Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-10-06T11:08:39Z No. of bitstreams: 1 DIS_MARCIA_ZSCHORNACK_MARLOW_SANTOS_COMPLETO.pdf: 1639360 bytes, checksum: 8613cf932253234938ec853c7e1fcb27 (MD5) / Made available in DSpace on 2016-10-06T11:08:39Z (GMT). No. of bitstreams: 1 DIS_MARCIA_ZSCHORNACK_MARLOW_SANTOS_COMPLETO.pdf: 1639360 bytes, checksum: 8613cf932253234938ec853c7e1fcb27 (MD5) Previous issue date: 2016-03-22 / Funda??o de Amparo ? Pesquisa do Estado do Rio Grande do Sul - FAPERGS / The present dissertation aims to approach the ongoing development of teachers and presents the findings of a survey consisting of 14 public school teachers in the Basic Education who act as supervisors of a Biology subproject in the Institutional Scholarship Program for Beginning Teachers (PIBID) in seven Higher Education Institutions of Rio Grande do Sul (RS). The purpose of this paper is to understand the impacts of the Institutional Scholarship Program for Beginning Teachers of the Biology subproject from different Higher Education Institutions for the ongoing development of the supervising teachers who work in the Basic Education schools in Rio Grande do Sul. In order to deepen the understanding about the contributions of PIBID to the ongoing development of teachers, an investigation of the teachers? perceptions from different mesoregions of the State has been proposed. According to the criteria set by the Brazilian Institute of Geography and Statistics (IBGE), Rio Grande do Sul (RS) is divided into seven mesoregions (Mid-Western; Mid-Eastern; Metropolitan area of Porto Alegre; Northeast; Northwest; Southeast; South-West), from where the subjects of this survey were taken. For this purpose, a Higher Education Institution in each region was chosen as a sample. The data were collected by means of semi-structured recorded interviews and transcribed accurately by the researcher and analyzed through Discursive Textual Analysis. As the results of the analysis, categories that show an encouraging overview regarding the positive aspects that the program may offer to the ongoing development of teachers came out, especially with regard to the supervisors who work directly with the program. The engagement with the PIBID proposals renew the interest and affection for teaching. According to the teachers? accounts, it is possible to observe significant changes in their teaching practice. From the activities carried out and developed in partnership with the scholars who supervise, we could notice that they adopted a more reflective attitude, reconsidering some perceptions and conceptions regarding their teaching performance. Therefore, from their personal accounts, it is possible to realize that the adoption of new methodologies and practices have become part of their teaching actions. / A presente disserta??o aborda a forma??o continuada de professores e apresenta os resultados de uma pesquisa envolvendo 14 professores da rede p?blica de educa??o b?sica que atuam como supervisores no subprojeto de Biologia do Programa de Bolsas de Inicia??o ? Doc?ncia (PIBID) em sete Institui??es de Ensino Superior do Rio Grande do Sul (RS). Tem como objetivo compreender as influ?ncias do Programa Institucional de Bolsas de Inicia??o ? Doc?ncia (PIBID) do subprojeto de Biologia de diferentes Institui??es de Ensino Superior para a forma??o continuada dos professores supervisores que atuam nas escolas de educa??o b?sica no Rio Grande do Sul. A fim de aprofundar a compreens?o em rela??o ?s contribui??es do PIBID para a forma??o continuada dos professores, prop?s-se investigar a percep??o dos docentes das diferentes mesorregi?es do Estado. De acordo com os crit?rios estabelecidos pelo Instituto Brasileiro de Geografia e Estat?stica (IBGE), o Rio Grande do Sul (RS) encontra- se dividido em sete mesorregi?es (Centro Ocidental Rio-grandense; Centro Oriental Riograndense; Metropolitana de Porto Alegre; Nordeste Rio-grandense; Noroeste Rio-grandense; Sudeste Rio-grandense e Sudoeste Rio-grandense), a partir das quais se estabeleceram os sujeitos da pesquisa. Para tanto, elegeu-se uma IES em cada regi?o para compor a amostra. Os dados foram coletados por meio de entrevistas semiestruturadas, gravadas em ?udio e transcritas fidedignamente pela pesquisadora, e foram analisados por meio da An?lise Textual Discursiva (ATD). Como resultados da an?lise emergiram categorias que vislumbram um panorama motivador relacionado ?s positividades que o programa pode oferecer ? forma??o continuada de professores, especialmente no que se refere aos supervisores que atuam diretamente com o programa. O envolvimento com as propostas do PIBID renovam o interesse e o gosto pela doc?ncia. Nos relatos dos professores, podem-se constatar mudan?as consider?veis em sua pr?tica. A partir das atividades engendradas e desenvolvidas em parceria com os bolsistas que supervisionam, percebeu-se que eles demonstraram adotar uma atitude mais reflexiva, reconsiderando algumas percep??es e concep??es em rela??o ao seu fazer profissional. Evidenciam, a partir de seus testemunhos, a ado??o de novas metodologias e pr?ticas que passaram a integrar suas a??es docentes.