Made available in DSpace on 2015-04-14T13:20:43Z (GMT). No. of bitstreams: 1 390659.pdf: 899718 bytes, checksum: e1697c2632448545c1eca54a88e2b8f4 (MD5) Previous issue date: 2007-03-05 / Esta pesquisa tem como objeto de estudo o processo de supervis?o de est?gio em Servi?o Social e sua rela??o com o projeto ?tico-politico, na efetiva??o da compet?ncia profissional. Almeja conhecer como se constituiu o processo de supervis?o de est?gio, a fim de propor estrat?gias que contribuam para a efetiva??o da compet?ncia profissional nas dimens?es ?tico-pol?tica, te?rico-metodol?gica e t?cnico-operativa e, desse modo, reafirmar o significado social da profiss?o. Busca, ainda, identificar de que modo o processo de supervis?o possibilita o exerc?cio da compet?ncia e das habilidades previstas no atual projeto profissional, no intuito de fortalec?-las, bem como dar visibilidade a esse processo sob a ?tica dos supervisores acad?micos e de campo e de alunos-estagi?rios, tendo em vista a atual l?gica curricular que norteia a forma??o profissional. A metodologia utilizada ? qualitativa, e a t?cnica para o exame das informa??es ? a An?lise de Conte?do. O corpus de an?lise constituise de documentos, como os artigos publicados sobre a tem?tica nos anais e revistas dos eventos cient?ficos promovidos pela Associa??o Brasileira de Ensino e Pesquisa em Servi?o Social (ABEPSS), realizados no per?odo de 1996 a 2004. Envolve tamb?m depoimentos de docentes do Servi?o Social e grupos focais com os assistentes sociais-supervisores de campo e os discentes. Nessa dimens?o te?rico-metodol?gica, supervis?o de est?gio em Servi?o Social ? inst?ncia que articula e d? visibilidade para as inter-rela??es entre institui??es, sujeitos e outras ?reas de saberes e para as dimens?es ?tico-pol?tica e te?rico-metodol?gica, como requisito ? t?cnico-operativa, as quais asseguram a compet?ncia profissional. ? uma constru??o sociohist?rica, instituindo-se como processo que pressup?e ver sobre, n?o no sentido de superior, mas de modo perspectivado, incorporando a hist?ria, as contradi??es e as supera??es. Constitui-se em espa?o afirmativo de forma??o e de media??es no processo de forma??o e de exerc?cio profissional

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-09-27T12:27:24Z No. of bitstreams: 1 2017 - Natalia de Souza Furtado.pdf: 574981 bytes, checksum: f45f09dccdcccefb9091cb0875f02e40 (MD5) / Made available in DSpace on 2018-09-27T12:27:24Z (GMT). No. of bitstreams: 1 2017 - Natalia de Souza Furtado.pdf: 574981 bytes, checksum: f45f09dccdcccefb9091cb0875f02e40 (MD5) Previous issue date: 2017-12-11 / The research work was carried out at the State Integrated Center of Rural Education, located in the Northwest of the state of Esp?rito Santo. CEIER is a full-time school that has as its pedagogy the education of the field. The school has the secondary education, being this integrated to the technical course in farming. The research had as a procedure bibliographical survey, documentary analysis and field research. The research was qualitative in nature, with semi-structured questionnaires being applied to the students (questionnaire applied on-line) and to the 24 final students of the year 2016. The results of the questionnaires were analyzed using the reference framework of Franco (2008). It was also carried out a survey of the work of conclusion of internship defended in the year 2010 to 2015 with the objective of verifying in which area of agriculture the majority of the works take place. The main objective of this research was to investigate and evaluate how the activities carried out in the internship and the practical activities of experimentation developed in the Work of Completion Internship contributed to a greater learning of the students and if there was also a contribution in the professional qualification of the students graduating and of the technical course in agriculture. The results indicate that the students, both the graduates and the graduates consider it important to carry out the internship for a better training in the vocational course, and that the accomplishment of the internship work contributes significantly to the understanding of the theoretical contents learned during the course, an experience with scientific work, to solve problems, contributing not only to the learning teaching process but also guaranteeing a greater self-confidence for the future agricultural technician and student of higher education / O trabalho de pesquisa foi realizado no Centro Estadual Integrado de Educa??o Rural, localizado no Noroeste do estado do Esp?rito Santo. O CEIER ? uma escola de tempo integral que tem como proposta pedagogia a educa??o do campo. A escola possui o ensino m?dio, sendo este integrado ao curso t?cnico em agropecu?ria. A pesquisa teve como procedimento levantamento bibliogr?fico, an?lise documental e pesquisa de campo. A pesquisa foi de natureza qualitativa, tendo a coleta de dados realizada atrav?s de question?rios semi estruturados aplicado aos estudantes egressos (question?rio aplicado de forma on line) e aos 24 estudantes concluintes do ano de 2016. Os resultados dos question?rios foram analisados utilizando o referencial de Franco (2008). Tamb?m foi realizado um levantamento dos trabalhos de conclus?o de est?gio defendidos no ano de 2010 a 2015 com o objetivo de verificar