Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-09-27T12:27:24Z No. of bitstreams: 1 2017 - Natalia de Souza Furtado.pdf: 574981 bytes, checksum: f45f09dccdcccefb9091cb0875f02e40 (MD5) / Made available in DSpace on 2018-09-27T12:27:24Z (GMT). No. of bitstreams: 1 2017 - Natalia de Souza Furtado.pdf: 574981 bytes, checksum: f45f09dccdcccefb9091cb0875f02e40 (MD5) Previous issue date: 2017-12-11 / The research work was carried out at the State Integrated Center of Rural Education, located in the Northwest of the state of Esp?rito Santo. CEIER is a full-time school that has as its pedagogy the education of the field. The school has the secondary education, being this integrated to the technical course in farming. The research had as a procedure bibliographical survey, documentary analysis and field research. The research was qualitative in nature, with semi-structured questionnaires being applied to the students (questionnaire applied on-line) and to the 24 final students of the year 2016. The results of the questionnaires were analyzed using the reference framework of Franco (2008). It was also carried out a survey of the work of conclusion of internship defended in the year 2010 to 2015 with the objective of verifying in which area of agriculture the majority of the works take place. The main objective of this research was to investigate and evaluate how the activities carried out in the internship and the practical activities of experimentation developed in the Work of Completion Internship contributed to a greater learning of the students and if there was also a contribution in the professional qualification of the students graduating and of the technical course in agriculture. The results indicate that the students, both the graduates and the graduates consider it important to carry out the internship for a better training in the vocational course, and that the accomplishment of the internship work contributes significantly to the understanding of the theoretical contents learned during the course, an experience with scientific work, to solve problems, contributing not only to the learning teaching process but also guaranteeing a greater self-confidence for the future agricultural technician and student of higher education / O trabalho de pesquisa foi realizado no Centro Estadual Integrado de Educa??o Rural, localizado no Noroeste do estado do Esp?rito Santo. O CEIER ? uma escola de tempo integral que tem como proposta pedagogia a educa??o do campo. A escola possui o ensino m?dio, sendo este integrado ao curso t?cnico em agropecu?ria. A pesquisa teve como procedimento levantamento bibliogr?fico, an?lise documental e pesquisa de campo. A pesquisa foi de natureza qualitativa, tendo a coleta de dados realizada atrav?s de question?rios semi estruturados aplicado aos estudantes egressos (question?rio aplicado de forma on line) e aos 24 estudantes concluintes do ano de 2016. Os resultados dos question?rios foram analisados utilizando o referencial de Franco (2008). Tamb?m foi realizado um levantamento dos trabalhos de conclus?o de est?gio defendidos no ano de 2010 a 2015 com o objetivo de verificar em qual ?rea da agropecu?ria ocorrem a maior parte dos trabalhos. O principal objetivo desta pesquisa foi investigar e avaliar como as atividades realizadas no est?gio e as atividades pr?ticas de experimenta??o desenvolvidas no Trabalho de Conclus?o Est?gio contribu?ram para um maior aprendizado dos estudantes e se houve tamb?m contribui??o na qualifica??o profissional dos estudantes egressos e concluintes do curso t?cnico em agropecu?ria. Os resultados indicam que os estudantes, tanto os concluintes como os egressos consideram importante ? realiza??o do est?gio para uma melhor forma??o no curso profissionalizante e que a realiza??o do trabalho de conclus?o de est?gio contribui significativamente para a compreens?o dos conte?dos te?ricos aprendidos durante o curso, para uma experi?ncia com trabalhos cient?ficos, para resolu??o de problemas, contribuindo n?o s? para o processo ensino aprendizado como tamb?m garantindo uma maior autoconfian?a para o futuro t?cnico em agropecu?ria e estudante do ensino superior

Made available in DSpace on 2014-12-17T14:46:37Z (GMT). No. of bitstreams: 1 LaurianaMC.pdf: 1879462 bytes, checksum: deb097f100adaf7f2fcf3d998acf9e8c (MD5) Previous issue date: 2008-04-08 / This is an analytic research of a qualitative nature whose purpose is to examine the learning process involving students of the Nursing Program of the Universidade Federal do Rio Grande do Norte UFRN who are attending the Supervised Clerkship in Nursing (SCN) in Family Health Strategy (FHS), based on learning through daily living. In order to do this, a historical overview of this academic activity in the teaching of nursing was presented, and the importance of FHS as the scene where professional health education takes place was discussed. For the empirical investigation, ten eighth-semester students involved in clerkship activities at family health units in the Western Sanitary District of Natal, Rio Grande do Norte, were interviewed. The theoretical approach relied, as epistemological presupposition, on the ideas of educator Humberto Maturana who showed that learning, both in nature and among human beings, takes place within dialogic living relationships wherein acceptance of the other, affectivity (love) and dialoguing are essential stimuli to learning. Students discourses gradually became part of the analytic categories that had been established beforehand. There has been verified that the students went through meaningful learning encouraged by all who shared the living environment, that is: nurse/instructor, teacher/supervisor, family health staff, and the community. Several feelings were involved in the process, such as joy, satisfaction, self-reliance, affectivity and, in the opposite direction, sadness, indignation, a feeling of impotence, and fear. The learning of interpersonal relationship was describe as the most relevant of the academic experiences and, therefore, thus emphasizing the relevance of affectivity to the learning process as Maturana points out. It is suggested that the teaching of nursing keep on giving priority to family health units as the Basic Care educational scene, with attention to the importance of placing the students in welcoming environments, in such a way as to encourage learning / Trata-se de uma pesquisa anal?tica de cunho qualitativo, com o objetivo de analisar o processo de aprendizagem de estudantes do Curso de Enfermagem da UFRN em Est?gio Curricular Supervisionado (ECS) na Estrat?gia de Sa?de da Fam?lia (ESF), tendo como fio condutor a aprendizagem na conviv?ncia. Para isto, foi apresentado um resgate hist?rico desta atividade acad?mica no ensino de enfermagem, assim como foi discutida a relev?ncia da ESF como cen?rio da forma??o profissional em sa?de. Para a investiga??o