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-10-06T11:14:40Z No. of bitstreams: 1 DIS_ROSSANA_LOPES_PEREIRA_DE_SOUZA_COMPLETO.pdf: 2087942 bytes, checksum: eb565951dc3c925e1805e8b5bf53233e (MD5) / Made available in DSpace on 2016-10-06T11:14:41Z (GMT). No. of bitstreams: 1 DIS_ROSSANA_LOPES_PEREIRA_DE_SOUZA_COMPLETO.pdf: 2087942 bytes, checksum: eb565951dc3c925e1805e8b5bf53233e (MD5) Previous issue date: 2015-03-10 / This dissertation analyzes the expansion of Brazilian high education and its inferences in the Social Work?s Formation Project, have as main theme the discussion of identitarian construction process of newly graduated social workers, from the perspective of the formation influences, in particular internship contributions. It?s proposed to meet, listen and give voice to these subject exponsing their disquiets, certainties and anxieties in relation to the profession. This study consisted of a qualitative research, of exploratory character and based on dialectic-critical theoric referencial. Its general objective is analyze which formation impacts in the construction of newly graduated professional identitarian of the social work course, be aimed at contribute for discussion about qualification in professional formation, allowing yourself to talk about what sometimes bothers, unsettles and clutters. As for the technical procedures, has chosen the document research, bibliographic and semi-structured interview. For information analysis, used the Bardin Content Analysis. / Esta disserta??o analisa a expans?o do ensino superior brasileiro e suas infer?ncias no Projeto de Forma??o do Servi?o Social, tem como tema central a discuss?o da constru??o do Processo Identit?rio de assistentes sociais rec?m-formados, sob a perspectiva das influ?ncias da forma??o, em especial as contribui??es do est?gio. Prop?e-se a conhecer, escutar e dar voz a estes sujeitos expondo suas inquieta??es, certezas e anseios em rela??o ? profiss?o. Este estudo se constituiu numa pesquisa qualitativa, de car?ter explorat?rio e baseado no referencial te?rico dial?tico-cr?tico. Tem por objetivo geral analisar quais os impactos da forma??o na constru??o identit?ria do profissional rec?m-formado do curso de Servi?o Social, visando contribuir para discuss?es que visem ? qualifica??o da Forma??o Profissional, permitindo-se falar sobre aquilo que por vezes incomoda, desacomoda e desordena. Quanto aos procedimentos t?cnicos, optou-se por pesquisa documental, bibliogr?fica e entrevista semi-estruturada. Para an?lise das informa??es, utilizou-se An?lise de Conte?do de Bardin.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-10-31T13:57:35Z No. of bitstreams: 1 TES_CRISTIANE_ANTONIA_HAUSCHILD_COMPLETO.pdf: 2112574 bytes, checksum: 562106ed279163a5da323a278bfc68d2 (MD5) / Made available in DSpace on 2016-10-31T13:57:35Z (GMT). No. of bitstreams: 1 TES_CRISTIANE_ANTONIA_HAUSCHILD_COMPLETO.pdf: 2112574 bytes, checksum: 562106ed279163a5da323a278bfc68d2 (MD5) Previous issue date: 2016-06-24 / Public policies in Brazil have been increasing on terms of proposing procedures which aim teachers? professional development. The Institutional Program of Teaching Initiation Scholarship (PIBID) is one policy that emerges as a possibility to qualify teacher?s education through undergraduate inclusion in real teaching experience since the beginning of their education. Mathematics is still considered a difficult subject regarding teaching and learning. Therefore the present research features teaching for developing and legitimizing formative procedures in order to contribute for the qualification of Mathematics teaching initiation based on PIBID. Among the authors that support the research are Demo (1996, 2000), N?voa (2001, 2009, 2011), Shulman (2014), Ponte (1998), Fiorentini (1993, 1995, 1998), Imbern?n (2010) and Tardif (2012). It is a qualitative and quantitative case study methodology. Based on theoretical support categories that characterize teaching and teachers? education were defined and for each category formative procedures were listed aiming to qualify activities carried out by PIBID/Mathematics. Procedures were evaluated through electronic format questionnaire by coordinator teachers and supervisors who are involved on PIBID/Mathematics subprojects. Data analysis was carried out using two methodologies - nonparametric statistic through middle ranking calculation for evaluating formative procedure relevance proposed by teachers and Discursive Textual Analysis ? (MORAES; GALIAZZI, 2011) of open questionnaire. The study supports the thesis that formative procedures contribute for the improvement of undergraduate students. Thirty five formative procedures were considered important for teaching initiation in Mathematics, although only seventeen, i.e., half of them were considered very important. Data analysis shows that formative procedures proposed and legitimated by a considerable number of Mathematics teachers involved on PIBID are to be considered due to their relevance in teachers? initial education process in undergraduate programs as well as in specific programs of Mathematics education initiation. Therefore formative procedures proposed and validated in the study are important parameters for the implementation of education initiation process evaluation. / As pol?ticas p?blicas brasileiras v?m avan?ando no sentido de proporcionar a??es que visam ao desenvolvimento profissional docente. Dentre elas, o Programa Institucional de Bolsa de Inicia??o ? Doc?ncia (PIBID) surge como possibilidade de qualificar a forma??o docente por meio da inser??o de licenciandos, desde o in?cio de sua forma??o, em situa??es concretas de ensino. A Matem?tica ainda ? uma disciplina vista como problem?tica no que tange ao seu ensino e ? sua aprendizagem. Nesse sentido, esta pesquisa tem por objetivo caracterizar a doc?ncia para elaborar e legitimar a??es formativas, visando a contribuir para a qualifica??o da inicia??o ? doc?ncia em Matem?tica no ?mbito do PIBID. Dentre os autores que embasam esta investiga??o, destacam-se Demo (1996, 2000), N?voa (2001, 2009, 2011), Shulman (2014), Ponte (1998), Fiorentini (1993, 1995, 1998), Imbern?n (2010) e Tardif (2012). Com rela??o ? metodologia, trata-se de uma pesquisa qualitativa e quantitativa, do tipo Estudo de Caso. A partir do referencial te?rico foram definidas categorias que caracterizam a doc?ncia e a forma??o de professores e, para cada uma dessas categorias, foram elencadas a??es formativas com o intuito de qualificar as atividades desenvolvidas no ?mbito do PIBID/Matem?tica. Essas a??es foram avaliadas por professores coordenadores de ?rea e supervisores que atuam em subprojetos Matem?tica do PIBID, por meio de question?rio no formato de um formul?rio eletr?nico. A an?lise das informa??es obtidas foi realizada mediante duas metodologias: