Submitted by Fabiana Gonçalves Pinto (benf@ndc.uff.br) on 2015-12-21T17:26:15Z No. of bitstreams: 1 Maria Angela Prates Puppin.PDF: 547986 bytes, checksum: 0f243d62e1cc1853f22cc7f0578b490f (MD5) / Made available in DSpace on 2015-12-21T17:26:15Z (GMT). No. of bitstreams: 1 Maria Angela Prates Puppin.PDF: 547986 bytes, checksum: 0f243d62e1cc1853f22cc7f0578b490f (MD5) Previous issue date: 2013 / Mestrado Profissional em Ensino na Saúde / Trata-se de um estudo sobre a interdisciplinaridade no processo de formação e sua articulação com saberes teóricos e práticas desenvolvidas no Curso de Residência em Enfermagem em Saúde Coletiva da Escola de Enfermagem Aurora de Afonso Costa, da Universidade Federal Fluminense, Rio de Janeiro. É uma pesquisa social, de natureza qualitativa, do tipo exploratória e descritiva. Teve como objetivos refletir sobre a formação em saúde e sua articulação com a interdisciplinaridade; discutir como vem sendo implementada a interdisciplinaridade, na teoria e na prática no Curso de Residência de Enfermagem em Saúde Coletiva; construir uma tecnologia educacional que contribua para a implementação da pedagogia interdisciplinar no curso citado. A coleta de dados foi realizada por meio de entrevistas semi-estruturadas com os docentes vinculados à citada Residência e com as enfermeiras residentes em Saúde Coletiva. Para análise dos dados, optou-se pela análise temática. O saber-fazer-ser integrado ao humano, a fragmentação e a diversidade dos saberes e a interdisciplinaridade como relação de poder-saber configuraram-se como as três categorias centrais, construídas a partir das unidades de significação. Tais categorias tiveram como substrato teórico os estudiosos envolvidos com a temática, com ênfase na obra do filósofo e epistemólogo Hilton Japiassu e do sociólogo e professor Michel Foucault. Os resultados obtidos revelam que a interdisciplinaridade ainda é um desafio enquanto eixo norteador da formação e da prática dos profissionais de saúde em geral, particularmente das Residentes do Curso de Enfermagem em Saúde Coletiva da UFF. Desenvolver um trabalho interdisciplinar não é tarefa fácil, já que envolve inúmeros aspectos, principalmente aqueles relativos às relações de poder e saber. A proposta foi, nesse sentido, apontar como a implementação do pensamento interdisciplinar significará ganhos expressivos no fortalecimento desta práxis. Concluiu-se que há necessidade de priorizar e favorecer, junto aos docentes e enfermeiros residentes do curso em tela, espaços de aprofundamento, reflexão e discussão sobre o tema, a fim de aprimorar habilidades permeadas pela pedagogia interdisciplinar na prática profissional em saúde. / This study explores how an interdisciplinary curriculum can successfully wed theory to practice in the Collective Health Nursery Internship Program delivered by Aurora de Afonso Costa Nursery School at Universidade Federal Fluminense (UFF), in Rio de Janeiro state. This qualitative social research has both an exploratory and descriptive nature, as it aims to discuss interdisciplinary delivery of both theoretical and practical instruction by the above referred non-degree post-graduate program. Data were collected via semi-structured interviews with the internship program faculty and with Collective Health intern nurses. Data theme analysis was conducted in the light of three central themes - the knowing-doing-being framework, knowledge diversity and fragmentation, and interdisciplinarity, which are viewed as the essential pillars of meaning-based knowledge-power relations. These categories are supported by the literature review which relies namely on the works by philosopher and epistemologist Hilton Japiassu and sociologist and educator Michel Foucault. Findings show that an interdisciplinary approach is still challenged as the foundation concept of the qualification and practice process of healthcare professionals in general, particularly with respect to the Collective Health Nursing Interns at UFF. Developing interdisciplinary work is not an easy endeavor since there are many perspectives at stake, especially those related to power and knowledge relations. The baseline directive of this study was to show how interdisciplinary thinking can yield significant gains and strengthen the teaching praxis. It can be concluded that further investigation, reflection and discussion about interdisciplinarity should be fostered and prioritized among the faculty and the interns so as to develop and enhance their professional practice and interdisciplinary teaching

