Class size has long been recognized as a factor affecting achievement in face-to-face contexts. However, few studies have examined the effects of class size in online courses, or the effects of dividing an online class into smaller discussion groups. The current study examined the relationship between class size and the use of grouping strategies on note reading, note writing, and collaborative discussions in online graduate-level courses. This mixed-methods study analyzed tracking logs from 25 graduate-level online courses using Web Knowledge Forum (25 instructors and 341 students) and interviews from 10 instructors and 12 graduate students with diverse backgrounds. The quantitative and qualitative data analyses were designed to complement each other. Findings suggested 13 to 15 as an optimal class size and four to five as an ideal subgroup size. Not surprisingly, the results revealed that, as class size increased, the total notes that participants read increased significantly. However, as class size increased, the percentage of course notes that students read decreased significantly (i.e., students were reading a smaller proportion of the course notes). In larger classes, participants were more likely to experience information overload and students were more selective in the notes that they read. A significant positive correlation was found between class size and total notes written. Students’ note size and grade-level score were negatively correlated with class size. The data also suggest that the overload effects of large classes can be minimized by dividing students into small groups for discussion purposes. Interviewees felt that the use of small groups in large classes benefited their collaborative discussions. The preceding results underscore the importance of using small discussion groups when class sizes are large. The research concludes with a list of pedagogical recommendations and suggests new software features that may help enhance learning in online courses.

The purpose of this study was to examine four elementary/general music educators (EGME) enrolled in a music and special education graduate course, on their attitudes toward teaching children with disabilities and how they applied knowledge gained from the course in their classrooms. Data collection began on the first class session, February 9th, 2013, and ended on May 30th, 2013, after the final interview. Data included (a) my field notes of the two class sessions and journal entries throughout the study, (b) documents including e-mail correspondence between the participants and myself, participants' school district's state report cards, and the participants' survey data, (c) participants' gallery walk assignments, (d) participants' journals, and (e) participants' interview transcripts. In this qualitative study, data analysis began while collecting data. I read and reread each document and assigned codes to phrases or sections of the data, with the codes coming directly from the text under review. Individual themes included Dylan's confirmation of what he knew, Ashley's willingness to ask for advice, Veronica's need to build rapport and her recently developed awareness of children with disabilities, and how Ginger's perspective on teaching children with disabilities over her teaching career had evolved and her use of an individual approach to behavior management. Themes represented in more than one participants' data included Ashley's and Ginger's theme of continuing to grow; Dylan's, Veronica's, and Ginger's theme on their worries and concerns for their students with disabilities; and all four EGMEs had the theme beneficial/enlightening to their teaching based on the knowledge gained from the graduate course. All four participants indicated that they gained more knowledge about children with disabilities in this specific music education graduate course than they did during their undergraduate studies. Each participant had specific goals and objectives when enrolling in the graduate course that aligned with past research, confirming that music educators want to learn more about practical strategies in the classroom, to acquire more information on managing behaviors--especially with children with emotional/behavioral disorder, and to work more effectively with paraprofessionals in the classroom. All four participants thought they left the graduate course with more tools in their toolbox, and Ginger and Veronica reported that they felt affirmed in their current teaching strategies. This study demonstrates how four EGMEs had positive attitudes toward teaching children with disabilities and how the graduate course gave them specific strategies and skills to help improve their music instruction for children with disabilities. Recommendations included: (a) more research on professional development for music educators, (b) more professional development on inclusion for music educators, (c) more training for preservice music educators on teaching children with disabilities, and (d) follow-up research studies.

Class size has long been recognized as a factor affecting achievement in face-to-face contexts. However, few studies have examined the effects of class size in online courses, or the effects of dividing an online class into smaller discussion groups. The current study examined the relationship between class size and the use of grouping strategies on note reading, note writing, and collaborative discussions in online graduate-level courses. This mixed-methods study analyzed tracking logs from 25 graduate-level online courses using Web Knowledge Forum (25 instructors and 341 students) and interviews from 10 instructors and 12 graduate students with diverse backgrounds. The quantitative and qualitative data analyses were designed to complement each other. Findings suggested 13 to 15 as an optimal class size and four to five as an ideal subgroup size. Not surprisingly, the results revealed that, as class size increased, the total notes that participants read increased significantly. However, as class size increased, the percentage of course notes that students read decreased significantly (i.e., students were reading a smaller proportion of the course notes). In larger classes, participants were more likely to experience information overload and students were more selective in the notes that they read. A significant positive correlation was found between class size and total notes written. Students’ note size and grade-level score were negatively correlated with class size. The data also suggest that the overload effects of large classes can be minimized by dividing students into small groups for discussion purposes. Interviewees felt that the use of small groups in large classes benefited their collaborative discussions. The preceding results underscore the importance of using small discussion groups when class sizes are large. The research concludes with a list of pedagogical recommendations and suggests new software features that may help enhance learning in online courses.