a estat?stica n?o param?trica por meio do c?lculo do ranking m?dio para avaliar a relev?ncia das a??es formativas propostas pelos professores; e a An?lise Textual Discursiva - ATD (MORAES; GALIAZZI, 2011) das quest?es abertas do question?rio. Defende-se a tese de que as a??es formativas devem contribuir para o aprimoramento dos licenciandos. Todas as 35 a??es formativas foram consideradas relevantes para a inicia??o ? doc?ncia em Matem?tica, entretanto apenas 17, ou seja, cerca de metade dessas a??es foram consideradas muito relevantes. A an?lise dos dados permite concluir que as a??es formativas propostas neste trabalho e legitimadas por um conjunto consider?vel de professores da ?rea de Matem?tica envolvidos com o PIBID constituem-se em a??es a serem consideradas, devido ? sua relev?ncia, em processos de forma??o inicial de professores, tanto em cursos de licenciatura quanto em programas espec?ficos de inicia??o ? doc?ncia em Matem?tica. Portanto, as a??es formativas propostas e validadas neste trabalho s?o par?metros importantes para a realiza??o de avalia??o de processos de inicia??o ? doc?ncia.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-11-03T13:40:10Z No. of bitstreams: 1 TES_LEONARDO_NUNES_SANTANA_COMPLETO.pdf: 3395401 bytes, checksum: 03d7c0f5c0ccb939953ee1d89a0f9f9e (MD5) / Made available in DSpace on 2016-11-03T13:40:11Z (GMT). No. of bitstreams: 1 TES_LEONARDO_NUNES_SANTANA_COMPLETO.pdf: 3395401 bytes, checksum: 03d7c0f5c0ccb939953ee1d89a0f9f9e (MD5) Previous issue date: 2015-02-26 / This thesis raises and examines views and practices of environmental sustainability in the university space, from Civil Engineering course of two universities in the State of Sergipe. The choice of the Civil Engineering course stems from the fact that, in the State of Sergipe, there is a strong expansion and modernisation of the civil construction, which transforms the environment and ends up causing environmental impacts, mainly through the generation of waste. The work identifies and analyses expressions of environmental sustainability included in institutional documents, especially in the PDI (Institucional Development Plan) and the PPC (Teaching Plan of the Course) of the courses of Civil Engineering of the two IES (Institution of Higher Education) sergipanas; it presents concepts that teachers and graduating students of the Civil Engineering course of the two IES have about environmental sustainability; it identifies and analyzes practices of environmental sustainability undertaken in the courses of Civil Engineering of the two IES, especially those led by teachers of the environmentally-oriented disciplines; and it considers the views of graduating students in Civil Engineering about the impacts of the sustainability topic in the training and in the professional practice. The investigative path included literature review, desk research and conducting semi-structured interviews with environmental managers of the IES, managers of the courses, teachers and students. The main results of the survey indicate that the training based on environmental sustainability, considering its multiple and complex aspects, has limited reach. Except for some isolated efforts, the environmental sustainability in the university space is not yet priority, and configures itself in essence as a mere enunciation of statements of a political nature. / Esta tese levanta e analisa vis?es e pr?ticas de sustentabilidade ambiental no espa?o universit?rio, a partir do curso de gradua??o em Engenharia Civil de duas universidades do Estado de Sergipe. A escolha do curso de gradua??o em Engenharia Civil decorre do fato de que, no Estado de Sergipe, h? forte expans?o e moderniza??o da constru??o civil, que transforma o ambiente e acaba causando impactos ambientais, sobretudo por meio da gera??o de res?duos. O trabalho identifica e analisa express?es de sustentabilidade ambiental inscritas em documentos institucionais, especialmente no PDI e no PPC dos cursos de Engenharia Civil das duas IES sergipanas; apresenta concep??es que professores e alunos concluintes do curso de Engenharia Civil das duas IES possuem acerca da sustentabilidade ambiental; identifica e analisa pr?ticas de sustentabilidade ambiental empreendidas nos cursos de Engenharia Civil das duas IES, especialmente aquelas lideradas pelos professores das disciplinas ambientalmente orientadas, e considera as vis?es dos alunos concluintes de gradua??o em Engenharia Civil acerca dos impactos do tema da sustentabilidade na forma??o e no exerc?cio profissional. O caminho investigativo abrangeu revis?o da literatura, pesquisa documental e realiza??o de entrevistas semiestruturadas com gestores ambientais das IES, gestores dos cursos, professores e alunos. Os resultados principais da pesquisa indicam que a forma??o com base na sustentabilidade ambiental, considerando seus m?ltiplos e complexos aspectos, tem alcance limitado. Ressalvados alguns esfor?os isolados, a sustentabilidade ambiental no espa?o universit?rio n?o ?, ainda, prioridade e se configura na ess?ncia como mera enuncia??o de declara??es de natureza pol?tica.