Submitted by Ana Lúcia Moraes (analucia.moraes@mackenzie.br) on 2018-03-16T13:34:19Z No. of bitstreams: 2 Adriano Camargo Barbosa dos Santos.pdf: 927402 bytes, checksum: 3768ebd98d0bfd34c69bac96e1973c53 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Paola Damato (repositorio@mackenzie.br) on 2018-04-28T16:21:50Z (GMT) No. of bitstreams: 2 Adriano Camargo Barbosa dos Santos.pdf: 927402 bytes, checksum: 3768ebd98d0bfd34c69bac96e1973c53 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-04-28T16:21:50Z (GMT). No. of bitstreams: 2 Adriano Camargo Barbosa dos Santos.pdf: 927402 bytes, checksum: 3768ebd98d0bfd34c69bac96e1973c53 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-02-06 / The present work seeks to analyze the nature of democracy within a Pachukanian legal Marxist perspective and the materialist theory of the State of Joachim Hirsch. In Pachukan's legal view law becomes understood with legal subjectivity as its atom, and Hirsch within this Pachukanian view makes a derivation of the State as a social form that conforms to the legal form. The separation between the "public" and the "private", possible only with the advent of the legal form and the state political form allow the existence of democracy. However, democracy can exist in and only in capitalism, but it must not exist, it is not an imperative. The institutional arrangements, resulting from the relations of force from the class struggle, preserve or extinguish democracy. In addition, the valorization of value when it enters into a crisis of accumulation, its tendency law of the form of fall value of the rate of profit impels objective coercions on the classes that will determine a democratic capitalism, as in the case of Fordism, or a dissociation between capitalism and democracy, as in post-Fordism. With the intermediate concepts of the theory of French regulation that integrate the materialist theory of the State of Joachim Hirsch, the relations between the regime of accumulation and the mode of regulation determined by the contradictions and social antagonisms of capitalism determine the existence or not of democracy. To think of democracy in a materialistic bias is to exclude ideological analyzes of the emancipatory potential of democracy, which is nothing but a more totalitarian form of containing the class struggle and the valorization of value. Communism and democracy are antagonistic goals. / O presente trabalho busca analisar a natureza da democracia dentro de uma perspectiva marxista jurídica pachukaniana e da teoria materialista do Estado de Joachim Hirsch. Na visão jurídica pachukaniana o direito passa a ser compreendido com a subjetividade jurídica como seu átomo, e Hirsch dentro dessa visão pachukaniana faz uma derivação do Estado como forma social que se conforma com a forma jurídica. A separação entre o “público” e o “privado”, possível somente com o advento da forma jurídica e da forma política estatal permitem a existência da democracia. Entretanto, a democracia pode existir no capitalismo e somente nele, mas não deve existir, não é um imperativo. Os arranjos institucionais, decorrentes das relações de força provenientes da luta de classes, conservam ou extinguem a democracia. Ademais, a valorização do valor quando entra em crise de acumulação, sua lei tendencial da forma valor de queda da taxa de lucro impulsiona coerções objetivas sobre as classes que determinarão um capitalismo democrático, como no caso do fordismo, ou uma dissociação entre capitalismo e democracia, como no pós-fordismo. Com os conceitos intermediários da teoria da regulação francesa que integram a teoria materialista do Estado de Joachim Hirsch, as relações entre o regime de acumulação e o modo de regulação determinados pelas contradições e antagonismos sociais do capitalismo determinam a existência ou não da democracia. Pensar a democracia em um viés materialista é excluir as análises ideológicas sobre o potencial emancipatório da democracia, que nada mais é que uma forma totalitária mais amena de conter a luta de classes e a valorização do valor. Comunismo e democracia são objetivos antagônicos.

The aim of this work is to compare technology of silicon and aluminium moulds used to make castings using technology of cire perdue with single – piece work. The work itself deals with physical production of silicon mould in vacuum casting system, shaping aluminium mould using CNC machine and subsequent casting of wax models into these moulds. It also handles with physical production of one piece by shaping. It contains background research of the method lost wax casting manufacturing aluminium and silicon moulds and last but not least of Rapid Prototyping technology for producing master model.

