Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-06-23T11:27:26Z No. of bitstreams: 1 471003 Texto Completo.pdf: 1139632 bytes, checksum: f3b876c7a19b61491be63d7314a1e061 (MD5) / Made available in DSpace on 2015-06-23T11:27:27Z (GMT). No. of bitstreams: 1 471003 Texto Completo.pdf: 1139632 bytes, checksum: f3b876c7a19b61491be63d7314a1e061 (MD5) Previous issue date: 2014-02-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The theme of this thesis is the Pedagogical Coordinator. The main objective of this doctoral thesis is a reflection on the knowledge involved in the decision-making of the Pedagogical Coordinator mainly in regard to school (in)discipline matters. The research was developed based on a qualitative approach, using a focus group with four pedagogical coordinators of private schools, with 500 to 2400 students in Porto Alegre, as a method. Authors like Placco (2011), Vasconcellos (2000), Andr? (2012), Garcia (2000), Larrosa (1994) constitute the main theoretical references of this study. The research does not aim at a list of knowledge because it is not a protocol, but I signal some fundamental knowledge for the decision-making of a pedagogical coordinator with regard to school (in)discipline that are: Pedagogical (Political Pedagogical Project, Code of School Coexistence, School Bye-laws), Legal (School Bye-laws and Education Legislation ? national, regional and municipal), Psychological (refer to the moral, social and cognitive development of children and adolescents, interpersonal relationship) and Administrative (process management and human resource management). The knowledge mentioned above has, of course, possible developments. / O tema da presente Tese ? o Coordenador Pedag?gico. O principal objetivo desta Tese de doutoramento ? a reflex?o sobre os conhecimentos implicados na tomada de decis?o do Coordenador Pedag?gico, principalmente no que se refere ? indisciplina escolar. A pesquisa foi desenvolvida numa abordagem qualitativa, utilizando-se como m?todo o grupo focal com quatro coordenadores pedag?gicos de escolas privadas de Porto Alegre, que atuam em escolas que atendem de 500 a 2400 alunos. Autores como Placco (2011), Vasconcellos (2000), Andr? (2012), Garcia (2000), Larrosa (1994) constituem as principais refer?ncias te?ricas deste estudo. A investiga??o n?o tem como objetivo elaborar uma rela??o de conhecimentos porque n?o se trata de um protocolo, mas sinaliza alguns conhecimentos fundamentais ? tomada de decis?o de um coordenador pedag?gico no que se refere ? indisciplina escolar, que s?o: Pedag?gicos (Projeto Pol?tico Pedag?gico, C?digo de Conviv?ncia Escolar, Regimento Escolar); Jur?dicos (Regimento Escolar e Legisla??o de Ensino ? nacional, regional e municipal); Psicol?gicos (referem-se ao desenvolvimento moral, social e cognitivo das crian?as e adolescentes, relacionamento interpessoal) e Administrativos (gest?o de processos e gest?o de recursos humanos). Os conhecimentos acima citados t?m, evidentemente, poss?veis desdobramentos.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-08-07T12:08:12Z No. of bitstreams: 1 473100 - Texto Completo.pdf: 1625851 bytes, checksum: 96942432286979d23af8dbcb9eb305ef (MD5) / Made available in DSpace on 2015-08-07T12:08:12Z (GMT). No. of bitstreams: 1 473100 - Texto Completo.pdf: 1625851 bytes, checksum: 96942432286979d23af8dbcb9eb305ef (MD5) Previous issue date: 2015-06-18 / This study focuses on the main contributions of the Institutional Scholarship Program for Teaching Initiation (PIBID) to qualify teachers? initial education from an innovation educational perspective. Innovation is conceived from a theoretical and epistemological perception presuming tension and ruptures of principles supporting prevailing education models. Such approach was chosen since PIBID is an innovative program, which aims to tension educational teaching models and enhance the interaction between university and school. The theoretical-methodological investigation attempted to discuss teaching initiation as innovative proposal in the context of teachers? education. Regarding to methodology, a case study was carried out as an interdisciplinary subproject of PIBID in a Community Institution of Higher Education of Rio Grande do Sul. Data was collected through interviews and observations with the scholarship teamwork in three partner schools. Aiming at discussing educational innovation in the program, two study approaches were developed. The first one aimed to reflect on the contributions of PIBID regarding the models of teaching education. Reconsidering connection between theory and practice and the interdisciplinary perspective and the school as a learning teaching environment are empirical highlighted aspects that indicate ruptures and innovation regarding such models. The second study approach aimed to investigate the interaction of PIBID with the school culture. Interdisciplinary practice and epistemological and methodological implications emerge as the main factors that cause tensions and ruptures with the school culture hegemony. Results indicate that teaching initiation as an experience of teacher education reinvention has become an area of confluence and contrast of perspectives, beliefs and conceptions about teaching. Therefore, PIBID ? herewith designed as the third bank of the river - has fulfilled its purpose concerning teacher?s education. / Este estudo apresenta as principais contribui??es do Programa Institucional de Bolsa de Inicia??o ? Doc?ncia (Pibid) para qualificar a forma??o inicial de professores, na perspectiva da inova??o educativa. A inova??o ? concebida segundo uma perspectiva te?rico-epistemol?gica que pressup?e rupturas e tensionamentos com os princ?pios que sustentam os modelos formativos dominantes. Optamos por essa abordagem tendo em vista que o Pibid ? um programa de car?ter inovador, que visa a tensionar os modelos de forma??o docente e a intensificar a intera??o entre universidade e escola. O percurso te?rico-metodol?gico da investiga??o foi concebido buscando discutir a tese da inicia??o ? doc?ncia como proposta inovadora no ?mbito da forma??o docente. Em termos metodol?gicos, foi realizado um estudo de caso no ?mbito do subprojeto Interdisciplinar do Pibid em uma Institui??o de Ensino Superior comunit?ria do Rio Grande do Sul. A coleta de dados ocorreu por meio de entrevistas e de observa??es de campo junto aos grupos de trabalho dos bolsistas em tr?s escolas parceiras. Na dire??o de discutir a tese da inova??o educativa constru?da nesse programa, desenvolvemos dois enfoques de an?lise. O primeiro deles visa a refletir sobre as contribui??es do Pibid no que diz respeito aos modelos de forma??o docente. A ressignifica??o da rela??o entre pr?tica e teoria, a perspectiva interdisciplinar e a escola como um espa?o de aprendizagem sobre a doc?ncia s?o os aspectos emp?ricos destacados que sinalizam rupturas e inova??es no que diz respeito a esses modelos. O segundo enfoque de an?lise intenta investigar a intera??o do Pibid com a cultura escolar. As pr?ticas interdisciplinares e suas implica??es epistemol?gicas e metodol?gicas emergem como o principal fator que provoca tensionamentos e rupturas com a cultura escolar hegem?nica. Os resultados apresentados indicam que a inicia??o ? doc?ncia, como experi?ncia de reinven??o da forma??o docente, tem se constitu?do como um espa?o de conflu?ncia e de contraste de perspectivas, de cren?as e concep??es sobre a doc?ncia. Portanto, o Pibid ? concebido nesse estudo com o a terceira margem do rio - tem cumprido os seus prop?sitos no que tange ? inova??o na forma??o de professores.