Made available in DSpace on 2015-04-14T14:23:21Z (GMT). No. of bitstreams: 1 437487.pdf: 2096686 bytes, checksum: 4469806f6971fd38c32b36d56b8c77b0 (MD5) Previous issue date: 2012-01-04 / The dissertation entitled Distance Math degree: the intertwining of threads in the (re)construction of the teacher discusses the teaching identities that are being (re)created in name of a new educational model the distance training course for teachers. The main objective is to understand whether the formation of the teacher in a distant learning course favors the construction of a new teaching identity, and, in that case, what the elements of its constitution are, or whether this formation is just reinforcing, through technology, the hegemonic representations of our society about teaching. Our reflections on distance learning are based on the assumptions presented by Formiga (2009), Belloni (2008), Moore and Kearsley (2007), and Peters (2006). As regards teaching formation, we have found support on the studies developed by N?voa (1995), Tardif (2002; 2008) and Pimenta (2008, 2009). The identity issues are established on Hall (1997) and Woodward (2000). This qualitative research had, as its locus, the distance Math degree and involved 6 satellite schools, 78 teachers-to-be, 2 professors and 4 tools (blogs, forums, narratives and training period reports). It is organized in three moments as follows: document analysis, observation and capture of AVA screens, and content analysis of the four tools. The data were analyzed according to the discursive textual analysis defended by Moraes (2003 and 2006).This dissertation aims at showing how the identity at CLMD (Distance Math Degree) is understood as an individual and social construction marked by multiple factors that interact with each other, resulting in a number of representations that individuals make of themselves and of their functions, establishing, conscious and unconsciously, negotiations that pervade their life stories, sound working conditions, the recurrent imagery about the profession, the genesis and historical development of teaching, the existing discourses in the social and cultural world concerning teachers and school, all of them mediated by cuttingedge technologies. / A tese intitulada O Curso de Licenciatura em Matem?tica a Dist?ncia: o entrela?ar dos fios na (re)constru??o do ser professor, problematiza as identidades docentes que est?o sendo (re)criadas em nome de um novo modelo educacional - o curso de forma??o de professores na modalidade a dist?ncia. O objetivo principal ? compreender se a forma??o do professor em um curso a dist?ncia favorece a constru??o de uma nova identidade docente e, em caso afirmativo, quais s?o os elementos que a constituem. Ou se est? refor?ando, atrav?s da tecnologia, as representa??es hegem?nicas da nossa sociedade sobre a doc?ncia. O referencial te?rico perpassa os pressupostos sobre EaD apresentados por Formiga (2009), Belloni (2008), Moore e Kearsley (2007) e Peters (2006). No ?mbito da forma??o de professores, amparo-me nos estudos desenvolvidos por N?voa (1995), Tardiff (2002 e 2008) e Pimenta (2008, 2009). As quest?es de identidade ap?iam-se em Hall (1997) e Woodward (2000). A pesquisa de car?ter qualitativo, teve como l?cus o Curso de Licenciatura em Matem?tica a Dist?ncia - UFPel, envolveu seis p?los, 78 discentes, 02 professores e 04 ferramentas (blogs, f?runs, narrativas e relat?rios de est?gio). Organizou-se em tr?s etapas: an?lise dos documentos, observa??o e captura de telas do AVA e an?lise do conte?do das quatro ferramentas. Os dados foram analisados de acordo com a an?lise textual discursiva defendida por Moraes (2003 e 2006).A pesquisa confirmou a tese: a identidade no CLMD ? uma constru??o individual e social marcada por m?ltiplos fatores que interagem entre si, resultando numa s?rie de representa??es que os sujeitos fazem de si mesmos e de suas fun??es, estabelecidas consciente e inconscientemente. Perpassa pelas hist?rias de vida, condi??es concretas de trabalho, o imagin?rio recorrente acerca da profiss?o, a g?nese e desenvolvimento hist?rico da fun??o docente, os discursos que circulam no mundo social e cultural acerca dos docentes e da escola, todos mediados por tecnologias.

Made available in DSpace on 2015-04-14T14:23:25Z (GMT). No. of bitstreams: 1 438273.pdf: 1659575 bytes, checksum: 20cd5c6c27f4dd93d6dcebe122cef7a8 (MD5) Previous issue date: 2012-01-13 / Nowadays society has been impacted by digital technologies, and we constantly faced out with new forms of interaction regarding Internet and its resources. We argue that teachers must consider the need to acquire communication skills associated with Web 3.0 tools. The society new behavior demands new challengers for educators. The notion of knowledge and how to acquire it also passes such a rethinking process. In this perspective, this research proposes a teachers training course in order to develop digital competencies and skills regarding specific software. In order to achieved our goals and evaluate our methodological proposal, we developed an online course offering customization support, in order to enhance and stimulate learning from participants prior knowledge and short-term goals. The study has qualitative approach, and is also can be characterized as action research. The results showed us a promise set of indicators that allows us to believe that is possible to customize a course using user s feedback. Due Moodle?s restriction it was not possible configure the possibilities in an automatic way. All the personal configurations were done manually. We suggest for future work a join work in order to fulfill this gap. It is expected as a result of this research it is an invitation to reflect on new and / or different ways and possibilities to make the Teacher Training and Distance Learning from the experiences and expectations / experiences of participants in a distance learning course in that time and space of each individual rule is through a methodology that provides for working with the student's prior knowledge as a starting point for building knowledge for the use of technology. / Na sociedade atual, impactada pelas tecnologias digitais, constantemente nos deparamos com inova??es e novas formas de intera??o disponibilizadas atrav?s da rede Internet e seus recursos. A Educa??o das pessoas deve considerar a quest?o da apropria??o do uso de tais recursos e necessita conscientizar os educadores para o fato de que as formas de comunica??o est?o em transforma??o e, ao mesmo tempo, a no??o de conhecimento e de como adquiri-lo tamb?m passa por tal processo, neste sentido abordamos a Educa??o a Dist?ncia como metodologia para ampliar tal comunica??o em prol da constru??o do conhecimento. Nesta perspectiva, esta pesquisa apresenta como resultado a aplicabilidade e possibilidade de se desenvolver um curso de forma??o de professores para desenvolvimento de compet?ncias e habilidades para o uso de tecnologias. Para tal, desenvolveu-se um