emp?rica, foram entrevistados dez estudantes do oitavo per?odo do curso, que estagiavam em unidades de sa?de da fam?lia do Distrito Sanit?rio Oeste de Natal/RN. O aporte referencial teve como pressuposto epistemol?gico as id?ias do educador Humberto Maturana, o qual demonstrou que a aprendizagem na natureza e tamb?m entre seres humanos acontece dentro das rela??es dial?gicas de conviv?ncia, nas quais ? essencial a aceita??o do outro, a afetividade (o amor) e o di?logo, como est?mulos ? aprendizagem. As falas dos estudantes foram sendo incorporadas ?s categorias anal?ticas, definidas ? priori. Ficou demonstrado que o estudante vivenciou uma aprendizagem significativa, estimulada por todos aqueles que compartilharam da conviv?ncia, a saber: enfermeiro/preceptor, docente/supervisor, equipe de sa?de da fam?lia e comunidade. Neste processo, foram comuns v?rios sentimentos, como a alegria, a satisfa??o, a autoconfian?a, a afetividade, assim como, em um sentido oposto, a tristeza, a indigna??o, a sensa??o de impot?ncia e o medo. O aprendizado do relacionamento interpessoal foi apresentado como o mais relevante da experi?ncia acad?mica, dando conta, portanto, da import?ncia da afetividade no processo de aprendizagem, conforme assinala Maturana. Recomenda-se que o ensino de enfermagem continue priorizando as unidades de sa?de da fam?lia como cen?rio educativo na Aten??o B?sica, observando-se a import?ncia de inserir os estudantes em ambientes acolhedores, de forma que a aprendizagem possa ser estimulada

Submitted by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2015-02-27T13:30:33Z No. of bitstreams: 5 3.pdf: 1293801 bytes, checksum: 8df08be550789bd3f1c5c25b92deba50 (MD5) license_url: 49 bytes, checksum: fd26723f8d7edacdb29e3f03465c3b03 (MD5) license_text: 20626 bytes, checksum: 7851d446050a985bd0603b7c4cee472d (MD5) license_rdf: 19710 bytes, checksum: aa65da15f424ff71c620a992a187295c (MD5) license.txt: 2109 bytes, checksum: aa477231e840f304454a16eb85a9235f (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2015-02-27T18:19:32Z (GMT) No. of bitstreams: 5 3.pdf: 1293801 bytes, checksum: 8df08be550789bd3f1c5c25b92deba50 (MD5) license_url: 49 bytes, checksum: fd26723f8d7edacdb29e3f03465c3b03 (MD5) license_text: 20626 bytes, checksum: 7851d446050a985bd0603b7c4cee472d (MD5) license_rdf: 19710 bytes, checksum: aa65da15f424ff71c620a992a187295c (MD5) license.txt: 2109 bytes, checksum: aa477231e840f304454a16eb85a9235f (MD5) / Made available in DSpace on 2015-02-27T18:19:32Z (GMT). No. of bitstreams: 5 3.pdf: 1293801 bytes, checksum: 8df08be550789bd3f1c5c25b92deba50 (MD5) license_url: 49 bytes, checksum: fd26723f8d7edacdb29e3f03465c3b03 (MD5) license_text: 20626 bytes, checksum: 7851d446050a985bd0603b7c4cee472d (MD5) license_rdf: 19710 bytes, checksum: aa65da15f424ff71c620a992a187295c (MD5) license.txt: 2109 bytes, checksum: aa477231e840f304454a16eb85a9235f (MD5) Previous issue date: 2009 / A turfeira ? formada pelo ac?mulo em sucess?o de restos vegetais, em locais que apresentam condi??es que inibem a atividade de microrganismos decompositores, como excesso de umidade, baixo pH, escassez de oxig?nio e temperaturas amenas. Em Diamantina, esse pedoambiente ? encontrado na ?rea de Prote??o Ambiental - APA Pau-de-Fruta, situada a 6 km da sede do munic?pio, a uma altitude m?dia de 1366 m. A APA est? inserida na Serra do Espinha?o Meridional, sua litologia ? predominantemente quartz?tica e a vegeta??o ? t?pica de campo rupestre, com pequenas ilhas de cerrado denominadas cap?es, que se adaptaram ao ambiente hidrom?rfico. O ambiente ? oligotr?fico e apresenta elevados teores de Al3+ e valores de satura??o por alum?nio. As turfeiras formadas nessa ?rea apresentam verticalmente uma estrutura bem definida, sendo que as camadas mais superficiais foram classificadas, de acordo com seu est?gio de decomposi??o, como f?bricas, as intermedi?rias como h?micas e as camadas mais profundas, como s?pricas. A turfeira, por ser um ambiente de ac?mulo de mat?ria org?nica em condi??es de baixa atividade de O2, favorece a forma??o e a manuten??o de subst?ncias h?micas, sobretudo as fra??es menos sol?veis, de forma que o teor de humina ? maior que os teores de ?cidos h?micos que, por sua vez, s?o maiores que o teor de ?cidos f?lvicos. A turfeira, devido ao seu comportamento tipo esponja, apresenta grande import?ncia na din?mica da ?gua nessa regi?o, de forma que, nos per?odos chuvosos, ela armazena ?gua em seus poros e a libera de forma gradativa com o passar do tempo. A turfeira da APA Pau-de-Fruta ocupa 81,75 ha, armazena cerca de 629.782 m3 de ?gua e estoca em torno de 33.129 toneladas de carbono. Dessa forma, a turfeira da APA Pau-de-Fruta representa um consider?vel reservat?rio natural de ?gua, bem como o importante ambiente de sequestro de carbono e ? fundamental para o abastecimento de ?gua da cidade de Diamantina. / Disserta??o (Mestrado) ? Programa de P?s-Gradua??o em Produ??o Vegetal, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2009. / ABSTRACT The Peat Bog is formed by the accumulation in succession of crop residues in places with conditions that inhibit the activity of microbial decomposers, such as excessive moisture, low pH, lack of oxygen and mild temperatures. In Diamantina, this is found in the Environmental Protection Area - EPA Pau-de-Fruta, situated 6 km from the headquarters of the city, at an average altitude of 1,366 m. The EPA is inserted in the Serra do Espinha?o Meridional, its lithology is predominantly quartz and its vegetation is typical of rocky field, with small islands of ?cerrado? (vegetation of the Brazilian interior) called ?cap?es?, which are adapted to the hydromorphic environment. The environment is oligotrophic and offers high levels of Al3+ and the values of saturation by aluminum. The bogs formed in this area have a vertically well-defined structure and, according to their stage of decomposition, the more superficial layers were classified as ?f?bricas?, the intermediate layers as ?h?micas?, and the deeper layers as ?s?pricas?. The bog, being an environment of accumulation of organic material under conditions of low activity of O2, promotes the formation and maintenance of wet substances, especially the less soluble fractions, so that the content of humin is greater than the levels of humic acids which in turn are greater than the content of fulvic acids. The bog, because of its behavior type sponge, has great importance in the dynamics of water in this region, so that in rainy periods it stores water in its pores and releases it gradually over the time. The bog of the EAP Pau-de-Fruta occupies 81.75 ha, stores about 629,782 m3 of water and stocks around 33,129 tonnes of carbon. Thus, the bog of of the EAP Pau-de-Fruta is a considerable natural reservoir of water, and an important environment of carbon sequestration and it is essential for the supply of water for the city of Diamantina.