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-10-06T11:35:37Z No. of bitstreams: 1 475532 - Texto Completo.pdf: 1600842 bytes, checksum: dc356ce5c58b87c1c560bc54264adbb8 (MD5) / Made available in DSpace on 2015-10-06T11:35:37Z (GMT). No. of bitstreams: 1 475532 - Texto Completo.pdf: 1600842 bytes, checksum: dc356ce5c58b87c1c560bc54264adbb8 (MD5) Previous issue date: 2015-08-06 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / From the identification of important moments in the personal life story and professional about dance teachers as dancers, teachers and academics from dance course or physical education, this research presents the objective understand through reports of teachers how those moments influence their teaching constitution in view of its entirety. It brings in its theoretical framework relevant authors on subject: Catanante (2000), Dantas (1999), Freire (2013), Josso (2004), Marques (2010), N?voa (1992), Palmer (2012), Strazzacappa and Morandi (2012), Tardif (2002). Through methodological qualitative approach, was used as information collection instrument the semi interview structured that was performed individually with nine teachers belonging to two dance schools. The analysis and interpretation of information were made through by Discursive Textual Analysis proposed by Moraes and Galiazzi (2011). The results of this research pointed out as moments of the trajectory of the interviewed as dancers and teachers. Become more present influences in their speeches: the marks left by teachers who passed through the lives of the interviewees who have become references in make in their teaching, both in teaching and in established relationships, as well as "put themselves" in place of the students because they have gone through similar situations.Entry into the teaching took intrinsically related to their career in the dance, and the taste for teaching the subject narrated more strongly about that choice. The meaning of teaching is linked to the passion for this profession, as well as the "matter" taught: the dance. The academic backgrounds, although different, have become important in the lives of teachers, providing moments of reflections about the body, dance, their students and their own teaching, bringing singularities as the courses offered in each course. With the teaching practice, knowledge were built: by validating their knowledge by "trial and error", managing to deal with the unexpected; improvement of interpersonal relations as well as characteristics considered important for teaching; handling facilities and difficulties encountered in dance education. Over the reports, it became clear that, while the teacher of dance is constituted teacher, denounces its constitution as a person from the perspective of a whole (dimensions: social, emotional, spiritual and rational) identifying the I that Being who teaches dance. / A partir da identifica??o de momentos marcantes na trajet?ria de vida pessoal e profissional de professores de dan?a enquanto dan?arinos, professores e acad?micos do curso de Dan?a ou de Educa??o F?sica, esta pesquisa apresenta, como objetivo, compreender por meio de relatos dos professores de que forma esses momentos influenciam na sua constitui??o docente na perspectiva de sua integralidade. Traz, em seu referencial te?rico, relevantes autores sobre a tem?tica: Catanante (2000), Dantas (1999), Freire (2013), Josso (2004), Marques (2010), N?voa (1992), Palmer (2012), Strazzacappa e Morandi (2012). Por meio da abordagem metodol?gica qualitativa, utilizou-se como instrumento de coleta de informa??es a entrevista semiestruturada, realizada individualmente com nove professoras pertencentes a duas escolas de dan?a. A an?lise e a interpreta??o das informa??es foram realizadas por meio da An?lise Textual Discursiva proposta por Moraes e Galiazzi (2011). Os resultados dessa investiga??o apontaram momentos significativos da trajet?ria das entrevistadas como dan?arinas e professoras. Tornam-se influ?ncias mais presentes em suas falas: as marcas deixadas por professores que passaram pelas vidas das entrevistadas que se tornaram refer?ncias no fazer em suas doc?ncias, tanto no ensino como nas rela??es estabelecidas, assim como o ?se colocarem? no lugar dos alunos por terem passado por situa??es semelhantes.A entrada na doc?ncia se deu relacionada de forma intr?nseca a sua trajet?ria na dan?a, sendo o gosto por ensinar o motivo narrado de forma mais acentuada quanto a essa escolha. O significado da doc?ncia se vincula ? paix?o por essa profiss?o, assim como pela ?mat?ria? ensinada: a dan?a. As forma??es acad?micas, apesar de diferentes, tornaram-se importantes na vida das professoras, proporcionando momentos de reflex?es sobre o corpo, a dan?a, seus alunos e a pr?pria profiss?o, trazendo singularidades conforme as disciplinas oferecidas em cada curso. Com a pr?tica docente, saberes foram constru?dos: por meio da valida??o de seus conhecimentos por ?tentativa e erro?, conseguindo lidar com o imprevisto; melhora das rela??es interpessoais assim como de caracter?sticas consideradas importantes para a doc?ncia; lidando com facilidades e dificuldades encontradas no ensino da dan?a. Ao longo dos relatos, evidenciou-se que, ao mesmo tempo em que o professor de dan?a se constitui professor, denuncia sua constitui??o enquanto pessoa na perspectiva de sua integralidade (dimens?es: social, emocional, espiritual e racional) identificando o Eu desse Ser que ensina a dan?a.