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-01-09T13:35:45Z No. of bitstreams: 1 2016 - Ana Paula Medeiros Bauer.pdf: 1626047 bytes, checksum: 63432da2d09c13103cf61cceebe5a7fa (MD5) / Made available in DSpace on 2017-01-09T13:35:45Z (GMT). No. of bitstreams: 1 2016 - Ana Paula Medeiros Bauer.pdf: 1626047 bytes, checksum: 63432da2d09c13103cf61cceebe5a7fa (MD5) Previous issue date: 2016-04-06 / Funda??o Carlos Chagas Filho de Amparo ? Pesquisa do Estado do RJ - FAPERJ / The postgraduate education field in Brazil has gone through several changes over time, mainly related to its evaluation system. Such a system was implemented in 1976 original form and function was to develop education and research in the country. The first evaluation was mainly a result of the proposed development in each particular program (CAPES, 2014 s / p). The last major change in the system occurred in 1998, when it was deployed Qualis Ranking (VI PGNP, 2010), a stratification system that classifies vehicles disclosure of intellectual production (CAPES, 2004 s / p). Thus, the evaluation shall be taken from the analysis of the quality of the disclosure vehicles, or work quality is considered accepted if a vehicle which has good score QUALIS system. Thus, educational organizations tend to require their professors / researchers more production items to convert them into publication, aiming to win dominant positions on the field. In this sense, the logic of productivity is within the field of the country graduate governed by the excessive production of articles to achieve maximum points. These changes now reach the field of teaching in graduate management in the state of Rio de Janeiro, an area where are concentrated the main field programs. It seems possible to say that this marked change in the evaluation system led to a restructuring of the field, where the agents begin to modify their practices to suit the evaluation and gain more power. Thus, the objective of the study is to understand how the logic of productivity influenced the power struggles among organizations that make up the administration in post-graduate course in the state of Rio de Janeiro, from the theoretical perspectives of Bourdieu. The author sees the field as a force interactions of space between the officers with a particular type of capital among the different existing types, to conquer the field domain. / O campo de p?s-gradua??o no Brasil passou por diversas mudan?as ao longo do tempo, principalmente relacionadas ao seu sistema de avalia??o. Tal sistema foi implantado em 1976 de forma inicial, e tinha como fun??o desenvolver a educa??o e a pesquisa no pa?s. A primeira avalia??o teve como principal resultado a proposta de evolu??o de cada programa em particular (CAPES, 2014, s/p). A ?ltima grande mudan?a no sistema ocorreu em 1998, quando foi implantado o Ranking Qualis (VI PNPG, 2010), um sistema de estratifica??o que classifica os ve?culos de divulga??o da produ??o intelectual (CAPES, 2004,s/p). Sendo assim, a avalia??o passa a ser feita a partir da an?lise da qualidade dos ve?culos de divulga??o, ou seja, o trabalho ? considerado de qualidade se for aceito em um ve?culo que possui boa pontua??o no sistema Qualis. Com isso, as organiza??es educacionais tendem a exigir de seus professores/pesquisadores mais produ??o de artigos para convert?-los em publica??o, almejando conquistar posi??es dominantes no campo. Nesse sentido, a l?gica produtivista se insere no campo da p?s-gradua??o do pa?s, regida pela a produ??o excessiva de artigos para alcan?ar o m?ximo de pontos. Essas mudan?as atingem hoje o campo do ensino da p?s-gradua??o em administra??o no estado do Rio de Janeiro, ?rea onde o est?o concentrados os principais programas do campo. Parece ser poss?vel afirmar que essa marcante mudan?a no sistema de avalia??o provocou uma reestrutura??o do campo, onde os agentes come?am a modificar suas pr?ticas para se adequar a avalia??o e ganhar mais poder. Dessa forma, o objetivo do estudo ? compreender como a l?gica produtivista influenciou as disputas de poder entre as organiza??es que comp?em o campo de p?s-gradua??o em administra??o no estado do Rio de Janeiro, a partir das perspectivas te?ricas de Bourdieu. O autor percebe o campo como um espa?o de intera??es de for?as entre os agentes dotados de um determinado tipo de capital, dentre os diferentes tipos existentes, para conquistarem o dom?nio do campo.

Made available in DSpace on 2016-07-27T13:54:24Z (GMT). No. of bitstreams: 1 VALTER GOMES CAMPOS.pdf: 3081032 bytes, checksum: 661f43d5117237caa676eac189987839 (MD5) Previous issue date: 2009-03-25 / Many scholars have emphasized the relevance of the political-pedagogic project and institutional evaluation for educational management, targeting the quality of higher education. Several studies also indicate that, the neoliberal educational policies have used these instruments as strategic control mechanisms. Moreover it is necessary to identify how and to what extent evaluative governmental policies have changed the political-pedagogic projects of degree courses. These questions guided the development of this research in order to examine whether the standards and evaluation mechanisms established by the Brazilian educational policies have caused changes in the political-pedagogical project of UniEVANGÉLICA s Pedagogy course. Thus, this research, of a qualitative nature, based on the dialectical method, aims to identify, discuss and analyze the relationship between the evaluation of Higher Education and the political-pedagogic project of the course and contribute to the discussion on the autonomy of Higher Education Institutions and quality of degree courses. It was verified, by the research, that the institutional evaluation has been the main instrument for outbreak changes in the political-pedagogical project of the Pedagogy course, having the regulation as their driving force. Among the regulatory mechanisms used to evaluate the course, the most influence, directly and indirectly, are the external evaluation, the Enade and the National Curriculum Guidelines. It was also identified that, despite the centralizer and regulatory tendencies, the educational actors have been heard and have achieved some progress in the development of emancipatory education. The pressure of the market in the course and daily life of informants is very oppressive. The main influence was the contraction of the course duration from four to three years, which produces deficiencies and affects the course quality. It was shown, therefore, the strong influence of the processes and evaluation mechanisms of governmental policies in the PPP of this course, as well as the tense relationship between regulation and emancipation. The alternative proposed here for the balance between regulation and emancipation is the possibility of regulation, by means of the evaluation be, in