curso propondo a personaliza??o de trajet?rias em cursos a dist?ncia, com o intuito de valorizar e estimular a aprendizagem a partir dos conhecimentos pr?vios e objetivos de curta dura??o dos participantes. A pesquisa constitui-se numa pesquisa de cunho qualitativo, e se caracteriza como estudo de caso. Contanto com a apresenta??o do curso desenvolvido e ofertado nesta pesquisa, bem como a an?lise das trajet?rias percorridas pelos participantes. Sendo que a interpreta??o dos dados desta pesquisa indica a viabilidade de oferta de cursos personaliz?veis em educa??o a dist?ncia. Espera-se como resultado desta pesquisa que ela seja um convite ? reflex?o sobre novas e/ou diferentes formas e possibilidades de se fazer a Forma??o Docente e Educa??o a Dist?ncia a partir da expectativa e viv?ncias/experi?ncias dos participantes de um curso a dist?ncia, em que o tempo e o espa?o de cada indiv?duo ? primado atrav?s de uma metodologia que de disp?e a trabalhar com os conhecimentos pr?vios do aluno como ponto de partida para a constru??o do conhecimento para o uso da tecnologia

Made available in DSpace on 2015-04-14T14:23:27Z (GMT). No. of bitstreams: 1 445238.pdf: 1767616 bytes, checksum: 0363991c1f0a2f13b588d2a1f8e7a6bc (MD5) Previous issue date: 2012-12-18 / Research documenting the crisis is that met by the teaching of contemporary demonstration science, between other numbers, the difficult relationship between teachers and students indifferent, linked to the high rate of scientific illiteracy and the lack of proficient professionals in the region. The education is supplied by way of Full Degree in Natural Sciences and Mathematics major in Chemistry opened by the Federal University of MatoGrosso, State of Brazil. This course designed a ground-breaking preparation, based on the relationship between History and Philosophy of Science. Were investigated - from the Ethnography of Teaching Practice, with participant observation, semiestruture interviews and document analysis - the Pedagogical Practices of three faculty graduates. The problematic of research focused on conducting an epistemology of preparation, frustrating to understand, from some interviewers as being the Pedagogical Practice Chemistry Teacher, how the exact knowledge and pedagogical permeate the practice of these teachers; how to plan and improve their lessons; epistemological and pedagogical devices that use to work the relationship between theory and practice, as they expression the challenges and opportunities of teaching in relation to the Teaching of Chemistry; appreciative that these teachers have of their practice, how they think, plan and develop their continuing education. And as these teachers realize the scope of the objectives of the course curriculum LPCNM. With the aid of theoretical Freire,Marli Andre, Gimeno Sacristan, Bernard Charlot, Tardif and others, the survey revealed the need for a separation of dissertations and the approaching reality of objective conditions of work of these three educators. The materiality of the world of life and work of teachers surveyed indicated suggestion that allowed attention the process of breakdown without responsibility these teachers, understanding the factors of resistance / restriction on the effectiveness of pedagogical practice. Factors that may be mentioned in level of structural problems, curriculum, school management and educational system and still needs training. The incidence of students, as well as interlocutors, allowed some questions leap to the eye. One was the perception of the clarity with which students are realizing the school reality. From the lens of research, proposal and LPCNM impost report done by MEC course are taken from the perspective of a rereading of Pedagogical Practice with presence of graduates as privileged actors, qualifying new understandings of the process. Attentive that we are in a paradigm shift, the effort of the planned course is documented, the limits and difficulties seen as tests and possibilities of improvement, especially the opinions epistemological, political and pedagogical / As pesquisas que documentam a crise enfrentada pelo ensino contempor?neo de Ci?ncias demonstram, dentre outros dados, a dif?cil rela??o entre professores e estudantes desmotivados, vinculados ao alto ?ndice de analfabetismo cient?fico, bem como ? falta de profissionais com forma??o na ?rea. O pano de fundo? fornecido pelo curso de Licenciatura Plena em Ci?ncias Naturais e Matem?tica com habilita??o em Qu?mica, oferecido pela Universidade Federal de Mato Grosso. Este curso projetou uma forma??o inovadora, baseada na articula??o entre Hist?ria e Filosofia da Ci?ncia. Foram investigadas a partir da Etnografia da Pr?tica Escolar, com observa??o participante, entrevista semiestruturada e an?lise de documentos as Pr?ticas Pedag?gicas de tr?s professores egressos. A problematiza??o da pesquisa centrou-se, na realiza??o de uma epistemologia da pr?tica, buscando compreender, a partir de alguns interrogantes, como est? sendo a Pr?ticaPedag?gica do Professor de Qu?mica, de que forma o conhecimento espec?fico e o pedag?gico permeiam a pr?tica desses professores; como planejam e desenvolvem suas aulas; que dispositivos epistemol?gicos e pedag?gicos utilizam para trabalhar a rela??o teoria e pr?tica; como enfrentam os desafios e as possibilidades da doc?ncia em rela??o ao ensino de Qu?mica; que compreens?o estes professores possuem da sua pr?tica; como pensam, planejam e desenvolvem a sua forma??o continuada. E, como estes professores percebem o alcance dos objetivos da estrutura curricular do curso de LPCNM. Com os aux?lios te?ricos de Freire, Marli Andr?, GimenoSacrist?n, Bernard Charlot, Tardif e outros, a pesquisa revelou a necessidade de um distanciamento dos discursos e a aproxima??o da realidade das condi??es objetivas de trabalho desses tr?s professores. A materialidade do mundo da vida e do trabalho docente pesquisado revelou evid?ncias que permitiram repensar o processo de an?lise sem a culpabiliza??o desses professores, compreendendo os fatores de resist?ncia/restri??o ? efetiva??o da Pr?tica Pedag?gica. Fatores que podem ser mencionados em n?vel de problemas estruturais, curriculares, de gest?o escolar e de sistema educacional e ainda de necessidades formativas. A presen?a dos alunos, tamb?m como interlocutores, permitiu que algumas quest?es saltassem aos olhos. Uma delas foi a percep??o da clareza com que os alunos est?o percebendo a realidade escolar. A partir das lentes da pesquisa, a proposta da LPCNM e o relat?rio de avalia??o de curso feito pelo MEC s?o retomados na perspectiva de uma releitura com inclus?o da Pr?tica Pedag?gica dos egressos como atores privilegiados, que possibilitam novas compreens?es do processo. Consciente de que estamos em uma transi??o paradigm?tica, o esfor?o da proposta do curso ? reconhecido, os limites e os problemas encarados como desafios e possibilidades de avan?o, especialmente dos pontos de vista epistemol?gico, pol?tico e pedag?gico.