Made available in DSpace on 2014-08-20T13:47:53Z (GMT). No. of bitstreams: 1 Luanda Alvariza Gomes Ney_Dissertacao.pdf: 1302951 bytes, checksum: 0084930b669bff09e5270f2e21767a98 (MD5) Previous issue date: 2012-04-13 / This research describes and analyses, in data extracted from spontaneous texts, the use of acute accent marks by young primary students. It is debated the relations established, in initial writing, between acute accent marks and children s knowledge about the language prosody. The proposal for attribution of acute accent marks by Bisol (1992, 1994) is the basis of this study. The analyzed corpus is comprised of 3161 words (not verbs) which receive acute accent marks, according to spelling norm, and 222 words where the words received acute accent marks when, according to the norm, it is not necessary. The resulting data were obtained by research made with 987 texts produced by children in two schools, a private and a public in the city of Pelotas/RS. The data were submitted to qualitative and quantitative analysis having into account two categories: correct answers and mistakes. The results demonstrate that: i) the majority of correct answers referring to acute accent marks occur in oxytone words and tonic monosyllables, mainly when the stressed vowels are the medium o and e ; ii) when stressing inadequately, children end up revealing coherent hypothesis related to phonetics and also to language prosody, because, in most of these cases, the acute accent marks, besides coinciding with the tonic syllable of the word, it is used for indicating open vowels; iii) the data of omission of acute accent marks represent 84% of the mistakes registered; iv) when the acute accent mark takes place in the changed syllable, it is verified a tendency in stressing as tonic the penultimate syllable, which characterizes the general rule of prosodic acute accent mark in Portuguese. The data confirm also that the progress in education constitutes an important factor for appropriation of rules of acute accent marks use by young learners, mainly, in private schools. Keywords: acute accent marks, prosodic accent marks, writing acquisition. / Esta pesquisa descreve e analisa, em dados extraídos de textos espontâneos, o uso da acentuação gráfica por crianças das séries iniciais. Discutem-se as relações estabelecidas, na escrita inicial, entre o acento gráfico e o conhecimento que as crianças possuem sobre a prosódia da língua. A proposta para atribuição do acento de Bisol (1992, 1994) serve de base para o estudo. O corpus analisado é constituído de 3161 palavras (não-verbos) que devem ser grafadas com acento, conforme a norma ortográfica da língua, e 222 palavras em que houve a grafia do acento quando este, segundo a norma, não é necessário. Os dados foram obtidos a partir do levantamento feito em 987 textos produzidos por crianças de duas escolas, uma pública e outra particular, da cidade de Pelotas/RS. Os dados foram submetidos à análise quali-quantitativa, considerando-se duas principais categorias: acertos e erros. Os resultados mostram que: i) o maior número de acertos referentes à grafia do acento ocorre em palavras oxítonas e monossílabos tônicos, principalmente quando as vogais acentuadas são as médias o e e ; ii) ao grafarem acentos indevidos, as crianças acabam por revelar hipóteses coerentes com a fonética e com a prosódia da língua, pois, na maioria desses casos, o acento, além de coincidir com a sílaba tônica da palavra, é utilizado para indicar vogais abertas; iii) os dados de omissão do acento representam 84% dos erros registrados; iv) quando ocorre grafia do acento na sílaba trocada, verifica-se uma tendência em marcar como tônica a penúltima sílaba, o que caracteriza a regra geral do acento prosódico do português. Os dados atestam ainda que o avanço na escolarização constitui um fator importante para a apropriação das regras de utilização do acento gráfico pelas crianças, sobretudo, na escola particular.

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Syftet med arbetet är att studera min läroprocess och hur specifika övningar påverkar tekniska spelfärdigheter på instrumentet altviolin. Under en period på sex veckor har jag genomfört övningstillfällen fem gånger i veckan, 15-20 minuterspass. Jag har vidare  genomfört videoinspelningar en till tre gånger i veckan. I bakgrunden presenteras litteratur och forskning om övning, spelteknik och designteoretiskt perspektiv. I metodkapitlet presenteras valt material och dokumentation. I resultatkapitlet beskrivs hur designandet av mitt lärande har gått till samt dess påverkan i min utveckling av mitt altviolinspel. Dessa bygger på mina transkiberingar av valda videoinspelningar. Resultatet visar att undersökningen har lett till framsteg i finmotorik, ergonomiskt spel, bättre intonation och färre misstag i spelet. I diskussionsdelen diskuteras resurserna samt resultat som bottnar i presenterad litteratur, tidigare forsknig och det designteoretiska perspektivet. / The purpose of this study is to investigate my learning process and how specific exercises affect the technical playing skills of the instrument viola. For a period of six weeks I have practiced technical skills on viola five times a week, 15- 20 minutes each time and recorded 1-3 of these practice sessions with a video camera. Chapter two presents literature and research on exercise, playing technique and design theory perspective. Chapter three presents selected materials and documentation. The result is described in chapter four where I explain how the design of this project has effected my technical development in violaplaying.The recordings have been transcribed by me. Results reveal that this study has given myself success in terms of ergonomic playing, better intonation and less mistakes in my playing. The recources and results are discussed in relation to previous research and relevant literature.