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-11-03T13:43:57Z No. of bitstreams: 1 TES_SUZETE_GRANDI_COMPLETO.pdf: 983513 bytes, checksum: 463b8bee10494448079543e12de079cb (MD5) / Made available in DSpace on 2016-11-03T13:43:57Z (GMT). No. of bitstreams: 1 TES_SUZETE_GRANDI_COMPLETO.pdf: 983513 bytes, checksum: 463b8bee10494448079543e12de079cb (MD5) Previous issue date: 2016-03-31 / The text, Power devices and to know and ethics training physiotherapist, presented as a doctoral thesis at PPGEDU PUC-RS, set out to investigate the relationship between power devices and to know which shape the formation in Physiotherapy and the set of techniques performed by this professional. These relationships can produce effects that focus on ethical action physiotherapist, from the subjective processes that emerge from what is experienced in dealing with the patient. These processes involve the presence of this other guy (the patient) and go through the practice of self-care. The theoretical route was based on Michel Foucault's theory, also considering the contributions of Deleuze and Agamben and also of other authors. With the horizon to a degree in physical therapy, this study seeks to elucidate the following question: Are there any possible means to that subject, "Physical Therapy students," "escape" from the bonds of knowledge and powers that pervade and support educational institutions, and that guide the whole process of training? Therefore, this thesis shows that the systems of power and knowledge, that constitute and mediate all the physio training process materialize in respiratory therapy techniques that when applied to the patient's body, subjectify professional involved in the therapy, mobilizing elements for which the ethical order. In order to adequately respond to the pointed question, the text is organized around four major concepts that are explored articulately with each other: devices (knowledge and power), technical (physical therapy), modes of subjectivity and ethics. These are elucidated considering the scenario of higher education Physiotherapist. In the first chapter, it is shown that the philosophy of Foucault's device does not place the subject as his hostage. On the contrary, it is evident that the great "beast" power, and knowledge, can not perform, pre-cast or capture definitively the subject, as it constitutes half the incaptur?veis lines of flight, present in the devices themselves . In the second chapter, the Physiotherapy is presented in its historical dimension and the techniques developed by the professional display as the possibility of subjectivity, as well as devices that constitute them. The third chapter is to show the logic of devices that build and mediate the relationship of the subject with himself. This is a relationship that takes place in the context of ethics, which helps us to reflect on the role of education in physiotherapy form, as well as professionals, human beings. This thesis is situated in the education setting. Thus, their contributions may also serve to reflect the training of other professionals. / O texto, Dispositivos de poder e de saber e a forma??o ?tica do fisioterapeuta, apresentado como tese doutoral ao PPGEDU da PUC-RS, se prop?s a investigar as rela??es entre os dispositivos de poder e de saber, que configuram a forma??o em Fisioterapia, e o conjunto de t?cnicas exercidas por esse profissional. Essas rela??es podem produzir efeitos que incidem sobre o agir ?tico do fisioterapeuta, a partir dos processos de subjetiva??o, que emergem daquilo que se experimenta no trato com o paciente. Tais processos, implicam a presen?a desse outro sujeito (o paciente) e passam pela pr?tica do cuidado de si. O percurso te?rico foi fundamentado na teoria de Michel Foucault, considerando tamb?m as contribui??es de Deleuze e Agamben e, ainda, de outros autores. Tendo como horizonte a forma??o superior em Fisioterapia, o presente trabalho busca elucidar a seguinte quest?o: Existem meios poss?veis para que os sujeitos, ?estudantes de Fisioterapia?, ?escapem? das amarras dos saberes e dos poderes que impregnam e sustentam as institui??es educacionais, e que balizam todo o seu processo de forma??o? Para tanto, esta tese mostra que os dispositivos de poder e de saber, que configuram e medeiam todo o processo de forma??o do fisioterapeuta, se materializam nas t?cnicas fisioter?picas que, quando aplicadas sobre o corpo do paciente, subjetivam o profissional envolvido na terapia, mobilizando elementos que s?o da ordem da ?tica. A fim de responder adequadamente ? quest?o apontada, o texto se organiza em torno de quatro grandes conceitos, que s?o explorados articuladamente entre si: dispositivos (de saber e de poder), t?cnica (fisioterap?utica), modos de subjetiva??o, e ?tica. Estes s?o elucidados considerando o cen?rio da forma??o superior do fisioterapeuta. No primeiro cap?tulo, mostra-se que a filosofia do dispositivo de Foucault n?o situa o sujeito como seu ref?m. Ao contr?rio, evidencia-se que a grande ?besta? do poder, assim como o saber, n?o consegue realizar, pr?-moldar ou capturar em definitivo o sujeito, pois este se constitui em meio ?s incaptur?veis linhas de fuga, presentes nos pr?prios dispositivos. No segundo cap?tulo, a Fisioterapia ? apresentada em sua dimens?o hist?rica e as t?cnicas desenvolvidas pelo profissional s?o exibidas como possibilidade de subjetiva??o, assim como os dispositivos que as constituem. O terceiro cap?tulo trata de mostrar a l?gica dos dispositivos que constroem e medeiam a rela??o do sujeito consigo mesmo. Esta ? uma rela??o que se d? no ?mbito da ?tica, o que nos ajuda a refletir sobre o papel do ensino da Fisioterapia em formar, al?m de profissionais, seres humanos. Esta tese, se situa no cen?rio da Educa??o. Desse modo, suas contribui??es igualmente podem servir para refletir a forma??o de outros profissionais.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-12-13T13:47:22Z No. of bitstreams: 1 TES_SILVANIA_SANTANA_COSTA_COMPLETO.pdf: 6373803 bytes, checksum: 448aba1fa387bb74c848bc0cbc685ab0 (MD5) / Made available in DSpace on 2016-12-13T13:47:22Z (GMT). No. of bitstreams: 1 TES_SILVANIA_SANTANA_COSTA_COMPLETO.pdf: 6373803 bytes, checksum: 448aba1fa387bb74c848bc0cbc685ab0 (MD5) Previous issue date: 2016-09-14 / The object of this study is the history of Murilo Braga Rural Normal School, located in the city of Itabaiana, State of Sergipe / Brazil. It was created in 1949 within the federal government project which aimed at the expansion of primary schools and rural normal schools, these in order to train teachers to work in rural areas. It would only be possible to promote the progress and development of the country if the most remote areas received education for life, a school that promoted the feeling of belonging and nationality, through agricultural, patriotic and hygienic values education. This