Made available in DSpace on 2015-04-14T14:23:27Z (GMT). No. of bitstreams: 1 445240.pdf: 1808830 bytes, checksum: b88d4aaf9ad762bd280707a2b3070be1 (MD5) Previous issue date: 2012-12-19 / This study was made in the line of research Formation, Politics and Practices in Education from the Post-Graduation Program of PUCRS and tried to clarify how is the constitution of an online professor in a context of a corporative education, out of the school limits. Its construction is based on the Resolution number 71/2010, from the Superior Board of Justice of Work CSJT, which institute the National Politic of Distance Education and Selfinstruction to the public servers from the Justice of Work as well as in the Resolutions numbers 126/2011 and 159/2012, from the National Board of Justice CNJ, that manages the National Plan of Capacity of Servers and Magistrate and Formation of Magistrates and Servers from the Judicial Power. The research has a descriptive quality nature and used recommendations from Engers (1999) to select some answers from people from investigated universe three professors and two students, some of them servers from the Judiciary Power and other no. At this time, one of the relevant aspects of the investigation was the use of the Facebook, with a video call, to make the interview with two professors, showing how the social net can also be used to academic purpose and not only social. With the collected data, it was made a textual discursive analysis as Moraes and Galiazzi (2011) to analyze the speech of the interviewee. From this analysis, three categories came up to explain the constitution of online instructor. The first of them, Online instructor features, came with four deployments: promote the interactive; dominate the knowledge of the professional specialty; know the technologic resources and be virtual present. The second, Instructor development wanted from the online instructor, resulting two deployments: guide the pedagogic process and act as mediator in the relation from the student and the knowledge. The last category, Didacticpedagogic references that substantiates the practice of an online instructor, pointed as deployments: the pedagogy of parangol? ; the pedagogy centered in the relation student, professor and goal of knowledge and theory principals of Vygotsky and Piaget / Este estudo foi elaborado na linha de pesquisa Forma??o, Pol?ticas e Pr?ticas em Educa??o do Programa de P?s-Gradua??o em Educa??o da PUCRS e procurou esclarecer como se constitui um docente online em um contexto de educa??o corporativa, ou seja, fora dos limites da escola. Sua constru??o alicer?a-se na Resolu??o n? 71/2010, do Conselho Superior da Justi?a do Trabalho - CSJT, que institui a Pol?tica Nacional de Educa??o a Dist?ncia e Autoinstru??o para os Servidores da Justi?a do Trabalho, bem como nas Resolu??es n?s. 126/2011 e 159/2012, do Conselho Nacional de Justi?a - CNJ, que tratam, respectivamente, do Plano Nacional de Capacita??o Judicial de Magistrados e Servidores e da Forma??o de Magistrados e Servidores do Poder Judici?rio. A pesquisa realizada foi de natureza qualitativa descritiva e utilizou recomenda??es de Engers (1999) para selecionar intencionalmente alguns respondentes do universo a ser investigado tr?s professores e duas alunas, alguns deles servidores do Poder Judici?rio e outros n?o. Nessa etapa, um dos aspectos relevantes da investiga??o foi a utiliza??o do Facebook, com chamada de v?deo, para realizar a entrevista com dois professores, demonstrando como uma rede social pode ser utilizada tamb?m para fins acad?micos e n?o apenas sociais. De posse dos dados coletados, foi utilizada a an?lise textual discursiva segundo Moraes e Galiazzi (2011) para analisar o pronunciamento dos entrevistados. Dessa an?lise, emergiram tr?s categorias de an?lise para explicar a constitui??o do docente online. A primeira delas, Caracter?sticas do docente online, gerou quatro desdobramentos: promover a interatividade; dominar os saberes da especialidade profissional; conhecer os recursos tecnol?gicos e estar presente virtualmente. A segunda, Desempenhos docentes desej?veis do docente online, resultou em dois desdobramentos: orientar o processo pedag?gico e atuar como mediador da rela??o do estudante com o conhecimento. A ?ltima categoria, Referenciais did?tico-pedag?gicos que fundamentam a pr?tica do docente online, apontou como desdobramentos: a Pedagogia do parangol?; a Pedagogia centrada na rela??o aluno, professor e objeto de conhecimento e princ?pios te?ricos de Vygotsky e Piaget.