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-01-30T19:27:04Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) meirelle_aiane_almeida_loredo.pdf: 1878737 bytes, checksum: 0eac1cf766884d197c480b56a9ecd3eb (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-02-03T11:48:09Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) meirelle_aiane_almeida_loredo.pdf: 1878737 bytes, checksum: 0eac1cf766884d197c480b56a9ecd3eb (MD5) / Made available in DSpace on 2018-02-03T11:48:09Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) meirelle_aiane_almeida_loredo.pdf: 1878737 bytes, checksum: 0eac1cf766884d197c480b56a9ecd3eb (MD5) Previous issue date: 2017 / O objetivo central desse trabalho ? a an?lise do projeto educacional desenvolvido no Col?gio Nossa Senhora Das Dores em Diamantina, pelas Filhas da Caridade no per?odo de 1905 a 1925. J? os objetivos espec?ficos desse trabalho consistem em analisar o discurso ultramontano presente nas pr?ticas escolares do col?gio e identificar a influ?ncia das caracter?sticas institucionais da Congrega??o das Filhas da Caridade na forma??o da mocidade feminina. O educand?rio recebia alunas internas e externas e cuidava de meninas ?rf?s. As mo?as do Nossa Senhora das Dores eram preparadas para serem boas m?es, esposas e educadoras. Com rela??o ?s pr?ticas pedag?gicas desenvolvidas no col?gio, a presente pesquisa prop?e investig?-las utilizando-se do m?todo qualitativo. Como instrumento para a realiza??o da pesquisa foi utilizada an?lise documental e levantamento bibliogr?fico. Para tanto, prop?e-se investigar os dispositivos legais que foram institucionalizados para a efetiva??o desse projeto tanto no que concerne ?s leis do Estado, como as leis da Igreja e do pr?prio Col?gio. Sendo assim, o resultado da pesquisa ? ressaltar a import?ncia de discutir a organiza??o do ensino feminino e a sua tentativa de sistematiza??o dentro do quadro educacional, utilizando as mulheres como instrumento de expans?o desse novo discurso. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / The main objective of this work is the analysis of the educational project developed at the Col?gio Nossa Senhora das Dores in Diamantina by the daughters of charity from 1905 to 1925. The specific objectives of this work are to analyze the ultramontane discourse present in the school practices of the college and to identify the influence of the institutional characteristics of the Congregation of the Daughters of Charity in the formation of the female youth. The educational received internal and external students and take cared of orphaned girls. The girls of Nossa Senhora das Dores were prepared to be good mothers, wives and educators. With respect to the pedagogical practices developed in the college, the present research proposes to investigate them using the qualitative method. As an instrument for conducting the research will be used documentary analysis and bibliographic survey. In order to do so, it is proposed to investigate the legal documents that have been institutionalized for the realization of this project both with regard to the laws of the State, as well as the laws of the Church and of the College itself. Therefore, the expected result of the research is to emphasize the importance of discussing the organization of female teaching and its attempt to systematize within the educational framework, using women as an instrument to expand this new discourse.