mission of civilization through education had a responsible agent, the teacher, for that, it should be improved in rural normal school directed to training for rural areas. The governor of Sergipe, being ahead of the Department of Education, Acr?sio Cruz began the expanding activities with the construction of Rural Normal School of Itabaiana and primary schools in all municipalities in the state. The physical structure of the school building of Murilo Braga Rural Normal School followed the architectural model of INEP, standard used in the construction of rural normal schools spread throughout the country. The project directed by Acr?sio Cruz was widely praised and considered as pilot by Robert King Hall. In 1950, the school began the first class of junior high school and in 1969 it started to denominate Murilo Braga State School due to the creation of scientific course. The selected time frame for this study corresponds to the period from 1954 to 1972, in this, the teaching was regulated until 1960 by the Organic Law of the Normal Education, Decree Law No. 8530 of 1946 and from 1961 by Guidelines Law and Education Base (LDB No. 4024). The chosen time frame corresponded to the offer of the first group of normal course in 1954 and the completion of the last group in the life of the LDB of 1961. The classes after 1971 were regulated by the LDB No. 5692/71. The aim of this study is to analyze the process of teacher training of Murilo Braga. Within the purposes of the federal government, Murilo Braga Rural Normal School was created to train rural teachers, however, there wasn't the adequacy in the organization of normal and primary education of Sergipe, in order to meet the objectives of the implementation, and neither attracted a number of people to meet the demand for teachers in rural primary schools. The student teachers composed the teaching staff of Murilo Braga and primary schools in the city. The narrative is included in studies of the History of Education in the perspective of Cultural History, and oral, by allowing to study the various contexts in which historical subjects are inserted. The main concepts used were those of Civilization (ELIAS, 1993); Habitus (BOURDIEU, 1990); Representation (CHARTIER, 2009). The study contributes to the historiography of Sergipe Education, by discussing the history of primary teachers training from an inner educational institution, little explored by researchers of Sergipe education. A school that after 1970 was considered the reference to education in the state. / O objeto desse estudo ? a hist?ria da Escola Normal Rural Murilo Braga, situada no munic?pio de Itabaiana, Estado de Sergipe/Brasil. Ela foi criada em 1949, dentro do projeto do governo federal que visava a expans?o das escolas prim?rias e das normais rurais, estas com o intuito de formar professores para atuar nas zonas rurais. Somente seria poss?vel promover o progresso e o desenvolvimento do pa?s se as ?reas mais distantes recebessem educa??o para a vida, uma escola que promovesse o sentimento de pertencimento, de nacionalidade, por meio do ensino agr?cola, dos valores p?trios e higi?nicos. Essa miss?o civilizat?ria atrav?s da educa??o tinha um agente respons?vel, o professor, para isso, deveria ser aperfei?oado na escola normal rural direcionada para forma??o para o ?mbito rural. O governador de Sergipe, tendo ? frente do Departamento de Educa??o, Acr?sio Cruz iniciou as atividades de expans?o com a constru??o da Escola normal rural de Itabaiana e de escolas prim?rias em todos os munic?pios do estado. A estrutura f?sica do pr?dio escolar da Escola Normal Rural Murilo Braga seguiu o modelo arquitet?nico do INEP, padr?o utilizado na constru??o das escolas normais rurais difundidas para todo o pa?s. O projeto dirigido por Acr?sio Cruz foi bastante elogiado e considerado como piloto por Robert King Hall. Em 1950, a escola iniciou a primeira turma do curso ginasial e em 1969 passou a denominar-se Col?gio Estadual Murilo Braga devido a cria??o do curso cient?fico. O marco temporal selecionado para esse estudo corresponde ao per?odo de 1954 a 1972, neste, o ensino foi regulado at? 1960 pela Lei Org?nica do Ensino Normal, Decreto Lei N? 8530 de 1946 e a partir de 1961 pela Lei de Diretrizes e Base da Educa??o (N? 4024). O recorte temporal escolhido correspondeu a oferta da primeira turma do curso normal em 1954 e da conclus?o da ?ltima turma sob a vig?ncia da LDB de 1961. As turmas posteriores a 1971 foram regulamentadas pela LDB N? 5692/71. O objetivo desse estudo ? analisar o processo de forma??o de professores do Murilo Braga. Dentro dos prop?sitos do governo federal, a Escola Normal Rural Murilo Braga foi criada para formar professores rurais, entretanto, inexistiu a adequa??o na organiza??o do ensino normal e prim?rio de Sergipe, a fim de atender aos objetivos da implanta??o, nem atraiu um quantitativo de pessoas para atender a demanda de professores das escolas prim?rias rurais. As normalistas compuseram o quadro docente do Murilo Braga e das escolas prim?rias da cidade. A narrativa se insere nos estudos de hist?ria da educa??o, na perspectiva da Hist?ria Cultural, e oral, por possibilitar estudar os diversos contextos nos quais os sujeitos hist?ricos est?o inseridos. Os principais conceitos utilizados foram os de Civiliza??o (ELIAS, 1993); Habitus (BOURDIEU, 1990); Representa??o (CHARTIER, 2009). O estudo contribui ? historiografia da Educa??o sergipana, por discutir a hist?ria da forma??o de professores prim?rios de uma institui??o de ensino do interior, pouco explorada pelos pesquisadores da educa??o sergipana. Uma escola que ap?s 1970 foi considerada refer?ncia para a educa??o no Estado.