paper presents the results of a survey that aimed to analyze the transition process when
change the administrative level in the current Campus Planaltina/Federal Institute of Brasilia -
IFB. This was the time when that school came out of the administrative government of the
Federal District, where he spent more than two decades, and returned to the Union, because of
the expansion plan of the Federal Network of Professional and Technical Education - Office
of Professional Education and Technology / Ministry of Education, held in the government of
President Lula da Silva, from 2005. We sought to determine whether there was compliance
with current legislation - the Federal Constitution and the Law of Directives and Bases of
National Education, with regard to democratic management of public schools. The analysis
was based on cooking by the academic community, of institutional documents namely:
Curriculum of the Campus Planaltina, the Statute and Institutional Development Plan of the
IFB. Education, power and participation issues were highlighted because of its
interrelationship with democracy. The research instruments used were structured interviews
conducted with teachers, technicians and students involved in the transition process. From the
qualitative data analysis proved that the considered undemocratic actions taken by
management of the IFB, may have been given the difficulty that still is to a people who lived
more than twenty years under a ruthless military dictatorship act democratically, whether
talking with peers (participation) stating whether any points for reasons that require
explanation (transparency), and / or perhaps because our laws still leave gaps for the power to
send some to obtain any personal benefit to override the will of the collective . The research
showed the importance of the struggle for a democratic school, which brings together and
unites people around principles such as justice and equality, which contribute to have a more
fraternal society, showed that this fight must continue so as to achieve an education based on
ethical principles that can guide human conduct and balanced with good social functioning. / Este trabalho apresenta os resultados de uma pesquisa que teve como objetivo analisar o
processo de transi??o quando da mudan?a de esfera administrativa no atual Campus
Planaltina, do Instituto Federal de Bras?lia ? IFB. Este foi o momento em que esta escola saiu
da esfera administrativa do governo do Distrito Federal, onde esteve por mais de duas
d?cadas, e voltou a pertencer ? Uni?o, devido ao plano de expans?o da Rede Federal de
Educa??o Profissional e Tecnol?gica ? Secretaria de Educa??o Profissional e
Tecnol?gica/Minist?rio da Educa??o, ocorrido no governo do presidente Lula da Silva, a
partir de 2005. Buscou-se verificar se houve acatamento ? legisla??o vigente ? a Constitui??o
Federal e a Lei de Diretrizes e Bases da Educa??o Nacional, no que se refere ? gest?o
democr?tica da escola p?blica. A an?lise foi feita com base na confec??o, pela comunidade
acad?mica, dos documentos institucionais quais sejam: a Matriz Curricular do Campus
Planaltina, o Estatuto e o Plano de Desenvolvimento Institucional do IFB. Educa??o, poder e
participa??o foram temas em destaque devido ao seu interrelacionamento com a democracia.
Os instrumentos de pesquisa utilizados foram entrevistas semiestruturadas realizadas com
docentes, t?cnicos administrativos e discentes envolvidos no processo de transi??o. A partir
da an?lise qualitativa dos dados comprovou-se que as a??es consideradas antidemocr?ticas
realizadas pela gest?o do IFB, possam ter se dado pela dificuldade que ainda seja para um
povo que viveu mais de vinte anos sob uma cruel ditadura militar agir democraticamente, quer
seja dialogando com seus pares (participa??o) quer seja esclarecendo pontos que por motivos
quaisquer necessitem de explica??o (transpar?ncia), e/ou talvez porque nossa legisla??o ainda
deixe brechas para que o poder de mando de alguns para obter qualquer benef?cio pr?prio se
sobreponha ? vontade da coletividade. A pesquisa mostrou a import?ncia da luta por uma
escola democr?tica, que une e re?ne cidad?os em torno de princ?pios como justi?a e
igualdade, que contribuem para termos uma sociedade mais fraterna; mostrou tamb?m que
esta luta deve continuar para que se consiga uma educa??o baseada em princ?pios ?ticos que
possam nortear a conduta humana equilibradamente e com bom funcionamento social.