Made available in DSpace on 2014-12-17T14:02:03Z (GMT). No. of bitstreams: 1 RodrigoC.pdf: 1253605 bytes, checksum: 901bba0a33ba9a917533656bc7e7c6b0 (MD5) Previous issue date: 2006-12-08 / The marine turtles biological characteristics and the impact they have been suffering in consequence of human activities have caused in the last decades the decrease of populations to unsustainable levels. All four of the species described in this paper are registered as endangered in a list by IUCN: Caretta caretta, Lepidochelys olivacea, Chelonia mydas, Dermochelys coriacea. The main causes of such impact include several fishing activities, mostly the surface longline. This paper discusses the monitoring of two foreigner longline fleet along the North East Brazilian coast between October of 2004 and September of 2005. Both operated in the West South Atlantic, one using the Chinese technique and the other the American. The American method s target species is the swordfish (Xiphias gladius), and it is characterized by using squid as bait, J 9/0 offset 5? hook, light sticks and night soaking. It also operates in shallower waters than the Chinese method. The source of information about the efforts and the catches came from onboard observers and were used to calculate the catching rate of turtles over 1000 hooks (CPUE). The American equipment caught more turtles (CPUE = 0,059; N= 103), mainly D. coriacea, while the Chinese longline caught mainly the L. olivacea and presented a CPUE= 0,018 (N= 89). The hooks were most frequently found attached to the mouth of C. caretta, C. mydas, and L. olivacea. The D. coriacea were most frequently caught by hooks externally attached to different parts of their body. There was no significant difference between the hook type catching and most turtles were still alive when released. The results suggest a greater potential of turtle catching by the American method. Besides the statistic tests have showed less interaction between the Chinese equipment and marine turtles, the catches of this fishing technique could have been underestimated due to miscommunication between the onboard observer and the vessel s crew plus the retrieve of the longline during night time / As caracter?sticas biol?gicas das tartarugas marinhas em conjunto com as diversas perturba??es antr?pica sofridas ao longo do tempo t?m reduzido v?rias popula??es para n?veis quase invi?veis de se manterem, atualmente, as quatro esp?cies registradas nesse trabalho s?o citadas na lista de fauna amea?ada da Uni?o Internacional para Conserva??o da Natureza - IUCN (Caretta caretta, Chelonia mydas, Dermochelys coriacea e Lepidochelys olivacea). Entre os principais riscos que est?o sujeitas as tartarugas marinhas podemos citar as atividades pesqueiras de maneira geral e em especial o espinhel pel?gico de superf?cie. O presente estudo apresenta o monitoramento realizado junto a duas frotas estrangeiras de espinhel de superf?cie sediadas no nordeste do Brasil, ente outubro de 2004 e setembro de 2005. Ambas atuaram no Atl?ntico Sul Ocidental, sendo que o espinhel chin?s teve como objetivo a captura de atuns (Thunnus spp), utilizando peixe como isca, anzol tipo tunna hook e imers?o do petrecho de pesca durante o dia. A esp?cie alvo do petrecho chamado de americano foi o espadarte (Xiphias gladius), que se caracterizou por utilizar lula como isca, anzol tipo J 9/0 offset 5?, atrator luminoso, imers?o noturna e mais rasa do que o chin?s. As informa??es a respeito do esfor?o e das capturas foram provenientes de observadores de bordo e utilizadas para calcular os ?ndices de capturas de tartarugas por 1000 anz?is (CPUE). O petrecho americano capturou mais tartarugas (CPUE= 0,059, N= 113) e foi mais representado por D. coriacea, enquanto o espinhel chin?s apresentou CPUE = 0,018 (N= 89) e L. olivacea como a esp?cie mais numerosa. O local mais comum de insers?o do anzol em C. caretta, C. mydas e L. olivacea foi a boca. As D.coriacea foram mais capturadas quando o anzol se prendeu externamente. N?o houve diferen?a significativa das capturas conforme o tipo de anzol, e os indiv?duos liberados vivos predominaram. Os resultados encontrados corroboram com o maior potencial de capturas de tartarugas atribu?do ?s caracter?sticas do petrecho que tem como alvo os espadartes. No entanto, testes estat?sticos demonstraram que, apesar do petrecho voltado ? captura de atuns interagir menos com tartarugas marinhas, as capturas na pescaria chinesa foram subestimadas devido ? dificuldade de comunica??o do observador com a tripula??o e recolhimento do espinhel durante a noite

Made available in DSpace on 2014-12-17T14:36:23Z (GMT). No. of bitstreams: 1 KeilaCM_TESE.pdf: 2110126 bytes, checksum: 6b51bcca85965d3ccf9e35acb05a597b (MD5) Previous issue date: 2011-03-21 / Our research aims to analyze some institutions of primary education in so-called First Republic in Natal/RN, when they were considered high standard institutions on training, dissemination and creation of national identity and republican traditions. Thus, we investigated to try to understand the creation of the new man and the invention of new traditions to confirm the status of republican modernity in two schools in Natal, the Colegio Americano, a private one, and a standard model of school, Augusto Severo, which is a public one. As a basis we have the history of institutions to analyze, paying close attention to consider the use of imitation in cultural patrimony as well as the use of strategies to distinguish. The concept of ownership follows, for present purposes, their focus of study on observation of diverse and contrasting use of these cultural objects, texts, readings and ideas from research institutions. For analysis of the link which occurs within the school environment, in every period of its history, we used the concept of school culture as a set of rules and practices which define knowledge to teach and conduct the introject. A culture that incorporates the school to keep a set with other religious cultures, political and popular of its time and space. In this sense, the educational institutions which we studied while showing what kind of in this work by preparing cultures, codes, different practices, and specific individuals they have, they were in important locations to provide modern cultural appropriation as a strategy for educational innovation and a factor of rationality and efficiency which could be observed and controlled, so gradually the modern school education was organized to produce its own society. As a challenge of affirmation and incorporating diverse social experiences to produce the modern, civilized man of the Republican time, the school, as part of the social life, which is singular in its practices, not only the set of reforms, decrees, laws and projects, but also as expressions of concept about life and society in terms of material, symbolic and cultural symbols in the social context in modernization. We focused on these two