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2017-02-06T12:42:50Z No. of bitstreams: 1 TES_JOSE_FRANCISCO_FLORES_COMPLETO.pdf: 1777560 bytes, checksum: 676435b74f575ebd5dde2368b1cb083b (MD5) / Made available in DSpace on 2017-02-06T12:42:50Z (GMT). No. of bitstreams: 1 TES_JOSE_FRANCISCO_FLORES_COMPLETO.pdf: 1777560 bytes, checksum: 676435b74f575ebd5dde2368b1cb083b (MD5) Previous issue date: 2016-08-26 / This work supports the thesis that the integration between scientific and artistic cultures can provide teachers and students to develop creative potential, increasing self-esteem and understanding of themselves, committed to the establishment of a harmonious society and a sustainable world. We perform analyzes of materials produced by teachers of Early Years in Science Teaching, on a Bachelor's Degree, the distance mode. We also visited schools in the public and private network of Rio Grande do Sul, conducting observations, photographic records, diary, conversations and interviews with teachers of natural sciences in high school level. We found that the training of science teachers has not been effective in overcoming the educational model, still in force in the general schools, supported by centralist, broadcasting and individualistic pedagogical practices. Our studies showed that the theoretical framework of transdisciplinarity, based on phenomenology and hermeneutics, associated with research as a principle of learning are ways that encourage the formation of creative people, who learn to be authors of their history, conduct knowledge of experiences and contribute to build a more just society. The investigation showed the principle is able to promote integration between scientific and artistic practices for learning in the natural sciences. Regarding the development of creative potential, the proposals were Fayga Ostrower us valuable. For the foundations of transdisciplinarity, we find support in Basarab Nicolescu, Jo?o Bernardes da Rocha Filho and Ubiratan D'Ambrosio. The philosophical contributions of phenomenology seek in Edmund Husserl, Maurice Merleau-Ponty, Marilena Chau?, Andr? Dartigues, among others. Even in philosophy, propositions on the Coherence Principle, the philosopher Eduardo Luft, were on the key. In Hans-Georg Gadamer, we find theoretical support for hermeneutics. To research the principle of learning the authors who helped us were Pedro Demo, Fernando Hernandez and Francisco Imbernon. As an integrating element of the theoretical issues we find in Hannah Arendt's reflections on the distinction between knowledge and thought. Manifestations of the Early Years teachers underwent Textual Analysis Discourse proposed by Roque Moraes and Maria do Carmo Galiazzi. Interpretation Essential Synthetic methodology proposed by Geisa da Silva Medeiros and Jo?o Bernardes da Rocha Filho, helped in the analysis of the observations and interviews with teachers of high school. The results indicate that the teachers of the Early Years should be encouraged to deepen in studies related to the field of natural sciences from the principles of research, as well as expand their own interpretive skills of reality may develop, with his students, activities more creative and engaging. Both in the Early Years and in high school I found that by producing knowledge of his profession the teacher opens to the creative action, is allowed to invent a new reality, encourages students to enhance and expand its capabilities helping him to their thinking. / Neste trabalho defendemos a tese de que a integra??o entre as culturas cient?fica e art?stica pode proporcionar a professores e alunos o desenvolvimento de potenciais criativos, ampliando a autoestima e as compreens?es de si mesmos, comprometidos com a constitui??o de uma sociedade solid?ria e um mundo sustent?vel. Realizamos an?lises de materiais produzidos por professores de Anos Iniciais em Ensino de Ci?ncias, em um curso de Licenciatura, modalidade a dist?ncia. Tamb?m visitamos escolas da rede p?blica e privada do Rio Grande do Sul, realizando observa??es e registros fotogr?ficos, elaborando um di?rio de campo, conversando e entrevistando professores de ci?ncias da natureza em n?vel de Ensino M?dio. Constatamos que a forma??o de professores de ci?ncias n?o tem sido eficaz na supera??o do modelo de ensino, ainda vigente nas escolas de modo geral, apoiado em pr?ticas pedag?gicas centralistas, transmissivas e individualistas. Nossos estudos apontaram que os aportes te?ricos da transdisciplinaridade, fundamentados na fenomenologia e na hermen?utica, associados ? investiga??o como princ?pio de aprendizagem, s?o caminhos que incentivam a forma??o de pessoas criativas, que aprendem a ser autoras de sua hist?ria, realizam experi?ncias de conhecimento e contribuem para a constru??o de uma sociedade mais justa. A investiga??o como princ?pio evidenciou-se capaz de promover integra??o entre pr?ticas cient?ficas e art?sticas para aprendizagens em ci?ncias da natureza. Em rela??o ao desenvolvimento dos potenciais criativos, as proposi??es de Fayga Ostrower foram-nos valiosas. Para os fundamentos da transdisciplinaridade, encontramos sustenta??o em Basarab Nicolescu, Jo?o Bernardes da Rocha Filho e Ubiratan D'Ambr?sio. Para os estudos filos?ficos sobre fenomenologia os te?ricos foram Edmund Husserl, Maurice Merleau-Ponty, Marilena Chau?, Andr? Dartigues, dentre outros. Ainda na filosofia, as proposi??es sobre o Princ?pio da Coer?ncia, do fil?sofo Eduardo Luft, foram-nos fundamentais. Em Hans Georg Gadamer, encontramos apoio te?rico para a hermen?utica. Para a pesquisa como princ?pio de aprendizagem os autores que nos auxiliaram foram Pedro Demo, Fernando Hern?ndez e Francisco Imbern?n. Como elemento integrador das quest?es te?ricas, encontramos em Hanna Arendt reflex?es sobre a distin??o entre conhecimento e pensamento. As manifesta??es dos professores dos Anos Iniciais foram submetidas ? An?lise Textual Discursiva, proposta por Roque Moraes e Maria do Carmo Galiazzi. A metodologia Interpreta??o Essencial Sint?tica, proposta por Geisa da Silva Medeiros e Jo?o Bernardes da Rocha Filho, nos auxiliou nas an?lises das observa??es e entrevistas realizadas com os professores do Ensino M?dio. Os resultados indicam que aos professores dos Anos Iniciais deve-se incentivar o aprofundamento em estudos relacionados ? ?rea de ci?ncias da natureza a partir dos princ?pios da investiga??o, pois al?m de ampliarem suas pr?prias capacidades interpretativas da realidade poder?o promover, junto a seus alunos, atividades mais criativas e envolventes. Tanto nos Anos Iniciais quanto no Ensino M?dio foi poss?vel verificar que, ao produzir conhecimentos sobre sua profiss?o o professor abre-se para a a??o criadora, permitindo-se inventar uma nova realidade, incentivando o aluno a valorizar e ampliar suas potencialidades e auxiliando-o a desenvolver o pr?prio pensamento.