fact, built by all, in a dialogical and democratic process, with the possibility to accomplish the communicative action theorized by Habermas (1975 , 1987, 1993, 1997) and the theory of the emerging paradigm of Santos (1997, 2001, 2003, 2004, 2005) assumed in this work because it values the effective participation of educational actors for new ways of building a political-pedagogic project, structuring the curriculum and new methodologies, once it preconizes new ways to acquire, produce and distribute the knowledge that takes into consideration the different ways of knowing and the different cultures. / Muitos estudiosos têm destacado a relevância do projeto político-pedagógico e da avaliação institucional para a gestão educacional, visando à qualidade da educação superior. Vários estudos realizados mostram, também, que as políticas educacionais neoliberais tem utilizado esses instrumentos como mecanismos estratégicos de controle. Diante disso faz-se necessário identificar como e em que medida as políticas avaliativas governamentais têm modificado os projetos político-pedagógicos dos cursos superiores. Essas questões orientaram o desenvolvimento da presente investigação com a finalidade de analisar se as normas e os mecanismos avaliativos implantados pelas políticas educacionais brasileiras provocaram alterações no projeto político-pedagógico do curso de Pedagogia da UniEVANGÉLICA. Desta forma, essa pesquisa, de caráter qualitativo, com base no método dialético, objetiva identificar, discutir e analisar a relação entre a avaliação da Educação Superior e o projeto político-pedagógico de curso e contribuir com a discussão sobre a autonomia das Instituições de Ensino Superior e a qualidade dos cursos superiores. Constatouse, pela pesquisa, que a avaliação institucional tem sido o principal instrumento para deflagrar as alterações no projeto político-pedagógico do curso de Pedagogia, tendo a regulação como sua força motriz. Entre os mecanismos regulatórios utilizados para avaliar o curso, os que mais exercem influência, direta e indiretamente, são a avaliação externa, o Enade e as Diretrizes Curriculares Nacionais. Identificou-se também que, apesar das tendências centralizadoras e reguladoras, os atores educacionais têm sido ouvidos e têm conseguido alguns avanços na concepção de educação emancipadora. A pressão do mercado no curso e no cotidiano dos informantes é bastante opressora. A principal influência foi a contração da duração do curso de quatro para três anos, que produz deficiências e afeta a qualidade do curso. Demonstrou-se, portanto, a forte influência dos processos e mecanismos de avaliação das políticas governamentais no PPP desse curso, bem como a tensa relação entre a regulação e a emancipação. A alternativa aqui proposta para o equilíbrio entre a regulação e a emancipação reside na possibilidade da regulação, por meio da avaliação ser, de fato, construída por todos, num processo dialógico e democrático, tendo como possibilidade de efetivação a ação comunicativa teorizada por Habermas (1975, 1987, 1993, 1997) e a teoria do paradigma emergente de Santos (1997, 2001, 2003, 2004, 2005) assumida neste trabalho porque valoriza a participação efetiva dos atores educacionais para novas formas de construção de projeto político-pedagógico, estruturação do currículo e novas metodologias, uma vez que preconiza novas formas de adquirir, produzir e distribuir o conhecimento que leve em consideração as diferentes formas de saber e as diferentes culturas.

Η βελτιστοποίηση της ποιότητας των υπηρεσιών στο χώρο της υγείας είναι επιτακτική στις μέρες μας. Στο χώρο της Ακτινοφυσικής συλλέγεται μεγάλος αριθμός δεδομένων από τη χρήση τυποποιημένων Πρωτοκόλλων Ποιοτικών Ελέγχων, τα αποτελέσματα των οποίων θα μπορούσαν να παρέχουν πολύτιμη πληροφορία για όλες τις σχετικές διεργασίες. Η ανάπτυξη εξειδικευμένων προγραμμάτων εκπαίδευσης των επαγγελματιών υγείας καθιστά αναγκαία την πιστοποίησή τους ώστε να διασφαλίζεται η ποιότητα σπουδών που προσφέρουν. Η χρήση του ηλεκτρονικού εργαλείου QS-PRO (Quality System Processes), ενός γενικευμένου εργαλείου λογισμικού για εφαρμογές που σχετίζονται με ποιότητα των υπηρεσιών συνέβαλλε στην ανάπτυξη συστημάτων ποιότητας σε δύο πεδία, αυτό της διασφάλισης ποιότητας στις διαδικασίες Ποιοτικών Ελέγχων στη Μαστογραφία καθώς και της διαχείρισης ποιότητας στο Μεταπτυχιακό Πρόγραμμα Σπουδών στη Βιοϊατρική Τεχνολογία. Συνοπτικά, το εργαλείο διευκόλυνε στην ανάπτυξη μιας δομής διεργασιών και διαδικασιών που τεκμηριώνονται επαρκώς ώστε να χρησιμοποιηθούν για τους σκοπούς ποιότητας που έχουν τεθεί. Συγκεκριμένα, η ηλεκτρονική έκδοση του Ευρωπαϊκού Πρωτοκόλλου Ποιοτικών Ελέγχων στη Μαστογραφία χαρακτηρίζεται από την αποτελεσματική χαρτογράφηση των ολοκληρωμένων συνεδριών ποιοτικών ελέγχων με καθορισμένες μεταβλητές (μετρήσιμες παραμέτρους και αποτελέσματα) που μπορεί να χρησιμοποιηθεί σε ολοκληρωμένα προγράμματα ελέγχων μονάδων μαστογραφίας. Το Εγχειρίδιο Συστήματος Διαχείρισης Ποιότητας για το Μεταπτυχιακό Πρόγραμμα Σπουδών στη Βιοϊατρική Τεχνολογία αποτελεί έναν οδηγό για όλους όσους συμμετέχουν στην υλοποίηση του προγράμματος και μέσα από τις προσδιορισμένες διαδικασίες μέτρησης και βελτίωσης της ικανοποίησης των φοιτητών και των διδασκόντων των συνεργαζόμενων πανεπιστημίων οδηγεί στη βελτίωση του και ταυτόχρονα στην πιστοποίηση του προγράμματος κατά ISO-9001. / Nowadays, optimization of health services is imperative. Large data sets collected through standardised Quality Control Protocols can provide valuable information cornering the related processes. On the other hand, the development of highly specialised educational programs for health professionals has rendered their certification necessary in order to ensure the quality of the offered services. The adoption of the electronic tool QS-PRO (Quality System Processes) - a standard software tool used for quality applications in services- has significantly contributed to the development of quality systems in two fields: Quality Assurance in Quality Control procedures in Mammography and Quality Management of the European Postgraduate Program on Biomedical Engineering. In short, the tool facilitated the creation of a process structure that is well documented in order to be further applied for reaching already-set quality objectives. More specifically, the electronic version of the European Protocol of Quality Control in Mammography features an effective mapping of complete quality control sessions with specified variables (measurable parameters and outcomes) aimed for further use in integrated quality control trials. The Quality System Manual of the European Postgraduate Program on Biomedical Engineering constitutes a comprehensive guide for all course participants; through measurements and improvements in overall satisfaction levels (by students, staff and collaborating institutions) the aim is to improve the program itself and eventually lead to its certification according to ISO-9001 standards.