schools, because inside the wide cultural and material status of the city, they were the first republic schools which had the goal of having men and woman together culturally , with a view to adapting them to the modern movement to make them civilized / educated / rational . On this view, we would emphasize that this statement needs a reinvention as a new way through what is made at the schools which production of new spaces, practices, rites and what represents school, making and expressing a new identity, modern, different of the old symbols of the Empire. For this, nothing better than the organization of schooling, emphasizing on educating the individual and his/her responsibilities with the order and progress. We need to understand the past as a result of conflicts, including strengths and limitations within the historical and social context, and the invention of tradition as a process of formalization and ritualization of acts which want to perpetuate, as a reference to a group identity. These are practices and social educative representations which support the understanding of pedagogical and educational ideas at this historical moment, making a new way of being and doing in the Republican universe / Nossa pesquisa prioriza a an?lise das institui??es de ensino prim?rio na chamada Primeira Rep?blica em Natal/RN, enquanto inst?ncias privilegiadas na forma??o, divulga??o e cria??o da identidade nacional republicana e suas tradi??es. Assim, buscamos investigar e compreender a cria??o do homem novo e a inven??o de novas tradi??es para confirmarem o status de modernidade republicana dentro de duas institui??es escolares na cidade do Natal, o Col?gio Americano (de iniciativa privada) e o grupo escolar modelo, Augusto Severo (p?blica). Temos como base de an?lise a Hist?ria das institui??es, tendo o cuidado de considerar a imita??o do uso de bens culturais bem como o uso de estrat?gias de distin??o. A no??o de apropria??o segue, para fins deste trabalho, seu foco de estudo na observa??o do emprego diverso e contrastante dos mesmos bens culturais, textos, leituras e id?ias das institui??es pesquisadas. Para an?lise das rela??es que ocorrem dentro do ambiente escolar, em cada per?odo de sua hist?ria, utilizamos o conceito de cultura escolar, enquanto um conjunto de normas e pr?ticas que definem conhecimentos a ensinar e condutas a introjetar. Uma cultura que incorpora o fazer escolar, mantendo um conjunto com outras culturas religiosas, pol?ticas e populares de seu tempo e espa?o. Nesse sentido, as institui??es educativas estudadas neste trabalho, ao disporem de culturas, c?digos, pr?ticas diferenciadas, singulares e espec?ficas, constitu?ram-se em locais privilegiados para se darem apropria??es culturais modernas, como estrat?gia de inova??o educacional e fator de racionalidade e efici?ncias, observ?veis e control?veis. Paulatinamente, a educa??o escolar moderna, se organizava ao produzir a pr?pria sociedade. No desafio da afirma??o e incorpora??o de diversas experi?ncias sociais para produzir o homem republicano moderno e civilizado, a escola, como parte do social, singularizava em suas pr?ticas, n?o somente o conjunto de reformas, decretos, leis e projetos, mas express?es de concep??es de sociedade e vida no plano material, simb?lico e cultural, no contexto social em moderniza??o. Detemo-nos nessas duas institui??es porque dentro do diverso estado material e cultural da cidade foram as primeiras escolas republicanas que objetivavam homogeneizar culturalmente homens e mulheres na perspectiva de adequ?-los ao movimento da modernidade para faz?-los civilizados/educados/racionais. Sobre esse prisma conv?m destacar que essa reinven??o necessita de uma afirma??o como nova forma escolar atrav?s da produ??o de novos espa?os, pr?ticas, ritos e s?mbolos escolares, produzindo e expressando uma nova identidade, o moderno, contr?rio aos s?mbolos ultrapassados do Imp?rio. Para tanto, nada melhor do que a organiza??o da instru??o escolar, com ?nfase na forma??o do indiv?duo, e suas responsabilidades com a ordem e o progresso. ? entendermos o passado como resultado dos conflitos, com suas potencialidades e limites dentro do contexto hist?rico e social e a inven??o de tradi??es enquanto processo de formaliza??o e ritualiza??o de atos que se quer perpetuar como refer?ncia de identidade a um grupo. S?o essas pr?ticas e as representa??es s?cio-educativas que favoreceram a compreens?o das id?ias pedag?gico-educacionais nesse momento hist?rico, destinadas a formar um novo modo de ser e fazer no universo republicano

Made available in DSpace on 2014-12-17T14:36:28Z (GMT). No. of bitstreams: 1 MariaALMP_TESE.pdf: 2838557 bytes, checksum: d14dd6444dfeda7294bf61302f9deb44 (MD5) Previous issue date: 2012-05-04 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This work arose from our concerns with the issues of teacher training for early childhood education. From the difficulties encountered as a novice teacher in elementary, we deem important to research training needs of these professionals. Thus, we define the objective of this research to investigate the training needs of novice teachers teaching Early Childhood Education/Elementary school. Our work fits in Educational Research Qualitative Approach, and its construction procedures of the semistructured interview data and document analysis. Our empirical field was made up of schools in the metropolitan region of Natal / RN, offering kindergarten / elementary school. The subjects are five teachers who act as holder of the elementary school class and have 0-3 years of teaching practice, characterizing the second Huberman (2007) as novice teachers. Data analysis, based on principles of content analysis, three themes emerged: Beginner Teaching Professor in Early Childhood Education / Preschool; Reasons explaining the difficulties Faculty / Formative Needs Teaching and Training in Early Childhood Education / Elementary school, from the Training Needs Analysis, with their respective categories, subcategories, contributing to our understanding of the subject matter. The entry into the profession is marked by mixed feelings of euphoria and fear, where there seems to be a "clash" with reality. The difficulties are related to the planning / execution of activities, meet the individual needs of learning and assessment of children. As a strategy to overcome the difficulties the teachers exercise the action-reflection-action in their practices and seek continuous updates in the theoretical and methodological framework of early childhood education. The reasons that define these difficulties may be related to the teacher, school, family, and students of these institutions. In experiencing these difficulties has outlined the need for teacher training, among which stand out studies on ethics in teaching with children, the concept of children and their childhoods, peculiarities of teaching / learning in preschool, toys and legal determinations on early childhood education, multi-language and expressions in early childhood education, specific content areas of knowledge, among others. Furthermore, studies on the theoretical as Piaget, Vigotsky, Maria Carmen Barbosa and Emily Smith. For these professionals to be a professional early childhood education is: like children, be patient and careful, have specific theoretical and practical training for teachers in kindergarten, being able to improvise with seriousness and competence and get updates on continuing education. The surveys, together with the authors and teachers, to confirm our understanding that the training needs of beginners may be related to shortcomings in the initial and continuing education / Este trabalho se originou das nossas preocupa??es com as quest?es relativas ? forma??o do professor de educa??o infantil. A partir das dificuldades experimentadas como professora principiante na pr?