Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-10-31T11:16:30Z No. of bitstreams: 1 2016 - Antonia Marines Goes Alves.pdf: 1471201 bytes, checksum: 3618bdf311f728868478b31e11fad235 (MD5) / Made available in DSpace on 2017-10-31T11:16:31Z (GMT). No. of bitstreams: 1 2016 - Antonia Marines Goes Alves.pdf: 1471201 bytes, checksum: 3618bdf311f728868478b31e11fad235 (MD5) Previous issue date: 2016-11-24 / This research was carried out at the Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Amazonas ? Campus Tabatinga. Under the qualitative-quantitative analyse methodology is constituted of documentary analysis of the guiding Course Plan and the analysis of the questionnaire applied to the Subsequent Environment students from the second training module (the last term single class). The analysis of the Course Plan was done observing its main aspects: Background, Objectives, Justification, Objectives, Professional Profile of the students who completed the course and the Course Study Programme in an interdisciplinary proposal and in relation to the Environmental Education. In the document were observed an outdate when compared to official documents (PCN: Environment and CNCT). The questionnaire applied to the graduated students, comprised of open and closed questions, sought to make the students show their environmental perception as an environmental technician. The analysis of the results bringing to the spotlight the necessity of a deeper reflection about the course offered, since its inception until its classroom practice, such its outdating with regard to transdisciplinary and interdisciplinary conceptions recommended in the official documents. The analysis of the questionnaires presents a technical training tended to a Cartesian and superficial professional practice evidencing a restricted environmental perception, focused on the use of the environment for man benefit / Esta pesquisa foi realizada no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Amazonas ? Campus Tabatinga. Sob a metodologia da an?lise quali-quantitativa est? constitu?da da an?lise documental do documento norteador do Curso (Plano de Curso) e an?lise de question?rio semiestruturado aplicado aos alunos da turma de Meio Ambiente Subsequente III m?dulo (turma ?nica de finalistas do curso). A an?lise do Plano de Curso foi feita observando seus aspectos principais: Justificativa, Objetivos, Perfil do profissional de conclus?o e Matriz curricular do curso em rela??o ? uma proposta interdisciplinar e em rela??o ? E.A. No documento foi observada uma desatualiza??o em rela??o ao disposto em documentos oficiais (PCN: Meio Ambiente e CNCT). O question?rio aplicado aos alunos finalistas, composto de perguntas abertas e fechadas, buscou que o aluno deixasse ? mostra sua percep??o ambiental como t?cnico ambiental em final de forma??o. A an?lise dos resultados obtidos traz ? tona a necessidade de uma reflex?o mais profunda acerca do curso ofertado, desde a sua concep??o no papel at? a sua pr?tica em sala de aula, dada a desatualiza??o do mesmo em rela??o ?s concep??es transdisciplinares e interdisciplinares recomendadas nos documentos oficiais. A an?lise dos question?rios nos apresenta uma forma??o t?cnica que se tendencia a uma pr?tica profissional cartesiana e superficial evidenciando-se uma percep??o ambiental restrita e voltada ao uso do meio ambiente em benef?cio do homem.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-08-26T13:15:04Z No. of bitstreams: 1 2010 - Emerson do Nascimento..pdf: 2090889 bytes, checksum: fb83cd3a1b27b42a9d8d80f206c93f8f (MD5) / Made available in DSpace on 2016-08-26T13:15:04Z (GMT). No. of bitstreams: 1 2010 - Emerson do Nascimento..pdf: 2090889 bytes, checksum: fb83cd3a1b27b42a9d8d80f206c93f8f (MD5) Previous issue date: 2011-11-03 / Instituto Federal Goiano - Campus Morrinhos / The study presented was developed within a qualitative approach, from the direct contact and interactive mathematics as a tool in building interdisciplinary student learning in the course of agricultural technician. The research began with an investigation and reflection of the relationship between formal mathematics and the student every day, so we could build an interdisciplinary educational proposal capable of arousing student interest in building significant knowledge of mathematics in technical education. To make possible the construction of this proposal were made questionnaire and direct observation of students, identifying possible grievances and aspirations within the teaching-learning process of mathematics contextualized in vocational education. The results were instrumental in building the planning and execution of activities involving mathematics, promoting and paying contextualization within the disciplines of agricultural mechanization, topography, irrigation and drainage and applied mathematics. We note that at the end of the process the student has achieved the expected learning, getting to interact with the mathematical techniques and discipline to their daily lives. / O estudo que apresentamos foi desenvolvido dentro de uma abordagem qualitativa, a partir do contato direto e interativo da matem?tica como ferramenta interdisciplinar na constru??o da aprendizagem do aluno no curso t?cnico agr?cola. A pesquisa iniciou com uma investiga??o e reflex?o da rela??o entre a matem?tica formal e o cotidiano do aluno, para que fosse poss?vel construir uma proposta pedag?gica interdisciplinar capaz de despertar o interesse do aluno em construir o conhecimento significativo da matem?tica na forma??o t?cnica. Para que fosse poss?vel a constru??o dessa proposta foram realizados question?rio e observa??o direta dos alunos, detectando poss?veis insatisfa??es e anseios dentro do processo ensino-aprendizagem da matem?tica contextualizada no ensino profissional. Os resultados obtidos foram fundamentais na constru??o do planejamento e execu??o das atividades que envolviam a matem?tica, promovendo a integraliza??o e contextualiza??o dentro das disciplinas de mecaniza??o agr?cola, topografia, irriga??o e drenagem e matem?tica aplicada. Observamos que no final do processo o aluno conseguiu atingir a aprendizagem esperada, conseguindo interagir a matem?tica com as disciplina t?cnicas e com o seu cotidiano

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