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-10-06T11:44:28Z No. of bitstreams: 1 475544 Texto Completo.pdf: 1941726 bytes, checksum: 72fb39d1637fc4d324e192886e39bc67 (MD5) / Made available in DSpace on 2015-10-06T11:44:28Z (GMT). No. of bitstreams: 1 475544 Texto Completo.pdf: 1941726 bytes, checksum: 72fb39d1637fc4d324e192886e39bc67 (MD5) Previous issue date: 2015-08-11 / This quantitative and qualitative study, survey, cross-cutting, sought to study the process of student training and teaching, in which students in Physical Education, Federal University of Pampa in Uruguaiana-BR, asked about structure of the university, ways to overcome the challenges inherent in their initial training, building your well-being, their quality of life and its subsequent flowering, with foundations in Positive Psychology. Objective was to investigate the personal experiences and undergraduate professionals in physical education and the transition to the world of work, analyzing data and reports on aspects of the student's welfare becomes teaching, quality of life, positive affect and negative and self-image and self-esteem during this training process. First, 100 scholars over four semesters answered instruments that assessed initial motivation and pedagogical support, educational training model, professional results, support for the stage, self-image and self-esteem, positive and negative affects (at Panas), the assessment of good subjective-being, quality of life (at Whoqol-BREF). In the second phase, the total interviewed 14 academics who responded to questions about their training and building strategies for the construction of well-being. Later more were interviewed four former students, recent graduates, about the experiences after their training and insertion in the labor market.The quantitative data the following results were obtained: Initial Assessment of Motivation and Educational Support, overall average of 26.16 points (SD = 5.36); in Education Model showed up an appreciation of this process, averaging 58.85 points (SD = 7.73); Professional results indicated a positive outlook on the future career, averaging 29.28 points (SD = 3.65); Support on the stage of academic physical education the results were 49.69 points (SD = 8.75); Self Concept and Self-esteem in the students of Physical Education in their average training process was 178.05 points (SD = 21.48); the Positive and Negative Affect using Panas Instrument, general averages stood at 36.13 (SD = 5.09) for positive affect and 23.50 (SD = 6.60) for negative affects; the evaluation Subjective Well-Being Positive Affect the average was 3.62 (SD = 0.60), followed by satisfaction with life, an average of 3.00 (SD = 0.31) and the Negative Affect 2.11 (SD = 0, 62). Overall score the mean was 2.91 (SD = 0.25); with regard to the overall quality of life, the overall average (or Quality of Life General score) is 4.04 points (SD = 0.61) (equivalent to 80.8% of the range positivity); as regards the General Satisfaction with the average life was 3.84 (SD = 0.84), representing 76.8% of positive; in the middle of the domains of WHOQOL-Bref: the domains that showed positive values were the social, average of 71.66 (SD = 17.10), and the physical, average of 71.31 (SD = 14.79) then the psychological, averaging 69.11 SD = (14,20), but the environment related domain registered an average of 60.95 (SD = 14.23), showing a distorted perception, which can be related to Course structure conditions is still being structured and demanding conditions which are no ideal for the realization of practical activities.It was identified that the best independent predictors of Wellness Positive are the variables satisfaction with the perceived life, the instrument of Albuquerque and Trocolli (2004), (OR = 113.087, p <0.001), Panas negative (OR = 1, 2.18; p <0.001), Social Relations domain of WHOQOL-Bref (OR = 1.050; p = 0.009), Panas positive (OR = 1.186; p <0.006) and the variable men (OR = 0.312; p = 0.041 ). The qualitative data it became clear that, for the formation of student identity, report that it takes as a reality that evolves and develops constantly, both personally and collectively, is not something I ever have but something that develops during life. The identity development takes place in the subjective ground and is characterized as an evolutionary process, interpretation of himself as a person, in the context studied. As the construction of well-being in physical education is linked both to the existence of personal characteristics such as external contextual conditions and, accordingly, it is hoped that the ideas presented here may provide insight to who think training in more coherent perspective with the needs of teachers and of contemporary society. For recent graduates the insertion process in a working world offers a number of challenges and obstacles that these young professionals have to make choices and seek ways to overcome the challenges of integration, stressing that the stages, for the vast majority of newly qualified teachers are extremely important to recognize, as professionals, and the time to live and behave as a teacher, positively motivating the student to practice, proving to be excellent tool to help build the teaching career mode positive. / Este estudo quanti-qualitativo tipo levantamento, de natureza transversal, buscou estudar o processo de forma??o discente e docente, no qual acad?micos em Educa??o F?sica da Universidade Federal do Pampa, em Uruguaiana-BR, responderam sobre estrutura da universidade, formas de superar os desafios inerentes de sua forma??o inicial, constru??o de seu bem-estar, sua qualidade de vida e seu posterior florescimento, com fundamentos na Psicologia Positiva. Objetivo foi investigar as viv?ncias pessoais e profissionais de licenciandos em Educa??o F?sica e a passagem para o mundo do trabalho, analisando dados e relatos sobre aspectos do bem-estar do discente que se torna docente, sua qualidade de vida, afetos positivos e negativos e a autoimagem e autoestima durante este processo de forma??o. Primeiramente, 100 acad?micos distribu?dos em quatro semestres letivos responderam a instrumentos que avaliaram motiva??o inicial e apoio pedag?gico, modelo de forma??o educacional, resultados profissionais, apoio para o est?gio, autoimagem e autoestima, afetos positivos e negativos (pelo Panas), a avalia??o do bem-estar subjetivo, qualidade de vida (pelo Whoqol-bref). Na segunda fase, do total foram entrevistados 14 acad?micos que responderam a questionamentos sobre sua forma??o e constru??o de estrat?gias para constru??o do bem-estar. Posteriormente foram entrevistados mais 4 ex-acad?micos, rec?m-formados, sobre as experi?ncias ap?s a sua forma??o e inser??o no mercado de trabalho.Nos dados quantitativos obteve-se os seguintes resultados: Avalia??o da Motiva??o Inicial e Apoio Pedag?gico, m?dia geral de 26,16 pontos (DP=5,36); no Modelo de Forma??o Educacional evidenciou-se uma valoriza??o deste processo, com