Submitted by Ronildo Prado (ronisp@ufscar.br) on 2016-09-14T17:42:03Z No. of bitstreams: 1 DissAMS.pdf: 2205151 bytes, checksum: d0f07bea1c85a886e491a10434c6f7b6 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2016-09-14T17:43:38Z (GMT) No. of bitstreams: 1 DissAMS.pdf: 2205151 bytes, checksum: d0f07bea1c85a886e491a10434c6f7b6 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2016-09-14T17:43:48Z (GMT) No. of bitstreams: 1 DissAMS.pdf: 2205151 bytes, checksum: d0f07bea1c85a886e491a10434c6f7b6 (MD5) / Made available in DSpace on 2016-09-14T17:44:01Z (GMT). No. of bitstreams: 1 DissAMS.pdf: 2205151 bytes, checksum: d0f07bea1c85a886e491a10434c6f7b6 (MD5) Previous issue date: 2015-12-10 / Não recebi financiamento / This research is part of the institutional evaluation field, in particular, the evaluation of undergraduate courses, aiming the development of a methodology for analyzing the results of the evaluation process as a way to subsidize on a broad perspective the decision-making, and more specifically, the reformulation processes. The proposed methodology seeks to integrate information from different evaluation processes related to undergraduate programs, with emphasis on those established by the Sistema Nacional de Avaliação da Educação Superior (National Higher Education Evaluation System, SINAES) to analyze them critically. In this case, the report of the institutional self-assessment, the report of the Commissions assessment in loco of the Instituto Nacional de Estudos e Pesquisas Educacionais “Anísio Teixeira” (National Institute of Educational Studies and Research “Anísio Teixeira”, INEP), coming from the regulatory processes of recognition and renewal of recognition of undergraduate courses and the course report of the Exame Nacional de Desempenho de Estudantes (National Examination of Student Performance Report, ENADE). In addition to these, it will be exemplified other internal and /or external indicators that may be included when they’re relevant to the course. The objective is to stimulate analysis of the results of evaluation processes which underwent certain undergraduate courses, organizing information and making it accessible to those involved with the course, especially the academic bodies responsible for formulating a critical and systemic diagnosis on the implementation of the Educational Project Course and, when appropriate, for proposing modifications. The theoretical framework proposed for this analysis is based on the concept of emancipatory evaluation, whose basic principle is the pursuit of transformation of a given reality from a participatory assessment process. The preparation of the methodological proposal was preceded by bibliographical and documentary research that theoretically grounded it and then was developed experimentally in an undergraduate degree at UFSCar. The methodology we used for the development of the proposal was the action-research, and in order to validate it, it was held the meeting of the focus group with the teachers of the course. The central idea of the proposal is to collect, organize and analyze the indicators resulting from internal and external evaluation processes of undergraduate courses, organizing the information into large dimensions for a critical comparison of results from different sources. In this paper, a pilot spreadsheet was developed in twelve dimensions that organizes the extracted results from different sources of information, thus contributing with a comparative analysis and critique of each dimension evaluated. The results showed that this methodological approach proved to be appropriate to support the analysis performed by teachers on the results of evaluations to which the course has been submitted. The authors emphasize the importance of the multiple evaluation processes for the construction of a broad diagnosis of the current situation; More than that, it was found that the process of analyzing the information organized as proposed favors collective discussion on the Pedagogical Project of the Course and encourages educational evaluation culture in its formative and emancipatory sense; It showed up, too, the importance of an education expert who has knowledge of the methodological approach and on the evaluation processes. / Esta pesquisa insere-se no campo da avaliação institucional, em específico, a avaliação dos cursos de graduação, tendo como objetivo o desenvolvimento de uma proposta metodológica para análise dos resultados de processos de avaliação, como forma de subsidiar em uma perspectiva ampla a tomada de decisão e, mais especificamente, os processos de reformulação curricular. A metodologia proposta procura integrar informações de diferentes processos avaliativos relacionados aos cursos de graduação, com ênfase naqueles estabelecidos pelo Sistema Nacional de Avaliação da Educação Superior (SINAES) para analisá-las criticamente. No presente caso, foram utilizados o relatório da autoavaliação institucional, o relatório das Comissões de Avaliação in loco do Instituto Nacional de Estudos e Pesquisas Educacionais “Anísio Teixeira” (INEP), oriundos dos processos regulatórios de reconhecimento e de renovação de reconhecimento dos cursos graduação, e o Relatório de Curso do Exame Nacional de Desempenho de Estudantes (ENADE). Além desses, serão exemplificados outros indicadores internos e/ou externos que poderão ser incluídos sempre que pertinentes ao curso. Objetiva-se estimular a análise dos resultados de processos avaliativos aos quais foi submetido determinado curso de graduação, organizando as informações e tornando-as acessíveis aos envolvidos com o curso, especialmente às instâncias acadêmicas responsáveis pela formulação de um diagnóstico crítico e sistêmico sobre a execução do Projeto Pedagógico de Curso e, quando for o caso, pela proposição de modificações. O referencial teórico proposto para esta análise fundamenta-se no conceito de avaliação emancipatória, cujo princípio básico é a busca de transformação de uma dada realidade a partir de um processo de avaliação participativo. A elaboração da proposta metodológica foi precedida de pesquisa bibliográfica e documental que a fundamentou teoricamente e, em seguida, foi desenvolvida em caráter experimental em um curso de graduação da UFSCar. Como metodologia para o desenvolvimento da proposta foi utilizada a pesquisa-ação, e como forma de validá-la foi realizada a sessão do grupo focal com os docentes do curso. A ideia central da proposta consiste em coletar, organizar e analisar os indicadores resultantes de processos avaliativos internos e externos de cursos de graduação, organizando as informações em grandes dimensões para um confronto crítico dos resultados oriundos de diversas fontes. Neste trabalho, foi desenvolvida uma planilha piloto que organiza em doze Dimensões os resultados extraídos de diferentes Fontes de Informação, contribuindo assim com uma análise comparativa e crítica sobre cada dimensão avaliada. Os resultados demonstraram que esta proposta metodológica mostrou-se apropriada para subsidiar a análise realizada pelos docentes sobre os resultados das avaliações às quais o curso foi submetido. Ficou evidenciada a importância da multiplicidade de processos avaliativos para a elaboração de um diagnóstico amplo da situação do curso; mais do que isso, verificou-se que o processo de análise das informações organizadas da forma proposta favorece o debate coletivo em torno do Projeto Pedagógico de Curso e incentiva a cultura da avaliação educativa no seu sentido formativo e emancipatório; evidenciou-se, também, a importância da participação de especialista em educação que tenha conhecimento sobre a proposta metodológica e sobre os processos avaliativos.

