[pt] Esta dissertação tem como objetivo conhecer os coletivos parentais ou creches parentais, uma nova maneira de educar as crianças de 0 a 3 anos que vem ampliando seus adeptos na cidade do Rio de Janeiro. Embora a escola continue a ser vista como lócus privilegiado para a construção de saberes, já se reconhece que não é o único lugar para tal finalidade. No Brasil, algumas famílias têm se inspirado no modelo de coletivos parentais oriundo da França para pensar a educação de seus filhos, experiência que vem se formando no país há aproximadamente cinco anos. Os coletivos parentais são geridos pelas famílias e educadores para propor atividades enriquecedoras para a faixa etária, sem o afastamento das famílias. Este trabalho pretende então aprofundar os estudos sobre os coletivos parentais na cidade do Rio de Janeiro na tentativa de compreender a proposta, atores envolvidos, seus modos de funcionamento e práticas pedagógicas desenvolvidas. Para o desenvolvimento da pesquisa, buscou-se subsídios dentro do contexto da educação não formal, recorrendo à literatura nacional e estrangeira, dialogando com autores como Trilla e Arantes. Recorreu-se também aos estudos sobre a infância apresentados por Áries, Gélis e Kuhlmann, tendo em vista a invisibilidade histórica do atendimento destinado à faixa etária de zero a três anos e as lutas históricas em prol de um atendimento educacional de qualidade para esse público. Os recursos metodológicos utilizados foram: (i) aplicação de questionário online para famílias e educadores de coletivos parentais da cidade do Rio de Janeiro, com o intuito de mapear e delinear os coletivos parentais existentes; (ii) observação das atividades desenvolvidas em coletivos parentais; (iii) entrevistas semiestruturadas com famílias e educadoras envolvidas nessa experiência. A pesquisa permitiu identificar que a insatisfação com as propostas pedagógicas das creches e o desejo dos pais de participar ativamente da infância de seus filhos aparecem entre as motivações principais para a opção pelos coletivos parentais. Os coletivos parentais são formados majoritariamente por famílias de classe média alta, residentes na zona sul da cidade, e possuem educadoras contratadas atuando junto aos familiares. Foi também possível constatar que o livre brincar é valorizado e ganha força nas propostas pedagógicas dos coletivos parentais. / [en] This dissertation aims to know the parental collectives or parental day care centers, a new way of educating children from 0 to 3 years that has been broadening their adepts in the city of Rio de Janeiro. Although the school continues to be seen as a privileged locus for the construction of knowledge, it is already recognized that it is not the only place for this purpose. In Brazil, some families have been inspired by the model of parental collectives from France to think about the education of their children, an experience that has been developing in the country for about five years. Parental collectives are managed by families and educators to propose enriching activities for the age group, without the families being separated. This work intends to deepen the studies about the parental collectives in the city of Rio de Janeiro in an attempt to understand the proposal, the parties involved, how they operate and the pedagogical practices developed. For the development of the research, we sought subsidies within the context of non-formal education, using national and foreign literature, dialoguing with authors such as Trilla and Arantes. We also used the studies on childhood presented by Aries, Gélis and Kuhlmann, in view of the historical invisibility of care for the age group from zero to three years and the historical struggles for a quality educational service for this public. The methodological resources used were: (i) the application of an online questionnaire to families and educators of parental collectives in the city of Rio de Janeiro, with the purpose of mapping and delineating existing parental collectives; (ii) observation of the activities carried out in parental groups; (iii) semi-structured interviews with families and educators involved in this experience. The research allowed to identify that the dissatisfaction with the pedagogical proposals of the institutionalized day cares and the parents desire to participate actively in the childhood of their children appear among the main motivations for the option forthe parental collectives. The parental collectives are formed mainly by upper middle-class families, living in the southern part of the city with hired educators working with their families. It was also possible to verify that playing in a free way is valued and gains strength in the pedagogical proposals of the parental collectives.