Made available in DSpace on 2015-04-14T14:23:30Z (GMT). No. of bitstreams: 1 447000.pdf: 1308322 bytes, checksum: 34ac72cf2596a065282a335545d5de61 (MD5) Previous issue date: 2013-03-04 / This thesis has its focus on Physical Education in Youth and Adult Education (Educa??o de Jovens e Adultos EJA), based on a field research with teachers from municipal schools of S?o Leopoldo, Rio Grande do Sul. According to LDB n? 9.394/96, physical education is a subject appurtenant to basic education. However, in Youth and Adult Education there several possibilities of exemption. Yet, physical education is offered as curriculum in schools from S?o Leopoldo. Understanding that this subject, along with the others, may contribute to the formal education process, we pursue its comprehension from the following research problem: how teachers conceive and perform their pedagogical practice grounded in their knowledge and understanding about educational needs of their students in the Youth and Adult Education?We seek in the theoretical basis some approaches to Youth and Adult Education, Contributions from Paulo Freire, physical education and School and Teacher's Instruction and Knowledge. The research design was a discussion group. There were four meetings with the teachers, where have been discussed topics related to our goals. As a complementary tool we use observation in loco along with a field diary and document analysis, as well as interviews with the EJA coordinator from S?o Leopoldo and with physical education teachers who are supervisors in schools. From our analysis, we set three categories: being EJA teacher ; becoming a teacher; physical education: understandings and collective works . This research allowed us to understand that teaching in EJA is a challenge related to a incipient formation and to the need of comprehend who is our student. Some teachers propose ideas that rise possibilities to a teaching practice that answer the students' needs. We understood that dialogue in the pedagogical practice of some physical education teachers in EJA was fundamental to the success of their classes / Esta tese de doutorado tem como foco a Educa??o F?sica na Educa??o de Jovens e Adultos (EJA), a partir do trabalho de campo realizado junto aos professores da Rede Municipal de Ensino de S?o Leopoldo, munic?pio do Rio Grande do Sul. A educa??o f?sica, segundo a LDB n? 9.394/96, ? uma disciplina integrante da educa??o b?sica, por?m na EJA s?o v?rias as possibilidades de dispensa. Mesmo assim, a educa??o f?sica ? oferecida como componente curricular nas escolas de S?o Leopoldo. Partindo do entendimento que a educa??o f?sica, no conjunto com as outras disciplinas do curr?culo, pode colaborar no processo de uma educa??o formal realizado na escola, buscamos a sua compreens?o a partir do seguinte problema de pesquisa: Como os professores de educa??o f?sica concebem e realizam as suas pr?ticas pedag?gicas alicer?ados na sua forma??o e na compreens?o das necessidades educativas dos estudantes da EJA?Iniciamos o trabalho com o referencial te?rico, buscando aproxima??es ? tem?tica com os temas Educa??o de Jovens e Adultos, Contribui??es de Paulo Freire, Educa??o F?sica e escola e Forma??o e saberes docentes. O delineamento da pesquisa se deu a partir do Grupo de Discuss?o como m?todo. Realizamos 4 encontros com os professores, possibilitando a discuss?o de v?rias tem?ticas pertinentes aos objetivos tra?ados. Como instrumento complementar utilizamos a observa??o participante com os devidos registros em di?rio de campo e a an?lise de documentos. Utilizamos, tamb?m, entrevistas com a coordenadora da EJA do munic?pio de S?o Leopoldo e com as professoras de educa??o f?sica que exercem o cargo de supervis?o nas escolas. A partir da an?lise constru?mos tr?s grandes categorias de an?lise: Ser professor da EJA, Formando-se professor e Educa??o F?sica: entendimentos e trabalhos coletivos.A presente investiga??o permitiu compreender que lecionar na EJA ? um desafio que perpassa pela necessidade de entendimento de quem ? o aluno que frequenta os bancos da EJA e por uma forma??o que ainda ? incipiente. Alguns professores prop?em alternativas que iluminam possibilidades de uma pr?tica docente que atende as necessidades dos alunos. Foi poss?vel compreender que a presen?a do di?logo na a??o pedag?gica de alguns professores de Educa??o F?sica na EJA foi fundamental para o sucesso das aulas.

Made available in DSpace on 2015-04-14T14:23:31Z (GMT). No. of bitstreams: 1 447219.pdf: 1076750 bytes, checksum: 8fb4ac1c90cff557a8942dc2db0ea85e (MD5) Previous issue date: 2012-12-17 / This Masters Degree study adds to the line of research Training, Policies and Practices in Education, from the Post-Graduate Program in Education of FACED/PUCRS. It had as main purpose to recognize and reflect about the contributions and limits of supervised curricular internship in Physical Education course, of a private institution from the state of Rio Grande do Sul, based on the quality of teacher training in stage II and III; it was also aimed to differentiate the contributions and limitations of the curricular supervised internship with the regulatory frameworks, concerning the Physical Education course in order to discover and describe the course researched, highlighting its history to the social, historical, political and pedagogical aspects. The qualitative approach was based its methodology that sought to emphasize the whole context involved, in order to portray and differentiate the discoveries and the objectives listed. The case study was united to the research interest in to the representativeness of a Physical Education course in the private education in the state of Rio Grande do Sul. The participant subjects of the survey were the academics who were or who have recently developed internship II and III, comprehended by the Elementary School, First Year and Final Years of the Basic Education. The theoretical contributions are mainly held in the following authors: Pimenta (1994); Pimenta and Lima (2002, 2004); Dalla Corte (2010), Andr? and Ludke (1986), Moraes (1999, 2001); Morosini (2001; 2009, 2011), Shon (2000), Fernandes (2011), Rios (2001), Freire (1996); N?voa (1992); Saviani (1989); Gatti and Barreto (2009); Charlot (2002, 2005), Bourdieu (1983b, 1998, 2004) and in the legal documents: CNE/CP 009/2001; CNE/CES 58/2004; CNE/CES 142/2007; CNE/CES 7/2007; Law 11.788/2008, LDBEN 9.394/96. The data analysis was conducted to understand the limits and the contributions of the curricular supervised internship to the formation of the quality of the Physical Education course. Overall, it is possible to conclude that the maturation process of teachers in formation builds heavily on curricular supervised internship by means of the living and the experiences with the