em qual ?rea da agropecu?ria ocorrem a maior parte dos trabalhos. O principal objetivo desta pesquisa foi investigar e avaliar como as atividades realizadas no est?gio e as atividades pr?ticas de experimenta??o desenvolvidas no Trabalho de Conclus?o Est?gio contribu?ram para um maior aprendizado dos estudantes e se houve tamb?m contribui??o na qualifica??o profissional dos estudantes egressos e concluintes do curso t?cnico em agropecu?ria. Os resultados indicam que os estudantes, tanto os concluintes como os egressos consideram importante ? realiza??o do est?gio para uma melhor forma??o no curso profissionalizante e que a realiza??o do trabalho de conclus?o de est?gio contribui significativamente para a compreens?o dos conte?dos te?ricos aprendidos durante o curso, para uma experi?ncia com trabalhos cient?ficos, para resolu??o de problemas, contribuindo n?o s? para o processo ensino aprendizado como tamb?m garantindo uma maior autoconfian?a para o futuro t?cnico em agropecu?ria e estudante do ensino superior

Made available in DSpace on 2014-12-17T14:46:37Z (GMT). No. of bitstreams: 1 LaurianaMC.pdf: 1879462 bytes, checksum: deb097f100adaf7f2fcf3d998acf9e8c (MD5) Previous issue date: 2008-04-08 / This is an analytic research of a qualitative nature whose purpose is to examine the learning process involving students of the Nursing Program of the Universidade Federal do Rio Grande do Norte UFRN who are attending the Supervised Clerkship in Nursing (SCN) in Family Health Strategy (FHS), based on learning through daily living. In order to do this, a historical overview of this academic activity in the teaching of nursing was presented, and the importance of FHS as the scene where professional health education takes place was discussed. For the empirical investigation, ten eighth-semester students involved in clerkship activities at family health units in the Western Sanitary District of Natal, Rio Grande do Norte, were interviewed. The theoretical approach relied, as epistemological presupposition, on the ideas of educator Humberto Maturana who showed that learning, both in nature and among human beings, takes place within dialogic living relationships wherein acceptance of the other, affectivity (love) and dialoguing are essential stimuli to learning. Students discourses gradually became part of the analytic categories that had been established beforehand. There has been verified that the students went through meaningful learning encouraged by all who shared the living environment, that is: nurse/instructor, teacher/supervisor, family health staff, and the community. Several feelings were involved in the process, such as joy, satisfaction, self-reliance, affectivity and, in the opposite direction, sadness, indignation, a feeling of impotence, and fear. The learning of interpersonal relationship was describe as the most relevant of the academic experiences and, therefore, thus emphasizing the relevance of affectivity to the learning process as Maturana points out. It is suggested that the teaching of nursing keep on giving priority to family health units as the Basic Care educational scene, with attention to the importance of placing the students in welcoming environments, in such a way as to encourage learning / Trata-se de uma pesquisa anal?tica de cunho qualitativo, com o objetivo de analisar o processo de aprendizagem de estudantes do Curso de Enfermagem da UFRN em Est?gio Curricular Supervisionado (ECS) na Estrat?gia de Sa?de da Fam?lia (ESF), tendo como fio condutor a aprendizagem na conviv?ncia. Para isto, foi apresentado um resgate hist?rico desta atividade acad?mica no ensino de enfermagem, assim como foi discutida a relev?ncia da ESF como cen?rio da forma??o profissional em sa?de. Para a investiga??o emp?rica, foram entrevistados dez estudantes do oitavo per?odo do curso, que estagiavam em unidades de sa?de da fam?lia do Distrito Sanit?rio Oeste de Natal/RN. O aporte referencial teve como pressuposto epistemol?gico as id?ias do educador Humberto Maturana, o qual demonstrou que a aprendizagem na natureza e tamb?m entre seres humanos acontece dentro das rela??es dial?gicas de conviv?ncia, nas quais ? essencial a aceita??o do outro, a afetividade (o amor) e o di?logo, como est?mulos ? aprendizagem. As falas dos estudantes foram sendo incorporadas ?s categorias anal?ticas, definidas ? priori. Ficou demonstrado que o estudante vivenciou uma aprendizagem significativa, estimulada por todos aqueles que compartilharam da conviv?ncia, a saber: enfermeiro/preceptor, docente/supervisor, equipe de sa?de da fam?lia e comunidade. Neste processo, foram comuns v?rios sentimentos, como a alegria, a satisfa??o, a autoconfian?a, a afetividade, assim como, em um sentido oposto, a tristeza, a indigna??o, a sensa??o de impot?ncia e o medo. O aprendizado do relacionamento interpessoal foi apresentado como o mais relevante da experi?ncia acad?mica, dando conta, portanto, da import?ncia da afetividade no processo de aprendizagem, conforme assinala Maturana. Recomenda-se que o ensino de enfermagem continue priorizando as unidades de sa?de da fam?lia como cen?rio educativo na Aten??o B?sica, observando-se a import?ncia de inserir os estudantes em ambientes acolhedores, de forma que a aprendizagem possa ser estimulada