Many secondary school teachers are currently facing students' lack of interest in the subjects taught. Research findings have also repeatedly shown that students' motivation for school work decreases as the length of the studies increases. Furthermore, students' level of motivation reaches a very low level during adolescence despite the fact that many of them make choices regarding their future careers. This thesis focuses on the relation between the motivation of students for school work and the attitudes and skills of teachers - their educational styles, and whether the relationship between students and them is positive or negative. The theoretical part of this paper introduces and describes the above mentioned concepts - educational styles and motivation - or more precisely, what kinds of motivation there are, and how these affect not only the learning process itself, but also the performance, results, and performance goals, all of which are closely linked. The practical part consists of a research investigation focused on verifying the link between students' motivation for school work and the educational styles used by their teachers. Key words motivation, education style, adolescence, achievement goals, academic achievements, learning process, teacher, secondary school student

The thesis deals with constructivist approaches to teaching mathematics in lower secondary school, which means that a pupil is the centre of learning process. Based on study of literature, textbook analysis, and, in particular, in accordance with the theory of generic models as a theory describing way to build pupils' knowledge, a teaching experiment was prepared, focusing on the area of triangle and parallelogram. Experimental lessons were realized in two 7 grade classes with different experience with being taught mathematics at the elementary school. One class was taught by a highly instructive series of textbooks, while the second by textbooks which respected the principles of constructivism aimed at pupils and allowed individualization of learning process. The main objective of the thesis is to describe the experimental education in both classes and evaluate it from two perspectives. First of all, qualitatively, by analysing video recordings of lessons, pupils' solutions, notes from lessons, print screens from interactive whiteboard, but also by examining attendance sheets from teachers observing some lessons. In the second case, quantitatively, based on pre- and post- tests. The qualitative analysis is mainly focused on key discoveries and didactical situations in teaching and on an assessment...

Syftet med min uppsats är att undersöka vad några elever i årskurs 9 har för kunskap om kursplanen i fysik, samt hur de uppfattar att denna kunskap påverkar deras lärande. Undersökningen består av sex kvalitativa elevintervjuer. En slutsats som framkommit i undersökningen är att om elever delges kunskap om vad kursplanen är och dess syfte kan det användas som ett verktyg till att höja motivationen och på så sätt även gynna lärandeprocessen. Men kursplanen är endast en liten del i vad som kan påverka lärandet i den formativa bedömningen. Även svårigheter i att förstå och göra skillnad på begrepp så som kursplan, kunskapskrav och centralt innehåll framkommer. I det sociokulturella perspektivet kan kursplanen och kommunikationen om den samma ses som en resurs och ett verktyg i lärandeprocessen. / The purpose of my study is to evaluate what knowledge some Swedish fifteen year old students’ in 9 th grade had about the syllabus in physics, and how they perceive that the knowledge affects their learning process. The method, six qualitative interviews which is used in the evaluation, is chosen by the principles which can be found in studies of social science. One of the conclusions drawn from the study is that if students communicated knowledge about what the syllabus is and its purpose, it could be used as an artefact in the socio-cultural perspective of learning to improve motivation and increase the learning process. Over all, the syllabus is a very small part in what impacts the learning process in the formative assessment. Even difficulties in understanding concepts and the differences in concepts as syllabus, knowledge requirements and the content of importance has appeal in the process. In the perspective of social culture, communication of the syllabus can be seen as a resource in the learning processes.