Made available in DSpace on 2016-06-02T19:49:58Z (GMT). No. of bitstreams: 1 TeseGLAS.pdf: 10790435 bytes, checksum: eb378bcce969561fd7775ccb18c3b3d5 (MD5) Previous issue date: 2006-09-19 / This work intends to demonstrate the feasibility and applicability of competency management rudiments in activities connected to the formation of music educators. More specifically, it is meant to propose a model to evaluate graduate educational projects in music regarding the qualification of graduated. The study is based upon a theoretical reference that comprehends competency management and music education; having for the latter the purpose of characterizing the music educator s attributes. After an extended bibliographical research on many different authors, it was proposed a model for analysis of graduate educational projects based on competency management, and then an empirical implementation in an actual educational project was fulfilled. As a conclusion, this research could attest that it is possible the application of competency management methods in music graduate courses and in music educators formation as well, with substantial possibilities for benefits. / O presente trabalho pretende mostrar a viabilidade e a aplicabilidade de princípios da gestão de competências em atividades relativas à formação profissional do educador musical. Mais especificamente, visa propor um modelo para o diagnóstico de projetos pedagógicos de cursos de licenciatura em música, no que tange à capacitação das competências do aluno egresso. O trabalho, parte de um referencial teórico que abrange a gestão de competências e a educação musical, nesta última, tendo por finalidade a caracterização dos atributos do educador musical. Após a pesquisa bibliográfica com um grande número de autores, foi proposto um modelo para diagnóstico de projetos pedagógicos de cursos de licenciatura baseado na gestão de competências e foi realizada uma aplicação experimental em projeto de curso real. Como conclusão, o trabalho pôde verificar que é possível a aplicação de sistemáticas de gestão de competências com grande potencial de benefícios para os cursos de licenciatura em música e para a formação dos educadores musicais.

Le propos de la présente recherche est de comprendre le développement du procès de construction et d’implantation d’un curriculum modulaire pour le Cours d’Odontologie, basé sur les Directives Curriculaires Nationales, dans une université communautaire au Sud du Brésil. Au coeur de cette thématique, on a apporté la perspective des étudiants du cours, des enseignants et de l’équipe directive de l’Université. La méthodologie qualitative a utilisé une Étude de Cas, dont le champ de recherche a été les témoignages de participants de la réforme curriculaire dans le Cours de graduation en Odontologie de l’Universidade do Planalto Catarinense (UNIPLAC – Université du Plateau de Santa Catarina), à Lages – SC. La collecte de données a été réalisée au moyen d’entrevues, tout au long de neuf mois, où ont participé les étudiants d’Odontologie (curriculum modulaire), les professeurs, à différents champs de travail et l’équipe directive de l’Université (le Coordinateur de cours, le Chef de Département et le Prorecteur pour l’enseignement). Outre les entrevues, la collecte de données a inclus l’analyse documentaire et l’observation (registres en journal de champ). Les données ont été analysées au moyen de l’Analyse Textuelle Discursive, proposée par Moraes et Galiazzi (2007). Les résultats sont réunis dans les catégories suivantes : 1) Le procès de réforme curriculaire : la proposition de changement possible dans la formation; 2) Les tensions du procès : la différence entre la théorie pensée et la réalité perçue (l’intégration : condition essentielle au curriculum modulaire/ L’organisation ou la manque d’organisation / chirurgiens-dentistes enseignants ou enseignants chirurgiens-dentistes : l’(in)capacité des enseignants du cours d’odontologie ; Évaluations, apprentissages et curriculum : difficultés d’intégration/ La coordination du cours d’odontologie : où est-elle ? Le nouveau émergent : le défi du changement) ; 3) La démarche du procès et ses avances; 4) L’expérience du curriculum intégré : un procès continu d’apprentissage et de dépassement ; 5) Le cours d’odontologie de l’UNIPLAC : qu’est-ce que nous voyons pour l’avenir ? On a été observé un long et complexe procès d’élaboration de la nouvelle structure curriculaire, notamment pour ce qui a concerné la participation et la motivation d’enseignants dans le collégial du cours d’Odontologie. Il y a eu des difficultés dans la compréhension du propos par les enseignants et par les étudiants. Quand même, la méthode proposée a été bien reçue et évaluée par les étudiants dans les différents semestres du cours. Les noeuds de plus grande densité du procès de changement curriculaire incluent : – la manque d’intégralité, d’organisation et de communication à l’intérieur des modules et entre les modules ; – l’ignorance, de la part des enseignants, du propos curriculaire ; – la forme d’engagement des enseignants dans l’institution ; – la difficulté dans le processus d’évaluation des étudiants ; – l’incapacité du coordinateur du cours ; – la manque de qualifications pour le collégial du cours d’Odontologie (avant et après l’implantation du nouveau curriculum). Il est nécessaire une reprise responsable dans la conduction du procès de réforme curriculaire et une gestion plus partagée et collective à l’Université. / O propósito da presente pesquisa foi compreender o desenvolvimento do processo de construção e implantação de um currículo modular para o Curso de Odontologia, baseado nas Diretrizes Curriculares Nacionais, em uma universidade comunitária no Sul do Brasil. Dentro desta temática, foi apresentada a perspectiva dos estudantes do curso, dos professores e da equipe diretiva da Universidade. A metodologia qualitativa utilizou um Estudo de Caso, cujo campo de investigação foram os depoimentos de participantes da reforma curricular no curso de graduação em Odontologia da Universidade do Planalto Catarinense (UNIPLAC), em Lages - SC. A coleta de dados aconteceu por meio de entrevistas, ao longo de nove meses, em que participaram os discentes de Odontologia (currículo modular), os docentes, em diferentes áreas de atuação e a equipe diretiva da Universidade (Coordenador de curso, o Chefe de Departamento e o Pró-Reitor de Ensino). Além das entrevistas, a coleta de dados incluiu a análise documental e a observação (registros em diário de campo). Os dados foram analisados por meio da Análise Textual Discursiva, proposta por Moraes e Galiazzi (2007). Os resultados estão reunidos nas seguintes categorias: 1) O processo de reforma curricular: a proposta possível de mudança na formação; 2) As tensões do processo: a diferença entre a teoria pensada e a realidade percebida (A integração: condição essencial no currículo modular / A organização ou a falta dela /Cirurgiões-dentistas professores ou professores cirurgiõesdentistas: o (des) preparo dos professores do curso de odontologia; Avaliações, aprendizagens e currículo: dificuldades de integração / A coordenação do curso de odontologia: onde está? O novo emergente: o desafio da mudança); 3) O caminhar do processo e seus avanços; 4) A vivência do currículo integrado: um processo contínuo de aprendizagem e superação; 5) O curso de odontologia da UNIPLAC: o que vemos para