Submitted by Verena Bastos (verena@uefs.br) on 2015-07-28T14:50:40Z No. of bitstreams: 1 Dissertao-Itamar Sousa .pdf: 3697508 bytes, checksum: c93d50949f17ccb4251f3ef2dc80b215 (MD5) / Made available in DSpace on 2015-07-28T14:50:40Z (GMT). No. of bitstreams: 1 Dissertao-Itamar Sousa .pdf: 3697508 bytes, checksum: c93d50949f17ccb4251f3ef2dc80b215 (MD5) Previous issue date: 2014-08-04 / This research aims to study the design of training teachers in this Plano Nacional de Forma??o de Professores da Educa??o B?sica - PARFOR, the degree course in Physical Education from the Universidade do Estado da Bahia, UNEB, Departamento de Ci?ncias Humanas, Jacobina-Ba. This research is mainly aimed to critically analyze the design of teacher training that guides PARFOR and how that concept hinges on the development of Supervised Physical Education course. For this, we used injections of critical design-dialectical, in that the categories of the method, all, contradiction, mediation and hegemony were in basic research. Analysis of curricular course design and realization of Focus Group 7 with student teachers from PARFOR: as a way of apprehending the reality of the data two instruments was used. Results show that the Physical Education course PARFOR sets of approaches with a conception of teacher-centered hegemonic pedagogical approaches, the "know-how" from the practical experiences of everyday school life. Further evidence that teacher education has been characterized by relief and lack of theoretical development of pedagogical-didactic character essential in teacher education. It was found, therefore, that the teaching practice of the course have not allowed a theory-practice linkage in the training process of teachers in a perspective of praxis / A presente pesquisa tem como objeto de estudo a concep??o de forma??o de professores presente no Plano Nacional de Forma??o de Professores da Educa??o B?sica - PARFOR, do curso de licenciatura em Educa??o F?sica da Universidade do Estado da Bahia-UNEB, Departamento de Ci?ncias Humanas, Jacobina-Ba. Esta investiga??o tem como objetivo central analisar criticamente a concep??o de forma??o de professores que orienta o PARFOR e de que maneira a referida concep??o se articula no desenvolvimento do Est?gio Supervisionado do curso de Educa??o F?sica. Para tanto, utilizou-se aportes da concep??o cr?tico-dial?tica, em que as categorias do m?todo, totalidade, contradi??o, media??o e hegemonia foram basilares na investiga??o. Como forma de apreens?o dos dados da realidade foi utilizado dois instrumentos: An?lise do projeto curricular do curso e realiza??o de Grupo Focal com 7 professores-estudantes do PARFOR. Os resultados apontam que o curso de Educa??o F?sica do PARFOR estabelece aproxima??es com uma concep??o de forma??o de professores centrada nas abordagens pedag?gicas hegem?nicas, do ?saber fazer? a partir das experi?ncias pr?ticas do cotidiano escolar. Evid?ncia ainda que a forma??o dos professores t?m sido caracterizada pelo aligeiramento e aus?ncia de aprofundamento te?rico de car?ter pedag?gico-did?tico, essencial na forma??o docente. Constatou-se, portanto, que os est?gios supervisionados do curso n?o t?m possibilitado uma articula??o teoria-pr?tica no processo formativo dos professores em uma perspectiva da pr?xis.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-01-16T16:44:32Z No. of bitstreams: 1 ChrislayneCarolineDosSantosNascimento_DISSERT.pdf: 1602425 bytes, checksum: 51bf9312339d671a19db0fc328348277 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-01-18T15:25:28Z (GMT) No. of bitstreams: 1 ChrislayneCarolineDosSantosNascimento_DISSERT.pdf: 1602425 bytes, checksum: 51bf9312339d671a19db0fc328348277 (MD5) / Made available in DSpace on 2018-01-18T15:25:28Z (GMT). No. of bitstreams: 1 ChrislayneCarolineDosSantosNascimento_DISSERT.pdf: 1602425 bytes, checksum: 51bf9312339d671a19db0fc328348277 (MD5) Previous issue date: 2017-08-25 / O objeto de pesquisa deste trabalho ? a Educa??o Permanente no exerc?cio profissional do Servi?o Social, tendo como objetivo geral, analisar a efetiva??o da Pol?tica de Educa??o Permanente do Conjunto CFESS-CRESS no exerc?cio profissional dos assistentes sociais supervisores de campo de est?gio da Universidade Federal do Rio Grande do Norte (UFRN), como objetivos espec?ficos: problematizar as contradi??es da exig?ncia crescente por qualifica??o profissional na contemporaneidade e suas implica??es para o exerc?cio profissional do assistente social; analisar o est?gio supervisionado como momento privilegiado para o ensino da pr?tica e o aprimoramento intelectual do assistente social; investigar as experi?ncias de Educa??o Permanente vivenciadas pelos assistentes sociais supervisores de campo de est?gio a partir da Pol?tica de Educa??o Permanente; e identificar os avan?os e desafios do processo de efetiva??o da Educa??o Permanente. Esta pesquisa consubstancia-se a partir da perspectiva cr?tico-dial?tica, e a abordagem quanti-qualitativa de car?ter explorat?rio. A metodologia adotada no processo investigativo consistiu em levantamento bibliogr?fico, an?lise documental, mapeamento dos campos de est?gio de Servi?o Social na UFRN de 2011 a 2016, e entrevistas orientadas por roteiro semiestruturado. As entrevistas foram realizadas com uma amostra da pesquisa apresenta relatos de 2 (duas) professoras que j? exerceram a supervis?o acad?mica, e 5 (cinco) supervisoras de campo das seguintes ?reas de atua??o: Educa??o, Sa?de e Assist?ncia Social. No que se refere aos resultados obtidos nesta investiga??o, destacam-se tr?s considera??es: Primeiro, as contradi??es dos sentidos atribu?dos ? educa??o permanente que pode assumir fun??es antag?nicas. Na l?gica da economia da educa??o, ela pode ser funcional a forma??o e manuten??o do capital humano necess?rio ? expans?o do capital. Numa perspectiva cr?tica de educa??o ela pode ser uma estrat?gia de resist?ncia na forma??o e qualifica??o profissional que fortalece o compromisso social e ?tico com os interesses da classe trabalhadora. Segundo, apesar dos desafios postos a efetiva??o da Educa??o Permanente no exerc?cio profissional dos supervisores de campo, as experi?ncias relatadas revelam-na como uma possibilidade prof?cua de aprimoramento intelectual que precisa ser fortalecida. Terceiro, a educa??o permanente na perspectiva de aprimoramento intelectual