Submitted by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2015-02-27T13:30:33Z No. of bitstreams: 5 3.pdf: 1293801 bytes, checksum: 8df08be550789bd3f1c5c25b92deba50 (MD5) license_url: 49 bytes, checksum: fd26723f8d7edacdb29e3f03465c3b03 (MD5) license_text: 20626 bytes, checksum: 7851d446050a985bd0603b7c4cee472d (MD5) license_rdf: 19710 bytes, checksum: aa65da15f424ff71c620a992a187295c (MD5) license.txt: 2109 bytes, checksum: aa477231e840f304454a16eb85a9235f (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2015-02-27T18:19:32Z (GMT) No. of bitstreams: 5 3.pdf: 1293801 bytes, checksum: 8df08be550789bd3f1c5c25b92deba50 (MD5) license_url: 49 bytes, checksum: fd26723f8d7edacdb29e3f03465c3b03 (MD5) license_text: 20626 bytes, checksum: 7851d446050a985bd0603b7c4cee472d (MD5) license_rdf: 19710 bytes, checksum: aa65da15f424ff71c620a992a187295c (MD5) license.txt: 2109 bytes, checksum: aa477231e840f304454a16eb85a9235f (MD5) / Made available in DSpace on 2015-02-27T18:19:32Z (GMT). No. of bitstreams: 5 3.pdf: 1293801 bytes, checksum: 8df08be550789bd3f1c5c25b92deba50 (MD5) license_url: 49 bytes, checksum: fd26723f8d7edacdb29e3f03465c3b03 (MD5) license_text: 20626 bytes, checksum: 7851d446050a985bd0603b7c4cee472d (MD5) license_rdf: 19710 bytes, checksum: aa65da15f424ff71c620a992a187295c (MD5) license.txt: 2109 bytes, checksum: aa477231e840f304454a16eb85a9235f (MD5) Previous issue date: 2009 / A turfeira ? formada pelo ac?mulo em sucess?o de restos vegetais, em locais que apresentam condi??es que inibem a atividade de microrganismos decompositores, como excesso de umidade, baixo pH, escassez de oxig?nio e temperaturas amenas. Em Diamantina, esse pedoambiente ? encontrado na ?rea de Prote??o Ambiental - APA Pau-de-Fruta, situada a 6 km da sede do munic?pio, a uma altitude m?dia de 1366 m. A APA est? inserida na Serra do Espinha?o Meridional, sua litologia ? predominantemente quartz?tica e a vegeta??o ? t?pica de campo rupestre, com pequenas ilhas de cerrado denominadas cap?es, que se adaptaram ao ambiente hidrom?rfico. O ambiente ? oligotr?fico e apresenta elevados teores de Al3+ e valores de satura??o por alum?nio. As turfeiras formadas nessa ?rea apresentam verticalmente uma estrutura bem definida, sendo que as camadas mais superficiais foram classificadas, de acordo com seu est?gio de decomposi??o, como f?bricas, as intermedi?rias como h?micas e as camadas mais profundas, como s?pricas. A turfeira, por ser um ambiente de ac?mulo de mat?ria org?nica em condi??es de baixa atividade de O2, favorece a forma??o e a manuten??o de subst?ncias h?micas, sobretudo as fra??es menos sol?veis, de forma que o teor de humina ? maior que os teores de ?cidos h?micos que, por sua vez, s?o maiores que o teor de ?cidos f?lvicos. A turfeira, devido ao seu comportamento tipo esponja, apresenta grande import?ncia na din?mica da ?gua nessa regi?o, de forma que, nos per?odos chuvosos, ela armazena ?gua em seus poros e a libera de forma gradativa com o passar do tempo. A turfeira da APA Pau-de-Fruta ocupa 81,75 ha, armazena cerca de 629.782 m3 de ?gua e estoca em torno de 33.129 toneladas de carbono. Dessa forma, a turfeira da APA Pau-de-Fruta representa um consider?vel reservat?rio natural de ?gua, bem como o importante ambiente de sequestro de carbono e ? fundamental para o abastecimento de ?gua da cidade de Diamantina. / Disserta??o (Mestrado) ? Programa de P?s-Gradua??o em Produ??o Vegetal, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2009. / ABSTRACT The Peat Bog is formed by the accumulation in succession of crop residues in places with conditions that inhibit the activity of microbial decomposers, such as excessive moisture, low pH, lack of oxygen and mild temperatures. In Diamantina, this is found in the Environmental Protection Area - EPA Pau-de-Fruta, situated 6 km from the headquarters of the city, at an average altitude of 1,366 m. The EPA is inserted in the Serra do Espinha?o Meridional, its lithology is predominantly quartz and its vegetation is typical of rocky field, with small islands of ?cerrado? (vegetation of the Brazilian interior) called ?cap?es?, which are adapted to the hydromorphic environment. The environment is oligotrophic and offers high levels of Al3+ and the values of saturation by aluminum. The bogs formed in this area have a vertically well-defined structure and, according to their stage of decomposition, the more superficial layers were classified as ?f?bricas?, the intermediate layers as ?h?micas?, and the deeper layers as ?s?pricas?. The bog, being an environment of accumulation of organic material under conditions of low activity of O2, promotes the formation and maintenance of wet substances, especially the less soluble fractions, so that the content of humin is greater than the levels of humic acids which in turn are greater than the content of fulvic acids. The bog, because of its behavior type sponge, has great importance in the dynamics of water in this region, so that in rainy periods it stores water in its pores and releases it gradually over the time. The bog of the EAP Pau-de-Fruta occupies 81.75 ha, stores about 629,782 m3 of water and stocks around 33,129 tonnes of carbon. Thus, the bog of of the EAP Pau-de-Fruta is a considerable natural reservoir of water, and an important environment of carbon sequestration and it is essential for the supply of water for the city of Diamantina.