m?dia de 58,85 pontos (DP=7,73); Resultados Profissionais apontaram para uma perspectiva positiva quanto ao futuro profissional, com m?dia de 29,28 pontos (DP=3,65); no Apoio no Est?gio dos acad?micos de Educa??o F?sica os resultados foram de 49,69 pontos (DP=8,75); em Autoimagem e Autoestima dos acad?micos de Educa??o F?sica em seu processo de forma??o a m?dia foi 178.05 pontos (DP=21,48); nos Afetos Positivos e Negativos, utilizando o Instrumento Panas, as m?dias gerais ficaram em 36,13 (DP=5,09) para afetos positivos e 23,50 (DP=6,60) para afetos negativos; na avalia??o Bem-Estar Subjetivo Afeto Positivo a m?dia foi 3,62 (DP=0,60), seguido pela satisfa??o com a vida, m?dia de 3,00 (DP=0,31) e pelo Afeto Negativo 2,11 (DP=0, 62). No escore geral a m?dia obtida foi de 2,91 (DP=0,25); no que se refere ? Qualidade de Vida Geral, a m?dia total (ou escore de Qualidade de Vida Geral) ? de 4,04 pontos com (DP=0,61) (equivalente a 80,8% de positividade da escala); no que se refere a Satisfa??o com a Vida Geral a m?dia foi 3,84 (DP=0,84), representando 76,8% de positividade; nas m?dias dos dom?nios do Whoqol-Bref: os dom?nios que apresentaram valores positivos foram o de rela??es sociais, m?dia de 71,66 (DP=17,10), e o f?sico, m?dia de 71,31 (DP=14,79), depois o psicol?gico, com m?dia de 69,11 DP=(14,20), por?m o dom?nio relacionado ao meio ambiente registrou m?dia de 60,95 (DP=14,23), demonstrando uma distorcida percep??o, que pode ser relacionada ?s condi??es de estrutura do curso que ainda est? em estrutura??o e demandando em condi??es que ainda n?o as ideais para a realiza??o de atividades pr?ticas.Identificou-se que os melhores preditores independentes para o Bem-Estar Positivo s?o as vari?veis Satisfa??o com a Vida percebida, do instrumento de Albuquerque e Trocolli (2004), (OR=113,087; p<0,001), Panas Negativo (OR=1,2,18; p<0,001), Dom?nio Rela??es Sociais do Whoqol-Bref (OR=1,050; p=0,009), Panas Positivo (OR=1,186; p<0,006) e a vari?vel sexo masculino (OR=0,312; p=0,041). Nos dados qualitativos evidenciou-se que, quanto ? forma??o da identidade discente, relatam que ela se d? como uma realidade que evolui e se desenvolve constantemente, tanto pessoal como coletivamente, n?o ? algo que j? se possua mas algo que se desenvolve durante a vida. O desenvolvimento da identidade acontece no terreno do subjetivo e se caracteriza como um processo evolutivo, de interpreta??o de si mesmo como pessoa, no contexto estudado. Como a constru??o do bem-estar na Educa??o F?sica est? vinculada tanto ? exist?ncia de caracter?sticas pessoais como de condi??es contextuais externas e, nesse sentido, espera-se que as reflex?es aqui apresentadas possam oferecer subs?dios para que se pense a forma??o na perspectiva mais coerente com as necessidades dos professores e da sociedade contempor?nea. Para os rec?m-formados o processo de inser??o em um mundo de trabalho oferece uma s?rie de desafios e obst?culos em que estes jovens profissionais t?m que fazer escolhas e buscar formas de superar os desafios da inser??o, ressaltando que os est?gios, para a grande maioria dos professores rec?m-formados, s?o de suma import?ncia para reconhecerem-se enquanto profissionais, sendo o momento de viver e comportar-se como docente, motivando positivamente o aluno para exercer a profiss?o, demonstrando ser excelente ferramenta para ajudar na constru??o da trajet?ria docente de modo positivo.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-12-01T10:30:54Z No. of bitstreams: 1 476508 - Texto Completo.pdf: 2272243 bytes, checksum: 4ba343814611baa515a889610cb2a13a (MD5) / Made available in DSpace on 2015-12-01T10:30:54Z (GMT). No. of bitstreams: 1 476508 - Texto Completo.pdf: 2272243 bytes, checksum: 4ba343814611baa515a889610cb2a13a (MD5) Previous issue date: 2015-09-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Study the medical education process is part of a worldwide movement of health review, motivating important initiatives, represented in Brazil by the national curriculum guidelines of the courses in this area, presented by the Ministry of Education in 2001. In order to compare the effects of content learning/retention (outcome) of dialogued lecture (factor under study), we carried out a randomized controlled trial by groups, blinded to the research subjects with medical students from the 7th and 8 th semester from a private university in southern Brazil, with grade five assigned by the Higher Education Personal Improvement Commission (CAPES). 150 subjects were evaluated between March 2012 and June 2014, average age 24.7 years and a predominance of females (62.7%); 69 (46%) allocated for dialogued lecture (intervention group) and 81 (54%) to traditional lecture (control group). The performance of groups was evaluated by the same theoretical knowledge test administered before and after class, where students in the control group showed greater variation between the first and second test (8.6 vs. 6.7 p = 0.0001) result reinforced by the magnitude of the effect also higher in this group (2,526 vs. 1,350). In the pretest, without distinction by group, the overall student achievement was 50%, with a higher average score of the intervention group (p = 0.003) and those students tested in the 7th semester. In this study, the expository dialogue-class determined final results similar to traditional classroom (20.2 vs. 20.0 points in the final test) no impairment in short-term learning was noticed. / Estudar o processo de educa??o m?dica ? parte de um movimento mundial de revis?o da sa?de, motivando iniciativas importantes, representadas no Brasil pelas diretrizes curriculares nacionais dos cursos desta ?rea, apresentadas pelo Minist?rio da Educa??o no ano de 2001. Com o objetivo de comparar os efeitos de aprendizagem/reten??o de conte?do (desfecho) da aula expositiva dialogada (fator em estudo), realizou-se um estudo controlado randomizado por grupos, cegado para os sujeitos de pesquisa com alunos do 7? e 8? semestre do curso de medicina de uma Faculdade privada do sul do Brasil, com conceito cinco atribu?do pela Comiss?o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES). Foram avaliados 150 sujeitos, entre mar?o de 2012 e junho de 2014, m?dia de idade de 24,7 anos e predom?nio do sexo feminino (62,7%); 69 (46%) alocados para a aula expositiva dialogada (grupo interven??o) e 81 (54%) para aula expositiva tradicional (grupo controle). O desempenho dos grupos foi avaliado por um mesmo teste te?rico de conhecimento aplicado antes e ap?s a aula, onde os alunos do grupo controle demonstraram maior varia??o entre o primeiro e segundo teste (8,6 vs. 6,7 p=0,0001) resultado refor?ado pela magnitude do efeito tamb?m maior neste grupo (2,526 vs. 1,350). No pr?