preconizada pelo C?digo de ?tica reafirma a import?ncia da produ??o do conhecimento na e sobre a profiss?o ? constituindo um movimento da categoria na produ??o do conhecimento cr?tico sobre a realidade social e sobre ela mesma, como estrat?gia de fortalecimento do Projeto ?tico Pol?tico da Profiss?o na contemporaneidade. / The object of this study is the Permanent Education in the professional practice of social work, with the general objective of analyzing the implementation of the Policy of Permanent Education of the CFESS-CRESS group in the professional practice of the caseworkers supervisors of internship of the Federal University of Rio Grande do Norte (UFRN), as specific objectives: to problematize the contradictions of the growing demand for professional qualification in contemporary times and its implications for the professional practice of the caseworker; Analyzing the supervised internship as a privileged moment for teaching the practice and the intellectual improvement of the caseworker; To investigate the experiences of Permanent Education experienced by the caseworkers supervisors of the internship field from the Permanent Education Policy; And identify the advances and challenges of the process of implementation of Permanent Education. This research consubstantiates from the critical-dialectical perspective, and the quantitative-qualitative approach of exploratory character. The methodology adopted in the investigative process consisted of a bibliographical survey, documentary analysis, mapping of the social work internship field in the UFRN from 2011 to 2016, and interviews guided by a semi-structured script. The interviews were conducted with a sample of the research that presents reports of 2 (two) teachers who have already exercised academic supervision, and 5 (five) field supervisors in the following areas: Education, Health and Social Assistance. With regard to the results obtained in this research, three considerations stand out: First, the contradictions of the meanings attributed to permanent education that can assume antagonistic functions. In the logic of the economy of education, it can be functional to the formation and maintenance of the human capital necessary for the expansion of capital. From a critical perspective of education it can be a strategy of resistance in the formation and professional qualification that strengthens the social and ethical commitment with the interests of the working class. Second, despite the challenges posed by the implementation of Permanent Education in the professional practice of field supervisors, the experiences reported reveal it as a profitable possibility of intellectual improvement that needs to be strengthened. Third, permanent education in the perspective of intellectual improvement advocated by the Code of Ethics reaffirms the importance of knowledge production in and on the profession - constituting a category movement in the production of critical knowledge about social reality and about itself, as a strategy of strengthening of the Political Ethical Project of the Profession in the contemporaneity.

Made available in DSpace on 2014-12-17T14:10:30Z (GMT). No. of bitstreams: 1 AlineCB_DISSERT.pdf: 5222163 bytes, checksum: b90f92854a42f5ed9cf36a077bf252f6 (MD5) Previous issue date: 2014-03-19 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The composition of ichthyofauna discarded by trawling shrimping, their reproductive status and feeding ecology were studied on the beaches of Basin Rio Grande do Norte, Brazil. Fish were collected monthly in the year of 2012. During biometrics, portions of the digestive tract and of gonads were removed, fixed in formalin 10% and Bouin, respectively, for be submitted to histological processing by the techniques of hematoxylin-eosin. Stomach content analyzes were performed using the methods of Frequency of Occurrence and Volumetric and was calculated the repletion index. Throughout the study period were recorded a total of 49 species. The fish assemblages differed between sections monitoring, with the highest abundance, biomass and indices of richness and diversity in sections B, D and C. Already the excerpt A, showed higher values for dominance and equitability. In the cluster analysis according to the faunal similarity was observed the formation of three groups: group I formed by excerpts B and D, group II by excerpt C and group III formed by excerpt A. The assessment of reproductive stage revealed that the fish assemblages discarded by trawling are composed mainly of juveniles. Regarding the feeding ecology, the species Larimus breviceps, Menticirrhus littoralis and Pomadasys corvinaeformis characterized as carnivorous with tendency to carcinofagia. Already Conodon nobilis characterized as carnivorous with tendency to piscivory, but all proved generalist-opportunistic with increase of feeding activity during drought. The dendrogram of grouping of the species developed based on the food items used shows the formation of four groups: Group I consists of species that feed mainly of "gastropod" and "sediment"; group II of "teleost fish"; the group III of "crustacea" and group IV of "echinodermata" and "bivalve". The anatomical and histological characteristics of the digestive tract were consistent with the dietary habits of the analyzed species. In this context, the Costa Branca of Rio Grande do Norte can be considered a feeding site and recruitment for juveniles, which, opportunistically, utilize resources associated with the background / A composi??o da ictiofauna descartada pelo arrasto camaroeiro, sua fase reprodutiva e ecologia alimentar foram estudadas nas praias da Bacia Potiguar, Brasil. Os peixes foram coletados mensalmente, no ano de 2012. Durante as biometrias, por??es do tubo digest?rio e das g?nadas foram retiradas, fixadas em formol a 10% e Bouin, respectivamente, para serem submetidas ao tratamento histol?gico pelas t?cnicas de Hematoxilina-Eosina. Foram realizadas as an?lises de conte?do estomacal atrav?s dos M?todos de Frequ?ncia de Ocorr?ncia e Volum?trico e foi calculado o ?ndice de Reple??o. Ao longo do per?odo de estudo foram registrados um total de 49 esp?cies. As assembleias de peixes diferiram entre os trechos de monitoramento, com maior valor de abund?ncia, biomassa e dos ?ndices de riqueza e diversidade nos