Made available in DSpace on 2014-12-17T14:36:28Z (GMT). No. of bitstreams: 1 MariaALMP_TESE.pdf: 2838557 bytes, checksum: d14dd6444dfeda7294bf61302f9deb44 (MD5) Previous issue date: 2012-05-04 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This work arose from our concerns with the issues of teacher training for early childhood education. From the difficulties encountered as a novice teacher in elementary, we deem important to research training needs of these professionals. Thus, we define the objective of this research to investigate the training needs of novice teachers teaching Early Childhood Education/Elementary school. Our work fits in Educational Research Qualitative Approach, and its construction procedures of the semistructured interview data and document analysis. Our empirical field was made up of schools in the metropolitan region of Natal / RN, offering kindergarten / elementary school. The subjects are five teachers who act as holder of the elementary school class and have 0-3 years of teaching practice, characterizing the second Huberman (2007) as novice teachers. Data analysis, based on principles of content analysis, three themes emerged: Beginner Teaching Professor in Early Childhood Education / Preschool; Reasons explaining the difficulties Faculty / Formative Needs Teaching and Training in Early Childhood Education / Elementary school, from the Training Needs Analysis, with their respective categories, subcategories, contributing to our understanding of the subject matter. The entry into the profession is marked by mixed feelings of euphoria and fear, where there seems to be a "clash" with reality. The difficulties are related to the planning / execution of activities, meet the individual needs of learning and assessment of children. As a strategy to overcome the difficulties the teachers exercise the action-reflection-action in their practices and seek continuous updates in the theoretical and methodological framework of early childhood education. The reasons that define these difficulties may be related to the teacher, school, family, and students of these institutions. In experiencing these difficulties has outlined the need for teacher training, among which stand out studies on ethics in teaching with children, the concept of children and their childhoods, peculiarities of teaching / learning in preschool, toys and legal determinations on early childhood education, multi-language and expressions in early childhood education, specific content areas of knowledge, among others. Furthermore, studies on the theoretical as Piaget, Vigotsky, Maria Carmen Barbosa and Emily Smith. For these professionals to be a professional early childhood education is: like children, be patient and careful, have specific theoretical and practical training for teachers in kindergarten, being able to improvise with seriousness and competence and get updates on continuing education. The surveys, together with the authors and teachers, to confirm our understanding that the training needs of beginners may be related to shortcomings in the initial and continuing education / Este trabalho se originou das nossas preocupa??es com as quest?es relativas ? forma??o do professor de educa??o infantil. A partir das dificuldades experimentadas como professora principiante na pr?-escola, julgamos importante pesquisarnecessidades de forma??o desses profissionais. Assim sendo, definimos como objetivo dessa pesquisa, investigar necessidades de forma??o docente de professores principiantes da Educa??o Infantil/Pr?-escola. Nosso trabalho se inscreve na Abordagem Qualitativa da Pesquisa Educacional, e tem como procedimentos de constru??o dos dados a entrevista semiestruturada e a an?lise documental. Nosso campo emp?rico foi constitu?do por escolas da regi?o metropolitana de Natal/RN, que oferecem educa??o infantil/pr?-escolar. Os sujeitos da pesquisa s?o cinco professoras que atuam como titular de turma de pr?-escola e que possuem de 0 a 3 anos de pr?tica docente, se caracterizando segundo Huberman (2007) como professoras principiantes. Da an?lise dos dados, fundamentada em princ?pios da analise de conte?do, emergiram tr?s temas: Doc?ncia de Professor Principiante na Educa??o Infantil/Pr?-escola; Raz?es explicativas das Dificuldades Docentes/Necessidades Formativas e Forma??o para Doc?ncia na Educa??o Infantil/Pr?-escola, a partir da An?lise de Necessidades de Forma??o, com suas respectivas categorias, subcategorias, contribuindo para a nossa compreens?o acerca do objeto de estudo. O ingresso na profiss?o ? marcado por sentimentos amb?guos de euforia e medo, em que parece haver um choque com a realidade. As dificuldades est?o relacionadas ao planejamento/execu??o das atividades, ao atendimento ?s necessidades individuais de aprendizagem e ? avalia??o das crian?as.Como estrat?gia de supera??o das dificuldades as professoras exercitam a a??o-reflex?o-a??oem suas pr?ticas e buscam atualiza??es cont?nuas no plano te?rico-metodol?gico da Educa??o Infantil As raz?es que definem essas dificuldades podem estar relacionadas ao professor, a escola, a fam?lia e ainda aos alunos dessas institui??es. Na viv?ncia dessas dificuldades tem se delineado as necessidades de forma??o docente, dentre as quais se destacam os estudos sobre ?tica na doc?ncia com crian?as, conceito de crian?a e suas inf?ncias,especificidades do ensinar/aprender na pr?-escola, brinquedos e brincadeiras, determina??es legais sobre a educa??o infantil, m?ltiplas linguagens e express?es na educa??o da inf?ncia, conte?dos espec?ficos das ?reas do conhecimento, dentre outros. Al?m disso, estudos acerca de te?ricos como Piaget, Vigotsky, Maria Carmem Barbosa e Em?lia Ferreiro. Para essas profissionais ser um bom profissional de educa??o infantil consiste em: gostar de crian?a, ser afetuosa, paciente e cuidadosa, ter forma??o te?rico-pr?tica espec?fica para a doc?ncia na Educa??o Infantil, ser capaz de improvisar com seriedade e compet?ncia buscando atualiza??es na forma??o continuada. As pesquisasrealizadas, junto aos autores e ?s professoras, ratificam a nossa compreens?o de que as necessidades de forma??o das principiantes podem estarrelacionadas a lacunas da forma??o inicial e continuada