knowledge of teaching and of the academic and professional interventions from the formation teachers. It is argued that the curricular supervised internship is a pillar for building the teachers and the subjects and contexts participating in this process enrich the constructs of being teacher in order to be dynamic, creative and knowledge holder. As the possibility of [re]launch the educational practice we look at planning and creativity as quality inputs for the teaching and research as a factor that reveals knowledge and actions. / Este estudo de mestrado agrega-se ? linha de pesquisa Forma??o, Pol?ticas e Pr?ticas em Educa??o, do Programa de P?s-Gradua??o em Educa??o da FACED/PUCRS. Teve por objetivo geral reconhecer e refletir as contribui??es e os limites do est?gio curricular supervisionado do curso de Educa??o F?sica, de uma institui??o privada do RS, tendo por base a qualidade da forma??o dos professores em est?gio II e III; Visou tamb?m constrastar as contribui??es e os limites do est?gio curricular supervisionado com os marcos regulat?rios, referente ao curso de Educa??o F?sica, com a finalidade de conhecer e descrever o curso pesquisado, destacando sua trajet?ria aos aspectos sociais, hist?ricos, pol?ticos e pedag?gicos. Pautou-se a abordagem qualitativa, como aporte metodol?gico que buscou reconhecer todo o contexto envolvido, de forma a retratar e constrastar os achados aos objetivos elencados. O estudo de caso integrou-se aos interesses da pesquisa pela representatividade de um curso de Educa??o F?sica do ensino privado do RS. Os sujeitos participantes da pesquisa foram os acad?micos que estavam realizando ou que realizaram recentemente os est?gios II e III, compreendido pelo Ensino Fundamental, Anos Iniciais e Finais da Educa??o B?sica. Os aportes te?ricos sustentaram-se, principalmente, nos seguintes autores: Pimenta (1994); Pimenta e Lima (2002; 2004); Dalla Corte (2010); Andr? e Ludke (1986); Moraes (1999; 2001); Morosini (2001; 2009; 2011); Shon (2000); Fernandes (2011); Rios (2001); Freire (1996); N?voa (1992); Saviani (1989); Gatti e Barreto (2009); Charlot (2002; 2005), Bourdieu (1983b; 1998; 2004) e nos documentos legais: Parecer CNE/CP 009/2001; Parecer CNE/CES 58/2004; Parecer CNE/CES 142/2007; Parecer CNE/CES 7/2007; Lei 11.788/2008, LDBEN 9.394/96. Com a an?lise de dados, buscou-se compreender os limites e as contribui??es do est?gio curricular supervisionado que visa ? forma??o de qualidade do curso de Educa??o F?sica. De modo geral, conclui-se que o processo de amadurecimento dos professores em forma??o constr?i-se fortemente no est?gio curricular supervisionado, por meio de viv?ncias e experi?ncias com os saberes docentes e tamb?m por meio das media??es e interven??es acad?mico-profissionais dos professores formadores. Defende-se que o est?gio curricular supervisionado ? um pilar para a constru??o docente e os sujeitos e contextos participantes desse processo enriquecem os constructos do ser professor em sentido din?mico, criativo e detentor de saberes. Como possibilidade de [re]significar a pr?tica educativa, lan?amos olhar no planejamento e na criatividade como aportes de qualidade para a a??o docente e a pesquisa como fator que desvela saberes e fazeres.

Made available in DSpace on 2015-04-14T14:23:31Z (GMT). No. of bitstreams: 1 447383.pdf: 2210978 bytes, checksum: e4f1e0c66d3d75dd9578499a18b7b502 (MD5) Previous issue date: 2013-01-08 / The main objective of this study is to analyze the training process of undergraduate students of History in a university center of Rio Grande do Sul, particularly with respect to how supervised internship is understood and performed. We aim to seek, through the internship reports, the subjects speeches among every kind of circumstance the students are submitted to along this process. The methodology used was qualitative and quantitative in nature and, at first, it was identified and analyzed everything the students believe in and carry with them as truths about the profession, their desires and goals as professionals in the education field and, more specifically, as future History teachers. After that, it was carried out the identification and analysis of speeches which contrast the ideal of the career with the reality experienced in elementary schools. Finally, we highlight the speeches that seek to resize the educational practice after having performed the internship, realigning the desire to become teachers in face of the adversities found along the training process. We believe that the Supervised Internships are the initial teaching experience by excellence. They are also places of paradoxes, where joys and sorrows, perseverance and difficulties are found in different situations of the school environment, and can be interpreted considering the different paths taken along the training years. If there are pre-conditions, yet a whole series of issues relating to the universe prior to the initial training and to the university environment is part of the understanding about education and about graduating as History teachers. Conjuncture issues, as well as specific aspects related to space/time experienced by interns, are significant to the understanding of what they tell about their experiences in schools. In this sense, we recognize that it will not be possible to move forward and overcome the symptoms of malaise in teaching until we have a resizing of the initial training of future education professionals. To fully comply with their formative function, higher education institutions must be able to simultaneously meet the needs of students regarding their specific area of expertise, combining it with a greater emphasis on teaching, through educational programs that train teachers in the fullness. The revaluation of the teaching profession must be initiated in Higher Education Institutions. It is there where future teachers will be trained. It is there where the profound gaps between theory and practice are identified. Far from being seen as a smooth process without trauma, initiation into teaching is presented by the interns as a place of doubts and difficulties. However, they reaffirm the belief in education as the primary means of personal growth and transformation of society. Unaware of instruments capable of reorganizing and giving new meanings to the understanding of what undergraduate students themselves identify as what is "real" in their profession, they come back to the founding speech of a redemptive education. In this resuming or reaffirmation process of ideals and beliefs, the students seek and are able to join essential forces to rethink about themselves and give meaning to the work they develop, building a positive self-image among the antinomies of the training process. / O presente estudo tem como objetivo central