trechos B, C e D. J? o trecho A, apresentou maiores valores para domin?ncia e equitabilidade. Na an?lise de Cluster de acordo com a similaridade faun?stica, observou-se a forma??o de tr?s grupos: o grupo I formado pelos trechos B e D, o grupo II composto pelo trecho C e o grupo III formado pelo trecho A. A avalia??o do est?gio reprodutivo revelou que as assembleias de peixes descartadas pelos arrastos s?o compostas principalmente por juvenis. Em rela??o a ecologia alimentar, as esp?cies Larimus breviceps, Menticirrhus littoralis e Pomadasys corvinaeformis caracterizaram-se como carn?voras com tend?ncia a carcinofagia. J? Conodon nobilis caracterizou-se como carn?vora com tend?ncia a piscivoria, por?m todas se revelaram generalistas oportunistas e com maior atividade alimentar durante a estiagem. O dendograma de agrupamento das esp?cies com base nos itens alimentares ingeridos demonstrou a forma??o de quatro grupos: O grupo I composto por esp?cies que se alimentam principalmente de gastr?pode e sedimento ; o grupo II de tele?steo ; o grupo III de crustacea e o grupo IV de equinodermata e bivalve . As caracter?sticas morfohistol?gicas do tubo digest?rio das esp?cies analisadas mostraram-se consistentes com seus h?bitos alimentares. Assim, a Costa Branca do Rio Grande do Norte pode ser considerada um s?tio de alimenta??o e recrutamento para peixes juvenis, os quais se utilizam oportunisticamente de recursos associados com o fundo

Made available in DSpace on 2014-12-17T14:36:42Z (GMT). No. of bitstreams: 1 JacicleideFTCM_TESE.pdf: 2099309 bytes, checksum: 9b1cf0fcba24f0c7ec5ff4ef35025d2c (MD5) Previous issue date: 2014-02-27 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / Kindergarten teachers training gains the spotlight with the passing of Law number 9.394/96 (Guidelines and Basis Law) that defines this segment as the initial step of basic education, with pedagogical function. In this spectrum, the discussion about teacher training unravels to ensure social quality to education as well as the teacher s specificities towards child singularities. Adding to that, the growing propagation of Pedagogy in an undergraduate level, given that such course has been continually transformed by the National Curriculum Guidelines for Pedagogy (2006), highlighting the addition of curriculum components that are specific to upbringing. The complex debate circa kindergarten teachers training has advancements and hardships that need to be unveiled in order to improve both formation and social quality of education in the 0- 5 years old range. This investigation inserts itself in said context and aims to analyze which knowledge, specific to kindergarten teaching are constructed, according to undergraduate trainees, in Pedagogy s supervised internship. The study was conducted alongside the discipline: Supervised Internship in Child Education ministered by the Advanced Campus of Rio Grande do Norte s State University s in the municipality of Patu-RN (CAP-UERN-Patu) and was conducted through 2012 by accompanying four undergraduate interns. We first assumed that the development of teaching knowledge is a complex process of appropriation of cultural-social practices and is symbolically mediated by interactions that occur in the formation context, and the supervised internship can be understood as a space for the articulation and enlargement of theoretical and practical knowledge, directly related to the specificities of child education. The theoretical-methodological foundation was based upon the historiccultural approach of L. S. Vygotsky and M. Bakhtin s dialogism on human sciences research, as well as his postulates on learning and developmental processes, conceived as both essentially social and discursive. The investigation approached the principles of the qualitative perspective and to the construction and analysis of data, involved documental analysis and, specially, semi-structured interviews, both individual and collective, whose fundamental premise was the production-comprehension of meanings in a dialogical perspective. The participants texts/speeches produced a synthesis that points to the occurrence, within the supervised internship at CAP/UERN, of internalization/appropriation processes and, as such, of formulation of meanings that are pertinent to child education: child, childhood, kindergarten and teacher signification and this stage s specific teaching knowledge. It stood out that the internship, alongside other curriculum components, is, in fact, one of the primeval formation environment for the teachers, in which the interns interact with their colleagues, supervisor professor, collaborator professor, and of course, the children to construct their erudition. Such interactions allow the undergraduate interns to develop attitudes and procedures to reflect on what they know, what they ve done and what they can achieve. We have concluded that the undergraduate internship can constitute itself as an articulatorconsolidator environment in the future teacher s formation process and, since well oriented, can provide the effective initiation, not only to the practice, but to the praxis as a movement of non dissociability between theory and practice / A forma??o de professores para a Educa??o Infantil ganha visibilidade com a promulga??o da Lei n? 9.394/96 (Lei de Diretrizes e Bases) que define esse segmento como etapa inicial da Educa??o B?sica, com fun??o pedag?gica. Nesse cen?rio, a discuss?o sobre forma??o docente articula-se ? garantia de qualidade social da educa??o e ?s especificidades da atua??o do professor frente ?s singularidades infantis. Agrega-se a esse quadro, a crescente difus?o da forma??o inicial em n?vel de gradua??o em Pedagogia, curso que passa por transforma??es em fun??o das Diretrizes Curriculares Nacionais para o Curso de Pedagogia (2006), com destaque para a inclus?o de componentes curriculares obrigat?rios espec?ficos ? Educa??o Infantil. O debate sobre a forma??o de professores para essa etapa revela-se complexo e multifacetado, com avan?os e impasses que necessitam ser desvelados com vistas ? melhoria da forma??o e da qualidade social da educa??o das crian?as de 0 a 5 anos. Nesse contexto, insere-se essa investiga??o que tem como objetivo analisar que saberes espec?ficos ? atua??o docente na Educa??o Infantil s?o constru?dos, segundo