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Integra??o ensino e pesquisa no processo de aprendizagem: produ??o de frangos de corte / Interative teaching and research in learning process: production of broilersArruda, Adalberto de Souza 21 August 2010 (has links)
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Previous issue date: 2010-08-21 / This paper is the result of research accomplished with students of poultry cut, aimed to analyze the process of teaching/learning permeated by searching through practical experiments developed in laboratory of small animals of the Federal Institute of Education, Science and Technology ? Campus Barreiros. To guide the development work, we used the qualitative and quantitative approaches, the qualitative was important in times of discussions, seminars and bibliographic surveys, but also provided a flexible relationship between teacher and student, while the quantitative was used in the preparation spreadsheets, charts, tables and systematization of data feed intake, feed conversion and weight gain. The research was carried out during the class period of the group of husbandry 1 in agricultural technical course in the discipline poultry cut and the practice experiment was accomplished in a period of 42 (forty two) days. We adopted an interactive approach in order to develop in students an awareness of innovative and make them able to use the science produced within the production process and the parameters of competitiveness. At the beginning of the study, was applied the initial questionnaire to diagnose the knowledge about the subject, the project proceeded with discussion and demonstration of the importance of different types of food that are part of the diets and the development of the broiler. In the second moment, was a questionnaire of final diagnosis to verify the construction of knowledge through the proposed methodology, where realized that research was instrumental in developing cognitive. This paper based on the research as a method of teaching aroused the curiosity of the student in the teaching /learning through practices carried out as a choice of local area boundaries, distribution of chicks. In addition to the questionnaires, we used the following elements: seminars, lectures and practices, technical visits, videos, library, internet and laboratories, which contributed to the formation of knowledge learned. In general, this research aimed to improve the quality of our students of professional Education Agricultural they contribute a large part in the development of family farming in our country, our state and region. This integration of teaching and research contributed to the teaching/learning process through the operationalization of curriculum connect in an integrated way, providing opportunities for students to practice the acquired knowledge to find a better opportunity to work and develop entrepreneurial activities. / Este trabalho ? resultado de uma pesquisa realizada com alunos da disciplina de Avicultura Corte, teve como objetivo analisar o processo de ensino/aprendizagem, permeado pela pesquisa atrav?s de experimentos pr?ticos desenvolvidos no laborat?rio de pequenos animais do Instituto Federal de Educa??o, Ci?ncia e Tecnologia - Campus Barreiros ? PE. Para orientar o desenvolvimento do trabalho utilizou-se as abordagens qualitativa e quantitativa, a qualitativa foi importante nos momentos de discuss?es, de levantamentos bibliogr?ficos e semin?rios, como tamb?m proporcionou um relacionamento flex?vel entre o professor pesquisador e alunos, enquanto que a quantitativa foi utilizada na elabora??o de planilhas, gr?ficos, tabelas e sistematiza??o de dados do consumo de ra??o, convers?o alimentar e ganho de peso. A pesquisa foi aplicada durante o per?odo de aulas da turma de zootecnia I do curso t?cnico em agropecu?ria na disciplina de Avicultura Corte e o experimento pr?tico realizado em um per?odo de 42 (quarenta e dois) dias. Adotou-se uma postura interativa com a finalidade de desenvolver nos alunos uma consci?ncia inovadora e torn?-los capazes de utilizar as ci?ncias produzidas dentro do processo produtivo e dos par?metros de competitividade. No in?cio da pesquisa, aplicou-se question?rio inicial para diagnosticar o conhecimento acerca do assunto, o projeto procedeu com a discuss?o e demonstra??o da import?ncia dos diferentes tipos de ra??o que fazem parte das dietas e no desenvolvimento do frango de corte. No segundo momento, foi aplicado um question?rio de diagn?stico final para verifica??o da constru??o do conhecimento atrav?s da proposta metodol?gica, onde se percebeu que a pesquisa serviu de instrumento para o desenvolvimento cognitivo. Este trabalho baseado na pesquisa como m?todo de ensino despertou a curiosidade do aluno no processo ensino/aprendizagem atrav?s das pr?ticas realizadas como: escolha de um local, delimita??o de ?rea, distribui??o de pintos. Al?m dos question?rios, utilizou-se os seguintes elementos, semin?rios, aulas te?ricas e pr?ticas, visitas t?cnicas, v?deos, biblioteca, internet e laborat?rios, os quais contribu?ram com a forma??o dos saberes aprendidos. Em geral, esta pesquisa teve o prop?sito de melhorar a qualidade dos nossos discentes da Educa??o Profissional Agr?cola, estes que contribuem com uma grande parcela no desenvolvimento da agricultura familiar do nosso pa?s, estado e nossa regi?o. Esta integra??o ensino e pesquisa contribuiu no processo ensino/aprendizagem por meio da operacionaliza??o dos conte?dos curriculares de maneira integrada, oportunizando os alunos a p?r em pr?tica os conhecimentos adquiridos, encontrar uma melhor oportunidade de trabalho e desenvolver atividades empreendedoras