This study examines the current pastoralists' education situation in Uganda in the context of the education policy established, and non-formal education interventions being conducted among the Bahima and Karimojong pastroralists by both Governmental and Non-Governmental Organizations, as an attempt to address the problems and issues of illiteracy and pastoral development. It is evident that education for pastoralists in Uganda creates a social consciousness with values, norms, knowledge and skills, which have a complex and dynamic relationship among the pastoralists. The problems of investigation in this research focus on information available on the functioning of pastoralism for effective provision of non-formal education programmes to the Bahima and Karimojong pastoralists; and how effectively the providers of non-formal education programmes can integrate the nomadic livelihood in the provision of non-formal education The literature review has focused on the Bahima and Karimojong pastoralists, but attempts have also been made to draw relevant lessons from other nomadic groups like Gypsies, travellers, and occupational travellers. The review has been intended to sharpen specific aspects related to pastoral and national education practices that can enable appropriate and strategic provision and implementation of non-formal education programmes to occur among the Bahima and Karimojong pastoralists in their pastoral context. Qualitative research methods used in the study were fundamentally relevant and suited for locating the meaning that semi-nomadic Bahima and Karimojong pastoralists placed on events, processes and structures of their lives, their perceptions, assumptions, prejudgments, presumptions, and for connecting these meanings to the social world around them. Presentation and analysis of data is divided into three sections including a recast of the items in the interview schedules, a summary of the research findings presented on a conceptually clustered Matrix Sheet, and a presentation of the data analysis resulting form the data displayed on the Matrix Sheet. Recommendations of the study have been clustered under the following three thematic categories: · Relevance of non-formal education programmes to the Bahima and Karimojong pastoraslist, · Factors for implementation of non-formal education programmes, and · Strategies for implementation and sustenance of non-formal education programmes among the Bahima and Karimojong pastoralists. / Educational Studies / MED (COMPARATIVE EDUCATION)

This study examines the current pastoralists' education situation in Uganda in the context of the education policy established, and non-formal education interventions being conducted among the Bahima and Karimojong pastroralists by both Governmental and Non-Governmental Organizations, as an attempt to address the problems and issues of illiteracy and pastoral development. It is evident that education for pastoralists in Uganda creates a social consciousness with values, norms, knowledge and skills, which have a complex and dynamic relationship among the pastoralists. The problems of investigation in this research focus on information available on the functioning of pastoralism for effective provision of non-formal education programmes to the Bahima and Karimojong pastoralists; and how effectively the providers of non-formal education programmes can integrate the nomadic livelihood in the provision of non-formal education The literature review has focused on the Bahima and Karimojong pastoralists, but attempts have also been made to draw relevant lessons from other nomadic groups like Gypsies, travellers, and occupational travellers. The review has been intended to sharpen specific aspects related to pastoral and national education practices that can enable appropriate and strategic provision and implementation of non-formal education programmes to occur among the Bahima and Karimojong pastoralists in their pastoral context. Qualitative research methods used in the study were fundamentally relevant and suited for locating the meaning that semi-nomadic Bahima and Karimojong pastoralists placed on events, processes and structures of their lives, their perceptions, assumptions, prejudgments, presumptions, and for connecting these meanings to the social world around them. Presentation and analysis of data is divided into three sections including a recast of the items in the interview schedules, a summary of the research findings presented on a conceptually clustered Matrix Sheet, and a presentation of the data analysis resulting form the data displayed on the Matrix Sheet. Recommendations of the study have been clustered under the following three thematic categories: · Relevance of non-formal education programmes to the Bahima and Karimojong pastoraslist, · Factors for implementation of non-formal education programmes, and · Strategies for implementation and sustenance of non-formal education programmes among the Bahima and Karimojong pastoralists. / Educational Studies / MED (COMPARATIVE EDUCATION)

This qualitative case study concerns the educational processes undertaken in an environmental programme of Timeleni Bomake group at Nsingweni, a rural community in Swaziland. At the time of the research most of the group members were elderly women with about four men among whom is the facilitator, a teacher at Nsingweni Primary School. The inquiry occurred through fieldwork involving interviews, observation and photography. Data analysis followed an inductive process that builds concepts. Formed in 1990, the group saw dramatic economic gain in the 1990's through a gardening project supported by Yonge Nawe environmental action group and the facilitator. At the beginning of the new millennium the participants' intrinsic abilities to sustain the group were put to test. Challenges emerged that reduced the enthusiasm of some group members such that the study found the group at the edge of collapse. This report concludes with recommendations on ways to sustain community programmes. / Educational Studies / Thesis (M. Ed. (Environmental Education))

The purposes of this study were (1) to describe and analyze the organization and content of nonprofit corporate curricula, (2) to describe and analyze the background and status of nonprofit corporate college faculty, and (3) to describe and analyze the demographics, educational background, and employment characteristics of students in nonprofit corporate colleges. Institutional demographics on student enrollment, number of graduates, admission policy, tuition cost, types of financial aid programs, student housing, and schedule of classes were gathered as well. Data were collected from survey instruments returned by 12 nonprofit corporate college administrators. The data were treated to produce frequencies and percentages. The study revealed that the majority of nonprofit corporate colleges are specialized institutions which primarily offer graduate degree programs. Faculty are most likely full-time, non-tenured employees. White males between the ages of 25 and 40 constitute an overwhelming majority of the student population. Two major findings unrelated to the purposes of the study were revealed during this investigation. They are (1) the term corporate college and the definition are sometimes misunderstood and (2) three corporate colleges identified last year have ceased operating as post-secondary degree-granting institutions.