graduandos-estagi?rios, no Est?gio Supervisionado do curso de Pedagogia. O estudo foi realizado junto ? disciplina Est?gio Supervisionado em Educa??o Infantil do curso de Pedagogia do Campus Avan?ado de Patu-UERN, contando com a participa??o de quatro Estagi?rios que realizaram Est?gio no per?odo da pesquisa em 2012. Partimos do princ?pio de que a constru??o de saberes docentes ? um processo de apropria??o de pr?ticas culturais social e simbolicamente mediado em intera??es que ocorrem nos contextos formativos; e o Est?gio Supervisionado pode constituir-se como espa?o de articula??o e amplia??o de saberes te?ricos e pr?ticos relacionados ?s especificidades da Educa??o Infantil. A base te?rico-metodol?gica teve como aportes as contribui??es da abordagem hist?ricocultural de L. S. Vygotsky e do dialogismo de M. Bakhtin sobre a pesquisa nas ci?ncias humanas, bem como seus postulados sobre os processos de aprendizagem e desenvolvimento, concebidos como essencialmente sociais e discursivos. A abordagem investigativa aproxima-se dos princ?pios da perspectiva qualitativa e envolveu, como procedimentos para constru??o e an?lise de dados o question?rio, a an?lise de documentos e, especialmente, entrevistas semiestruturadas (individuais e coletivas) cuja premissa fundamental foi a produ??o-compreens?o de sentidos numa perspectiva dial?gica. As s?nteses poss?veis constru?das com os textos/discursos dos part?cipes apontam que no Est?gio Supervisionado em Educa??o Infantil do CAP/UERN ocorreram processos de internaliza??o/apropria??o e, portanto, de elabora??o de sentidos pertinentes ?s tem?ticas espec?ficas da Educa??o Infantil: significa??es de crian?a, inf?ncia, educa??o infantil, professor e seus saberes docentes espec?ficos a essa etapa. Destacou-se que o Est?gio configura-se como um dos contextos primordiais de forma??o do professor em sua etapa inicial onde os Estagi?rios constroem aprendizagens em intera??o com os outros agentes do processo (Professor Supervisor, Professor Colaborador, Colegas do grupo e com as Crian?as) e em articula??o com outros componentes curriculares vivenciados no Curso. Essas intera??es permitem que os Estagi?rios-graduandos desenvolvam procedimentos e atitudes de reflex?o sobre o que sabem, o que fizeram e possam vir a fazer. Conclu?mos que o Est?gio pode constituir-se como inst?ncia articuladora-consolidadora do processo de forma??o do futuro professor e, desde que orientado, pode propiciar a efetiva??o da inicia??o, n?o apenas ? pr?tica, mas ? pr?xis, enquanto movimento de indissociabilidade entre teoria e pr?tica

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-03-21T00:03:22Z No. of bitstreams: 1 AnneCharlyenneSaraivaCampos_DISSERT.pdf: 1032724 bytes, checksum: 8712c823a7144d4d35bed9ba85230164 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-27T19:21:51Z (GMT) No. of bitstreams: 1 AnneCharlyenneSaraivaCampos_DISSERT.pdf: 1032724 bytes, checksum: 8712c823a7144d4d35bed9ba85230164 (MD5) / Made available in DSpace on 2017-03-27T19:21:51Z (GMT). No. of bitstreams: 1 AnneCharlyenneSaraivaCampos_DISSERT.pdf: 1032724 bytes, checksum: 8712c823a7144d4d35bed9ba85230164 (MD5) Previous issue date: 2016-11-25 / O Est?gio Supervisionado ? uma quest?o discutida no campo da Educa??o Musical como forte instrumento na forma??o docente, em raz?o de aproximar o licenciando com a realidade profissional. Partindo dessa premissa, esta Pesquisa teve como objetivo analisar o processo de constru??o da identidade profissional do docente, especificamente daquele licenciado em M?sica pela Escola de M?sica da Universidade Federal do Rio Grande do Norte (EMUFRN). A metodologia aplicada foi de abordagem qualitativa atrav?s do m?todo do estudo de caso. Como t?cnicas de pesquisa, trabalhou-se com an?lise de documentos, aplica??o de question?rio e entrevista semiestruturada. O referencial te?rico foi embasado nos estudos de Mizukami (2005-2006), N?voa (2009), Pimenta (2012), complementados por autores da Educa??o Musical, como Bellochio (2003), Mateiro; Souza (2014a), Buchmann (2008), Azevedo (2007) e Tourinho (1995), cujas pesquisas focam na forma??o docente. Os participantes da pesquisa foram 4 docentes selecionados das redes p?blica e privada de ensino da cidade de Natal/RN, egressos do curso de Licenciatura em M?sica da EMUFRN formados entre os anos de 2010 e 2014. A an?lise dos dados foi realizada por meio da an?lise de conte?do, abordando quest?es que remetem a uma reflex?o acerca do modelo e procedimentos do Est?gio Supervisionado na EMUFRN. Espera-se com esse Trabalho contribuir de forma significativa na constru??o da identidade do professor de M?sica reconhecendo no Est?gio Supervisionado o espa?o formativo fundamental desse processo. / The Supervised Internship is a question discussed in the field of music education as a powerful tool in teacher training, because of the licensing approach with the professional reality. From this premise, this study aimed to analyze the teaching of professional identity construction process, specifically that graduation of music by Music School of the Federal University of de Rio Grande do Norte (EMUFRN). The methodology was qualitative approach through the case study method. Research techniques, worked with document analysis, quiz and semi-structured interview. The theoretical framework was based on studies of Mizukami (2005-2006), N?voa (2009), Pimenta (2012), supplemented by authors of Music Education as Bellochio (2003), Mateiro; Souza (2014a), Buchmann (2008), Azevedo (2007) and Tourinho (1995), whose research focus on teacher training. The participants were 4 teachers selected from public and private schools in the city of Natal / RN, Music Licensing course of EMUFRN formed between the years 2010 and 2014. Data analysis was performed through content analysis addressing issues that refer to a reflection on the model and procedures of supervised internship in EMUFRN. It is expeceted that with this work significantly contribute in the building of the music teacher recognizing the Supervised Internship elementary formative space of this process.