Made available in DSpace on 2014-12-17T15:04:50Z (GMT). No. of bitstreams: 1 SuelyOC.pdf: 457474 bytes, checksum: 3c2dfe00f9a22704fb474c0c1cb95e70 (MD5) Previous issue date: 2008-07-30 / The Brazilian legal documents are directing the reformulation of the courses that prepare students to be teachers. Through out the country many institutions look for to fit themselves in such documents. On the other hand, other IES (Superior Education Institutions), when they are setting up such courses they looked for to be adequate to the new public politics. Based on the National Curricular Norms to form teachers for Basic Education, in tertiary level, in 2004 it was created at the CEFET-PB,the Chemistry Course (Licenciatura) to prepare people to be teachers, whose organization. This work presents the results of a research of phenomenological nature that aimed to comprehend the teachers opinions, in the range of discussions about the current politics of formation, particularly related to the CNE/CP 1 and CNE/CP 2/2002 resolutions. This work based on the curricular proposal for the Chemistry Course (Licenciatura), presents the relationship between the probationary period and the teaching practice at the CEFET-PB, in order to contribute for a reflection about these categories to clarify the teachers of the course. It started from the consideration of all changes operated in contemporary society implies changes on teacher's pedagogical practices. It was used tow instruments for the data collection: a questionnaire with open and closed questions and recordable interviews. Nine teachers form the CEFET-PB took apart and four licensed teachers. It was based in a theoretic frame as a support for discussions about the different models of teachers formation. We concluded that the representations of teachers about probationary period the practice on the activity for the teachers formation was strongly anchored in characteristic elements of the formative tendency of a institution that historically acted on a technician formation, and the results pointed to strong signs of attitudes based on a model of the technical rationality / Os documentos legais brasileiros est?o orientando a reformula??o dos cursos de forma??o de professores. Em todo o pa?s muitas institui??es procuram se adequar a tais documentos. Outras Institui??es de Ensino Superior IES j? na implanta??o dos cursos procuravam se adequar ?s novas pol?ticas p?blicas. Com base nas Diretrizes Curriculares Nacionais, para a forma??o de professores da Educa??o B?sica, em n?vel superior, cria-se em 2004 o Curso de Licenciatura em Qu?mica no CEFET-PB, cuja organiza??o curricular atende as solicita??es dos documentos legais. Este trabalho apresenta os resultados de uma pesquisa de natureza fenomenol?gica que visou compreender as opini?es de professores, no ?mbito das discuss?es sobre as atuais pol?ticas de forma??o, particularmente as relativas ?s resolu??es CNE/CP 1 e CNE/CP 2/2002. Ap?ia-se na proposta curricular para o curso de Licenciatura em Qu?mica, apresenta a quest?o da rela??o entre o est?gio e a pr?tica de ensino no CEFET-PB, a fim de contribuir acerca de uma reflex?o sobre estas categorias para esclarecer os professores formadores. Partiu da considera??o de que as mudan?as operadas na sociedade contempor?nea implicam mudan?as nas pr?ticas dos professores. A coleta de dados contou com dois instrumentos: um question?rio com quest?es fechadas e abertas e entrevistas gravadas. Participaram 9 professores do CEFET-PB e 4 licenciandos. Fundamentou-se em um quadro te?rico como suporte para as discuss?es sobre os diferentes modelos de forma??o docente. Conclu?mos que as representa??es de professores sobre est?gio e pr?tica de ensino como eixo articulador entre teoria e pr?tica na atividade de forma??o docente est? fortemente ancorada em elementos caracter?sticos da tend?ncia formativa de uma institui??o que historicamente atuava na forma??o de t?cnicos, e os resultados apontam para fortes ind?cios de atitudes baseadas no modelo da racionalidade t?cnica

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-01-13T14:40:24Z No. of bitstreams: 1 CamilaPintoGadelha_DISSERT.pdf: 1704747 bytes, checksum: 274a4d4a2cec58d1a234825d9311c75b (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-01-26T15:18:24Z (GMT) No. of bitstreams: 1 CamilaPintoGadelha_DISSERT.pdf: 1704747 bytes, checksum: 274a4d4a2cec58d1a234825d9311c75b (MD5) / Made available in DSpace on 2017-01-26T15:18:24Z (GMT). No. of bitstreams: 1 CamilaPintoGadelha_DISSERT.pdf: 1704747 bytes, checksum: 274a4d4a2cec58d1a234825d9311c75b (MD5) Previous issue date: 2016-08-23 / A avalia??o de desempenho do servidor p?blico no per?odo do est?gio probat?rio, exigida a partir da Emenda Constitucional n? 19/1998, tem por finalidade analisar, no per?odo de tr?s anos, se o profissional aprovado em concurso p?blico possui as habilidades e compet?ncias necess?rias ao desenvolvimento do cargo p?blico em que teve provimento, bem como permitir que a Administra??o P?blica possa acompanh?-lo e propor treinamentos e pol?ticas de adapta??o ao cargo. Com essa configura??o, a avalia??o especial de desempenho, como ? denominada, em sua natureza ? um instrumento de profissionaliza??o da fun??o p?blica que pode refletir na maximiza??o da efici?ncia administrativa. O objetivo desse trabalho foi investigar se a avalia??o especial de desempenho submetida ao servidor do Minist?rio P?blico do Estado do Rio Grande do Norte (MPRN) est? em conson?ncia com o sistema jur?dico vigente e possui efetividade na sua operacionaliza??o. Para tanto, foi realizado um estudo de caso no MPRN no qual preponderaram tr?s t?cnicas de levantamento de dados: a) documental, feita a partir dos documentos oficiais da institui??o, principalmente a Resolu??o n? 243/2013-PGJ, que regulamenta o instituto avaliativo; b) aplica??o de question?rios online, desenvolvido por meio da plataforma survey monkey, submetidos aos servidores efetivos que ingressaram em 2011 e conclu?ram o est?gio probat?rio em 2014 e que permaneceram na institui??o; c) e entrevista semiestruturada com representantes da Diretoria de Gest?o de Pessoas (DGEP) e da Comiss?o de Est?gio Probat?rio. Na an?lise dos dados utilizou-se o m?todo bibliogr?fico e exeg?tico para discutir os aspectos relacionados ? legalidade, em que se analisou a correspond?ncia objetiva da Resolu??o institucional com as normas previstas na Constitui??o Federal e legisla??o estadual (regras gerais). Para a discuss?o referente ? efetividade, utilizou-se da estat?stica descritiva na apresenta??o dos dados quantitativos e da an?lise do conte?do na interpreta??o dos dados qualitativos. Concluiu-se que a avalia??o especial de desempenho do MPRN atende ?s formalidades legais e, de outra parte, no vi?s da efetividade, precisa implementar pr?ticas que diminuam a possibilidade de julgamentos subjetivos pelo avaliador e que promovam a comunica??o