o futuro? Foi observado um longo e complexo processo de elaboração da nova estrutura curricular, especialmente no que se referiu à participação e motivação de professores no colegiado do curso de Odontologia. Houve dificuldades no entendimento da proposta por professores e estudantes. Ainda assim, o método proposto foi bem recebido e avaliado pelos estudantes nos diferentes semestres do curso. Os nós de maior densidade do processo de mudança curricular incluem: - falta de integralidade, organização e comunicação dentro dos módulos e entre os módulos; - desconhecimento, por parte dos professores, da proposta curricular; - forma de contratação dos professores na instituição; - dificuldade no processo de avaliação dos estudantes; - despreparo do coordenador do curso; - falta de capacitações para o colegiado do curso de Odontologia (antes e após a implantação do novo currículo). Há necessidade da retomada responsável na condução do processo de reforma curricular e de uma gestão mais partilhada e coletiva na Universidade. / The aim of the present study was to comprehend the ongoing process of construction and implantation of an integrated curriculum for graduation in dental education, according to the National Curricular Guidelines, in a community university in the south of Brazil. In this sense, it was evaluated the expectations of the engaged students, professors, and the management group of the university. It was employed a qualitative methodology of case study based on the testimonies of the subjects moved ahead on the curricular reform for the graduation degree in Odontology of the Universidade do Planalto Catarinense (UNIPLAC) in Lages, State of Santa Catarina. Data were gathered along 9 months by direct interviews to all the selected participants belonging to the groups of undergraduate students (from the new integrated curriculum), assistant and full professors (from different professional working areas), and members of the directive group in different hierarchical positions. Besides this approach, research data included documental analysis and notes in regard to direct in loco observations. The writing discursive analysis technique was employed as proposed by Moraes and Galiazzi (2007). Results were grouped in the following categories: 1) The curricular reform process: one possible proposal for changing graduation standards; 2) Process-related stress: differences between the imagined theory and the perceived truth (Integration: the crucial condition for an integrated curriculum/ Organization or lack of organization/ Dentists as professors or professors that are also dentists: teaching (non-)capacities of the professors of Odontology; Exams, lessons and curriculum: difficulties for the integration/ Where is the Odontology course coordination group? The new and emergent fact: the challenger changing); 3) The development of the process and its forward steps; 4) The ongoing experience of an integrated curriculum: a continuous process of learning and overcoming; 5) The graduation in Odontology at UNIPLAC: what can be foreseen? There was a long and complex process for the elaboration of the new curricular structure, mainly due to the motivation and participation of the professors engaged in the Odontology course. For them and the students, it was not an easy way to realize the rationale of the new curricular proposal. Even though, students from different graduation years felt themselves well adapted to the integrated curriculum and high rated their experience with the new curriculum when asked to. Main limitations that were noted included: - lack of integration, organization and dialogue within and among the modular themes; - professors’ lack of knowledge of the new integrated curriculum proposal; - how is the Univeristy policy for the professor application and selection procedure; - difficulties when evaluating students’ performance; - lack of pedagogical expertise for the course coordinator position; and, - lack of adequate training for the Odontology docent staff prior to and after the beginning of the new integrated curriculum. There is a clear need for redirecting this process of curricular reform aiming a more reliable and consistent way as well as a more participative and collective administration of the UNIPLAC. / El propósito de la presente investigación fue entender el desarrollo del proceso de construcción e implantación de un currículo modular para el Curso de Odontología, basado en las Directrices Curriculares Nacionales, en una universidad comunitaria del Sur de Brasil. En este tema se presenta la perspectiva de los estudiantes del curso, profesores y equipo directivo de la universidad. Se utilizó la metodología cualitativa de Estudio de Caso, cuyo campo de investigación fue las declaraciones de participantes de la reforma curricular en el curso de graduación en Odontología de la Universidade do Planalto Catarinense (UNIPLAC), en la ciudad de Lages –Estado de Santa Catarina. La recolección de datos se realizó a través de entrevistas a lo largo de nueve meses en las que participaron los discentes de Odontología (currículo modular), los docentes de diferentes áreas de actuación y el equipo directivo de la universidad (el coordinador del curso, el jefe de Departamento y el pro-rector de Enseñanza). Además de las entrevistas, la recolección de datos incluyó el análisis documental y la observación (registros en diario de campo). Se analizaron los datos por medio del Análisis Textual Discursivo, propuesto por Moraes y Galiazzi (2007). Los resultados están reunidos en las siguientes categorías: 1) El proceso de reforma curricular: la propuesta posible de cambio en la formación; 2) Las tensiones del proceso: la diferencia entre la teoría pensada y la realidad percibida (La integración: condición esencial en el currículo modular / La organización o su falta / Cirujanos dentistas profesores o profesores cirujanos dentistas: la (im)pericia de los profesores del curso de Odontología / Evaluaciones, aprendizajes y currículo: dificultades de integración / La coordinación del curso de Odontología: ¿dónde está? / El nuevo emergente: el desafío del cambio); 3) El caminar del proceso y sus avances; 4) La vivencia del currículo integrado: un proceso continuo de aprendizaje y superación; 5) El curso de Odontología de la UNIPLAC: ¿qué vemos hacia el futuro? Se observó un largo y complejo proceso de elaboración de la nueva estructura curricular, especialmente en lo que se refirió a la participación y motivación de profesores en el colegiado del curso de Odontología. Profesores y estudiantes tuvieron dificultades en la comprensión de la propuesta, no obstante el método propuesto fue bien recibido y evaluado por los estudiantes de los distintos semestres del curso. Los nodos de mayor densidad del proceso de cambio curricular incluyen: falta de integralidad, organización y comunicación dentro de los módulos y entre estos; desconocimiento por parte de los profesores de la propuesta curricular; forma de contratación de los profesores en la institución; dificultad en el proceso de evaluación de los estudiantes; ineptitud del coordinador del curso; falta de capacitaciones para el colegiado del curso de Odontología (antes y después de la implantación del nuevo currículo). Hay la necesidad de la toma responsable en la conducción del proceso de reforma curricular y de una gestión más compartida y colectiva en la universidad.