Made available in DSpace on 2014-12-17T14:36:29Z (GMT). No. of bitstreams: 1 GilcileneLSN_DISSERT.pdf: 1397518 bytes, checksum: bf007f208ae56bed09d0389ee82fd48f (MD5) Previous issue date: 2010-12-14 / La recherche prend comme point de d?part la dimension formative du m?moire de formation, consider?e comme constitutive de l??criture de soi, et cherche ? probl?matiser cette dimension au tour du questionnement suivant: Comment le m?moire de formation devient-il un instrument de recherche-action-formation? Les analyses s?appuient sur les principes th?oriques du paradigme anthropoformateur, propos? par Pineau (2005), les ?tudes r?alis?es par Passeggi (2006?, 2006b, 2007, 2008?, 2008b) sur les m?moires, les travaux de recherche de N?voa (1988, 1995), de Josso (2004), de Souza (2006) et de Fontana (2000), qui con?oivent la forma??o du point de vue de l? apprenant. L?univers de la recherche s?est circonscrit ? la situation de formation des ?ducateurs de la zone rurale, ?tudiants en P?dagogie dans le PROFORMA??O (CAMEAM), ? l?Univerist? de l?Etat du Rio Grande du Nord (UERN), pendant le second semestre de 2005. La recherche a crois? dif?rents types de d?marche pour recueillir les donn?es empiriques: l?observation du processus d??laboration des m?moires; un questionnaire; des entretiens informels avec les enseignants en formation et avec les formateurs; et 09 m?moires, ?crits par les participants de la recherche. Les analyses des donn?es empiriques montrent que l??criture des m?moires, en tant que d?marche de recherche-action-formation, r?velent que la dimension formative se d?double en d?autres dimensions: etnosociologique, heuristique, herm?neutique, social et afective, autopoi?tique et politique. Dans la qu?te de soi (recherche), mise en oeuvre dans et par l??criture (action), chaque narrateur construit de nouveaux sens ? la vie et (re)signifient les repr?sentations de soi (formation). Les r?sultats confirment la richesse et les potentialit?s du m?moire, m?me dans des conditions non ideal, ce qui permet d?affirmer as valeur travail acad?mique important dans la formation des enseignants / A pesquisa tomou por base a dimens?o formativa do memorial de forma??o, constitutiva da escrita reflexiva de si e procurou problematiz?-la em torno da seguinte indaga??o: Como o memorial se constitui instrumento de pesquisa-a??oforma??o? Adotamos como refer?ncias te?ricas os princ?pios do paradigma antropoformador, tra?ado por Pineau (2005), os estudos realizados por Passeggi (2006a, 2006b, 2007, 2008a, 2008b) sobre os memoriais, os trabalhos de N?voa (1988, 1995) e os estudos de Josso (2004), Souza (2006) e Fontana (2000), que concebem a forma??o do ponto de vista do aprendente. O universo da pesquisa se circunscreve ? situa??o de forma??o de educadores do campo, alunos do Curso de Pedagogia do PROFORMA??O, oferecido pelo CAMEAM/UERN no semestre 2005.2. A pesquisa triangulou diferentes tipos de procedimentos de recolha de dados: observa??o do processo de elabora??o dos memoriais; question?rio; e 09 memoriais, produzidos pelos participantes da pesquisa. As an?lises dos dados emp?ricos mostram que a escrita dos memoriais como procedimentos de pesquisaa??o- forma??o revelam que a dimens?o formativa se desdobra em outras dimens?es: etnossociol?gica, heur?stica, hermen?utica, social e afetiva, autopoi?tica e pol?tica. Na busca de si (pesquisa), proporcionada na e pela escrita (a??o), cada narrador encontra novos sentidos para a vida e ressignifica as representa??es de si (forma??o). Os resultados validam a riqueza potencial do memorial, que mesmo em condi??es n?o ideais, constitui um trabalho acad?mico valioso em cursos de forma??o de professores

Made available in DSpace on 2014-12-17T14:36:43Z (GMT). No. of bitstreams: 1 MariaFPC.pdf: 621515 bytes, checksum: 31dc4faefd215850cc685dc9aef972f2 (MD5) Previous issue date: 2007-03-16 / This thesis describes and analyzes the trajectory of education of an educator-teacher group to become tutor of memorials (final work of the course Normal Superior in Instituto de Educa??o superior President Kennedy IFESP-Natal-RN). The writing of memorials (self-biographical writing) propitiates to the pupil that writes a reflection on his/her student and professional life, and to whom guides an evolution in his/her professional education. From the methodological point of view, we adopt an etnomethodological perspective of qualitative approach which describes the reality of real citizens inserted in a real situation of education. It is constituted of participants of the research of 32 educator-teachers, deriving of three different areas of academic formation. The instruments of data collection consist of eight life histories, 32 contextualization applications of the participants of