entre a Administra??o Superior os estagi?rios e avaliadores, conciliando o desenvolvimento administrativo com o individual, para que assim se possa maximizar os resultados da Organiza??o para uma administra??o eficiente sem se descuidar da dimens?o pessoal do servidor p?blico. / The performance evaluation of public servants during the probation period, demanded since the Constitutional Amendment 19/1998, aims to analyze, during the period of three years, if the professional approved in public contest has the skills and competence needed to develop the public position in which had nomination, as well as allow the Public Administration to observe and recommend professional training and position adaptation policies. With this configuration, the special performance evaluation, as it is named, in its nature is an instrument of public function profissionalization which can reflect in a maximization of administrative efficiency. The objective of this study was to investigate whether the special performance evaluation submitted to the Member of the Government Agency for Law Enforcement in the state of Rio Grande do Norte (MPRN) is in consonance with the existing legal system and has effectiveness in its operation. Therefore, we conducted a case study in MPRN in which predominated three data collection techniques: a) documentary, done with the institution official documents, mainly the Resolution No. 243/2013-PGJ, which regulates the evaluation regulation; b) application of online questionnaires, developed through the survey monkey platform, submitted to the permanent civil servants that joined in 2011 and completed probation period in 2014 and who remained in the institution; c) and semi-structured interviews with representatives of the People Management Direction (DGEP) and the Probationary Period Commission. In the data analysis it was used the bibliographic and exegetical method to discuss aspects related to legality, which analyzed the objective correspondence of institutional resolution with the rules set out in the Constitution and state legislation (general rules). To the debate concerning the effectiveness, we used descriptive statistics in the presentation of quantitative data and content analysis in the interpretation of qualitative data. It was concluded that the special evaluation performance at MPRN attends the legal requirements, and on the other hand, on the effectiveness aspect, needs to implement practices that reduce the possibility of subjective judgments by the evaluator and promote communication between Senior Management, the interns and evaluator, conciliating the administrative development with the individual.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2016-09-06T22:16:58Z No. of bitstreams: 1 DISSERTA??O FINAL - AP?S DEFESA ELCI.pdf: 2234862 bytes, checksum: 49c6a6cd6ce69b00744beb523841413e (MD5) / Made available in DSpace on 2016-09-06T22:16:58Z (GMT). No. of bitstreams: 1 DISSERTA??O FINAL - AP?S DEFESA ELCI.pdf: 2234862 bytes, checksum: 49c6a6cd6ce69b00744beb523841413e (MD5) Previous issue date: 2016-04-18 / This text, written during a research developed in the Graduate Program in Education at the UnivesidadeEstadual de Feira de Santana - Bahia, aims to understandthe contribution of the Teaching Internship for pedagogic training of teachers of Higher Educationthrough the representations of students of the Community Health Master. It was certified that the curricular component Teaching Internship is an important education environment of the future university professor, locus in which students of the Graduate Program strictosensuacquire some of the knowledge needed for teaching practice. However, it is worth noting that teaching learning extends throughout one?s whole career. To achieve the established objective, we conducted a descriptive qualitative research, which was based on principles of the Social Representations Theory ? SRT (MOSCOVICI, 2003a, 2003b; JODELET, 1989, 2001 e 2007). Regarding the production of data, it was held a documentary analysis(TRIVI?OS, 1987) of the regiment and of the pedagogic proposal of the Graduate Community Health Program at UEFS. It was also used semi structured interviews (MINAYO, 2006), which were carried out with 12 students from the Academic Master of the aforementioned Program. In order to analyze the data produced in the research some principles of Content Analysis(BARDIN, 2011) were used. In the discussion of the data produced five categories were identified, as follows: the first refers to the concept of teaching internship; in the second, the knowledge necessary for university teaching is discussed; in the third was verified which were the contributions of the internship to university teaching; in the fourth the process of the Teaching Internship experience was described and, finally, in the fifth category, where suggestions to improve the experience of Teaching Internship were presented by our contributors. The main conclusions of this research focus that the internship contributes to the preparation of graduate students for university teaching and for the development of teacher identity. Moreover, it contributes to this preparation for the acquisition of knowledge of the reality of university classroom, for the exchange of knowledge with the experienced teacher and, finally, for the perception of the master students on the human condition of the teaching profession and the humanization in the relationships that occur in the educational context.In addition to these contributions, our contributors address the need for the Community Health Program not prioritizing specific studies and research training at the expense of teacher training, given the complexity of teaching today, which requires special attention.Participants also emphasized the prevalence of the following difficulties during the Teaching Internship experience: the absence of an effective interaction between the Undergraduate and Graduate programs, structural and political problems that damaged the internship. In addition to this, the students had difficulties in understanding the importance of courses in their training, didactic and pedagogical difficulties of interns to conduct the courses and embarrassments of master students to assess and deal with the graduate students taking the course again after failing. Furthermore, our study confirmed the need to implement institutional policies for the formation of the university teacher, especially with beginning teachers who are in a period of adaptation and professional learning and