Le propos de la présente recherche est de comprendre le développement du procès de construction et d’implantation d’un curriculum modulaire pour le Cours d’Odontologie, basé sur les Directives Curriculaires Nationales, dans une université communautaire au Sud du Brésil. Au coeur de cette thématique, on a apporté la perspective des étudiants du cours, des enseignants et de l’équipe directive de l’Université. La méthodologie qualitative a utilisé une Étude de Cas, dont le champ de recherche a été les témoignages de participants de la réforme curriculaire dans le Cours de graduation en Odontologie de l’Universidade do Planalto Catarinense (UNIPLAC – Université du Plateau de Santa Catarina), à Lages – SC. La collecte de données a été réalisée au moyen d’entrevues, tout au long de neuf mois, où ont participé les étudiants d’Odontologie (curriculum modulaire), les professeurs, à différents champs de travail et l’équipe directive de l’Université (le Coordinateur de cours, le Chef de Département et le Prorecteur pour l’enseignement). Outre les entrevues, la collecte de données a inclus l’analyse documentaire et l’observation (registres en journal de champ). Les données ont été analysées au moyen de l’Analyse Textuelle Discursive, proposée par Moraes et Galiazzi (2007). Les résultats sont réunis dans les catégories suivantes : 1) Le procès de réforme curriculaire : la proposition de changement possible dans la formation; 2) Les tensions du procès : la différence entre la théorie pensée et la réalité perçue (l’intégration : condition essentielle au curriculum modulaire/ L’organisation ou la manque d’organisation / chirurgiens-dentistes enseignants ou enseignants chirurgiens-dentistes : l’(in)capacité des enseignants du cours d’odontologie ; Évaluations, apprentissages et curriculum : difficultés d’intégration/ La coordination du cours d’odontologie : où est-elle ? Le nouveau émergent : le défi du changement) ; 3) La démarche du procès et ses avances; 4) L’expérience du curriculum intégré : un procès continu d’apprentissage et de dépassement ; 5) Le cours d’odontologie de l’UNIPLAC : qu’est-ce que nous voyons pour l’avenir ? On a été observé un long et complexe procès d’élaboration de la nouvelle structure curriculaire, notamment pour ce qui a concerné la participation et la motivation d’enseignants dans le collégial du cours d’Odontologie. Il y a eu des difficultés dans la compréhension du propos par les enseignants et par les étudiants. Quand même, la méthode proposée a été bien reçue et évaluée par les étudiants dans les différents semestres du cours. Les noeuds de plus grande densité du procès de changement curriculaire incluent : – la manque d’intégralité, d’organisation et de communication à l’intérieur des modules et entre les modules ; – l’ignorance, de la part des enseignants, du propos curriculaire ; – la forme d’engagement des enseignants dans l’institution ; – la difficulté dans le processus d’évaluation des étudiants ; – l’incapacité du coordinateur du cours ; – la manque de qualifications pour le collégial du cours d’Odontologie (avant et après l’implantation du nouveau curriculum). Il est nécessaire une reprise responsable dans la conduction du procès de réforme curriculaire et une gestion plus partagée et collective à l’Université. / O propósito da presente pesquisa foi compreender o desenvolvimento do processo de construção e implantação de um currículo modular para o Curso de Odontologia, baseado nas Diretrizes Curriculares Nacionais, em uma universidade comunitária no Sul do Brasil. Dentro desta temática, foi apresentada a perspectiva dos estudantes do curso, dos professores e da equipe diretiva da Universidade. A metodologia qualitativa utilizou um Estudo de Caso, cujo campo de investigação foram os depoimentos de participantes da reforma curricular no curso de graduação em Odontologia da Universidade do Planalto Catarinense (UNIPLAC), em Lages - SC. A coleta de dados aconteceu por meio de entrevistas, ao longo de nove meses, em que participaram os discentes de Odontologia (currículo modular), os docentes, em diferentes áreas de atuação e a equipe diretiva da Universidade (Coordenador de curso, o Chefe de Departamento e o Pró-Reitor de Ensino). Além das entrevistas, a coleta de dados incluiu a análise documental e a observação (registros em diário de campo). Os dados foram analisados por meio da Análise Textual Discursiva, proposta por Moraes e Galiazzi (2007). Os resultados estão reunidos nas seguintes categorias: 1) O processo de reforma curricular: a proposta possível de mudança na formação; 2) As tensões do processo: a diferença entre a teoria pensada e a realidade percebida (A integração: condição essencial no currículo modular / A organização ou a falta dela /Cirurgiões-dentistas professores ou professores cirurgiõesdentistas: o (des) preparo dos professores do curso de odontologia; Avaliações, aprendizagens e currículo: dificuldades de integração / A coordenação do curso de odontologia: onde está? O novo emergente: o desafio da mudança); 3) O caminhar do processo e seus avanços; 4) A vivência do currículo integrado: um processo contínuo de aprendizagem e superação; 5) O curso de odontologia da UNIPLAC: o que vemos para o futuro? Foi observado um longo e complexo processo de elaboração da nova estrutura curricular, especialmente no que se referiu à participação e motivação de professores no colegiado do curso de Odontologia. Houve dificuldades no entendimento da proposta por professores e estudantes. Ainda assim, o método proposto foi bem recebido e avaliado pelos estudantes nos diferentes semestres do curso. Os nós de maior densidade do processo de mudança curricular incluem: - falta de integralidade, organização e comunicação dentro dos módulos e entre os módulos; - desconhecimento, por parte dos professores, da proposta curricular; - forma de contratação dos professores na instituição; - dificuldade no processo de avaliação dos estudantes; - despreparo do coordenador do curso; - falta de capacitações para o colegiado do curso de Odontologia (antes e após a implantação do novo currículo). Há necessidade da retomada responsável na condução do processo de reforma curricular e de uma gestão mais partilhada e coletiva na Universidade. / The aim of the present study was to comprehend the ongoing process of