analisar o processo formativo de estudantes do Curso de Licenciatura em Hist?ria de um centro universit?rio do Rio Grande do Sul, especialmente a forma como s?o entendidas e realizadas as disciplinas de Est?gio Supervisionado. Interessa-nos buscar, atrav?s dos relat?rios de est?gio, a fala dos sujeitos em meio a todo o tipo de circunst?ncia a que s?o submetidos ao longo deste processo. A metodologia empregada foi de car?ter qualiquantitativo e, num primeiro momento, identificamos e analisamos tudo aquilo que acreditam e carregam consigo como verdades a respeito da profiss?o, seus desejos e objetivos enquanto profissionais da ?rea do ensino e, mais especificamente, como futuros professores de Hist?ria. Posteriormente, damos in?cio ao trabalho de identifica??o e an?lise dos discursos que contrastam o ideal da profiss?o frente ? realidade experienciada nas escolas de Educa??o B?sica. Finalmente, destacamos as falas que buscam redimensionar o ato educativo p?s-experi?ncia de Est?gio Supervisionado, realinhando o desejo de tornarem-se professores diante das adversidades encontradas ao longo do processo de forma??o. Acreditamos que as disciplinas de Est?gio Supervisionado s?o por excel?ncia o local de inicia??o na doc?ncia. S?o tamb?m locais de paradoxos, onde as alegrias e tristezas, a perseveran?a e as dificuldades s?o encontradas quando das diferentes situa??es relativas ao ambiente escolar, podendo ser interpretadas levando-se em considera??o os diferentes caminhos percorridos no decorrer dos anos de forma??o. Se existem pr?-condi??es, ainda assim, participa do entendimento que fazem a respeito da educa??o e do formar-se professor de Hist?ria, toda uma s?rie de quest?es relativas ao universo que antecede a forma??o inicial e ao ambiente universit?rio. Quest?es conjunturais, assim como aspectos pontuais relativos ao espa?o/tempo experienciado pelos professorandos, s?o significativas para que possamos compreender aquilo que narram a respeito das suas experi?ncias nas escolas. Neste sentido, identificamos que n?o ser? poss?vel avan?armos e superarmos os sintomas de mal-estar na doc?ncia at? que tenhamos um redimensionamento da forma??o inicial dos futuros profissionais da educa??o. Para que cumpra plenamente com sua fun??o formativa, as Institui??es de Ensino Superior devem ser capazes de, ao mesmo tempo suprir as necessidades dos estudantes em rela??o ? ?rea espec?fica de atua??o, conciliando a isso uma maior ?nfase na doc?ncia, atrav?s de programas de ensino que formem o professor em sua plenitude. ? nas IES que deve ser dado in?cio a revaloriza??o da profiss?o docente. ? nela que ser?o formados os futuros quadros do magist?rio. E ? nela que s?o identificadas as profundas defasagens na rela??o teoria X pr?tica. Longe de ser entendido como um processo tranquilo e livre de traumas, a inicia??o na doc?ncia nos ? apresentada pelos estagi?rios como sendo um local de d?vidas e dificuldades. Ainda assim, reafirmam a cren?a na educa??o como sendo o principal meio de crescimento pessoal e de transforma??o da sociedade. Alijados de instrumentos capazes de reorganizar e dar novos sentidos ao entendimento daquilo que por eles mesmos ? identificado como o real da profiss?o, retornam ao discurso fundante de uma educa??o redentora. Neste processo de retomada ou reafirma??o de ideais e convic??es, buscam e conseguem unir as for?as necess?rias para repensarem a si mesmos e darem sentido ao trabalho desenvolvido, construindo uma autoimagem positiva em meio ?s antinomias do processo formativo.

Made available in DSpace on 2015-04-14T14:23:40Z (GMT). No. of bitstreams: 1 454709.pdf: 1664128 bytes, checksum: a68580bfc15cd79a42b6d7572d8cc821 (MD5) Previous issue date: 2014-01-09 / The theme of this research is teaching subjectivity. We attempted to identify, in the path of personal and professional lives of teachers, through their reports, the constituent elements of teaching and how they consider that these elements interfere with their professional choices. It is considered that there is a close relationship between personal and professional life of the teacher, how he constructs his subjectivity, takes his professional career on or incorporates it, thus, we tried to make explicit what difference this subject produces on himself, once conscious and reflective about his teacher identity. We also tried to establish links to identify interfaces with the educational welfare and educational unease in current personal and professional performance. This research theoretic referential founds itself on the Marist pedagogical framework as well as authors like N?voa, Josso, Jesus, Esteve, Huberman, Mosquera, Stob?us and Gonzalez Rey. The research is a quantitative and qualitative study conducted with 73 teachers from Marist School of Rosario, Porto Alegre, using the instrument for assessment of variables that are indicators of educational welfare and educational unease, analyzed with descriptive and inferential statistics and semistructured interviews of Jesus and the technique of content analysis of Bardin, supplemented with elements of Institutional Assessment and Marist Network Evaluation System (SIMA). The results point to a training path that considers the entirety of the profession. In the quantitative approach, factors as educational welfare and identification with the profession were revealed, pointing good results in the variables: professional project, professional commitment and intrinsic motivation, what means, they recognize themselves in this profession they wish to stay in it and they feel motivated for the pedagogical work. In the qualitative part it was identified that there is an inseparability between personal and professional life of the teacher, because their choices show their beliefs and the learning which they have built; being recognized in the profession is a determinant factor for them which makes them feel fit for the performance of their functions and that the institution where they work builds the professional they are as well as the professional they want to be. It was revealed that the feeling of belonging to this place creates identity and alterity to these professionals of education. On the concluding remarks we emphasize the need for continuing education that takes into account the personal and professional elements in an institution that guarantees and offers space for hospitality, innovation and maintenance of Marist ideals. / Esta pesquisa tem como tema a subjetividade docente. Buscou-se identificar, na trajet?ria de vida pessoal e profissional dos professores, atrav?s dos seus relatos, os elementos constituintes da doc?ncia e como consideram que os mesmos interferem nas suas escolhas profissionais. Considera-se que h? uma estreita rela??o da vida pessoal e profissional do docente, de como ele constr?i