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2017-03-03T19:03:04Z No. of bitstreams: 1 TES_GLAE_CORREA_MACHADO_COMPLETO.pdf: 1309761 bytes, checksum: 792a0f5c5d1b83e46fb97be9f07952d7 (MD5) / Made available in DSpace on 2017-03-03T19:03:04Z (GMT). No. of bitstreams: 1 TES_GLAE_CORREA_MACHADO_COMPLETO.pdf: 1309761 bytes, checksum: 792a0f5c5d1b83e46fb97be9f07952d7 (MD5) Previous issue date: 2016-12-20 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The objective of this study was to research on the construction of the professional development of teachers, as well as the formations and the inclusive experiences that transformed them into teachers of Special and Inclusive Education, from narratives of teachers from the municipality of Montenegro/RS. In order to participate in the research, five teachers of the municipal network, who work in Basic Education, were chosen, performing the Specialized Educational Assistance in the Multifunctional Resource Rooms. The qualitative study was theoretically based on Benjamin, Freire, Aranha, Batista, Edler Carvalho, Fernandes, Jesus, Josso, Jovchelovitch & Bauer, L?dke and Andr?, Mantoan, Marcelo Garcia, Mazzota, Minayo, Montero, N?voa, Os?rio Marques , Pimenta, Sarmento, Sassaki, Tardif and Lessard, among others. From the analysis process, it was possible to identify four dimensions: a) Professional initiation; b) Training and professional experience; c) Special and Inclusive Education and Professional Development; and d) Professional (trans) formations. The findings of this research present the possibilities and the paths found in the form of four thematic syntheses. The first thematic synthesis indicated the dialogues and the reflections on the professional initiation and the motivations for the professional choice. The second thematic synthesis revealed the dialogues and reflections about the formation and the professional experience, that imply a personal investment, a free and creative work on the own routes and the projects, with a view to the construction of an identity, that is also a professional identity. The third thematic synthesis brought the dialogues and reflections on special and inclusive education and professional development, in which special education is understood as a resource that benefits all students and that crosses the work of all teachers, and it is necessary to propose inclusive alternatives for education and not just for schools. And the fourth and last thematic synthesis, refers to the dialogues and reflections on professional (trans) formations, and in this sense, it is understood that teacher training is a process that will occupy all his permanence in his professional activity. / O objetivo desse estudo foi pesquisar sobre a constru??o do desenvolvimento profissional dos professores, assim como as forma??es e as experi?ncias inclusivas que os transformaram em professores da Educa??o Especial e Inclusiva, a partir de narrativas de professoras do munic?pio de Montenegro/RS. Para participar da pesquisa, foram escolhidas cinco professoras da rede municipal, que atuam na Educa??o B?sica, realizando o Atendimento Educacional Especializado nas Salas de Recursos Multifuncionais. O estudo de cunho qualitativo apoiouse teoricamente em Benjamin, Freire, Aranha, Batista, Edler Carvalho, Fernandes, Jesus, Josso, Jovchelovitch & Bauer, L?dke e Andr?, Mantoan, Marcelo Garcia, Mazzota, Minayo, Montero, N?voa, Os?rio Marques, Pimenta, Sarmento, Sassaki, Tardif e Lessard, entre outros. A partir do processo de an?lise, foi poss?vel identificar quatro dimens?es: a) Inicia??o profissional; b) Forma??o e a experi?ncia profissional; c) Educa??o Especial e Inclusiva e Desenvolvimento profissional; e d) (Trans) forma??es profissionais. Os achados dessa pesquisa apresentam as possibilidades e os caminhos encontrados sob a forma de quatro s?nteses tem?ticas. A primeira s?ntese tem?tica indicou os di?logos e as reflex?es sobre a inicia??o profissional e as motiva??es para a escolha profissional. A segunda s?ntese tem?tica revelou os di?logos e reflex?es sobre a forma??o e a experi?ncia profissional, que implicam um investimento pessoal, um trabalho livre e criativo sobre os percursos e os projetos pr?prios, com vistas ? constru??o de uma identidade, que ? tamb?m uma identidade profissional A terceira s?ntese tem?tica trouxe os di?logos e reflex?es sobre a educa??o especial e inclusiva e o desenvolvimento profissional, na qual compreende-se a educa??o especial como um recurso que beneficia a todos os alunos e que atravessa o trabalho de todos os professores, sendo necess?rio propor alternativas inclusivas para a educa??o e n?o apenas para as escolas. E a quarta e ?ltima s?ntese tem?tica, remete aos di?logos e reflex?es sobre as (trans) forma??es profissionais, e nesse sentido, compreende-se que a forma??o do professor ? um processo que ocupar? toda sua perman?ncia em sua atividade profissional.