-escola, julgamos importante pesquisarnecessidades de forma??o desses profissionais. Assim sendo, definimos como objetivo dessa pesquisa, investigar necessidades de forma??o docente de professores principiantes da Educa??o Infantil/Pr?-escola. Nosso trabalho se inscreve na Abordagem Qualitativa da Pesquisa Educacional, e tem como procedimentos de constru??o dos dados a entrevista semiestruturada e a an?lise documental. Nosso campo emp?rico foi constitu?do por escolas da regi?o metropolitana de Natal/RN, que oferecem educa??o infantil/pr?-escolar. Os sujeitos da pesquisa s?o cinco professoras que atuam como titular de turma de pr?-escola e que possuem de 0 a 3 anos de pr?tica docente, se caracterizando segundo Huberman (2007) como professoras principiantes. Da an?lise dos dados, fundamentada em princ?pios da analise de conte?do, emergiram tr?s temas: Doc?ncia de Professor Principiante na Educa??o Infantil/Pr?-escola; Raz?es explicativas das Dificuldades Docentes/Necessidades Formativas e Forma??o para Doc?ncia na Educa??o Infantil/Pr?-escola, a partir da An?lise de Necessidades de Forma??o, com suas respectivas categorias, subcategorias, contribuindo para a nossa compreens?o acerca do objeto de estudo. O ingresso na profiss?o ? marcado por sentimentos amb?guos de euforia e medo, em que parece haver um choque com a realidade. As dificuldades est?o relacionadas ao planejamento/execu??o das atividades, ao atendimento ?s necessidades individuais de aprendizagem e ? avalia??o das crian?as.Como estrat?gia de supera??o das dificuldades as professoras exercitam a a??o-reflex?o-a??oem suas pr?ticas e buscam atualiza??es cont?nuas no plano te?rico-metodol?gico da Educa??o Infantil As raz?es que definem essas dificuldades podem estar relacionadas ao professor, a escola, a fam?lia e ainda aos alunos dessas institui??es. Na viv?ncia dessas dificuldades tem se delineado as necessidades de forma??o docente, dentre as quais se destacam os estudos sobre ?tica na doc?ncia com crian?as, conceito de crian?a e suas inf?ncias,especificidades do ensinar/aprender na pr?-escola, brinquedos e brincadeiras, determina??es legais sobre a educa??o infantil, m?ltiplas linguagens e express?es na educa??o da inf?ncia, conte?dos espec?ficos das ?reas do conhecimento, dentre outros. Al?m disso, estudos acerca de te?ricos como Piaget, Vigotsky, Maria Carmem Barbosa e Em?lia Ferreiro. Para essas profissionais ser um bom profissional de educa??o infantil consiste em: gostar de crian?a, ser afetuosa, paciente e cuidadosa, ter forma??o te?rico-pr?tica espec?fica para a doc?ncia na Educa??o Infantil, ser capaz de improvisar com seriedade e compet?ncia buscando atualiza??es na forma??o continuada. As pesquisasrealizadas, junto aos autores e ?s professoras, ratificam a nossa compreens?o de que as necessidades de forma??o das principiantes podem estarrelacionadas a lacunas da forma??o inicial e continuada

Made available in DSpace on 2014-12-17T15:04:50Z (GMT). No. of bitstreams: 1 SuelyOC.pdf: 457474 bytes, checksum: 3c2dfe00f9a22704fb474c0c1cb95e70 (MD5) Previous issue date: 2008-07-30 / The Brazilian legal documents are directing the reformulation of the courses that prepare students to be teachers. Through out the country many institutions look for to fit themselves in such documents. On the other hand, other IES (Superior Education Institutions), when they are setting up such courses they looked for to be adequate to the new public politics. Based on the National Curricular Norms to form teachers for Basic Education, in tertiary level, in 2004 it was created at the CEFET-PB,the Chemistry Course (Licenciatura) to prepare people to be teachers, whose organization. This work presents the results of a research of phenomenological nature that aimed to comprehend the teachers opinions, in the range of discussions about the current politics of formation, particularly related to the CNE/CP 1 and CNE/CP 2/2002 resolutions. This work based on the curricular proposal for the Chemistry Course (Licenciatura), presents the relationship between the probationary period and the teaching practice at the CEFET-PB, in order to contribute for a reflection about these categories to clarify the teachers of the course. It started from the consideration of all changes operated in contemporary society implies changes on teacher's pedagogical practices. It was used tow instruments for the data collection: a questionnaire with open and closed questions and recordable interviews. Nine teachers form the CEFET-PB took apart and four licensed teachers. It was based in a theoretic frame as a support for discussions about the different models of teachers formation. We concluded that the representations of teachers about probationary period the practice on the activity for the teachers formation was strongly anchored in characteristic elements of the formative tendency of a institution that historically acted on a technician formation, and the results pointed to strong signs of attitudes based on a model of the technical rationality / Os documentos legais brasileiros est?o orientando a reformula??o dos cursos de forma??o de professores. Em todo o pa?s muitas institui??es procuram se adequar a tais documentos. Outras Institui??es de Ensino Superior IES j? na implanta??o dos cursos procuravam se adequar ?s novas pol?ticas p?blicas. Com base nas Diretrizes Curriculares Nacionais, para a forma??o de professores da Educa??o B?sica, em n?vel superior, cria-se em 2004 o Curso de Licenciatura em Qu?mica no CEFET-PB, cuja organiza??o curricular atende as solicita??es dos documentos legais. Este trabalho apresenta os resultados de uma pesquisa de natureza fenomenol?gica que visou compreender as opini?es de professores, no ?mbito das discuss?es sobre as atuais pol?ticas de forma??o, particularmente as relativas ?s resolu??es CNE/CP 1 e CNE/CP 2/2002. Ap?ia-se na proposta curricular para o curso de Licenciatura em Qu?mica, apresenta a quest?o da rela??o entre o est?gio e a pr?tica de ensino no CEFET-PB, a fim de contribuir acerca de uma reflex?o sobre estas categorias para esclarecer os professores formadores. Partiu da considera??o de que as mudan?as operadas na sociedade contempor?nea implicam mudan?as nas pr?ticas dos professores. A coleta de dados contou com dois instrumentos: um question?rio com quest?es fechadas e abertas e entrevistas gravadas. Participaram 9 professores do CEFET-PB e 4 licenciandos. Fundamentou-se em um quadro te?rico como suporte para as discuss?es sobre os diferentes modelos de forma??o docente. Conclu?mos que as representa??es de professores sobre est?gio e pr?tica de ensino como eixo articulador entre teoria e pr?tica na atividade de forma??o docente est? fortemente ancorada em elementos caracter?sticos da tend?ncia formativa de uma institui??o que historicamente atuava na forma??o de t?cnicos, e os resultados apontam para fortes ind?cios de atitudes baseadas no modelo da racionalidade t?cnica