A literatura especializada apresenta a importância de zoológicos, museus, aquários e jardins botânicos como instrumentos da conservação, educação e pesquisa envolvendo o conhecimento das espécies. Paralelamente tem ocorrido um aumento significativo na preocupação pela questão ambiental proclamando, com freqüência considerável, a educação como uma das áreas-chave para enfrentar este novo desafio. Neste cenário observa-se uma ampliação do conceito de educação que não se restringe mais ao âmbito escolar, proporcionando o crescimento de espaços não-formais dedicados ao ensino, especialmente os relacionados ao meio ambiente. Entretanto, poucos estudos têm sido feitos sobre o seu potencial educativo. O presente trabalho analisou o potencial pedagógico de quatro instituições que expõem a biodiversidade, localizadas no litoral de São Paulo: o Parque Ecológico Voturuá (São Vicente), o Jardim Botânico Chico Mendes (Santos), o Museu de Pesca (Santos) e o Acqua Mundo (Guarujá). Buscou-se ainda as concepções de biodiversidade e sua conservação nas instituições. Para tanto, três aspectos foram analisados para esta pesquisa: os espaços de exposição, os materiais escritos que apresentam os objetivos e as atividades desenvolvidas nestas instituições e o discurso das pessoas envolvidas no desenvolvimento de atividades institucionais ligadas a temática da biodiversidade. A análise dos dados se deu numa abordagem qualitativa da pesquisa educacional, buscando os significados dados por estas instituições à temática da biodiversidade, a questão de sua conservação e verificando o potencial pedagógico destes espaços não-formais de ensino. Para tanto, foram feitas observações dos espaços, análise de materiais escritos, tais como: documentos, propostas de trabalhos técnicos e pedagógicos, folhetos de divulgação e outros; e análise de questionários e entrevistas realizadas com os profissionais responsáveis que estão diretamente envolvidos no planejamento e desenvolvimento das atividades institucionais ligadas a temática da biodiversidade. Os referenciais teóricos utilizados para a análise dos significados basearam-se em autores que discutem as concepções de biodiversidade, as relações homem e natureza, as concepções de conservação da natureza e, por conseguinte, de biodiversidade e que analisam espaços não formais de ensino. Apesar de contemplarem universos diferentes de atuação, foi possível identificar características comuns dentre uma grande diversidade de atividades oferecidas nestes locais. Todas elas, a partir desta análise, apresentam potencial educativo para o desenvolvimento da temática da biodiversidade quanto ao aspecto expositivo. No entanto, freqüentemente o papel mais enfatizado perante a mídia é o de entretenimento, enfocando suas múltiplas atrações, constituídas por seres vivos, em suas diversas formas de conservação. Tal ênfase influencia as exposições que ficam constantemente a mercê das políticas locais, sem às vezes sequer conseguir estabelecer um objetivo maior ou uma identidade própria, dependendo diretamente da filosofia estabelecida pelo diretor de cada instituição. Este enfoque pode ter sido construído a partir de nossas próprias representações das várias formas da natureza que nos acompanham através dos tempos. No entanto, apesar desta difícil realidade, estes locais vem sendo progressivamente procurados pelo público escolar e conseguem estabelecer expressividade a partir de experiências educacionais inovadoras e relevantes que eventualmente contrapõem seus paradigmas existenciais e exercem constante pressão