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-12T18:10:35Z No. of bitstreams: 1 AriodaSilvaToledoDissertacao2003.pdf: 905086 bytes, checksum: 1d3c27378fdf449e4cf88420c2eaf0be (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-12T18:10:55Z (GMT) No. of bitstreams: 1 AriodaSilvaToledoDissertacao2003.pdf: 905086 bytes, checksum: 1d3c27378fdf449e4cf88420c2eaf0be (MD5) / Made available in DSpace on 2017-05-12T18:10:55Z (GMT). No. of bitstreams: 1 AriodaSilvaToledoDissertacao2003.pdf: 905086 bytes, checksum: 1d3c27378fdf449e4cf88420c2eaf0be (MD5) Previous issue date: 2003-01-01 / The purpose of the present study was to identify the social representations of the Physical Education professional which are built by health professionals so as to determine their concepts and to infer their practice. In order to achieve such goals, a psycho-sociological approach as well as Social Representations and Central Nucleus theories were used. It was concluded with the collection of nuclear and peripheral structural elements, and with the realization of the anchorage of the social representation under study. Ninety volunteer health professionals who work in Teaching and Health Institutions in the Federal District were interviewed. Two research instruments were used. The first one was a questionnaire in order to collect data regarding the multidisciplinary health teams which exist at the researched institutions themselves. The second one was an interview in which the free association technique was used. The inducing term was ???the Physical Education professional???. The data collected was processed by the Evoc (Ensemble de Programmes Permettant l'Analyse des ??vocations) software and later analyzed by the researcher. As a result, it was identified that the images of ???healthy??? and ???physical conditioning??? naturally appeared in the social representations of the Physical Education professional built by health professionals. It was clearly identified that health, physical conditioning, and physical activities are socially as well as historically linked with the Physical Education professional. Those associations with a positive aspect probably will lead to favorable attitudes, not making it difficult for the Physical Education professional to have access to multidisciplinary health teams. / O presente estudo teve como objetivo identificar as representa????es sociais do profissional de educa????o f??sica constru??das por profissionais de sa??de a fim de determinar suas concep????es e inferir suas pr??ticas. Para alcan??ar tais prop??sitos, utilizou-se uma abordagem psicossociol??gica e as teorias das Representa????es Sociais e do N??cleo Central, concluindo-se com a obten????o dos elementos estruturais nucleares e perif??ricos e com a realiza????o da ancoragem da representa????o social em pauta. Foram entrevistados noventa profissionais de sa??de, volunt??rios, que atuam nas Institui????es de Ensino e de Sa??de do Distrito Federal. Foram utilizados dois instrumentos de pesquisa, sendo o primeiro um question??rio para captar informa????es a respeito das equipes multidisciplinares de sa??de existentes nas pr??prias institui????es pesquisadas e o segundo uma entrevista na qual se utilizou a t??cnica livre, tendo como termo indutor ???o profissional de educa????o f??sica???. O dados colhidos foram processados pelo software Evoc (Ensemble de Programmes Permettant l'Analyse des ??vocations) e analisados posteriormente pelo pesquisador. Como resultado, identificou-se que as imagens de ???sa??de??? e ???condicionamento f??sico??? surgiram espontaneamente nas representa????es sociais do profissional de educa????o f??sica, elaboradas pelos profissionais de sa??de. Identificou-se claramente que a sa??de, o condicionamento f??sico e as atividades f??sicas est??o social e historicamente associadas ao profissional de educa????o f??sica. Essas associa????es de aspectos positivos provavelmente conduzir??o a atitudes favor??veis, n??o dificultando o acesso do profissional de educa????o f??sica ??s equipes multidisciplinares de sa??de.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-10-24T17:53:48Z No. of bitstreams: 1 2016 - Eliete Maria Nunes.pdf: 1520485 bytes, checksum: d204b6435e26aff0c57297932b7ee6ac (MD5) / Made available in DSpace on 2017-10-24T17:54:18Z (GMT). No. of bitstreams: 1 2016 - Eliete Maria Nunes.pdf: 1520485 bytes, checksum: d204b6435e26aff0c57297932b7ee6ac (MD5) Previous issue date: 2016-03-22 / In this research we seek to highlight the use of the Sistema de Concess?o de Di?rias e Passagens ? SCDP as an important regulatory system to enable the expansion of extracurricular activities of Col?gio Agr?cola Dom Agostinho Ikas - CODAI/UFRPE, due to its location in the urban area, and in order to meet the curriculum requirements of the technical course in Agriculture, managing the accommodation and travel tickets offered to support the teachers in their practical lessons, field classes and technical visits. We aim to analyze the functionality of SCDP, barriers and potentials in CODAI. We chose a qualitative approach, to be appropriate to the study in question. As a data collection technique, we applied semi-structured interviews with 06 (six) teachers who use the system regularly, and then we did the content analysis. The results confirmed the need and importance of using SCDP, as a support system for the technical and technological professional education environment of CODAI / UFRPE. / Nesta pesquisa procuramos destacar o uso do Sistema de Concess?o de Di?rias e Passagens ? SCDP, como um sistema normativo importante para possibilitar a expans?o das atividades extraclasse do Col?gio Agr?cola Dom Agostinho Ikas - CODAI/UFRPE, devido a sua localiza??o na ?rea urbana, e para atender ?s exig?ncias curricular do Curso T?cnico em Agropecu?ria, na concess?o de di?rias e passagens para os docentes realizarem suas aulas pr?ticas, aulas de campo e visitas t?cnicas. Temos como objetivo, analisar a funcionalidade do SCDP, seus entraves e possibilidades no CODAI. Elegemos uma abordagem qualitativa, por estar apropriada ao estudo em quest?o, utilizamos como t?cnica de coleta de dados, a aplica??o de uma entrevista semiestruturada, com 06 (seis) docentes que utilizam o sistema com regularidade, e em seguida, fizemos a an?lise de conte?do. Os resultados comprovaram a necessidade e import?ncia do uso do SCDP que funciona como suporte para melhorias no ambiente da educa??o profissional t?cnica e tecnol?gica do CODAI/UFRPE, atendendo as suas popula??es.