construction and implantation of an integrated curriculum for graduation in dental education, according to the National Curricular Guidelines, in a community university in the south of Brazil. In this sense, it was evaluated the expectations of the engaged students, professors, and the management group of the university. It was employed a qualitative methodology of case study based on the testimonies of the subjects moved ahead on the curricular reform for the graduation degree in Odontology of the Universidade do Planalto Catarinense (UNIPLAC) in Lages, State of Santa Catarina. Data were gathered along 9 months by direct interviews to all the selected participants belonging to the groups of undergraduate students (from the new integrated curriculum), assistant and full professors (from different professional working areas), and members of the directive group in different hierarchical positions. Besides this approach, research data included documental analysis and notes in regard to direct in loco observations. The writing discursive analysis technique was employed as proposed by Moraes and Galiazzi (2007). Results were grouped in the following categories: 1) The curricular reform process: one possible proposal for changing graduation standards; 2) Process-related stress: differences between the imagined theory and the perceived truth (Integration: the crucial condition for an integrated curriculum/ Organization or lack of organization/ Dentists as professors or professors that are also dentists: teaching (non-)capacities of the professors of Odontology; Exams, lessons and curriculum: difficulties for the integration/ Where is the Odontology course coordination group? The new and emergent fact: the challenger changing); 3) The development of the process and its forward steps; 4) The ongoing experience of an integrated curriculum: a continuous process of learning and overcoming; 5) The graduation in Odontology at UNIPLAC: what can be foreseen? There was a long and complex process for the elaboration of the new curricular structure, mainly due to the motivation and participation of the professors engaged in the Odontology course. For them and the students, it was not an easy way to realize the rationale of the new curricular proposal. Even though, students from different graduation years felt themselves well adapted to the integrated curriculum and high rated their experience with the new curriculum when asked to. Main limitations that were noted included: - lack of integration, organization and dialogue within and among the modular themes; - professors’ lack of knowledge of the new integrated curriculum proposal; - how is the Univeristy policy for the professor application and selection procedure; - difficulties when evaluating students’ performance; - lack of pedagogical expertise for the course coordinator position; and, - lack of adequate training for the Odontology docent staff prior to and after the beginning of the new integrated curriculum. There is a clear need for redirecting this process of curricular reform aiming a more reliable and consistent way as well as a more participative and collective administration of the UNIPLAC. / El propósito de la presente investigación fue entender el desarrollo del proceso de construcción e implantación de un currículo modular para el Curso de Odontología, basado en las Directrices Curriculares Nacionales, en una universidad comunitaria del Sur de Brasil. En este tema se presenta la perspectiva de los estudiantes del curso, profesores y equipo directivo de la universidad. Se utilizó la metodología cualitativa de Estudio de Caso, cuyo campo de investigación fue las declaraciones de participantes de la reforma curricular en el curso de graduación en Odontología de la Universidade do Planalto Catarinense (UNIPLAC), en la ciudad de Lages –Estado de Santa Catarina. La recolección de datos se realizó a través de entrevistas a lo largo de nueve meses en las que participaron los discentes de Odontología (currículo modular), los docentes de diferentes áreas de actuación y el equipo directivo de la universidad (el coordinador del curso, el jefe de Departamento y el pro-rector de Enseñanza). Además de las entrevistas, la recolección de datos incluyó el análisis documental y la observación (registros en diario de campo). Se analizaron los datos por medio del Análisis Textual Discursivo, propuesto por Moraes y Galiazzi (2007). Los resultados están reunidos en las siguientes categorías: 1) El proceso de reforma curricular: la propuesta posible de cambio en la formación; 2) Las tensiones del proceso: la diferencia entre la teoría pensada y la realidad percibida (La integración: condición esencial en el currículo modular / La organización o su falta / Cirujanos dentistas profesores o profesores cirujanos dentistas: la (im)pericia de los profesores del curso de Odontología / Evaluaciones, aprendizajes y currículo: dificultades de integración / La coordinación del curso de Odontología: ¿dónde está? / El nuevo emergente: el desafío del cambio); 3) El caminar del proceso y sus avances; 4) La vivencia del currículo integrado: un proceso continuo de aprendizaje y superación; 5) El curso de Odontología de la UNIPLAC: ¿qué vemos hacia el futuro? Se observó un largo y complejo proceso de elaboración de la nueva estructura curricular, especialmente en lo que se refirió a la participación y motivación de profesores en el colegiado del curso de Odontología. Profesores y estudiantes tuvieron dificultades en la comprensión de la propuesta, no obstante el método propuesto fue bien recibido y evaluado por los estudiantes de los distintos semestres del curso. Los nodos de mayor densidad del proceso de cambio curricular incluyen: falta de integralidad, organización y comunicación dentro de los módulos y entre estos; desconocimiento por parte de los profesores de la propuesta curricular; forma de contratación de los profesores en la institución; dificultad en el proceso de evaluación de los estudiantes; ineptitud del coordinador del curso; falta de capacitaciones para el colegiado del curso de Odontología (antes y después de la implantación del nuevo currículo). Hay la necesidad de la toma responsable en la conducción del proceso de reforma curricular y de una gestión más compartida y colectiva en la universidad.