the research, interviews with two consultants of the project, as well as some documents. The results of the analyses put in evidence that the education of the educator-teacher goes for two parallel ways: the first deals with the experiences, interactions and elements of daily practice; the second with the academy experiences where the educator-teacher searches the post-graduation courses. The integration of these two ways defines the educator-teacher identity with foundation in knowings that constitute in the exercise of guidance of memorials. The teachers knowings are considered insufficient by the majority and others knowings are mobilized to the knowing to be educator-teacher, memorial tutor. The thesis concludes that the trajectory of the educator-teacher constitutes an educator experience, in the direction of that implies an articulation among the learnings, abilities and knowings, to support the pupil in self-discovery, and that these multiple experiences favor the education of these teachers / A tese toma como objeto de estudo a trajet?ria de forma??o um grupo de professores formadores, que contam como se tornaram orientadores de memoriais de forma??o (trabalho final do Curso Normal Superior - IFESP/RN). Do ponto de vista te?rico-metodol?gico, adotamos a abordagem qualitativa e a perspectiva etnometodol?gica. O objetivo central ? descrever como os participantes concebem o caminho percorrido e a sua situa??o de forma??o. Participaram da pesquisa 32 professores formadores, correspondendo a 78% do quadro docente da institui??o. As fontes da pesquisa compreendem oito hist?rias de vida, 32 fichas de contextualiza??o dos participantes, documentos oficiais, entrevistas com consultoras do projeto de implanta??o do IFESP. A an?lise das falas dos participantes revela que para a maioria dos formadores a fun??o de orientador dos memoriais exige al?m do aprofundmento dos saberes docentes adquiridos, outros saberes inclusive sensibilidade e intui??o. Os resultados p?em em evid?ncia que a forma??o do professor formador percorre, simultaneamente, dois caminhos: o primeiro ? o da experi?ncia vivenciada com seus orientandos e colegas na pr?tica cotidiana, a qual vai se aprimorando ao longo dos anos; o segundo ? caminho de retorno ? universidade, onde o professor formador dar? continuidade aos seus estudos p?s-graduados. Assim, admitem que o saber ser orientador se faz no cruzamento dessas duas ordens de saberes no exerc?cio da orienta??o dos memoriais, com repercuss?es positivas para a constitui??o de sua nova identidade como professor formador. Concluimos que em sua trajet?ria, os professores formadores articulam o campo da experi?ncia pr?tica e o campo te?rico-metodol?gico, mas essa articula??o implica um novo v?nculo com a sua pr?pria humanidade, o que lhes permite dar um novo sentido ?s aprendizagens, habilidades para apoiar o aluno na descoberta de si mesmo e, nesse processo, descobrirem, o que constitui a sua identidade de professores formadores e orientadores

Made available in DSpace on 2015-03-03T14:49:36Z (GMT). No. of bitstreams: 1 MargareteFVS_TESE.pdf: 414753 bytes, checksum: 3dbb9bbcbef1f9d44902db5304345aec (MD5) Previous issue date: 2006-03-02 / This paper concern the general subject of teacher career construction, since the period of the initial formation in the teaching course of pedagogy crossing the first effectives experiences of professional performance, until the reflections about the results of the continuous formation propositions. The specifics subject is the formative quotidian in the teacher s life beyond of the traditional stereotypes about individuals and institutions bring up for discussion a micro sociological approach about the professionals uncertainty and the personal hopes, the teacher displeasures and the pedagogical satisfactions. The epistemological reflection about the different formatives experiences, taking as example the Programa de Forma??o de Alfabetizadores PROFA (Alphabetizers Formation Program) developed by the Secretaria Municipal de Educa??o of Natal City, consider the ambiguous tension between the knowledge that the teachers acquire in their formation and the concrete teachers practical since those experiences. The study methodology is based in the qualitative comprehensive research, sustained by observations, impressive reflective accounts, and also in the theoretic analyses with contemporary references to the critical pedagogical through and education sociology. I used the autobiographic reflective account by the writer-researcher in her owner academic and professional way. I propose an image of a teacher s factory in such a way for its conformist aspects to the continuity stands as much the internal contradictions of the system. Gears, pieces