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-01-13T14:40:24Z No. of bitstreams: 1 CamilaPintoGadelha_DISSERT.pdf: 1704747 bytes, checksum: 274a4d4a2cec58d1a234825d9311c75b (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-01-26T15:18:24Z (GMT) No. of bitstreams: 1 CamilaPintoGadelha_DISSERT.pdf: 1704747 bytes, checksum: 274a4d4a2cec58d1a234825d9311c75b (MD5) / Made available in DSpace on 2017-01-26T15:18:24Z (GMT). No. of bitstreams: 1 CamilaPintoGadelha_DISSERT.pdf: 1704747 bytes, checksum: 274a4d4a2cec58d1a234825d9311c75b (MD5) Previous issue date: 2016-08-23 / A avalia??o de desempenho do servidor p?blico no per?odo do est?gio probat?rio, exigida a partir da Emenda Constitucional n? 19/1998, tem por finalidade analisar, no per?odo de tr?s anos, se o profissional aprovado em concurso p?blico possui as habilidades e compet?ncias necess?rias ao desenvolvimento do cargo p?blico em que teve provimento, bem como permitir que a Administra??o P?blica possa acompanh?-lo e propor treinamentos e pol?ticas de adapta??o ao cargo. Com essa configura??o, a avalia??o especial de desempenho, como ? denominada, em sua natureza ? um instrumento de profissionaliza??o da fun??o p?blica que pode refletir na maximiza??o da efici?ncia administrativa. O objetivo desse trabalho foi investigar se a avalia??o especial de desempenho submetida ao servidor do Minist?rio P?blico do Estado do Rio Grande do Norte (MPRN) est? em conson?ncia com o sistema jur?dico vigente e possui efetividade na sua operacionaliza??o. Para tanto, foi realizado um estudo de caso no MPRN no qual preponderaram tr?s t?cnicas de levantamento de dados: a) documental, feita a partir dos documentos oficiais da institui??o, principalmente a Resolu??o n? 243/2013-PGJ, que regulamenta o instituto avaliativo; b) aplica??o de question?rios online, desenvolvido por meio da plataforma survey monkey, submetidos aos servidores efetivos que ingressaram em 2011 e conclu?ram o est?gio probat?rio em 2014 e que permaneceram na institui??o; c) e entrevista semiestruturada com representantes da Diretoria de Gest?o de Pessoas (DGEP) e da Comiss?o de Est?gio Probat?rio. Na an?lise dos dados utilizou-se o m?todo bibliogr?fico e exeg?tico para discutir os aspectos relacionados ? legalidade, em que se analisou a correspond?ncia objetiva da Resolu??o institucional com as normas previstas na Constitui??o Federal e legisla??o estadual (regras gerais). Para a discuss?o referente ? efetividade, utilizou-se da estat?stica descritiva na apresenta??o dos dados quantitativos e da an?lise do conte?do na interpreta??o dos dados qualitativos. Concluiu-se que a avalia??o especial de desempenho do MPRN atende ?s formalidades legais e, de outra parte, no vi?s da efetividade, precisa implementar pr?ticas que diminuam a possibilidade de julgamentos subjetivos pelo avaliador e que promovam a comunica??o entre a Administra??o Superior os estagi?rios e avaliadores, conciliando o desenvolvimento administrativo com o individual, para que assim se possa maximizar os resultados da Organiza??o para uma administra??o eficiente sem se descuidar da dimens?o pessoal do servidor p?blico. / The performance evaluation of public servants during the probation period, demanded since the Constitutional Amendment 19/1998, aims to analyze, during the period of three years, if the professional approved in public contest has the skills and competence needed to develop the public position in which had nomination, as well as allow the Public Administration to observe and recommend professional training and position adaptation policies. With this configuration, the special performance evaluation, as it is named, in its nature is an instrument of public function profissionalization which can reflect in a maximization of administrative efficiency. The objective of this study was to investigate whether the special performance evaluation submitted to the Member of the Government Agency for Law Enforcement in the state of Rio Grande do Norte (MPRN) is in consonance with the existing legal system and has effectiveness in its operation. Therefore, we conducted a case study in MPRN in which predominated three data collection techniques: a) documentary, done with the institution official documents, mainly the Resolution No. 243/2013-PGJ, which regulates the evaluation regulation; b) application of online questionnaires, developed through the survey monkey platform, submitted to the permanent civil servants that joined in 2011 and completed probation period in 2014 and who remained in the institution; c) and semi-structured interviews with representatives of the People Management Direction (DGEP) and the Probationary Period Commission. In the data analysis it was used the bibliographic and exegetical method to discuss aspects related to legality, which analyzed the objective correspondence of institutional resolution with the rules set out in the Constitution and state legislation (general rules). To the debate concerning the effectiveness, we used descriptive statistics in the presentation of quantitative data and content analysis in the interpretation of qualitative data. It was concluded that the special evaluation performance at MPRN attends the legal requirements, and on the other hand, on the effectiveness aspect, needs to implement practices that reduce the possibility of subjective judgments by the evaluator and promote communication between Senior Management, the interns and evaluator, conciliating the administrative development with the individual.