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-04-03T21:28:46Z No. of bitstreams: 1 LeideDayanaPereiraDeFreitasCosta_DISSERT.pdf: 2296966 bytes, checksum: 6da5734ad8ba87eb9138e23f5de0b9d6 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-04-07T23:06:25Z (GMT) No. of bitstreams: 1 LeideDayanaPereiraDeFreitasCosta_DISSERT.pdf: 2296966 bytes, checksum: 6da5734ad8ba87eb9138e23f5de0b9d6 (MD5) / Made available in DSpace on 2017-04-07T23:06:25Z (GMT). No. of bitstreams: 1 LeideDayanaPereiraDeFreitasCosta_DISSERT.pdf: 2296966 bytes, checksum: 6da5734ad8ba87eb9138e23f5de0b9d6 (MD5) Previous issue date: 2016-12-15 / O objeto de estudo desta disserta??o, trata acerca da forma??o inicial docente de graduandas dos cursos de Pedagogia enquanto estagi?rias, no contexto do est?gio n?o obrigat?rio em uma institui??o de Educa??o Infantil p?blica, no munic?pio de Parnamirim, no estado do Rio Grande do Norte. As motiva??es que justificam esta pesquisa partem da minha experi?ncia formativa inicial enquanto estagi?ria no contexto do est?gio n?o obrigat?rio; da viv?ncia atual como professora da educa??o infantil que recebe estagi?rias dos cursos de Pedagogia na modalidade do est?gio n?o obrigat?rio e da verifica??o quanto ? escassez, na ?rea da educa??o, de pesquisas sobre o objeto em quest?o. Ante ao exposto, defini como objetivo investigar de que maneira o est?gio n?o obrigat?rio contribui no percurso formativo inicial docente de graduandas dos cursos de Pedagogia, que atuam na etapa da Educa??o Infantil. Destaco que a disserta??o ? tecida atrav?s da met?fora da pintura. Como referencial oriento-me nas ideias de Freire (1996, 2015), Ramalho, N??ez e Gauthier (2004) e Imbern?n (2009), dentre demais estudiosos, para examinar as quest?es sobre forma??o; nos escritos de Pimenta (2012; 2014) e Zabalza (2014) acerca do est?gio e ao que Oliveira-Formosinho e Kishimoto (2002), Oliveira (2010) e Kramer (2011) e distintos estudiosos abordam sobre a doc?ncia na Educa??o Infantil. Elegi os seguintes documentos para consulta e an?lise: a Lei de Diretrizes e Bases da Educa??o (BRASIL, 1996), as Diretrizes Curriculares Nacionais para os cursos de Pedagogia (BRASIL, 2006), a Lei n? 11.788 (BRASIL, 2008) ou Lei do Est?gio no Brasil (como ? comumente chamada) e as Diretrizes Curriculares Nacionais para a forma??o inicial em n?vel superior (cursos de licenciatura, cursos de forma??o pedag?gica para graduados e cursos de segunda licenciatura) e para a forma??o continuada (BRASIL, 2015). Com base na abordagem qualitativa, inspirada na etnografia e sustentada pela metodologia da Entrevista Compreensiva (Kaufmann, 2013), optei por uma pesquisa que adentrasse a realidade investigada, a qual se deu em um Centro Municipal de Educa??o Infantil (CMEI), no munic?pio de Parnamirim/RN, tendo como interlocutoras da pesquisa quatro estagi?rias. Os procedimentos que utilizei forama observa??o no l?cus; a aplica??o de question?rios, constru??o de Di?rio de campo e a realiza??o de entrevistas. Tais procedimentos ocorreram no ano de 2015, mais especificamente, no decorrer do segundo semestre. Algumas das imagens em claro/escuro, a partir dos dados constru?dos, dizem respeito ? rela??o complexa entre o agir e o observar na pr?tica das estagi?rias; ao papel social ocupado pelas estagi?rias da modalidade do est?gio n?o obrigat?rio; as rela??es de poder existentes entre as estagi?rias e as professoras, bem como com os demais atores da escola; as diferen?as que demarcam o est?gio curricular e o est?gio n?o obrigat?rio e a aus?ncia de uma coordena??o ou orienta??o por parte das institui??es de ensino no est?gio n?o obrigat?rio. Ainda, nos discursos apreendidos durante as entrevistas percebi que para as estagi?rias existe uma vis?o, em face dos elementos que comp?em o ser professora na Educa??o Infantil, os quais ultrapassam os conhecimentos acad?micos e que contemplam de maneira significativa as suas experi?ncias de vida. / The research subjectof this dissertation deals with the initial teacher training of undergraduate courses in Pedagogy as intern, in the context of the non-compulsory internship at public elementary school, in Parnamirim township, in Rio Grande do Nortestate. The motivations which justify this research from my initial formative experience as anintern in the context of the non-compulsory internship; from current experience as ankindergarten teacherthat receives Pedagogy courses? interns in the modality of the non-compulsory internship, and verification of the shortage, in the field of education, of research on the subject in question. All things considered, I set to investigate how non-compulsory internship contributes to initial teacher training course for graduation students of Pedagogy, who works in the stage of elementary school.I emphasize that the dissertation is woven through the metaphor of painting.As a reference, I focus on ideas of Freire (1996, 2015), Ramalho, N??ez and Gauthier (2004) and Imbern?n (2009), among other scholars, to examine the training matters; in the writings of Pimenta (2012; 2014) and Zabalza (2014) about the internship and what Oliveira-Formosinho and Kishimoto (2002), Oliveira (2010) and Kramer (2011) and different scholars deal with teaching in elementary school.I have chosen the following documents for consultation and analysis: the Lei de Diretrizes e Bases da Educa??o (BRASIL, 1996), the Diretrizes Curriculares Nacionais for Pedagogy courses (BRASIL, 2006), the Lei n? 11.788 (BRASIL, 2008) or Lei do Est?gio no Brasil (as it is commonly called) and the Diretrizes Curriculares Nacionais for initial training on the higher education(degree courses, pedagogic training courses for newly graduated and second degree courses) and for continuing education (BRASIL, 2015).Based on the qualitative approach, inspired by ethnography and supported by the Comprehensive Interview (Kaufmann, 2013), I went for a research that penetrated the reality investigated, which happened at Centro Municipal de Educa??o Infantil (CMEI), In the municipality of Parnamirim/RN, having as interlocutors of the research four interns.The procedures I used were observation in l?cus; the application of questionnaires, construction of field diary and interviews.These procedures occurred in 2015, more specifically, during the second semester.Some of the light/ dark pictures, based on the constructed data, relate to the complex relationship between acting and observation in the interns? practice; to the social role occupied by interns of the non-compulsory internship modality; the power relations existing between the interns and the teachers, as well as with the other school?s protagonists; the differences delimit the curricular internship and the non-compulsory internship and the absence of coordination or orientation by educational institutionsin non-compulsory internship. Yet, in the speeches apprehended during the interviews I have realized that for the intern there is a point of view, in the face of the elements that make up being a kindergarten teacher, which surpass academic knowledge and that significantly contemplate their life experiences.