and manual instructions are the educational components of this factory as ideological, institutional and technical structures to aim at to limit the critics and the changes. However the teachers thinking and acting with their owner creativity to adapted uncontexted professional knowledge s to their pedagogical lives. Under those analogies I propose the problem of this research the teacher s formation and theirs pedagogical practices- and also examine briefly its theoretic-philosophical and methodological basis. From the analysis and interpretation of my owner experiential life as teacher s educator I put the necessity of re-thinking the teacher s formation in terms to rebound more meaningfully in their pedagogical actuation. I believe an important part of the teacher s formation process is the personal wish to learn more about the office, explicitly connected to human convictions and values such as to a positive professional identity. Thus, the teacher able to reflect about your owner educator life can find the best way to help the students to think critically about their culture and history, valorizing creative exits by themselves to face the conformist social stands connected with school education / Esse trabalho trata do tema geral da constru??o da carreira docente, desde o per?odo da forma??o inicial no curso de licenciatura em pedagogia, passando pelas primeiras experi?ncias efetivas de desempenho profissional, at? a reflex?o sobre os resultados das propostas de forma??o continuada. A tem?tica espec?fica ? a do cotidiano formativo na vida dos professores al?m dos estere?tipos tradicionais sobre indiv?duos e institui??es, trazendo ? discuss?o uma abordagem micro-sociol?gica sobre as incertezas profissionais e as esperan?as pessoais, os descontentamentos docentes e as satisfa??es pedag?gicas. A reflex?o epistemol?gica sobre as diferentes experi?ncias formativas, tomando como exemplo o Programa de Forma??o de Alfabetizadores (PROFA) desenvolvido pela Secretaria Municipal de Educa??o de Natal-RN, discute a tens?o amb?gua entre os conhecimentos que o professor adquire na sua forma??o e as pr?ticas docentes concretas a partir dessas experi?ncias. A metodologia do estudo baseou-se na pesquisa qualitativa compreensiva, amparada em observa??es, em relatos impressionistas e reflexivos, assim como em an?lises te?ricas com refer?ncias contempor?neas ao pensamento da pedagogia cr?tica e da sociologia da educa??o. Utilizei o formato de uma narrativa autobiogr?fica reflexiva da pesquisadora-autora em seu pr?prio trajeto acad?mico e profissional. Propus a imagem da f?brica de professores, tanto pelos seus aspectos de conformismo aos padr?es de continuidade quanto ?s contradi??es internas do sistema. Engrenagens, pe?as e manuais de instru??o s?o os componentes educacionais dessa f?brica, como estruturas ideol?gicas, institucionais e t?cnicas, que visam limitar as cr?ticas e as mudan?as. Todavia, os professores pensam e atuam com criatividade pr?pria para adaptar conhecimentos profissionais descontextualizados para as suas viv?ncias pedag?gicas. Com essas analogias proponho o problema desta pesquisa a forma??o de professores e suas pr?ticas docentes e tamb?m examinar brevemente o lastro te?rico-filos?fico e metodol?gico que a ampara. A partir da an?lise e interpreta??o da pr?pria viv?ncia como formadora de professores, coloco a necessidade de se repensar a forma??o de professores de maneira a repercutir mais significativamente na sua atua??o docente. Acredito que um componente importante do processo de forma??o do professor ? o desejo pessoal de aprender mais sobre seu of?cio, explicitamente ligado a convic??es e valores humanos assim como a uma identidade profissional positiva. Assim, o professor capaz em refletir sobre a sua pr?pria vida de educador, pode encontrar o melhor modo de ajudar os alunos a pensarem criticamente sobre a sua cultura e a sua hist?ria, eles pr?prios valorizando sa?das criativas diante dos padr?es conformistas da sociedade ligados ? educa??o escolar

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2017-02-01T22:26:04Z No. of bitstreams: 1 Arig?sica Andrade Moura - Disserta??o.pdf: 1795253 bytes, checksum: 3795b7451f303b5c88f6c2eabb67a8e7 (MD5) / Made available in DSpace on 2017-02-01T22:26:04Z (GMT). No. of bitstreams: 1 Arig?sica Andrade Moura - Disserta??o.pdf: 1795253 bytes, checksum: 3795b7451f303b5c88f6c2eabb67a8e7 (MD5) Previous issue date: 2016-09-12 / This dissertation in inserted in the line of research 2 ? Cultures, Formation and pedagogical Practices ? of the postgraduate program in Education at the State University of Feira de Santana (UEFS). It aimed to understand the implications of the discipline ?Aesthetics and Ludicity in Children?s Literature? on the