-teste, sem distin??o por grupo, o aproveitamento geral dos alunos foi de 50%, sendo maior a pontua??o m?dia do grupo submetido ? interven??o (p=0,003) e daqueles alunos testados no 7? semestre. Neste estudo, a aula expositiva dialogada determinou resultados finais similares ? aula tradicional (20,2 vs. 20,0 pontos no teste final) n?o sendo observado preju?zo na aprendizagem de curto prazo.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-12-22T21:05:30Z No. of bitstreams: 1 476838 - Texto Completo.pdf: 4925105 bytes, checksum: cbdcf438175b449687dd903ba26a2328 (MD5) / Made available in DSpace on 2015-12-22T21:05:30Z (GMT). No. of bitstreams: 1 476838 - Texto Completo.pdf: 4925105 bytes, checksum: cbdcf438175b449687dd903ba26a2328 (MD5) Previous issue date: 2015-10-23 / This research aimed to investigate the Buddhist contribution to personal and professional lives of teachers, considering the self-construction of the Integral Human Being (Catanante, 2000). It had the following objectives: revisit the being a teacher and his teaching DO; identify aspects that Buddhism adds into personal and professional lives of teachers in their constitutive dimensions: social, emotional, spiritual and rational; analyze the possibilities of self-construction of human being, through the Buddhist teachings; interpret the benefits of Buddhist teachings over time for self-construction of the human being from the perspective of education for wholeness. The research is qualitative, a comprehensive-interpretative perspective (TURATO, 2003) and based on the understanding that changing the external occurs with self-knowledge and inner transformation (N?VOA, 2009; PALMER, 2013). The research was conducted with two groups of subjects: the first, made up of four educators who have incorporated in their day to day, for more than five years, the teachings of Tibetan Buddhism, the Nyingma lineage; the second with six teachers, who are not practitioners of this philosophy. It was performed as data search strategies: weekly meetings to study and practice the Buddhist teachings (CHAGDUD, 2013); semi-structured interviews; and two instruments, called Wheel of Life - Being Integral and Form Being Integral, both created by this researcher, in order to support the subjects to careful reflection to the human being in its entirety. The weekly meetings were analyzed by Qualitative Analysis Basic (CRESWELL, 2010) and through steps presented by Severino (2000); semi-structured interviews were analyzed using the Text Analysis Discourse (MORAES & Galiazzi, 2011); and the instruments, the Analysis Descriptive Statistics (Appolinario, 2006). The investigation revealed that the contribution of Buddhism depends on the practice of the subjects, applying the teachings in daily life and the practice remains evident that Buddhism contributes to the self-construction of the human being from the perspective of education for wholeness, significantly. There was confirmation of how the Buddha are effective methods. The subjects who practiced Buddhism for two months experienced, in short, change in their perceptions, actions and consequently the results. With an observer stance of own thoughts, feelings and words, made them more responsible, loving actions and reaped therefore a more meaningful, peaceful and happy life. Buddhist teachers who have demonstrated a completely different life that they had before knowing Buddhism, more positive, compassionate, less suffering, after several years of practice. The results leave open spaces for further research, not only to expand knowledge, but in order to provide personal transformations and improvements in education and society, the self-construction of a whole human being from the perspective of education for wholeness. / A presente investiga??o objetivou pesquisar a contribui??o do budismo na vida pessoal e profissional de professores, considerando a autoconstru??o do Ser Humano Integral (CATANANTE, 2000). Teve como objetivos espec?ficos: revisitar o SER professor e seu FAZER docente; identificar os aspectos que o budismo agrega na vida pessoal e profissional dos professores, nas suas dimens?es constitutivas: social, emocional, espiritual e racional; analisar as possibilidades de autoconstru??o do ser humano, por meio dos ensinamentos budistas; interpretar os benef?cios dos ensinamentos budistas ao longo do tempo para autoconstru??o do ser humano na perspectiva de uma educa??o para a inteireza. A investiga??o ? qualitativa, numa perspectiva compreensivo-interpretativa (TURATO, 2003) e baseada no entendimento de que a mudan?a do externo ocorre com o autoconhecimento e a transforma??o interna (N?VOA, 2009; PALMER, 2013). A pesquisa foi desenvolvida com dois grupos de sujeitos: o primeiro, constitu?do por quatro educadores que j? incorporaram no seu dia a dia, h? mais de cinco anos, os ensinamentos do budismo tibetano, da linhagem Nyingma; o segundo, com seis professores, n?o praticantes dessa filosofia. Foram realizadas como estrat?gias de busca de dados: encontros semanais para estudo e pr?tica dos ensinamentos budistas (CHAGDUD, 2013); entrevistas semiestruturadas; e dois instrumentos, denominados Roda da Vida ? Ser Integral e Formul?rio Ser Integral, ambos criados pela presente pesquisadora, com vistas a subsidiar aos sujeitos a reflex?o atenta ao ser humano em sua integralidade. Os encontros semanais foram analisados pela An?lise Qualitativa B?sica (CRESWELL, 2010) e por meio de etapas apresentadas por Severino (2000); as entrevistas semiestruturadas foram analisadas utilizando a An?lise Textual Discursiva (MORAES & GALIAZZI, 2011); e os instrumentos, a An?lise Estat?stica Descritiva (APPOLIN?RIO, 2006). A investiga??o revelou que a contribui??o do budismo depende da pr?tica dos sujeitos, da aplica??o dos ensinamentos no cotidiano e com a pr?tica restou evidenciado que o budismo contribui para a autoconstru??o do ser humano na perspectiva de uma educa??o para a inteireza, de forma expressiva. Houve a confirma??o do quanto s?o eficazes os m?todos de Buda. Os sujeitos que praticaram o budismo durante dois meses experimentaram, em s?ntese, mudan?a nas suas percep??es, a??es e, consequentemente, nos resultados obtidos. Com uma postura de observador dos pr?prios pensamentos, sentimentos e falas, tornaram suas a??es mais respons?veis e amorosas e colheram, portanto, uma vida mais significativa, tranquila e feliz. Os professores budistas demonstraram que possuem uma vida muito diferente da que tinham antes de conhecerem o budismo, mais positiva, compassiva, com menos sofrimentos, ap?s v?rios anos de pr?tica. Os resultados deixaram em aberto espa?os para novas pesquisas, n?o s? para ampliar o conhecimento, mas com o intuito de proporcionar transforma??es pessoais e melhorias na educa??o e na sociedade, pela autoconstru??o de um ser humano integral na perspectiva de uma educa??o para a inteireza.