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2016-09-06T22:16:58Z No. of bitstreams: 1 DISSERTA??O FINAL - AP?S DEFESA ELCI.pdf: 2234862 bytes, checksum: 49c6a6cd6ce69b00744beb523841413e (MD5) / Made available in DSpace on 2016-09-06T22:16:58Z (GMT). No. of bitstreams: 1 DISSERTA??O FINAL - AP?S DEFESA ELCI.pdf: 2234862 bytes, checksum: 49c6a6cd6ce69b00744beb523841413e (MD5) Previous issue date: 2016-04-18 / This text, written during a research developed in the Graduate Program in Education at the UnivesidadeEstadual de Feira de Santana - Bahia, aims to understandthe contribution of the Teaching Internship for pedagogic training of teachers of Higher Educationthrough the representations of students of the Community Health Master. It was certified that the curricular component Teaching Internship is an important education environment of the future university professor, locus in which students of the Graduate Program strictosensuacquire some of the knowledge needed for teaching practice. However, it is worth noting that teaching learning extends throughout one?s whole career. To achieve the established objective, we conducted a descriptive qualitative research, which was based on principles of the Social Representations Theory ? SRT (MOSCOVICI, 2003a, 2003b; JODELET, 1989, 2001 e 2007). Regarding the production of data, it was held a documentary analysis(TRIVI?OS, 1987) of the regiment and of the pedagogic proposal of the Graduate Community Health Program at UEFS. It was also used semi structured interviews (MINAYO, 2006), which were carried out with 12 students from the Academic Master of the aforementioned Program. In order to analyze the data produced in the research some principles of Content Analysis(BARDIN, 2011) were used. In the discussion of the data produced five categories were identified, as follows: the first refers to the concept of teaching internship; in the second, the knowledge necessary for university teaching is discussed; in the third was verified which were the contributions of the internship to university teaching; in the fourth the process of the Teaching Internship experience was described and, finally, in the fifth category, where suggestions to improve the experience of Teaching Internship were presented by our contributors. The main conclusions of this research focus that the internship contributes to the preparation of graduate students for university teaching and for the development of teacher identity. Moreover, it contributes to this preparation for the acquisition of knowledge of the reality of university classroom, for the exchange of knowledge with the experienced teacher and, finally, for the perception of the master students on the human condition of the teaching profession and the humanization in the relationships that occur in the educational context.In addition to these contributions, our contributors address the need for the Community Health Program not prioritizing specific studies and research training at the expense of teacher training, given the complexity of teaching today, which requires special attention.Participants also emphasized the prevalence of the following difficulties during the Teaching Internship experience: the absence of an effective interaction between the Undergraduate and Graduate programs, structural and political problems that damaged the internship. In addition to this, the students had difficulties in understanding the importance of courses in their training, didactic and pedagogical difficulties of interns to conduct the courses and embarrassments of master students to assess and deal with the graduate students taking the course again after failing. Furthermore, our study confirmed the need to implement institutional policies for the formation of the university teacher, especially with beginning teachers who are in a period of adaptation and professional learning and also with experienced teachers to reflect on their teachingpractices continuously so they can update and innovate their practices. / Este texto dissertativo, elaborado durante uma investiga??o desenvolvida no Programa de P?s-Gradua??o em Educa??o da Universidade Estadual de Feira de Santana ? Bahia, tem por objetivo compreender, mediante as representa??es de estudantes do Mestrado de Sa?de Coletiva, a contribui??o do Est?gio Doc?ncia para a forma??o pedag?gica de professores da Educa??o Superior. Certificamos que o componente curricular Est?gio Doc?ncia ? um importante espa?o de forma??o do futuro docente universit?rio, l?cus em que os estudantes da P?s-Gradua??o stricto sensu apreendem alguns saberes necess?rios para a pr?tica docente, entretanto ? relevante destacar que a aprendizagem da doc?ncia se estende por toda sua carreira. Para alcan?armos o objetivo tra?ado, realizamos uma pesquisa do tipo qualitativa, de car?ter descritivo, que se fundamentou em princ?pios da Teoria das Representa??es Sociais ? TRS (MOSCOVICI, 2003a, 2003b; JODELET, 1989, 2001 e 2007). Para a produ??o dos dados, realizamos an?lise documental (TRIVI?OS, 1987) do regimento e da proposta pedag?gica do Programa de P?s-Gradua??o de Sa?de Coletiva da UEFS. Tamb?m utilizamos entrevistas semiestruturadas (MINAYO, 2006), que foram realizadas com 12 estudantes desse Mestrado Acad?mico. Para a an?lise dos dados produzidos na investiga??o, utilizamos alguns princ?pios da An?lise de Conte?dos (BARDIN, 2011). No debate dos dados produzidos, identificamos cinco categorias, a saber: a primeira refere-se ao conceito de est?gio doc?ncia; na segunda, dialogamos sobre os saberes necess?rios para a doc?ncia universit?ria; a terceira, verificamos quais a/s contribui??o/?es do est?gio para a doc?ncia universit?ria; na quarta, descrevemos o processo da experi?ncia do Est?gio Doc?ncia e, finalmente, a quinta categoria, onde apresentamos as sugest?es para a melhoria da experi?ncia do Est?gio Doc?ncia, representadas por nossos colaboradores. As principais conclus?es desta pesquisa enfocam que o est?gio contribui para a prepara??o dos p?s-graduandos para a doc?ncia universit?ria, para o desenvolvimento da identidade docente, para aquisi??o de conhecimentos da realidade da sala de aula universit?ria, para a troca de saberes com o professor experiente e, por fim, para a percep??o dos mestrandos sobre a condi??o humana do profissional docente e a humaniza??o nas rela??es que ocorrem no contexto educativo. Al?m dessas contribui??es, os colaboradores da pesquisa enfocam a necessidade de o Programa de Sa?de Coletiva dar ? forma??o do professor o mesmo status que os estudos espec?ficos e a forma??o do pesquisador possuem no curr?culo, tendo em vista a complexidade da doc?ncia na atualidade.Os participantes ressaltam ainda a preval?ncia das seguintes dificuldades durante a experi?ncia do Est?gio Doc?ncia: aus?ncia de uma intera??o efetiva entre a Gradua??o e a P?s-Gradua??o, problemas estruturais e pol?ticos que prejudicaram o est?gio, dificuldades dos graduandos em compreenderem a import?ncia das disciplinas em suas forma??es, dificuldade did?tico-pedag?gica dos estagi?rios ao conduzir as disciplinas e embara?os dos mestrandos ao avaliar e lidar com os graduandos repetentes. Ademais, o estudo confirmou a necessidade da implanta??o de pol?ticas institucionais voltadas para a forma??o do professor universit?rio, especialmente os iniciantes, que est?o em per?odo de adapta??o e aprendizagem da profiss?o e, tamb?m, dos professores experientes, para que reflitam sobre suas pr?ticas de ensino continuamente, no intuito de inov?-las.