pedagogical practices of teachers graduated in Portuguese language and literature at the State University of Bahia. Based on this assumption, the locus of this research was the State University of Bahia (UNEB), campus XXII, located in the town of Euclides da Cunha. The research subjects were six teachers graduated from UNEB, who work with students in the initial years in a public middle school. It is a qualitative research study, in which I opted for a semi-structured interview as an instrument for data collection, and I was inspired by life stories. In doing so, I could map conflicts, values, contradictions, and the way that each interviewee sees and signifies his or her reality. It was also possible to investigate the relations, the representations, the interpretations, and what these subjects graduated in Portuguese language and literature think of Children?s Literature in their formation. For this purpose, the research used as a theoretical basis authors such as Arroyo (2011), Coelho (2000), Eco (1994), Faria (2010), Mortatti (2001; 2014), Cerqueira (2007), Lajolo (1983; 1996; 1998; 2007; 2015), Meireles (1984), N?voa (2003), Pimenta e Lima (2004), Zilberman (1987; 2003; 2005; 2014), Rangel (2009), Todorov (2009) among others. The insertion of Children?s Literature as a discipline in teaching courses is an issue that has been timidly discussed in the academic environment. Despite oscillating in the curricula of several higher education institutions, this genre marks strong presence in classrooms. As this theoretical and literary knowledge is given a secondary role in the formation of teachers holding a teaching degree in language and literature, a gap is created in their formation, given that Children?s Literature will be present in their everyday teaching activities. The data analysis showed that only the insertion of the discipline is not the solution to the formation of readers. On the contrary, this formation issue is more closely associated with the teacher?s experience with literary reading than with the study of Children?s Literature during the graduation course in teaching. And here is the key point. In order for teachers to be mediators in reading activities, they need to see themselves as literary readers. / Esta disserta??o est? inserida na linha de pesquisa 2 ? Culturas, Forma??o e Pr?ticas Pedag?gicas ? do Programa de P?s-Gradua??o em Educa??o da Universidade Estadual de Feira de Santana (UEFS). Seu prop?sito foi compreender as implica??es do componente curricular ?O est?tico e o l?dico na Literatura infantojuvenil? na pr?tica do licenciado em Letras Vern?culas, da Universidade do Estado da Bahia (UNEB). Partindo desses pressupostos, essa pesquisa teve como l?cus a Universidade do Estado da Bahia, campus XXII, situado na cidade de Euclides da Cunha. Seus sujeitos foram seis professores das s?ries finais do ensino fundamental da rede p?blica, egressos do referido campus. Trata-se de uma pesquisa qualitativa, onde optei pela entrevista semiestruturada como instrumento de coleta de dados e me inspirei na Hist?ria de Vida. Dessa forma, pude mapear conflitos, valores, contradi??es, os modos como cada entrevistado percebe e significa sua realidade. Foi poss?vel, ainda, investigar as rela??es, as representa??es, as interpreta??es, o que os sujeitos pensam acerca da literatura infantojuvenil em sua forma??o, enquanto licenciados em Letras. Para tanto, a pesquisa teve como aporte te?rico autores como Arroyo (2011), Coelho (2000), Eco (1994), Faria (2010), Mortatti (2001; 2014), Cerqueira (2007), Lajolo (1983; 1996; 1998; 2007; 2015), Meireles (1984), N?voa (2003), Pimenta e Lima (2004), Zilberman (1987; 2003; 2005; 2014), Rangel (2009), Todorov (2009) entre outros. A inser??o da Literatura infantojuvenil como disciplina em cursos que visam ? forma??o de professores ? uma quest?o que vem sendo timidamente discutida no meio acad?mico. Apesar de oscilar nos curr?culos de diversas institui??es de ensino superior, esse g?nero marca forte presen?a na sala de aula. ? medida que se relega a um segundo plano esse conhecimento te?rico-liter?rio na forma??o do licenciado, constr?i-se uma lacuna em sua forma??o, pois, em sua atua??o enquanto docente, a literatura (infantil e juvenil) estar? presente em seu dia-a-dia. A an?lise de dados mostrou que apenas a inser??o da disciplina n?o se constitui como uma solu??o para a forma??o de leitores. Ao contr?rio, a quest?o de tal forma??o est? mais associada ?s viv?ncias do professor com a leitura liter?ria do que apenas com o estudo da literatura infantojuvenil durante a licenciatura. Eis o ponto-chave desvelado: a hist?ria de leitura do licenciado. O professor, para ser mediador de leitura, necessita ser e se perceber enquanto leitor liter?rio.