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?pura ao v?deo : desenvolvimento e uso de um aplicativo para o trabalho com geometria descritiva / ?pura Video: development and use of an application to work with descriptive geometryOliveira, George William Bravo de 24 February 2016 (has links)
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Previous issue date: 2016-02-24 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES/OBEDUC / The learning process of introductory studies, the orthogonal projective system and constituent elements (point, line and plane), used in Geometry for high school students in technical training courses makes it difficult to develop spatial vision and graphic representation. Learning to see allows the student to understand the formation of projections and return to the practice of observation. Three-dimensional visualization produces recognition of the projected image. The development of this learning cannot be restricted to study based only on programmed handouts with forms or feedback solutions.This Design-Based Research developed and implemented a system of security cameras to aid in visualization. This innovation provided for the construction of an educational experience that fosters collaborative learning through interaction with three-dimensional models of the objects to be represented in graphic drawings. The proposal to investigate the practice of graphic representation and strategies for development of this graphic language was carried out with students, aged between 14 and 17 years, in high school at a state technical school. Data collection was done by the researcher in research logs, activities proposed in class and recordings from security cameras positioned to capture the image ?pura. Results underline the importance of creating an educational process applied to technical drawing that develops the act of the careful observation and integration of objects and images with the main aspects of projective drawing. This enables the learning of the concepts of descriptive geometry and facilitates the visualization of the trihedral system and the design of the principal orthographic views (front, top and side) utilizing varied teaching strategies / O processo de aprendizagem dos estudos introdut?rios, do sistema projetivo ortogonal e de elementos constituintes (ponto, reta e plano), estudados em Geometria Descritiva por alunos do Ensino M?dio de cursos de forma??o t?cnica, encontra dificuldade no desenvolvimento da vis?o espacial e da representa??o gr?fica. Aprender a ver ? uma possibilidade que ? aberta nessa proposta para entendimento da forma??o das proje??es e retomar a pr?tica de observa??o. A visualiza??o em tr?s dimens?es gera reconhecimento da imagem realizada. O desenvolvimento desse aprendizado n?o pode ser restrito ao estudo com base em apostilas programadas com formas ou gabarito de solu??es. Esta ? uma Pesquisa de Desenvolvimento que elaborou e aplicou um sistema de c?meras de seguran?a como aux?lio na visualiza??o. A inova??o valorizou a constru??o de uma experi?ncia de ensino que favore?a o aprendizado de forma colaborativa, e a intera??o com as possibilidades de montagem dos objetos a serem representados e sua representa??o gr?fica. A proposta de investigar a pr?tica da representa??o gr?fica e as estrat?gias para desenvolvimento desta linguagem, foi realizada com estudantes de faixa et?ria entre 14 e 17 anos, do Ensino M?dio em uma escola t?cnica estadual. A coleta de dados foi feita mediante di?rios do pesquisador, de atividades propostas nas aulas e de grava??es provenientes de c?meras de seguran?a posicionadas para captar a imagem da ?pura. Resultados sublinham a import?ncia de cria??o de um processo para a educa??o do olhar aplicado ao desenho t?cnico mediante uma pr?tica que desenvolva o ato de observar. A integra??o com objetos e a gera??o de imagens com os aspectos principais do desenho projetivo. Favorecer o aprendizado dos conceitos de Geometria Descritiva e facilitar a visualiza??o do sistema tri?drico e o desenho das vistas ortogr?ficas principais (vista frontal, superior e lateral) com o uso de estrat?gias did?ticas variadas
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Educa????o profissional, cient??fica e tecnol??gica: concep????es e tend??ncias te??ricasMelo, Marli Alves Flores de 19 December 2016 (has links)
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Previous issue date: 2016-12-19 / This thesis aims to identify the possible causes for the gap between theoretical conceptions
and trends that resulted from academic studies and public policies applied to professional,
scientific, and technological education. In order to achieve this, we searched, in 28 doctoral
dissertations in the field of education and similar fields, the conceptions of professional,