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-07-03T13:55:14Z No. of bitstreams: 1 IsabellaCeciliaReisSoaresDeMaria_DISSERT.pdf: 1292971 bytes, checksum: 686f7f8e13122a503152282e87f762d5 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-07-10T10:59:06Z (GMT) No. of bitstreams: 1 IsabellaCeciliaReisSoaresDeMaria_DISSERT.pdf: 1292971 bytes, checksum: 686f7f8e13122a503152282e87f762d5 (MD5) / Made available in DSpace on 2017-07-10T10:59:06Z (GMT). No. of bitstreams: 1 IsabellaCeciliaReisSoaresDeMaria_DISSERT.pdf: 1292971 bytes, checksum: 686f7f8e13122a503152282e87f762d5 (MD5) Previous issue date: 2016-07-29 / Estamos, h? mais de uma d?cada (2016), vivendo num novo mil?nio que nos traz aceleradas mudan?as sociais, pol?ticas, tecnol?gicas, entre outras. Tais mudan?as perpassam as sociedades contempor?neas de um mundo globalizado. No ?mbito da educa??o, muitas expectativas s?o postas no sistema educacional. Nesse cen?rio, a forma??o e o exerc?cio da doc?ncia se torna uma tarefa cada vez mais complexa e necess?ria para redefinir o papel da educa??o numa sociedade chamada do conhecimento. Aprender a ser professor e tornar-se professor, nesse mil?nio, requer aprofundar a compreens?o a respeito dessa ?rea, t?o estrat?gica, que envolve os sistemas de ensino, a escola e seus professores. O per?odo de inser??o dos professores na carreira docente, em especial na rede p?blica, tem se revelado como uma etapa complexa por esta quest?o estar na g?nese do processo de algu?m aprender a ser professor. Esses primeiros anos s?o considerados prof?cuos para o desenvolvimento dos professores como pode ser conferido nos argumentos dos pesquisadores que se apoiam no referencial da profissionaliza??o do trabalho docente, tendo como representantes: Marcelo Garcia (1999), Gauthier (1998); Ramalho, Nu?ez e Gauthier (2004); Cortez (2003), N?voa (1997), Garc?a (1999), Day (2001), Hubermam (1995), Veeman (1984), Can?rio (2001) entre outros. O presente estudo, apoiado nos nos autores acima citados, tem como objetivo investigar a inser??o e o desenvolvimento de professores no sistema de ensino do RN, cujo foco s?o os tr?s anos do per?odo probat?rio, regulado pela Lei 322/2006. Envolveu professores que estavam estreando na doc?ncia e outros que, tendo experi?ncias de sala de aula de outros contextos, eram iniciantes na rede estadual de ensino. Para tanto, buscamos tra?ar o perfil s?cio demogr?fico desses professores; identificar as percep??es e viv?ncias que marcaram o ingresso deles na rede, as principais a??es desenvolvidas, a repercuss?o das mesmas e aspectos que foram conformando o desenvolvimento profissional. Ap?s a defini??o de uma amostra estat?stica, a pesquisa selecionou 84 professores aprovados no concurso realizado em 2011 para o cargo de professor das s?ries iniciais, convocados e nomeados em 2012 e lotados na 1? Dired (Natal). ? luz de procedimentos explorat?rios e descritivos, analisamos um conjunto de dados apoiados nas abordagens qualitativa e quantitativa da pesquisa em educa??o. Para recolha das informa??es utilizamos question?rio com perguntas fechadas e abertas. Os dados coletados foram sistematizados com o aux?lio do Software Modalisa (vers?o 6.0) e para a an?lise destes recorremos ? An?lise de Conte?do (BARDIN, 1977) e aos recursos da estat?stica descritiva. Os resultados evidenciam que, diferentemente do que ? revelado em outros estudos, o ingresso dos docentes nas escolas da rede estadual n?o foi t?o traum?tico. Foi marcado por sentimentos muito mais positivos que negativos, tendo proporcionado a eles descobertas e aprendizagens, al?m de importante protagonismo dos docentes nas atividades que deveriam estar sendo assumidas, formalmente, pela SEEC e compartilhada com as escolas e respectivas inst?ncias de gest?o. / We are more than a decade (2016) living in a new millennium brings us rapid social, political, technological changes, among others. Such changes pervade contemporary societies in a globalized world. In education, high expectations are placed on the educational system. In this scenario, the teaching exercise becomes an increasingly complex and necessary task to redefine the role of education in a society called knowledge. Learning to be a teacher and become a teacher, in this millennium, it requires a deeper understanding about this as strategic area that involves the education systems, the school and its teachers. The insertion period of teachers in the teaching profession, particularly in public has been revealed as a complex step to be concerned the process of learning to be a teacher. These early years are considered profitable for the development of teachers. As can be seen in the arguments of researchers who are supported in the framework of the professionalization of teachers having as representative: Marcelo Garcia (1999), Gauthier (1998); Ramalho, Nu?ez and Gauthier (2004); Cortez (2003), Novoa (1997), Garcia (1999), Day (2001), Hubermam (1995), Veeman (1984) Canary (2001) among others. The present study aims to investigate the integration and development of teachers in the education system of the newborn, whose focus on tr?sanos the probationary period, regulated by Complementary Law No. 322 of 11/01/2006. Involved teachers who were debuting in teaching and others, and classroom experiences from other contexts were beginners in state schools. Therefore, we seek to profile demographic partner of these teachers; identify the perceptions and experiences that have marked their entry into the network, the main actions developed, the impact thereof and aspects that were shaping professional development. After the definition of a statistical sample, the survey selected 84 teachers passed the competition held in 2011 for the post of professor of early grades, called and named in 2012, crowded the 1st Dired. In light of exploratory and descriptive procedures , we analyze a set of data supported the qualitative and quantitative approaches to research in education . To collect the information used a questionnaire with closed and open questions. The data collected were organized with the help of Software Modalisa (6.0 ) and for the analysis of these supported the resort to content analysis ( Bardin, 1977) and descriptive statistics . The results show that , contrary to what is revealed in other studies , the entry of teachers in the state public schools was not as traumatic. It was marked by much more positive feelings than negative , having provided the findings and learning teachers , and their important role in the activities that should be being shared with instances of SEEC and school management.