Made available in DSpace on 2016-04-04T18:32:35Z (GMT). No. of bitstreams: 1 DANIELA REGINA DA SILVA.pdf: 2675487 bytes, checksum: a9541e4cae7cb9b645e751f012b452b3 (MD5) Previous issue date: 2007-03-15 / Publicity is an activity that is rooted in history and has become necessary to provide information about ideas, services and products that otherwise would not reach consumers. Advertisers have a lot of scientific knowledge and technical and artistic resources that construct their messages and that in the long run give them a certain power to influence the consumer. That power can be utilized conscientiously to benefit society, but, because of the abuses committed against it, many see it as distrustful. Considering that advertisers ought to be conscious of their social responsibility and have a more ethical practice, an awareness that could be learned through education, this work tries to answer the following problem: how to conciliate humanistic and ethical education with professional education in the field of Social Communication, specifically speaking in Publicity and Advertising? Thus, this work has the objective of investigating whether or not the pedagogical practice of the researcher provides reflections in the sense of educating reflective and ethical professionals faced with questions proper to the area of publicity. The approach adopted for the study is an investigation about the practice itself consisting of the reflective process by means of questioning in the conduction of the plan of educational intervention of the teacher under various views: that of the student, the institution, the director and the researcher herself. The study was done in an institution of higher learning in the State of S?o Paulo, in the Social Communication course where there is a pedagogical experiment that according to its proposal appears to be a good opportunity for the conscious raising of these students and future professionals. The analyses done about teaching practice indicate types of professional conduct in the sense of being ardently desired by the questioning presented, producing valid reflections for contexts of the same nature. This work follows the line of research University, Teaching and Education of Teachers . Key words: Education of teachers, reflective practice, ethical professional education, social communication. / A publicidade ? uma atividade que se engendrou na hist?ria e tornou-se necess?ria para prestar informa??o sobre id?ias, servi?os e produtos, que, de outra maneira, n?o chegariam aos consumidores. O publicit?rio se vale de muitos conhecimentos cient?ficos e recursos t?cnicos e art?sticos para construir suas mensagens, o que lhe acaba conferindo um certo poder de influ?ncia sobre o consumidor. Tal poder pode ser utilizado conscientemente a favor da sociedade, mas, por conta de abusos cometidos contra ela, ? vista com desconfian?a por muitos. Considerando que o publicit?rio deva estar atento para sua responsabilidade social e que tenha uma pr?tica mais ?tica, conscientiza??o que se daria por meio da educa??o, este trabalho busca responder ao seguinte problema: como conciliar a forma??o human?stica e ?tica e a forma??o profissional no campo da Comunica??o Social, mais especificamente da Publicidade e Propaganda? Assim, este trabalho tem por objetivo investigar se a pr?tica pedag?gica da pesquisadora proporciona reflex?es, no sentido da forma??o de profissionais reflexivos e ?ticos, diante de quest?es pr?prias da ?rea da publicidade. A abordagem de pesquisa adotada ? a investiga??o sobre a pr?pria pr?tica que consiste no processo reflexivo por meio de questionamento na condu??o do plano de interven??o educacional do professor sob diversos olhares: o do aluno, da institui??o, do orientador e o da pr?pria pesquisadora. O estudo foi realizado em uma institui??o de ensino superior do interior do estado de S?o Paulo, no curso de Comunica??o Social em que ocorre uma experi?ncia pedag?gica que, pela sua proposta, mostra-se como uma boa oportunidade de conscientiza??o desses alunos e futuros profissionais. As an?lises realizadas sobre a pr?tica docente indicam formas de conduta profissional no sentido almejado pelo questionamento apresentado, produzindo reflex?es v?lidas para contextos de mesma natureza. Este trabalho est? inserido na linha de pesquisa Universidade, Doc?ncia e Forma??o de Professores .