scientific, and technological education extracted from their results, analyses, and discussions,
observing the parameters in technical, methodological, theoretical, and epistemological levels,
and the paradigmatic assumptions. As a differential, a pilot study was carried out, in the
templates of an empirical ???pre-research,??? aiming to consubstantiate the whole decision
process that preceded the dissertation structuring???this topic being inserted in the justification
and relevance of the study. As for its characterization, this study is exploratory and its
methodology was divided in two large blocks: theoretical dimension, with the part for the
fundamentals, and the procedural dimension, with the components that involve the research
practice. As for the approach, it meets the principles of the essentially qualitative research,
having as basis the comprehension, although it has used numerical and statistical
representativeness. It has adopted as fundamentals for methodology, procedures, and
instruments the S??nchez Gamboa paradigmatic scheme, a scheme which, for its nature, is also
acknowledged as an epistemological approach of method. It has also used the state of the art
as the most appropriate for meta-research. The data-generating process encompassed
bibliographic research, documental research, and the registration sheet, with adaptations. The
results indicated, on what concerns the conceptions of the researched dissertations??? authors,
that the dualism and disconnection between what supports the theoretical and methodological
dimension of studies and the reality, as well as the strict vision on training for the labor
market, constitute the three factors that have impacted the most the causes for the gap
between academic studies and public policies in professional, scientific, and technological
education. Among other causes, what stood out was also the divergence of conceptions with
geographically distinct vision of domains for which the theoretical trends would be destined,
on state and federal levels. On theoretical trends and the benefits of including local productive
arrangements in the offer of courses of technical and professional education, the results have
steered to a new understanding: Paulo Freire???s context of ???unheard-viable.??? We concluded
with the implications for further studies and a report on pending matters in this study. / O objetivo geral desta tese foi identificar as implica????es do distanciamento entre as
concep????es e tend??ncias te??ricas provenientes dos estudos acad??micos e as pol??ticas p??blicas
aplicadas ?? Educa????o Profissional, Cient??fica e Tecnol??gica (EPCT). Para alcan????-lo, buscouse,
em vinte e oito teses de doutorado em educa????o e ??reas afins, as concep????es de educa????o
profissional, cient??fica e tecnol??gica obtidas na parte dos resultados, das an??lises e discuss??es,
observando-se os par??metros nos n??veis t??cnico, metodol??gico, te??rico e epistemol??gico, bem
como nos pressupostos paradigm??ticos. Como diferencial, realizou-se um estudo-piloto nos
moldes de uma ???pr??-pesquisa??? emp??rica, com o objetivo de consubstanciar todo o processo de
decis??o que antecedeu a estrutura????o da tese, sendo este t??pico inserido como parte da
justificativa e relev??ncia do estudo. Quanto ?? carateriza????o, o estudo ?? de natureza
explorat??ria e a metodologia foi dividida em dois grandes blocos, assim denominados:
dimens??o te??rica, com a parte dos fundamentos; e dimens??o procedimental, com os
componentes que envolveram a pr??tica da pesquisa. Quanto ?? abordagem, atendeu aos
princ??pios da pesquisa essencialmente qualitativa, tendo por base a compreens??o, embora se
tenha feito uso de representatividade num??rica e estat??stica. Adotou-se como fundamentos da
metodologia, procedimentos e instrumentos, o esquema paradigm??tico de S??nchez Gamboa,
esquema que, por sua natureza, ?? reconhecido tamb??m como uma abordagem epistemol??gica
do m??todo. Utilizou-se, ainda, o estado da arte, como um recurso complementar, quando se
faz metapesquisa. O processo de gera????o dos dados abrangeu a pesquisa bibliogr??fica, a
pesquisa documental e a ficha de registro, com adapta????es. Os resultados, no que tange ??s
concep????es dos autores das teses pesquisadas, indicaram que o dualismo, a desconex??o entre
o que fundamenta a dimens??o te??rica e metodol??gica dos estudos e a realidade, bem como a
vis??o restrita sobre treinamento para o mercado de trabalho, constituem os tr??s fatores que
mais exerceram impacto no distanciamento entre estudos acad??micos e pol??ticas p??blicas na
??rea da EPCT. Entre outros, destacou-se, ainda, a diverg??ncia de concep????es com vis??o
geograficamente distinta dos dom??nios para as quais se destinariam as tend??ncias te??ricas, nas
esferas estadual e federal. Sobre as implica????es entre tend??ncias te??ricas e benef??cios da
inclus??o dos arranjos produtivos locais (APL) na oferta de cursos, no ensino t??cnico e
profissional, os resultados direcionaram para um novo entendimento: o contexto de ???in??ditovi??vel???,
de Paulo Freire. Finalizou-se com as implica????es para futuras pesquisas e um relato
das pend??ncias deste estudo.