para a mudança dos cenários institucionais. / The specialized literature presents the importance of zoological gardens, museums, aquaria and botanical gardens as tools for the preservation, education and research involving the knowledge of the species. Concomitantly, there has been a significant increase in the preoccupation with the environmental issue, proclaiming education, with considerable frequency, a key-area to face this new challenge. In this context it is possible to observe an extension of the concept of education which is no longer restricted to the scholastic level, providing the growth of non-formal spaces dedicated to teaching, especially those related to the environment. Nevertheless, few studies about its educative potential have been made. This work analyzed the pedagogical potential of four institutions that exhibits biodiversity located on the coast of São Paulo: the Parque Ecológico Voturuá (Ecological Park Voturuá) in São Vicente, the Jardim Botânico Chico Mendes (Botanical Garden Chico Mendes) in Santos, the Museu de Pesca (Fishing Museum) in Santos and the Acqua Mundo (Acqua World) in Guarujá. Futhermore, Biodiversity and your preservation conceptions in the institutions were investigated. For such porpose, three aspects of these institutions were analyzed for this research: the exhibition locations, the written materials that present the objective and their activities, and the discourse of the professionals directly involved with the planning, handling and communication of the collections. The data analysis was carried out through a qualitative approach of the educational research, seeking the meanings of institutions given to the thematic of the biodiversity and the issue of its preservation, verifying the pedagogical potential of these non-formal spaces dedicated to teaching. For such purpose, written materials were analyzed such as: technical and pedagogical documents, information leaflets and others; observation visits, questionnaires and interviews analysis were made. The theoretical sources used in the analysis of the meanings were based on authors who question the concepts of biodiversity, the man and nature relations, the concepts of nature preservation and, therefore, of biodiversity, and who analyze non-formal teaching spaces. Despite contemplating different universes of performance, it was possible to identify common characteristics within a great diversity of activities offered in those places. All of them, from this analysis, present educative potential for the development of the thematic of biodiversity. However, the most emphasized role before the media is frequently that of entertainment, focusing their multiple attractions, composed of living beings, in their different forms of preservation. Such emphasis influences the exhibitions which are constantly at the mercy of the local policies, without even managing, sometimes, to establish a greater objective or a proper identity, depending directly on the philosophy established by the director of each institution. This approach may have been developed from our own representations of the various forms of nature which have accompanied us through time. Nevertheless, despite this difficult reality, these places have been progressively sought by the scholastic public and they have succeeded in establishing expression from innovative and relevant educational exp eriences which have been eventually compared with their existing paradigms and exert constant pressure so that a change of the institutional settings may take place.