Made available in DSpace on 2016-04-04T18:32:39Z (GMT). No. of bitstreams: 1 Regina de Brito Rodrigues.pdf: 1068818 bytes, checksum: 4029db9ca787a16a0945c01acf1fb951 (MD5) Previous issue date: 2007-06-18 / Starting from a presupposition that knowing reality is a condition to exercise citizenship, and taking into account that in a society in which mass communication media become ever more important in building/rebuilding reality, journalism in its different forms acts as a producer of this knowledge of the contemporary world, the present study analyses the so called humanistic education of journalists. The knowledge required in narrating everyday events is examined in the light of this type of education. Historically recovering journalism education in Brazil, this work researches the evolution of humanistic education throughout the consecutive transformations experienced in the country in order to situate in a case study the journalism course of a Pontif?cia Universidade Cat?lica in Campinas, located inland in the State of S?o Paulo. With the analysis of documents (pedagogic project, digests, course planning material and selected texts) and semistructured interviews with educational agents involved (professors for humanistic education, technical education and research education disciplines, course direction and incoming and graduating students) the practices effectively developed are problematized. The research uses discourse analysis tools in order to examine the data from a dialectic perspective through the process of going back and forth from discourse to the reality experienced by the agents involved, emphasizing the contradictions that exist among theory and practice; intentions and objectives; professors and students; technical and humanistic education; objectives and results. It also points out the role played by interdisciplinarity in the achievement of the objectives set forth by humanistic education. / Partindo do pressuposto de que o conhecimento da realidade ? condi??o para o exerc?cio da cidadania e tendo em conta que, numa sociedade em que os meios de comunica??o de massa ganham cada vez maior import?ncia na constru??o/reconstru??o da realidade , o jornalismo nos seus diferentes formatos ? produtor deste conhecimento do mundo contempor?neo, o presente estudo analisa a chamada forma??o human?stica dos jornalistas. Os conhecimentos necess?rios ao of?cio de narrar o cotidiano s?o examinados ? luz desta forma??o. Resgatando historicamente o ensino de jornalismo no Brasil, pesquisa-se a evolu??o desta forma??o human?stica ao longo das sucessivas transforma??es do pa?s, para situar num estudo de caso o Curso de Jornalismo da PUC Campinas, no interior do Estado de S?o Paulo. Com o exame dos documentos (projeto pedag?gico, ementas, planos de cursos e textos selecionados) e entrevistas semi-estruturadas com os agentes educacionais envolvidos (professores das disciplinas de forma??o human?stica, da forma??o t?cnica e da forma??o para pesquisa, dire??o do curso e alunos ingressantes e concluintes) problematiza-se a pr?tica efetiva desenvolvida. A pesquisa utiliza-se das ferramentas da an?lise de discurso para, num ir e vir do discurso ? realidade vivida pelos agentes envolvidos, examinar os dados de uma perspectiva dial?tica, salientando as contradi??es entre teoria e pr?tica; inten??es e objetivos; professores e alunos; forma??o t?cnica e forma??o human?stica; objetivos e resultados. Destaca ainda o papel da interdisciplinaridade para a consecu??o dos objetivos propostos com a forma??o human?stica.

Made available in DSpace on 2016-04-04T18:32:55Z (GMT). No. of bitstreams: 1 Suelania Oliveira Araujo Miranda.pdf: 521252 bytes, checksum: 2dbae9a5be1e6339b81bac2d74c89b0b (MD5) Previous issue date: 2009-12-11 / This text discusses the relationships between work and education in the Brazilian higher education system. It analyzes the changes in the socio-cultural profile of today s workers and that of students who get into the university in the evening programs. It aims at showing these people s real conditions regarding the consequences of globalization, their difficulties and their path through the struggle between work and studies. This text shows that the causes can be found in the predominance of technical training at the expense of humanistic and holistic education. By means of a theoretical and methodological approach supported by human and social sciences, this investigation was made possible through bibliographical research and questionnaires in which we have studied the existing contradictions in society where education must be a right and not a commodity. Besides, it points out the necessity of an educationally-oriented job aimed not only at the technical dimension, but also seeking social relations with emphasis on the university professor with political and critical awareness. The theoretical reference is based on a Historical-Critical Pedagogy, which