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-07-04T14:35:27Z No. of bitstreams: 1 MidiamDeSouzaFernandes_DISSERT.pdf: 1201679 bytes, checksum: f412ea839a14182403614443f220d35d (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-07-14T13:50:57Z (GMT) No. of bitstreams: 1 MidiamDeSouzaFernandes_DISSERT.pdf: 1201679 bytes, checksum: f412ea839a14182403614443f220d35d (MD5) / Made available in DSpace on 2017-07-14T13:50:57Z (GMT). No. of bitstreams: 1 MidiamDeSouzaFernandes_DISSERT.pdf: 1201679 bytes, checksum: f412ea839a14182403614443f220d35d (MD5) Previous issue date: 2017-03-31 / Esta disserta??o tem como objetivo analisar o processo de autonomia docente constru?do pelo educador musical egresso do Curso de Licenciatura Plena em M?sica (CLPM) da UFRN, a partir do Est?gio Supervisionado. ? uma Pesquisa de base qualitativa, com fundamenta??o te?rica baseada no di?logo com autores como Freire (2014), Pimenta (2012), Contreras (2002) e Zatti (2007). A inser??o da pesquisadora no campo deu-se a partir do cumprimento do componente curricular Est?gio Supervisionado I pelo CLPM ofertado pela UFRN, no per?odo de 2014.1, tendo assim por via desta viv?ncia, adquirido certa experi?ncia para com o p?blico alvo referido. Esta pesquisa foi realizada com 6 egressos do referido Curso que cumpriram o componente curricular referente ao Est?gio Supervisionado I (na Educa??o Infantil) nos per?odos de 2013.1 e 2014.1. A partir do est?gio realizado em contextualiza??es diversas de Educa??o Infantil, foi investigado como se estruturou o processo inicial de autonomia docente do educador musical que fez o seu Est?gio Supervisionado direcionado ? Educa??o Infantil nestes contextos. Dessa forma, o Est?gio Supervisionado ? percebido como uma pr?tica que proporciona posturas aut?nomas e que ressignifica a??es da pr?tica pedag?gica, compondo assim um repert?rio did?tico que favorece a a??o do estagi?rio junto ao compromisso com a qualidade do trabalho que desenvolver? ap?s sua forma??o inicial. Como t?cnica de pesquisa, foi aplicado um question?rio aberto acerca da contextualiza??o entre seus est?gios e o locus aonde os est?gios foram cumpridos, bem como atrav?s da an?lise de relat?rio de est?gio e da pr?pria estrutura curricular do CLPM / UFRN. Os resultados da pesquisa deram-se por uma an?lise de conte?do baseada nas fundamenta??es de Bardin (2011). Por meio desta investiga??o, conhecemos as experi?ncias profissionais vivenciadas pelos egressos do CLPM da UFRN, que contribu?ram para a constru??o de uma autonomia docente a partir da inser??o destes estagi?rios nas escolas de Educa??o Infantil, experi?ncias estas, que marcaram a vida inicial destes (as) educador (as). Os (as) participantes desta pesquisa s?o jovens rec?m-formados (as) que est?o agora a adentrar oficialmente no universo da doc?ncia. Esta pesquisa tamb?m traz considera??es sobre a inf?ncia, onde s?o tra?ados di?logos com autores envolvidos no processo do educar nesta fase de aprendizagem. Os di?logos tra?ados apontam a crian?a como um ser social, bem como tra?a um breve hist?rico sobre o per?odo da Educa??o Infantil. / This dissertation aims to analyze the process of teacher autonomy built by the musical educator graduated from the course of Full Licenciate in Music (CLPM) of UFRN, from the supervised stage. It is a qualitative research, with a theoretical basis based on dialogue with authors such as Freire (2014), Pimenta (2012), Contreras (2002) and Zatti (2007). The insertion of the researcher in the field was based on the completion of the curricular component Supervised Stage I by CLPM offered by UFRN, in the period of 2014.1. Of this experience, acquired certain experience with the target public referred to. This research was carried out with six graduates of this Course who fulfilled the curricular component related to Supervised Internship I (in Early Childhood Education) in the periods of 2013.1 and 2014.1. From the stage realized in diverse contextualizations of Early Childhood Education, it was investigated how the initial process of teacher autonomy of the Musical Educator was structured that made its supervised stage directed to Early Childhood Education in these contexts. In this way, the supervised stage is perceived as a practice that provides autonomous postures and that resigns actions of the pedagogical practice, thus composing a didactic repertoire that favors the action of the trainee along with the commitment to the quality of the work that will develop after his initial formation. As a research technique, an open questionnaire was used about the contextualization between is stages and the locus where the stages were fulfilled, as well as through the analysis of the internship report and the CLPM / UFRN curriculum structure. The results of the search were based on a content analysis based on the foundations of Bardin (2011). Through this research we know the professional experiences experienced by the graduates of the undergraduate CLPM of UFRN, who contributed to the construction of a teaching autonomy from the insertion of these trainees in the schools of Early Childhood, impressions these, which marked the initial life of these educators. The participants of this research are young graduates who are now officially entering the universe of teaching. This research also brings considerations about childhood, where dialogues are drawn with authors involved in the process of educating in this phase of learning. The dialogues traced the child as a social being, as well as a brief history about the period of Early Childhood Education.