本研究旨在探討全職實習諮商心理師的全職實習適應歷程與發展的適應平衡機制，分析影響實習適應的可能影響因子，以及討論國內目前實習制度的現況。本研究以質性研究方法探究全職實習領域，以半結構式訪談蒐集研究資料，共訪談四位符合研究選取標準之全職實習諮商心理師，訪談後經分析整理，並綜合歸納探討四位研究參與者訪談資料的異同，研究結果呈現研究結論如下： 一、個別主題與階段呈現如下： （一）自我懷疑與自我成長的循環 準備期→初入實習場域→累到快死掉→挑戰→burn out→平衡機制→痛苦與成長相伴 （二）打破魔咒，長出自我的樣子 挫折經驗-產生魔咒→補強→魔咒禁錮-用力實習→挑戰→安定的力量→長出自我 （三）成為一個人 經驗分享→進入機構→磨合→衝突→適應機制→成長 （四）把自己縮小得以倖存的過程 自有適合自己的地方→格格不入→痛苦→拯救自己→平衡機制→反思 二、影響全職實習適應歷程之可能影響因素包含「實習環境」、「專業工作」、「生活面向」、「個人實習中的狀態」、「正向支持」等五個層面。 三、針對國內諮商實習現況的討論 （一）專業訓練課程中缺乏對自我照顧的重視 （二）對實習制度的反思 最後，本研究依照上述研究結果進行討論，並提出進一步的建議，以供未來全職實習諮商心理師、諮商養成訓練與外來研究作為參考。

Cette recherche a pour principal objectif de mieux comprendre la contribution des récits professionnels (apports et limites) à l’apprentissage d’un métier. Elle fait suite à une mise en place récente, au sein d’une formation universitaire d’ergonomes, de dispositifs d’apprentissage pilotés par des formateurs de l’équipe enseignante et durant lesquels des professionnels ergonomes proposent aux étudiants des mises en récit de leur expérience.L’étude des effets produits par ces récits indique que leur finalité didactique ne préjuge en rien la façon dont les étudiants destinataires vont les exploiter dans le cadre de leur formation. Tous les récits proposés ne sont pas équivalents.L’auteur indique qu’il existe des configurations plus propices que d’autres pour obtenir une exploitation féconde de ces récits en termes d’effets produits susceptibles d’être des cibles dans une formation d’ergonomes. Parmi elles, nous notons celles d’expliciter sa visée didactique par le pilote ou le professionnel, d’utiliser des supports visuels dynamiques, de développer les obstacles rencontrés et leurs résolutions, ou encore de rendre acteur les destinataires des récits. Ces résultats soulignent le rôle essentiel du formateur et des intervenants professionnels dans les choix de contenu, de présentation et d’exploitation des récits proposés. Nous notons par ailleurs une influence, certes plus ténue, mais présente des caractéristiques des étudiants dans les processus d’exploitation des récits. Tous les étudiants n’en bénéficient pas de la même manière selon leur histoire, leurs expériences passées, leurs buts et leurs mobiles. L’auteur pose ainsi le principe d’une double contribution {récit – sujet} dont certaines propriétés de couplage, étayées dans cette thèse, favorisent une exploitation féconde des récits. Enfin, plusieurs propositions pratiques d’utilisation des récits professionnels dans un contexte de formation universitaire ont été développées. Ces repères s’adressent à plusieurs publics. D’une part, quiconque souhaitant être guidé dans la mise en récit de son expérience en vue de la proposer à autrui. D’autre part, toute personne souhaitant faire appel à des professionnels pour témoigner de leur expérience dans un contexte de formation.Mots clés : formation professionnelle, récit professionnel, ergonomie, ingénierie de formation, condition et processus d’apprentissage, savoirs épisodiques. / This research aims at understanding the contribution of professional narrative accounts in preparing future ergonomists for their profession. It follows the recent introduction of a training program piloted by teachers in a university training center during which ergonomists gave students narrative accounts about their professional practice. The study of the effects of these narratives indicates that their educational purpose does not prejudge how the student will use them in a learning perspective. Some narratives were much more captivating, were better remembered, and produced much more targeted effects of ergonomics training than others by a majority of the students. All the narratives are not equivalent. Several favorable learning conditions were identified, among them the development of the professional’s explanation of the educational purpose of the narrative account, using dynamic visuals, giving real applications of how the accounts could be useful for students, involving the addressees of narratives and the development of the number of problem situations discussed during professional narratives and their resolutions. These results highlight the crucial role of the trainer and professional contributors, and provide food for thought regarding the design of training programs and the conditions of production, narration and utilization of accounts by the students and the participating professionals. We also note an influence of the student’s own cultural background, goals and mobiles in the process of operating accounts. We argue the principle of a double contribution {narrative-subject} whose some coupling properties promote a productive use of narratives.Finally, several professional guides use narratives in the context of university education are developed. They address several audiences. First, anyone wishing to be guided in developing an account of his experience. In addition, anyone wishing to engage professionals to share their experience in a training context.Keywords: professional training, professional narratives, ergonomics, teaching situation, conditions and learning process, episodic knowledge.