also with experienced teachers to reflect on their teachingpractices continuously so they can update and innovate their practices. / Este texto dissertativo, elaborado durante uma investiga??o desenvolvida no Programa de P?s-Gradua??o em Educa??o da Universidade Estadual de Feira de Santana ? Bahia, tem por objetivo compreender, mediante as representa??es de estudantes do Mestrado de Sa?de Coletiva, a contribui??o do Est?gio Doc?ncia para a forma??o pedag?gica de professores da Educa??o Superior. Certificamos que o componente curricular Est?gio Doc?ncia ? um importante espa?o de forma??o do futuro docente universit?rio, l?cus em que os estudantes da P?s-Gradua??o stricto sensu apreendem alguns saberes necess?rios para a pr?tica docente, entretanto ? relevante destacar que a aprendizagem da doc?ncia se estende por toda sua carreira. Para alcan?armos o objetivo tra?ado, realizamos uma pesquisa do tipo qualitativa, de car?ter descritivo, que se fundamentou em princ?pios da Teoria das Representa??es Sociais ? TRS (MOSCOVICI, 2003a, 2003b; JODELET, 1989, 2001 e 2007). Para a produ??o dos dados, realizamos an?lise documental (TRIVI?OS, 1987) do regimento e da proposta pedag?gica do Programa de P?s-Gradua??o de Sa?de Coletiva da UEFS. Tamb?m utilizamos entrevistas semiestruturadas (MINAYO, 2006), que foram realizadas com 12 estudantes desse Mestrado Acad?mico. Para a an?lise dos dados produzidos na investiga??o, utilizamos alguns princ?pios da An?lise de Conte?dos (BARDIN, 2011). No debate dos dados produzidos, identificamos cinco categorias, a saber: a primeira refere-se ao conceito de est?gio doc?ncia; na segunda, dialogamos sobre os saberes necess?rios para a doc?ncia universit?ria; a terceira, verificamos quais a/s contribui??o/?es do est?gio para a doc?ncia universit?ria; na quarta, descrevemos o processo da experi?ncia do Est?gio Doc?ncia e, finalmente, a quinta categoria, onde apresentamos as sugest?es para a melhoria da experi?ncia do Est?gio Doc?ncia, representadas por nossos colaboradores. As principais conclus?es desta pesquisa enfocam que o est?gio contribui para a prepara??o dos p?s-graduandos para a doc?ncia universit?ria, para o desenvolvimento da identidade docente, para aquisi??o de conhecimentos da realidade da sala de aula universit?ria, para a troca de saberes com o professor experiente e, por fim, para a percep??o dos mestrandos sobre a condi??o humana do profissional docente e a humaniza??o nas rela??es que ocorrem no contexto educativo. Al?m dessas contribui??es, os colaboradores da pesquisa enfocam a necessidade de o Programa de Sa?de Coletiva dar ? forma??o do professor o mesmo status que os estudos espec?ficos e a forma??o do pesquisador possuem no curr?culo, tendo em vista a complexidade da doc?ncia na atualidade.Os participantes ressaltam ainda a preval?ncia das seguintes dificuldades durante a experi?ncia do Est?gio Doc?ncia: aus?ncia de uma intera??o efetiva entre a Gradua??o e a P?s-Gradua??o, problemas estruturais e pol?ticos que prejudicaram o est?gio, dificuldades dos graduandos em compreenderem a import?ncia das disciplinas em suas forma??es, dificuldade did?tico-pedag?gica dos estagi?rios ao conduzir as disciplinas e embara?os dos mestrandos ao avaliar e lidar com os graduandos repetentes. Ademais, o estudo confirmou a necessidade da implanta??o de pol?ticas institucionais voltadas para a forma??o do professor universit?rio, especialmente os iniciantes, que est?o em per?odo de adapta??o e aprendizagem da profiss?o e, tamb?m, dos professores experientes, para que reflitam sobre suas pr?ticas de ensino continuamente, no intuito de inov?-las.

Made available in DSpace on 2016-04-04T18:30:01Z (GMT). No. of bitstreams: 1 Walter Mariano de Faria Silva Neto.pdf: 980804 bytes, checksum: f057f6c1f64c7eaf8ea1e0ef975914db (MD5) Previous issue date: 2014-02-11 / This work s purpose was to investigate the supervised internship in School Psychology from the theoretical contributions of the Critical Psychology of Marxist perspective. The research was developed through the dialogue with the internship supervisors in School Psychology from the Metropolitan Region of Campinas, having as the main source a report they make from their own practice. In this dialogue, the following aspects were clarified: a) the internship supervisors' role on the formation of the critical psychologists; b) the effectiveness of the professional practices in the concrete reality of the region, where the supervised internship programs are located. The theoretical foundation was framed in three epistemic axis: I) the impact of the capitalist system on the construction of Psychology as a science; II) the creation of Psychology majors in Brazil, from the beginning of the profession regulation, to the institution of the Law of National Curriculum Guidelines; and III) the constitution of the specific area of School Psychology, through the psychologist training process within the curricular internships, and the role of the political-academic institutions in this process. The methodology was based on documentary research of the history of the supervision regulation in Brazil and on interviews with internship supervisors of undergraduate courses in Psychology of the Metropolitan Region of Campinas. The data was gathered in three groups, described as follows: characteristics of the supervisor (which emphasizes the importance of personal and professional trajectory as essential for the development of the supervisor's role); relationship with the work context (which refers to the knowledge of the curriculum structure, and to the way in which the supervisor organizes field activities and supervision); and the possibilities to the psychologist's formation (that highlights the area's potential for understanding and intervening in the reality). The results suggest that the internship supervisor in the School Psychology field has the potential to foster critical psychologists, as long as he is allied with other professionals in areas that can contribute to professional formation such as Social, Community, and Work Psychology, as well as professionals in other related fields such as Education, Health and Social Working. The results also point to the fact that the profile of the supervisor is not the only factor that determines the quality of supervision, since it is crossed by equally complex issues such as, national legislation for education, the policies of expanding courses, the practices of night courses, the issue of workload, and specific conditions for working. / Este trabalho teve como