Made available in DSpace on 2016-04-04T18:33:20Z (GMT). No. of bitstreams: 1 LUCIANE VAUGHN.pdf: 1004504 bytes, checksum: d9cd04f8060f750571aab52369bcd627 (MD5) Previous issue date: 2015-02-26 / The main purpose of this research on curricular internship in Early Childhood Education in a Pedagogy Course is to investigate how this discipline can contribute to the formation of critical teachers, whose pedagogical praxis is committed to the emancipatory concept of education and society. Thus, specific purposes have been delineated: (i) to analize aspects students considered relevant in their internship experiences recorded in their reports; (ii) to investigate whether and how the theory-practice relationship is approached by the interns in the Action Plans they elaborate and (iii) to analize these students conceptions of the concept of play (with special emphasis on make-believe play) upon examination of those texts. The attempt to reach this purpose is through the qualitative analysis of the internship reports made by the students of the discipline of Early Childhood Didactics and Internship in Educa??o Infantil B (Early Childhood Education B) throughout the second semester of 2013 in a Pedagogy evening course in a catholic community confessional institution in the countryside of Sao Paulo State. Both the political pedagogical project of the institution and the course plan of the professor responsible for teaching this discipline have been examined in order to contextualize its development. It is expected that the results will bring contributions to improve the process of formation of Early Childhood Education teachers, allowing for the elaboration of new proposals in the field of training for the professional work as the findings will provide for a deeper comprehension of such discipline. Previous bibliographical review made on the Biblioteca Digital Brasileira de Teses e Disserta??es enabled the identification of the lack of research papers on the theme and the analyses of these data show the need for more recent research on the role of the curricular internship in the formation of Early Childhood Education teachers. / Trata-se de uma pesquisa sobre o est?gio curricular em Educa??o Infantil em um Curso de Pedagogia, cujo objetivo geral ? investigar como esta disciplina pode contribuir para a forma??o de um professor cr?tico, cuja pr?xis pedag?gica seja comprometida com uma concep??o emancipat?ria de educa??o e sociedade. A partir deste, os objetivos espec?ficos foram assim delineados: (i) analisar aspectos considerados relevantes, pelos alunos, nas viv?ncias de est?gio registradas nos relat?rios por eles produzidos; (ii) examinar se e como a rela??o teoria e pr?tica ? abordada pelos estagi?rios nos Planos de Atua??o por eles elaborados e (iii) analisar as concep??es destes alunos a respeito do conceito de brincar (com ?nfase nas brincadeiras de faz de conta), a partir dos textos examinados. Procura-se alcan?ar estes objetivos por meio da an?lise qualitativa dos relat?rios de est?gio produzidos pelos alunos da disciplina Did?tica da Educa??o Infantil e Est?gio na Educa??o Infantil B ao longo do segundo semestre de 2013, em um curso de Pedagogia, no per?odo noturno, de uma institui??o comunit?ria e confessional cat?lica, em funcionamento no interior do Estado de S?o Paulo. Foram examinados tamb?m a proposta pol?tico-pedag?gica da institui??o e o plano de curso da professora que ministra a disciplina, a fim de contextualizar seu desenvolvimento. Espera-se que os resultados tragam contribui??es para aprimorar o processo de forma??o dos professores de Educa??o Infantil, permitindo a elabora??o de novas propostas no campo do preparo para o exerc?cio profissional na medida em que estes resultados tornar?o poss?vel uma compreens?o mais aprofundada sobre as contribui??es da disciplina em foco. A revis?o bibliogr?fica realizada na Biblioteca Digital Brasileira de Teses e Disserta??es permitiu identificar a escassez de trabalhos sobre o tema e as an?lises destes dados evidenciam a necessidade de pesquisas mais atuais sobre o papel do est?gio curricular na forma??o do professor da Educa??o Infantil, dentre as quais se enquadra este trabalho.

Made available in DSpace on 2015-04-14T14:46:19Z (GMT). No. of bitstreams: 1 463169.pdf: 1702873 bytes, checksum: 3dd01910cfcd7650664bb8bb281bb6db (MD5) Previous issue date: 2014-09-30 / Having in view the complex configuration of the social agents that, either direct or indirectly, make up the non-mandatory Institution of the On-the job-trainings in the State of Rio Grande do Sul, which involves students, companies, schools, and on-the-job training integration agents, this dissertation, by means of an exploratory qualitative researching, based on the Sociological Theory of Pierre Bourdieu, has the central target of examining the social dynamics that supports the program, mainly considering the way of organization and the influence that the several on-the-job-training agents exert on it. Considering, furthermore, the changes caused by the recent legislation on the non-mandatory on-the-job training, which has tried to bring back its pedagogical purposes and to humanize the relations between trainees and firms, the second focusing of this paper approaches the possible consequences resulting from such legislation for the program. / Tendo em vista a complexa configura??o de agentes sociais que, direta ou indiretamente, comp?em o Instituto dos Est?gios n?o obrigat?rios no Estado do Rio Grande do Sul, a qual envolve estudantes, empresas, institui??es de ensino e agentes de integra??o de est?gios, a presente disserta??o, por meio de uma pesquisa qualitativa de car?ter explorat?rio e tendo como base a Teoria Sociol?gica de Pierre Bourdieu, possui como objetivo central examinar a din?mica social que sustenta o programa, sobremodo quanto ? forma de organiza??o e ? influ?ncia que os diversos agentes de integra??o de est?gios exercem sobre ele. Considerando, ainda, as altera??es trazidas pela ?ltima legisla??o aos est?gios n?o obrigat?rios, a qual procurava resgatar seus prop?sitos pedag?gicos e humanizar as rela??es entre estagi?rios e empresas, o segundo foco deste estudo recai sobre as poss?veis consequ?ncias advindas desta legisla??o para o programa.