Submitted by admin tede (tede@pucgoias.edu.br) on 2016-09-12T18:00:01Z No. of bitstreams: 1 DOMINGAS SOARES MACIEL DIAS.pdf: 761247 bytes, checksum: a27bc4d746f6a27004f97f07c6bd8b51 (MD5) / Made available in DSpace on 2016-09-12T18:00:01Z (GMT). No. of bitstreams: 1 DOMINGAS SOARES MACIEL DIAS.pdf: 761247 bytes, checksum: a27bc4d746f6a27004f97f07c6bd8b51 (MD5) Previous issue date: 2015-10-09 / In this study it seizes up and analyzes the theoretical and empirical production of Postgraduate Master's Program, from 2004 to 2013, and spatially held in digital libraries from Brazilian universities, which were one important source for the location of production and, above all, for the latest. In seeking to organize this production of knowledge, with the main points the theme treated in each production, the objectives, the concept of education and its social direction and policy in schools in prison spaces in Brazil given the conditions in the daily lives of those establishments characterized by repression, for order and discipline. Rises as analysis to public formal education developed in Brazilian prisons interferes with the human formation of incarcerated people. It is used in the literature dissertations, which set explicit and several different jobs in different theoretical and methodological bases. The analysis is sustained in authors like Spider (1996), Romanelli (1985), Germano (2005), Ribeiro (1992), Baratta (1990), Fernandes (2005), among others. Added to this, the documentary research that draws on official prison regulations, 1850-1957, and the Law 7210/1984 and thus position the reader as to the content contained within. Clarifies further that the authors of dissertations diverged as to the purpose of public formal education in prisons. The authors were divided into two groups: the first advocates school education as a subject of exploitation so that they have a social practice critical and transformative; already the second, captures the public formal education inside the prisons as an instrument to "re-educate" incarcerated people and prepare them to return to society, with reference to the positivist school. Collected were fiftysix work - articles, theses and dissertations, of which twenty were chosen master's theses by approaching the object in question. / Neste estudo apreende-se e analisa-se a produção teórica e empírica em Programas de Pósgraduação em Mestrado, no período de 2004 a 2013, e, espacialmente realizou-se nas bibliotecas digitais das universidades brasileiras, as quais foram uma fonte importante para a localização das produções e, sobretudo, para as mais recentes. Na busca de se organizar essa produção de conhecimento, tendo como pontos essenciais a temática tratada em cada produção, os objetivos, a concepção de educação e a sua direção social e política nas escolas em espaços prisionais no Brasil dado às condições no cotidiano daqueles estabelecimentos caracterizados pela repressão, pela ordem e pela disciplina. Levanta-se como análise se a educação formal pública desenvolvida em unidades prisionais brasileiras interfere na formação humana das pessoas encarceradas. Utiliza-se da pesquisa bibliográfica em dissertações de mestrado, cujo conjunto explicita vários e distintos trabalhos em bases teóricas e metodológicas diferentes. A análise sustenta-se em autores como Aranha (1996), Romanelli (1985), Germano (2005), Ribeiro (1992), Baratta (1990), Fernandes (2005), dentre outros. Acresce-se a essa, a pesquisa documental, de que se vale de regulamentos penitenciários oficiais, de 1850 a 1957, e da Lei 7210/1984 e, assim, situar o leitor quanto ao conteúdo das mesmas. Esclarece ainda, que os autores das dissertações divergiram quanto à finalidade da educação formal pública em prisões. Os autores foram divididos em dois grupos: o primeiro defende a educação escolarizada como instrumentalização de sujeitos, para que tenham uma prática social crítica e transformadora; já o segundo, apreende a educação formal pública no interior das prisões como instrumento capaz de “reeducar” as pessoas encarceradas e preparálas para o retorno à sociedade, tendo como referência a Escola Positivista. Foram coletados cinquenta e seis trabalhos – artigos, teses e dissertações-dos quais foram escolhidas vinte dissertações de mestrado por se aproximarem do objeto em questão.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-09-28T12:25:27Z No. of bitstreams: 1 Juliana Somekh.pdf: 1105964 bytes, checksum: e95f09685cf91805d123f838a61a6076 (MD5) / Made available in DSpace on 2018-09-28T12:25:27Z (GMT). No. of bitstreams: 1 Juliana Somekh.pdf: 1105964 bytes, checksum: e95f09685cf91805d123f838a61a6076 (MD5) Previous issue date: 2018-08-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research is part of the ECOFAM group and was developed by inspiration from the phenomenological perspective according to some Arendtian and Heideggerian understandings systematized by Critelli (1996), and the method used was based on the qualitative research of an interventional character. The research and fieldwork process were carried out at a Center for Children and Adolescents (CCA) and the guiding question was: in what way does the partner institution dialogue with the families of the students? We could perceive that the dialogue exists in some ways, starting with the