objetivo investigar a supervis?o de Est?gio em Psicologia Escolar com base nas contribui??es te?ricas da psicologia cr?tica de referencial marxista. A pesquisa foi desenvolvida mediante a interlocu??o com supervisores da Regi?o Metropolitana de Campinas (SP), tendo como fonte principal o relato que fazem de sua pr?pria pr?tica. Nessa interlocu??o buscou-se esclarecer estes aspectos: a) o papel dos supervisores de est?gio na forma??o de psic?logos cr?ticos; b) a efetividade das pr?ticas dos profissionais na realidade concreta da regi?o onde se localizam os cursos nos quais os est?gios s?o supervisionados. A fundamenta??o te?rica estruturou-se em tr?s eixos epist?micos: 1?) impacto do sistema capitalista na constru??o da psicologia como ci?ncia; 2?) cria??o dos cursos de psicologia no Brasil desde os prim?rdios da regulamenta??o da profiss?o at? a institui??o da Lei de Diretrizes Curriculares Nacionais; 3?) a constitui??o da ?rea espec?fica de psicologia escolar, por meio do processo de forma??o do psic?logo nos est?gios curriculares e o papel das institui??es pol?tico acad?micas nesse processo. A metodologia seguiu a pesquisa documental sobre a hist?ria da regulamenta??o da supervis?o no Brasil e por entrevistas semiestruturadas com supervisores de est?gio de gradua??o em Psicologia da Regi?o Metropolitana de Campinas. Os dados foram agrupados em tr?s conjuntos: 1) caracter?sticas do supervisor (que enfatiza a import?ncia da trajet?ria pessoal e profissional como fundamentais para a constru??o do papel de supervisor); 2) rela??o com o contexto de trabalho (que diz respeito ao conhecimento da estrutura curricular e ? rela??o com a forma como o supervisor organiza as atividades de campo e supervis?o); 3) possibilidades para a forma??o do psic?logo (que destaca o potencial da ?rea para a compreens?o sobre a realidade e a interven??o dentro dela). Os resultados sugerem que o supervisor de est?gio da ?rea da psicologia escolar pode contribuir para a forma??o de psic?logos cr?ticos desde que esteja aliado a outros profissionais de ?reas capazes de colaborar para essa forma??o, tais como a psicologia social, comunit?ria e do trabalho, al?m de outros profissionais de outros campos do saber como a educa??o, a sa?de, a assist?ncia social, dentre os principais. Os resultados tamb?m apontam o fato de que n?o ? apenas o perfil do supervisor que determina a qualidade da supervis?o, uma vez que esta ? atravessada por quest?es igualmente complexas, a exemplo da legisla??o nacional para a educa??o, das pol?ticas de expans?o dos cursos universit?rios e das pr?ticas de cursos noturnos; assim como da carga hor?ria de trabalho e das condi??es concretas de exerc?cio profissional.

Made available in DSpace on 2014-12-17T15:38:59Z (GMT). No. of bitstreams: 1 RosaAMC.pdf: 440716 bytes, checksum: 84a51f5a3e72b8b3414424b5c0e312dd (MD5) Previous issue date: 2006-05-19 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / School psychology can be considered a growing professional field in Brazil, in spite of the difficulties concerning both the role of the psychologists in the schools and the restrictions of the labor market. Professional training is one of the most problems faced by the area. The present study is an attempt to investigate the conceptions of school psychology and the practice of the school psychologists inside de educational agencies, from the point of view of the professional training, expressed by curricular supervised training. The reason for this choice was the important role played by supervised training in the process of professional training. To carry out this study, supervised training reports written in the 1980s and the 1990s used in the student evaluation process were examined. As the main results, we point out the co-existence during the 1980-decade of two models of psychological practice: the clinical and the educational, with the dominance of the first one. During the 1990-decade, we can observe the co-existence of the same models with the dominance (but not the hegemony) of the educational model, as shown by the activities of the students. In the 1980s, for instance, the most common activities were observation of the children (45.9%), teachers guidance (40.5%) and psychodiagnostic (37.8%). In the 1990s, the main activities were participation in staff briefings (66.6%), parents guidance (58.0%), teachers guidance (50.0%) and students counseling (41.6%). Aspects related to the importance of professional training - represented by curricular supervised training - to the professional practice are discussed / A Psicologia Escolar, apesar de apresentar dificuldades, principalmente relacionadas ao papel que deve ser desempenhado por seus profissionais nas institui??es educativas e ? inser??o dos mesmos no mercado de trabalho, ? uma ?rea em crescimento. A forma??o acad?mica, al?m de outras inst?ncias, desempenha um importante papel nos problemas enfrentados pela Psicologia Escolar. Este trabalho constitui-se em uma investiga??o das concep??es de Psicologia Escolar e da pr?tica nas institui??es educativas, sob o ponto de vista da forma??o acad?mica, representada pelo est?gio curricular supervisionado. O est?gio curricular supervisionado foi escolhido por ser uma etapa representativa dentro do processo da forma??o. Para realizar este estudo, analisamos os relat?rios de est?gio, documentos elaborados ao final do est?gio como requisito para aprova??o nesta atividade curricular, das d?cadas de 1980 e 1990. Como resultados principais, destacamos a coexist?ncia, durante a d?cada de 1980, de dois modelos de atua??o psicol?gica comuns no meio educativo, o modelo cl?nico e o educacional, com a predomin?ncia do primeiro modelo. Durante a d?cada de 1990, ocorre essa mesma coexist?ncia, por?m a predomin?ncia passa a ser do modelo educacional. Percebemos que este ?ltimo assume a posi??o de mais adequado, mas n?o consegue a consolida??o. As atividades praticadas pelos estagi?rios evidenciam essa mescla entre os dois principais modelos de atua??o. Na d?cada de 1980, por exemplo, as atividades mais comuns foram a observa??o das crian?as (45,9%), a orienta??o de professores (40,5%) e o psicodiagn?stico (37,8%), enquanto que em 1990, as atividades mais praticadas foram a participa??o em reuni?es com equipe t?cnica (66,6 %), a orienta??o de pais (58,0 %), a orienta??o de professores (50,0 %) e o atendimento individualizado com alunos (41,6 %). As conclus?es voltam-se para uma forma??o acad?mica, representada pelo est?gio curricular supervisionado, em sintonia com o exerc?cio profissional