sua subjetividade, assume ou incorpora a sua trajet?ria profissional, assim, procurou-se explicitar qual a diferen?a que esse sujeito produz em si, uma vez consciente e reflexivo de sua identidade docente. Buscou-se tamb?m estabelecer rela??es de modo a identificar interfaces com o bem-estar e o mal-estar docente na atua??o pessoal e profissional atual. O Referencial Te?rico embasou-se no referencial pedag?gico Marista e em autores como N?voa, Josso, Jesus, Esteve, Huberman, Mosquera, Stob?us, Gonzalez Rey. A pesquisa ? um estudo quanti-qualitativo realizada com 73 professores do Col?gio Marista Ros?rio, de Porto Alegre, com uso do Instrumento para Avalia??o das vari?veis que constituem indicadores do bem/mal-estar docente, de Jesus, analisado com Estat?stica Descritiva e Inferencial e entrevista semiestruturada, analisada pela T?cnica de An?lise de Conte?do de Bardin, complementada com elementos da Avalia??o Institucional da Rede e o Sistema Marista de Avalia??o (SIMA). Os resultados apontam para um percurso formativo que considere a integralidade da profiss?o. Na abordagem quantitativa, evidenciou-se fatores de bem-estar docente e identifica??o com a profiss?o, apontando bons resultados nas vari?veis: projeto profissional, empenho profissional e motiva??o intr?nseca, ou seja, se reconhecem nessa profiss?o, desejam permanecer nela e sentem-se motivados para o trabalho pedag?gico. Na parte qualitativa identificou-se: que h? uma indissociabilidade entre a vida pessoal e profissional do professor, pois suas op??es falam de suas cren?as e de suas aprendizagens constru?das; que ser reconhecido na profiss?o ? fator determinante para o professor sentir-se apto para o desempenho da sua fun??o; que o lugar-institui??o que ele trabalha constr?i o profissional que ele ? e que deseja ser e que sentir-se pertencente a esse lugar cria identidade e alteridade a esse profissional. Nos coment?rios finais ressalta-se a necessidade de uma forma??o continuada, que leve em conta os elementos pessoais e profissionais, em uma Institui??o que garanta e oportunize espa?o para acolhida, inova??o e manuten??o dos ideais Maristas.

Made available in DSpace on 2015-04-14T14:23:42Z (GMT). No. of bitstreams: 1 455934.pdf: 1547746 bytes, checksum: 6e270fcd5da3dfb63e3e0ddf299ebdc1 (MD5) Previous issue date: 2014-01-20 / The purpose of this research was to identify challenges, possibilities and limitations to carry out in-service formation of teachers programs by the means of distance education which is also known as e-learning. The research involved teachers who work at a N?cleo Estadual de Educa??o de Jovens e Adultos (NEEJA) in Porto Alegre which is subordinate to Secretaria Estadual de Educa??o do Rio Grande do Sul (SEDUC). The main purpose of this work was to detect possibilities and challenges to offer to the teachers of NEEJA courses of professional improvement in their own work environment by the means of e-learning. It is believed that e-learning is a potential way that can permit teachers to do courses of professional improvement without leaving the establishment where they work. The research uses a qualitative approach based on a case study. The instruments used to collect data and information were questionnaire, school papers and observations which were written in the researcher s diary, and the analysis was based on the work of Moraes and Galiazzi (2007) entitled An?lise Textual Discursiva . The study showed that there are some challenges to carry out in-service formation of teachers for those who work at NEEJA: first the teachers of NEEJA do not know e-learning programs in order to use them for professional improvement, second there is no in-service formation culture at NEEJA, and finally there is no action to organize in-service formation of teachers. E-learning permits teachers to study where they work and avoid waste of time in transport. Besides they can immediately share their experiences and learning with others teachers, and they can help each other to do their tasks. It is a positive way to spread knowledge. Although the material conditions can afford to carry out in-service formation of teachers, it is necessary to spread information about it and motivate teachers in order to engage in e-learning programs. It is expected this scientific study ought to cause possible and necessary changes to benefit in-service formation of the teachers who work at NEEJA for the proper use of digital technologies. / Este trabalho de pesquisa teve como objetivo identificar desafios, possibilidades e limita??es dos programas relacionados ? forma??o continuada em servi?o dos professores que atuam em um N?cleo Estadual de Educa??o de Jovens e Adultos (NEEJA) de Porto Alegre, vinculado ? Secretaria de Educa??o do Estado do Rio Grande do Sul (SEDUC), na modalidade de Educa??o a Dist?ncia (EAD) desenvolvida por meio da Internet, ou e-learning. Buscou-se com este estudo identificar as possibilidades e desafios inerentes ? oferta de cursos de extens?o que auxiliem a forma??o cont?nua dos professores em servi?o, por acreditar que esta modalidade tem potencial para facilitar sua forma??o uma vez que permite que o docente fa?a seu curso sem afastar-se do local de trabalho. A pesquisa utiliza a abordagem qualitativa, com base num estudo de caso. Os instrumentos para coleta de dados e informa??es foram question?rio, documentos da escola e observa??es registradas no di?rio de pesquisa da autora, sendo que a an?lise dos dados coletados foi fundamentada na An?lise Textual Discursiva de Moraes e Galiazzi (2007). O estudo mostrou que os desafios para que os programas ofertados pelo governo se efetivem como op??o de forma??o para os professores est?o associados ? falta de conhecimento sobre a oferta de cursos de forma??o por parte dos docentes do NEEJA, ? inexist?ncia de uma cultura de forma??o em servi?o na modalidade e-learning e, por fim, ? organiza??o da agenda e espa?o para comportar esta forma??o. A possibilidade de se fazer cursos nessa modalidade permite aos docentes realizar sua forma??o sem ausentar-se do local de trabalho. Al?m disso, eles podem compartilhar suas experi?ncias e aprendizado de forma imediata, podendo, ainda, contar com o apoio de colegas para realizar suas tarefas. Isso produz efeito positivo no que tange a dissemina??o dos conhecimentos constru?dos. N?o basta existir condi??es f?sicas para que os cursos de forma??o se realizem, ? necess?rio que exista, tamb?m, divulga??o adequada e incentivos no local de trabalho para que os professores queiram engajar-se em programas de forma??o na modalidade e-learning. Espera-se que esta pesquisa contribua para provocar mudan?as poss?veis e necess?rias em prol da forma??o continuada em servi?o dos professores que trabalham no NEEJA para o uso apropriado das tecnologias digitais.