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-02-10T15:37:22Z No. of bitstreams: 1 DIS_CRISTINA_MARTINS_COMPLETO.pdf: 1667958 bytes, checksum: b2646cc1bd3aeacadcedaa6f3e910912 (MD5) / Made available in DSpace on 2016-02-10T15:37:22Z (GMT). No. of bitstreams: 1 DIS_CRISTINA_MARTINS_COMPLETO.pdf: 1667958 bytes, checksum: b2646cc1bd3aeacadcedaa6f3e910912 (MD5) Previous issue date: 2015-12-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This thesis, associated to the Graduate Program in Education at the Pontif?cia Universidade Cat?lica do Rio Grande do Sul, in the line of research on Training, Policies and Practices in Education, discusses the challenges of teachers? formation to work with cyberculture, where the school and university system preserves outdated paradigmatic heritages. Moreover, new meanings aimed at the complete education of the student are necessary. Our guiding question is as follows: what are the relations between the development of educational gamified practices and the formation background of teachers in the Early Years of Elementary Education in a private school in Porto Alegre/RS? The objective was to investigate how the formation background of professors of Early Years (EY) of Elementary Education (EE) in a private school in Porto Alegre/RS implies the constitution of educational practices based on gamification, based on the proposal of a model of elements of digital games in gamified activities. The theoretical foundation consisted of the state of the knowledge, where the following authors highlighted: Tardif, L?vy, Huizinga, Santaella, Alves, Zabala and Arnau, and, Prensky. For the research methodology, we opted for a qualitative approach, using a case study. The data analysis was carry out using Textual Discourse Analysis, using the following data collection instruments: questionnaires, participant and non-participant observations, interviews and research journals. The research subjects were professors of EY in EE. The main results show that: (a) the initial formation rarely enables the professor to develop the competencies necessary for working with cyberculture; (b) the short-term continuing education courses do not provide the teacher with the necessary reflection and experiences; (c) the teachers that include gamification in their teaching practices do not always understand what they are doing; (d) the model proposed is promising, though the teachers that present the best results are those who have already had contact with Role-Playing Games and with gamification elements. The following issues remain to be discussed in future research: broadening the investigation to other environments and pursuing contributions of gaming to student learning. / Esta disserta??o, vinculada ao Programa de P?s-Gradua??o em Educa??o da Pontif?cia Universidade Cat?lica do Rio Grande do Sul, na linha de pesquisa Forma??o, Pol?ticas e Pr?ticas em Educa??o, problematizou os desafios de formar professores para atuarem na cibercultura, onde o sistema escolar e universit?rio conserva heran?as paradigm?ticas ultrapassadas, e que ressignifica??es voltadas ? forma??o integral do estudante se fazem necess?rias. Adotou-se como quest?o norteadora: como ocorrem as rela??es entre o desenvolvimento de pr?ticas pedag?gicas gamificadas e a constitui??o formativa de professores de Anos Iniciais do Ensino Fundamental de uma escola de ensino privado de Porto Alegre/RS? O objetivo foi investigar como a constitui??o formativa dos professores de Anos Iniciais (AI) do Ensino Fundamental (EF) de uma escola de ensino privado de Porto Alegre/RS implica a constitui??o de pr?ticas pedag?gicas a partir da gamifica??o, a partir de uma proposta de modelo de elementos de jogos digitais em atividades gamificadas. O referencial te?rico constituiu o estado de conhecimento, onde destacam-se os autores: Tardif, L?vy, Huizinga, Santaella, Alves, Zabala e Arnau, e, Prensky. Como metodologia de pesquisa optou-se pela abordagem de natureza qualitativa, do tipo estudo de caso. O m?todo de an?lise de dados foi a An?lise Textual Discursiva, sendo os instrumentos de coleta de dados: question?rio, observa??o participante e n?o participante, entrevistas e di?rios de pesquisa. Os sujeitos de pesquisa foram professores dos AI do EF. Os principais resultados alcan?ados mostram que: (a) a forma??o inicial pouco possibilita ao professor desenvolver as compet?ncias necess?rias para atua??o na cibercultura; (b) os cursos de Educa??o Continuada de curta dura??o n?o proporcionam ao docente a reflex?o e as experi?ncias necess?rias; (c) os professores que inserem a gamifica??o nas pr?ticas pedag?gicas nem sempre t?m o entendimento de que est?o o fazendo; (c) o modelo proposto ? promissor, por?m, os docentes que apresentaram melhores resultados s?o aqueles que j? haviam tido contato com jogos do tipo Role-Playing Games e com os elementos da gamifica??o. Fica em aberto para ser discutido em poss?veis trabalhos futuros: ampliar a investiga??o para outros cen?rios e buscar contribui??es da gamifica??o para aprendizagem dos alunos.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-04-18T12:24:53Z No. of bitstreams: 1 DIS_KATIUSCA_MARUSA_CUNHA_DICKOW_COMPLETO.pdf: 1128915 bytes, checksum: 3ea9bf573e79342d561e9f07e14bfb19 (MD5) / Made available in DSpace on 2016-04-18T12:24:53Z (GMT). No. of bitstreams: 1 DIS_KATIUSCA_MARUSA_CUNHA_DICKOW_COMPLETO.pdf: 1128915 bytes, checksum: 3ea9bf573e79342d561e9f07e14bfb19 (MD5) Previous issue date: 2016-01-21 / The goal of the present qualitative-interpretative-comprehensive research is to discuss the formation of professors of Ballroom Dance, coming up reflections about the constitutive features of the professors of this area, and the relationship with their docent knowledge?s. The necessity of this reflection came up due to the lack and fragility of the formative and normative ways of the Ballroom Dance professional, mainly referred to specific and extensive training, and to the lack of supervision and structuration of this job field. The data of the present research were obtained through the use of the instruments ?Letters and Semi structured Interviews?, where the investigated participant was Jaime Ar?xa, a professor of Ballroom Dance, intentionally chosen because of his large acknowledgement, constitutive characteristics, and significant teaching practice in Ballroom Dance professor?s formation. The objective of the interview was to investigate which characteristics are emphasized and worked