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Desempenho e background familiar: um estudo no acesso a uma institui??o de ensino t?cnico federal no Brasil / The infuence of Family background in the access to Federal Technical Education in BrazilAssun??o, Marcus Vinicius Dantas de 12 December 2013 (has links)
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Previous issue date: 2013-12-12 / This paper comprises an investigation on the influence of the variable family backgrounds (father school level, mother school level and family income) over the pupil s performance in admissions examination (entrance test or PROITEC) at Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN). From that point of view, the main goal of this research is to analyze the influence of the family background as a determiner of the pupil?s performance in the access to Technical and Professional education at IFRN. Secondary data were used from two databases (entrance test and PROITEC) adding up to 19.226 observations to the vacancies offered in the year of 2013. Aiming at achieving the proposed goal, a conceptual model composed of three hypothesis was developed. The results were presented in four stages: stage I presentation of the descriptive statistical results of the two databases; stage II separation of the campi in clusters; stage III analysis of multiple regressions; stage IV analysis of the logistics regressions. Two statistical tests were used to validate the hypothesis: T-test and Wald test. Hypothesis 1 and 2 were confirmed and H3 was refused. The results presented favorable causal connections to the family income and the father school level variables (with bigger effect for fathers with a higher education degree). The mother school level variable did not provide statistical significance for this research. Based on this result, after this work, this institution is to develop a strategic plan to assist in the success rate of students preparing diagnoses in order to diminish the effects of the variables that impacted negatively / Este trabalho compreende uma investiga??o acerca da influ?ncia que as vari?veis de background familiar (escolaridade do pai, escolaridade da m?e e renda familiar) exercem sobre o desempenho de um estudante, candidato ?s vagas dos processos de sele??o (Exame de sele??o e PROITEC) do Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN). Nessa perspectiva, o objetivo geral da pesquisa consiste em analisar a influ?ncia do background familiar, como determinante de desempenho do aluno, no acesso ao Ensino T?cnico Profissional do IFRN. Utilizaram-se dados secund?rios correspondentes a dois bancos de dados (Exame de sele??o e PROITEC) perfazendo um total de 19.226 observa??es referente ?s vagas ofertadas no ano de 2013. Buscando alcan?ar o objetivo proposto, formulou-se um modelo conceitual composto por tr?s hip?teses. Os resultados foram apresentados em quatro etapas: etapa I apresenta??o dos resultados das estat?sticas descritivas referentes aos dois bancos de dados; etapa II separa??o dos campi em clusters; etapa III an?lise das regress?es m?ltiplas; e, etapa IV an?lise das regress?es log?sticas. Utilizaram-se dois testes estat?sticos para valida??o das hip?teses: teste T e teste de Wald. As hip?teses 1 e 2 foram confirmadas e, a H3, refutada. Os resultados apresentaram uma causalidade positiva das vari?veis renda familiar e escolaridade do pai (com maior efeito para os pais com ensino superior completo). J? a vari?vel escolaridade m?e n?o obteve signific?ncia estat?stica para este estudo. Com base nesse resultado, ap?s esse trabalho, essa institui??o tem como elaborar um planejamento estrat?gico para auxiliar na taxa de sucesso dos alunos elaborando diagn?sticos a fim de diminuir os efeitos das vari?veis que impactaram de maneira negativa
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O papel pedag?gico das cooperativas-escola: Um estudo comparativo da pr?tica educativa do Campus Para?so do Tocantins, do Instituto Federal do Tocantins, e do Campus Uruta?, do Instituo Federal Goiano. / The educational role of cooperatives-school: a comparative study of educational practice Campus Para?so do Tocantins, of Federal Institute of Tocantins, and the Campus Uruta?, of Federal Institute of Goi?s.Paula, Alessandra Edna de 28 October 2010 (has links)
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Previous issue date: 2010-10-28 / The text presents a comparative analysis and reflection on the educational role of Coimplanted in Schools extinct, extinct CEFET Uruta? Technical School of Palmas -
Tocantins UNED Paradise, currently the Federal Institute of Education, Science and
Technology Goi?s - Campus Uruta? and the Federal Institute Education, Science and
Technology of Tocantins - Campus Para?so do Tocantins, respectively, in 1979 and 2008.