本研究旨在探討心理動力取向為主的心理治療工作者，領會移情與反移情的學習歷程，欲瞭解治療者從理論到實務致身領會的歷程，以及面臨的困境內涵，並在整合理論與實務的體會後，對個人自身與治療工作的意義與影響。研究者針對四位心理動力取向治療者，透過一對一的半結構式訪談，獲得質性資料以進行分析，並建構出歸納式結論，依此作研究結果描述如下： 一、心理動力取向治療者從理論到實務致身領會歷程中的困境內涵 　　心理動力取向治療者容易面臨到的困境主要為兩個層面，分別為：理論的學習與實務的應用。由於理論知識的抽象性，加上主體經驗不足，治療者容易感到模糊而不易掌握理論內涵；在實務工作中，治療者對反移情的瞭解不足，容易與個案移情相互影響，並對自我能力的信心產生動搖。 二、心理動力取向治療者從理論到實務致身領會移情與反移情內涵的歷程 　　領會的歷程可分為三個部份。首先，透過督導的涵容與提點，減緩治療者反移情的負面影響，穩固自我認同，並逐漸覺知自身的反移情。再者，藉由被治療的正向經驗，發展出內在動力的認識與深度接納，對移情與反移情的本質會有更深入的掌握。最後，透過治療者對生命經驗的內化省思，使得理論到實務的連結產生個人性的意義與理解。 三、心理動力取向治療者整合歷程後的體會，對個人與治療工作的意義與影響 　　治療者於實務工作中成功驗證理論內涵，並對個人議題覺察的深化，成熟掌握反移情後，不再輕易被自我懷疑與焦慮所困擾，並發展出對自我與專業的認同。最後伴隨而來的影響，包含：區辨移情與反移情能力提升、涵容與後設思考的空間擴大、發展出對人性謙卑而深刻的思考態度與工作方式、穩固治療信念、以及將動力觀點融入人際與生活等層面。 關鍵字：心理動力取向、移情、反移情、學習歷程 / This study uses semi-structured interviews to collect data separately from four psychodynamic therapists. In order to discover the learning process of transference and counter-transference and to understand the transition process of every therapist’s perception from theory to practice, this study reviewed the obstacles therapist might have faced, and the influence on his/herself as well as being a therapist when they’ve acquired the integration of both theory and practice. The main findings of this study were as follows: 1.The understanding of the obstacles during psychodynamic therapists’ perception from theory to practice. 　　Two main obstacles one psychodynamic therapist might face were the theoretical learning and the practical application. As to the former, both the abstractiveness of theory and lacking of experience creates the difficulty to manage. As to the latter, the shortage of knowledge regarding counter-transference might result in intense tension and anxiety between the patience, and hence the therapist might undergo underconfidence and self-doubt. 2.The understanding of transference and counter-transference during the 　psychodynamic therapists’ transition process from theory into practice. 　　Firstly, the negative impact resulted from counter-transference might be mitigated by the contain and suggestion of supervisors; therefore, the therapists might be self- conscious and aware of self-identity. Secondly, with the above positive experience, the knowledge of inner dynamic, and deeper acceptance, therapists might be able to better manage counter-transference. Finally, the process would lead to the connection with personal understanding brought by the transition from theory into practice. 3.The reflection and the influence of psychodynamic therapists when having acquiring the integration of both theory and practice. 　　When therapists undergone the abovementioned stages, they will no longer be troubled by self-doubt and anxiety, and identify with self-affirmation. The influence of which includes the better ability to distinguish transference and counter-transference, broaden thinking regarding contain and metacognition, developing humbleness to humanity and a profound attitude, a firm faith of therapy, and to incorporate psychodynamic into relationships and daily life. Key word: psychodynamic approaches, transference, counter-transference, learning process