by this professional when choosing the methodological processes for his classes, and to which extent his life experiences, influenced his chooses and constitution of the professor that he actually is. The identification of the characteristics of the Being Professor was done through the letters written and directed to the interviewed by professionals formed directly by him, and that continue actuating with the Ballroom Dance. The interviews were structured in two themes: Histories of Life and Professor Action and Actuation. The Letters and Interviews were analyzed aiming to interlace the features reveled by the Letters with the professor knowledge?s: experiential, pedagogical, academicals, and spiritual, constructed and expressed in the Interviews, according to the theoretical referential of Tardif (2014) and Grillo (2006). The analysis of the variables of the investigation revealed that the constitutive characteristics of the Being professor of Ballroom Dance help the construction of his docent knowledge?s that, in turn, re-feed the permanent and systematic evaluation of what he is, resulting in a representative basis to the definition of the Being of a professor of Ballroom Dance. / A presente investiga??o qualitativa interpretativa ? compreensiva tem o intuito de discutir a forma??o de professores em Dan?a de Sal?o, trazendo reflex?es sobre as caracter?sticas constitutivas/identit?rias do Ser professor nessa ?rea e sua rela??o com seus saberes docentes. A necessidade dessas reflex?es surgiu da insufici?ncia e fragilidade dos meios formativos e normativos do profissional de Dan?a de Sal?o, no que se refere ? capacita??o espec?fica e abrangente e ? falta de fiscaliza??o e estrutura??o desse campo de trabalho. Para obten??o dos dados da pesquisa, foram utilizados os instrumentos Cartas e Entrevistas semiestruturadas. Teve como participante investigado, Jaime Ar?xa, professor de Dan?a de Sal?o, intencionalmente escolhido, pelo crit?rio de seu relevante reconhecimento, por suas caracter?sticas constitutivas/identit?rias e significativa pr?tica docente na forma??o de professores de Dan?a de Sal?o, no intuito de verificar: quais caracter?sticas s?o salientadas e trabalhadas por esse profissional em rela??o ? escolha dos processos metodol?gicos utilizados em suas aulas e de que forma suas experi?ncias de vida influenciaram em suas escolhas e constitui??o/identidade do Ser professor que ele ? hoje. A identifica??o das caracter?sticas do Ser professor, foi feita por meio das Cartas escritas e dirigidas ao entrevistado por profissionais formados diretamente por ele e que continuam atuando, no mercado de Dan?a de Sal?o. As entrevistas foram estruturadas em dois temas: Hist?rias de Vida e Atua??o Docente e A??o Docente. As Cartas e as Entrevistas foram analisadas, no intuito de entrela?ar a an?lise das caracter?sticas reveladas nas Cartas, com os saberes docentes: Experienciais, Pedag?gicos, Acad?micos e Espirituais, constru?dos e expressados nas Entrevistas, segundo o referencial te?rico de Tardif (2014) e Grillo (2006). A an?lise das vari?veis da investiga??o, revelaram que, as carater?sticas constitutivas/identit?rias do Ser professor de Dan?a de Sal?o, o que ele ?, auxiliam na constru??o de seus saberes docentes que, por sua vez, realimentam a permanente e sistem?tica avalia??o do que se ?, resultante em uma base representativa para a defini??o do Ser de um professor da Dan?a de Sal?o.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-05-06T16:36:07Z No. of bitstreams: 1 DIS_ISABEL_MARCHEZAN_COMPLETO.pdf: 985394 bytes, checksum: 0638bb80c1f5ea732f9b87df2c373267 (MD5) / Made available in DSpace on 2016-05-06T16:36:07Z (GMT). No. of bitstreams: 1 DIS_ISABEL_MARCHEZAN_COMPLETO.pdf: 985394 bytes, checksum: 0638bb80c1f5ea732f9b87df2c373267 (MD5) Previous issue date: 2016-03-21 / This study, of an exploratory nature, aims to show what the future professional journalists read and how they feed themselves information about past and present history. Through a survey, 52 journalism students, from three different universities in Rio Grande do Sul (UFRGS, Unisinos and UFSM) were interviewed. Most of them are youngsters who grew up surrounded and using digital gadgets and the internet: they are part of the digital native generation. The students answered a questionnaire about their reading habits regarding books and journals (newspapers and magazines); how they use internet and how social media influences the way they read and keep up to date with the news. Their answers were quantified and compared to other studies from around the world. These results allow some insights: university and professors have very little influence on what these students choose to read, and reading books is mainly a recreational habit, not motivated by academic needs. It is also possible to deduce that book reading is analogical, in paper, while newspapers and magazines are digital, because most of the students read them online, in their computers. The analysis of the answers is followed by a discussion on the future of reading: how do this generation consume news, and what impacts, good or bad ones, do digital technologies have and will have on the way they access, use and store information and culture. / O presente estudo, de car?ter explorat?rio, tem por objetivo mostrar o que leem e como se informam sobre a hist?ria passada e presente os futuros profissionais do jornalismo. Por meio de um survey, foram entrevistados 52 alunos do curso de jornalismo de tr?s universidades ga?chas (UFRGS, Unisinos e UFSM). Eles s?o, na maioria, jovens que cresceram cercados por e familiarizados com equipamentos digitais e a internet: s?o, portanto, parte da gera??o de nativos digitais. Os estudantes responderam a um question?rio sobre seus h?bitos de leitura de literatura e peri?dicos, como usam a internet e qual a influ?ncia que as redes sociais t?m sobre a forma como leem e como se mant?m informados. As respostas foram quantificadas, e os resultados, comparados a outras pesquisas que tamb?m abordaram h?bitos de leitura em outros pa?ses. Os dados apurados neste survey permitem concluir que a faculdade e o corpo docente t?m pouca influ?ncia sobre as leituras escolhidas por estes estudantes, e que a leitura de livros ? mais motivada pelo lazer do que pela obriga??o acad?mica. Tamb?m se concluiu que, enquanto a leitura de livros ? primordialmente anal?gica com o uso de papel, o consumo de peri?dicos ? basicamente digital, pois a maioria dos alunos l? este tipo de publica??o pela internet, usando o computador. Procedeu-se uma discuss?o sobre o futuro da leitura: como esta gera??o consome informa??o, e quais impactos, positivos ou negativos, as tecnologias digitais j? t?m e podem vir a ter sobre a maneira como acessam, usam e armazenam informa??o e cultura.