Made available in DSpace on 2015-04-14T14:23:48Z (GMT). No. of bitstreams: 1 460738.pdf: 2316936 bytes, checksum: 1d575cba89dd156e48b2ab04870c9a23 (MD5) Previous issue date: 2014-07-16 / Several studies have shown the relevance of the research aspects of the training steps in Bachelor and the transition to teaching in the early stage, given the importance of these two periods of formation are about the process of becoming a teacher, in a context of many adversities, tensions and learning that directly affect the process of teacher s development. The objective of this study focuses on the research of the personal and professional aspects of the physical education teachers to the world of work life, the first year of teaching professional and personal process, analyzing data and reports on aspects of teacher s malaise/wellness, self-image and self-esteem, experienced in these two moments of their formation. The methodology is characterized as longitudinal exploratory-descriptive study, with a qualitative approach, developed in two stages: first, in 2012, 68 undergraduates from the last half of their studies in a private institution in the State of Paran? and their teachers participated; in 2013, followed by monitoring five of them, in their transition to work life, in its first year, when we developed the continuation of the research. In the quantitative data collection instruments were used: Initial Motivation Questionnaire, Questionnaire Self Concept and Self-Esteem Questionnaire and the DASS-21, worked with descriptive and inferential statistics, using SPSS version 18; and qualitative tools: Questionnaire on Training Degree and Interviews, which were worked with content analysis of Bardin. The results from the quantitative instruments indicate that the licensees have developed self-image and self-esteem more realistic/positive motivation for teaching and levels of normality in the variables of stress, anxiety and depression. In the qualitative analysis, we selected a priori four categories, which also reveal the period of training in Licensees, considerable evidence demotivation, from the experience with adversities in the school context. We remark especially the many challenges faced in difficult situations, from interactions and experiences in the educational institution and in school and the importance of early teaching development. In the evaluation of early experiences in teaching, in four a posteriori categories, presents a considerable decrease in motivation of the teachers to continue in the profession, on account of 'reality shock'. The study identified several adverse situations experienced in the educational context, which are potential generators of teacher malaise. From the results of this research we suggest the continuity of other studies that address the period of initial experiences in Teaching, to foster the continued and ongoing development, starting with some reformulations in undergraduate courses and the initial stages in teaching, continuing the various stages of the career, with actions for the development of skills, both theoretical and practical, to meet the diverse situations of teaching universe, and contributing to generate teacher malaise, in direction of teacher s wellness. / V?rios estudos t?m evidenciado a relev?ncia da investiga??o de aspectos relativos ?s etapas de forma??o na Licenciatura e a transi??o para a fase inicial na doc?ncia, dada a import?ncia que esses dois per?odos de forma??o representam sobre o processo de tornar-se professor, num contexto repleto de adversidades, tens?es e de aprendizagens que incidem diretamente sobre o processo de desenvolvimento docente. O objetivo do estudo centra-se no processo de investiga??o de viv?ncias pessoais e profissionais de licenciandos e professores formadores e a passagem para o mundo do trabalho, no primeiro ano de doc?ncia, analisando dados e relatos sobre aspectos de mal/bem estar docente, autoimagem e autoestima, vivenciados nestes dois momentos de forma??o. A metodologia utilizada caracteriza o estudo como explorat?rio-descritivo longitudinal, de abordagem qualitativa, desenvolvido em dois momentos: primeiramente participaram 68 licenciandos do ?ltimo semestre de sua forma??o de uma institui??o privada do Estado do Paran? e seus docentes, em 2012; seguido do acompanhamento de cinco deles, na transi??o para a vida docente, em seu primeiro ano, em 2013, quando desenvolvemos a continuidade da pesquisa. Nas coletas de dados foram utilizados os instrumentos quantitativos: Question?rio Motiva??o Inicial, Question?rio Autoimagem e Autoestima e o Question?rio DASS-21, trabalhados com Estat?stica Descritiva e Inferencial, atrav?s do programa SPSS vers?o 18; sendo os instrumentos qualitativos: Question?rio Forma??o na Licenciatura e Entrevistas, que foram trabalhadas com An?lise de Conte?do de Bardin. Os resultados analisados, a partir dos instrumentos quantitativos, apontam que os licenciandos desenvolveram autoimagem e autoestima mais realistas/positivas, motiva??o para doc?ncia e n?veis de normalidade nas vari?veis de estresse, ansiedade e depress?o. Na abordagem qualitativa, elencamos quatro categorias a priori, que revelam ainda no per?odo de forma??o na Licenciatura, consider?veis evid?ncias de desmotiva??o, a partir da viv?ncia com adversidades do contexto escolar. Destacam-se, principalmente, os diversos desafios enfrentados em situa??es dif?ceis, a partir das intera??es e viv?ncias na institui??o formadora e na escola e a import?ncia da forma??o na Licenciatura para o desenvolvimento docente. Na avalia??o das viv?ncias no in?cio na doc?ncia, em quatro categorias a posteriori, apresenta-se uma consider?vel diminui??o da motiva??o dos docentes para continuidade na profiss?o, por conta do ‗choque com a realidade . O estudo apontou v?rias situa??es adversas vivenciadas no contexto educativo, as quais s?o potenciais geradores de mal-estar docente. A partir dos resultados dessa pesquisa, sugere-se a continuidade de outros estudos que abordem o per?odo de forma??o inicial docente, no sentido de fomentar a forma??o continuada e permanente, iniciando com reformula??es nos cursos de Licenciatura e na fase inicial de doc?ncia, dando sequ?ncia nos diversos est?gios da carreira, com a??es voltadas para o desenvolvimento de compet?ncias, tanto te?ricas como pr?ticas, para fazer frente ?s diversas situa??es do universo docente que concorrem para gerar mal-estar docente, direcionando ao bem-estar docente.