We seek to identify their conservations and changes, the particular, the goals and operation
from the following question: over the years, significant changes in political and
educational role of the Cooperative School? We aimed to compare the experience of the
Cooperative School in Paradise Uruta? and deployment of Tocantins, to clarify its role in
educational training. As primary instruments for data collection, we review the literature
on the subject, in bibliographic and documentary sources, and also the use of
questionnaires and semistructured interviews with individuals directly or indirectly
involved in two initiatives. We note that, despite being deployed in different periods, the
two cooperatives have similarities and differences. The similarities are related to
organizational issues and the intention to build a cooperative school culture and be an
educational tool capable of bringing together theory and practice. On the other hand, we
identify contradictions between each other, especially regarding the accomplishment of its
objectives and the linkage between lectures, educational practice and preparation for the
labor market, moreover, the idea that each community has their local school-Cooperative
school, and about the fact that respondents emphasize its importance in education and
training, but at the same time, claiming that they do not play the primary educational
function. So, the research revealed that the contradictions between discourse and reality
were the possible causes of mischaracterization and finalization of Cooperatives studied.
Furthermore, we found that the educational reforms in Brazil between the 1970 and 1990
(Law 5.692/1971, LDB/1996 and Decrees No. 2.208/1997), the 1971 had a major influence
in the organization and functioning of cooperatives, School in general. Other reforms were
also, though to a lesser extent, as they ensured the continuity of training and attempt to link
between education and work. / O texto faz uma an?lise comparativa e uma reflex?o sobre o papel pedag?gico das
Cooperativas-Escolas implantadas no extinto CEFET Uruta? e extinta Escola T?cnica de
Palmas ? UNED Para?so do Tocantins, atualmente Instituto Federal de Educa??o, Ci?ncia e
Tecnologia Goiano ? Campus Uruta? e Instituto Federal de Educa??o, Ci?ncia e Tecnologia
do Tocantins ? Campus Para?so do Tocantins, respectivamente, em 1979 e em 2008.
Buscamos identificar as suas conserva??es e mudan?as, as particularidades, os objetivos e
funcionamento, a partir da seguinte quest?o norteadora: no decorrer dos anos, houve
mudan?as significativas no papel pol?tico-pedag?gico das Cooperativas-Escola? Objetivamos
comparar a experi?ncia da Cooperativa-Escola de Uruta? e a implanta??o em Para?so do
Tocantins, para explicitar o seu papel pedag?gico na forma??o profissional. Como
instrumentos principais de coleta de dados, usamos a revis?o da literatura sobre o tema, em
fontes bibliogr?ficas e documentais, e tamb?m a aplica??o de question?rios e realiza??o de
entrevistas semiestruturadas com sujeitos direta ou indiretamente envolvidos nas duas
iniciativas. Constatamos que, mesmo sendo implantadas em per?odos distintos, as duas
Cooperativas possuem semelhan?as e diferen?as. As semelhan?as est?o relacionadas a
quest?es organizacionais e ? inten??o de construir a cultura escolar cooperativa e ser um
instrumento educacional capaz de aproximar teoria e pr?tica. De outro lado, identificamos
contradi??es entre uma e outra, especialmente quanto ao cumprimento de seus objetivos e ?
articula??o entre aulas te?ricas, pr?tica educativa e prepara??o para o mercado de trabalho;
al?m disso, a concep??o que cada comunidade escolar local tem da respectiva CooperativaEscola, e quanto ao fato de os pesquisados enfatizarem a sua import?ncia no processo
educativo e na forma??o profissional, mas, ao mesmo tempo, afirmarem que elas n?o
desempenham a primordial fun??o pedag?gica. Sendo assim, a pesquisa revelou que as
contradi??es entre o discurso e a realidade foram as poss?veis causas da descaracteriza??o e
finaliza??o das Cooperativas estudadas durante o per?odo da nossa pesquisa. Ademais,
constatamos que das reformas educacionais ocorridas no Brasil, entre as d?cadas de 1970 e
1990 (Lei 5.692/1971, LDB/1996 e Decretos N? 2.208/1997), a de 1971 teve grande
influ?ncia na organiza??o e no funcionamento das Cooperativas-Escola de modo geral. As
demais reformas tamb?m tiveram, por?m em menor propor??o, visto que elas asseguravam a
continuidade da forma??o profissional e a tentativa de articula??o entre a educa??o e trabalho.
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