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-05-10T12:13:01Z No. of bitstreams: 1 TES_FERNANDA_FIGUEIRA_MARQUEZAN_COMPLETO.pdf: 11666932 bytes, checksum: 2ed87147b5fea2d6c747973dae9de2bf (MD5) / Made available in DSpace on 2016-05-10T12:13:01Z (GMT). No. of bitstreams: 1 TES_FERNANDA_FIGUEIRA_MARQUEZAN_COMPLETO.pdf: 11666932 bytes, checksum: 2ed87147b5fea2d6c747973dae9de2bf (MD5) Previous issue date: 2016-03-01 / This doctoral dissertation in Education is part of the research line "Training, Policies and Practices in Education", of the PPGEdu/PUCRS and it is part of a set of work and research carried out at the Center for Studies in Higher Education (CSHE). The general purpose in this research was to analyze the impact of formative processes experienced by IT Scholarship Holders, former students of PIBID Education in teaching activity. The specific aims were: - to identify the educational processes of former students together to the Institutional Program of Introduction to Teaching - PIBID/UNIFRA; - to recognize how the former students of the program understand the relationships between academic knowledge, school knowledge and experiential knowledge in the context of practices of teaching initiation to the Sub-project of Education; - to show how the relationship between university and school contributes to the quality of training of former scholarship holders; - To assess how former scholarship holders realize their employability and; - to point some indicators for the quality of the Sub-project of the Area of Education. The methodology used was based on the interpretative paradigm under a qualitative approach, a case study type - Sub-project of the Area of Education, of a philanthropic and community HEI. The target subjects of the research were six (06) former scholarship holders of the Sub-project. The research instruments were narrative interviews and official documents (legislation, PPC of the Education Major, Institutional PIBID UNIFRA Project, Sub-project of Education). The Theoretical Framework involved in this work, was based mainly on authors such as: Bolzan (2006, 2009), Bolzan; Isaia (2006, 2010), Garc?a (1992, 1999, 2009), Morosini (2001, 2005, 2010, 2014, 2015), Tardif (2000, 2002), ZEICHNER (1992, 1998, 2002, 2010, 2015). The data analysis was based on the Discoursive Textual Analysis (DTA), the following categories of analysis were identified: Reflective Practice as Structuring Element of Teaching Activity, Multiplicity of Knowledge Needed to Teaching, Theory and Practice Interlocution, and Being a teacher: Identitarian Process and Professional Development of Teachers. The data analysis relied on the interrelationship of Regulatory Frameworks, Theoretical Framework and Discursive Framework. Based on the analysis which was carried out, it is possible to affirm that it constitutes an understanding of teaching activity of former students of PIBID Education systematized by the Spiral of the Teaching Activity. The Spiral of the Teaching Activity is characterized therefore by the movement produced by the process of learning how to be a teacher, which is being built and made up over training and educational performance. Thus, we arrive at that understanding, to the extent that the experiences lived by the former students in initiation practices to the teaching of the Sub-project Education, were reconstructed and a new meaning was offered, through concrete actions of learning situations regarding the school reality, the undergraduate students constructed and reconstructed the process of becoming a teacher. / Este trabalho de tese de doutorado em Educa??o insere-se na linha de pesquisa ?Forma??o, Pol?ticas e Pr?ticas em Educa??o?, do PPGEdu/PUCRS e faz parte do conjunto de trabalhos e pesquisas produzidos no Centro de Estudos em Educa??o Superior (CEES). A pesquisa teve o objetivo geral de analisar as repercuss?es dos processos formativos vivenciados por Bolsistas ID, Egressos do PIBID Pedagogia na aprendizagem docente. Os objetivos espec?ficos consistiram em: - identificar os processos formativos dos egressos junto ao Programa Institucional de Inicia??o ? Doc?ncia ? PIBID/UNIFRA; - reconhecer como os egressos compreendem as rela??es entre os saberes acad?micos, saberes escolares e os saberes experienciais no contexto das pr?ticas de inicia??o ? doc?ncia do Subprojeto da Pedagogia; - evidenciar como a rela??o entre universidade e escola contribui para a qualidade da forma??o dos bolsistas egressos; - avaliar como os bolsistas egressos percebem a sua empregabilidade e; - apontar indicadores para a qualidade do Subprojeto da ?rea da Pedagogia. A metodologia utilizada esteve pautada no paradigma interpretativo, sob uma abordagem qualitativa, de tipo estudo de caso ? Subprojeto da ?rea da Pedagogia, de uma IES filantr?pica e comunit?ria. Os sujeitos alvo da pesquisa foram seis (06) Bolsistas Egressas do Subprojeto. Os instrumentos da investiga??o foram entrevistas narrativas e documentos oficiais (legisla??o, PPC do Curso de Pedagogia, Projeto Institucional PIBID UNIFRA, Subprojeto da Pedagogia). O Marco Te?rico envolvido neste trabalho ancora-se, principalmente, em autores como: Bolzan (2006, 2009), Bolzan; Isaia (2006, 2009, 2010), Garc?a (1992, 1999, 2009), Morosini (2001, 2005, 2010, 2014, 2015), Tardif (2000, 2002), ZEICHNER (1992, 1998, 2002, 2010, 2015). A an?lise dos dados fundamentou-se na An?lise Textual Discursiva (ATD); identificaram-se as seguintes categorias de an?lise: Pr?tica Reflexiva como Elemento Estruturante da Aprendizagem Docente, Multiplicidade de Saberes Necess?rios ? Doc?ncia, Interlocu??o Teoria-Pr?tica, e Ser Professora: Desenvolvimento Profissional Docente e Processo Identit?rio. A an?lise dos dados apoiou-se na inter-rela??o dos Marcos Regulat?rios, Marcos Te?ricos e dos Marcos Discursivos. Com base nas an?lises realizadas, podemos afirmar que se constitui uma compreens?o da aprendizagem docente das Egressas do PIBID Pedagogia sistematizada pela Espiral da Aprendizagem Docente. A Espiral da Aprendizagem Docente caracteriza-se, portanto, pelo movimento produzido pelo processo de aprender a ser professor, que vai sendo constru?do e constitu?do ao longo da forma??o e atua??o docente. Assim sendo, chega-se ao entendimento de que, na medida em que as experi?ncias vivenciadas pelas Egressas nas pr?ticas de inicia??o ? doc?ncia do Subprojeto Pedagogia foram sendo [re]elaboradas e [res]significadas, por meio de a??es concretas de situa??es de aprendizagem na realidade escolar, as licenciandas constru?ram e [re]constru?ram o processo de tornar-se professor.