comprehends the subject inserted in a cultural and historical process in constant social transformation, seeking in education a way of building the knowledge acquired at university with room for the articulation of quality and quantity, avoiding the undesirable dichotomy between both aspects. / A presente disserta??o discute as rela??es entre o trabalho e a educa??o no ensino superior brasileiro. Analisa as mudan?as no perfil s?cio-cultural dos trabalhadores de hoje e dos estudantes que ingressam no curso superior noturno procurando mostrar suas reais condi??es frente ?s conseq??ncias da globaliza??o, suas dificuldades e seus caminhos na trajet?ria entre trabalho e estudo. Mostra que as causas podem ser encontradas no predom?nio da forma??o t?cnica em detrimento de uma forma??o human?stica de car?ter global. Numa abordagem te?rico-metodol?gica amparada pelas ci?ncias humanas e sociais, a investiga??o deu-se atrav?s de pesquisa bibliogr?fica e por question?rios em que estudamos as contradi??es existentes na sociedade vendo que a educa??o precisa ser um direito e n?o uma mercadoria. Aponta ainda a necessidade de um trabalho did?tico-pedag?gico voltado n?o s? para a dimens?o t?cnica, mas igualmente para as rela??es sociais com ?nfase no professor universit?rio com consci?ncia pol?tica e cr?tica. O referencial te?rico est? fundamentado na Pedagogia Hist?rico-Cr?tico que compreende o sujeito inserido num processo cultural e hist?rico em constante transforma??o social. Conclui sobre a necessidade de compreender as transforma??es sociais, procurando na educa??o uma forma de constru??o do saber universit?rio com espa?o para a articula??o da qualidade com a quantidade, evitando a indesej?vel dicotomia entre ambos os aspectos.

Made available in DSpace on 2016-04-04T18:33:04Z (GMT). No. of bitstreams: 1 Flavio Roberto Chaddad.pdf: 1190835 bytes, checksum: e0044c258eac49e61e5e70abcfd2b075 (MD5) Previous issue date: 2004-10-27 / This study follows the line of research "University, Teaching and Education of Teachers". Because of the environmental degradation in which the world finds itself, there are many discussions that point to environmental education as one of the ways to revert this scene. Proposals of courses and projects for environmental education are multiplying as a means of teaching alternative pedagogical procedures and practices for creating a new environmental attitude. The objective of this study was to evaluate the change in values and behavior of a group of teachers that took a course specializing in the Education of Environmental Educators given at a university in the state of S?o Paulo during 2002. Data, collected by means of a semi-structured questionnaire, was interpreted according to presuppositions of the analysis of content. Two categories were defined "a priori": the environment and environmental education, and the education of the teacher/researcher. We were able to show that there was a change in concepts of environment and environmental education, respectively, in six of the eight teachers interviewed. Regarding the education of teacher/researchers, six of them said they had experienced a change of concept in their pedagogical practices, but only three changed their behavior. Regarding the means to promote environmental education, six teachers indicated the involvement of the practice of participative-research-action that was used during the course. Keywords: Environmental Education; Continued. / Este estudo insere-se na linha de pesquisa "Universidade, Doc?ncia e Forma??o de Professores". Em decorr?ncia da degrada??o ambiental em que o mundo se encontra mergulhado, s?o v?rias as discuss?es que apontam a educa??o ambiental como uma das formas para reverter este cen?rio. Como procedimentos e pr?ticas pedag?gicas que buscam fomentar uma nova postura, multiplicam-se as propostas de cursos e de projetos de educa??o ambiental. O objetivo desta pesquisa foi o de avaliar, ap?s um ano da realiza??o do curso de especializa??o Forma??o de Educadores Ambientais. desenvolvido em uma Universidade do interior paulista - 2002, a mudan?a de valores e de comportamentos de um grupo de educadores. Os dados coletados por meio de um question?rio semi-estruturado foram interpretados segundo os pressupostos da an?lise de conte?do. Foram definidas "a priori" duas categorias de an?lise: ambiente e educa??o ambiental e forma??o do educador pesquisador. Pudemos demonstrar que houve mudan?a nas concep??es de ambiente e de educa??o ambiental, respectivamente, em seis e em quatro dos oito educadores entrevistados. Com rela??o ? forma??o do educador pesquisador, seis deles apontaram para a mudan?a de concep??o em suas pr?ticas pedag?gicas, mas somente tr?s mudaram o seu comportamento. Com rela??o aos meios para fomentar propostas de projetos de educa??o ambiental, seis educadores apontaram em dire??o ?s caracter?sticas que envolvem a pesquisa-a??o-participativa utilizada no curso estudado.