importance that the partner institution’s professional team gives to the necessity for a relationship with their families and a constant work for its improvement, which, in fact, made possible this research. The general purpose of this work was to improve the dialogue between the families and a CCA and, to achieve that, we looked for: a. identify how family issues appear in the educational process of learners; b. understand how the team dialogues and approaches the families to the educational process; c. to promote meetings and reflection spaces for professionals to improve their dialogue with families; d. work in partnership with families whose issues impact the educational process. During the intervention process we used as a procedure a logbook, participative observation and group and individual reflective meetings. The phenomena that appeared were compiled in two types in the analysis stage: a. limitations for dialogue within the family; b. obstacles to an educational improvement in a non-formal education institution. The analysis carried out, among other issues, points to the possibility of a deepening in how to improve the conversation field about daily issues that appear in families, and how to regulate non-formal education so it will be not only a complementation of formal education, but a structuring guideline / Esta pesquisa faz parte do grupo ECOFAM e foi desenvolvida sob uma inspiração da perspectiva fenomenológica, segundo algumas noções arendtianas e heideggerianas sistematizadas por Critelli (1996), e o método utilizado para produção de conhecimento deste trabalho se vale da pesquisa qualitativa de caráter interventivo. O processo de investigação e atuação em campo foi realizado junto de um Centro para Crianças e Adolescentes (CCA) e a pergunta norteadora foi: de que forma a instituição parceira dialoga com as famílias dos educandos? O que se percebeu foi que o diálogo existe de algumas formas, a começar pela importância que a equipe profissional da instituição parceira dá à necessidade de uma relação com as famílias e uma constante busca para seu aprimoramento, o que, inclusive, possibilitou esta pesquisa. O objetivo geral deste trabalho foi aprimorar o diálogo entre as famílias e um CCA e, para tanto, buscou-se: a. identificar como as questões familiares aparecem no processo educativo dos educandos; b. entender como a equipe dialoga e aproxima as famílias do processo educativo; c. promover encontros e espaços de reflexão para os profissionais aprimorarem o diálogo com as famílias; d. trabalhar em parceria com as famílias cujas questões impactam o processo educativo. Durante o processo interventivo, utilizamos como procedimento um diário de bordo, observação participante e encontros reflexivos grupais e individuais. Os fenômenos que apareceram foram compilados em duas constelações na etapa de análise: a. limitações para o diálogo na própria família; b. entraves para um aprimoramento educacional em uma instituição de educação não formal. A análise realizada, entre outras questões, aponta para a possibilidade de um aprofundamento em como aprimorar o espaço de conversa sobre questões diárias que aparecem nas famílias, e como regulamentar a educação não formal para que ela não seja apenas uma complementação da educação formal, mas uma diretriz estruturante

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-02-08T11:43:50Z No. of bitstreams: 1 Jéssica Rodrigues Gomes Kijak_.pdf: 845452 bytes, checksum: 49c3c5fd63640ee056f9cdf7820f490c (MD5) / Made available in DSpace on 2018-02-08T11:43:50Z (GMT). No. of bitstreams: 1 Jéssica Rodrigues Gomes Kijak_.pdf: 845452 bytes, checksum: 49c3c5fd63640ee056f9cdf7820f490c (MD5) Previous issue date: 2017-10-31 / Nenhuma / A presente pesquisa investiga as práticas educativas na educação não formal e a gestão pedagógica no Centro de Promoção da Infância e da Juventude. A opção metodológica dessa pesquisa foi a da abordagem qualitativa com inspiração na pesquisa-ação. Foram analisados diversos documentos institucionais e os que orientam o convênio público com a Prefeitura de Porto Alegre na área da assistência social e educação. Além disso, realizaram-se entrevistas semiestruturadas com dois educandos, dois educadores e um gestor, juntamente com a observação participante registrada em diário de campo no decorrer da pesquisa. Na análise de conteúdo realizada na perspectiva crítica verificou-se a estrutura e organização da gestão pedagógica com identificação das práticas educativas realizadas nesse espaço; outro eixo de análise foram os objetivos e metodologias que orientam as práticas educativas e a relação entre os documentos e as práticas cotidianas. Conclui-se que a gestão pedagógica, as práticas educativas, os objetivos e metodologias, de modo geral, estão alinhados com as características da educação não formal, no que tange a sua estruturação e organização. Contudo, algumas tensões são constatadas nessa relação, tais como: a necessária prudência para que não se reproduzam as práticas da educação formal nesse espaço não formal; o equilíbrio nas ações que envolvem os objetivos institucionais cristãos, as metas estabelecidas nos projetos em parceria com o poder público e as exigências dos convênios versus a liberdade de ação institucional. Como proposições à Instituição, como decorrência do estudo realizado, indica-se a elaboração do Projeto Político Pedagógico do Centro de Promoção da Infância e da Juventude e o investimento em formação continuada, para a constante qualificação das ações de gestão e práticas educativas da instituição. Para tanto é necessário que a gestão pedagógica garanta a finalidade educativa da Instituição, colocando a dimensão administrativa da gestão a serviço da concretização dos objetivos educacionais. / The present research work investigates the educational practices of the non-formal education and the pedagogical management applied at the Center for the Promotion of Infancy and Youth. The methodology followed in this study was a qualitative approach inspired in research-action. Several instituonal documents were analyzed, with enphasys on those that govern the public agreement with the Porto Alegre City Hall regarding the social assistance and education. Moreover, semi-structured interviews were carried out with (1) two students, (2) two teachers, (3) one manager of the Center, and it was registered in a field diary the observational participations of the researcher during activities and interviews throughout the development of the research in the Center. By the critical analysis of the material collected, it was verified that the structure and organization of the pedagogical administration was aligned with educative practises applied in the Center. Another points analysed in this research included the aims and methodologies that guide the educative practises employed in the Center and how the documents and daily activities are related. From these analyses it was concluded that, in general, the pedagogical administration, educative practises, aims and methodologies are aligned to the characteristics of a non-formal education, when considered aspects of structure and organization. However, some tension could be identified in this relation, to name some: (1) necessary caution to not reproduce formal activities in this non-formal place; (2) the balance of actions regarding to the Christian precepts of the Center; (3) the stablished aims in projects developed in collaboration with the public government and the exigences of these collaborations versus the freedom of Instutional actions. As a result of this study, some directions were proposed to the Center, which including the elaboration of a Public Pedagogical Project of the Center for the Promotion of Infancy and Youth and the investiment in continous trainning of the professionals, which will ultimately lead to the improvement of the administrative actions, and of the educative practises of the Center. To this, it is necessary that the padagogical administration ensures that the main aim of the Center is aducation, managing and investing their resources that will permit the achievement of the educational objectives of the Institution.

Made available in DSpace on 2016-04-28T20:56:29Z (GMT). No. of bitstreams: 1 Raquel de Godoy Retz.pdf: 817499 bytes, checksum: 3a5a92a7c1feee288e37fb44e4523d39 (MD5) Previous issue date: 2012-05-14 / The main goal of this study is to understand the self-confrontation as a possibility of reflection and movement in the performed activity the practice during the trainee period. Considering the theoretical and analytical categories of Dialectical Historical Materialism, and studies about the activity , according to the theory of Clinical Activity by Yves Clot, the study proposition is focused on the self-confrontation technique, with some changes proposed by this researcher. Two pedagogy students (trainees) are recorded while teaching and, then, go through the self-confrontation stage, in which they watch their own practices during the recorded classes. The researcher questions about the classes, makes propositions and gives suggestions about those practices. The focus on the self-confrontation technique as an appropriate tool for the formal education of teachers is based in theories which consider reflection as the main part of the professional education process. During the analysis of the self-confrontations, the points of observation are the reflections expressed by the trainees and their movements, the variations of activities, and the comparison between self-confrontations / O objetivo principal desta pesquisa é compreender a autoconfrontação como possibilidade de reflexão e movimento, na atividade executada - o estágio. Considerando as categorias teóricas e de análise do Materialismo Histórico Dialético, e estudos sobre a atividade , conforme a teoria da Clinica da Atividade de Yves Clot, a proposta de estudo está focada na técnica da autoconfrontação com as alterações propostas pela pesquisadora. Duas alunas de pedagogia- estagiárias - são filmadas dando aulas, depois, passam pela etapa da autoconfrontação, e assistem trechos de suas aulas. A pesquisadora questiona-as sobre suas atividades na sala de aula e intervém com propostas, opiniões e questionamentos. O enfoque na técnica da autoconfrontação, como possível ferramenta na formação inicial de docentes, apoia-se em teóricos que consideram a reflexão como principal quesito no processo de formação profissional. Na análise das autoconfrontações, o centro de observações é as reflexões expressadas pelas estagiárias, os movimentos, mudanças de atividades, na comparação entre as autoconfrontações